Handbook for International Staff Members

2013 - 14

Contents1 Staff Regulations...............................................................................................................5

1.1 Job Descriptions..........................................................................................................5

1.2 Dress Code..................................................................................................................5

1.3 Class Routines.............................................................................................................5

1.4 Working hours and Time-keeping...............................................................................6

1.5 Duties and Participation.............................................................................................7

1.6 Classroom Management.............................................................................................7

1.7 Confidentiality and Ethics...........................................................................................8

1.8 Insurance and Staff Liability........................................................................................9

1.9 Absence and Sick Leave..............................................................................................9

1.10 Mobile Phones......................................................................................................10

1.11 Smoking Policy......................................................................................................10

1.12 Parent Teachers....................................................................................................10

1.13 Contract Termination/Non-Renewal.....................................................................11

1.14 Professional conduct.............................................................................................11

1.15 Transportation......................................................................................................11

1.16 Staff Salaries..........................................................................................................11

1.17 Accommodation....................................................................................................11

1.18 Employment Contract Agreement........................................................................12

1.19 Visa, Police Clearance Certificate and Medical Insurance.....................................12

1.20 Applications for Leave of Absence........................................................................12

1.21 Probation and Performance Management Review...............................................12

1.22 Staff Training and Development...........................................................................13

1.23 Training Days.........................................................................................................14

1.24 Russian and Kazakh lessons for teachers..............................................................14

1.25 Induction...............................................................................................................14

1.26 Meetings...............................................................................................................15

1.27 Disciplinary Policy.................................................................................................15

1.27.1 Introduction...................................................................................................15

1.27.2 General points...............................................................................................15

1.27.3 Duration of Warnings....................................................................................16

1.27.4 Informal counselling......................................................................................16

1.27.5 Offences.........................................................................................................16

1.27.6 Notification of disciplinary action..................................................................18

1.27.7 Formal disciplinary action..............................................................................19

1.27.8 Authority to Discipline...................................................................................20

1.27.9 Dismissal Without Notice – “Summary Dismissal”.........................................20

1.27.10 Alternatives to dismissal................................................................................21

1.27.11 Appeals Procedure.........................................................................................21

1.27.12 Special Rules for Probationary Teachers........................................................22

1.28 Grievance Policy and Procedure....................................................................22

1.28.1 Aims of the Policy..........................................................................................22

1.28.2 What Constitutes a Grievance?.....................................................................23

1.28.3 Informal Stage – dealing with the initial complaint or grievance...................23

1.28.4 Formal Stage of grievance procedure............................................................24

2 Communication...............................................................................................................25

2.1 Channels of Communication.....................................................................................25

2.2 Communication with Parents...................................................................................25

2.3 Parental Complaints and Concerns...........................................................................26

3 Curriculum Planning........................................................................................................26

3.1 School Development Plan (SDP)...............................................................................26

3.2 Planning Cycles.........................................................................................................27

3.3 Curriculum Structure................................................................................................27

3.3.1 Primary School (Grades 1-5):.........................................................................27

3.3.2 Secondary School (Grades 6-10):...................................................................28

3.3.3 Secondary School (Grades 11-12)..................................................................28

3.4 Parents Evenings...................................................................................................... 30

3.5 Reports.....................................................................................................................30

3.6 Student Records.......................................................................................................30

3.7 Coursework.............................................................................................................. 30

3.8 Timetables................................................................................................................30

4 Extra-Curricular Activities................................................................................................30

5 Resources........................................................................................................................31

5.1 Resource Policy.........................................................................................................31

5.2 Ordering Resources..................................................................................................32

5.3 Local Receipts...........................................................................................................32

5.4 Reprographics...........................................................................................................32

5.5 Computers and printers............................................................................................32

5.6 School Offices...........................................................................................................33

5.7 School Library...........................................................................................................33

5.8 School Auditorium....................................................................................................33

5.9 Cafeterias..................................................................................................................33

5.10 School Vehicles.....................................................................................................34

5.11 Use of Sports facilities by staff..............................................................................34

5.12 School Property.....................................................................................................34

6 Appendices......................................................................................................................35

6.1 APPENDIX 1: JOB DESCRIPTIONS..............................................................................35

6.1.1 International Vice Principal – Job Description...............................................35

6.1.2 International Team Leader - Job Description.................................................37

6.1.3 International Teacher - Job Description.........................................................38

1 Staff Regulations

1.1 Job Descriptions

Job descriptions are available for the positions of International Teacher, International Subject Leader, International Team Leader and International Deputy Principal (See Appendix 1 of this document). These provide a detailed definition of professional duties and responsibilities, and provide key reference points for the processes of performance appraisal and staff development.

Each international member of staff will be given a copy of their job description by their line manager within a week of their arrival in Kazakhstan. A copy of the document will also be held on file by the school Director. Any change of role will necessitate an amendment to the job description.

1.2 Dress Code

Please refer to NIS Staff Code of Conduct (NIS 14/1). Clothing is expected to be formal and appropriate for a professional work environment. Staff members should dress smartly and appropriately for school. Formal attire is required for both genders.

Specifically:

For ladies: shoulders should be covered, and skirts should be at least of knee length. Mid-riffs should not be exposed and necklines should be high. Jewellery should be modest.

For men: a smart tailored shirt is required, with necktie and long trousers. A jacket or suit is required for all formal events. Male staff members should be clean shaven or have a well-kept beard/moustache. Jewellery should be modest.

For both genders, hair should be clean and tidy, and long hair should be tied back.

Shoes should be formal, and kept clean and polished.

Casual wear must not be worn. Denim jackets or trousers are not acceptable, neither are trainers, flip-flips or T-shirts. Shorts are not appropriate, with the exception of major sporting events.

Protective clothing should always be worn in laboratories and art rooms.

Appropriate clothing should be worn for school sports lessons and events.

Working dress applies on training days.

Managers may follow-up with colleagues about their dress as appropriate from time to time in order to maintain standards. All teachers are encouraged to be open and receptive to this.

1.3 Class Routines

It is a school requirement that staff members must keep an accurate and clear record of:

Student attendance.

Marks awarded for all students’ homework and classwork.

Lessons taught and the content covered in the form of lessons plans (this should correspond to the agreed departmental schemes of work).

Homework set along with completion dates.

Books issued and returned.

These documents may be inspected at any time by senior members of staff.

Staff members must adhere strictly to the NIS Homework Policy (NIS 65/1).

All students’ written work must be fully and clearly marked in accordance with agreed departmental marking procedures. This should be done as quickly as possible after submission. Staff should take appropriate measures to ensure that students copy correctly the details of homework set. The details of homework tasks are important for the students, for the parents and for your records.

The setting of homework should not be rushed. It is strongly recommended that teachers allow sufficient time in a lesson when homework is set and check all students have made the correct entries in their books.

Classrooms must be kept clean and safe at all times and each member of staff is responsible for ensuring at the end of their lesson that their classroom is left tidy. Staff must encourage students to use their lockers effectively and not just to leave personal effects or any school work in the classroom. Staff should be last to leave the classroom and should inspect the rooms before leaving them, ensuring that lights and projectors are switched off.

Staff members should comply at all times with their responsibilities under the NIS Health and Safety in Schools Policy (NIS 30/1).

1.4 Working hours and Time-keeping

All international teachers are required to be at school from Monday to Friday for a minimum of 8 hours per day. These hours can be flexible around individual responsibilities by agreement of the school Director.

All international teachers are required to deliver at least one extra-curricular activity throughout the year, and to attend meetings, training and other events as required by their supervisors.

In the case of a member of staff coming to school and subsequently feeling ill and needing to return to home, they must see the school nurse or their line manager who can give them leave of absence. For the purpose of these exits, a signing out book is kept at the International Affairs Office which must be completed before leaving.

If staff members wish to go briefly off site they must sign out and sign back in at the International Affairs Office. In the case of any extended time off site during the working day, teachers must seek permission from their line manager and notify the person in charge of cover as necessary.

NIS is a no smoking campus in accordance with the requirements of the NIS Alcohol and Drugs Policy (NIS 23/1). Any staff exiting the school for a smoke break should do so out of sight of the school grounds.

During school breaks international staff members may wish to travel out of Kazakhstan to their home or to a holiday destination. In such cases the date of return is crucial since flights are often subject to delays and cancellations. Staff on long-haul flights should ensure they make provision to return to Kazakhstan at least 24 hours before the date they are due to recommence work. It is important in the case of any absence due to travel problems following a vacation that staff members can substantiate they made such arrangements.

If a staff member is travelling alone they should ensure at least one person knows their whereabouts in case of emergency.

Staff should not make any appointments of a personal nature inside school time without seeking permission from their line manager. If permission is given, the staff member should notify the person in charge of cover if necessary.

1.5 Duties and Participation

Full involvement in the life of the school over and above classroom time is very much part of the NIS ethos. Staff members are expected to volunteer their skills to offer as great a variety of opportunities for students as possible during after-school hours, and are also encouraged to participate at weekends on a voluntary basis.

