Professional Responsibilities and Expectations

The following expectations of a successful teacher are all considered requisites in order to be an ISNS effective teacher:

PROFESSIONAL RESPONSIBILITIES

The teacher:

• Is familiar with all ISNS policies and adheres to them accordingly.
• Ensures that a kind and caring learning environment is maintained throughout the school.
• Ensures that an appropriate instructional program in line with the school’s philosophy and the requirements of IBPYP, IBMYP, IBDP is implemented.
• Ensures that the IB Learner Profile is an essential element of daily lessons.
• Engages students in active, inquiry-based learning.
• Is reflective about teaching practices, always seeking to improve and utilize the most effective approaches.
• Conducts careful and varied assessment of student learning using common assessments in like subjects and/or grade level teams.
• Attends purposefully to the personal, social development and emotional care of students.
• Builds positive relationships with administrators, fellow teachers, teaching assistants and administrative staff members.
• Communicates effectively and professionally with parents.
• Uses ManageBac for recording assessment, attendance, curriculum planning and communication.
• Participates actively, in an informed manner, in curriculum development.
• Demonstrates professionalism in all aspects of a teacher’s performance.
• Attends appropriate internal professional development events and external courses as approved by administration.
• Attends school meetings as dictated by professional obligations.
• Is punctual to school, to lessons and to duties.
• Participates in special school events which may take place outside of the normal working hours as requested by the divisional administrators.
• Models positive and appropriate behavior for students.
• Recognizes that teaching is a cooperative, collegial and collaborative team endeavour and conducts him or herself accordingly.
• Integrates the use of technology in curriculum planning and instruction as per ISNS plan of operation.
• Works in a purposeful manner to differentiate instruction and foster the individual abilities of each student.
• Uses the school e-mail system and school social media accounts for school business only, ensuring that all digital communication is professional and appropriate.
• Participates fully and constructively in the school appraisal system.

PREPARATION AND PLANNING

The teacher:

• Plans and prepares syllabus/units of study and learning experiences thoroughly in line with the PYP, MYP and DP as appropriate.
• Demonstrates a sound knowledge of curriculum.
• Utilizes current research to develop lessons and instruction.
• Demonstrates a commitment to ongoing professional development and the sharing of ideas in order to maintain a knowledge of current, effective practices.
• Designs lessons to meet the needs of all learners.
• Demonstrates effectiveness in meeting stated school, section and personal instructional goals.

TEACHING SKILLS

The teacher:

• Demonstrates effective classroom management skills and the ability to create a positive learning environment.
• Demonstrates the ability to recognize individual student’s needs.
• Differentiates instruction and assessment techniques to meet the needs of various learners.
• Collaborates appropriately with EAL teachers, Learning Support teachers and counsellors to support students with specific needs.
• Utilizes a variety of teaching strategies, including hands-on and student-driven activities, to engage learners.
• Uses the latest technology to engage students and facilitate learning.
• Promotes English language acquisition in addition to the subject area content.
• Delivers instruction that meets the needs of both EAL students and high English ability students within the same mainstream classroom.
• Integrates the IB Learner Profile into daily learning goals.
• Establishes clear expectations for students’ academic and overall performance.
• Maintains high academic standards.
• Maintain effective records and systems of data analysis.

PROFESSIONAL RELATIONSHIPS AND RESPONSIBILITIES

The teacher:

• Works to establish good rapport with students, parents, administration and colleagues.
• Develops open lines of communication with all members of the school community.
• Demonstrates sensitivity and respect towards others and creates an atmosphere of care among all members of the school community.
• Attends and participates collaboratively in meetings
• Demonstrates a willingness and expects to be involved in extra-curricular activities, field trips and school events.
• Regularly participates in Professional Development and shares learnings with colleagues.
• Demonstrates flexibility in dealing with others and when receiving feedback.
• Checks the school e-mail regularly throughout the day.
• Refrains form checking personal e-mail or social media sites during working hours.
• Maintains a professional personal appearance, dress and demeanor.
• Maintains confidentiality and shows discretion in professional matters and issues of conflict.
• Cooperates with school administration and demonstrates a commitment to the school’s philosophy, policies, procedures, and administrative regulations.
• Promotes the positive public image of the school and AKD.
• Fosters positive relationships with the local and expat community.
• Demonstrates a high level of personal and professional ethics.
• Refrains from statements or activities that might bring the school into disrepute and refrains from criticizing ISNS, AKD or any member of the school community to third parties.
• Resolves problems with colleagues in an honest, frank and non-threatening manner.

