Faculty Handbook

The English Modern School

Al Khor Campus
2016 / 2017

TABLE OF CONTENTS
INTRODUCTION .................................................................................................................................................... 3
ABOUT THE SCHOOL ........................................................................................................................................... 5
SCHOOL CONTACT DETAILS ................................................................................................................................. 5
SCHOOL LEGAL STATUS ........................................................................................................................................ 5
SCHOOL HISTORY .................................................................................................................................................. 5
THE BOARD OF DIRECTORS ..................................................................................................................................... 6
SCHOOL ADMINISTRATION .................................................................................................................................. 6
SCHOOL DIVISIONS ................................................................................................................................................ 8
SCHOOL MISSION STATEMENT ............................................................................................................................ 9
SCHOOL VISION STATEMENT ............................................................................................................................... 9
SCHOOL AIMS & OBJECTIVES ................................................................................................................................ 9
SCHOOL-WIDE LEARNING RESULTS ............................................................................................................... 10
CONDITIONS OF EMPLOYMENT ...................................................................................................................... 12
INTRODUCTION ................................................................................................................................................... 12
TEACHER QUALIFICATIONS................................................................................................................................ 12
WORKING GUIDELINES ....................................................................................................................................... 12
TEACHER JOB DESCRIPTION (POLICY) ................................................................................................................ 14
PROFESSIONAL RESPONSIBILITIES ................................................................................................................ 15
FACULTY AND STAFF CODE OF CONDUCT......................................................................................................... 15
FACULTY AND STAFF DRESS CODE .................................................................................................................... 15
PROFESSIONAL/SOCIAL CONDUCT CODE ......................................................................................................... 16
STAFF ABSENCES (POLICY) .............................................................................................................................. 18
CHAIN OF COMMUNICATION ........................................................................................................................... 21
TUTORING ........................................................................................................................................................... 21
STAFF GRIEVANCE PROCEDURES ................................................................................................................... 22
CURRICULUM PLANNING .................................................................................................................................. 24
LONG TERM PLANS.............................................................................................................................................. 24
SHORT TERM PLANS ........................................................................................................................................... 24
STUDENT ATTENDANCE ................................................................................................................................... 24
STUDENT ASSESSMENT/RECORD KEEPING .................................................................................................. 24
AFTER SCHOOL ACTIVITIES ............................................................................................................................. 25
HOMEWORK ........................................................................................................................................................ 25
ACADEMIC/BEHAVIOURAL CONCERNS .......................................................................................................... 27
ASSESSMENT AND SUCCESSFUL PROGRESSION AT EMS ............................................................................. 28
ASSESSMENT........................................................................................................................................................ 28
GRADING .............................................................................................................................................................. 30
ABSENCES AND GRADING .......................................................................................................................................... 30
REPORTS TO PARENTS ..................................................................................................................................... 31