International staff members will be required to support the work of the Physical Education department in coaching, organizing fixtures, or accompanying teams participating in sports at other schools.

Performing arts and visual arts are also expected to play an important part in school life. Staff members who are talented in these areas are strongly urged to contribute to them.

Staff members are expected to support school activities (e.g. concerts, plays, parental receptions, etc.) by attending formal and informal school functions.

Staff members are required to cover lessons for absent colleagues within each department. This will be organised by the Head of Department, with due consideration given to staff equal workload wherever possible, based on contact time, responsibilities etc. It is important for teachers to be punctual for all lessons and work should be set based on cover instructions as provided by the absent teacher.

Staff members are required to set and mark examinations in accordance with departmental requirements or requirements of the curriculum. Staff must also write periodic reports on the students they teach, according to published timings. In the cases of examinations and reports, all deadlines as set by the school must be strictly adhered to.

Finally, staff members are required to attend all NIS social events, and attend formal parents’ evenings to discuss student progress on a needs basis.

1.6 Classroom Management

To ensure a safe and caring environment, teachers who need to leave a classroom in which students are supervised must ask their team teacher to assume class supervision.

Teachers should speak in an appropriate manner in and out of the classrooms at all times. This is particularly important in public areas and when near to parents.

Teachers are expected to take a register of their students at the start of each lesson.

Students seen out of class during lesson time should be approached to establish that they have good reason to be so. If a student is late to the next class due to being detained by a teacher, the student should be provided with a note for their next class teacher.

Class time should be fully utilised by teachers. Personal work – dealing with e-mails, writing out lesson plans, marking books, etc. - should never take priority over the students’ learning needs, and thus teachers should always be available to answer questions or explain concepts during students’ work time.

Items of value found on the school premises must be handed in at the International Affairs Office.

Display boards must be kept neat, attractive and effective as learning aids – and changed regularly. Besides their teaching function, they can be excellent for school PR when visitors see them.

Although a cleaning service is provided, during the day you and your students should be responsible for:

making sure that litter is not left on the classroom floor

cleaning the white board for others who may follow you in the room

informing the International Affairs Office immediately of any maintenance problems

switching off lights and computers / peripherals, unless you know that another class will be using the room in the next period

Before leaving the room at the end of the day, please:

close all the windows and lock those that do

turn off the lights and air-conditioners and any other appliances

turn off the computers, following the correct shut-down procedures

clean the whiteboard

clear all counter tops or desk tops

lock the door

Staff members should report any damage to a room, equipment and/or building in writing to the appropriate Head of Department. Students will be held responsible for any damage to school property. Please check frequently for graffiti, damage to desks etc. by students. Graffiti must be removed immediately.

There are cleaners to clean floors, desks and windows at the end of the day. If your room is not properly cleaned on any day, please report the matter to the International Affairs Office.

1.7 Confidentiality and Ethics

Teachers and staff working at NIS are privileged to confidential information as they work with children and their families. A strict code of ethics must be maintained to ensure the private nature of divulged information. All staff members should adopt the following code:

When a child is endangered, either in areas of health, neglect, or abuse, teachers may need to report certain confidential facts without permission to their line manager.

Teachers must not discuss one family’s affairs with another family.

Inappropriate behaviour should be reported immediately to your line manager except when there is an immediate health and safety risk.

Questions regarding personal matters of a child’s family should be asked of the appropriate pastoral support manager rather than another teacher.

Personal information about families, such as newly instituted separation or divorce, an arrest, serious illness, or perhaps a job loss should be divulged to other staff only to the extent of what they need to know to support the child. Those who seldom have contact with the child may not need to know at all. Careful judgment must be made by the appropriate Vice Principal in all such cases. Case conferences may be established as needed.

Teachers should avoid repeating stories which arise from students. Although the stories may have some foundation in truth, they are often distorted. They should be treated as privileged information. You may wish to make a written note for your own use, but that is to be kept confidential.

Avoid judging a family or imposing your own values on a child if there is difference between your beliefs and those of your child’s family. Acting in the ‘best interest of the child’ is the general guideline.

Members of the academic staff should avoid discussing children with non-academic members of staff and should be careful about conversations with any member of staff.

1.8 Insurance and Staff Liability

Staff members are responsible for insuring their own personal possessions. All valuables are brought to school at the person’s own risk.

Staff members should be aware that they have vicarious liability for the health and safety of the students in the school, in addition to colleagues and visitors, and should act accordingly by adopting a duty of care towards all (NIS Health and Safety in Schools Policy (NIS 30/1)).

1.9 Absence and Sick Leave

If an international member of staff feels unable through illness to attend school the following procedures must be followed:

The school must be contacted at 07.40 at the very latest on the first morning of absence. A telephone call, SMS or email to the International Team Leader or International Deputy Principal is required. An absent teacher is also required to

inform their team teacher directly. The reason for absence and for the likely period of absence should be reported.

The school must be contacted before 4.00pm on the first day of absence to confirm after the morning call how long exactly the member of staff is likely to be off.

All periods of absence must be explained in writing on return to work..

If the period of absence is more than one day, a certificate of illness must be obtained from a qualified medical doctor. Please note that all sick leave is calculated at a reduced rate of pay in accordance with the Labour Code of Kazakhstan.

Work must be clearly set for scheduled classes throughout the period of absence and a copy given to the line manager as appropriate.

For any period of absence more than two days, the member of staff must report to his/her line manager on his/her return to school to complete the appropriate Return to Work form.

Staff who are absent on the last day before a designated holiday for medical reasons (or on the first day back after a designated holiday) must produce a medical certificate for such absence.

The school shall not deny admission to or send home a staff member with illness, unless one or more of the following conditions exist. The staff member may be excluded as follows if any of the following symptoms/conditions are present:

Chickenpox, Shingles, Rash with fever or joint pain, Measles, Rubella , Diarrheal illness, Vomiting illness, Hepatitis A , Pertussis , Skin infection (such as impetigo), Tuberculosis, Strep throat or other streptococcal infection, Head lice, Scabies, Purulent conjunctivitis, Haemophilus influenzae type b (Hib), Meningococcal infection, Respiratory illness.

Please consult with the school nurse/your own doctor in each case as necessary.

1.10 Mobile Phones

Staff members are advised to use their mobile phone only during non-contact time or in an emergency. Staff should be discrete about such usage and not use their mobile phones ‘publicly’ (e.g. in school corridors etc.).

Mobile phones should not be used in class. Students should place their mobile phones in a box for safe-keeping by the teacher on entering the classroom.

1.11 Smoking Policy

The whole of the school site is a no smoking zone (NIS Health and Safety in Schools Policy (NIS 30/1)). Staff who wish to smoke must sign out (and in again) and go off the premises to do so and be out of sight of the school grounds. This applies to every member of staff working on the site and to visitors to the school.

1.12 Parent Teachers

There may be children in the school whose parents work as teachers there, and therefore teachers who teach the children of other staff members. Both the teachers who are parents and the teachers who teach their children are expected to maintain a professional level of judgment at all times with regard to this situation. It is not appropriate to solicit information from teachers about behaviour, progress etc. of one’s child(ren), and it is equally inappropriate for a teacher to approach a teacher parent to offer unsolicited comments about matters concerning his/her child(ren).

Staff members should not access confidential data (even about their own child) without permission or as part of their job description.

Staff members are not permitted to bring dependents (ie. non-NIS students) to the school, unless prior permission is granted by the school Director.

1.13 Contract Termination/Non-Renewal

Regarding contract termination / non-renewal, staff members are required to follow the terms in their employment contract.

1.14 Professional conduct

Please see the NIS Staff Code of Conduct (NIS 14/1) for further details.

Please note that the international teaching team is required to maintain a “no touch” approach to NIS students at all times. The only permissible exceptions to this rule are when a student is in danger, or to separate two or more students who are fighting. Please note that local teachers may decide not adopt a “no touch” approach, as some physical contact between teacher and student may be deemed acceptable in local culture. This does not however legitimise or justify physical contact between international staff members and students.

1.15 Transportation

Staff members are required to make their own transport arrangements to and from the school, and should ensure that they are always punctual..

School transport may be requested for school business.

Staff members are not permitted to board student buses unless prior permission is granted by the school Director, or unless they are assisting with the supervision of the students.

Application for reimbursement of local transport (eg. taxi fares to/from airport) must be made on the appropriate form and accompanied with an official receipt. The school will not reimburse travel expenses without prior permission and receipt.

1.16 Staff Salaries

Salaries are normally transferred by the end of each month to staff members’ bank accounts, although according to contract payment is permitted up to the 10 th of the following month. All staff members should follow these procedures in relation to their salary payments:

Check for the receipt of your salary into your bank account.

If by the 10th of the next month no credit or the wrong credit has been received, the staff member should immediately inform by email the Vice Principal for External Affairs.

Please note:

No advance of salary is available.

