ADEC Public Schools (P-12) Policy Manual. September 2014

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1 ADEC Public Schools (P-12) Policy Manual September 2014

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

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5 Table of Contents FOREWORD SECTION 1000: FOUNDATIONAL COMMITMENTS 1001 ADEC Vision, Mission, Core Values 1002 Guiding Principles of the New School Model (NSM) SECTION 2000: GENERAL SCHOOL ADMINISTRATION Subsection 2100: Administrative Organization Policy 2110 Development of the School Calendar Policy 2120 Length of the School Day and Teaching Period Allocations Policy 2130 Class Size Policy 2140 Annual School Census Subsection 2200: Health & Safety Policy 2201 Environment, Health & Safety (EHS) SECTION 3000: FINANCIAL MANAGEMENT SECTION 4000: SCHOOL SERVICES Subsection 4100: Transportation Policy 4110 School Bus Transportation Subsection 4200: Welfare Policy 4210 School Clinics and Health Services Policy 4220 School Canteens and Health Eating SECTION 5000: FACILITIES Subsection 5100: School Planning Policy 5110 School Mergers Policy 5120 Naming of Schools Subsection 5200: Security Policy 5210 Security Video Surveillance (CCTV) SECTION 6000: PERSONNEL Subsection 6100: Conduct Policy 6101 Professional Code of Conduct Subsection 6200: Staffing Policy 6201 School-Based Staff Qualifications Policy 6210 English Proficiency in the NSM Policy 6220 School Staffing: Heads of Faculty Policy 6225 School Staffing: Special Education Needs Policy 6230 Assignments and Transfers of School-Based Staff Policy 6235 Reserve Teachers

6 Policy 6240 Emiratization of Civics Teachers Subsection 6300: Workload Policy 6310 Principal and Vice Principal Workload Subsection 6400: Performance & Professional Development Policy 6410 Professional Development Policy 6430 Performance Evaluation Policy 6440 Degree Programs for National School-Based Staff Subsection 6500: Advisory Bodies Policy 6510 Principals Advisory Committee SECTION 7000: INSTRUCTIONAL PROGRAM Subsection 7100: Curriculum & Instruction Policy 7110 Language of Instruction Policy 7120 Curriculum for the NSM Policy 7130 elearning Policy 7150 Homework in the NSM Policy 7160 Academic Integrity Subsection 7200: Assessment & Student Progress Policy 7210 Student Assessment Policy 7220 Reporting of Student Progress Policy 7230 Grade Level Promotion and Retention in KG & Cycle 1 Policy 7235 Grade Level Promotion and Retention in Cycle 2 & Cycle 3 Subsection 7300: Special Education Policy 7301 Special Education Policy 7310 Academic Learning Support Subsection 7400: School Resources & Extracurricular Activities Policy 7410 Learning Resource Centers Policy 7420 Academic Assistance Outside of School Hours Policy 7430 Field Trips SECTION 8000: STUDENTS Subsection 8100: Student Administration Policy 8110 Student Enrollment and Registration Policy 8120 Student Attendance Policy 8130 esis Student Records Subsection 8200: Student Behavior Policy 8210 Management of Student Behavior Subsection 8300: Non-National Students Policy 8310 Non-National Students Enrollment and Registration Policy 8320 Non-National Students Tuition Fees SECTION 9000: SCHOOL-COMMUNITY RELATIONS Subsection 9100: Parents/Guardians Policy 9110 Parent Involvement

7 Policy 9120 School and Regional Parent Councils Subsection 9200: Public Communications Policy 9210 Media Relations and Image Use Subsection 9300: Community Relations Policy 9310 School Visitors and Volunteers Policy 9320 Community Partnerships Policy 9330 Proposals for External Program Delivery GLOSSARY OF TERMS

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9 Foreword The objective of the ADEC Public Schools (P-12) Policy Manual is to provide all Abu Dhabi Education Council (ADEC) public schools with clear policy statements on the most important issues impacting P-12 education in the Emirate of Abu Dhabi. Staff are reminded that all policies issued by P-12 Policy Sector are mandatory and must be implemented by all Principals and staff. The electronic copy of this manual is updated as new policies are approved. The hard copy is only updated annually. All staff can access the most up-to-date copy of the Policy Manual, on the ADEC portal homepage of P-12 Policy: Policy, Planning & Performance Management at Please refer to this electronic copy to check for newly added or revised policies throughout the academic year, and to link to references and guidelines cited in the policies. Policies aim to provide a set of clear principles for guiding the most critical aspects of a school s leadership and management of its educational program. Where needed, policies will be supplemented by a professional development program to ensure that all school staff understand how to implement ADEC s philosophy in every classroom. The 2014 edition of the Policy Manual is the continuation of ADEC s commitment to provide annual policy support to schools. Where additional detail is required, ADEC will also issue guidelines and procedures to assist schools in implementing the vision that is established in these policies. At the end of each policy there is a list of key responsibilities for those staff charged with implementing the policy, including ADEC Divisional staff, Cluster Managers and Principals. Please refer to this list to ensure you understand your own responsibilities. For further information on policies, to provide feedback or to access additional assistance about using this manual, please use the Policy Inquiry Form located on the portal homepage above to submit your inquiry.

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11 Section 1000: Foundational Commitments

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13 1001 ADEC s Vision, Mission & Core Values VISION Education First Recognized as a world class education system that supports all learners in reaching their full potential to compete in the global market. MISSION To produce world-class learners who embody a strong sense of culture and heritage and are prepared to meet global challenges. VALUES Our core values are the foundational principles for continually improving performance: Teamwork : Emphasize the virtues of cooperation and coordination. Integrity : Doing the right thing no matter what the circumstances may be. Transparency : Open, true and honest communications and actions. Respect : Respect children, colleagues, parents/guardians and community. Accountability : Take personal responsibility for action. Compassion : Caring and responsibility toward others.

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15 1002 Guiding Principles of the New School Model (NSM) The Abu Dhabi Education Council (ADEC) has introduced a new approach to teaching and learning the New School Model (NSM). This key initiative of the ADEC P-12 Education Strategic Plan is the way forward for all government schools in the Emirate of Abu Dhabi. Launched in September 2010 for students in KG1, KG2, Grades 1, 2 and 3, it was extended to Grade 4 in 2011, Grade 5 in 2012, Grade 6 in 2013, and Grade 7 in The implementation of the NSM in Cycle 2 will continue with the addition of one grade each successive year. The goal of the New School Model is to support learning of all students and improve their learning experiences. In this way, the NSM aims to raise the academic outcomes of Abu Dhabi students to the internationally competitive level necessary to achieve the Abu Dhabi Economic Vision Students will be at the center of an active learning and teaching environment supported by schools, families and the community. Improvements will develop strong literacy, numeracy, critical thinking, problem-solving, creativity, collaboration and communication, while continuing to emphasize cultural and national identity among Abu Dhabi students. Together, we embrace this exciting challenge and the journey to prepare students to become Learners Today, Leaders Tomorrow.

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17 Section 2000: General School Administration

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19 Policy 2110: Development of the School Calendar PURPOSE This policy establishes the Abu Dhabi Education Council s (ADEC) role in the development of the annual school calendar. POLICY STATEMENT 1. ADEC s goal is to ensure that the approved school calendar is consistent with Abu Dhabi s educational objectives and the New School Model. Each year, ADEC shall prepare and submit recommendations for the school calendar to the Ministry of Education (MOE). ADEC s recommendations may include, but are not limited to: School start and end dates for Principals, school-based staff and students. The examination schedule. The number of instructional days per year. The number of operational days per year. 2. ADEC shall work together with the MOE to prepare a draft of the school calendar three years in advance. ADEC will review and update the drafts of the school calendar each year. ADEC shall provide to the MOE additional information and support for developing the school calendar as requested. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Planning Division will: Administer this policy and monitor its effective implementation. Prepare and submit recommendations for the school calendar to the Ministry of Education. Work together with the MOE to prepare a draft of the school calendar 3 years in advance. Review and update the drafts of the school calendar each year. Provide the MOE additional support for developing the school calendar as requested. Distribute the school calendar into all schools before the start of every academic year. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Planning Division for further assistance. REFERENCES ADEC School Calendar Ministry of Education website Policy page 1 of 2

20 POLICY HISTORY Date approved: June 2010 Date revised: June 2012 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

22 TABLE 1.A: EXAMPLE OF LENGTH & CONFIGURATION OF SCHOOL DAY IN KINDERGARTEN Teacher Start Time Student Start Time School Day Student Stop Time School Closing Professional Activities Students & School Staff 7:45 AM 8:00 AM 4 hours, 30 minutes 12:30 PM 12:45 PM 90 minutes (twice a week) 1.5. For Kindergarten, ADEC recommends the following weekly time allocations, with Arabic Medium Teachers (AMTs) and English Medium Teachers (EMTs) teaching lessons in an integrated fashion: 1.B: RECOMMENDED WEEKLY LESSON ALLCATION IN KG LESSON ALLOCATIONS IN KG EMT (English) EMT (Math) EMT (Science) EMT (Activity 1) AMT (Activity 2) AMT (Arabic) AMT (Islamic Education) Total KG KG CYCLE 1 & CYCLE 2 Length of School Day and Configuration 2.1. Students: Cycle 1 and Cycle 2 students school day shall be 6 hours, which includes time for 7 instructional periods of 45 minutes, assembly and breaks The school day shall typically be from 7:15 AM 1:15 PM (boys schools) or 8:00 AM 2:00 PM (girls schools). Principals may start the school day earlier or later if bus schedules cannot accommodate the start and end times established in this policy. In all cases, students and staff must be present at school for the number of hours established in this policy Staff: The school day for Cycle 1 and Cycle 2 staff shall be the same as the students school day, with sufficient time added at the beginning and end of the school day to ensure that students are safely supervised before and after school. The school day will include: Sufficient time in the morning to greet students (Principal s discretion). 6 hour school day, including instructional time and time for assembly and breaks as determined by each school. The length of the break(s) will be at the Principal s discretion. Policy page 2 of 7

23 Sufficient time in the afternoon to supervise students after school (Principal s discretion). In addition, Cycle 1 and Cycle 2 school-based staff will be required to participate in professional activities on two afternoons per week for 90 minutes each session after the end of the students school day. Emergency or planned leave during the school day must be approved by the Principal in accordance with school personnel procedures Taking into consideration the transport arrangements for the school, the Principal shall determine the exact time for the start and end of the school day for teachers and students. The Cycle 1 and Cycle 2 school day must start at a set time between 7:00-7:30 (boys schools) or 7:45-8:15 (girls schools) and close at a set time between 1:00-1:30 (boys schools) or 1:45-2:15 (girls schools). An example of the length and configuration of the school day in Cycles 1 and 2 is displayed below: TABLE 2.A: EXAMPLE OF LENGTH & CONFIGURATION OF SCHOOL DAY IN CYCLE 1 & CYCLE 2 Teacher Start Time Student Start Time School Day Student Stop Time School Closing Professional Activities Boys Schools 7:00 AM 7:15 AM 6 hours 1:15 PM 1:30 PM 90 minutes (twice a week) Girls Schools 7:45 AM 8:00 AM 6 hours 2:00 PM 2:15 PM 90 minutes (twice a week) 2.5. For Cycles 1 and 2, ADEC recommends minimum weekly time allocations per subject as set out in the tables below: TABLE 2.B: RECOMMENDED WEEKLY LESSON ALLOCATIONS IN CYCLE 1 Islamic Education Arabic Language English Language Mathematics Science Social Studies Civics/ National Education Art Music ICT HPE/ Jiu-Jitsu Total G G G G G Policy page 3 of 7

24 TABLE 2.C: RECOMMENDED WEEKLY LESSON ALLOCATIONS IN CYCLE 2 Islamic Education Arabic Language English Language Mathematics Science Integrated Social Studies Social Studies History Geography Civics/ National Education Art Music ICT HPE/ Jiu-Jitsu Total G G G G CYCLE 3 Length of School Day and Configuration 3.1. Students: Cycle 3 students school day will be 7 hours, 45 minutes, which includes time for 9 instructional periods of 45 minutes, assembly and breaks, or alternative scheduling which meets the weekly instructional time allocation of subjects shown in Table 3.A ADEC recommends a 9 x 45 minutes period time allocation. However, schools may set their own period time allocations providing that they ensure each subject is taught according to the minimum weekly time allocations established by ADEC as set out below: TABLE 3.A: MINIMUM WEEKLY INSTRUCTIONAL TIME ALLOCATIONS IN CYCLE 3 Arabic History Geography Economics Health & Physical Ed. ICT Islamic Education English Mathematics Psychology Sociology Geology/ Science Biology Chemistry/ Geology/ Science / Science Skills Physics/ Science Total G G11L G11S G12L G12S Policy page 4 of 7

25 3.3. Staff: The school day for Cycle 3 staff will normally be the same as the school day for students, with sufficient time added at the beginning and end of the school day to ensure that students are appropriately supervised before and after school. The school day will include: Sufficient time in the morning to greet students (Principal s discretion). 7 hours, 45 minutes school day, including instructional time and time for assembly and breaks as determined by each school. Student breaks are mandatory, but the length of the break (s) will be at the Principal s discretion. Sufficient time in the afternoon to supervise students after school (Principal s discretion). In Cycle 3 schools, there will be no mandatory professional activity time after the end of the school day. To accommodate professional activities, Cycle 3 schools will be asked to cluster non-student contact time for teachers by subject area and to try, wherever possible, to group these times into blocks to allow professional activities to be undertaken during the school day Due to the length of the school day in Cycle 3, the Principal may authorize the release from school of Cycle 3 teachers who have no teaching period commitments and are not required for any other duties outlined in this policy under non-scheduled duties. This is at the sole discretion of the Principal, however all school-based staff are required to be in attendance at the start of the school day. Emergency or planned leave during the school day must be approved by the Principal in accordance with school personnel procedures Taking into consideration the transport arrangements for the school, the Principal shall determine the exact time for the start and end of the school day for teachers and students. The Cycle 3 school day must start at a set time between 7:00-7:30 (boys schools) or 7:45-8:15 (girls schools) and close at a set time between 2:45-3:15 (boys schools) or 3:30-4:00 (girls schools). An example of the length and configuration of the school day in Cycle 3 is displayed in the table below: TABLE 3B: EXAMPLE OF LENGTH & CONFIGURATION OF SCHOOL DAY IN CYCLE 3 Student Start Time School Day Student Stop Time Boys Schools 7:15 AM 7 hours, 45 minutes 3:00 PM Girls Schools 7:55 AM 7 hours, 45 minutes 3:40 PM 4. COMMON CYCLE Length of School Day and Configuration 4.1. Students: Students in Common Cycle schools will follow the times outlined above for the student school day in KG, Cycles 1, 2, and 3 according to the cycles served by their school Staff: School-based staff in Common Cycle schools will follow the times outlined above for the school day in KG, Cycles 1, 2, and 3 according to the cycles served by their school. The schedule for professional activities for teachers who teach both Cycle 2 and Cycle 3 students will be determined by the Principal, in collaboration with ADEC School Operations. Policy page 5 of 7

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

27 to, activities such as staff meetings, departmental meetings, collaborative planning between teachers and/or administrators, and information sessions. Time designated for professional activities may also be used for ADEC-provided courses. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Planning Division will: Administer this policy and monitor its effective implementation. Annually review school schedules for compliance with the policy on or before mid-october. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Design and implement a schedule that makes the best use of all school-based staff to support the objectives of the school, and allows for the required class periods, lunch, breaks and student movement between scheduled activities. Utilize scheduled time for professional activities or professional development. Work with transport providers to ensure students are present at school for the required length of school day. School-based Staff will: Be mandated to electronically register their presence at the start and end of the school day. In Kindergarten, Cycle 1 and Cycle 2 schools, any school-based staff member who requests emergency leave during the school day must receive the approval of the Principal or delegate. In Cycle 3 schools, school-based staff may be granted permission by the Principal to leave the school premises if they have no teaching commitments or other duties. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Planning Division for further assistance. REFERENCES Policy 6310: Principal and Vice Principal Workload Policy 6410: Professional Development Policy 6430: Performance Evaluation POLICY HISTORY Date approved: April 2013 Date revised: July 2014 For review: 2016 Policy page 7 of 7

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29 Policy 2130: Class Size PURPOSE This policy establishes the recommended maximum class size for Kindergarten (KG1 & KG2), Cycle 1, Cycle 2 and Cycle 3 public schools governed by the Abu Dhabi Education Council (ADEC). POLICY STATEMENT 1. In order to ensure that teachers can provide high-quality instruction to every student, ADEC recommends that the class sizes for each Cycle not exceed the following: Kindergarten: 20 students per class. Cycle 1: 25 students per class. Cycle 2: 30 students per class. Cycle 3: 30 students per class. These recommended guidelines are consistent with research showing that smaller class sizes are most important for younger students. 2. Schools shall make every effort to allocate teaching staff in order to meet these guidelines. If enrollment at a school requires class sizes greater than the guidelines recommended in this policy, the school shall seek approval from the Regional Office. The Executive Director, School Operations may designate different ratios on a yearly basis according to organizational needs. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Administration Division will: Administer this policy and monitor its effective implementation. ADEC School Operations, Personnel Services Division will: Allocate sufficient staff to schools in order for class sizes to meet these recommendations. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Allocate teaching staff in order to meet these guidelines. Seek approval from the Regional Office if enrollment at the school requires greater class sizes than the guidelines recommend. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Administration Division for further assistance. Policy page 1 of 2

30 REFERENCES Policy 6230: Assignments and Transfers of School-Based Staff POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

32 Principals will: Ensure that required data is entered into the esis system by the 6th week of the academic year. Designate staff to assist with the data collection and entry as needed. Teachers will: Collect and provide data as required by Principals. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Planning Division for further assistance. REFERENCES ADEC School Calendar POLICY HISTORY Date approved: June 2012 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

34 Ensure that adequate EHS awareness and training are provided to achieve the successful development and implementation of the EHSMS within the Education Sector entities in the emirate of Abu Dhabi. Ensure compliance with Abu Dhabi Emirate EHSMS performance and reporting requirements in coordination with Abu Dhabi EHS Center and any other Sector Regulatory Authority as required. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC EHS Team will: Administer this policy and monitor its effective implementation. Support, monitor and enforce the implementation of the Education Sector EHS Policy and Requirements to ensure schools compliance and successful implementation. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Liaise with ADEC EHS Team to ensure schools compliance and successful implementation of this policy and the related requirements. EHS Representatives/ Officers will: Be accountable and responsible for the implementation of the Education Sector EHS Policy and Requirements within their schools. Play an active role in the promotion of EHS culture and awareness, monitoring and enforcement. Serve as the first point of contact for EHS issues and concerns raised within the school. Coordinate and cooperate with ADEC EHS Team as required for any support or clarifications to ensure schools compliance and successful implementation of this policy and the related requirements. Principals will: Be ultimately accountable for the implementation of the Education Sector EHS Policy and Requirements within their schools. Assist EHS Representatives/ Officers in actively promoting EHS culture and awareness, and monitoring and enforcement. Participate in EHS training as required. Teachers, Students, Contractors and Visitors will: Comply with their schools EHS Policies, Programs and Procedures. Support/ assist schools EHS Representatives/ Officers as required by this policy and the related requirements. Play an active role in the promotion of EHS culture and awareness, monitoring and enforcement by participating in schools EHS training, functions and activities to ensure schools compliance and successful implementation of this policy. Policy page 2 of 3

35 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC EHS team for further assistance. REFERENCES Education Sector EHSMS Requirements Abu Dhabi Environment, Health & Safety Management System Regulatory Framework POLICY HISTORY Date approved: March 2013 Date reviewed: June 2014 For review: 2016 Policy page 3 of 3

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37 Section 3000: Financial Management

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39 3000 Financial Management For details of financial management policies for ADEC public schools, please contact ADEC Support Services Sector: Finance Division. Policy page 1 of 1

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41 Section 4000: School Services

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

44 5. Special Educational Needs Students ADEC will provide transportation to all Special Educational Needs (SEN) students, regardless of their distance from the school. SEN students will have bus stops located as close to their residences as possible. 6. Behavior Issues on ADEC School Buses 6.1. Schools are required to have parents sign an acknowledgement form regarding behavior on the school bus and the parents responsibility to pay for any damages committed by the student to the school bus Students who have behavior issues on ADEC school buses may receive consequences for their behavior in accordance with ADEC Guidelines for Managing Student Behavior. These consequences may include the loss of bus privileges. For more information regarding the management of behavior issues on ADEC school buses, please refer to ADEC Guidelines for Managing Student Behavior (see References). 7. Safety Requirements on ADEC School Buses 7.1. All ADEC school buses must meet the safety requirements established by the Department of Transport Bus monitors are required for all buses transporting students under age eleven (11). The bus monitor must be licensed by ADEC or any third party approved by ADEC. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Services Division will: Administer this policy and monitor its effective implementation. Provide transportation to and from school via bus to any student whose family makes a request for transportation and is deemed eligible under this policy. Design bus routes in order to maintain one-way ride times under the maximum set by this policy. Designate bus stop locations along each bus route according to the parameters set by this policy. Provide licensed bus monitors for all buses transporting students under age eleven (11). Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Ensure that their school-wide behavior management and discipline plan addresses behavior issues on ADEC buses. Send out acknowledgement forms for parents to sign regarding behavior expectations and parents responsibility to pay for damages to the bus committed by their child. Submit monthly completion certificates for transportation to School Operations: School Services Division. Ensure adequate supervision is provided for students when using ADEC transportation for field trips. Policy page 2 of 3

45 Ensure bus monitors (for leave: sick, study, etc) are managed according to Emirates Transport policies. Ensure a space is provided within the school for bus drivers and bus monitors. If there is not a suitable place for the bus drivers within a girls school, please contact School Services to arrange another location. Ensure that the Department of Transport regulations that apply to the school level are followed. Ensure that all parents are aware of their responsibilities under this policy and the related Department of Transport regulations. Parents/Guardians will: Be responsible for their child s safety until the child enters the bus to attend school and after the child exits the bus to go home at the drop point. Ensure their child is ready for the bus on time and picked up from the bus on time. Provide the school with up-to-date contact information. Report to ADEC School Services any violation related to school bus cleanliness or any misbehavior of drivers or monitors. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Services Division for further assistance. REFERENCES Department of Transport Decree No. (35) of 2012 on School Transport Service Abu Dhabi Emirate School Transport Guidebook ADEC Special Education Policy and Procedures Handbook ADEC Guidelines for Managing Student Behavior Policy 7430: Field Trips Policy 8110: Student Enrollment and Registration POLICY HISTORY Date approved: March 2013 Date reviewed: June 2014 For review: 2016 Policy page 3 of 3

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47 Policy 4210: School Clinics and School Health Services PURPOSE The purpose of this policy is to ensure that all school clinics provide high quality school health services to students while complying with the regulations, policies, and procedures set forth by the Abu Dhabi Education Council (ADEC), the Health Authority Abu Dhabi (HAAD), and Abu Dhabi Health Services Company (SEHA). This policy outlines the specific roles of the Principal and School Nurse in terms of managing the school clinic and the provision of school health services to the school community. In the event of any contradiction and/or inconsistency between the provisions of this policy and any local current laws or regulations, the provisions of these laws or regulations shall prevail. In addition, this policy will set a number of guidelines related to the scope of work for school clinics and the school health services system, outlined below. POLICY STATEMENT 1. School Clinics 1.1. ADEC school clinics shall follow the mandated school clinic requirements set by HAAD in order to achieve and maintain full school clinic licensure All school clinics shall be staffed by a full-time HAAD-licensed registered School Nurse A copy of the school clinic s valid HAAD Healthcare facility license must be displayed in the school clinic along with a copy of the school nurse s valid HAAD Healthcare professional license. 2. School Nurses 2.1. The School Nurse shall be available on school premises on a full-time basis every school day and during after-school and summer activities School Nurses shall notify the Principal and the School Health Department of SEHA within 30 minutes of the start of the school day to request emergency leave or sick leave, to ensure that a substitute School Nurse will be assigned by the School Health Department of SEHA to provide coverage during the School Nurse s absence School Nurses shall comply with the competency standards set for school nursing practice by HAAD (HAAD Registered School Nurses Scope of Practice). 3. Immunization Program 3.1. ADEC is legally bound to implement the national immunization program to ensure access to immunization for all ADEC public school students (Federal Law 27/1981; HAAD Standard for Childhood and Young Adult Immunization Policy HAAD/CHIM/SD/0.9) The School Nurse administers all mandated vaccinations to school students following the HAAD Standard for Childhood and Young Adult Immunization Schedule by age and grade, with the provision of signed parental Vaccination Consent Form (Policy HAAD/ CHIM/SD/0.9). Policy page 1 of 7