Faculty Handbook

PROMOTION ....................................................................................................................................................... 32
CODE OF CONDUCT ............................................................................................................................................ 35
STUDENT RIGHTS AND RESPONSBILITIES ........................................................................................................ 35
BEHAVIOUR MANAGEMENT SYSTEM ................................................................................................................ 37
MAJOR BEHAVIOURAL INCIDENTS .................................................................................................................... 38
CLARIFICATION OF TERMS ................................................................................................................................. 39
REWARD SYSTEM ................................................................................................................................................ 39
ACKNOWLEDGEMENTS FOR POSITIVE BEHAVIOUR ....................................................................................... 39
SUPERVISION ...................................................................................................................................................... 41
SUPERVISING CHILDREN .................................................................................................................................... 41
EARLY SUPERVISION ........................................................................................................................................... 41
BREAK SUPERVISION .......................................................................................................................................... 41
AFTER SCHOOL SUPERVISION ............................................................................................................................ 41
LATE SUPERVISION ............................................................................................................................................. 41
SUPERVISION REMINDERS ................................................................................................................................. 41
SUPERVISION EXPECTATIONS ........................................................................................................................... 42
ESCORTING CHILDREN: SPECIALTY CLASSES AND BREAKS ...................................................................... 42
FIELD TRIPS ........................................................................................................................................................ 43
FIELD TRIP PROCEDURES ................................................................................................................................... 43
PLANNING AND ASSESSING THE TRIP ............................................................................................................... 43
FIELD TRIPS (OUTSIDE OF QATAR) ................................................................................................................... 44
EMERGENCY PROCEDURES .............................................................................................................................. 45
PARENT APPOINTMENTS ................................................................................................................................. 46
PARENT TEACHER MEETINGS ......................................................................................................................... 46
PARENT COMMUNICATION .............................................................................................................................. 47
CORRESPONDENCE PROCEDURE ....................................................................................................................... 47
PARENT EMAIL COMMUNICATION GUIDELINES............................................................................................................ 47
PERSONAL BELONGINGS................................................................................................................................... 48
STAFF CHILDREN - DISCOUNT SCHEDULE ..................................................................................................... 48
PHOTOCOPYING .............................................................................................................................................. 49
CONSUMABLE ORDERS ..................................................................................................................................... 49
PURCHASE REQUEST PROCEDURE .................................................................................................................... 49
SCHOOL RESOURCES ......................................................................................................................................... 49
NEW CURRICULUM RESOURCES ...................................................................................................................... 50
CENSORSHIP ....................................................................................................................................................... 50
REVIEW, REFINE, AND REINFORCE ................................................................................................................. 51
APPENDIX 1 EXPANDED SCHOOL AIMS & OBJECTIVES ................................................................................. 52

INTRODUCTION

Faculty Handbook

The purpose of this handbook is to answer a number of questions you might have about the policies
and procedures at The English Modern School (EMS).
All members of staff will be issued a copy of the Faculty Handbook.
Please remember that not all policy documents and procedures are included in the handbook.
If in doubt, ask a member of the Administration Team.
During the course of the year, members of staff may be asked to assist in developing/refining policy
and procedures that will lead to and support best practices in our school.
We hope that all members of staff will have a lengthy and enjoyable period of employment at The
English Modern School and trust that the information contained in this handbook is accurate,
informative and helpful.

Faculty Handbook

ABOUT THE SCHOOL

SCHOOL CONTACT DETAILS
Country Code

+974

School Mobile

5536 9675

School Telephone

4450 2172 or 4450 2066 (fax)

School E-Mail

office@emskhor.net

School Websitewww.emskhor.net
Facebook:

The English Modern School, Al Khor, Qatar

Postal Address The English Modern School, Al Khor

P.O. Box 875
Al Khor, Qatar
Shipping Address

The English Modern School, Al Khor

Opposite Al Khor Hospital
Al Khor, State of Qatar

SCHOOL LEGAL STATUS

The school is officially recognized by the Ministry of Private Education in Qatar. Local regulations
cover the academic programme. Qualified inspectors representing the Ministry of Education visit
and review school services and offer welcome advice and support. The school appreciates this cooperation and the spirit of educational togetherness enjoyed with these colleagues and strives to
continuously ensure compliance with all ministry requirements.

SCHOOL HISTORY
Established in Doha in 1991, The English Modern School is a private, proprietary international
school and is one of the Divisions of The Al Muftah Group of Companies. The school is licensed by
the Supreme Education Council (SEC) under the Private Education Sector and is a member of The
Council of International Schools (CIS). The original campus is located in Doha. A second campus was
successfully opened in Al Wakra in September 2011. A third campus opened in Al Khor in
September, 2013. The Doha and Al Khor campuses are authorized centre for The Cambridge
University International Exams. The school follows the Cambridge University International
Curriculum in its Primary and Secondary School Programs. The Secondary School follows the
Cambridge International Lower Secondary School Curriculum in years 7 - 9 and the International
General Certificate of Secondary Education (IGCSE) and Advanced Subsidiary (AS) curricula for
years 10 - 12.
Curriculum is delivered through research-based best practice learning and instructional
approaches. This includes the Balanced Literacy Approach and the Understanding by Design
Approach. The language of instruction is English. There is also an emphasis placed on Arabic,
Islamic Studies and Qatari History as required by Ministry of Education requirements. Overall, the
three campuses serve a population of close to 50 nationalities and employ a qualified, international
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and culturally diverse faculty.