RESPONSIBILITIES TO STUDENTS

The teacher:

• Is responsible for the growth and development of each individual student in accordance with the philosophy of the school.
• Has a responsibility for the safety and discipline of all students in and out of the classroom.
• Never leaves students unattended in the classroom, even for a short period of time.
• Establishes an appropriate code of behavior / essential agreements based on mutual respect.
• Sets and encourages high standards of effort, achievement and behavior with an expectation of excellence.
• Is aware that students have different levels of competence in various languages and is sensitive to the importance of clear and unambiguous communication with students.
• Works to engage students in the learning process and gives them choice in learning matters.
• Keeps current records of student progress.
• Distinguishes between academic knowledge/skills and behavioral issues.
• Guides each student in developing effective learning habits.
• Provides effective feedback to individual students on a regular basis.
• Writes regular reports on each student in keeping with the school’s assessment procedures.
• Attends to the responsibilities of Advisory teacher in a committed and involved manner.
• Maintains an open and positive relationship, recognizing, praising and supporting student endeavors and effort.
• Is aware of individual needs – personal, social,emotional and academic – and monitors student progress accordingly.
• Makes provisions for being available to students in and outside the classroom, with regularly scheduled timeslots available as necessary.
• Acts as an appropriate role model to students by exemplifying respect, courtesy, honesty, fairness and the expectations for student conduct.
• Recognizes the international nature of the student body and is respectful of the cultural, religious and racial differences within the school.
• Ensures that students have a permission note from the administrative office if they are to miss class, arrive late or leave the school grounds early.

 

RESPONSIBILITIES TO PARENTS

The teacher:

• Welcomes parental interest in the progress of students and demonstrates a willingness to listen and respond to parents’ views.
• Communicates in a professional and pro-active manner with parents.
• Is diplomatic and considerate in all professional dealings with parents.
• Welcomes and promotes parent involvement in supporting class and extra-curricular activities.
• Attends Parent-Teacher Conferences and is willing to meet with parents outside the instructional day if necessary.

*Note:  Assistance in setting up appointments and communicating with parents (translation services) can be arranged through the administrative office.

Templates for conducting and taking minutes at meetings with parents have been established to ensure consistency across each division.  Please see your principal for guidelines and assistance with parent meetings.

IMPROVING TEACHING PERFORMANCE THAT IS UNSATISFACTORY

Protocol for Supporting Struggling Teachers, Seeking Improvement and Taking Necessary Steps:

Step 1 – Identify the problem or issue.

Step 2 – Determine the severity of the problem or issue:

• Minor – No immediate danger or a serious hindrance to learning is present for children.  Go to Step 3 
• Major – An immediate danger is present for children or there is a serious hindrance to learning – Take immediate action to correct the problem or remove the teacher.

Step 3 – The administrator has a one-on-one conversation with the teacher.

Step 4 – Was the problem resolved or improvement made?

• Yes – Further action is not required, simply observe going forward.
• No – Create a plan for improvement with specific, measurable goals with a set timeline.   Assign a mentor, if applicable.   Ask the teacher to observe a peer, if applicable.

Step 5 – Did the teacher meet the goals in the specified period of time?

• Yes – Further action is not required, simply observe going forward.
• No – Decide whether a change in position is required, the teacher’s contract should not be renewed or the teacher should be dismissed immediately.

DISCIPLINARY ACTION

Due process will be given to any faculty member accused of violating the code of conduct.  The incident will be thoroughly investigated and the accused individual will have the opportunity to explain and defend his or her actions.

For infractions and violations of the above policies:

• Step 1: Verbal Warning
• Step 2: Written Warning and/or Growth Plan and/or Mentoring
• Step 3:  Disciplinary Action – may include non-renewal of contract or immediate dismissal from employment

For serious infractions, one or more of the above steps may be bypassed.