48 3.3. The School Nurse shall use the ADEC esis system to report submission of the student vaccination cards in a (yes/no) format and shall use the HAAD school health e-notification system to report and submit the immunization data in the vaccination card to HAAD ADEC ensures that student vaccination cards are collected at the start of the school year as a mandatory part of the student registration and enrollment policy. If vaccination cards are not submitted, or are incomplete, the unrecorded vaccinations will be considered as not administered and the School Nurse shall ensure administration of all catch-up vaccinations, with the provision of signed parental Catch-up Immunization Program Consent Form (Policy HAAD/CHIM/SD/0.9, Appendix 4). 4. Health Screening Program 4.1. The health screening program consists of Basic Health Screening and Comprehensive Health Screening Basic Health Screening is conducted by the School Nurse to all grades students and includes medical history, body mass index, and vision tests The Comprehensive Health Screening is conducted by visiting health professionals and includes a medical check-up by licensed medical doctor, hearing screening, and an oral health examination by a dentist for students in Grades 1, 5, and 9, as well as a complete blood count test by a phlebotomist for all students in Grade 1 and for female students only in Grade 9 ( school-screening-program.aspx) The School Nurse records the health screening results in the student medical records and reports them to HAAD via the school health e-notification system. The School Nurse refers positively-screened students for a medical consultation by sending a referral letter to parents. (HAAD Standards for School Health Screening Policy PHR/FSH/01). 5. Individualized Healthcare Plan 5.1. Each student whose healthcare needs affect or have the potential to affect safe and optimal school attendance and academic performance must have an Individualized Healthcare Plan (IHP). The IHP shall be written by the registered School Nurse, in collaboration with the student, family and healthcare providers (SEHA Manual; HAAD Standards for Administration of Medication in Schools) The IHP shall include the details of who the plan needs to be shared with and the parents consent to share this information with the identified people. If any prescribed medication is needed the procedure in the HAAD Standards for Administration of Medication in Schools (HAAD ADMS/SD/1.0) must be followed and Appendix 8b must be filed as part of the IHP It is the responsibility of the School Nurse to implement and evaluate the IHP at least yearly and as changes in health status occur to determine the need for revision and evidence of desired student outcomes. Policy page 2 of 7

49 6. First Aid 6.1. First Aid is emergency treatment administered to an injured or sick person before professional medical care is available (AD EHSMS RF First Aid and Medical Treatment) A First Aider is defined here as a school staff who is trained and certified to administer emergency treatment to an injured or sick person before a School Nurse or professional medical care is available First Aiders shall have a valid certificate of training from one of the training providers listed in the AD EHSMS RF First Aid and Medical Treatment ADEC shall ensure that an adequate number of school staff are trained and certified as First Aiders to attend to any of the following situations: on school premises during school hours at the ratio of one First Aider per 100 students and staff. off-site activities (e.g. field trips) while maintaining adequate ratio of first aiders in the school. for practical departments (e.g. physical education, science lab). Extracurricular and out of hours activities (swimming, sport activities, clubs). to act as substitute First Aiders when other First Aiders are absent or on leave. as part of agreement with third party contractors (e.g. school caterers) on joint provision of first aid to their employees The First Aiders shall limit their first aid treatment within the scope of their training and they shall not provide medical assistance as their primary duty (HAAD Standard for First Aid Training; AD EHSMS RF First Aid and Medical Treatment). 7. Emergency Care 7.1. If a critical emergency occurs, the School Nurse shall notify the Principal immediately and ask the school administration to urgently call an ambulance at 999 and to contact the student s parents/guardians If an ambulance is called and a parent/guardian is not available, a school staff member shall accompany the student in the ambulance. The School Nurse shall not accompany the student In cases of emergency, School Nurses are responsible to provide emergency care to students. In such cases, they are not required to obtain parental consent to provide treatment If a non-critical emergency occurs, the School Nurse shall notify the Principal and ask school administration to contact the parents/guardians. If the parents/guardians are not accessible, the school administration shall contact the student s emergency contacts as indicated in their file Non-fatal injury and poisoning must be reported by the school nurse to HAAD within 7 days by electronic notification via (HAAD Standards for Reporting of Public Health Statistics) Critical emergency incidents are considered reportable to ADEC EHS Section Emergency Line at The School EHS Officer nominated by the Principal shall submit to Policy page 3 of 7

50 the AD EHSMS RF Form G Serious OHS Incident Notification within 24 hours for fatalities, within three working days for other serious incidents, and the Form G1 Serious OHS Incident Investigation within 30 days of the incident date For more information on critical emergency incidents follow the ADEC EHS OHS Incident Flowchart. 8. Student Medical Records 8.1. All student medical records must adhere to the student medical records standards set by HAAD and SEHA (HAAD Confidentiality Standard HAAD/P-30/60/012; SEHA Students Medical Records Documentation Policy AHS-SH-017) All student medical records shall be kept in a secure place that ensures confidentiality of health information (SEHA School Health Manual and SEHA Confidentiality, Access and Release of Information Policy AHS-SH-027) The legal right to access information in the student health record or obtain copies of the record is given to the parent/guardian (SEHA AHS-SH ) If a student is being transferred to another school, the School Nurse or the school health services administration shall transfer the student medical record to the new school (SEHA Creating and Managing Student s Health Record Policy AHS-SH-032) Only under the following specific circumstances may certain health information in the student medical records be released by the School Nurse or the school health services administration to school personnel or other parties (SEHA Confidentiality, Access and Release of Information Policy AHS-SH-027): 9. Complaints To Ambulatory Health Services (AHS) health centers in the case of a referral or a temporary transfer for specific treatment or diagnostic procedures or in an emergency situation. To consented school staff involved in the student s Individualized Healthcare Plan. In situations of threat to public health where a failure to disclose information may expose the student or others to risks of death or serious harm. In case of formal investigations by court order. All other situations or requests to release health information from students medical records must be reviewed and approved on a case-by-case basis by the school health services administration. If there is a complaint against the School Nurse or the health services provided by the school clinic, Principals shall adhere to complaint procedures listed in the SEHA School Health Manual. In case of complaints, ADEC School Operations Sector should be contacted by ing [email protected]. Policy page 4 of 7

51 RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Health & Wellness Division and ADEC School Operations, Health Management Section will: Administer this policy and monitor its effective implementation. Work with HAAD and SEHA to ensure compliance to all regulations related to school clinics. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Take immediate action if there is a present risk to the health of a member of the school community owing to infringements of this policy. Principals will: Ensure understanding of their roles and responsibilities in relation to this policy, and contact their Cluster Manager or ADEC Health & Wellness Division with questions as appropriate. Ensure that the school clinic is licensed and that licensure is maintained. Ensure that all school staff included in the individualized healthcare plans have signed the confidentiality form in order to protect student s confidential information. Ensure that the parental consent forms for immunization and health screening are signed by parents and returned to the school. Ensure that the School Nurse does not assume any roles or responsibilities other than those that are required of the School Nurse (see responsibilities of School Nurses below). Ensure that the First Aider does not assume any roles or responsibilities other than those that are required of the First Aider. Ensure that the school adheres to the comprehensive health screening program procedures and schedules, as regulated by HAAD (HAAD Standards for School Health Screening Policy PHR/FSH/01). Ensure that the school adheres to the national immunization program (HAAD Standard for Childhood and Young Adult Immunization (Policy HAAD/CHIM/SD/0.9). Ensure that the School EHS Officer records incidents internally and reports externally to ADEC EHS Section. Include the School Nurse in relevant to health school committees. Complete a Certificate of Completion Form for the School Nurse, at the end of each academic year (ADEC Certificate of Completion Form). Complete the ADEC School Nurses Performance Evaluation Form at the end of each academic year (ADEC School Nurses Performance Evaluation Form). Ensure that the applicable procedures are followed in case of complaints against the School Nurse (SEHA School Health Manual). Support the School Nurse and health educators assigned by SEHA in providing health education to students. School Nurses will: Ensure coverage of the school clinic at all times during school operating hours. Comply with the competency standards and responsibilities set for school nursing practice by HAAD (HAAD Registered School Nurses Scope of Practice). Follow comprehensive health screening procedures according to SEHA Comprehensive Preventive Screening for Students Policy AHS-SH-014). Policy page 5 of 7

52 Ensure adherence to parental consent policies (HAAD Standards for School Health Screening Policy PHR/FSH/01, HAAD Confidentiality Standard, HAAD Consent Standard, SEHA Confidentiality, Access and Release of Information Policy AHS-SH-027, SEHA Consent Policy AHS-SH-028 and SEHA General Consent Form; Standards for administration of medication in schools). Provide educational sessions to raise awareness on the significance of health programs. Ensure that all mandated vaccinations are administered in accordance to the national immunization program (HAAD Standard for Childhood and Young Adult Immunization - Policy HAAD/CHIM/SD/0.9). Participate in health surveys and research projects that are approved by ADEC. More details on the responsibilities of the School Nurse can be found in the SEHA School Health Manual. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Health & Wellness Division for further assistance. REFERENCES HAAD School Clinic Licensing: SEHA School Health Manual (Draft) HAAD Standards for School Health Screening (PHR/FSH/01) HAAD Standard for Childhood and Young Adult Immunization (Policy HAAD/CHIM/SD/0.9) HAAD Registered School Nurses Scope of Practice HAAD Standards for Administration of Medication in Schools (HAAD/AMDS/SD/1.0) HAAD Policy on Reporting Adverse Reactions (PHP/PHM/0001/09) HAAD Policy on Reporting Medication Errors (PHP/PHM/0002/09) HAAD Confidentiality Policy (HAAD/P-30/60/012) HAAD Consent Policy (HAAD/PPR/HCP/P0003/09) HAAD Standard on School Screening (HAAD/PHR/FSH/0.1) HAAD Professional Qualifications Requirements (HAAD PQR/2011) HAAD Standard for Inter-facility Patient Transfer (HAAD/IFPT/SD/0.9) HAAD Standard on Patient Rights & Responsibilities (HAAD/PPR/HCP/P0030/08) HAAD Standard for Complaints Management in Healthcare Facilities HAAD Standard on the Diagnosis & Management of Childhood Diabetes (HAAD/DHCM/ SD/1.0) HAAD Standard for Initial Diagnosis & Management of Asthma in Children and Young Adults (HAAD/PDMA/SD/0.9) HAAD Standard for Diagnosis & Management of Interventions for Weight Management and Obesity (PHR/PHPR/WMO/1) HAAD Standard for Prevention and Control of Influenza and Influenza-like Illness (HAAD/ CDD/ST/09) HAAD Standards for Reporting of Public Health Statistics (HAAD/RHST/SD/VIPCD/1.2 HAAD Medical Record/Health Information Retention and Disposal (Policy PPR/HCP/ MRHI/07) Policy page 6 of 7

53 HAAD Standard for First Aid Training (PHR/HRM/FA/0.9) SEHA Medical Records Retention and Disposal (Policy AHS-SH-009) SEHA Students Medical Records Documentation (Policy AHS-SH-017) SEHA Confidentiality, Access and Release of Information (Policy AHS-SH-027) SEHA Consent Policy (Policy AHS-SH-028) SEHA Creating and Managing Student s Health Record (Policy AHS-SH-032) SEHA Comprehensive Preventive Screening for Students (Policy AHS-SH-014) ADEC Head Lice Detection Flow Chart ADEC Annual School Health Services Provision Survey ADEC School Nurse End-of-Year Feedback Form ADEC EHS OHS Incident Flowchart SEHA General Consent Form SEHA Emergency Medication Administration Consent Form SEHA Prescribed Medication Administration Consent Form SEHA Pre-Vaccination Checklist SEHA School Age Immunization Consent Form SEHA School Age Vaccination Record SEHA Student s Health Record Checklist SEHA Allergy Alert Form SEHA Student s Referral Form SEHA School Health/Catch-up Immunization Consent Form POLICY HISTORY Date approved: June 2010 Date revised: June 2012, May 2013, August 2014 For review: 2015 Policy page 7 of 7

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55 Policy 4220: School Canteens and Healthy Eating PURPOSE The purpose of this policy is to ensure that school canteens in all Abu Dhabi public schools comply with the current School Canteen standards set forth by the Abu Dhabi Food Control Authority (ADFCA), Abu Dhabi Education Council (ADEC) and the Health Authority Abu Dhabi (HAAD), and to ensure that all public schools promote healthy eating within their school communities. POLICY STATEMENT 1. This policy follows the School Canteen Standards established by the Abu Dhabi Food Control Authority (ADFCA) on the mandatory requirements for the appropriate management of school canteen facilities, food safety and hygiene, and by the Health Authority Abu Dhabi (HAAD) on mandatory requirements for nutrition and healthy eating in schools, healthy food choices and food allergies. ADFCA and HAAD are the regulatory authorities mandated with setting standards for school canteen management, food hygiene and safety, nutrition and healthy eating in Abu Dhabi Emirate schools. 2. All ADEC schools shall adhere at all times to all mandatory requirements set by the regulatory authorities for: 2.1. School Canteen facilities: Locations of school canteens. School canteen facility specifications. School canteen equipment and tools. School canteen food preparation areas. ADFCA food control certificate for school canteens School Canteen hygiene: Health and hygiene requirements for food handlers. General hygiene of school canteens. Temperature control. Food display and packaging. Food transportation and storage. Food disposal and food waste management Nutrition and healthy eating standards: Food specifications and requirements. Age- appropriateness of food. List of food items allowed in school canteens. Food allergies School Canteen vendors: All necessary licenses and permits by ADFCA and other Government entities. Training and certification of canteen supervisors and staff. Policy page 1 of 3

56 2.5. Process for filing nutrition-related complaints, in particular when related to reporting cases of food poisoning or suspected food poisoning, set by the regulatory authorities as part of the School Canteens Standards (Appendix 3). 3. Schools shall be responsible for ensuring full compliance with all standards and requirements set in the School Canteen Standards in the Emirate of Abu Dhabi (see References). 4. All Principals are responsible for the implementation of this policy, and are accountable to the ADEC Director General and to other Abu Dhabi Government entities that regulate school canteens and nutrition in schools, for policy compliance. 5. In the unlikely event of any contradiction and/or inconsistency between the provisions of this policy and the School Canteen Standards for the Emirate of Abu Dhabi, the provisions of the School Canteen standards shall prevail. RESPONSIBILITIES ADEC School Operations, School Services Division will: Administer this policy and monitor its effective implementation. Ensure that contracted vendors are licensed and have necessary permits by ADFCA, and that all canteen supervisors and staff undergo ADFCA-required training and certification. Maintain a record of all cases of nutrition-related complaints by schools. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Ensure that all requiremtents, specifications, and procedures for school canteen facilities, hygiene and safety, nutritional requirements, food vendor requirements are strictly followed by the school as specified in the School Canteen standards. Ensure that the school canteen complies with all current regulations of ADFCA at all times and facilitates any inspections required by ADFCA at any time. Ensure full compliance with the process for filing nutrition-related complaints and in particular, when related to reporting cases of food poisoning (School Canteen standards Appendix 3). Develop and publish a school policy on healthy eating and nutrition, and disseminate this to the school community. Coordinate with the selected canteen vendor and the canteen supervisor to ensure that foods selected are age-appropriate. Report any violations of this policy by contracted vendors to ADFCA and ADEC School Services. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Services Division for further assistance. Policy page 2 of 3

57 REFERENCES School Canteen Standards for the Emirate of Abu Dhabi POLICY HISTORY Date approved: June 2010 Date revised: June 2012, June 2013 Date reviewed: June 2014 For review: 2015 Policy page 3 of 3

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59 Section 5000: Facilities

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

62 Work in cooperation with ADEC to ensure a smooth transition for affected staff and students. School-Based Staff will: Fulfill job responsibilities to ensure schools continue to provide an effective education for Abu Dhabi students. Work in cooperation with ADEC to ensure a smooth transition for affected staff and students. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Planning Division for further assistance. REFERENCES Policy 6230: Assignments and Transfers of School-Based Staff POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

64 Propose a list of name options as per the stated conventions, for selection and approval by ADEC Executive Management Committee, by the end of January of the year in which the school is due to open. Assign a unique esis identity number to every new school by the end of January of the year in which the school is due to open. Communicate new school names and any school name changes to all internal and external stakeholders as appropriate. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Planning Division for further assistance. REFERENCES Guidelines on Naming of Schools POLICY HISTORY Date approved: November 2013 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

66 3.3. CCTV records must be retained for a period of 180 days In the event of an incident captured in a CCTV recording that requires clarification beyond the school level, the Principal or Vice Principal must immediately notify their Cluster Manager, who shall coordinate with the Executive Director of ADEC School Operations to resolve the incident No copy of any recordings may be shared with any person or entity unless upon a judicial order or by prior written approval of the Executive Director of ADEC School Operations Duplication or distribution of CCTV recordings is strictly prohibited and punishable by law, in compliance with Federal Law No. (2) of 2006 (see References). RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Services Division will: Administer this policy and monitor its effective implementation. Install and maintain CCTV systems at ADEC schools in all designated areas. Retain CCTV recordings for 180 days. Maintain confidentiality of CCTV recordings. Resolve any incidents reported by Principals related to footage captured on CCTV. Release CCTV recordings only upon judicial order or written approval by the Executive Director of School Operations. ADEC ICT Division will: Regularly update the ADEC Information Security Policy. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Ensure that CCTV recordings at their school are kept confidential. Notify parents of the installation of CCTV system at the school. Report incidents captured on CCTV which require resolution beyond the school level to their Cluster Manager. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Services Division for further assistance. REFERENCES Federal Law No. (5) of 2012 on Anti-Cyber Crimes ADEC Information Security Policy POLICY HISTORY Date approved: May 2013 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

67 Section 6000: Personnel

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69 Policy 6101: Professional Code of Conduct PURPOSE The purpose of this policy is to establish the code of conduct that will guide behavior and professional practice. This policy shall apply to: All Abu Dhabi Education Council (ADEC) employees working in a school. All employees in ADEC offices who regularly interact with students. The policy also indicates the key ways in which the code of conduct will be disseminated and enforced. POLICY STATEMENT 1. ADEC holds six core values at the center of its work. These core values define the conduct of ADEC professionals in all actions: Teamwork Integrity Transparency Respect Accountability Compassion : Emphasizing the virtues of cooperation and coordination. : Doing the right thing no matter what the circumstances may be. : Maintaining open, true and honest communications and actions. : Respecting children, colleagues, parents/guardians and community. : Taking personal responsibility for action. : Caring and showing responsibility toward others. 2. To support these core values in all day-to-day work, ADEC has developed a Professional Code of Conduct. The Professional Code of Conduct outlines 12 specific standards that define the behavior ADEC requires. 3. Violations of the Professional Code of Conduct will be addressed with disciplinary action consistent with ADEC School Operations Sector: Personnel Services Division procedures. The disciplinary action taken will depend on the severity of the violation and the employee s record of previous conduct. 4. ADEC employees are encouraged to report serious violations of the Professional Code of Conduct to their Principal or manager. All such reports shall be kept confidential. 5. For the purposes of this policy, Educator is defined as any ADEC employee who works in a school, or whose job involves regularly interacting with students. ADEC PROFESSIONAL CODE OF CONDUCT Whether they are working inside or outside the classroom, education professionals accept the public trust and the magnitude of responsibility inherent in their work. Abu Dhabi Education Council s (ADEC) education professionals share a special duty of care toward the students in the Abu Dhabi schools. Employees are accountable through the Director-General to the Government of Abu Dhabi and to the community at large for the effective education of students and for the efficient use of government funds and resources entrusted to the delivery of education in the Abu Dhabi Emirate. Policy page 1 of 7

70 The Professional Code of Conduct is comprised of 12 standards that set the foundation of professional practice for employees to honor and follow. Each standard is followed by specific examples of professional and unprofessional conduct. However, the lists within each standard are only meant to be a guide, and are not a complete set of behaviors that may be considered professional or unprofessional. Ultimately, employees are responsible for their own actions and decisions. Educators must use their judgment to ensure that their decisions and actions meet the standards of conduct outlined in this policy. If an educator is unsure whether an action or decision is acceptable, they should seek the advice of their supervisor before proceeding. The 12 specific standards in this Professional Code of Conduct will apply to the following groups of employees: All ADEC employees working in a school. All ADEC regional or central employees who regularly interact with students. This Professional Code of Conduct refers to these two groups as Educators. This title reflects ADEC s belief that all employees must regard improved student learning as the ultimate objective of their work, and that employees who regularly interact with students share a special individual and collective accountability for the effective education of Abu Dhabi students. Standard 1 Relationship with Students: Educators will maintain a caring, professional relationship with all students, both in and outside the classroom Professional Conduct, including but not limited to: Educators will behave in ways that promote the welfare of the students, taking all actions within their power to protect student safety. Educators must be aware of, and comply with, all ADEC child protection policies. Educators are obligated to report to relevant authorities if they suspect a student is being or will be harmed. Educators will meet the individual learning needs of students, and assist all students to maximize their potential. Prohibited Unprofessional Conduct, including but not limited to: Engaging or encouraging inappropriate relationships with students in or outside of the classroom, including any behavior constituting sexual harassment or abuse. Sending any inappropriate messages, pictures, or other communication to students in or outside of the classroom. Using any form of discipline that involves corporal punishment, unnecessary or excessive verbal harassment, or that may cause physical or emotional harm to students. Taking actions or behaving negligently in ways that endanger student welfare. Standard 2 Relationship with Community: Educators will respect and cooperate with parents/guardians and the community in their daily work to advance student learning Professional Conduct, including but not limited to: Educators will establish open, honest and respectful relationships with parents/guardians and community. Policy page 2 of 7

71 Educators will communicate all decisions promptly and openly to students, parents/ guardians, and members of the community with a right to know. Educators will involve parents/guardians and/or community in the decision-making about the care and education of their children. Prohibited Unprofessional Conduct, including but not limited to: Failing to include the perspective of parents/guardians and/or community members when making decisions about student learning. Behaving in a rude or hostile manner when interacting with parents/guardians and community. Standard 3 Relationship with Colleagues: Educators will follow direction from supervisors, and collaborate with their professional colleagues in the interest of student learning and the education profession Professional Conduct, including but not limited to: Educators will comply with all lawful directions and decisions from their supervisors or the delegated ADEC authority. Educators will encourage and support colleagues to build and maintain high professional standards. Educators will work with each other in a way that develops a positive, supportive professional environment. Educators will assist in the preparation and induction of new educators through mentorship and guidance. Prohibited Unprofessional Conduct, including but not limited to: Harassing a colleague verbally or physically, including any inappropriate behavior that makes a colleague feels uncomfortable or unsafe. Making false statements or slandering the reputation of a colleague. Revealing confidential information concerning a colleague. Intentionally excluding a colleague from work-related or professional activities. Limiting the access of colleagues to do their official work. Standard 4 Communications: Educators will ensure that all interactions and communications with colleagues, students, and the public display respect, discretion, and integrity Professional Conduct, including but not limited to: Educators will ensure that any public comments they make reflect the policies and priorities of ADEC. Educators will ensure that usage of ADEC communication devices (computers, phones, etc.) does not include any communication that may be controversial or offensive. Educators will keep in confidence information regarding students and colleagues unless disclosure is permitted and serves a clear professional purpose. Prohibited Unprofessional Conduct, including but not limited to: Making public comments, especially outside of an official capacity, that disparage the reputation of colleagues or ADEC generally. Making public comments to the media (including radio, television, newspapers, books, or Policy page 3 of 7

72 other means expected to reach the community at large) without authorization from the responsible ADEC department. Sharing confidential or sensitive information with any party, in or outside of ADEC, that is not authorized to have the information. Standard 5 Legal Obligations: Educators will abide by government laws and regulations at all times and will be obligated to report violations of these laws to appropriate authorities Professional Conduct, including but not limited to: Educators will be honest and maintain integrity in dealing with all official work. Educators will be familiar with the provisions of legislation and/or policies relevant to their official responsibilities. Prohibited Unprofessional Conduct, including but not limited to: Falsifying, misrepresenting, omitting, or erroneously reporting professional qualifications or employment history. Omitting a past criminal record. Willfully disobeying and/or disregarding any government laws. Standard 6 Alcohol, Drugs, and Tobacco: Educators will refrain from using, possessing, and/or being under the influence of alcohol and unauthorized drugs / substances in the workplace Professional Conduct, including but not limited to: Educators will abide by government laws with respect to the above stated substances at all time. Educators will never give students alcohol or other drugs, nor will they encourage or condone the use of alcohol or other drugs by students. Educators will administer and/or supervise the administration of prescribed medications consistent with ADEC guidelines. Prohibited Unprofessional Conduct, including but not limited to: Intoxication with alcohol or other drugs while performing duties. Smoking in ADEC buildings and/or school grounds. Soliciting, administering or providing alcohol, tobacco or unauthorized drugs to students at any time. Standard 7 Use of Resources: Educators will use the property and resources provided to them for their work efficiently and only for the purposes entrusted to them Professional Conduct, including but not limited to: Educators will be expected to use ADEC and school resources efficiently and for the official purpose to which they are assigned. Educators must be aware of and comply with current ADEC Information Security Policy and acceptable use of technology. Educators will be expected to honor public funds and property entrusted to them and to practice responsible stewardship. Policy page 4 of 7