THE BOARD OF DIRECTORS

The English Modern School is a very important division of the Al Muftah Group, a highly prestigious
Mr. Abdulrahman Al Muftah
Chairman

Mr. Ibrahim Al Muftah

Managing Director

Mr. Khalid Al Muftah

Finance Director

Mr. Jean Claude Chalouhi

Superintendent
and forward-thinking Qatari company. The Board of Directors, in conjunction with the
Superintendent, sets and reviews school policies and assists in the decision-making process
pertaining to the future direction of the school.
The Board of Directors appraises the Superintendent and Head of School and attends to the schools
financial matters.

SCHOOL ADMINISTRATION
The Head of School is in charge of all matters relating to the day-to-day operations of the school. The
Superintendent and Assistant Principals work closely with the Head of School and support each
other in all aspects of the schools operation and development.

THE LEADERSHIP TEAM

Ms. Joan Marie Larter
Head of School
e-mail: head@emskhor.net
Ms. Jennie Major
Assistant Principal, Secondary School
e-mail: sec.aprincipal@emskhor.net
Ms. Hala Al Jarar
Arabic Coordinator
e-mail : hala.jarar@emskhor.net

Faculty Handbook

Ms. Pasha Mohajeriasbi

Assistant Principal, ECE
e-mail : ece.aprincipal@emskhor.net
Ms. Linda VanLaan
Assistant Principal, Primary School
e-mail: pri.aprincipal@emskhor.net

Ms. Biteena Frazier

School Counselor
e-mail: counselor@emskhor.net

Ms. Dorota Scislowska

Curriculum Coordinator
e-mail : dorota.scislowska@emsdoha.net

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THE SUPPORT TEAM

Mr. Danny Magdadaro
Executive Assistant to the Superintendent
e-mail: danny.magdadaro@emsdoha.net

Ms Areej Al Sukhon
HR Manager
e-mail: hr.coor@emsdoha.net

Ms. Marwa Mousa

Admissions Officer & Executive Secretary
Al Khor Campus
e-mail: office@emskhor.net

Mr. Cris Montealegre

Finance Officer
e-mail: chief.accountant@emsdoha.net

Mr. Pubudu Gamage

IT Technician
e-mail: pubudu.gamage@emskhor.net

Ms. Nena Padilla

Cashier/Accountant
e-mail: nena.padilla@emskhor.net

SCHOOL DIVISIONS
The school is divided into the following divisions:

Early Childhood Education (ECE) KG1& KG2

Elementary School (ES) Years 1 - 6
Middle School (MS) Years 7 9
High School (HS) Years 10 - 13

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SCHOOL MISSION STATEMENT

Our mission is to provide a challenging, internationally based

education that nurtures lifelong learners in a multi-cultural setting.
SCHOOL VISION STATEMENT

Our vision is that all our students will reach their full potential to
make a positive impact on their world.

SCHOOL AIMS & OBJECTIVES

In order to fulfil its mission, The English Modern School aims to:

Offer a broad, balanced and integrated curriculum that will prepare students for each stage
of their education
Offer an appropriate and relevant curriculum where students are actively engaged in the
learning process
Recognize and develop the potential of each individual
Provide a safe, stimulating, and friendly learning environment
Develop each students oral and written fluency in English
Provide opportunities for the development of individual students talents and interests
Achieve appropriate and acceptable behaviour and moral standards through self-discipline,
supportive relationships, and mutual respect and responsibility
Encourage student responsibility and leadership and involve students in the decisionmaking processes of the school where possible
Take full advantage of our multi-cultural and multi-lingual environment to enrich the
learning experience
Encourage a broad international perspective and a respect for other cultures and beliefs
Involve parents in the life and development of the school

Note: For an expanded version of the school aims & objectives, see Appendix 1.