Income tax of 10% is deducted at source on all payments.

Over-time pay does not exist for international teachers working at NIS.

Newly arriving teachers at NIS are required to bring sufficient funds to cover living expenses for a period of at least six weeks (ie. during the period of registration and bank account opening procedures). Currency in USD or EU is recommended as it can be easily converted to local currency.

1.17 Accommodation

All staff working at NIS schools are provided with basically furnished accommodation by the school. For newly arriving staff, a detailed inventory of items in apartments is provided.

The standard of accommodation and furnishings can be expected to be fit for purpose, but staff members should not expect or demand the same very high standards as they might experience in the wealthier western countries

Utility costs are met by NIS (within the terms of each lease agreement), including electricity, water, local telephone, internet and maintenance services.

Staff members are expected to leave the accommodation in the same condition as they first found it, although an allowance will be made for reasonable wear and tear.

1.18 Employment Contract Agreement

Further to receiving a letter of invitation from the NIS Managing Company in Astana, each teacher will sign their employment contract with the Director of the school at which they will be working.

All contracts terms and conditions, including payment of salary, are in accordance with the Labour and Tax Codes of the Republic of Kazakhstan.

1.19 Visa, Police Clearance Certificate and Medical Insurance

Before arrival in Kazakhstan, all arrangements and information for visa applications will be coordinated by the HR Department in Astana. All teachers must apply directly for their own visas (and those for any dependents) at the nearest embassy of the Republic of Kazakhstan. The cost of the visa is covered by NIS, but not any additional costs related to obtaining the visa (for example, travel to the Embassy).

Note: If you plan to take up a teaching position in Kazakhstan, you must enter the country on a work visa. This type of visa can only be obtained outside Kazakhstan. A KZ tourist visa cannot be converted to a work visa after entry to Kazakhstan.

On arrival in Kazakhstan, police registration and medical insurance policies are coordinated by the International Affairs Office. All staff members are responsible for ensuring the Vice Principal for External Affairs is informed of any pending visa issues in a timely manner.

All teachers are required to have a medical check on arrival in Kazakhstan. NIS provides medical insurance for employees and will support dependent family members in their application for medical insurance. Staff members should note that medical and dental facilities vary widely in quality in Kazakhstan, and they should ideally seek guidance on the best doctors and dentists in their area before seeking consultation and treatment. There may be costs pertaining to medical assessment and treatment over and above those covered by the insurance company. The medical insurance provided by NIS does not include emergency medical evacuation and consequently international staff members who require this cover will need to arrange it for themselves.

All foreigners in Kazakhstan are subject to the laws of the Republic of Kazakhstan.

1.20 Applications for Leave of Absence

All planned leave of absence must be applied for using the appropriate form (available from the International Affairs Office in each NIS school). A completed and signed copy of the form must be given to the Director at the earliest possible date, and the dates of leave and whether it is unpaid or paid leave clearly stated and agreed. All applications for leave will be confirmed in writing.

Please note that the employment contract states the number of leave days for international team members in calendar days, not in working days, which is normal practice in western countries.

1.21 Probation and Performance Management Review

Staff members will be subject to an initial probationary period of 3 months, which in exceptional circumstances can be extended to 6 month’s duration. The probationary period will be conducted in line with the NIS Probationary Policy (NIS 1/1). Failure to complete the probationary period successfully will result in dismissal; however it is anticipated that the vast majority of international teachers will complete probation successfully.

After completing their probationary period, staff members will take part in the NIS Performance Management Review system (NIS 2/1), the object of which is to maintain standards of excellence in delivery of the curriculum and pastoral care throughout the school. This process is a supportive one, and is essential to the personal and professional development of all staff, providing the basis for references and for progression within NIS. The basis of staff performance management review will be aspects of the contract, procedures as outlined in the staff handbook and school operational manual, and the job description.

Good practice and professional performance should be shared and, in what is a collegiate enterprise, staff will be expected to aid and support each other and offer guidance as necessary and as requested with regard to any aspect of classroom performance for colleagues.

Please note that there is no right to renewal of contract.

1.22 Staff Training and Development

Professional development is essential to improving the learning experiences and outcomes of students. As a learning community, the school aims to provide the appropriate support for teachers and the school community to continually develop their knowledge, skills and career opportunities through a comprehensive professional development programme.

The Director in conjunction with the SMT will plan staff training. Individual and departmental training needs should be noted in the School Development Plan and raised as early as possible.

NIS schools aim to provide a continuous staff development programme to enhance the skills and knowledge of all staff. It is essential that all teachers not only attend, but contribute fully to the school’s programme of professional development (including workshops, seminars and conferences), particularly for local staff development, as a core part of their responsibilities at NIS. Teachers are also encouraged to support professional development programmes organized by NIS agencies, including the Centre for Pedagogical Excellence, which includes developing skills and competencies of teachers at local schools in the region.

Professional development undertaken by staff should contribute to improved teaching and learning, enhanced work practices and career advancement.

Professional development should be adequately resourced to address the whole school's professional development needs, and planned in accordance with school philosophy and objectives, priorities and personal professional development priorities.

The coordination of professional development should ensure that the professional growth of staff is developed cooperatively, resources are used effectively and evaluation of the programme occurs regularly.

All colleagues undertaking professional development activities are expected to feedback and share their experiences with other colleagues eg. as a workshop session.

1.23 Training Days

Specific training days will be scheduled during the academic year (see school calendar). Staff members are expected to attend unless specific permission is obtained from the Director or the appropriate supervisor.

1.24 Russian and Kazakh lessons for teachers

Russian and Kazakh language classes for international teachers will be provided by the school. International teachers are encouraged to attend these classes to develop their

language competencies. This will improve communication, particularly with the national staff, in the school.

1.25 Induction

The aims of induction are:

To provide appropriate settling-in period.

To introduce new staff to the school, local staff, routines, procedures management structures, support facilities, ethos and teams.

To provide insight into Kazakh culture and traditions.

To ensure all practical arrangements to support a teacher’s stay in Kazakhstan are carried out (medicals, registration, bank accounts, etc).

To guide and support new teachers in their classroom work.

To clarify the system and expectations of team teaching.

The International Team Leader, International Deputy Principal and Vice Principal for External Affairs will lead all aspects of the induction.

Academic aspects of induction will include:

a general introduction to the school’s attitude towards pastoral responsibilities.

a basic introduction to school duties.

an introduction to the health and safety responsibilities of staff members.

familiarization with NIS policies and procedures.

informal access to experienced international teachers for advice and guidance.

1.26 Meetings

The school operates a series of meetings for staff throughout the academic year as indicated on the school calendar.

If a member of staff is unable to attend a designated meeting (s)he must submit a verbal or written apology for absence (preferably well in advance) to the member of staff responsible for chairing the meeting.

All meetings must be minuted and minutes circulated to appropriate staff. This is the responsibility of the member of staff responsible for chairing the meeting. Minutes should be placed on the school’s network / emailed within 48 hours of each meeting taking place.

Staff may suggest items to appear on the agenda at full staff meetings and raise items under “Any Other Business”. These should be submitted to the meeting chair at least 48 hours in advance.

1.27 Disciplinary Policy

Aims of the NIS Disciplinary Policy (NIS 8/1).

1. To ensure that all staff perform and behave to the high standards expected at NIS.

2. To ensure that where professional standards are not met, teachers are:

(a) given appropriate support and guidance to enable improvement

(b) treated fairly and equitably if they do not respond to the support and guidance provided.

1.27.1 IntroductionNIS expects teachers and school leaders to achieve and maintain high standards of conduct, attendance and job performance. The NIS policies and procedures, particularly the NIS Performance Management Policy (NIS 2/1), are designed to assist and encourage this, and to ensure consistent and fair treatment of staff members with respect to professional performance. The emphasis of NIS policies and procedures is on capability and corrective action rather than punishment.

The NIS Disciplinary Policy (NIS 8/1) applies to all international teaching staff at NIS and is invoked when a staff member’s performance falls below the required standard. Staff members should make themselves aware of the main themes of this policy.

1.27.2 General pointsNo disciplinary action will be taken against member of teaching staff and teaching support staff without a thorough investigation, a fair hearing and the opportunity for all parties to prepare and present evidence.

At every stage confidentiality must be maintained by all parties and the issue must not be discussed outside of the hearing with any person or persons not directly involved with the proceedings.

All disciplinary matters will be dealt with fairly and quickly.

At every stage in the procedure the teacher will be advised of the nature of the complaint against them and will have the opportunity to state their case before any action is taken.

The teacher will have the right to be accompanied by a fellow teacher at all stages of the formal disciplinary procedure. The companion will have the right to address the meeting but not to answer questions on behalf of the teacher.

A teacher has the right to appeal against any disciplinary penalty imposed.

A teacher will not be dismissed for a first breach of the disciplinary rules, except for gross misconduct when the penalty may be summary dismissal (see below).