73 Prohibited Unprofessional Conduct, including but not limited to: Using public or work-related resources for personal purposes or personal gain Spending ADEC financial resources in a reckless or wasteful manner. Standard 8 Conflicts of Interest: Educators will avoid any situation that represents or may be perceived to represent a conflict of interest in carrying out their professional responsibilities Professional Conduct, including but not limited to: Educators will carry out all responsibilities and take all decisions with fairness and impartiality. Educators will maintain integrity regarding the acceptance of any gratuity, gift, compensation or favor that might impair or influence professional decisions. Educators will refrain from using their position for personal gain. Educators will report to their supervisor when a perceived conflict of interest may exist, or will remove themselves from the situation creating the conflict of interest. Prohibited Unprofessional Conduct, including but not limited to: Involvement with an official decision in which family or friends may benefit. Providing paid tutoring or coaching services to students an educator is responsible for teaching, unless this tutoring is regulated by ADEC. Accepting a gift from vendors or community members that is more than of a nominal value, or that are suspected to be an attempt to influence official behavior (In most cases, a gift valued at over AED 100 will be considered more than of a nominal value). Standard 9 Local Culture: Educators will understand and respect UAE culture and Islamic values and the values of other religions Professional Conduct, including but not limited to: Educators will respect Islamic values and practices as well as other religions in the classroom or workplace. Educators will comply with all rules and customs deemed by an Islamic state. Educators will respect UAE customs and traditions in schools or workplace. Prohibited Unprofessional Conduct, including but not limited to: Knowingly behaving in a manner that is contrary to Islamic values in the classroom or workplace. Knowingly exhibiting disrespect for UAE culture and customs in the classroom or workplace. Standard 10 Standard of Dress: Educators will dress in an official, professional manner, consistent with formal business attire and UAE customs and traditions Professional Conduct, including but not limited to: Educators who are Expatriates will dress in an official manner reflecting business attire. Educators who are UAE Nationals will observe official national dress. Prohibited Unprofessional Conduct, including but not limited to: For any educator, wearing any type of clothing that is tight-fitting, transparent, or unsuitable for the work environment. Policy page 5 of 7

74 Standard 11 Tolerance for Diversity: Educators will foster an atmosphere of tolerance in schools and the workplace Professional Conduct, including but not limited to: Educators will exhibit tolerance and respect to individuals of different political or religious convictions. Educators are expected to take all necessary steps to ensure that classrooms and other workplaces are free from all forms of harassment and discrimination. Educators will treat students and colleagues equitably, including those with disabilities or other special needs. Prohibited Unprofessional Conduct, including but not limited to: Discriminating against or harassing colleagues, students or members of the public on the grounds of gender, marital status, pregnancy, age, race, ethnic, or national origin. Engaging in conduct that represents extremism or cultural indoctrination. Standard 12 Sensitive Issues: Educators will not make remarks regarding sensitive issues that could cause anger or discomfort among students, colleagues, or the community Professional Conduct, including but not limited to: Educators will ensure that classroom discussions are focused on the subject area being taught. Educators will be respectful in all comments, and exercise special care if addressing issues such as religion or politics with the potential to cause controversy. Educators will prevent students from raising potentially controversial issues for group discussion. Prohibited Unprofessional Conduct, including but not limited to: Engaging in conversation with students about sensitive issues such as religion and politics that does not serve a clear educational purpose tied to the ADEC curriculum. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Administration Division will: Administer this policy and monitor its effective implementation. Provide access to the Professional Code of Conduct to all Educators. Ensure training is provided to all new school-based staff. ADEC School Operations, Personnel Services Division will: Address violations of the Professional Code of Conduct with disciplinary action consistent with ADEC Personnel Services policies and procedures. The disciplinary action taken will depend on the severity of the violation and the employee s record of previous conduct. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Policy page 6 of 7

75 Principals will: Review the Code of Conduct with all staff at the beginning of each academic year. Address violations of the Professional Code of Conduct with disciplinary action consistentwith ADEC Personnel Services policies and procedures. The disciplinary action taken will depend on the severity of the violation and the employee s record of previous conduct. Educators will: Be responsible for understanding the Professional Code of Conduct and upholding the standards of professional behavior in all their work. Be required to provide their signature attesting that they have reviewed the Code of Conduct and are committed to following it. Be encouraged to report serious violations of the Professional Code of Conduct to their Principal or manager. All such reports will be kept confidential. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Administration Division for further assistance. REFERENCES Federal Law No. (15) of 2009 on Tobacco Control, Article 7 Civil Service Law No. (1) of 2006 and Executive Bylaws ADEC Information Security Policy POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2015 Policy page 7 of 7

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77 Policy 6201: School-Based Staff Qualifications PURPOSE This policy establishes the qualifications required for employment in school-based staff positions in Abu Dhabi Education Council (ADEC) public schools. POLICY STATEMENT 1. ADEC aspires to have highly qualified school leaders, teachers and support staff in all ADEC schools. 2. ADEC shall issue details of minimum qualifications and job requirements required for employment in school-based staff positions. These qualifications and job requirements shall be regularly reviewed by ADEC School Operations Sector: Personnel Services Division and other divisions as appropriate in order to ensure that they are consistent with international standards as well as local higher education practices. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Personnel Services will: Administer this policy and monitor its effective implementation. Issue details of qualifications and job requirements required for employment in schoolbased staff positions. Regularly review these qualifications and job requirements to ensure that they are consistent with international standards and local higher education practices, in collaboration with other divisions in School Operations and P-12 Policy as appropriate. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Personnel Services Division for further assistance. REFERENCES MOE Decree No. (238/1) of 2008 on Requirements and Terms for Promotions and Administrative Assignments for the Positions of Principal and Vice Principal Civil Service Law No. (1) of 2006 and Executive Bylaws New School Model Job Descriptions New School Model Organization Structure POLICY HISTORY Date approved: March 2013 Date reviewed: June 2014 For review: 2016 Policy page 1 of 1

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

80 7. The correlation table for the approved exams to the CEFR is below: CEFR Level IELTS Academic TOEFL (IBT) Cambridge ESOL Exams* Pearson PTE Academic C CAE Grades B and C or FCE Grade A or CPE pass at C B FCE Grades B and C or CAE pass at B2 or PET pass with distinction at B B PET pass, pass with merit, or FCE pass at B1 or KET pass with distinction at B A KET pass, pass with merit, or PET pass at A A KET pass at A1 29 or below *Cambridge ESOL Exams: CAE = Cambridge Advanced Exam; CPE = Certificate of Proficiency in English FCE = First Certificate in English; KET = Key English Test; PET = Preliminary English Test 8. Current staff in specified positions must take an approved English proficiency test and submit their scores to ADEC School Operations Sector: Personnel Services Division in line with the requirements established by ADEC Personnel Services and ADEC Professional Development. Existing staff who wish to transfer to one of the specified positions must also take an approved English proficiency test and submit their scores to Personnel Services. All staff who do not meet the specified levels will be expected to attend English language professional development. 9. Proficiency levels for the positions stated above shall be considered as mandatory starting in Academic Year , and will be considered as preferred prior to this period. 10. All job applicants for the specified positions in Abu Dhabi public schools who are non-native speakers must take an approved English proficiency test and submit their scores to ADEC as part of the job application process. Policy page 2 of 4

81 RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Personnel Services Division will: Administer this policy and monitor its effective implementation. Establish timeframes for existing teachers to be evaluated for English proficiency, in consultation with ADEC Professional Development Division. Maintain a database of English proficiency test scores with correlations to CEFR levels, for all specified positions. Ensure that non-native English-speaker staff subject to this policy who do not demonstrate required proficiency attend English language professional development programs. ADEC P-12 Policy, Professional Standards Division will: Evaluate required CEFR levels each year and publish changes as necessary. Evaluate the list of approved tests each year and publish changes as necessary. Evaluate the list of positions that must demonstrate English proficiency each year and publish changes. Support Personnel Services in maintaining a database of English proficiency test scores with correlations to CEFR levels, for all required positions. ADEC School Operations, Professional Development Division will: Develop and provide English language professional development for staff who require proficiency training. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Direct non-native English-speaker staff subject to this policy to take an English proficiency test. Notify ADEC Personnel Services Division and ADEC Professional Development Division where teachers fail to take English proficiency tests or attend language development PD as required. Non-native English-speaker English Medium Teachers (EMTs), Heads of Faculty (HOFs) and Learning Resource Center (LRC) Specialists will: Take an approved English proficiency test if employed in one of the specified positions. Submit their test results to ADEC as soon as results are obtained. Attend English language professional development if required. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Personnel Services or Professional Development Division for further assistance. Policy page 3 of 4

82 REFERENCES New School Model Job Descriptions Policy 7110: Language of Instruction POLICY HISTORY Date approved: March 2013 Date revised: July 2014 For review: 2016 Policy page 4 of 4

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

84 One Head of Faculty Mathematics. One Head of Faculty Social Studies. One Head of Faculty Health & Physical Education and Art & Music. One Head of Faculty English. RESPONSIBILITIES To ensure the effective implementation of this policy ADEC School Operations, Personnel Services Division will: Administer this policy and monitor its effective implementation. Recruit, select, hire and assign qualified staff for Head of Faculty positions per the stated ratios. Review this policy regularly to support the implementation of the New School Model. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Supervise and evaluate HOFs performance. Ensure that HOFs teaching load does not exceed one-half of their fulltime assignment. Be responsible for dealing with staff issues, including disciplinary and grievance issues, and refer to ADEC Personnel Services Division for guidance as necessary. Heads of Faculty will: Follow the ADEC Professional Code of Conduct. Fulfill assigned duties, as detailed in the school timetable, job descriptions, employment contracts, and other policies and procedures announced by ADEC School Operations. Be flexible and cooperative with the school administration in meeting the instructional and safety needs of the students. Perform any other tasks as required from time to time. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Personnel Services Division for further assistance. REFERENCES New School Model Job Descriptions New School Model Organization Structure Policy 6101: Professional Code of Conduct POLICY HISTORY Date approved: June 2011 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

86 The AQI-SEN is responsible for supporting SEN Advisors with case management, and general special education support services Academic Quality Improvement Officer, Social Workers (AQI - SW): The AQI-SW is responsible for leading and supporting the school Social Worker to develop and implement programs concerning matters relevant to student welfare and behavior in schools School Psychologist: School Psychologists support students with social, learning or adjustment difficulties within schools by providing targeted, and qualified psychological services, including helping to assess eligibility for special services and designing programs to meet the needs of special needs students. School Psychologists are school-based and serve multiple locations, with a minimum caseload of five schools Regional Office SEN staff shall liaise and coordinate with the Learning Support Team (LST) at their schools to ensure compliance with Policy 7310 Academic Learning Support. 5. SEN Staff at ADEC Schools 5.1. SEN school-based staff will be allocated according to the following base level, and additionally as required at the discretion of the Regional Team Leader based on identified needs of the school: SEN Advisor, assigned to five or more schools. Social Worker per school. SEN Teacher per school. SEN Classroom Assistant per classroom, additionally based on identified needs SEN Advisor: SEN Advisors serve students whose specific identified academic and/or behavioral management needs require periodic highly specialized support. SEN Advisors work in the following areas: Vision Hearing Speech and Language Behavior Learning Disabilities General Special Education 5.3. SEN Advisors should be assigned a caseload of five or more schools where students have been identified as requiring highly specialized support in the Advisor s area of specialization Social Worker: Social Workers support the academic and social welfare of students through developing and maintaining positive relationships with students and families in order to develop a healthy, safe and productive environment in which students can achieve their potential. This includes collaborating with teachers regarding student behavior and learning issues. Policy page 2 of 4

87 5.5. SEN Teacher: SEN Teachers specialize in special education and inclusive education that supports the effective teaching and learning of students with special needs SEN Classroom Assistant: SEN Classroom Assistants provide support to the SEN teacher in helping students with special needs to learn as effectively as possible SEN school-based staff may serve on their school s Learning Support Team (LST), which is comprised of: Principal or delegate SEN Teacher Social Worker Other members, such as teachers and parents, as deemed necessary Regional SEN staff, as deemed necessary Please see Policy 7310 Academic Learning Support for further information. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Special Education Division will: Administer this policy and monitor its effective implementation. Allocate special education needs staff to schools in accordance with the base levels established by this policy, and additionally as required based on identified needs. Regional Team Leaders will: Communicate ADEC s SEN and student behavior policies, strategies and programs to regional and school-based staff and monitor implementation. Gather feedback on the effectiveness of policy impact on services provided to students and schools. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Support, monitor and enforce the implementation of this policy. Identify and report SEN staffing needs at their school to AQIs. Ensure that accurate identification of their school s special education needs students is entered into the esis system. School-Based SEN Staff will: Serve on the school s Learning Support Team and Student Behavior Team. Identify special education needs of students and make recommendations to Principal for additional SEN staffing support as needed. Policy page 3 of 4

88 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Special Education Division for further assistance. REFERENCES Federal Law No. (29) of 2006 on the Rights of Disabled Persons New School Model Organization Structure New School Model Job Descriptions ADEC Special Education Policy and Procedures Handbook ADEC Guidelines for Managing Student Behavior Policy 7301: Special Education Policy 7310: Academic Learning Support POLICY HISTORY Date approved: May 2014 For review: 2016 Policy page 4 of 4

89 Policy 6230: Assignments and Transfers of School-Based Staff PURPOSE This policy establishes the principles that will inform the assignment of school-based staff to Abu Dhabi Education Council (ADEC) public schools, and the circumstances under which they may be transferred from one ADEC school to another. POLICY STATEMENT 1. Assignments 1.1. ADEC School Operations Sector: Personnel Services Division and School Planning Division will work together with regional staff and school leaders to determine the number of school-based staff required for each school The staffing needs of each school will be based on a number of factors, including but not limited to: Total students enrolled. Class size (number of students per classroom). The educational program being delivered. The number of subjects that each teacher may teach School-based staff will be assigned to a school based on their qualifications. Once staff have been assigned to a school at ADEC, staff members will remain at the school for a period of three years without transferring. Exception may be made for school-based staff in Al Gharbiya. 2. Transfers 2.1. Transfer Requests Initiated by School-Based Staff: ADEC School Operations will consider school-based staff members requests to transfer from one public school to another on an individual basis. If a transfer request is made while the academic year is underway or during a staff member s first three years of employment at a school, the request will be granted only under exceptional circumstances (e.g. relocation of a spouse). In all cases, transfer requests will be granted only if there are available positions for which the staff member is qualified Transfers Initiated by ADEC: Although ADEC will attempt to minimize the number of school-based staff who transfer between schools, ADEC may transfer a staff member from one school to another at any point in time in order to meet the operational needs of schools (e.g. changes in student enrollment). Please refer to School Operations: Personnel Services Procedures for a complete list of operational needs that may require transferring a school-based staff member ADEC will make every effort to anticipate the need for school-based staff transfers in order to ensure that all transfers are complete before the beginning of the academic year. For transfers that must occur during the academic year, ADEC shall ensure that transfers are completed within two weeks of the start of each new trimester. However, ADEC retains authority to transfer school-based staff members at any point during the year should urgent circumstances arise. Policy page 1 of 2

90 2.4. Principals may not initiate a request to transfer a staff member from one school to another due to sub-standard performance. Any issues related to job performance should be managed in accordance with ADEC s procedure for managing sub-standard performance. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Personnel Services Division will: Administer this policy and monitor its effective implementation. Grant transfer requests only if there are available positions for which the staff member is qualified. Anticipate the need for school-based staff transfers in order to ensure that all transfers are complete before the beginning of the academic year. Complete transfers within two weeks of the start of each new trimester, where needed. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Not initiate a transfer request due to sub-standard performance or disciplinary reasons. Ensure all school and student data is entered into esis as required. Provide accurate and timely responses to ADEC HQ requests for data on staff and student numbers and other data as requested. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Personnel Services Division for further assistance. POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

92 Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Request a Reserve Teacher when necessary in case of long term teacher s absence. Be responsible for the orientation and supervision of Reserve Teachers at the school. Establish procedures to ensure that teachers provide continuity of learning for their students when covered by a Reserve Teacher. Reserve Teachers will: Follow the ADEC Professional Code of Conduct, which applies to all teachers. When assigned to serve as the classroom teacher, conduct the regular classroom program, following the plans of the regular classroom teacher or the direction of the Head of Faculty. Be familiar with the emergency procedures applicable to their assigned classroom and use them as a guide in case of emergency. Be flexible and cooperative with the school administration in its attempts to meet the instructional and safety needs of the students. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Personnel Services Division for further assistance. REFERENCES Policy 6101: Professional Code of Conduct POLICY HISTORY Date approved: June 2011 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

93 Policy 6240: Emiratization of Civics Teachers PURPOSE This policy establishes that for Emirati Nationals shall be granted priority for teaching positions in the subject area Civics at all Abu Dhabi Education Council (ADEC) public schools, in order to advance Emiratization of the teaching workforce in the Emirate of Abu Dhabi. POLICY STATEMENT 1. Emiratization is a key initiative of the United Arab Emirates (UAE) Federal Government, the Government of Abu Dhabi, and the Abu Dhabi Education Council for creating sustainable employment opportunities for UAE nationals. 2. At the same time, Civics* is an important subject area in the P-12 Curriculum as it promotes students development of a strong national identity and cultural heritage, in alignment with ADEC s strategic objective to elevate the quality of public education in the Emirate of Abu Dhabi. 3. To further align the objectives of Emiratization among teaching staff at ADEC schools while simultaneously advancing ADEC s strategic objectives, ADEC shall grant priority to Emirati Nationals for teaching positions in the subject area Civics, based on available capacity. * In New School Model (NSM) Cycle 1 grades, the subject area Civics/National Studies is taught as a stand-alone subject. In Cycle 2 grades that have implemented the NSM, Civics is taught under Integrated Social Subjects. In Cycle 2 grades that have not yet implemented the NSM, Civics is taught as a stand-alone subject. RESPONSIBILTIIES To ensure the effective implementation of this policy: ADEC School Operations, Personnel Services Division will: Administer this policy and monitor its effective implementation. Staff teaching positions in the subject area Civics with UAE National teachers. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Personnel Division for further assistance. REFERENCES UAE Labor Law UAE Government portal: Emiratization Abu Dhabi Tawteen Council (ADTC) POLICY HISTORY Date approved: June 2013 Date reviewed: June 2014 For review: 2016 Policy page 1 of 1

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95 Policy 6310: Principal and Vice Principal Workload PURPOSE The purpose of this policy is to establish the workload of Principals and Vice Principals relative to the Abu Dhabi Education Council (ADEC) school calendar. POLICY STATEMENT 1. The ADEC school calendar establishes the schedule of instructional and operational days in each academic year. As school leaders, all Principals and Vice Principals are required to be working in their schools on all instructional and operational days. Exceptions may be granted for Principals and Vice Principals to attend official ADEC activities (e.g. professional development) or other professional obligations. 2. ADEC may require all Principals and Vice Principals to report to their schools and begin working a minimum of one week in advance of the beginning of each academic year. This authority rests with the Executive Director of ADEC School Operations Sector and will be communicated each academic year. Additionally, Principals may request other school-based staff to resume duty at school during this period, subject to approval by the Executive Director of School Operations. 3. Principals and Vice Principals will use the required working time before the beginning of the academic year to ensure that their schools are completely prepared for the arrival of students and staff. Each year, Principals will be responsible for conducting an orientation program for all school-based staff during the week prior to the start of the academic year. 4. Principals and Vice Principals are considered to be the most senior roles at the school level. For further information about the responsibilities of these roles, please refer to the Principal and Vice Principal job descriptions. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Planning Division will: Administer this policy and monitor its effective implementation. Develop the yearly school calendar and distribute it to Principals. Notify Principals and Vice Principals of any requirements to begin working prior to the beginning of the academic year. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Work in their schools on all instructional and operational days. Use working time prior to the beginning of the academic year to ensure their schools are completely prepared for the arrival of teachers and students. Conduct an orientation program for all school-based staff during the week prior to the start of the academic year. Policy page 1 of 2

96 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Planning Division for further assistance. REFERENCES ADEC School Calendar New School Model Job Descriptions POLICY HISTORY Date approved: June 2010 Date revised: March 2013 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

97 Policy 6410: Professional Development PURPOSE This policy establishes the Abu Dhabi Education Council s (ADEC) role in providing professional development to support teaching and learning in ADEC public schools. POLICY STATEMENT 1. Definitions: 1.1. Professional Development is a comprehensive and sustained effort to improve educators effectiveness in raising student achievement. Professional development fosters collective responsibility for individual growth and for improved student performance. It also serves to ensure effective articulation and alignment between school-based practices and ADEC guidelines and policies The primary basis of professional development efforts for educators will be the Professional Standards for Teachers, the Professional Standards for Principals, curriculum, and all elements of the New School Model, as appropriate Professional development may be developed and delivered by: external professional development providers, school leaders, Heads of Faculty, subject area coordinators, Academic Quality Improvement (AQI) Officers, and/or selected teachers Professional activities are activities assigned by the school administration to meet specific school operational goals. Professional activities are distinct from professional development, and include, but are not limited to, activities such as faculty meetings, collaborative planning between teachers and/or administrators, and information sessions. 2. Purpose of Professional Development: 2.1. ADEC supports professional development as an opportunity to enhance the skills and knowledge of its staff and meet the evolving needs of the organization, in order to support student achievement In order to achieve these objectives, teachers must make a sustained commitment to active participation in professional development. Teachers are expected to be lifelong learners and to seek out opportunities to expand their knowledge and improve their performance in the classroom ADEC believes in mutual responsibility where it strives to maintain the employability of staff while at the same time expecting them to stay professionally current. To the extent possible, ADEC funds participation in approved professional development activities. 3. Types of Professional Development: ADEC supports the following types of professional development activities to address organizational needs: Policy page 1 of 4

98 3.1. System initiatives: These activities relate to system-wide needs to improve the quality of the school s workforce and are directly aligned to ADEC s mission and vision Targeted initiatives: These activities arise from time to time to address: targeted programs, system needs identified through student performance measures, new policies, curriculum, or ADEC procedures Performance improvement: Based on the results of their annual performance evaluation, staff may be required to address identified needs School Improvement Plans: Based on the identified needs of individual schools, as detailed in their School Improvement Plans, staff may be required to address the identified school improvement areas Professional qualifications: ADEC will provide opportunities for staff to improve their own qualifications, certifications, and licenses or to specialize in particular domains Scholarships: ADEC invites particular individuals who meet certain criteria to study full time to further their education, returning to ADEC upon completion of their course of study Developees: ADEC supports the development of first-year National teachers by providing them with reduced course-loads in select schools, on-site coaching and mentoring and a program of professional development, based on the gradual increase of responsibility model. 4. Types of Professional Activities: Schools will provide professional activities that feature a high level of teacher collaboration and engagement. These activities may include, but are not limited to: 4.1. Engaging in professional learning communities, lesson study, peer observations, peer mentoring and/or coaching, critical friends circles, and communities of practice Faculty meetings, including the whole staff or focused on grade level or subject-area teams Collaborative curriculum planning among groups of teachers, guided by Principals or Heads of Faculty Joint lesson planning between English Medium Teachers (EMTs) and Arabic Medium Teachers (AMTs), including: Group review and evaluation of student work. Guidance on how to assess students against learning outcomes in each subject and grade Individual feedback sessions based on observations of classroom performance Support for teachers to complete their individual performance development plans. 5. Time for Professional Development (KG, C1, C2 only): The school day for teachers in Kindergarten, Cycle 1 and Cycle 2 schools will include two 90-minute sessions after-school per week for teachers and other school staff to participate in professional development and other professional activities. Teachers and other schoolbased staff are required to attend and actively participate in both professional development and professional activities, as appropriate to their job function. Differentiated training for Policy page 2 of 4

99 Social Workers, LRC Specialists, Lab Assistants, and secretaries will be offered, as needed and appropriate to the job function. 6. Yearly Participation Target: 6.1. School Leaders: In order to ensure that staff receives a minimum amount of training necessary to ensure that they are professionally current, all school leaders will be expected to attend a minimum of 30 hours of ADEC sponsored professional development per year Teachers (KG, C1, C2 only): In order to ensure that staff receives a minimum amount of training necessary to ensure that they are professionally current, teachers will be expected to attend a minimum of 30 hours of ADEC sponsored professional development per year Staff who do not attend training sessions for the full required hours may be considered in breach of the ADEC Professional Code of Conduct and referred to ADEC Personnel Services Division for necessary action. 7. Individual Professional Development Plans: Principals and Heads of Faculty will work with each staff member to create an individual professional development plan, in accordance with Policy 6430 on Performance Evaluation. These individual performance development plans will be based on the Professional Standards for each position and the pedagogical concepts of the ADEC curriculum. Schools will ensure that the professional development activities that are provided to school-based staff are aligned with the goals contained in individual professional development plans, and helpful to them in meeting their professional goals. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Professional Development Division will: Administer this policy and monitor its effective implementation. Develop targeted content for in high-priority topic areas and provide support, monitoring, oversight, and the delivery of this content. ADEC School Operations, Personnel Services Division will: Manage breaches of the Code of Conduct in accordance with established procedures. Cluster Mangers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Monitor Principals attendance and incorporate this information in the annual evaluation. Principals will: Participate in ongoing professional development as provided by and/or required by ADEC, taking responsibility for meeting yearly attendance targets. Provide monitoring, support and oversight for the implementation of this policy at schools, with regard to school-based professional development, including ADEC sponsored professional development. Be responsible for the annual evaluation, including the individual Professional Development Plans, of all staff within the building. Policy page 3 of 4