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SCHOOL-WIDE LEARNING RESULTS

It is the consensus of the EMS community that the following are Expected School-Wide Learning
Results (ESLRs) for every EMS graduate:
AN INDEPENDENT LEARNER
An EMS graduate will be self-directed and able to exhibit self-discipline, self-confidence and
constantly work towards self-improvement. He/she is independently motivated and able to learn in
and out of the classroom. An EMS graduate will be a life-long learner. He/she will be able to
complete research, evaluate the information and draw meaningful, relevant conclusions.
A CRITICAL THINKER
An EMS graduate will be able to exhibit critical and analytical skills while showing self-reliance by
demonstrating the ability to find answers and solutions. He/she is able to take information, process
it, and draw relevant, personal conclusions.
AN EFFECTIVE COMMUNICATOR
An EMS graduate will be able to demonstrate his strong ability to speak, read and write the English
language. Mastery of these communication skills will be attained while gaining knowledge and an
understanding of Language Arts, Mathematics, Science, Social Studies and the evolution of World
Culture. Each graduate should be able to express and convey his/her message and/or thoughts in
such a way that can be understood by other people. An EMS graduate will not be afraid to voice his
opinion in a manner that is favourable to effective communication while ensuring his opinions and
statements are communicated with respect and tolerance toward other peoples beliefs and values.
A DYNAMIC ACHIEVER
An EMS graduate will be able to continually strive to demonstrate improvement in work and
performance, physical activities, and in dealings with teachers, parents and guests in the school and
the wider community.
AN ETHICAL INDIVIDUAL
An EMS graduate will be able to demonstrate moral behaviour at all times. He/she will make the
right decisions about behaviour - as it affects himself/herself and others. He/she will continually
make decisions based on ethical principles developed from many traditions and values.
A GLOBAL CITIZEN
An EMS graduate will be able to contribute to the well-being of his/her family, school community,
country and the world at large by demonstrating the values and qualities of a good citizen. He/she
will consider how individual actions and choices will affect others. A responsible graduate of this
calibre will be aware of the myriad of issues both locally and internationally and the dynamic
technological, social and economic changes that exist in todays global environment. In short, an
EMS graduate will be a positive, productive and contributing member of society.

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A summarized version of the ESLRs, similar to this, is available as a poster and is displayed
throughout the school.

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CONDITIONS OF EMPLOYMENT
INTRODUCTION
All members of staff are contracted in accordance with the terms of Qatari Labour Law
(http://qatarlaborlaw.com/). The EMS Board of Directors and the EMS staff are bound to adhere to
this law, in conjunction with regulations stipulated by the Qatari Ministry of Education - Private
Schools Sector (http://www.english.education.gov.qa). Members of staff are expected to play a
significant role in the school and contribute to its continual improvement and positive reputation in
the local community. Prior to arrival in Qatar, members of staff are sent a copy of the Letter of
Intent. Staff are asked to sign and date the copy.
TEACHER QUALIFICATIONS
As a school following the University of Cambridge International Curriculum, we have an obligation
to promote the highest possible educational standards. As the school seeks accreditation from both
the international accrediting agency New England Association of Schools and Colleges (NEASC) and
the Qatar Ministry of Education (QNSA), it is important that all faculty members have the following
minimum qualifications:

Bachelors Degree or higher in Education or in their specialized field

Teaching certification

Minimum of 2 years teaching experience

With the exception of Arabic and Islamic Studies, teachers must be fluent in both spoken and
written English. Native English speakers may be required for teaching certain subject and grade
levels.

WORKING GUIDELINES

The academic year will be determined by the Head of School and usually consists of 180 days
for students and 187 days for teachers.

Teachers are expected to be on campus 30 minutes prior to the first bell and 30 minutes after
the final bell.

Teachers are required to attend department, divisional and school staff meetings as determined
by the Head of School. These meetings will usually extend beyond the normal school day.

Teachers are expected to teach up to a maximum of 80% of the weekly timetable.

Teachers are expected to oversee one weekly after school activity per term.

Teachers are expected to be available (if needed) to chaperone school sponsored events either
after school or in the evenings at least one time per term.

Teachers are assigned regular supervision duties before school, during breaks and/or after
school.

Teachers are expected to ensure students well-being and to discipline proactively at all times

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using and educative approach based on a framework of Restorative Justice.