1.27.3 Duration of Warnings Verbal Warning: Invalidated after twelve months.

Written Warning: Invalidated after twelve months.

*Final Written Warning: Invalidated after two years.

In certain circumstances, for example particularly serious infringements of the Disciplinary Policy, final written warnings will remain on file indefinitely.

1.27.4 Informal counsellingIn the first instance, where there are minor disciplinary breaches, the relevant line manager will seek to correct this through informal counselling. Informal warnings/cautions given at this stage are for the purpose of improving conduct. Therefore they should be regarded positively as ‘nudges into line’, not as stages on the way to dismissal.

The teacher will be given a full explanation of the reasons for the discussion and the improvement that is required. They will be advised that if a further breach of the rules occurs, or if sustained improvement of performance does not occur, formal disciplinary action may be taken.

Although counselling is informal, the line manager should keep a diary record of the date of the meeting and the key point of the discussion. Should such warnings need to be repeated, a record will have been established, forming the basis of any subsequent disciplinary action.

1.27.5 Offences The following shows examples of the type of conduct that can amount to disciplinary offences. The lists are neither exclusive nor exhaustive.

1.27.5.1 Misconduct

Persistent and unacceptable absence levels

Regular or persistent bad time keeping.

Persistent failure to meet job requirements.

Negligence or poor work performance.

Absenteeism, including unauthorised absence from work during the working day.

Insolence and insubordination.

Violation of safety rules.

Non-observance of school rules, instructions, policies and procedures.

Failure to follow reasonable line management instruction.

Foul/abusive language.

1.27.5.2 Gross Misconduct

What constitutes gross misconduct will depend on the act itself – whether it can be considered as a breach of contract, the circumstances of the case and the prevailing morals and standards. The following are only examples of the type of conduct which constitutes gross misconduct. Thus a teacher should not rely on a defence that they should not have been dismissed because their exact offence was not set out in this list, so long as similarly serious conduct is exemplified.

Dishonesty.

Theft.

Fraud.

Misappropriation of school funds and/or acceptance of bribes, including gifts or payments that compromise the integrity or reputation of the teacher or school.

Deliberate damage or misuse of school property.

Fighting, assault, abuse, or any type of threatening or offensive behaviour.

Possessing offensive/harmful weapons.

Deliberate falsification of records including stated qualification requirements.

Serious disclosure of confidential information harmful to the organisation and or its teachers.

Serious omission, negligence or dereliction of duty which causes unacceptable loss, damage or injury.

Breach of any school policies or codes of conduct relating to Equal Opportunities and/or harassment.

Consumption of alcohol or misuse of illegal substances which causes serious incapability of the teacher’s duties and/or jeopardises the health and safety of students, teachers and members of the public.

Serious cases of persistent non-compliance of health and safety procedures.

Personal, inappropriate, relationship with a student.

Sexual misconduct at work, including any type of physical contact with students.

Any action of a libellous or slanderous nature, including malicious gossip, which damages the reputation or well-being of the school or of any individual or group within the school.

Misrepresentation of the school and/or its professional image

Conviction of a criminal offence (*).

Action that may result in the welfare of the children being affected e.g. action resulting in non-accidental injury, non-observance of instructions, abuse of trust.

The use of physical, violent contact or force for the purpose of correcting or punishing a child’s behaviour.

A criminal conviction may lead to disciplinary action.

In deciding what action is appropriate the person exercising disciplinary action must take into account whether the offence:

impairs the business or reputation of the school or;

makes the individual unsuitable for the type of work for which they are employed or;

makes the individual unacceptable to other staff members, students or parents.

1.27.6 Notification of Disciplinary ActionWhere it is felt that a disciplinary offence has been committed and disciplinary action may be necessary, the following notification procedure will be followed.

i The appropriate authorised person, a member of the SMT appointed by the Director, will convene a hearing. The authorised person must be senior by at least one management/leadership level;

ii The teacher will be given at least two working days’ notice of the hearing;

iii The teacher will be advised in writing of:

The date, time and venue of the hearing.

Reasonable details of allegations

Details of possible penalties (a copy of the NIS Disciplinary Policy (NIS 8/1) will be issued to the teacher)

The right to be accompanied at the hearing.

The right to call relevant witnesses and produce documents in support of their case.

iv The authorised person conducting the proceedings will state the facts of the case, giving the teacher the opportunity to hear and respond to the allegations made against them. Where allegations of misconduct are potentially “gross misconduct” and the existing authorised managerial structure/levels of authority permit, management may appoint a “Presenting Officer” as part of the proceedings. This will be an SMT member or, in the case of alleged gross misconduct, the Director. The authorised person must be senior by at least one management/leadership level. A “Hearing Officer” may be requested by the teacher.

The primary function of the Presenting Officer is to marshal facts before the authorised person conducting the proceedings.

The primary function of the Hearing Officer is to act on behalf of the teacher/support teacher when they are unable to attend in person. In this instance, the Hearing Officer has the responsibility to develop evidence and to assist the teacher in the presentation or his or her case.

Where a warning or other action is taken as a consequence of the hearing the teacher/support teacher will be advised clearly in writing, within ten working days (wherever practicable) of:

v The date of the hearing, who was present and the allegation/list of allegations that was heard.

vi The outcome of finding/findings e.g. whether it was substantiated or not.

vii The decision of the hearing and appropriate penalty if any.

viii If appropriate, what is required in the future with regard to improvement, over what period, and how it will be assessed.

ix The right of appeal, who the appeal should be made to, and time limit for doing so.

The authorised person may take into account any mitigation offered by the teacher when applying the appropriate disciplinary action.

In cases where the disciplinary action is dismissal the following procedural steps will be followed.

i Establish the grounds for the action taken;

ii Establish the effective date of dismissal in accordance with the teacher’s contract of employment;

iii Notify the teacher of his or her right to appeal against the disciplinary action, who the appeal should be made to and the time limit for doing so.

Unless a teacher is being dismissed for reasons of gross misconduct, the appropriate period of notice or payment in lieu of notice will be given.

1.27.7 Formal disciplinary actionWhen a teacher’s conduct or omission are such as to warrant disciplinary action, or where there is an accumulation of minor offences, the appropriate authorised person will give a formal disciplinary warning. A further similar act, or a subsequent but different offence, may result in another warning, which may be a final warning according to the circumstances. The School retains the right to enter the procedural stages of penalties at any level, even if previous stages have not been carried out, in order to suit the appropriate circumstances of any particular case. Any disciplinary action taken by the School will be appropriate to the offence and will only be administered after the disciplinary procedure has been followed. The normal range of disciplinary action which will apply is:

1.27.7.1 Stage 1 – Oral/Verbal Warning

In cases where behaviour, conduct, attendance or timekeeping does not meet acceptable standards following counselling or there has been a breach of discipline sufficiently warranting a formal warning.

1.27.7.2 Stage 2 – First Written Warning

In cases where a second breach of discipline rules or procedure, or a first instance of misconduct has been committed.

1.27.7.3 Stage 3 – Final Written Warning

In cases where persistent breaches of discipline rules or procedure are committed or a Written Warning has previously been issued and is still in effect. This sanction may be issued for a repeat of the same breach of rules or when another general misconduct has been committed.

1.27.7.4 Stage 4 – Dismissal

A teacher/support teacher may be dismissed if they are found to have committed any of the following:

i Persistent unsatisfactory conduct or job performance despite warnings or cautions;

ii Further disciplinary offences whilst a final written warning is still in effect;

iii Gross misconduct.

The outcome of a dismissal hearing will be a decision not to dismiss or to dismiss.

1.27.8 Authority to Discipline Authority to take formal disciplinary action is delegated as follows, but this may vary according to the status of the teacher/support teacher who is the subject of the action:

Stage 1: International Team Leader

Stage 2: Vice Principal / Director

Stage 3: Director

Stage 4: Director

The Director has the authority to dismiss personnel. There is no right of appeal.

1.27.9 Dismissal Without Notice (Summary Dismissal)A teacher may be dismissed without the contractual period of notice or pay in lieu of notice if, following investigation, they are found to have committed gross misconduct. Gross misconduct is regarded as misconduct of such a nature that it fundamentally breaches the contractual relationship between the teacher/support teacher and employer and justifies the school no longer accepting the continued presence of the teacher in the school’s environment.

If you are accused of an act of gross misconduct, you will be suspended from work on full pay which will enable the school to undertake a proper investigation of the alleged offence. Suspension does not constitute a disciplinary penalty. If on completion of the investigation and a formal disciplinary hearing the school is satisfied, on the balance of probabilities that gross misconduct occurred, a teacher will normally be dismissed summarily without notice or payment in lieu of notice. The teacher will be notified of this action at the time of the formal hearing, or as soon as practical following this.

1.27.10 Alternatives to dismissalIn cases which may merit dismissal but where the person presiding at the hearing or appeal wishes to take any mitigating or exceptional circumstances into consideration, the following alternative penalties may be considered.

Demotion.