100 Ensure that the professional development activities that are provided to teachers are aligned with the goals contained in individual performance development plans, and helpful to teachers in meeting their professional goals. Monitor attendance for teachers, incorporating this information in the annual evaluation, as appropriate. Provide advice immediately to the Cluster Manager when non-compliance with this policy is found and refer staff who fail to comply with this policy to ADEC Personnel Services on grounds of breach of Code on Conduct. Heads of Faculty will: Participate in ongoing professional development as provided by and/or required by ADEC, taking responsibility for meeting yearly attendance targets, as appropriate. Work together with the Principal to ensure that the professional development activities that are provided to teachers are aligned with the goals contained in individual performance development plans, and helpful to teachers in meeting their professional goals. Participate in the support and/or delivery of both site-based professional development and ADEC sponsored professional development, aligned with the School Improvement Plan and other identified school-based needs. Support teachers in meeting the annual yearly attendance targets, as appropriate. Teachers will: Make a sustained commitment to active participation in professional development. Attend and actively participate in professional activities and professional development sessions scheduled during after-school hours. Work together with the Principal and Head of Faculty to create an individual professional development plan based on the pedagogical concepts of the New School Model. Assume responsibility for ensuring that they meet the annual yearly attendance target, as appropriate. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Professional Development Division for further assistance. REFERENCES New School Model Organization Structure New School Model Job Descriptions Policy 6101: Professional Code of Conduct Policy 6430: Performance Evaluation POLICY HISTORY Date approved: June 2011 Date revised: June 2013, July 2014 For review: 2016 Policy page 4 of 4

101 Policy 6430: Performance Evaluation PURPOSE: This policy establishes guidelines for Abu Dhabi Education Council (ADEC) public schools to use regarding the performance evaluation of school staff. POLICY STATEMENT 1. Purpose and definitions: 1.1. Appraisal is a continuous cycle with clearly set objectives and processes. The processes for each school-based staff role can be accessed on the e-performance portal (see References) Performance evaluation serves the purpose of recognizing where an employee s performance is rated against the professional standards and performance evaluation tool for their role Performance evaluation terms used by ADEC are defined as follows: Formal Observation: A lesson observation by a performance evaluation team member. Performance Evaluation Team: Minimum of three staff members designated by the Principal at the beginning of the academic year to participate in the evaluation process for school staff. The team must include the Principal, Vice Principals, and Head of Faculty. Where no Vice Principal or Head of Faculty exist then the Principal must identify a lead teacher to support the evaluation process. Intervention Performance Plan: A plan to support employee while improving performance that is identified as below expectation. The plan identifies areas to address, an action plan, timeframe, expected outcomes, and the support assigned to the employee. 2. Appraisal Process: 2.1. Performance Evaluation Teams are assigned at the commencement of the school year and are responsible for ensuring that due process is complied with throughout the year (see Table 1) Employees are responsible for complying with the requirements of their role expectations as detailed on the e-performance portal All staff will be evaluated annually, by two or more members of the Performance Evaluation Teams in accordance with their role as shown in Table Each performance evaluation will follow the process assigned to the specific job role as identified on the e-performance portal All staff will conduct a self-assessment at the beginning of the academic year and will be issued one evaluation report at the conclusion of each academic year The evaluation report must be approved by the designated line manager and a second evaluator in accordance with their role (Table 1) and will contribute to the Professional Development Plan (PDP) for each school employee. Policy page 1 of 4

102 TABLE 1 Role Evaluator (Line Manager) Evaluator Two Alternate Evaluator Principal Cluster Manger Cluster Manager Cluster Manager Vice Principal Principal Line Cluster Manager Cluster Manager Head of Faculty Principal Vice Principal Cluster Manager Teacher Vice Principal Principal Support Staff Vice Principal Principal Head of Faculty or other Evaluation Team Member Head of Faculty or other Evaluation Team Member 2.7. In the absence of a line manager and/or a second evaluator, an alternate evaluator should be assigned by the appropriate approval chain. In all instances evaluators must seek input from line managers and other senior staff to assist in the completion of the performance evaluation All performance evaluations shall be made final at the conclusion of the academic year and shall remain confidential. Performance evaluation data will be maintained confidentially but may be used to inform planning for various ADEC purposes The processes and documentation for the appraisal cycle for school-based staff can be accessed on the e-performance portal. 3. Due Process 3.1. To ensure equity and promote transparency, staff may request a formal review for procedural violations but may not contest on the basis of a final determination. A formal written request must be filed through the e-performance portal. A review shall be conducted by a Regional Professional Evaluation Committee (appointed designees from the respective Regional Director, Division Manager of School Administration, Section Manager of Professional Standards, and Regional Cluster Manager). A formal written request on e-performance portal must be filed within five (5) days of the employee s notification by that final results are available for viewing A final review of all outcomes of the Regional Performance Evaluation Committees shall be conducted by the HQ Performance Evaluation Committee (Appointed Designees from the Executive Director of ADEC School Operations, Division Manager of School Administration, Division Manager of Personnel Services and Division Manager of Professional Standards). Policy page 2 of 4

103 RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Professional Standards Division will: Administer this policy and monitor its effective implementation. Develop and distribute documents that relate to specific roles. Performance Evaluation Teams will: Ensure that the employee s performance evaluation is in accordance with the criteria of the professional standards and the indicators/descriptors of the performance evaluation tool. Provide support for any employee whose performance is identified as not meeting the required standard through the development of an intervention performance plan. Evaluators will: Take a key role in disseminating information annually about the appraisal cycle and performance evaluation expectations. Schedule training/information sessions. Discuss the type and level of documented evidence required. Communicate clearly the expectations and process for performance reviews, feedback process and formal evaluation documentation. Ensure that the appraisal cycle is completed in accordance with set processes. Maintain the confidentiality of performance evaluation documentation and evidence. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Regional Cluster Manager. Perform evaluation in accordance with this policy. School-Based Staff will: Fulfill the requirements of the appraisal process by completing the required documentation (self-assessment, Professional Development Plan). Contribute to their own performance development through collaboration with colleagues. Participate in professional development activities and collect evidence to demonstrate their application of knowledge. Use the performance evaluation results to reflect on their performance and develop plan to enhance future performance. ASSISTANCE For assistance or further information, please contact your direct line manager. Cluster Managers may contact ADEC P-12 Policy Sector: Professional Standards Division for further assistance. Policy page 3 of 4

104 REFERENCES ADEC Decree No. (53) of 2011 on the Performance Evaluation of Principals, Vice Principles, Faculty Heads and Teachers in the Emirate of Abu Dhabi Public Schools ADEC Decree No. (92) of 2011 on the Performance Evaluation of Administrative and other Non-Teaching Staff in Schools e-performance Portal: Policy 6410: Professional Development POLICY HISTORY Date approved: June 2010 Date revised: July 2014 For review: 2016 Policy page 4 of 4

105 Policy 6440: Degree Programs for National School-Based Staff PURPOSE This policy establishes the qualification criteria and eligible majors of study for post-secondary degree programs undertaken by Abu Dhabi Education Council (ADEC) public school National teachers, administrators and other school-based staff. POLICY STATEMENT 1. ADEC supports opportunities for its National public school-based staff to pursue and earn post-secondary degrees in Education and relevant fields. 2. Eligible Majors of Study: 2.1. Majors of study at the post-secondary degree level (Bachelor s, Master s, PhD or Ed.D) supported by ADEC include the following: Educational Leadership Curriculum Leadership Subject-matter specializations, especially Mathematics and Science Educational Technology Library Studies Special Education Counseling Educational Psychology 2.2. ADEC may prioritize certain majors in a given year based on critical staffing needs. Majors of study outside of these areas are ineligible for support by ADEC, except in cases approved by ADEC School Operations Sector: Professional Development Division. The list of eligible majors will be reviewed and updated regularly to reflect evolving needs at ADEC Applicants may enroll in full-time or part-time degree programs at ADEC-recognized universities locally and abroad listed by the ADEC Scholarship Office. Scholarships will not be awarded for distance learning, web-based, or other nontraditional programs. 3. Eligibility Criteria for Scholarships: 3.1. Scholarships are available through the ADEC Higher Education Sector: Scholarship Office to those teachers, administrators, and other school-based staff who currently work at ADEC public schools and who wish to enhance their existing academic qualifications In order to qualify for scholarships, applicants must meet the following criteria: UAE national. Full-time public school teacher, administrator, or other school-based staff. At least two years of successful experience in teaching or working at ADEC public schools as a full-time employee. No history of disciplinary action in the past year. Policy page 1 of 4

106 A minimum score of emerging in the last two performance evaluations. Commitment to teach or work at ADEC upon completion of the degree program for a period equivalent to the duration of the program. A letter of unconditional admission from an accredited university endorsed by ADEC. 5.5 IELTS/ 70 IBT TOEFL or sufficient for acceptance to the degree program. A letter of application stating reasons for engaging in further study. Applicants must arrange for Principals or line managers to send a Letter of Recommendation directly from the Principal s to ADEC Professional Development The awarding of scholarships is contingent upon available funding. If the number of applications received exceeds funds available, scholarships will be awarded according to the following: ADEC s priority majors Applicant s level of academic qualifications Applicant s letter of application 4. Application Procedures and Deadlines: 4.1. Applications and all related application materials must be submitted online according to the process developed by the Scholarship Office to ADEC Professional Development Division Principals shall promptly respond to applicant requests for Letters of Recommendation by providing, through their ADEC , a Letter of Recommendation in support of the applicant, OR justification for decisions not to support the applicant, based upon the eligibility criteria stated above The Scholarship Office shall announce scholarship acceptance or rejection decisions to Executive Director of School Operations and ADEC Professional Development Division Applicants accepted for degree programs which require a full-time or overseas language proficiency course prior to beginning the program shall not begin the courses until after the end of the ADEC academic year Please refer to the Scholarship Office online portal for further information on application procedures and deadlines (see References). 5. Early Dismissal for the Purpose of Study: 5.1. To the extent possible, no school-based staff should take a degree program course(s) that would require him/her to be absent from work during regularly scheduled work hours. Participants are encouraged to select courses which meet during evening and weekend hours If attendance to a degree program course requires that a school-based staff member be absent from school during normal work hours, the Principal may grant early dismissal of up to two hours. The staff member must make this request well in advance to allow for alternate work schedules to be devised Approval for early dismissal requests will be granted at the discretion of the Principal, provided that the Principal can be assured that students will be fully supervised, that the learning of students will not be disadvantaged and that other work requirements of the school will be fulfilled. Principals are encouraged devise work schedule accommodations Policy page 2 of 4

107 where possible. Such arrangements should not in general provide for a decrease in allocated duties of the applicant A school-based staff member enrolled in local degree program is entitled to request leave prior to a semester examination, in accordance with ADEC leave provisions, by providing evidence of the examination schedule and submitting the request at least two weeks in advance. 6. Attendance in Professional Development Activities: 6.1. School-based staff enrolled in local degree programs whose course schedules conflict with ADEC professional development times shall be referred to the Personnel Services Committee to examine the possibility of the exclusion from attending professional development activities School-based staff applying to be enrolled in full time degree programs abroad are exempt from attending professional development training while on study leave. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Professional Development Division will: Administer this policy and monitor its effective implementation. Advertise and promote scholarship opportunities. Determine priority majors of study in coordination with ADEC Scholarship Office. Receive applications from school staff. Verify and confirm the eligibility criteria of applicants. Receive Letters of Recommendation from Principals. Prioritize applications and recommend successful applicants to ADEC Scholarships Office. Attend Scholarship Committee meetings if required in order to explain application details. Notify applicants of the outcomes of applications. Notify Cluster Managers and Principals as appropriate when school-based staff members are approved for study leave. Coordinate with ADEC Personnel Services and Principals to confirm names of approved applicants in order to ensure timely planning and appointment of replacement staff. ADEC Higher Education Sector, Scholarship Office Division will: Publish scholarship application procedures and deadlines on the Scholarship Office portal, in coordination with ADEC Professional Development division. Publish an updated list of accredited universities endorsed by ADEC. Provide guidance and counseling to applicants throughout the application process. Administer scholarships to qualified applicants. Notify the Executive Director of School Operations and ADEC Professional Development Division of scholarship approval and rejection decisions. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Respond promptly to requests by school leaders applying for scholarships, either by providing a Letter of Recommendation in support of the applicant, or by providing justification in writing of reasons for denial of support. Policy page 3 of 4

108 Coordinate with ADEC Professional Development Division and Personnel Services Division to confirm names of approved applicants in order to ensure timely planning for appointment of replacement staff. Principals will: Respond promptly to requests by school-based staff applying for scholarships, by providing a Letter of Recommendation in support of the applicant, or justification in writing of reasons for denial of support, through their ADEC to ADEC Professional Development Division. Coordinate with ADEC Professional Development Division and ADEC Personnel Services Division to confirm work schedule arrangements and replacement staff as needed. Academic Vice Principals and Heads of Faculty will: Notify the Principal of any school-based staff members applying for scholarships. Support the Principal to making recommendations on a staff member s application. School-Based Staff Applicants will: Select an eligible major of study. Follow all procedures for application in a timely manner. Enter study leave applications into ERP and ETA systems as required. Sign a commitment to teach or work for ADEC pursuant to completion of their degree program for a period equivalent to the duration of the degree program. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Professional Development Division for further assistance. REFERENCES Scholarship Office Portal ( POLICY HISTORY Date approved: December 2012 Date revised: July 2014 For review: 2016 Policy page 4 of 4

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

110 4. PAC Officers: The Chair, Vice Chair and Secretary of the PAC shall be designated by a majority consensus of the committee members. Subcommittees shall be formed at the discretion of the PAC Chair. 5. PAC Meetings: The PAC will meet at least once a month during the academic year. A monthly report will be sent to the Director General on PAC activities, issues and recommendations. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC Office of the Director General will: Administer this policy and monitor its effective implementation. Support and promote the establishment of the PAC. Designate a representative to serve as PAC Coordinator. Appoint PAC members annually in consultation with ADEC Regional Directors. Provide direction for PAC activities. The PAC Coordinator will: Serve as a link between ADEC and the PAC. Coordinate annual PAC appointments. Attend all PAC meetings as required. Invite guest attendees and participants to PAC activities. Consider all recommendations from the PAC. PAC Officers will: Maintain an accurate list of committee members. Prepare the agenda for meetings. Convene and chair PAC meetings. Ensure that the minutes of meetings are recorded and maintained. Ensure the timely submission of the PAC s monthly report to the ADEC Director General. PAC Members will: Designate by majority consensus committee members to serve as Chair, Vice Chair and Secretary. Advise ADEC Director General, Regional Directors, Executive Director of School Operations and policymakers on ADEC public school policies, procedures, initiatives and other areas identified as priorities, as outlined above. Act as a liaison between ADEC and the school community. Participate in Committee meetings. Contribute to reporting on the activities, recommendations and accomplishments of the PAC. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC Office of the Director General for further assistance. Policy page 2 of 3

111 REFERENCES Policy 6310: Principal and Vice Principal Workload POLICY HISTORY Date approved: March 2013 Date reviewed: June 2014 For review: 2016 Policy page 3 of 3

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113 Section 7000: Instructional Program

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115 Policy 7110: Language of Instruction PURPOSE This policy establishes that instruction in all Cycles of Abu Dhabi Education Council (ADEC) public schools will take place in Arabic and English. POLICY STATEMENT 1. Bi-literacy: ADEC s intention is to develop bi-literate learners with academic proficiency in Arabic and English languages. To this end, ADEC schools shall be staffed with Arabic Medium Teachers (AMTs) and English Medium Teachers (EMTs), who will deliver instruction in Arabic and English, respectively, as outlined below. 2. Arabic and English Medium Subjects: 2.1. Kindergarten: In support of the implementation of the New School Model, students in Kindergarten (KG1 and KG2) will be taught by AMT and EMT classroom teachers. These teachers will work collaboratively to ensure that students meet the outcomes established in the New School Model curriculum in both Arabic and English. Recognizing that students may enter KG1 with limited English skills, the AMTs and EMTs will jointly assess students and plan accordingly to determine when and how Arabic and English language concepts and skills will be introduced. For additional language development support, all subjects should be co-taught by AMTs and EMTs, subject to staffing capacity Cycle 1: In Cycle 1 grades, the language of instruction will differ by subject. Arabic shall be the language of instruction for Arabic Language, Islamic Education, Social Studies/Civics, Art, Music, and Health & Physical Education which will be taught by Arabic Medium Teachers (AMTs). English Medium Teachers (EMTs) will provide instruction in English Language, Mathematics, and Science Cycle 2 and Cycle 3: In Cycle 2 and 3 grades which have implemented the New School Model, the language of instruction will differ by subject. Arabic will be the language of instruction for Arabic Language, Islamic Education, Integrated Social Studies, Art, Music and Health & Physical Education, which will be taught by subject area teachers. English Language, Mathematics and Science will be taught in English by subject area teachers. 3. Co-planning and Co-teaching: In Cycles 1, 2, and 3, AMTs and EMTs are encouraged to engage in joint planning of curriculum units to facilitate the learning of concepts and skills across subject areas. Where lesson availability allows, AMTs and EMTs are encouraged to co-teach classes to provide additional language development support. 4. Integration of Arabic and English: All teachers are responsible to support students bi-literacy development within their subject area, particularly by introducing key terminology in both Arabic and English where possible. ADEC will provide training to support teachers in achieving this responsibility. Policy page 1 of 3

116 5. Standardization of American English: For purposes of maintaining consistency in student learning, teachers are encouraged to follow American English writing conventions, effective in Academic Year RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Curriculum Division will: Administer this policy and its effective implementation. Establish learning outcomes in the New School Model curriculum in both Arabic and English. ADEC School Operations, Personnel Services Division will: Recruit sufficient English Medium Teachers for English Language, Math and Science to be taught in English, and provide appropriate induction programs for these teachers. ADEC School Operations, Professional Development Division will: Provide language proficiency professional development opportunities to improve the ability of teachers to deliver instruction in English as appropriate to their role. Provide training to enhance the capacity of English Medium Teachers to teach language learners. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Communicate staffing levels required to meet the provisions of this policy to ADEC Personnel Services. Ensure that collaborative work (joint planning and co-teaching) is taking place as appropriate according to this policy. Heads of Faculty will: Provide leadership and ongoing support for AMTs and EMTs in joint planning and coteaching. Identify opportunities in the curriculum to integrate both Arabic and English languages. Arabic Medium and English Medium Teachers will: Engage in joint planning and co-teaching, as outlined in this policy. Support students bi-literacy development by integrating Arabic and English key terminology into their lessons. Participate as required in professional development opportunities to improve their language proficiency. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Curriculum Division for further assistance. Policy page 2 of 3

117 REFERENCES New School Model Curriculum Teacher Guidebooks Planning Together in a KG Bi-literate Classroom Policy 7120: Curriculum for the NSM POLICY HISTORY Date approved: June 2010 Date revised: March 2013, July 2014 For review: 2015 Policy page 3 of 3

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119 Policy 7120: Curriculum for the NSM PURPOSE This policy establishes that the New School Model (NSM) curriculum will be oriented around a set of standards, indicators, and learning outcomes for each subject area as defined by the Abu Dhabi Education Council (ADEC). The curriculum will be delivered through an integrated bi-literate approach that incorporates 21st Century Learning Skills. This policy will be in place for all ADEC public schools as part of the implementation of the NSM. POLICY STATEMENT 1. Outcomes-Based Curriculum: 1.1. To support the implementation of the New School Model (NSM), ADEC will provide a set of detailed standards, indicators, and learning outcomes for all subject areas. Students are expected to demonstrate a specific set of approaches to learning, skills, and understandings in each grade. These learning outcomes will be the same across all Abu Dhabi schools, and will be the center of the curriculum in the NSM Teachers will be responsible for delivering student centered instruction through continuous assessment, differentiated instruction, and scaffolding of the curriculum to enable all students to achieve the learning outcomes. This will require a solid understanding of the learning outcomes in the grades and subject areas taught and the NSM pedagogy Teachers will be responsible for using instructional techniques that meet the needs of English Language Learners (ELL). This will require the teacher to gain an understanding of the needs of an ELL student and use methods of instruction that provide an effective delivery of the curriculum. 2. Use of Resources: 2.1. Teachers will use a variety of resources and methods to implement curriculum. To support the implementation of the NSM, ADEC will provide schools with teaching and learning resources for every classroom. Teachers are to use the resources provided by ADEC and additional resources when necessary to ensure students are achieving the learning outcomes Teaching and learning resources will be used in a way that facilitates active learning and an inquiry based environment. Students are expected to learn by doing and exploring, rather than simply listening and watching. While textbooks may be a learning resource in some subject areas, the textbook is not the curriculum. Teachers will be expected to use additional resources in all subject areas to support the curriculum and ensure active student centered instruction is taking place. 3. Bi-literacy in Arabic and English Languages in the NSM: 3.1. Bi-literacy in the Arabic and English languages is a central goal of the NSM curriculum. Although the language of instruction will differ in each subject area (according to Policy Policy page 1 of 3

120 7110 Language of Instruction), schools will be expected to identify opportunities in the curriculum to integrate both Arabic and English languages into the subject areas as appropriate In KG and all grades that have implemented NSM, the Head of Faculty Arabic Medium and the Head of Faculty English Medium will work together to identify areas where similar concepts and content can be jointly taught by the Arabic Medium Teacher (AMT) and the English Medium Teacher (EMT). AMTs and EMTs are expected to work in close partnership to create lesson plans and pair content. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Curriculum Division will: Administer this policy and monitor its effective implementation. Provide detailed standards, indicators, and learning outcomes for all subjects in the NSM. Provide schools with teaching and learning resources for every classroom. Publish Teacher Guidebook (s) for each subject area which include pedagogical practices that are aligned with the curriculum and the goals of the NSM. Assist in developing training for appropriate school-based staff on NSM curricula, the use of resources, and instructional strategies for bi-literate learners, in collaboration with ADEC Professional Development Division. ADEC School Operations, Professional Development will: Provide training to appropriate school-based staff on NSM curricula, the use of resources and instructional strategies for bi-literate and ELL students, as developed in consultation with ADEC Curriculum Division. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals and Academic Vice Principals will: Ensure teaching and learning resources, including all those identified in the curriculum guidebooks, are acquired and available to all classes. Timetable bilingual instruction in all grades that have implemented the NSM, when possible. Provide scheduled time for the EMTs and AMTs to collaborate and plan bi-literate instruction. Determine professional needs of faculty and provide the opportunity to attend professional development or training to improve the delivery of the ADEC curriculum. Ensure Heads of Faculty are working together to identify opportunities in the curriculum to integrate both Arabic and English languages in all grades that have implemented NSM. Ensure teachers are meeting their responsibilities as defined by this policy. Heads of Faculty will: Identify opportunities in the curriculum to integrate both Arabic and English languages in KG and all grades that have implemented NSM. Model effective methods of NSM instruction. Ensure teachers are meeting their responsibilities as defined by this policy. Policy page 2 of 3

121 Teachers will: Be responsible for delivering instruction in a way that enables all students to achieve the learning outcomes. Develop an understanding of the ADEC NSM curriculum and pedagogy. Develop an understanding of the needs of ELL students and effective approaches of instruction to meet those needs. Use a variety of resources and methods to effectively implement the curriculum. Use teaching and learning resources in a way that facilitates an active learning and inquiry based learning environment. Work in close partnership to create lesson plans and pair content across both the Arabic and English medium subject areas in KG and all grades that have implemented the NSM. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Curriculum Division for further assistance. REFERENCES New School Model Curriculum Teacher Guidebooks Planning Together in a KG Bi-literate Classroom Policy 7110: Language of Instruction POLICY HISTORY Date approved: June 2010 Date revised: March 2013, July 2014 For review: 2015 Policy page 3 of 3