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TEACHER JOB DESCRIPTION (POLICY)

1. Demonstrate professional competence and vision:
a. Show a strong knowledge of learning theory, curriculum design, and subject area(s).
b. Construct yearly plans, course outlines, units and lessons in accordance with the schools
aims & objectives (Policy 120.2 Instructional Aims & Objectives).
c. Plan teaching-learning experiences that help each student successfully achieve the
stated outcomes.
d. Plan a variety of teaching strategies to match the learning styles of all students.
e. Select materials and lesson designs that specifically carry out the goals derived from the
school's mission and philosophy (Policy 120.1 School Mission & Philosophy).
f. Organize class time with activities that have a clear purpose and engage students'
attention.
g. Clearly define the purpose for all learning activities.
h. Incorporate the Expected School-wide Learning Results (ESLRs) in planning &
teaching.
i. Present written evidence of planning to designated administrator.
j. Use media and technology to enhance lesson delivery and student performance.
k. Evaluate students' progress in learning with announced criteria, fairly applied, in
accordance with school policy.
l. Use evaluation instruments that:
- match the school's goals and specific objectives
- allow each child to show well what he/she has learned
- help students meet high expectations for learning.
m. Pursue further learning of subject area(s) while seeking the best pedagogy for the
school's goals.
2. Communicate effectively:
a. Speak clearly, honestly, and with great concern for those being spoken to.
b. Use fresh analogies to connect new concepts to students' experience.
c. Vary the means (visual, audible, tactile) and language (abstract, concrete, metaphorical,
etc.) depending on the subject and the needs of all children.
3. Demonstrate care for students:
a. Treat each child as uniquely gifted.
b. Discipline all students fairly and firmly.
c. Clearly define responsible behavior for their students, including guidelines and
consequences for good and bad student behavior in the classroom.
d. Encourage all students persistently (catch each of them "doing good").
e. Help students learn self-discipline through appropriate use of correcting, chastening,
and counseling.
f. Guide all students in helping other students learn.
4. Demonstrate stewardship:
a. Use all school resources wisely as you are a living example to the students.
b. Deliberately teach students to use resources wisely and to respect all property.
c. Make students accountable to keep the whole school clean, neat and tidy. This includes
all classrooms, washrooms, hallways, playgrounds, gyms, lockers, etc.
d. Teach students to care for their world.

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5. Demonstrate organizational skills:

a. Establish well defined routines and procedures for receiving students in the classroom,
taking attendance, collecting money when required.
b. Maintain accurate records for student grades, behavior and attendance.
c. Attend all meetings (i.e. staff meetings & parent meetings) consistently and punctually.
6. Build community within and outside the school:
a. Support administrators, fellow teachers, and support staff.
b. Adhere to school policies and guidelines.
c. Assist students beyond the classroom: playground, hallways, extracurricular
sponsorship, personal guidance, etc.
d. Participate in the After School Activities program by leading one activity per term.
Each activity will have one session per week.
e. Meet with staff members to listen, learn, and exchange advice for helping students meet
the goals of the school.
f. Contact parents for help in educating their child.
g. Provide a positive classroom atmosphere (displays, warmth, arrangement of furniture,
etc.) that fosters community.
h. Model and encourage cultural awareness and understanding.

PROFESSIONAL RESPONSIBILITIES
FACULTY AND STAFF CODE OF CONDUCT
Faculty and staff are expected to be role models for our students. They must maintain high
standards of conduct and be culturally sensitive.

EMS is a non-smoking campus.

Problems are addressed in a dignified manner (Public confrontation with parents and/or
students is not acceptable).

All Staff must show integrity of relationship with students (No inappropriate touching of
students).

Peaceful, educative forms of discipline are used (No corporal punishment of any kind).

Eating or drinking (except water) while teaching should be avoided.

No use of mobile phones for personal calls while teaching.

Teachers are expected to respect the values, traditions and laws of Qatar.

Teachers are expected to honour the host culture (Avoid any action or expression of opinions
that may conflict with local values and norms).

Gum chewing in class should be avoided.

FACULTY AND STAFF DRESS CODE

Faculty and staff are expected to dress professionally, conservatively, and to be sensitive to the
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culture of our host country.