Transfer to another NIS school.

Where one or other of the above penalties are imposed, it should be accompanied by a Final Written Warning.

The appropriateness of alternatives to dismissal should be considered carefully. The nature of the offence, the feasibility and availability of alternative work and the avoidance of inconsistency in the treatment of individuals must be taken into account.

Suspension

The Director may suspend a teacher from duty on full pay when an act of gross or serious misconduct is alleged. The circumstances in which this may apply are:

When the teacher deliberately and consistently refuses to follow school or line management rules, instructions and procedures despite cautions.

To prevent any possibility of an obstruction whilst a preliminary investigation is undertaken by management.

To remove an alleged harasser from the work environment until working practices can be adjusted to minimise contact between the parties.

To ensure the safety of staff and students.

The teacher will be informed of the nature of the allegation, the reason for the suspension and they will be asked to leave the premises immediately and may not enter the school premises without permission from the Director or authorised person until such time as a disciplinary interview is convened. Confirmation of the suspension including the reasons why will be given in writing. The suspension will be lifted immediately where during the preliminary investigation it is believed that there was in fact no misconduct, or the misconduct was not of as serious nature as first believed.

1.27.11 Appeals ProcedureThere is no appeal if the disciplinary decision was dismissal.

A teacher/support teacher who wishes to appeal against a disciplinary decision must do so in writing within 5 working days. The teacher should outline clearly why they are appealing against the disciplinary action. Appeals must be addressed to the individual who decided the original disciplinary action, who will then pass it on to the appropriate body.

The appeal will then be referred to the next level of management for consideration. In the absence of higher authority, the same person who took the disciplinary action may hear the appeal or someone of equal status and act as impartially as possible.

Appeals will normally be heard within 5 working days of the appeal being lodged although this period may be extended to allow for further investigation.

Appeals against decisions made at Stage 3 will be heard by the Director, who will uphold, revoke or reduce the disciplinary action taken. The final decision rests with the Director.

1.27.12 Special Rules for Probationary TeachersDuring the probationary period, the NIS Probationary Policy (NIS 1/1) will be applied:

Where a teacher fails to meet acceptable standards of work performance or conduct, their line manager will discuss this with them and will state the level of improvement that is required and over what period of time.

The teacher will be advised that if there is little or no improvement this could result in summary dismissal by the Director.

Cases of gross misconduct will normally result in the teacher being summarily dismissed by the Director under the guidance of the Human Resources Department.

1.28 Grievance Policy and Procedure

1.28.1 Aims of the NIS Grievance Policy (NIS 3/1)The aim of the NIS Grievance Policy (NIS 3/1) is to ensure that, when staff members have a grievance about another member of staff:

(a) they have a mechanism to air their grievance without fear of reprisal.

(b) that both staff involved are treated fairly and equitably while the matter is resolved.

The grievance procedure applies to all teaching staff, teaching support staff and school leaders of NIS.

NIS schools attach great importance to the establishment and maintenance of good working relationships with employees at all levels. From time to time working relationships may be adversely affected for a variety of reasons. It is in the interest of the school that these issues are resolved promptly.

Please note that it is the normal expectation that the grievance procedure will only be implemented when every attempt has been made by the individuals concerned to resolve the matter independently of the procedure. It is also considered good professional practice to inform the parties concerned that the grievance procedure will be invoked at the point where it is felt that further discussions will not resolve the issue.

The aim is to resolve problems fairly, promptly and as near as possible to the point of origin, i.e. between the persons most closely involved. This helps prevent minor disagreements developing into more serious disputes.

1.28.2 What Constitutes A Grievance? A grievance is an issue relating to an employee’s conditions of service, work or working conditions, including treatment whilst employed, about which that individual feels dissatisfied.

The NIS Grievance Policy (NIS 3/1) may be used to deal with individual grievance of the following kind (this list is not exhaustive):

supervisory practices, including workload allocations.

discrimination, victimisation, harassment, abuse, assault or bullying on the grounds of gender, race, colour, nationality, religion, ethnic origin, national origin, disability, age, sexual orientation, gender reassignment or marital status.

inter-employee disputes which are work-related.

problems with the working environment, particularly of a health and safety nature.

pay determination.

failure on the part of a line management to respond satisfactorily to complaints.

issues relating to dismissal or any disciplinary matters which are dealt with in a separate NIS Policy.

1.28.3 Informal Stage – dealing with the initial complaint or grievance Employees should in the first instance approach their line manager. Where the

grievance relates to the employee’s line manager the employee may approach the next managerial level.

It is the responsibility of the line manager and the employee to develop an informal yet effective means of communication and consultation which make the need to resort to the formal grievance procedure an exception.

It is recognised, however, that it is sometimes necessary to resort to the formal grievance procedure in the NIS Grievance Policy (NIS 3/1).

The employee raising the grievance may be in an emotional state prior to approaching the line manager and efforts should therefore be made to put them at ease at an early stage.

During the initial meeting the line manager should take the following steps:

obtain all the relevant facts and clarify any misunderstandings or assumptions.

use probing questions to identify the real problem.

assess the implications of the problem, i.e. can the issue be solved with a “one-off” decision without setting a precedent? Does this individual grievance, if not solved at an early stage, have wider organisational implications?

have regard to the feelings and perceptions of the employee.

attempt to resolve the issue by working with the employee to find solutions.

make a written note stating the date of the meeting, the key points and the outcome of the discussions. This note should be signed and agreed by both parties.

Only if the informal discussion has been tried and has failed to bring a satisfactory resolution should the formal grievance stages be used. Stages 1 and 2 are set out below.

1.28.4 Formal Stage of grievance procedure Any employee may invoke the school’s grievance procedure where they feel they

have been unfairly or unreasonably treated by the school or one of its employee’s.

Employees wishing to raise a grievance have the right to be accompanied by a fellow employee not acting in a legal or official capacity, at stage 2 of the procedure. The companion will have the right to address the meeting but not to answer questions on behalf of the employee.

All grievances will be dealt with as promptly as possible. The time limits given should be regarded as the maximum rather than the desired time taken at each stage. Where circumstances dictate both parties may agree to modify the time limits.

The procedure aims to provide a hierarchy of appeal to higher levels of management where an employee remains dissatisfied with decisions made at particular stages of the procedure. In cases where the existing managerial structure/levels of authority do not permit all stages of the procedure being exhausted, the school reserves the right to merge certain stages in the procedure.

1.28.4.1 Stage 1

Employees should approach their line manager with the initial grievance. Where the grievance relates to the employee’s immediate line manager the employee may approach the next level of the managerial level.

Where possible line manager will discuss the matter with the employee and give a verbal response at that time.

Where this is not practical the line manager will consider the grievance further, investigating the circumstances where necessary.

The line manager will then interview the aggrieved employee within ten working days of the grievance being raised, as part of the process. At this meeting the line manager will give an oral response, which should be confirmed in writing within five working days.

1.28.4.2 Stage 2

Where an employee remains dissatisfied with the outcome he/she should refer the issue to the school Director in writing as soon as practically possible and in all cases within ten working days.

The Director or a designated person from the SMT will review the evidence and the previous decision, carrying out any further investigation appropriate to the circumstances.

The Director or designated person will normally interview the aggrieved employee within ten working days of the Stage 2 appeal being raised, as part of the process. At this meeting the employee will also be given the opportunity to present their case. The Director / SMT member may give an oral response, which should be confirmed in writing within five working days.

The outcome of the appeal is final at this stage of this internal process. This does not affect the employee’s right to invoke any external statutory machinery, under the laws of Kazakhstan which may apply.

2 Communication

2.1 Channels of Communication

Briefings – These are short meetings (up to 15 minutes) to update staff on current issues that affect the day to day running of the school. It is an opportunity to pass on information rather than debate and discuss issues.

Staff Meetings - Staff meetings are held to provide INSET training, to update staff on matters of the moment, or for planning and review purposes. Meetings allow matters to be discussed and debated, and may last up to 2 hours. Staff meetings are scheduled on the school calendar and all colleagues are expected to attend.

Email – Emails should be sent to staff members and others with whom you need to communicate, with a copy to those who need to be kept up to date. Social emails should not be sent.

2.2 Communication with Parents

International staff members wishing to communicate with parents by a formal letter (e.g. for the purposes of school trips, special arrangements, responses to any formal communications from parents, etc.) must obtain approval for the letter from the International Deputy Principal or International Team Leader. A copy must be kept and put in the student’s file and/or general file of letters to parents. The latter is kept in the International Affairs Office.

Letters to be distributed to the students should be given to the International Affairs Office at least one day in advance to process. Urgent cases can be approved by the International Deputy Principal or International Team Leader. An office assistant will be responsible for having the letter signed by the appropriate person, and then have it printed/photocopied and distributed to the relevant students.