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123 Policy 7130: elearning PURPOSE The purpose of this policy is to establish the appropriate use of information and communications technologies (ICT) to support teaching and learning in Abu Dhabi Education Council (ADEC) schools. POLICY STATEMENT 1. elearning is an essential part of the delivery of ADEC curriculum and is to be used to innovate both teaching and learning. elearning is teaching and learning empowered by electronic technology. It supports and enables student-centered learning experiences that are flexible, collaborative, interactive, engaging and authentic. 2. ADEC will use elearning where appropriate to support the achievement of its goals in providing student-centered learning experiences that are flexible, responsive and effective and meet the needs of all students. 3. All teachers shall seek to integrate elearning into teaching and learning across subjects, with the support of elearning teachers in NSM grades beginning in Cycle Policy aspects pertaining to elearning will, where relevant, be embedded in all ADEC policies and procedures to ensure a consistent approach to associated systems, processes and responsibilities. 5. ADEC will establish guidelines and procedures to ensure appropriate use of technologies, including a code of conduct, security provisions and use of online resources. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Curriculum Division will: Administer this policy and monitor its effective implementation. Establish an elearning unit to oversee elearning policies and ICT resource acquisition. Provide appropriate ICT resources to schools to support the teaching and learning program. Maintain ICT resources to ensure their usability and availability to teachers and students. Provide professional development to staff to ensure the appropriate use of elearning materials in the teaching and learning program. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Ensure appropriate ICT resources are distributed to school staff as needed and are available to support the teaching and learning program. Provide on-site professional development to ensure the appropriate use of elearning materials in the teaching and learning program as needed. Policy page 1 of 2

124 elearning Teachers will: Support teachers in the integration of elearning across all curricular subject areas. Teachers will: Participate in professional development as needed to develop appropriate teaching skills to utilize available ICT resources. Incorporate elearning into classroom pedagogy and assessment where possible. Encourage student use of elearning as part of the regular instructional program. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Curriculum Division for further assistance. REFERENCES elearning Teacher Guidebook ADEC IT Security Policy POLICY HISTORY Date approved: June 2010 Date revised: June 2012, March 2013 Date reviewed: June 2014 For review: 2015 Policy page 2 of 2

125 Policy 7150: Homework in the NSM PURPOSE The purpose of this policy is to establish guidelines for homework assignments in all Abu Dhabi Education Council (ADEC) public schools. This policy shall be implemented in schools in conjunction with the implementation of the New School Model (NSM). POLICY STATEMENT 1. Purpose of Homework: 1.1. In ADEC schools, homework is seen as an opportunity to deepen student understanding, build essential skills, and prepare students for new material to be learnt. Research supports the use of small amounts of age-appropriate quality homework assignments as a tool for improving student learning Quality homework assignments reinforce or extend classroom learning and have the following attributes: Relevant. Purposeful. Reflect specific student needs/interests. Provide students with choices to reach learning goals. Provide clear expectations for completion. May involve family members or home context. Evaluated for understanding and not as part of a student s marks (unless partially completed at school) Teachers in ADEC schools are encouraged to assign homework to their students. When assigning homework, teachers must ensure that the assignment is of high quality, according to the attributes above, and is at an appropriate level for students to complete the work independently. 2. Assigning Homework: 2.1. It is the school s responsibility to devise a process by which teachers coordinate appropriately to ensure that the volume and due dates of homework assignments do not impose undue burden on students Assignments: While daily reading is recommended to be assigned for KG and Cycle 1 grades, teachers may exercise their discretion in whether or not to assign homework on a given day Long-term assignments: When assigning long-term assignments to be completed outside of school, such as research papers and projects, teachers must give students ample notice and sufficient time to complete the assignment. Teachers should consider the students other homework obligations when giving such assignments. In order for long-term assignments to be included in a student s progress reporting, some elements of the assignment must be completed in class. Policy page 1 of 3

126 2.4. Homework during School Holidays: For students in KG, Cycle 1 and Cycle 2, no homework other than reading shall be assigned on extended holidays. Long-term assignments should not be due on the first day back to school after a long holiday weekend or school vacation. 3. Assessing Homework: 3.1. If homework is assigned, the teacher has an obligation to ensure that the assignment is collected, recorded, assessed, and that feedback is provided to students in a timely manner Homework should be used to support student learning, and not as a means of assessment. For an assignment to be included in student progress reporting, it must be partially completed at school. 4. Student Responsibilities: 4.1. Academic Integrity: Students are expected to complete their homework independently with minimal assistance from their parents, caregivers, relatives, peers or others. Students who submit homework completed by others as their own work are subject to consequences as outlined in Policy 7160 Academic Integrity. Students may be requested to redo the assignment Missed Assignments: Students are expected to complete homework assignments to the best of their ability and in a timely fashion. Students in Grade 6 and above are responsible for seeing their teachers to create a reasonable plan for making up missed homework, including any work assigned when the student was absent. Students who routinely fail to submit assigned homework may be given consequences in line with the ADEC Guidelines for Managing Student Behavior and the school s behavior management framework. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Curriculum Division will: Administer this policy and monitor its effective implementation. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals and Academic Vice Principals will: Ensure a homework planning and allocation process is in place to ensure students are not overburdened with short term or long term homework requirements. Monitor staff compliance with the homework planning and allocation process. Teachers will: Comply with the homework planning and allocation process. Evaluate assigned homework for evidence of student understanding and provide feedback to students. Collaborate with other teachers and Heads of Faculty to plan the schedule of long-term assignments so that students do not have multiple assignments due in a short timeframe. Policy page 2 of 3

127 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Curriculum Division for further assistance. REFERENCES ADEC Student Assessment Guide ADEC Guidelines for Managing Student Behavior Policy 7160: Academic Integrity Policy 7220: Reporting of Student Progress Policy 8210: Management of Student Behavior POLICY HISTORY Date approved: March 2013 Date revised: July 2014 For review: 2016 Policy page 3 of 3

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

130 Borrowing words or ideas from other students or sources without giving credit. Allowing someone else to complete any part of an assignment given to an individual. Presenting a technology-based foreign language translation as one s own work Unintentional plagiarism occurs when writers or researchers unwittingly use the words or ideas of others by failing to give credit to the source. When in doubt, students should check with their teacher. Some specific examples of unintentional plagiarism include but are not limited to the following: Paraphrasing poorly: changing a few words rather than taking notes and rewriting the material. Quoting poorly: putting quotation marks around part of a quotation but not around all of it or putting quotation marks around a passage that is partly paraphrased and partly quoted. Citing poorly: omitting an occasional in-text citation or citing inaccurately Consequences for Plagiarism: Students may not be given a zero on an assignment for their first offense of plagiarism in a course, whether it is intentional or unintentional. Students must be given an opportunity to redo the assignment to correct for plagiarism. When a student repeatedly plagiarizes, schools should refer to the ADEC Guidelines for Managing Student Behavior and their school-based behavior management plans. In cases of plagiarizing on CA assignments, points shall be deducted as appropriate when students do not use their own words or fail to cite their sources appropriately. 5. Cheating: 5.1. Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating in ADEC schools includes but is not limited to the following: Copying, in part or in whole, from another s examination or other assignment. Submitting work previously presented in another course, without the written permission of both teachers. Using or consulting during an examination sources or materials not authorized by the teacher (for example, saving examination information on a calculator or using a calculator when not allowed). Altering or interfering with grading. Sitting for an examination for someone else or allowing it to happen. Stealing an exam, continuous assessment, etc. Committing any other act in the course of his or her academic work, which defrauds or misrepresents, including contributing to or sharing in any of the actions defined above Consequences for Cheating: Students who are suspected of cheating shall be referred to the Principal or Academic Vice Principal. The Principal or Academic Vice Principal shall determine whether or not the student is guilty of cheating. If a student is found to have cheated on an ADEC-set exam, XTR or EMSA task, a mark of zero will be allocated to the student for that task. For CA tasks, please refer to the annual Student Assessment Guide. If cheating occurs in a re-sit exam, the student s original mark for that exam will stand. Policy page 2 of 4

131 5.3. This behavior must be recorded in the esis Behavior Module. Except for Grade 12, cheating on one assessment will not impact on results for another assessment. Further consequences may be issued in accordance with the school s behavior management plan. For further information regarding behavior management plans, please see ADEC Guidelines for Managing Student Behavior Students who are caught cheating on an Al Thanawiya examination in Grade 12 shall be referred to the Principal or Academic Vice Principal. If the Principal or Academic Vice Principal finds the student guilty of cheating, then he or she must notify the student s parents. The student shall receive a zero on the exam, and be barred from taking exams in the remaining subjects. The student must repeat Grade 12, in accordance with the Ministry of Education s policy. 6. Academic Dishonesty by Educators: ADEC educators who are found guilty of giving students answers to exam questions, altering grades, or otherwise being dishonest or lacking integrity when it comes to academics shall be considered in violation of Policy 6101 Professional Code of Conduct. Any violations of the Professional Code of Conduct shall be dealt with according to procedures outlined by ADEC Personnel Services. Consequences for ADEC educators may include termination. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Student Services Division, Assessment Section will: Administer this policy and monitor its effective implementation. ADEC School Operations, Personnel Services Division will: Issue consequences for ADEC educators found to be engaging in academic dishonesty, in accordance with Personnel Services policies and procedures. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals and Academic Vice Principals will: Communicate expectations of academic integrity to staff and to students and their families. Ensure that school staff educate students on academic integrity in an age-appropriate way. Handle instances of cheating or suspected cheating by students in accordance with this policy, as well as the school s behavior management framework, and when applicable, the Ministry of Education s policy regarding cheating on Al Thanawiya examinations. Handle instances of repeated plagiarism by students in accordance with this policy, as well as the school s behavior management framework. Notify ADEC Personnel Services Division when any school-based staff are found to be in violation of this policy as it relates to the ADEC Professional Code of Conduct. Heads of Faculty and Teachers will: Educate students on academic integrity in an age-appropriate way. Refer instances of cheating or suspected cheating by students to the Principal or Academic Vice Principal. Policy page 3 of 4

132 Refer instances of repeated plagiarism by students to the Principal or Academic Vice Principal. Model academic integrity to students through their own actions by ensuring that they are not in violation of this policy as it relates to the ADEC Professional Code of Conduct. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Student Services Division, Assessment Section for further assistance. REFERENCES MOE Decree No. (281/1) of 2007 on the Implementation of the Student Assessment System ADEC Student Assessment Guide ADEC Guidelines for Managing Student Behavior Policy 6101: Professional Code of Conduct Policy 7150: Homework in the NSM Policy 8210: Management of Student Behavior POLICY HISTORY Date approved: March 2013 Date revised: August 2014 For review: 2016 Policy page 4 of 4

133 Policy 7210: Student Assessment PURPOSE This policy establishes assessment as an integral component of teaching and learning in Abu Dhabi Education Council (ADEC) public schools. All ADEC schools will use multiple types of assessment. POLICY STATEMENT 1. Purpose of Assessment: In ADEC schools, assessment is central to teaching and learning. Successful implementation of the ADEC curriculum will require an understanding of the purpose of student assessment and a specific approach to how assessment is conducted and utilized in the classroom: The purpose of assessment is to enable more effective teaching and learning by providing ongoing, authentic measures of what students have learned and which attitudes, skills, and understanding require improvement. All assessments are linked to learning outcomes that the Abu Dhabi Education Council (ADEC) has created for each subject area and grade. Continuous Assessments will focus on students demonstrating achievement of the learning outcomes in their daily work. ADEC P-12 Policy Sector uses assessment data to review both curriculum content and student progress. Schools use assessment data to help evaluate the effectiveness of their overall teaching and learning program. Teachers use assessment data to develop differentiated instructional strategies that lead to more effective student learning. 2. Continuous Assessment: 2.1. Continuous assessment (CA) is a pedagogical approach that uses a variety of techniques to assess how students are learning. Continuous assessment activities may include, but are not limited to, student assignments, research, presentations, reports, quizzes, tests, and practical activities. CA activities measure student performance relative to established learning outcomes and provide teachers with data to guide their planning of classroom instruction The ADEC curriculum requires the use of Continuous Assessment to inform teaching and facilitate learning. ADEC has developed CA models/frameworks for all subjects in KG Grade 11. Teachers in KG-G11 are expected to use the Student Assessment Record (StAR) to record all CA assessment data. Grade 12 CA models follow Ministry of Education regulations and guidelines. Grade 12 teachers will enter CA data directly into esis Classroom teachers are responsible for developing additional authentic tasks and conducting continuous assessment, with the support of Principals, Academic Vice Principals and Heads of Faculty. Assessing student progress and planning instructional strategies linked to assessments are core responsibilities of teachers in ADEC schools. Policy page 1 of 3

134 3. Other Types of Assessment in ADEC Schools: 3.1. ADEC develops external tasks (called XTR ) for non-emsa exam subjects in Grades These XTR tasks are administered at the end of Trimester Schools will also use diagnostic and summative assessment at points in the year specified by ADEC to complement the use of and verify the results of continuous assessment Standardized diagnostic assessments may be used to provide a common baseline for measuring student understanding of ADEC s learning outcomes. Teachers will use results from the diagnostic assessments to determine the most appropriate teaching and learning strategies to use in the future. An example of standardized diagnostic assessment is the use of PIPS to evaluate students literacy skills Summative assessment is used to measure student learning over a period of time. Summative assessment is related to broader learning goals that are defined in the ADEC Curriculum Standards. Examinations administered at the end of Trimester 3 for some subjects are one type of summative assessment used in ADEC schools. The EMSA exam is an external, standardized, summative assessment used in the ADEC schools. The EMSA is administered beginning in Grade 3. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Assessment Division will: Administer this policy and monitor its effective implementation. Communicate to schools the annual schedule for diagnostic and summative assessments. Provide external testing materials to schools as required for the administration of PIPS and EMSA. Provide trimester examination materials to schools for Grades ADEC P-12 Policy, Curriculum Division will: Create Curriculum Standards and Learning Outcomes. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Assist teachers in developing authentic tasks and conducting continuous assessment. Ensure diagnostic and summative assessments are used in school at points in the year specified by ADEC. Approve mark entries on esis. Heads of Faculty will: Assist teachers in developing authentic tasks and conducting continuous assessment. Teachers will: Develop authentic tasks and conduct continuous assessment, with the support of Principals and Heads of Faculty. Policy page 2 of 3

135 Use results from the diagnostic assessments to determine the most appropriate teaching and learning strategies to use in the future. Assess student progress and plan instructional strategies linked to assessments. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Assessment Division for further assistance. REFERENCES ADEC Student Assessment Guide ADEC Special Education Policy and Procedures Handbook New School Model Curriculum Teacher Guidebooks Policy 7120: Curriculum for the NSM Policy 7220: Reporting of Student Progress Policy 7310: Academic Learning Support POLICY HISTORY Date approved: June 2010 Date revised: March 2013, July 2014 For review: 2015 Policy page 3 of 3

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137 Policy 7220: Reporting of Student Progress PURPOSE This policy establishes the type of assessments that will be used in Abu Dhabi Education Council (ADEC) public schools and the form of the reporting to be used for communication with parents. POLICY STATEMENT 1. In ADEC schools, assessment is central to teaching and learning. All ADEC schools use multiple types of assessment to assess student progress. Formal reports of student progress are issued to students families at the end of each trimester. Formal reports are complemented by parent-teacher meetings and informal communication between home and school. Parents are encouraged to contact the school and teachers to discuss student progress at any time during the year. 2. New School Model Kindergarten & Cycle 1 (KG-G5): 2.1. Performance Scales: In Kindergarten-Grade 5, teachers will determine student progress by recording when students achieve specific learning outcomes through observation and collection of evidence. These outcomes fall into two categories: Approaches to Learning and Academic Performance Approaches to Learning (AtL): Approaches to Learning (AtL) includes outcomes related to the development of the student in terms of social, emotional, attitudinal, innovative and problem solving behaviors as described in the New School Model Teacher Guidebook and Learning Outcomes for KG and Cycle 1 (see References). These outcomes will be the same in all subject areas and measure skills and traits that are essential to learning. AtL will be measured using a four-point scale: KG-G5 Approaches to Learning (AtL) Frequency of meeting expectations Level for the Grade 1 All of the time 2 Most of the time 3 Some of the time 4 Rarely 2.3. Academic Performance: Academic Performance includes learning outcomes that students are expected to achieve in specific grade levels of specific subjects as established in the relevant curriculum documents (see References). Academic Performance will be indicated by a five-point Abu Dhabi Scale of Achievement (ADSA) that uses letter levels A-E. ADEC will provide annual guidance to schools regarding the ADSA. Policy page 1 of 4

138 A almost all outcomes mastered (outstanding achievement) B more than half outcomes mastered (high achievement) C about half outcomes mastered (competent achievement) D few outcomes mastered (limited achievement) E very few outcomes mastered (very limited achievement) 2.4. Reporting of Student Progress: The Electronic Student Information System (esis) produces formal reports for the end of Trimesters 1 and 2 (issued at the beginning of the following trimester) and final reports issued at the end of the year. The final letter for every subject will be a composite measure of a student s achievement across continuous assessment (CA) and the EMSA exam, as applicable, according to regulations issued by ADEC P-12 Policy Sector: Assessment Division. KG-G5 student performance in continuous assessment is not weighted by trimester; the Trimester 3 report is the final report, which shows a summary of student progress The main focus of education for KG1 students is to adapt to the life of school. They learn to work with others, to begin to understand themselves and to operate successfully in a world away from home. These early social and learning skills are the focus of learning and reporting in KG1. The reports will reflect this emphasis by only reporting on Approaches to Learning All reports for KG2-G5 report student progress on Approaches to Learning and Academic Performance. 3. New School Model Cycle 2: 3.1. The following applies to Cycle 2 grades in ADEC schools that have implemented the New School Model (NSM) Performance Scales: In NSM Cycle 2 grades, teachers will determine student progress by recording when students achieve specific learning outcomes through observation and collection of evidence. These outcomes are assessed using the Academic Performance scale. Please refer to the Cycle 2 Teacher Guidebook for each subject area for further information (see References) Academic Performance (AP): Academic Performance includes learning outcomes that students are expected to achieve in specific grade levels of specific subjects as established in the relevant curriculum documents (see References). Academic Performance will be indicated by a five-point Abu Dhabi Scale of Achievement (ADSA) that uses letter levels A-E. ADEC will provide annual guidance to schools regarding the ADSA. This scale shall be used for continuous assessment (CA) and for examinations. A almost all outcomes mastered (outstanding achievement). B more than half outcomes mastered (high achievement). C about half outcomes mastered (competent achievement). D few outcomes mastered (limited achievement). E very few outcomes mastered (very limited achievement). Policy page 2 of 4

139 3.4. Reporting of Student Progress: esis produces formal reports for the end of Trimesters 1 and 2 (issued at the beginning of the following trimester) and final reports issued at the end of the year For the final end of year reports, student performance is weighted according to regulations issued by the ADEC P-12 Assessment Division. NSM Cycle 2 student performance in continuous assessment is not weighted by trimester; the Trimester 3 report is the final report, which shows a summary of student progress All reports for students in NSM Cycle 2 grades in ADEC schools report student progress on Academic Performance. 4. Cycle 2 and Cycle 3: 4.1. The following policy will be in place for all grades that have not yet implemented the NSM Performance Scales: Academic Performance is indicated by percentage as measured against published curriculum standards Reporting of Student Progress: esis produces formal reports for the end of Trimesters 1 and 2 (issued at the beginning of the following trimester) and final reports issued at the end of the year. For the final end of year reports, student performance in each trimester is weighted according to regulations issued by the ADEC P-12 Assessment Division All reports for students in grades that have not yet implemented the NSM report student progress on Academic Performance only. 5. Appeals Procedure for NSM Letter Levels: Parents are entitled to appeal the letter levels received in a subject by their child if they feel an error has been committed, by submitting appeal requests along with supporting evidence, to the school s Academic Vice Principal. The Academic Vice Principal may refer the case to the Academic Review Committee (ARC) if review is warranted. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Assessment Division will: Administer this policy and monitor its effective implementation. Ensure esis is aligned with the Curriculum Framework, Assessment Regulations and requirements for reporting student progress. ADEC P-12 Policy, Curriculum Division will: Specify learning outcomes for Approaches to Learning within the Curriculum Framework and for Academic Performance within the Curriculum Framework. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Policy page 3 of 4

140 Report cases of non-compliance immediately to the Lead Cluster Manager. Principals and Academic Vice Principals will: Ensure student progress is reported to parents every trimester in accordance with this policy and guidelines issued by ADEC P-12 Assessment Division. Supervise timely mark entry by teachers at the end of every trimester. Heads of Faculty will: Ensure teachers report student progress to parents every trimester in accordance with this policy and guidelines issued by ADEC P-12 Assessment Division. Teachers will: Report progress to parents every trimester in accordance with this policy and guidelines issued by ADEC P-12 Assessment Division. Attend formal parent-teacher meetings when required. Parents/Guardians will: Receive reports on their child s progress every trimester in accordance with this policy. Attend formal parent-teacher meetings when invited by the school. Contact the school and teachers to discuss their child s progress as needed during the academic year. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Assessment Division for further assistance. REFERENCES ADEC Student Assessment Guide New School Model Curriculum Teacher Guidebooks POLICY HISTORY Date approved: June 2010 Date revised: March 2013 Date reviewed: June 2014 For review: 2015 Policy page 4 of 4

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

142 4.4. Students who are not meeting learning expectations for their grade level will be identified during the course of the academic year, consistent with the Policy 7220 Reporting of Student Progress. The school will provide academic interventions for such students during the academic year, to try to prevent students from finishing the academic year behind expectations. Further details of policies and procedures related to academic learning support appear in the ADEC Special Education Policy and Procedurtes Handbook. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Assessment Division will: Administer this policy and monitor its effective implementation. Annually update the ADEC Student Assessment Guide. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Work together with the Learning Support Team to identify students who are not meeting learning expectations. Ensure these students are receiving academic interventions or an IEP as appropriate. Consult with appropriate individuals to make decisions about promotion and retention for students. Teachers will: Identify students who are not meeting learning expectations for their grade level to bring to the attention of the Learning Support Team. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Assessment Division for further assistance. REFERENCES ADEC Student Assessment Guide ADEC Special Education Policy and Procedures Handbook Policy 7210: Student Assessment Policy 7220: Reporting of Student Progress Policy 7310: Academic Learning Support POLICY HISTORY Date approved: June 2010 Date revised: March 2013 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

144 5.2. Non-NSM grades: Students who fail 3 exam subjects or less are entitled to take the re-sit examination in those subjects. Non-examination subjects do not have re-sit examinations. Principals can authorize teachers to provide extra continuous assessment (CA) activities for students whose final mark is less than 47 in a non-examination subject. 6. Academic Review Committee: 6.1. Students who face retention and meet ADEC s guidelines for academic review must be referred to the school s Academic Review Committee (ARC), convened by the Principal. The ARC will determine whether or not these students have met promotion requirements for the entire academic year in order to pass Cluster Managers must review the decision of the ARC in cases of retention The ARC must ensure that intervention plans are developed for all students who were subject to academic review, regardless of promotion status Students who miss more than 30 school days without excused absence will be referred to the ARC with a recommendation for retention, in accordance with Policy 8120 Student Attendance. For more information regarding academic review, please refer to Promotion and Retention guidelines in the ADEC Student Assessment Guide. 7. Appeals Process: 7.1. If the ARC s final determination decision results in a student s retention, parents may appeal the decision to the school A Regional Review Committee will be established by the Regional Exam Officer to consider cases of students with extended absences. 8. Multiple Retentions: 8.1. A student who faces multiple retentions requires additional consideration and attention. A student may be retained in a specific grade only once and a maximum of two different grades in their time in school A student cannot be retained for a third time; they must be promoted and given the necessary learning support by the school. Further details of policies and procedures related to academic learning support appear in the ADEC Special Education Policy and Procedures Handbook. 9. Special Education Needs (SEN) Students: All students on Individual Education Plans (IEPs) who meet their objectives progress to the next age-appropriate placement. Further details of policies and procedures related to SEN students appear in the ADEC Special Education Policy and Procedures Handbook. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Assessment Division will: Administer this policy and monitor its effective implementation. Policy page 2 of 3

145 Annually update the ADEC Student Assessment Guide. Provide additional procedures for Principals to follow that are related to this policy. ADEC School Operations, Student Services Division, Regional Exam Office will: Convene a Regional Review Committee to consider appeal cases. Cluster Managers will: Monitor the effective implementation of this policy. Review all decisions made by the ARC, including cases of retention and the development of intervention plans for students promoted or retained after academic review. Principals will: Ensure their schools have functioning Learning Support Teams (LSTs) that identify struggling students early and devise plans to support those students. Ensure their teachers are supporting students in accordance with plans developed by the school s LST. Convene an Academic Review Committee (ARC) to make decisions about students who meet the academic review requirements specified in the ADEC Student Assessment Guide. Academic Vice Principals, Heads of Faculty, Teachers, and Social Workers will: Participate in their school s LST or ARC when required by the Principal. Support struggling students in accordance with plans devised by their school s LST. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy: Assessment Division for further assistance. REFERENCES ADEC Student Assessment Guide ADEC Special Education Policy and Procedures Handbook Policy 7210: Student Assessment Policy 7220: Reporting of Student Progress Policy 7301: Special Education Policy 8220: Student Attendance POLICY HISTORY Date approved: March 2013 Date revised: July 2014 For review: 2016 Policy page 3 of 3