Faculty must respect the following guidelines:

Men wear a shirt and tie with dress pants (except P.E. and art teachers) everyday

No revealing, transparent or tight fitting clothing

No shorts

No tank tops

Jeans or jean skirts (regardless of colour) are unacceptable (except art and ECE teachers)

No flip flops

Skirts or dresses must reach or go below the knee

Shoulders covered

No t-shirts

PROFESSIONAL/SOCIAL CONDUCT CODE

The relationship between students and teachers must remain on a professional level based on
mutual respect at all times. In order to help ensure this professional relationship, the following
should be kept in mind:
COMMUNICATION

Teacher comments to students should be made in a constructive manner whether the comment
is positive or corrective in nature.

When giving corrective comments, it should be done one-on-one, whenever possible.

Corrective comments necessary to maintain classroom orders are to focus on the desired
behaviour, not on the person (avoid using labels).

Negative personal comments not related to student performance or school behaviour are to be
avoided.

Teachers should limit discussion of students to relevant parties only.

Obtain Assistant Principals prior approval for all written correspondences to be disseminated
outside of school.

Negative comments related to cultural practices, values or family life are to be avoided.

RAPPORT

Because of the clear cultural values related to the proper role of males and females, extra care
must be taken to maintain proper association between males and females at EMS.

Relationships between students and teachers must remain professional. This includes not
forming a casual student-teacher relationship or accepting inappropriate gifts.

For many reasons, including possible misunderstandings and liability, the transporting of
students in teacher private vehicles is to be limited to emergency situations. Regular
transporting of students is to be avoided.

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It is okay to be friendly, but not familiar. Familiar means stepping over proper boundaries of
respect and decorum.

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STAFF ABSENCES (POLICY)

Preamble
The purpose of this policy is to ensure that all periods of absence by professional staff are approved
and dealt with fairly and consistently. Professional staff should become familiar with the provisions
made within this policy to avoid situations that result in loss of wages or disciplinary action being
taken.

Sick Leave Professional staff are granted 6 paid sick days per year according to the following
regulations:
A medical report is required for two or more consecutive days of medical absence.
A one-day sick leave in conjunction with a holiday requires a medical report; otherwise it is
considered unpaid leave.
Missing a work day to care for a sick child will be treated as Sick Leave for the staff member.
If a staff member resigns or leaves during the probationary period (initial six months), any
sick leave taken during that time will be deducted from the final settlement payment.
There is no monetary compensation given for unused sick days.

Contingency Leave Professional staff can apply for 3 paid contingency leave days per year
according to the following regulations:
It is meant to be used for commitments that cannot be fulfilled outside school hours.
It is granted at the sole discretion of the Head of School.
It is not normally granted in September, June, or in conjunction with holidays.

Urgent Leave During the School Day When professional staff leave school during the day for
urgent personal matters, the following regulations are to be used:
Approval must be secured from the Head of School, or designate.
If the absence is for more than half a day, it will be deducted from available Sick Leave.
If the absence is for less than half a day, it will not result in the use of any Sick Leave days.
A work day is defined by the number of hours a staff member is contractually required to be
at school. A half day is defined by dividing that number in half.
All departures and returns to the school during the day must be recorded as per the process
prescribed by the Head of School.

Emergency / Compassionate Leave Professional staff are entitled to up to 5 paid days of

emergency/compassionate leave per year according to the following regulations:
This leave is to be used in the event of the death or terminal (life-threatening) illness of an
immediate family member (spouse, child, parent, sibling).

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If necessary, five additional days of leave may be requested in conjunction with

compassionate leave. These days can be deducted from available Sick Leave or
Contingency Leave. However, if these leave days are not available, it will be considered
Leave Without Pay.
This leave is restricted to once per academic year.
This leave will be granted at the sole discretion of the Head of School.
A copy of the death certificate or letter indicating the nature of the illness may be required
upon return to school.

Maternity Leave Professional staff are entitled to maternity leave in accordance with Qatari
Labour Law. This provision does not apply if you are in your first year of employment in Qatar. The
law also outlines provisions for pre-natal and post-natal visits. Check with administration regarding
the entitlement for maternity leave.