2.3 Parental Complaints and Concerns

From time to time teachers may receive complaints or concerns from parents, or hear about them indirectly. All serious complaints, any sensitive issue, or issues where an individual colleague may be unaware of the answer, should be directed immediately to the International Team Leader, International Deputy Principal or the Director. Teachers should inform their line manager about any complaint so that they can anticipate a parental visit. Many complaints or concerns are not so serious, but all contact with parents should be recorded.

Remember at all times that no matter what a parent may say or how a parent may act, the most important person in the entire school in the parent’s estimation is their own child. It is important to remember this.

Remember that the parent is paying you to provide a service, so they have the right to voice complaints if they are not completely satisfied.

Parents who complain are usually asking for help and guidance.

Do not hesitate to acknowledge that a situation might be dangerous. Agree to observe and discuss the possibility of changing a procedure or replacing certain equipment. At the same time, you can explain to a parent that even though something may look dangerous, your experience (and that of others) has shown that it is not.

Providing parents with clear and honest information will lessen the number of complaints you receive.

Whatever you do, always remember that you are not expected to please everyone at all times. Be gracious, considerate, and helpful. Stand up for the professional principles you believe in and the policies and procedures of the school.

Use the following principles as a guide when handling complaints:

Listen carefully; many times a parent just needs an opportunity to air his or her feelings.

State what you will do in response to their concerns.

3 Curriculum Planning

3.1 School Development Plan (SDP)

The School Development Plan (SDP) is the reference document for school improvement and is thus the most important management document in the school. It is reviewed on an annual basis (in June) and the reviewed document will cover the next academic year. All staff will contribute to the relevant sections of the SDP which will be written, monitored and evaluated by Departments and the SMT.

A standardized format is used for the SDP and for periodic reporting. This enables data to be reported for individual NIS schools or groups of NIS schools.

3.2 Planning Cycles

The school has developed clear planning procedures, which are outlined in detail within the NIS Teaching and Learning Policy (NIS 27/1). In brief the procedure is as follows:

There are schemes of work for all subjects and these identify learning activities.

Each teaching team prepares schemes of work from the curriculum documents. This indicates which learning objectives will be taught and assessed in which weeks and through which activities.

All planning must:

Be time related.

Include clear learning objectives for each session.

Identify any assessment opportunities.

Show differentiated practice for different categories of learner.

Indicate the role of the teacher and any support staff.

Additionally, a standardized NIS Lesson Plan format is used across the NIS schools network (Appendix 4).

A standardised NIS Teaching and Learning Checklist is also available to guide teachers and act as a reminder on the standards and characteristics of a quality lesson (Appendix 3). This checklist is also used to guide the observing teacher when carrying out a developmental observation of teaching and learning.

3.3 Curriculum Structure

(Note: Items in italics in this section are proposed for incorporation into the NIS curriculum).

The curriculum offered at NIS is organised in the following phases:

Kindergarten (K1 - 2)

Primary (G1 - 5)

Secondary – Middle School (G6 - 10)

Secondary – High School (G11-12)

Subjects:

3.3.1 Primary School (Grades 1-5):Integrated first language and literature

Second language

English language

Mathematics

ICT

Primary Humanities

Science

Arts

PE

Self-cognition

Form time

3.3.2 Secondary School (Grades 6-10):First language literature

First language

Second language

English language

Mathematics

Computer Science

Arts

PE

Geography

Biology

Physics

Chemistry

History of Kazakhstan

World History

Basics of Law

Self-cognition

Form time

3.3.3 High School (Grades 11-12)First language literature

First language

Second language

English language

Mathematics

Computer Science

Global Perspectives

Biology

Physics

Chemistry

Kazakhstan in the Modern World

Project

Form time

The Integrated Educational Programme (IEP), which was developed with Cambridge International Examinations (CIE) was introduced in 2012-13 (Grades 7 and 11), and will be extended in 2013-14 (Grades 7, 8, 11, and 12), when the grade 7 and 11 programmes will be reviewed. The IEP will eventually consist of subject programmes and course plans for all grade-subject combinations.

An Integrated Assessment Framework (IAF) is also under development. This will dovetail with the IEP and will consist of summative assessment components and in-course formative assessment. A key focus of this assessment framework will be the development and assessment of students’ 21st Century skills – for example evaluation, application, communication, collaboration and critical thinking. All assessment will be criterion-based.

Assemblies are excellent vehicles for moral and social education. Teachers, students and outside speakers will take part. Topics are many and varied and can be moral or general knowledge based and may include current affairs. Teachers leading the sessions are encouraged to give the students time for stillness and reflection. Primary and Secondary assemblies are held regularly and the students have opportunities to present their work, be involved in class presentations and receive recognition for their progress and achievements.

A system where the students are members of one of four ‘houses’ facilitates good behaviour, pride, loyalty, team-working and healthy competition in a vertically grouped set of the school community. An inter-house competition will be run termly - students will be awarded stars for good academic performance, effort or conduct and can gain points in sporting, artistic and musical activities - the winning house is given an end of term treat. The system aims to encourage good behaviour and pride in one’s house across the school. Within the houses there is a buddy system, where younger students are paired with older

students to encourage friendships across the age groups, promote responsibility for others and help to develop a feeling of community – eg. Grade 3 with Grade 8, Grade 4 with Grade 9 and Grade 5 with Grade 10.

‘Make a Difference’ week will be organized once or twice each year. During this week the whole school will focus on one particular theme. The week starts with a whole school assembly to introduce the topic, teachers then bring this into their teaching for the week or run a one-off activity. Topics can include, ‘Recycling & the Environment’, ‘Healthy Mind & Healthy Body’, ‘Wellbeing’ and ‘Healthy Eating’. There is a strong emphasis on practical activities. Visitors to the School can also play an important role in sharing their experiences with the students, for example in the topic ‘Experiencing blindness.’

In the near future it is planned to have a series of “collapsed days” in the school throughout the year. These will be used for whole school or large group cross-curricular, project –based themed activities based on current issues, for example the environment, animal welfare and human rights.

The Eco-Schools programme aims to reduce environmental impact of the school on the community through developing an organic garden, recycling materials and creative use of recycled materials. The Eco-Code is ‘STRIVE’ - Save energy, petrol, water; Turn off lights, taps, computers; Recycle, reuse, reduce; Inspire others to be Green; Value your grounds; Eat a Healthy diet and exercise.

The Mentoring Programme organised for Grades 7-12, and addresses areas of citizenship, personal social development, and preparation for further studies and life after school.

The Student Council will actively encourage students’ involvement in decision-making and taking initiative. Chosen representatives from all year groups, from Grade 2 up, meet on a regular basis to share ideas guided by the Curators and Vice Principal for Educational Programmes. Emphasis is placed on students gaining practical experience through discussions and meetings to propose and plan collaboratively, for which involvement could be for a social activity, fund-raiser, initiative or other special event. The older students will take on responsibilities for the running of activities and events at the school. All children will be encouraged to show initiative, leadership and care for the younger members of the community.

3.4 Parents’ Evenings

There are several Parents’ Evenings during the course of the school year; dates will be published in advance in the School calendar. Attendance at Parents’ Evenings is a requirement for all teaching staff.

Staff who are absent on the day of the Parents Evening will be expected to hold the meetings on an alternative date. Staff may also wish to contact those parents who failed to attend, having previously indicated that they would.

3.5 Reports

A written report on their child’s progress will be sent to parents during each term. This has to be completed using the school information management system and will include

comments on all core and foundation subjects, effort, behaviour and attitude, and targets for improvement.

3.6 Student Records

It is the responsibility of each teacher to maintain records on each student in their class(es), from a record of marks achieved to longer comments to aid report-writing and inform any contact with parents.

3.7 Coursework

Coursework schedules are agreed with staff in advance and published at the beginning of the academic year. These help students and parents plan in advance, and also ensure that the school does not overload students at any time. All staff members are required to work within these schedules and enforce the agreed deadlines for completion of work.

3.8 Timetables

Staff members are required to teach their timetables exactly as specified. No member of staff may alter his or her timetable without reference to their supervisor. Official changes / alterations will be recorded and notified accordingly. Under no circumstances may members of staff make private or unofficial arrangements with each other to facilitate cover or assist them in having additional non-contact time. Should staff feel they have a need to make such a temporary arrangement they may receive permission from the International Deputy Principal or International Team Leader as appropriate if their reasons are considered justifiable. Staff must accept that no individual case may be regarded as setting a precedent.

4 Extra-Curricular Activities

NIS offers a wide variety of extra-curricular activities for its students. Activities include offerings that will enhance academic programmes and utilize indoor and outdoor arts and sports facilities on campus. All academic staff are required to participate in extra-curricular activities at school.

A list of activities is sent home before each cycle begins. The Extra-curricular Activities (ECA) Programme at NIS caters to students who are enrolled in the Primary and Secondary schools. Students are encouraged to participate and to commit to at least one after school activity each semester. Activities are led by members of the NIS faculty/staff and specialists from the local area.

Extra-curricular activities are offered on weekdays after school (and at weekends) with options organized on a termly basis.