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147 Policy 7301: Special Education PURPOSE The purpose of this policy is to ensure that students with special education needs, including those who are gifted or talented, are able to reach their full potential within a supportive educational environment that prepares them well for adult life. POLICY STATEMENT All schools have students with special education needs (SEN). Schools will meet special education needs through the following approaches: 1. Schools will adopt a staged approach as part of the continuum of educational services provided to meet the individual needs of students with special educational needs. 2. Admission of students with special education needs to schools is supported by ADEC. The first consideration for the placement of a student with special educational needs will be an inclusive one. Inclusion means that the primary instruction and provision of special education services to a student with special needs are delivered in an age appropriate general education class, close to the student s home with supports to both teacher and student. 3. Learning Support Teams (LSTs) will be established in all schools as part of providing academic support services. 4. Academic learning support services within schools will be available to assist any student who experiences learning difficulties in general education. These services will be a first step toward addressing such difficulties and will eliminate unnecessary referrals to special education services by identifying instructional strategies and alternative educational methods for teachers in order to improve learning outcomes for these students. 5. When a student is identified as having a documented disability through the completion of a multi-disciplinary evaluation, additional educational services will be made available based on individual needs via the Regional Special Education Support Services. 6. Students with special or advanced learning plan needs will be offered the opportunity to engage in all aspects of the school program, including extracurricular activities, to the maximum extent appropriate to their needs. Where necessary, accommodations and modifications will be put into place to assist with this engagement. 7. When a student with special education needs is placed in a separate setting because of individual needs, transition to a general education placement will be planned when appropriate. The Regional Special Services Team leads this process. 8. Students with special education needs will always be served in age-appropriate settings, consistent with Policy on Student Registration and Enrollment. Where required, an Individual Education Plan (IEP) will be developed to guide instruction and indicate if learning accommodations or modifications are necessary. Policy page 1 of 3

148 9. Students who have been identified as gifted and talented will be provided with appropriate advanced learning opportunities through the development of an Advanced Learning Plan. 10. Parents of students with special education needs will be key partners with the school staff in the development of the IEP and in support of their child s academic program. 11. The practice of differentiation of instruction will enable all students, including those with learning and other disabilities and students who are gifted or talented, to learn together in the general education classroom through individual, small group and open-access tasks, activities and opportunities. For more information, refer to the ADEC Special Education Policy and Procedures Handbook. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Special Education Division will: Administer this policy and monitor its effective implementation. Provide leadership and promote successful inclusive practices. Provide ongoing staff development in special needs education. Initiate policy development and planning to meet identified systems needs. Provide advice on current research and emerging trends in the area of special education. Coordinate executive initiatives in conjunction with relevant directorates and training providers. Liaise with other government and non-government agencies to support students with special educational needs. Monitor and evaluate special needs service delivery. Develop and evaluate a range of teaching resources to support effective teaching of students with special educational needs. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Provide all students with the opportunity to access the full curriculum within the most appropriate setting. Be responsible for identifying and providing an educationally appropriate program for students with special education needs, in consultation with parents, teachers, school psychologists, social workers and Regional Office staff. Establish a Learning Support Team (LST) at their school. Social Workers will: Communicate regularly with parents/guardians on the progress and needs of students. Celebrate and publicize the achievement of learners. Heads of Faculty and SEN Teachers will: Make every effort to meet the specific learning needs of students. Bring struggling students to the attention of the Learning Support Team. Policy page 2 of 3

149 Be skilled in the early identification of learning difficulties, and in accessing consultation and support for developing an approach to intervention. Employ the latest research, practice and technology to maintain high standards in teaching and learning for special education needs students. Parents/Guardians will: Support inclusive education practices. Enroll their children in school. Provide the Regional Office and school with all information relating to the special needs of their child. Communicate regularly with the school on the educational progress of their child. Attend IEP, LST and annual student review meetings. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Special Education Division for further assistance. REFERENCES ADEC Special Education Policy and Procedures Handbook POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2016 Policy page 3 of 3

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151 Policy 7310: Academic Learning Support PURPOSE Many students have academic, behavioral or social difficulties during their school career. These areas of difficulties are generally referred to as learning difficulties and may arise at any time in a student s life. They may be minor or more significant, arise for a short period of time, or remain ongoing. The needs of students with learning difficulties will vary and require a plan for academic intervention and learning support. The purpose of this policy is to enable early identification of academic problems before consideration of a Special Education referral in Abu Dhabi Education Council (ADEC) public schools. POLICY STATEMENT 1. Definitions: 1.1. Learning difficulties are due to genetic and/or neurological factors or injury that alters brain function in a way that affects one or more processes related to learning. Learning difficulties range in severity and may interfere with the acquisition and use of one or more of the following: Oral Language (e.g., listening, speaking, understanding). Reading (e.g., decoding, phonetic knowledge, word recognition, comprehension). Written language (e.g., spelling and written expression). Mathematics (e.g., computation, problem solving) Learning difficulties may co-exist with other disorders such as attention, behavioral or emotional disorders, sensory impairments, or other medical conditions. 2. Access to Academic Learning Support: 2.1. The responsibility for meeting the specific learning needs of students lies with the school and the classroom teacher. Therefore, all teachers and school leaders need to be skilled in the early identification of learning difficulties, and in accessing consultation and support for developing an approach to intervention Necessary support for some students may be limited to an intervention plan aimed at more effectively targeted differentiated teaching and learning strategies in one or more subjects. For others, a comprehensive Individualized Education Plan may be required In order to provide appropriate access to Academic Learning Support for all students who require it, schools are expected to establish a Learning Support Team (LST) and follow all procedures in the ADEC Special Education Policies and Procedures Handbook (see References). 3. Learning Support Team: 3.1. All schools must establish a Learning Support Team (LST), in accordance with Policy 7301 Special Education. Policy page 1 of 3

152 3.2. The primary function of the LST is to ensure that the needs of students are met. It is a school planning and support team, established with the purpose of meeting the learning needs of students through the coordination, development, implementation, monitoring and evaluation of academic and social programs. The LST provides planning and programming for the school and for individual students. It is central to the school s development of teaching and learning conditions that meet the needs of all students, including gifted and talented students, student making satisfactory progress, students with minor learning difficulties or those with special educational needs For more information about Learning Support Teams and the procedures for developing academic intervention plans and Individual Education Plans (IEPs), please refer to the ADEC Special Education Policies and Procedures Handbook. 4. Intervention Plans: 4.1. Intervention plans are tools developed by the Learning Support Team (LST) to help teachers support students with different learning needs Intervention plans are part of the first stage of meeting the needs of students with learning difficulties or special education needs. The first stage is good quality support in general education classrooms, which will include differentiation of the curriculum to meet different learning needs. LSTs may recommend intervention plans for some students Intervention plans are not Individualized Education Plans (IEPs). IEPs are developed for students after a special educational needs assessment is given. 5. Special Education: 5.1. When intervention plans are unsuccessful, the Learning Support Team (LST) will provide a written referral to the Regional Special Education Department for review. Parents/ Guardians must consent to the referral in writing before the Regional Special Education Department can begin a multidisciplinary assessment Please refer to the ADEC Special Education Policy and Procedures Handbook for the complete process to refer a student for assessment and to provide special education. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Special Education Division will: Administer this policy and monitor its effective implementation. Issue annual guidance to schools regarding policies and procedures for Special Education. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Establish a Learning Support Team at their school. Make every effort to ensure the school and teachers are meeting the specific learning needs of students. Be skilled in the early identification of learning difficulties, and in accessing consultation and support for developing an approach to intervention. Policy page 2 of 3

153 Teachers will: Make every effort to meet the specific learning needs of students. Bring struggling students to the attention of the Learning Support Team. Be skilled in the early identification of learning difficulties, and in accessing consultation and support for developing an approach to intervention. School Based-Staff will: Serve on the school s LST as requested by the Principal. Learning Support Teams will: Develop intervention plans to help teachers support students with different learning needs. Provide a written referral to the Regional Special Education Department in the case of unsuccessful intervention plans. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy: Special Education Division for further assistance. REFERENCES ADEC Special Education Policy and Procedures Handbook Policy 7230: Grade Level Promotion and Retention in KG & Cycle 1 Policy 7235: Grade Level Promotion and Retention in Cycle 2 & Cycle 3 POLICY HISTORY Date approved: June 2010 Date revised: June 2012, July 2014 For review: 2016 Policy page 3 of 3

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

156 RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Library Section will: Administer this policy and monitor its effective implementation. Supply all LRCs with resources in both Arabic and English that align with learning expectations and the dual language of instruction. Maintain LRC resources to ensure their usability and availability to teachers and students. Provide professional development to staff to ensure the appropriate use of LRC materials in the teaching and learning program inside the Learning Resource Centers. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Ensure that LRCs are being used appropriately, in accordance with this policy, the LRC Specialists job description and LRC Specialist Professional Standards. Ensure appropriate LRC resources are available to support the teaching and learning program. Provide on-site professional development to ensure the appropriate use of LRC materials in the teaching and learning program as needed. Heads of Faculty will: Work with teachers and LRC staff to identify and plan opportunities for integration between LRCs and literacy instruction in both Arabic and English. Learning Resource Center Specialists will: Work in coordination with teachers, with a focus on integrating the use of the LRC into overall literacy instruction for all students. Work with teachers and Heads of Faculty to identify and plan opportunities for integration between LRCs and literacy instruction in both Arabic and English. Provide resources and programs for subject area teachers and make them available for use by them. Teachers will: Integrate time in the LRC and use of available LRC resources into the planning of lessons that are aligned with ADEC curriculum. When possible, coordinate with LRC specialists in assessing the progress of students toward meeting learning outcomes in literacy. Work with LRC specialists and Heads of Faculty to identify and plan opportunities for integration between LRCs and literacy instruction in both Arabic and English. Participate in professional development as needed to develop appropriate teaching skills to utilize available LRC resources. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Library Section for further assistance. Policy page 2 of 3

157 REFERENCES Learning Resource Center Handbook New School Model Job Descriptions ADEC Professional Standards for Learning Resource Specialists ADEC LRC Specialist Evaluation Process, Explanation and Instrument POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2016 Policy page 3 of 3

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

160 Principals will: Establish programs to aid students in receiving the assistance they require in order to meet learning outcomes. Encourage teachers to work with students outside of regular school hours to provide appropriate academic assistance. Report to the Cluster Manager any instance of teachers providing paid tutoring services, which are not sanctioned by ADEC, to students enrolled at any ADEC school. Teachers will: Be encouraged to work with students outside of regular school hours to provide appropriate academic assistance. Only receive payment for tutoring services when tutoring is regulated by ADEC. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Student Services Division, Assessment Section for further assistance. REFERENCES Policy 6101: Professional Code of Conduct POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2015 Policy page 2 of 2

161 Policy 7430: Field Trips PURPOSE This policy establishes requirements for school field trips at Abu Dhabi Education Council (ADEC) public schools. POLICY STATEMENT 1. Purpose of Field Trips: Field Trips are an important complement to classroom instruction as they provide an opportunity for the teacher to enrich and extend the learning experiences of students. In addition, field trips are used to supplement the curriculum activities. They are a valuable resource for motivation, for increasing understanding, and for providing an excellent means to initiate or culminate a unit of instruction. It is important to note that field trips take students away from their normal learning environment; it is not the intention that field trips are simply an activity for fun or an unrelated diversion from normal classroom activities. Therefore, ADEC encourages all schools and teachers to plan educational field trips that meet the requirements outlined in this policy. 2. Social Workers: Social Workers have a vital and integral role in arranging field trips. It is the teacher s overall responsibility to arrange and manage the field trip and develop student learning activities. However, Social Workers support teachers by providing recommendations on appropriate trips, inquiring about any additional site requirements, assisting in conducting risk assessments, managing communications with parents and volunteers, including gaining consent, liaising with transport providers and bus monitors and managing logistical arrangements such as provision of food and water. 3. Application for Field Trip: Teachers wishing to organize a field trip must submit a Field Trip Application Form to the Principal at least one week in advance for approval, with supporting documents including: Links to learning outcomes. Risk assessment. Cost summary. Supervision arrangements, including cover for lessons at school. Accompanying chaperones, including bus monitors and approved parent volunteers. Parent consent letter. Arrangements for special needs students as appropriate. Alternate learning experiences for those legitimately unable to attend. Details of these are described below. Policy page 1 of 5

162 4. Links to Learning Outcomes: All field trips should be clearly linked to the student learning outcomes as described in the curriculum. To ensure relevance to the curriculum, copies of learning activities must be appended to the Field Trip Application Form submitted by the organizing teacher to the Principal for approval before planning any trip. It is the Principal s responsibility to ensure that field trips are age-appropriate and include activities that have a clear link to the learning outcomes of the curriculum. 5. Risk Assessment: Before any field trip takes place, the Field Trip Risk Assessment Form must be completed by the organizing teacher and appended to the Field Trip Application Form. If the field trip site is not included in the list of sites approved by ADEC, the risk assessment must be provided to the Principal in time for the Principal to submit to ADEC Student Services Division: Extracurricular Section a minimum of one week in advance for approval. 6. Cost Summary: Field Trip expenses will be allocated from the school budget, as approved by the Principal. It is strictly prohibited to collect any fees from students. When submitting a Field Trip Application Form, organizing teachers must provide a cost summary that itemizes all costs, including any site fees and all required provisions. 7. Supervision: 7.1. All activities must be planned to minimize risk to students as is age-appropriate. Minimizing risk requires active and vigilant supervision by teachers and other accompanying chaperones Minimum supervisor ratios for each cycle are as follows: KG: 1 teaching staff member for every 10 students. Cycle 1: 1 teaching staff member for every 10 students. Cycle 2: 1 teaching staff member for every 20 students. Cycle 3: 1 teaching staff member for every 20 students Non-teaching school-based staff or bus monitors may serve as chaperones in lieu of teachers providing that there is a minimum of one teacher per class present, except for KG G2 where a minimum of 2 teachers is required if there are more than 10 students The minimum supervision ratio may be exceeded when necessary depending on the type of the activity in the field trip and the risk level. Organizing teachers should work with their Principal to ensure adequate adult supervision is available for field trips. 8. Parent Consent: Parents or guardians must provide written, informed consent before students may participate in field trips. In order to obtain this consent, schools must provide a letter outlining the activities included in the field trip and the duration of the trip, along with any other applicable information. Letters must include a form for parents to sign and return indicating their consent for their child s participation. Policy page 2 of 5

163 9. Volunteer Parents: Schools may open an opportunity for parents to serve as volunteer chaperones in addition to school-based staff members F or a parent to be authorized as a volunteer, he or she must be approved by ADEC Student Services Division. It is recommended that the school s Parent Council select a pool of parent volunteers for approval at the beginning of the academic year. Parents who are approved may continue to serve as volunteers for the duration of that academic year. Parents who have not been approved may not accompany students on field trips Volunteer parents should not be assigned sole responsibility for care of the children. Therefore, they will not be held liable for any accident or liability that may occur during the field trip Parent volunteers may serve on field trips only for same-gender students Principals must inform parents about the participation of parent volunteers in field trips through the consent form. 10. Health and Safety: Appropriate safety precautions should be taken during field trips At a minimum, a first aid kit should be available on all buses used to transport students, and additional first aid kits should be available at the field trip site. Organizing teachers should ensure that first aid kits will be provided at the field trip site, and if not, arrange to bring a kit Any proposed field trips to locations that are not on the list of approved sites, must be approved by the Executive Director, School Operations Attention to the requirements of students with special needs or health concerns is required in the planning process Further details on safety considerations will be issued by ADEC Student Services as needed. 11. Equivalent learning experiences: Field trips give a valuable opportunity for all students including special education need students. The organizing teachers should work with the Principal to give special consideration to physical, emotional and medical needs of all students who would participate in the trip. Accordingly, if any special accommodations are required, the organizing teachers should discuss them with the student s parent. As a result of particular needs, some students may be unable to attend for legitimate reasons. Alternate, equivalent learning experiences must be provided for any student who is legitimately unable to attend. 12. Transportation: Arrangements to use school buses should be made through the Principal or designee. The bus station supervisor assigned to the school must be notified about the timing of the trip at least one week in advance. If the school is not able to provide transportation or needs additional transportation, a transportation request should be submitted to ADEC Student Services Division a minimum of one week in advance. Policy page 3 of 5

164 13. International Field Trips: All international trips must be planned in coordination with ADEC Student Services Division. 14. Trip Reports and Student Surveys: Principals will submit end-of-month reports detailing all completed field trips with documentation, via with their Cluster Manager copied for reference, to ADEC Student Services Division: Extracurricular Activity Section. Schools must submit a student survey and Field Trip Evaluation to Student Services Division within one week following any field trip that required the approval of Student Services Division, or the School Operations Executive Director. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Student Services Division will: Administer this policy and monitor its effective implementation. Provide and regularly update the list of approved field trip sites. Review requests for non-listed locations and respond to schools within 3 working days. Vet parents who apply to serve as volunteer chaperones. Provide additional transportation as per school request. Review monthly trip reports submitted by schools. Issue additional safety guidelines to schools as needed. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Ensure that teachers correctly understand the purpose of educational field trips. Review the Field Trip Application Form before any trip, and approve or reject the proposed trip based on the considerations outlined in this policy, including: date of submission at least one week in advance, educational purpose of trip demonstrated with linkage to learning outcomes, risk assessment and safety precautions, adequate supervision, required transportation, accommodations for special needs students, estimated costs, and other considerations as appropriate. Ensure any parents serving as volunteers are approved by ADEC Student Services Division. Ensure parents are informed about the participation of volunteers in field trips. Ensure that no fees are collected from students for field trips. Submit monthly trip reports with supporting documentation to ADEC Student Services. Organizing Teachers will: Identify clear learning outcomes and conduct risk assessments for all proposed field trips. Submit to the Principal for approval a Field Trip Application Form, with all required attachments as specified in this policy, at least one week in advance of the proposed trip. Coordinate with the school Social Worker to conduct a Risk Assessment, make arrangements with the field trip site, prepare and send consent forms and arrange for transportation needs in a timely manner when planning a field trip. Ensure that adequate supervision is provided and appropriate safety precautions are taken during field trips. Policy page 4 of 5

165 Work with the Principal and parents/guardians in case any children need special accommodations on the trip. Ensure active and vigilant supervision of students at all times during field trips. Social Workers will: Coordinate all related logistics for field trips, including risk assessments, arrangements with the site, provision of bus transport and sufficient bus monitors and supervisors, distribution and collection of parent consent forms, and other matters as necessary. Ensure that the bus station is notified about any trip. Bus Monitors will: Assist in active and vigilant supervision at all times during the field trip. Administer first aid assistance if needed. Chaperones and Parent Volunteers will: Assist in active and vigilant supervision at all times during the field trip. Remain with students at all times during field trips. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Student Services Division for further assistance. REFERENCES Guidelines on Field Trips List of Approved Field Trip Sites Field Trip Application Form Field Trip Risk Assessment and Management Form Field Trip Parent Information and Consent Form POLICY HISTORY Date approved: March 2013 Date revised: July 2014 For review: 2016 Policy page 5 of 5

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167 Section 8000: Students

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169 Policy 8110: Student Enrollment and Registration PURPOSE The purpose of this policy is to provide direction for Regional Offices, schools and parents on the mandatory requirements for the registration and enrollment of students in Abu Dhabi Education Council (ADEC) public schools. POLICY STATEMENT 1. It is mandatory for students in the Emirate of Abu Dhabi who are between the ages of six (6) and sixteen (16) to be enrolled at an ADEC School (public or licensed private school). 2. Parents are responsible for ensuring that children of mandatory school age are enrolled in school no later than the deadline announced by ADEC every year. Parents registering their children for Kindergarten must also do so by the deadline announced by ADEC every year. 3. Students will be enrolled in the most age appropriate school cycle and grade within proximity to the family home. The Regional Offices will be responsible for determining the most suitable school cycle and grade based on ADEC guidelines for appropriate ages at each grade level. 4. Children of National families and other specified categories under the mandatory school age (6 years old) may enroll for two years of kindergarten prior to enrolling in Grade 1. For a child to enter Grade 1, he or she must have turned six (6) years old on or before December 31st of that year. 5. Enrollment Documents and Vaccination Card: 5.1. At enrollment, parents/guardians must provide: All enrollment information as required by esis forms. All signed parental consent forms, including: immunization consent, school health general consent, and school health prescribed medication consent (see Policy 4210 School Clinics and Health Services for further information). A copy of the student s vaccination card ( Childhood Preschool Vaccination Card for Kindergarten applicants and School Age Vaccination Card for Grade 1-12 applicants) The School Nurse shall use the ADEC esis system to record submission of the student vaccination cards in a (yes/no/incomplete) format Schools cannot refuse or hold enrollment of students who do not have up-to-date vaccination cards. If vaccination cards are not submitted or are incomplete upon enrollment, the unrecorded vaccinations will be considered as not administered and the School Nurse shall ensure administration of all catch-up vaccinations. 6. Requests for Transfer Between Schools in Abu Dhabi Emirate: Parents/Guardians may initiate a request for students to transfer between ADEC public schools at any point during the first trimester. Requests for students to transfer between an ADEC public school and a private school will only be accepted during the first month of the academic year. Policy page 1 of 3

170 7. Student Attendance: Students are expected to attend school on each day of the ADEC academic calendar. Parents are expected to ensure that their children attend school. Principals are responsible for the attendance of all students registered at their school, and for establishing procedures to maintain high attendance, in line with Policy 8120 Student Attendance. 8. Students with Special Educational Needs (SEN): Students with special educational needs (SEN) are entitled to enroll in their catchment area school without exception unless space is not available or specific services are not available. In those circumstances they will be enrolled in the next closest school to their residence. Students with special educational needs may need to be supported by additional procedures. These additional procedures are referenced in the ADEC Special Education Policy and Procedures Handbook. RESPONSIBILITIES: To ensure the effective implementation of this policy: ADEC School Operations, Student Services Division will: Administer this policy and monitor its effective implementation. Annually issue additional guidance regarding registration and enrollment. ADEC P-12 Policy, Special Education Division will: Provide additional procedures for the registration and enrollment of SEN students. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Establish procedures to ensure that students enrollment and registration data entered onto esis are current, accurate, and complete. Ensure that copies of student vaccination cards are collected at the time of enrollment. Be responsible for the attendance of all students registered at their school. School Nurses will: Collect copies of student vaccination cards. Enter student vaccination information into HAAD s school health e-notification system. Ensure completions of vaccinations as required under HAAD regulations. Parents/Guardians will: Enroll all children between ages of 6 and 16 in an ADEC school (public or private). Provide all information as required on esis data entry forms. Provide a copy of the child s Vaccination card. Enroll school-age children in school prior to the deadline announced by ADEC every year. Enroll kindergarten students prior to the deadline announced by ADEC every year. Ensure students are present in school each day. Policy page 2 of 3

171 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Student Services Division for further assistance. REFERENCES Federal Law No. (27) of 1981 on Prevention of Communicable Disease MOE Decree No. (963) of 2002 on Mandatory Education in Government Schools HAAD Standard for Childhood and Young Adult Immunization - Policy HAAD/CHIM/SD/0.9 Enrollment/Registration announcements, issued annually by ADEC Student Services ADEC Special Education Policy and Procedures Handbook Policy 4110: School Bus Transportation Policy 4210: School Clinics and Health Services Policy 8120: Student Attendance POLICY HISTORY Date approved: June 2010 Date revised: March 2013, July 2014 For review: 2016 Policy page 3 of 3

172

173 Policy 8120: Student Attendance PURPOSE The purpose of this policy is to establish the attendance requirements that must be included in the school-based attendance procedures for all Abu Dhabi Education Council (ADEC) public schools. POLICY STATEMENT 1. Students are expected to attend school on every instructional day in the ADEC school calendar. Good attendance at school is essential for student learning. It is the duty of parents/ guardians, teachers and all other school staff to ensure that students attend school every day. 2. Definition of Excused and Unexcused Absences: 2.1. Excused Absence: A student s absence from school will be considered excused only for the following reasons: Personal illness. Scheduled doctor appointment. Death of a first or second degree family member (up to 3 days). Official school or community duty as assigned by a government agency. Official summons to a government agency. Family travel in order to accompany a first degree family member for treatment abroad for up to 30 days (the period may be extended by application to HAAD) Excused absences must be confirmed by parents/guardians in a signed note and accompanied with appropriate documentation where possible (e.g. medical certificate) Unexcused Absence: A student s absence from school for more than half of the school day without the provision of a valid excuse is considered an unexcused absence. For information on school day hours, please refer to Policy 2120 Length of the School Day Examples of unexcused absences include, but are not limited to: Shopping trips Appointments without prior approval Social events Non-medical family travel Truancy: Students are considered truant if they are absent from school without their parent/guardians knowledge or consent. Truancy is considered an unexcused absence. Schools will give written notice to parents/guardians when their child has been truant. Issues of repeated truancy will require the parents/guardians to meet with school officials in accordance with the school s Behavior Management Plan. Policy page 1 of 4