Staff Development Absence Professional staff are entitled to be absent from school to participate
in Professional Development activities without loss of wages according to the following regulations:
The professional development activity should align with the schools mission and goals.
It is granted at the sole discretion of the Head of School.
It usually includes such activities as participation in professional meetings, in-service
courses, instructional visitations, workshops, conferences, working on accreditation teams
or curriculum development.
This leave is limited to 5 days per school year.

Re-employment Leave Professional staff are entitled to 2 paid re-employment leave days during
the last year of their contract.
The purpose of this leave is to provide staff with 2 paid leave days to attend recruiting
conferences or interviews to secure employment after EMS.

Personal Leave Professional staff may apply for unpaid personal leave according to the following
regulations:
All Personal Leave requests must be done a minimum of 24 hours in advance by completing
a Leave Request Form.
For non-emergency requests, a minimum of 1 week is required; but 1 month is
recommended.
Any leave for more than 5 consecutive days requires one months notice.
This leave is granted at the sole discretion of the Head of School.

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Unpaid Leave Professional staff will have a salary deduction for each day of unpaid leave
according to the following regulations:
Unpaid leave will result in a salary deduction of 1/187 (one days salary) of the annual
salary per working day absent.
An unauthorized leave in conjunction with a holiday will result in a salary deduction of
2/187 (two days salary) of the annual salary per working day absent.

GENERAL GUIDELINE
When a teacher is going to be absent, the teacher must notify the Head of School or Assistant
Principal via SMS before 6:30 AM on the day of absence in order for arrangements to be made to
cover classes. Teachers should inform their supervisor with instructions related to their classes,
including supervision assigned for the day. By the second week of school, teachers are expected to
create and regularly update a Cover Teacher folder, which includes emergency plans, class lists,
attendance rosters, seating chart where applicable, and any information that might be helpful to the
cover teacher.

NOTE:
Teacher absences have a damaging effect on student education and put pressure on colleagues who
must cover for the absence. All teaching staff will be expected to cover for absent colleagues.
Coverage will be assigned by the Head of School or designate.

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CHAIN OF COMMUNICATION
Members of staff are reminded to follow the proper communication protocol.
As a matter of courtesy and procedure, all matters should be first brought to the attention of the
appropriate supervisor. If the need arises, communication will move up to the next level of authority
(Assistant Principal, Head of School). Always try to resolve the issue at the lowest Administrative
level.
All matters relating to your employment at the school should be directed to the Head of School. For
matters involving finance, visa, residency, etc., you will be directed to appropriate personnel.
All matters requesting the attention of the Superintendent MUST be first placed in writing and
sanctioned by the School Principal.
Under NO CIRCUMSTANCES should any member of staff make a direct approach to the AL-MUFTAH
group unless they have received joint written permission to do so from the Superintendent and the
Head of School. Any member of staff who fails to adhere to this protocol will be subject to a written
warning on file for a first breach, then dismissal and loss of all benefits for any subsequent breach.

TUTORING
The Ministry of Education (May 2001) adopted a policy which dictates that private tutoring
undertaken by a private individual is illegal. Any additional support is supposed to be provided by
the school. Any infractions are grounds for dismissal.
For a variety of reasons, some students need additional help with their studies, over and above the
teaching they are receiving in normal scheduled lesson times. They may have special educational
needs, or simply further educational aspirations, which require them to secure a particularly high
grade in one or more subjects. In either case, families living here have traditionally seen private
tuition as the way to maximize students performance. Until recently, tutoring in Qatar was a field
without any controls or regulations. The law is intended to impose a blanket ban on private tutors
working for themselves. Only registered tutorial institutions will be permitted to offer coaching and
all schools will have to have plans for out of hours tutoring, even on their own premises, cleared by
the Ministry. Payment for lessons will have to be paid directly to the institution and not the teacher.
No one will be permitted to offer private lessons in their own home, regardless of their
qualifications and regardless of the subject being taught. Excuses that the lessons are informal or
rewarded by a gift rather than payments will not be accepted and the Ministry encourages the
general public to report anyone contravening the law.
Parents and students are requested not to approach teachers directly, nor to accept direct
approaches made to you. Please contact the school management for assistance or further
clarification of this matter.