As part of their contribution to the NIS community, all academic staff are required to lead at least one extra-curricular activity each week. The ECA programme is a major component of student life at school and as such will involve everyone. Colleagues are encouraged to offer activities within their interests, skills and individual expertise. To help with ideas:

Aerobics, Amnesty, Archery, Art Attack, Athletics, Badminton, Ballet, Ball Games, Basketball, Board Games, Book Club, CAD, Calligraphy, Chess, Chinese Painting, Chinese Paper Cuts, Constructions, Creative Writing, Cricket, Cross Stitch, Dance, Debating, Design Club, Dodgeball, Drama Workshop, Food for Thought, French, Global Issues Group, Golf, Green Group, Jazz Dance, Juggling, Knitting, Kung Fu, Literary Society, Martial Arts, Master Chef, Maths Games, Model Making, Mosaic Craft, Movie Making, Mural painting, Music, Natural History, Netball, Origami, Outdoor adventure, Photography, Poetry, Portraits, Psychology, Rugby, Scrabble, Serious Business, Sketching, Skiing, Soccer, Spanish, Storytelling, Strategy Games, Swimming, Table Tennis, Tai-kwondo, Tennis, Touch Rugby, Web Design, Student News, Yoga, Young Scientist, etc.

An extra-curricular activities programme guide for students and parents with details of all activities offered will be sent home to parents at the start of the first term.

Regarding resources, teachers may request special items for their activities. Of course all such resources should be cost effective.

Individual members of staff are responsible for organising, resourcing and running extra-curricular activities. All health and safety regulations must be followed and permission sought from the parents of those children taking part.

5 Resources

5.1 Resource Policy

Staff members are responsible for the good use and appropriate care of all school resources. Equally, teachers are expected to promote the care and respect of resources by the students.

The academic budget sets the parameters for annual school-wide resource acquisition. The budget is then divided into specific areas, as facilitated by the school Director during Term 1 of the preceding academic year. In addition, provision is made for on-going needs throughout the year. Heads of subjects / departments and Vice Principals are involved in the budget and resource development processes.

Teachers are responsible for resources in each area of the curriculum. This includes organising and monitoring a sign-out system for books, materials and equipment, and to oversee an inventory of resources in their care.

5.2 Ordering Resources

All orders must be requested using the appropriate form. Orders must be authorised by the Head of Department and approved by the Director, before final submission to the Board.

Requests will processed as quickly as possible, but staff must realise that on occasions this may take longer than expected. Orders will not be accepted unless they are on the school issued form.

5.3 Local Receipts

Before you make a purchase, please make it clear that an official receipt is requested after you pay. An official itemised receipt with the name of the school, which is usually in either pre-printed, handwritten or computer generated form, must be submitted.

The school will only accept receipts with the above items for reimbursement of local purchases.

Sample receipts are available from the International Affairs Office.

5.4 Reprographics

There is no dedicated reprographics centre. All staff have access to appropriate colour and black and white printers deployed around the school.

Additionally, staff may request printing at the International Affairs Office. Such photocopying requests must be submitted 24 hours in advance, and subject to the workload and availability of the staff, and must be collected at the same time the following day.

All colour printing must be requested from IT support for which moderation is required.

Any work produced by staff for use with their classes becomes the property of the school.

5.5 Computers and printers

Any advice about the IT system and its use may be obtained from IT helpdesk. If technical support is required the technicians are on call at their extension number.

All staff using a school laptop should follow these guidelines:

No laptop is to be left in school (not including the school office) overnight, during weekends or during holidays.

Staff may take laptops home, but bear full responsibility for the laptop’s safekeeping.

Staff will be held financially responsible for laptops that have been stolen due to staff negligence, i.e. not complying with the above guidelines.

Defects to the laptop should be reported immediately to the helpdesk.

5.6 School Offices

Staff members are respectfully requested not to go into school offices unless they have specific business there. Please understand that ancillary staff members have their work to do and any interruptions can delay essential administrative work for the school. This also applies to making personal requests to the school administrative staff.

Each member of the ancillary team has specific responsibilities and so it is important that staff go to the correct person. The Vice Principal for External Affairs will communicate ancillary staff areas of responsibility, with updates as / when appropriate. Staff may request support for school issues only.

The school fax machine may be used for private faxes but staff must understand they will be charged for such use. Private post may be collected from the International Affairs Office.

5.7 School Library

The School Library must be used in accordance with the rules laid down by the school librarian (refer to Library Handbook).

5.8 School Auditorium

The school auditorium is a multi-purpose facility used for meetings, assemblies and other events. Staff members who need to use the auditorium, must check with the International Affairs Office and give the details i.e. date and time, what facilities will be used, whether support from admin or maintenance staff is needed, etc. Staff members may book this facility at other times on the appropriate booking sheet. Reservations must be made at least a week in advance. In the case of cancellation, staff members are required to confirm this on the booking sheet at the earliest opportunity.

Staff using the auditorium must not use, without permission, the piano or any aspect of the specialist lighting or sound system. These may only be used by appropriate technical staff for productions, concerts, etc. in the auditorium. For school plays, concerts, etc. priority on booking will be given to groups and staff who need the auditorium for pre-planned rehearsals. Since the auditorium has specialist seating and fittings, staff must recognise using this facility requires extra vigilance and responsibilities than may be required in a normal classroom situation. If staff members require use of any of the specialist equipment in the auditorium when they take a lesson there, they must make due and appropriate arrangements in advance with the specialist staff member who can support them in this.

5.9 Cafeterias

All staff members are required to eat in the cafeteria. In the interests of health and hygiene food may not under any circumstances be taken out of the cafeteria by students or staff.

5.10 School Vehicles

At times it may be possible for the school mini-van to be used for school trips. Such usage is subject to approval by the Director.

5.11 Use of Sports facilities by staff

Staff members are permitted to use the school’s sports facilities, including the swimming pool, for which a separate schedule is available.

5.12 School Property

Staff who sign out resources takes full responsibility for these items. An audit of resources will be carried out annually. Staff members take full responsibility for any school property

which is signed out to them, and must return these on time and in the same condition (depreciation not withstanding). Loss or damage is at the staff member’s own risk, for which the cost for replacement of an item will be charged to the staff member accordingly.

6 Appendices

6.1 APPENDIX 1: JOB DESCRIPTIONS

6.1.1 International Vice Principal – Job DescriptionKey accountabilities:

1. delivery of lessons in the English language in accordance with the requirements of the educational programme;

2. team-teaching;

3. coaching fellow teachers, mentoring and coaching basic secondary school teachers;

4. planning, organising and promoting activities for the curriculum development and implementation, support in material selection and alignment with the international standards;

5. implementing and monitoring an observation programme of teaching and learning by school leaders;

6. organization and provision of trainings for curriculum change, support in implementation of curricular changes and modifications;

7. working in the appropriate project groups, attending project team meetings, training sessions and workshops;

8. coordinating the work of international teachers with the local school staff, ensuring excellent liaison and exchange of information between all colleagues;

9. participating in the development of educational programs;

10. assisting with the internal School accountability, including all necessary documents;

11. assessment and analysis of effective teaching process to ensure the further implementation of the strategies for the quality improvement of school work;

12. organizing social and cultural events with the students and teachers for the improvement and development of the educational program;

13. ensuring the health and safety of all students and colleagues at all times;

14. assisting an international team leader in organizational work with international teachers, coordinating the work of teachers in Summer school;

15. contributing to the improvement and development of school management and administration;

16. organization and provision of educational leadership and management seminars for the school administration;

17. assisting the school Director in the implementation of innovative management practices;

18. directing and overseeing the work of the Heads of Department;

19. collaborative work with the branches and daughter organizations of Nazarbayev Intellectual Schools;

20. contributing to the coordination of the programs of extended education;

21. reporting to the School Principal and Management Company on achievement of short, mid and long-term objectives;

22. any other tasks in line with functional duties, as determined by the Principal.

6.1.2 International Team Leader - Job DescriptionKey Accountabilities

1. Planning and managing work plans for a team of International teachers and providing coordination, leadership and management to this team.

2. Coordinating the work of the International team with the National school staff; ensuring excellent liaison and information sharing between all colleagues.

3. Assessing and monitoring students’ performance and ensuring the effective use of student data throughout the school to support increased attainment.

4. Reporting to the Principal and Managing Company, on short, mid and long term objectives as required.

5. Liaise with the International Vice Principal on Staff Performance Appraisal.

6. Guiding the use of innovative technologies and techniques in teaching.

7. Leading the incorporation of critical thinking methods, practices and tools in all subjects.

8. Develop Team Teaching approaches between the International and National staff

9. Working cooperatively and collaboratively with colleagues on whole school issues and cross curricular projects as required.

10. Lead and organise the International team in developing Summer School and Extended Education activities.

11. Lead the International team to organise courses and events to prepare students for university entrance tests.

12. Organise capacity building training events and seminars for local teachers.

13. Organise seminars and other training events to senior school staff;

14. Conducting model lessons (in English) in your subject area as required, with a particular emphasis on meeting the needs of gifted and talented students.