174 3. Attendance Procedures: All schools will establish attendance procedures designed to ensure that: 3.1. All students who are officially enrolled attend school on time each day and attend all classes Accurate daily attendance data for each student is collected before or during the first lesson of the school day and entered into esis before the end of the second lesson of the school day. This shall include entry of data provided by parents/guardians regarding students absences All issues of students with repeated unexcused absences are directed to the Principal for resolution. The Principal may direct the Social Worker or other school-based staff to address the issue with parents/guardians The school Behavior Management Plan will include procedures for managing unexcused student absences, including part-day unexcused absences from lessons and school events. 4. Programs to Encourage Attendance: Schools will seek to achieve high student attendance through the following initiatives: 4.1. Providing a safe, caring and engaging learning environment that promotes student engagement Establishing programs and procedures to promote, encourage and reward good attendance Implementing strategies and programs to address attendance problems for individual students Providing clear and specific information and advice to parents about the benefits of high attendance and informing the school community of the rules and consequences of poor attendance. 5. Communication: All schools will communicate to families the set of responsibilities that parents/guardians have regarding student attendance. Parents responsibilities include, but are not limited to: 5.1. Making every effort to ensure that their child attends school every day and arrives on time Informing the school if their child will be absent from school Providing a signed note when their child returns to school following an absence, indicating the reason for their child s absence Scheduling family vacations to coincide with scheduled school breaks. 6. Maximizing Instructional Time: In order to maximize instructional time, schools should monitor the amount of time students are diverted away from scheduled classroom learning activities to participate in preparations for celebrations and school-organized festivities. Typically, no student should spend more than a total of 3 to 4 days in a year on such preparatory activities. Policy page 2 of 4

175 7. Consequences of Absences: 7.1. Missing Assessments: If a student misses an external test or examination due to an unexcused absence, credit will not be awarded for the missed test or examination and this will impact the final mark/letter accordingly Missing Assignments: Students are responsible for completing all assignments missed during absences Referral to Social Worker: If a student accumulates 10 unexcused absences during one school year, in addition to normal required procedures to address poor attendance, they shall be referred to the school Social Worker. An intervention program to improve attendance, developed in consultation with the parents and which includes regular ongoing communication with parents, will be put in place Formal interview with Principal and Parents: If a student accumulates 20 unexcused absences during one school year, the student and their parents/guardians must attend an interview with the Principal and Social Worker. At this time, the consequences of further poor attendance must be made clear to the parents and student. The intervention program must be revised and an agreement regarding attendance for the remainder of the school year must be negotiated and signed Referral to Academic Review Committee: If a student accumulates 30 or more unexcused absences during one school year, they shall be referred to the school s Academic Review Committee with a recommendation that they be retained in the same grade the following year. If the student is 16 or younger and has already been retained twice previously, then they must be promoted to the next grade, with support from an ongoing intervention plan. If the student is older than 16 and has already been retained twice previously then they shall not be registered for the following year and shall be recommended for homeschooling. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Student Services Division will: Administer this policy and monitor its effective implementation. Collect data on student attendance from schools. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Notify parents of school attendance policies and procedures. Ensure accurate records are kept of daily attendance data for each student, and entered into esis on a daily basis. Ensure parents are notified if their child has been truant. Communicate with parents/guardians to resolve issues of students with repeated unexcused absences. Policy page 3 of 4

176 Refer students who accumulate 10 unexcused absences during the school year to the school s Learning Support Team for an intervention plan to be developed. Refer students who accumulate 30 or more unexcused absences during the school year to the school s Academic Review Committee for determining the student s promotion status. The Academic Review Committee will: Convene at the end of the academic year to determine the promotion status of students who have accumulated 30 or more unexcused absences. School-Based Staff, including Social Workers, will: Enter attendance data into the esis system on a daily basis. Communicate with parents/guardians to resolve issues of students with repeated unexcused absences, as directed by the Principal. Parents/Guardians will: Ensure their child attends school according to the ADEC school calendar and times of the school day. Inform the school of their child s inability to attend school on days of absence. Provide a signed note and appropriate documentation for their child s excused absences. Schedule family vacations to coincide for scheduled school breaks. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Student Services Division for further assistance. REFERENCES MOE Decree No. (820) of 2014 on Student Registration ADEC School Calendar Policy 8110: Student Enrollment and Registration Policy 8310: Non-National Students Enrollment & Registration POLICY HISTORY Date approved: June 2010 Date revised: May 2013, July 2014 For review: 2016 Policy page 4 of 4

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

178 the examination date, and shall be disposed of thereafter. Assessment records for Grade 12 students shall be stored at the ADEC exam center, not at the school site. 5. Retention and Transfer of Student Records: 5.1. A student record shall be considered to have active status as long as the student is registered at an ADEC school. Once a student graduates or otherwise withdraws from ADEC schools, his/her record shall shift to inactive status When a student transfers to another ADEC school, data ownership of his/her records in the esis system is automatically and immediately transferred to the new school. When a student transfers to a non-adec school (including schools outside of the United Arab Emirates), a hard copy of his/her Transfer Certificate and other relevant records shall be released to the student s parent/guardian upon request, and ADEC will retain an electronic copy of the records Inactive student records shall be retained on esis indefinitely At the end of every academic year, ADEC must transfer an electronic copy of any student record that has been inactive for five years to the National Center for Documentation and Research (NCDR) for archiving, in compliance with Federal Law No. (7) of Access to Student Records: 6.1. All students and their parents/guardians are entitled to view their records on esis at any time. Upon request, they may also view physical copies of records in the presence of a designated supervisor ADEC and school-based staff shall have the following levels of access and authorizations to view (read-only), update (data entry), and approve updates to student records on esis while the student is registered at the school, as outlined in the Data Access Matrix displayed below: Policy page 2 of 4

179 TABLE 1 DATA ACCESS MATRIX FOR STUDENT RECORDS = No access = Read-only = Enters updates = Approves updates Designated Staff for Student Records Principal Vice Principal Head of Faculty Teacher SEN Teacher Social Worker School Psychologist ADEC Regional Office ADEC Customer Service Enrollment Registration Withdrawal & Transfer Demographics Attendance Mark/Letter Entry Behavior Module Individual Education Plan (IEP) Transportation 7. Data Confidentiality: All student data is considered strictly confidential. ADEC schools shall take necessary measures to ensure the confidentiality of student records. Schools may not disclose student records or data to third parties. Requests for release of student data must be submitted to the Executive Director of ADEC School Operations Sector. Student data may only be released to third parties upon judicial orders or written approval by the Executive Director of ADEC School Operations. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, Student Services Division will: Administer this policy and monitor its effective implementation. Release information on student records only by court order or written approval by the Executive Director of School Operations. ADEC esis Team will: Maintain the esis system and annually update the esis User Guidelines. Transfer an electronic copy of any student record that has been inactive for five years to the National Center for Documentation and Research (NCDR) for archiving, at the end of every academic year. Policy page 3 of 4

180 ADEC Regional Office staff will: Update student records with registration status every year. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Approve all marks/letter levels entered on student records by teachers. Ensure that student records at their school are kept confidential. Clean up esis data at least once annually to ensure accuracy of student records. School Registrar or Designated School-Based Staff will: Update student records with the following information: dates of registration and transfer, graduation, or withdrawal; demographic data; and transportation information. Ensure that student records are kept confidential. Heads of Faculty will: Update student records of students in their class with the following information: student attendance and mark entry. Ensure that student records are kept confidential. Teachers will: Update student records of students in their class with the following information: student attendance and mark entry. Ensure that student records are kept confidential. Social Workers and School Psychologists will: Update student records with the following information: behavior module and Individual Education Plan (IEP). Ensure that student records are kept confidential. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC esis Team for further assistance. REFERENCES Federal Law No. (7) of 2008 on the National Center for Documentation and Research Civil Service Law No. (1) of 2006 and Executive Bylaws ADEC IT Security Policy esis Help POLICY HISTORY: Date approved: June 2013 Date reviewed: June 2014 For review: 2016 Policy page 4 of 4

181 Policy 8210: Management of Student Behavior PURPOSE The purpose of this policy is to provide a framework to inform school-based rules and regulations regarding student behavior in Abu Dhabi Education Council (ADEC) public schools. POLICY STATEMENT 1. Discipline and positive student behavior are critical to maintaining an effective learning environment for students and a safe professional environment for teachers. As stated in the ADEC Guidelines for Managing Student Behavior (see References), every student has the right to be educated in a safe, supportive, and orderly school that is free from disruptions that impede learning. In addition, every educator has the right to teach in an atmosphere that is respectful and welcoming. 2. School leaders are responsible for developing and implementing a school-wide behavior management system and discipline plan for establishing positive student behavior in their schools. However, each school s regulations and systems must be consistent with the ADEC Guidelines for Managing Student Behavior. 3. Proactive Systems to Develop Positive Student Behavior: An effective system for managing student behavior must begin with proactive strategies that reinforce positive behavior and seek to prevent behavioral problems. It is critical that schools do not develop their own behavior policies that include only rules and consequences for addressing negative behavior. 4. Framework for Developing Positive Student Behavior: The proactive strategies that schools develop should align with the following framework. As stated in ADEC Guidelines for Managing Student Behavior, positive student behavior is promoted through co-dependent factors, which include a sense of heritage and culture, a positive school setting, and strong parental and community relationships. These factors need to be supported by a consistent system for shaping and managing student behavior. Students are to be supported in contributing to a positive school setting and should receive age and gender appropriate rewards and recognition for positive behavior. For those students who willfully disrespect school rules and engage in negative behaviors, schools should use appropriate guidance and disciplinary actions to address the situation and prevent further misconduct. 5. Disciplinary Action: As stated in ADEC Guidelines for Managing Student Behavior, any disciplinary action used to address student misconduct should be firm, consistent, clear and in compliance with all ADEC and UAE laws, policies and guidelines. The disciplinary action shall also be in accordance with the nature of the misconduct and the level of offense that is associated with the behavior. School staff will ensure that students are given appropriate opportunities to correct misconduct before it is escalated in disciplinary action. ADEC categorizes student misconduct into three levels. Each level of behavior requires a different disciplinary approach for modifying and correcting the student behavior. The strategy applied for the level of behavior must be appropriate for the school cycle, student age and gender. Policy page 1 of 4

182 6. Banned Disciplinary Actions: As stated in ADEC Guidelines for Managing Student Behavior, it is prohibited to use any of the following methods for applying disciplinary actions: All forms of physical punishment, (any disciplinary action designed to inflict physical pain on students, including, but not limited to, slapping, striking or pushing students or using objects to do so). Lowering grades or threatening to do so. Removing the student from the classroom or school without following school-based procedures for sending students outside of the classroom. Punishing a group of students for an individual s misconduct. Imposing more school work. Mocking or insulting the student in private or public. Depriving the student of using toilet facilities or meals. 7. Students with Special Educational Needs: As stated in the ADEC Guidelines for Managing Student Behavior, students with special education needs are required to follow the same school rules as their peers. Students with special educational needs may need greater assistance in learning and following the school rules. Students with special education needs must not have greater consequences imposed for misbehavior. If disciplinary action is necessary, it will be carried out in accordance with the ADEC Disciplinary Actions. If there is concern that a student s behavior is a manifestation of the student s special need, the Learning Support Team (LST) will make a determination with the support of the Regional Special Education Supervisor. 8. Developing and Implementing School-Based Student Behavior Plans: 8.1. All schools are required to develop school-based student behavior plans. These schoolbased plans must be relevant for the particular genders and grade levels served in the schools and should address cultural or community-specific concerns. The plans will be developed in collaboration with relevant advisors, students, teachers, school staff, parents/guardians, and the community All schools are expected to review and recommend changes to their student behavior plans annually. Any changes to behavior plans must be consistent with any subsequent revisions to ADEC policies. Changes should also reflect the ways in which schools use data on previous incidents and responses to identify strengths and weaknesses in their approach to managing student behavior. For more information about the requirements for school-based student behavior plans, please refer to ADEC Guidelines for Managing Student Behavior. Policy page 2 of 4

183 RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC P-12 Policy, Special Education Division will: Administer this policy and monitor its effective implementation. Develop and maintain system-wide policies, procedures, and guidelines regarding student behavior in Abu Dhabi. Develop and provide resources to assist schools and Principals in implementation of schoolbased plans, policies, procedures, guidelines, and programs. Develop and coordinate training, behavior seminars for students and parents/guardians, and professional development for all school staff. Ensure data collection, monitoring and evaluation systems are in place. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Assist schools to develop and implement policies, procedures, and guidelines. Ensure that school-based student behavior policies, procedures, and guidelines are aligned with ADEC policies and procedures. Liaise between ADEC, Regional Offices, and schools regarding student behavior. Evaluate the effectiveness of Principals in implementing the student behavior guidelines in their schools, as a part of ADEC s performance evaluation process. Principals will: Establish a positive and safe school environment. Ensure that this policy is communicated, modeled, and enforced in the school community. Ensure that each parent/guardian receives a copy of ADEC Guidelines for Managing Student Behavior and signs a letter at the beginning of each academic year acknowledging that they have read the guidelines and fully understand their responsibilities as parents/ guardians to ensure that their child or children behave positively at school. Develop and implement a school-wide behavior management system and discipline plan. Assure that discipline procedures are in place for students with special education needs. Create a method for collecting and recording incidents of student misbehavior (supported by esis Student Behavior Management). Social Workers will: Support the establishment of a positive safe school environment. Support and enforce the rules and regulations of the school-based student behavior management system. Provide guidance and assistance if a student has been referred by teachers for breaking the school rules, or classroom rules. Assist students in accessing appropriate resources to support positive behavior. Work with students, teachers, and other school staff to resolve student behavioral issues. Work with families and the community to resolve student behavioral issues. Escalate the situation to higher authorities at the school, ADEC, or community if deemed necessary. Policy page 3 of 4

184 Work with teachers to develop and implement plans for positive student behavior in classrooms. Convene regular meetings of the School Disciplinary Committee. Teachers will: Observe and reinforce appropriate student behavior. Model positive behavior and provide feedback to students when necessary. Work with Social Workers, other school staff, Principal, and Regional Staff to support a positive school setting. Follow behavioral support plans for students with special education needs. Record positive behavior. Record misconduct. Report student misconduct to the Social Worker and Principal. Develop an individual classroom management plan that is aligned with both their school s plan and the ADEC guidelines. Other School-Based Staff will: Observe and reinforce appropriate student behavior. Model positive behavioral skills and provide feedback when necessary. Work with Social Workers, other school staff, Principal, and Regional Staff as necessary to support a positive school climate. Record and utilize data in order to monitor misconduct. Report identified misconduct to the Social Worker and Principal. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC P-12 Policy Sector: Special Education Division for further assistance. REFERENCES ADEC Guidelines for Managing Student Behavior ADEC Special Education Policy and Procedures Handbook Managing Student Behavior Support Materials Modules Managing Student Behavior Parent Information Pamphlet POLICY HISTORY Date approved: June 2010 Date revised: June 2012 Date reviewed: June 2014 For review: 2016 Policy page 4 of 4

185 Policy 8310: Non-National Students Enrollment and Registration PURPOSE This policy outlines the conditions enrollment and registration of non-national students in Abu Dhabi Education Council (ADEC) public schools. This policy applies to non-national students only. POLICY STATEMENT 1. Definition and Eligibility 1.1. A non national student is defined as an Arabic-speaking student who is not a national (citizen) of the United Arab Emirates Non-national students aged 6-18 are eligible to enroll for Grades 1-12 at ADEC public schools under the conditions stated in this policy. 2. Conditions for Enrollment 2.1. Non-national students may enroll in an ADEC public school provided that the following conditions are met: Space is available for the student, based on capacity and priority order. Academic performance entry criteria are met as set by ADEC. Undertaking signed by the student s parents to pay tuition fees in full by the due date Applicants must submit complete all required enrollment application data and documentation to the School Registrar or other designated staff member. School Registrars must ensure the accuracy of all data and documentation submitted for enrollment application ADEC School Operations: Student Services Division will review applications to verify documentation and approve enrollment based on meeting above conditions. Applicants whose records demonstrate high academic achievement and applicants whose sibling(s) are enrolled at the school will be given priority status ADEC Student Services Division shall issue annual guidelines to all ADEC schools on the number of available seats for non-national enrollees, enrollment priority order, academic performance criteria, required documentation, tuition fees and applicable due dates, and in coordination with ADEC School Planning Division, will enact ADEC procedures for student transfers as necessary. 3. Conditions for Registration Renewal 3.1. Registration will be renewed for non-national students at an ADEC school provided that the following conditions are met: Payment of annual tuition fees of AED 6000 (six thousand dirhams), as owed by the father for each of his children, in full by the end of Trimester 1. Policy page 1 of 4

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

187 Review non-national student enrollment applications to verify eligibility and required documentation appended to esis student records, and accordingly approve enrollments. Decide on appeals against non-renewal of registration and notify parents/guardians of the outcome within one week of receipt of the appeal. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Implement this policy and the related processes and procedures established by ADEC. Inform the school community, including staff and parents, of deadlines and procedures announced annually by ADEC. Issue timely warnings to parents/guardians of students who are likely to fail to meet conditions for registration renewal according to the respective policies. Ensure that required documentation is appended to esis student records for newly enrolling non-national students. Submit a list of students who fail to meet registration renewal conditions to ADEC Student Services by the end of Trimester 2. Notify parents/guardians of students whose registration will not be renewed for the following academic year, as determined by ADEC Student Services. School Registrars will: Ensure that data and documentation for enrollment applicants are accurate and complete. Maintain up-to-date and accurate information on all esis student records. Update registration status of non-national students on esis student records, including cases of non-renewal as determined by ADEC Student Services. Parents/Guardians of Non-National Students will: Provide all necessary documentation for enrollment and registration as requested by ADEC. Comply with all mandates issued by ADEC concerning their child s registration at ADEC schools. In the case of submitting appeals, lodge appeals only on the basis of absence of due process, within one week of receiving notification of registration non-renewal. ASSISTANCE For assistance or further information, please contact your line manager. Cluster Managers may contact ADEC School Operations Sector: Student Services Division for further assistance. REFERENCES MOE Decree No. (31/2) of 2007 on the Collection of Tuition Fees from Non-National Students ADEC Decree No. (63) of 2012 on Tuition Fees for Non-National Students in Public Schools Policy 8310: esis Student Records Policy 8320: Non-National Students Tuition Fees Policy page 3 of 4

188 POLICY HISTORY Date approved: December 2013 Date reviewed: June 2014 For review: 2016 Policy page 4 of 4

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

190 5. Late Payment of Tuition Fees: If the student completes the tuition payment after the allotted deadline but before the end of the current academic year, they may be allowed to apply for enrollment again. However, the student will not be given priority to enroll at their current school. They will be treated as new enrollments and subject to the priority order determined annually by ADEC. RESPONSIBILTIES To ensure the effective implementation of this policy: ADEC School Operations, Student Services Division will: Administer this policy and monitor its effective implementation. Issue annual guidelines on tuition fees and payment deadline as necessary. Send reminders to schools for tuition assistance application deadlines. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Implement this policy and the related processes and procedures established by ADEC. Inform the school community, including staff and parents/guardians, of due dates for payment of school fees announced annually by ADEC. Issue a minimum of two warnings to parents/guardians of students who have not paid tuition in full. Send notification of dismissal to parents/guardians of students who have failed to pay tuition fees by the due date. School Registrars will: Issue warning letters to non-national students concerning payments of fees as required by the procedures. Enter all data concerning payment of tuition fees into esis as required. Keep the Principal informed of students who are likely to default on payment of fees. Compile a list of non-compliant students for the Principal in Trimester 2. Parents/Guardians will: Pay tuition fees in full no later than the announced deadline by the end of the first trimester. Provide all necessary documentation for registration as requested by ADEC. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: Student Services Division for further assistance. Policy page 2 of 3

191 REFERENCES MOE Decree No. (31/2) of 2007 on the Collection of Tuition Fees from Non-National Students ADEC Decree No. (63) of 2012 on Tuition Fees for Non-National Students in Public Schools ADEC Circular No. (14) of 2012 on Tuition Fees for Non-National Students in Public Schools Policy 8310: Non-National Students Enrollment and Registration ADEC School Calendar POLICY HISTORY Date approved: December 2013 Date reviewed: June 2014 For review: 2016 Policy page 3 of 3

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193 Section 9000: School-Community Relations

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

196 of their children s progress through regular meetings with Principals, Heads of Faculty, and teachers. Parents/guardians are encouraged to participate in other school activities including school visiting days, volunteering for school events, and participating in Parent Councils Parents/guardians are encouraged to support teachers in helping children learn, in accordance with school policy. Active involvement in their children s education may include, but is not limited to: Making every effort to ensure that children attend school every day and arrive on time. Ensuring that children complete their homework assignments. Frequently asking children about their school day. Keeping updated with changes at the school. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Administration Division will: Administer this policy and monitor its effective implementation. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Inform all staff and families about their school s policy on parent/guardian involvement at the start of each academic year. Ensure all parents/guardians are provided with a handbook that describes in detail the schools education program and all relevant policies that may affect students and their families. Develop procedures and activities that actively encourage parents participation in their student s learning and school life. Teachers will: Contact parents/guardians individually when necessary to discuss academic or behavioral issues that arise in the classroom. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Administration Division for further assistance. Policy page 2 of 3

197 REFERENCES Policy 7220: Reporting of Student Progress Policy 8110: Student Enrollment and Registration Policy 8120: Student Attendance Policy 8210: Management of Student Behavior Policy 9120: School and Regional Parent Councils POLICY HISTORY Date approved: June 2010 Date reviewed: June 2014 For review: 2016 Policy page 3 of 3

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199 Policy 9120: School and Regional Parent Councils PURPOSE This policy establishes School Parent Councils to plan school activities and to serve in an advisory capacity to Principals as needed. This policy also establishes Regional Parent Councils to serve in an advisory capacity to ADEC Regional Directors as needed. POLICY STATEMENT 1. Introduction: 1.1. Parent Councils play a vital role in the education system in Abu Dhabi. When established, Parent Councils will act in an advisory capacity to make recommendations and discuss issues relevant to the improvement of education. They provide a forum through which parents can contribute to improving student achievement. The Parent Councils will place the overall interests of the schools and students first Each parent/guardian has the right to participate in the Parent Council s membership regardless of the school gender All ADEC schools are expected to establish School Parent Councils in accordance with this policy within one month of the start of the academic year. Regional Parent Councils will be established for Abu Dhabi, Al Ain and Al Gharbiya in accordance with this policy and will hold their first meeting no later than the end of the first trimester of the academic year. 2. School Parent Councils: 2.1. Role of School Parent Councils: School Parent Councils are advisory bodies which may make recommendations to school administration on any matters the Council identifies as priorities, such as: communication policies and guidelines parental involvement school improvement planning In addition to its advisory responsibilities, the School Parent Council shall: consult with other parents of students enrolled in the schools about matters under consideration by the Council. assist in planning school activities and events as requested by administration. ensure that its prime objective is to improve student learning. promote the best interest of the school community. School Parent Council activities may involve parents who are not members of the Council as appropriate. Policy page 1 of 5

200 School Parent Councils may not make recommendations on the following matters: personnel matters the security of property commercial matters negotiations or litigation affecting ADEC individual student issues School Parent Council Membership: School Parent Councils shall have a maximum of twelve (12) parent members. The Principal or delegate shall participate as the de facto member. At least threefourths of the School Parent Council members must be UAE Nationals School Parent Council members shall be elected to one-year terms, beginning with the start of the academic year. Council members must have a child enrolled in the school in order to be eligible for membership. The parents of the child may give permission for other relatives to participate in their place. Council members may serve consecutive terms as long as they continue to have a child enrolled in the school School Parent Council Leadership: School Parent Council meetings shall be led by a lead parent who is elected by the other members of the Council School Parent Council Meetings: School Parent Councils will meet at least once per month during the school year. At least one meeting per trimester must be open to all parents at the school A quorum shall consist of a majority of the current members of the Council and must include the de facto member (Principal or delegate). A meeting of a School Parent Council cannot be held unless there is a quorum present at the meeting. 3. Regional Parent Councils: 3.1. Role of Regional Parent Councils: Regional Parent Councils are advisory bodies which may make recommendations to the Regional Director on any matters it identifies as priorities, such as: communication policies and guidelines parental involvement effective schools In addition to its advisory responsibilities, the Regional Parent Council shall: consult with other parents of students enrolled in the schools about matters under consideration by the Council. ensure that its prime objective is to improve student learning. promote the best interest of the school community. Policy page 2 of 5