15. Contribute to professional and curriculum development activities as required.

16. To support and develop students’ knowledge of the culture of Kazakhstan, and to share with students’ knowledge of the culture you originate from.

17. To care for the health and safety of all students and colleagues at all times.

18. Any other tasks in line with the responsibilities of the role.

6.1.3 International Teacher - Job DescriptionKey accountabilities:

1. delivery of lessons in the English language in accordance with the requirements of the educational programme;

2. team teaching the subject with local teachers;

3. organizing the delivery of model lessons in own subject area, with a particular emphasis on promoting the needs and raising the motivation of gifted and talented children;

4. use of effective and innovative teaching methods and resources, including new technologies;

5. contributing to the development and implementation of new and revised educational programs, materials and resources;

6. contributing to the development of students who are independent learners, able to think critically, work individually and collaboratively, and who have the skills set necessary to pursue further study after leaving the school;

7. assisting in the preparation of students to pass university entrance tests, including IELTS, SET, SAT examinations;

8. support students’ projects and research-based activities;

9. monitoring and reporting student attendance at lessons;

10. promoting and supporting the rights and freedoms of students;

11. contributing to school discipline through the management of student conduct and behaviour;

12. contributing to Continues Professional Development activities for local teachers; coaching, advising and mentoring of local teachers;

13. working with teaching team members to promote the common goals of the school;

14. organization and delivery of extended and elective classes, Summer School activities and public events for students;

15. participation in professional communities and organizations;

16. supporting school clubs and other student bodies;

17. maintaining a healthy and safe learning environment;

18. ensuring quality of English version for the developed documents;

19. providing a written report on the work done after each school term;

20. any other tasks in line with functional duties, as determined by the Principal.

6.2 APPENDIX 2: POLICIES CURRENTLY UNDER DEVELOPMENT AT NIS SCHOOLS FOR IMPLEMENTATION IN 2013-14:

6.2.1 HUMAN RESOURCES POLICIES1. Probationary Policy

2. Performance Management Policy

3. Grievance/Complaints Policy

4. Staff Leave Policy

5. Sickness Absence Policy

6. Maternity Rights Policy

7. Whistle-blowing Policy

8. Capability and Disciplinary Policy

9. Harassment and Bullying Policy

10. Equality and Diversity Policy

11. Staff Recruitment Policy (Teacher Appointment Policy)

12. Staff Induction Policy

13. Staff Retirement Policy

14. Staff Code of Conduct

15. Staff Remuneration Policy

16. Awards and Recognition Policy

17. Staff Professional Development Policy

18. Teacher Substitution Policy

19. Communications Policy (including contact with press procedure, recording of data, publications on the website)

20. Freedom of Information Policy

21. Confidentiality / Data protection Policy

22. ICT Policy

23. Alcohol and Drugs Policy

24. Child Protection Policy

25. Community Cohesion policy

26. Parental Consultation Policy

6.2.2 POLICIES FOR NIS SCHOOLS27. Learning and Learning Support Policy

28. Learner Support Policy

29. Student Assessment Policy

30. Health and Safety in Schools Policy

31. Sex Education in Schools Policy

32. Student Behaviour Policy

33. Student Admissions Policy

34. Student Attendance policy

35. Team Teaching Policy

36. Student Progress Reporting Policy

37. Staff Reporting Policy

38. School Evacuation Policy

39. Education out of the Classroom (EOTC) Policy

40. Student Competition Policy

41. Teachers On-line Lesson Policy

42. Student Moral Guidance Policy

43. Gifted and Talented Students Policy

44. School Financial Management Policy

45. School Resources Management Policy

46. School Emergency Closure Policy

47. School Premises Management Policy

48. School Transport Policy

6.3 APPENDIX 3: TEACHING AND LEARNING CHECKLIST

NAZARBAYEV INTELLECTUAL SCHOOLS

TEACHING AND LEARNING CHECKLIST

This checklist will be used during developmental observations of teaching and learning .It can also be used to guide lesson planning and review activities with your team teachers .

Teacher:

Subject: Class group: Date:

1 = ACHIEVED2 = MOSTLY ACHIEVED3 = PARTLY ACHIEVED4 = NOT ACHIEVED

Learning Environment

4321

Classroom is clean and tidy

Classroom fixtures, fittings and equipment are maintained in good working condition

Class room rules/expectations of learners are displayed clearly

Classroom lighting is appropriate for learning activities

Classroom temperature is appropriate for learning activities

Learner seating and work areas are appropriate for learning activities

Appropriate posters etc are displayed on the walls (English/Kazakh/Russian)

Examples of student work are displayed in the classroom (English/Kazakh/Russian)

Appropriate models etc are displayed in the classroom

ICT facilities are available in the classroom

Books and other learning resources are displayed and accessible in the classroom

Trilingual (English/Kazakh/Russian) terms are displayed in the classroom

Classroom is a healthy and safe learning environment

Curriculum planning

4321

Teaching and Learning Plan

A standardised Teaching and Learning Plan (scheme of work) is in place and is fit for purposeThe Teaching and Learning Plan is used for planning lessons and progress assessment activities

The Teaching and Learning Plan is sequenced logically The Teaching and Learning Plan shows planning for a range of appropriate teaching, learning and assessment activities

Lesson Plan

A standardised three-part Lesson Plan is in place

Lesson objectives are written on the lesson plan and shared with students

Resource requirements are noted on the lesson plans

Risk assessment details are noted on the lesson plans

Approximate timings of activities are written on the lesson plans

Starter activities are planned for and show clear links to lesson objectives

Main activities are planned for and show clear links to lesson objectives

Plenary sessions are planned for and show clear links to lesson objectives

Lesson plans include student-centred learning activities

Lesson plans include details of differentiated teaching and learning activities

Lesson ReviewThere is firm evidence of reflective practice in the review of lessons

Delivery of Teaching and Learning

4321

ClassManagement

Learners arrive on time

Learners enter and settle to work purposefully

Register is taken promptly and accurately

Learners have the books and equipment required for the lesson

An appropriate seating plan is used

Learners leave on time and in an orderly manner

Learner behaviour is challenged appropriately when necessary

Development of student motivation, attitude and

participation

Teacher demonstrates good subject knowledge and understanding

Learners understand what they are learning and how to learn it

The tasks set are suitably challenging for all students

Lesson has an appropriate pace

Students are praised appropriately

All students participate in the lesson and make progress towards the learning outcomesLearning resources are used effectively

Questioning is used skilfully by the teacher

Teacher voice and body language are appropriate for the group

Lesson structureA variety of appropriate teaching and learning activities take place

Lesson is delivered according to the lesson plan (with any appropriate adjustments)

Active LearningActive learning takes place during the lesson

DifferentiationDifferentiation by task is evident

Differentiation by learning outcomes is evident

Differentiation by time allowed is evident

Assessment

4321

Assessment of LearningThe teacher actively monitors and records the progress of all students in the group

Student progress is assessed in different ways by the teacher

Student progress is assessed according to the Lesson Plan, Teaching and Learning Plan and curriculum documents

Assessment for LearningStudents receive positive feedback from the teacher about how they can improve their performance at each step of the learning process

.Students are involved in self-assessment and peer-assessment activities

Students are given time to reflect on their performance

Students understand the next step they must take on their learning journey

Lesson delivery takes account of preferred learning styles of students

The teachers uses feedback from students when planning lessons

Targets are set and monitored for individual students

Use of ICT

4321

Use of ICT-based learning packages

ICT-based learning packages are used appropriately and effectively by students

Use of ICT to support learningICT is used appropriately by students for data collection and/or recording and/or processing and/or analysisICT is used by students for word-processing

ICT is used by students to produce illustrative material e.g. images, animations, PowerPoint presentations, etcICT is used by students to access relevant sites on the internet

Kazakh Heritage and Culture

4321

Opportunities are taken by the teacher to promote Kazakh heritage and culture to learners by incorporating aspects into lesson planning and delivery

Use of English

4321

Lesson objectives are given in English and Kazakh/Russian (written and/or spoken)

Teacher uses key topic words in English and Kazakh/Russian during the lesson (written and/or spoken)

Meanings / definitions of key words are given in English and Kazakh/Russian (written and/or spoken)

Lesson summary points are given in English and Kazakh/Russian (written and/or spoken)

Teacher uses instructional words in English and Kazakh/Russian (eg. come in, sit down, listen, etc)

Learners are encouraged to use spoken English when appropriate�ً

Learners are encouraged to use written English when appropriate

Health and Safety

4321

Health and Safety rules and information notices are displayed in the teaching room (English and Kazakh/Russian)Health and Safety risk assessment section on the lesson plan is completed appropriately

Students are made aware of health and safety hazards and any necessary precautions

Students follow health and safety rules and use safe practices (including PPE) in lessons