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

202 RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Administration Division will: Administer this policy and monitor its effective implementation. Support and promote the establishment of Parent Councils at the Regional level. Encourage the participation of parents within the school community. Consider all recommendations from the Parent Councils and advise on the action taken in response to any recommendation. ADEC School Operations, Personnel Services Division will: Process security checks for Parent Council members submitted by Principals. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. The Regional Parent Council Chair will: Convene Parent Council meetings. Maintain an accurate list of appointed Council members. Prepare the agenda for meetings. Chair the meetings. Ensure that the minutes of meetings are recorded and maintained. Regional Parent Council Members will: Advise the Regional Director on any matters it identifies as priorities, as outlined above. Place the overall interest of the schools and students first. Participate in Council meetings. Act as a link between the Council and the community. Encourage the participation of parents and others within the school community. Principals will: Participate in the School Parent Council meetings as the de facto member or appoint a delegate to do so. Notify all parents of the time and date of the meeting. where the election of School Parent Council members will be held. Consider advice offered by the School Parent Council on any matters the Council identifies as priorities and advise on the action taken in response to any recommendation. Submit security check requests for Parent Council members to ADEC Personnel Services. School Parent Council Members will: Elect one parent to serve as the lead parent and chair the meetings. Advise school administration on any matters it identifies as priorities, as outlined above. Place the overall interest of the school and students first. Participate in Council meetings. Act as a link between the Council and the school community. Encourage the participation of parents and others within the school community. Policy page 4 of 5

203 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations Sector: School Administration Division for further assistance. REFERENCES MOE Decree No. (209) of 2013 on Parent Councils Regulations ADEC School Parent Councils: Guide for Parents ADEC School Parent Councils: Guide for Principals Security Check Request Form Policy 9110: Parent Involvement POLICY HISTORY Date approved: June 2012 Date revised: July 2013 Date reviewed: June 2014 For review: 2016 Policy page 5 of 5

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205 Policy 9210: Media Relations and Image Use PURPOSE The purpose of this policy is to establish guidelines for the use of images of students and Abu Dhabi Education Council (ADEC) staff, as well as the relationship between ADEC employees, schools and the media. POLICY STATEMENT 1. Relations with External Media: 1.1. ADEC maintains that the top priority of schools is to educate students and ensure the safety and privacy of all students, staff, and families ADEC is committed to cultivating and maintaining an open and productive relationship with the news media In order to balance the responsibilities of schools and the need to provide information to the media, all press inquiries about ADEC or any individual school, student, staff member, program or initiative must be directed firstly to ADEC Strategic Communications & Media Division As stated in Policy 6101 Professional Code of Conduct, any staff member who is contacted directly by a member of the news media must refer the reporter to ADEC Strategic Communications & Media, who will work with staff and the media outlet to respond appropriately to the inquiry. In addition, no ADEC staff member should make public comments to the media (including radio, television, newspapers, books, social media or other means expected to reach the community at large) as a representative of ADEC or where the ADEC staff member will be identified as an ADEC employee without authorization from ADEC Strategic Communications & Media through the Principal ADEC Strategic Communications & Media Division will provide training to Principals to augment their understanding of media relations As appropriate under this policy, ADEC officials, schools, and staff must cooperate with the news media, while ensuring that media coverage does not interfere with teaching and learning. 2. Image Use Consent Form for Students and Staff: 2.1. It is critically important to protect the privacy of students and staff. Only a student whose parent/guardian has signed and returned an Image Use and Media Appearances form may be recorded, filmed, photographed, or interviewed. A student for whom no such form is on file in the school office may not participate in any media-related activities, and his or her name and image are not to be released to the media or anyone else outside of the school Images of ADEC students or staff shall not be posted online or used in communications materials without prior written consent by the student s parents or the staff member. All ADEC schools are responsible for distributing copies of the Image Use and Media Policy page 1 of 3

206 Appearances Consent Form to all students and staff at the beginning of each academic year. 3. Recording & Photography for Professional Development: 3.1. If video recording, audio recording, or photography of teachers is to be used for professional development or professional activities by ADEC or by ADEC-approved providers, the Principal must be consulted and written consent must be obtained from the staff members being recorded or photographed Recordings or photographs used for professional development or professional activities may not be used for evaluative purposes. However, these materials may be used to provide teachers with feedback on their teaching practice. Teachers may not be penalized or denied professional development if they do not consent to being photographed or recorded Such recordings may not be used for other purposes without prior consent from the teachers who were recorded or photographed. All recordings or photographs created for the purposes of professional development or professional activities belong to ADEC and shall not be used by others for commercial or promotional purposes without ADEC s explicit approval. For more information about professional development and professional activities, please refer to Policy 6401 Professional Development. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC Strategic Communications & Media Division will: Administer this policy and monitor its effective implementation. Provide media relations training to all Principals. Consult with Principals before sending ADEC staff to schools to record, photograph or interview students or school staff members. Consult with Principals before granting external media access to their schools. Provide schools with standard forms for obtaining written consent from students and staff. ADEC School Operations, Professional Development Division will: Inform all approved providers of professional development of this policy. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Direct any members of the media who contact them to first consult with ADEC s Strategic Communications & Media Division. Principals will: Direct any members of the media who contact them to first consult with the ADEC Strategic Communications & Media Division. Coordinate any recording or photographing in the schools with ADEC s Strategic Communications & Media Division. Policy page 2 of 3

207 Collect and file media consent forms from all teachers and parents of students at the beginning of each academic year. Ensure parents/guardians have signed consent forms before their children are recorded or photographed by external media, or their images are used online or in communication materials. Ensure school-based staff members have signed consent forms before they are recorded or photographed by external media or for professional development, and before their images are used online or in communication materials. Ensure that staff members are not penalized or denied professional development opportunities for not consenting to being recorded or photographed. School-Based Staff will: Give or deny consent to be recorded or photographed in writing at the beginning of each academic year. Direct any members of the media who contact them to first consult with the ADEC Communications & Media Division and their Principal. Only initiate contact with external media when given authorization by the ADEC Strategic Communications & Media Division. Parents/Guardians will: Give or deny consent for their children to be recorded, photographed, or interviewed in writing at the beginning of each academic year. Media Professionals will: Obtain approval from the ADEC Strategic Communications & Media Division and consult with Principals prior to recording, photographing or conducting interviews in a school. Professional Development Providers will: Consult with Principals prior to recording or photographing school staff. Obtain written consent from staff members before photographing or recording them. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC Strategic Communications & Media Division for further assistance. REFERENCES Media Appearances and Image Use Consent Form for Students Media Appearances and Image Use Consent Form for School-Based Staff Policy 6101: Professional Code of Conduct Policy 6410: Professional Development POLICY HISTORY Date approved: December 2012 Date revised: July2014 For review: 2016 Policy page 3 of 3

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

210 4.Volunteers on Field Trips: As stated in Policy 7430 Field Trips, volunteers may assist school-based staff on field trips, with the approval of the Principal. Volunteer parent/guardians must not be assigned sole responsibility for the children. This is to protect both the volunteer parent/guardian and the student, in case of any harm or accident occurring. Please see Policy 7430 Field Trips for further information. 5. Security Checks for Volunteers: Classroom volunteers are subject to security checks to ensure the safety and wellbeing of students and staff. Requests for security checks must be submitted to ADEC School Personnel Services Division by the Principal. Requests for security checks are sometimes managed through other government agencies and may take two weeks or longer to process. 6. Misconduct by Visitors or Volunteers: If a visitor or volunteer is accused of misconduct or abusive behavior towards students or school-based staff, the issue should be referred to the Principal or Vice Principal. Additional details are available in Guidelines on School Visitors and Volunteers. RESPONSIBILITIES To ensure the effective implementation of this policy: ADEC School Operations, School Administration Division will: Administer this policy and monitor its effective implementation. Provide updated Guidelines on School Visitor and Volunteers as needed. ADEC School Operations, Personnel Services Division will: Process security checks requested by schools within two weeks. Cluster Managers will: Monitor and coach the Principal in effective implementation of this policy. Report cases of non-compliance immediately to the Lead Cluster Manager. Principals will: Inform parents of volunteer participation through appropriate communication channels. Ensure a sign-in log is kept by the school and require all visitors and volunteers to sign in when arriving and sign out when leaving. Ensure ID Cards are provided to all visitors and volunteers who will be entering any part of the campus that is not in the administration building. Ensure that visitors and volunteers do not enter classrooms unless invited by the teacher or accompanied by a school staff member. Use discretion to determine if there is good cause to deny or allow visitors or volunteers in the school. Ensure that visitors and volunteers are not left alone with students. Use discretion to determine whether to approve volunteer parents to accompany school field trips. Submit requests for security checks for school volunteers to ADEC Personnel Services Division. Manage incidents of alleged misconduct or abusive behavior by school visitors or volunteers, according to Guidelines on School Visitors and Volunteers. Policy page 2 of 3

211 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC School Operations: School Administration Division for further assistance. REFERENCES Guidelines on School Visitors and Volunteers Security Check Request Form Policy 7430: Field Trips POLICY HISTORY Date approved: March 2013 Date revised: July 2014 For review: 2016 Policy page 3 of 3

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

214 ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact the Office of the Executive Director of ADEC School Operations Sector further assistance. REFERENCES Policy 6101: Professional Code of Conduct Policy 9330: Proposals for External Program Delivery POLICY HISTORY Date approved: June 2013 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

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

216 RESPONSIBILTIES To ensure the effective implementation of this policy: ADEC Office of the Director General will: Administer this policy and monitor its effective implementation. Delegate Letters of Interest to the appropriate division for review as per the stated criteria. Communicate final decisions to applicants. ADEC Employees will: Refer any entities or persons with inquiries regarding agreements with ADEC to this policy. External Entities will: Submit a Letter of Interest (LOI) to ADEC Office of the Director General. Provide any follow-up information as requested by ADEC in a timely manner. ASSISTANCE For assistance or further information, please contact your direct manager. Cluster Managers may contact ADEC Office of the Director General for further assistance. REFERENCES Policy 9320: Community Partnerships POLICY HISTORY Date approved: June 2013 Date reviewed: June 2014 For review: 2016 Policy page 2 of 2

217 Glossary of Terms Academic integrity: Academic integrity means that students and educators do their own work, and do not attempt to pass off another s work as their own by cheating or plagiarizing, or assist others in cheating or plagiarizing. Academic Year (AY): The Academic Year usually begins in September and ends in July the following year, according to dates announced by ADEC in conjunction with the Ministry of Education. The academic year includes all periods of scheduled instruction, examinations and holiday periods at the end of the first and second trimester. Academic Performance (AP): measurement against curriculum/subject-specific expectations; KG-G6 use five letter levels A, B, C, D and E while G7-12 use marks/100. Academic Review Committee (ARC): School team including LST members and senior leadership team members who review student performance at the end of the year in Cycles 2 and 3 and determine whether it is in a student s best interest to be promoted or retained (see also Learning Support Team and School Leadership Team). Accommodations: changes in how a student accesses information and demonstrates learning. These changes do not substantially change the instructional level, content or performance criteria. Accommodations provide the student equal access to learning. ADEC-set CA assignment: assessment activity created by ADEC and administered under formal conditions at the end of Trimester 1; normally, one that forms part of a continuous assessment model of a subject; it is only for subjects non-emsa subjects which have Trimester 3 examinations. Advanced Learning Plan (ALP): a plan including learning outcomes that extend the curriculum designed to challenge gifted and talented students. Al Thanawiya: UAE school-leaving Graduation Certificate awarded at the end of Secondary Education (traditionally Grade 12). It consists of a combination of marks for examinations and continuous assessment achieved in the final year. Annual school census: the yearly collection of data regarding schools, students, and schoolbased staff by School Operations to support future policies, planning, staffing decisions, and resource allocation.

218 Approaches to Learning (AtL): observable and measurable skills, attitudes, values and character traits pertinent to the learning process for KG-G5 students; classified into: social, emotional, attitudinal, innovative and problem solving; uses four-point scale: 1 (high) 4 (low). Arabic medium: subjects taught in Arabic in the New School Model; all subjects except for English, Mathematics and Science (see also English medium). Assessment: a set of systems including techniques and tools to determine levels of student performance, means of recording and reporting such performance. Authentic task: assessment task (technique) that challenges students appropriately and enables the full range of performance to be achieved using the assessment tools; also interpreted as tasks which are meaningful and engaging that go beyond solely remembering. Basic health screening: (also known as mandatory health screening). The health screening program that is conducted on an annual basis, by the school nurse, on all school students of all grades (Grades 1 12), and includes all health screening tests and medical examinations that are classified as mandatory by the Health Authority Abu Dhabi (HAAD). See also enhanced health screening. Bi-literacy: The state of being literate in two (or more) languages. This encompasses the ability to read and write in both languages, in addition to fluency in speaking and listening. Class size: number of students per classroom. Code of Conduct: See Professional Code of Conduct. Continuous Assessment (CA): assessment activities conducted in school to gather information about student learning; it usually takes place in formal settings but occasionally can be informal; it can supply information to help guide teachers planning and to provide marks. Continuous assessment template: (also known as model or framework): A subject- and gradespecific set of assessment techniques (components) carried out in school which students must complete during each Trimester (or year). All teachers who use StAR (Student Assessment Record) have a template entered by P-12 which conforms to the curriculum structure. Curriculum: A subject-specific set of defined standards, strands, indicators and learning outcomes that describe what students will learn.

219 Curriculum framework: Blueprint that guides the implementation of a curriculum and includes the pedagogy, resources, assessment practices, and supporting documents. Cycle 1, 2, 3: See Grade. Developee: a first year UAE National teacher. Educator: any ADEC employee who works in a school, or whose job involves regularly interacting with students. Environmental Health & Safety (EHS): EHS refers to Environment, Health & Safety, through which all schools need to endorse a system aiming to identify all relevant health and safety hazards and risks as well as environmental aspects and impacts to implement and maintain effective control measures so as far as reasonably practicable in all locations, activities and operations to ensure a healthy, safe and sustainable education environment for both students and teachers. elearning: Learning enhanced by digital technology. It supports and enables student-centered learning experiences that are flexible, collaborative, interactive, engaging and authentic. EMSA (External Measurement of Student Achievement): national exams for Arabic, English and Mathematics in Grades 3-12, and for Science for Grades 3-9; uses A-E scale to describe achievement; exams are taken in the last week of T2; purpose is to measure student and school performance against the ADEC curriculum. English medium: subjects taught in English in the New School Model, specifically English, Mathematics and Science (see also Arabic medium). Enhanced health screening: (also known as comprehensive health screening). The health screening program that is conducted on an annual basis, by the school nurse and other health professionals, on all school students in Grade 1, Grade 5, & Grade 9), and includes all health screening tests and medical examinations that are classified as highly recommended by the Health Authority Abu Dhabi (HAAD). See also basic health screening. esis (Electronic Student Information System): database system that stores demographic data for students and schools, also collects assessment data and presents it in the form of reports for parents and other interested groups and individuals; has the capability to analyze and report on various related data. Evaluation: see Performance Evaluation

220 Examination: Assessment created by ADEC and administered in schools under formal conditions; marked internally by teachers or externally by appointed markers. Excused absence: a student s absence from school that is confirmed by a parent in a signed note and accompanied by documentation if appropriate. Excused absences include personal illness, death of a family member, scheduled doctor appointments, official school duty or community task, and travel to accompany a first degree family member for treatment abroad (see also unexcused absence and truancy). Exemption: student who by virtue of a specific learning disability is not required to undertake some assessment (e.g. EMSA tests, ADEC exams). Formal feedback: written feedback to an educator, specifically feedback included in an individual performance development plan (see also individual performance development plan and informal feedback). Grade: organization of students according to their chronological age; KG, Cycle 1 (Grades 1-5), Cycle 2 (Grades 6-9) and Cycle 3 (Grades 10-12). Graduation requirements: minimum set of academic achievements necessary to graduate from Grade 12, as specified by the Ministry of Education (MOE). Guidelines: regulations or practical procedures that enable a policy to be implemented in a consistent manner. Head of Faculty (HOF): educator who provides pedagogical and curriculum expertise and leadership within the schools aimed at strengthening the teaching and learning across Arabic Medium and English Medium subject areas. HOFs have managerial responsibilities regarding the coaching, development and supervision of teachers. High-energy dense food: Food that has a high concentration of calories in a specific amount. A small amount of high-energy dense food is high in calorie content. Homework: academic work done out of school; it may be used to support learning but not for contributing to part of a CA mark/level since authenticity cannot be guaranteed.

221 Gifted and Talented: students who s current attainment or perceived potential places them significantly in advance of the majority of their peers in one or more of the following areas: Intellectual ability Subject-specific aptitude (e.g. in science or mathematics) Social maturity and leadership Mechanical/technical/technological ingenuity Visual and performing arts (e.g. art, theatre, recitation) Psychomotor ability (e.g. dance or sport) Inclusion: an approach to educating students with special needs in a mainstream environment. Under the inclusion model, students with special needs spend most or all of the instruction time with non-disabled students in order to reach their full potential within a supportive educational environment. Indicators: An overview of the learning outcomes. They outline the knowledge, skills and understanding that students will demonstrate when they have achieved the standards for each grade. The indicators are organized under the strands of each subject. Individual Education Plan (IEP): program of learning with outcomes and assessment criteria that meets the learning requirements of an SEN student, guides instruction and indicates if learning accommodations or modifications to learning and assessment are necessary ; gifted and talented students may have an advanced learning plan (ALP) to meet their needs. Individual Performance Development Plan: a plan that specifies how teachers can improve their delivery of instruction relative to the Professional Standards for teachers and pedagogical concepts of the ADEC curriculum (see also performance evaluation). Informal feedback: feedback given to a teacher in addition to the formal feedback included in an individual performance development plan. Informal feedback can be given through a variety of approaches, including through comments after classroom observations, through model lessons, and through regular meetings held between Heads of Faculty and teachers to discuss progress on individual performance development plans. Intervention (academic): Instructional approach focusing on the specific techniques and materials used for instruction to meet special educational needs of students who are underachieving, not being challenged or who are unable to access the curriculum. Intervention (behavioral): a range of strategies to meet the needs of students who demonstrate behaviors which prevent them from making effective educational progress.

222 Intervention Performance Plan: a plan to support employee while improving performance that is identified as below expectation. The plan identifies areas to address, an action plan, timeframe, expected outcomes, and the support assigned to the employee. Learning outcomes: What students learn about and learn to do in each strand and at each grade level. Learning outcomes are organized into strands and summarized by indicators. Learning Resource Center (LRC): A place where students can access resources in all types of formats, whether print, non-print or electronic. LRCs are places that support students learning, encourage students to enjoy learning, and provide the means through collaborative curriculum activities for the development of their study and thinking skills. Further, they are places where students can be creative and cultivate their interests by accessing all the resources at their disposal. Learning Support Team (LST): A school planning and support team, established with the purpose of meeting the learning needs of students through the coordination, development, implementation, monitoring and evaluation of academic and social programs. The Team usually comprises of a Principal or designated senior manager, social worker, teacher, special needs teacher and a school psychologist. Letter level: a measure of performance using letters A-E for KG-G5 (see also level and mark). Mastery: when a student demonstrates the expectations described by an outcome accurately all, or almost all, the time. Partial mastery is described by the terms emerging and developing. Modification: alterations to the curriculum/learning outcomes to meet the needs of students with specific learning difficulties (academic or behavioral) and that enable them to participate meaningfully and productively with their peers; a specific set of modifications usually form an individual education plan. MOE: Ministry of Education Outcome: see Learning outcome. New School Model: Please see Guiding Principles of the New School Model. Non-National Student: an Arabic-speaking student who is not a national (citizen) of the United Arab Emirates. Non-national students aged 6-18 are eligible to enroll for Grades 1-12 at ADEC public schools under the conditions set by Policy 8310.

223 Parent Council: see School Parent Council and Regional Parent Council. Pedagogy: Approaches and methods used by teachers throughout the teaching and learning process. In the ADEC context, pedagogy is informed by the New School Model philosophy. Performance evaluation: The goal of performance evaluation is to help all teachers improve their abilities to deliver effective instruction. Performance evaluation involves a process that focuses on professional collaboration, timely feedback, and continuous improvement. Performance evaluation is not intended to punish teachers for the areas in which they can improve. Physical punishment: a type of banned disciplinary action in schools, defined as any disciplinary action designed to inflict physical pain on students, including, but not limited to, slapping, striking or pushing students or using objects to do so. PIPS (Performance Indicators in Primary Schools): national KG-G2 student computer adaptive assessment for English and Arabic literacy, phonological awareness and mathematics; administered to every student on entry to public school and at end of Grade 2. Policy: a set of statements of principle or rules which are oriented towards the long-term aims of ADEC; policy often leads to a set of guidelines or regulations that facilitate its implementation and support decision-makers. Principals Advisory Committee (PAC): An advisory body of 15 Principals appointed annually by the ADEC Director General and composed to ensure equitable representation across regions, cycles and genders. Professional activities: activities assigned by the school administration to meet specific school operational goals; distinct from professional development, and include, but are not limited to, activities such as faculty meetings, collaborative planning between teachers and/ or administrators, and information sessions. Professional Code of Conduct: A set of actions and behaviors expected of educators and all school-based staff at ADEC public schools. Professional development: comprehensive and sustained effort to improve educators effectiveness in raising student achievement; fosters collective responsibility for individual growth and for improved student performance.

224 Regional Parent Council: an advisory body which may make recommendations to the Regional Director on any matters it identifies as priorities, such as communication, policies and guidelines, parental involvement, and effective schools. In addition to its advisory responsibilities, the Regional Parent Council consults with other parents of students enrolled in the schools about matters under consideration by the Council and ensures that its prime objective is to improve student learning; and, promote the best interest of the school community. (see also School Parent Council). Report card: summative feedback to parents about student performance and progress; usually created at the end of a Trimester but issued at the beginning of Trimesters 2 and 3 and at the end of the year. Reserve teacher: a teacher who meets the qualifications as defined by ADEC and who has been approved by ADEC School Operations: Personnel Services Division for assignments in schools to ensure coverage of classrooms in the absence of regular teachers. Re-sit examination: An examination designed for those whose initial final mark (exams and continuous assessment) resulted in a fail. It provides an opportunity to improve their examination mark and therefore their final mark. It is designed to the same specifications as the original examination. School-based: developed by the school for its own needs. School-based staff: Any employee of ADEC attached to a school. School-based staff includes all administrative, teaching and technical staff allocated to a school. School Calendar: The School Calendar is developed at each school and attempts to incorporate all significant items and events from the ADEC School Calendar as well as local and community events of important and significance. Dates of major commitments, such as the completion of the School Improvement Plan or the Teacher Performance Evaluations, as well as examination periods and special functions to honor or celebrate students and national identity. School Improvement Plan (SIP): The SIP enables the Principal to enlist the school community (teachers and parents) to identify the focus areas for improvement, and the strategies to achieve new targets. The aim of the SIP is improving student achievement. School Leadership Team: includes the Principal, Vice Principal(s), Heads of Faculty, and may include others as needed. The team works to develop, plan and implement improvement strategies. The team must also monitor, evaluate and report on key initiatives and priorities.

225 School Parent Council: an advisory body which may make recommendations to school administration on any matters the Council identifies as priorities. In addition to its advisory responsibilities, the School Parent Council consults with other parents of students enrolled in the schools about matters under consideration by the Council, assists in planning school activities and events as requested by administration, ensures that its prime objective is to improve student learning, and promotes the best interest of the school community (see also Regional Parent Council). Special Educational Needs (SEN) student: A student identified as having disability, disorder, difficulty, impairment, exceptionality or other additional need that affects his access to learning. Stakeholder: Individuals and/or parties who stand to gain or lose from the success or failure of the school, such as parents, students, school leaders, teachers and communities. Standards: A summary of the knowledge, skills, and understandings that students are expected to achieve at each grade level. There is one standard for each grade level in each subject. Standardized diagnostic assessment: A test designed according to psychometric principles to determine students understanding of concepts and which may be used for diagnostic purposes. Strand: Organizers of indicators and learning outcomes in the curriculum. Strands form the knowledge base for each subject. Subject: The parts into which learning can be divided e.g. Arabic, Islamic Education, Mathematics, etc. Summative assessment: student performance information collected after the learning process; e.g. at the end of a lesson, topic, program of learning or Trimester; also known as assessment of learning. Teaching and learning: The interaction between teachers and students throughout the learning process. The use of this term in the ADEC context highlights the importance of teachers responding to students learning needs through student-centered approaches. Truancy: a student s absence from school without their parent s knowledge or consent (see also excused absence and unexcused absence).

226 Unexcused absence: a student s absence from school for half or more of the school day without a valid excuse. Visitor: defined as adults (including parents/guardians) who temporarily enter a school for purposes such as meetings, school events, observation, early pick up of students, etc. Volunteer: defined as parents/guardians (or relatives) of students who assist teachers, administrators, or other school-based staff in classroom activities, school events or other schoolbased programs and who do not receive compensation for their work. XTR: external tasks developed by ADEC for non-emsa exam subjects in Grades 7-11, which are administered at the end of Trimester 1. *****