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STAFF GRIEVANCE PROCEDURES

In all organizations and communities, there are times when disagreements cannot be resolved
immediately between the parties involved. When this situation occurs it becomes necessary to have
some form of Grievance/Mediation Procedure in place. It is very important to resolve the conflict at
the lowest possible level. The following procedures are to be followed for resolving grievances that
staff may have.
Teachers Grievance Resolution Procedure:

Steps

If resolved

1. Teacher meets
with the Assistant
Principal to
discuss the issue.

Assistant Principal documents Teacher informs Assistant Principal that

teachers grievance and
he/she will take issue to Step 2.
resolution and sends copy to
Assistant Principal documents teachers
corresponding file(s)
grievance and sends copy to the Head of
School and to corresponding file(s).

2. Teacher meets
with the Head of
School

Head of School documents

teachers grievance and
resolution and sends copy to
corresponding file(s) & to
Principal

Teacher informs Head of School that

he/she will take issue to Step 4.

3. Teacher meets
with the
Superintendent.

Superintendent documents
teachers grievance and
resolution and sends copy to
corresponding file(s) +
Assistant Principal, Principal
and Head of School

Teacher informs Superintendent that

he/she will take issue to Step 5.

4. Teacher
requests to have
the issue brought
before the Senior
Leadership Team
for review and
arbitration.

SLT documents teachers

grievance and sends copy to
corresponding file(s)

Teacher requests a meeting with the

Human Resources Department in the
Head Office.

If not resolved

Head of School documents teachers

grievance and sends copy to the
Superintendent & to corresponding
file(s)

Superintendent documents teachers

grievance and sends copy to the Senior
Leadership Team + corresponding
files(s).

This final step is a last resort as it is

again important to resolve issues in
house wherever possible.

Mediation services provided by the School Counsellor upon referral by SLT.

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CURRICULUM PLANNING
All teachers at EMS are expected to be fully involved in the process of curriculum planning and
curriculum development. A good curriculum takes years to develop and is continually reviewed,
analysed and improved upon.
LONG TERM PLANS
Upon arrival at EMS, members of staff will be given a curriculum overview document. This is a
working document with modifications made on an annual basis. Teachers are expected to return
this document with additions/modifications/suggestions at the END OF THE SCHOOL YEAR to the
Head of School.

SHORT TERM PLANS

All teachers are expected to produce unit and lesson plans that will be stored on the schools
network folder. The format for these plans will be discussed prior to the start of the school year.

STUDENT ATTENDANCE
As per the Ministry of Education regulations, student attendance must be taken daily on official
registers. The Ministry of Education regulations dictate that a student must attend 80% of the
school days in order to be considered for promotion to the next Year level.
For students up to Year 6, attendance will be done during Homeroom only. Students will be
recorded as present, absent, or late.
For students in Year 7-12, daily attendance will be done in the official register during Homeroom
class. Teachers need to keep period attendance for each class.
Students arriving to school after 7:45 A.M. are required to check in at the office to be recorded as
late and to pick up a late slip, which they will present to the teacher before being admitted to class.
It is the expectation of EMS that students will attend school on scheduled school days and take
holidays in accordance with the school year calendar. Teachers are not required to provide detailed
daily homework assignments that replicate the missed school work.

STUDENT ASSESSMENT/RECORD KEEPING

Each teacher is required to keep a daily planning book. This book must detail the content of each
lesson in every subject based on the curriculum documents issued. This planning book can be
an e-file that is saved on the staff share drive.
The teacher should also keep a detailed record of all student information related to
performance, behaviour, attendance, marks, etc.
A member of the school leadership team will inspect record books on a regular basis.

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All summative written assessments must be submitted to the respective Assistant Principal one
day prior to its photocopying.

AFTER SCHOOL ACTIVITIES

Teachers are expected to undertake one After School Activity (ASA) per week per term. Activities
run for approximately 1 hour after school. The Activities Coordinator will develop the schedule,
which will be revised each term. The activities can be divided by but are not limited to the following
categories:

Extra Academics extra Math, story reading, etc

Sports soccer, basketball, floor hockey, etc

Cultural Activities art, drama, music, etc

HOMEWORK
English Modern School is a place where cultures collide and parental expectations vary widely. One of the
most commonly discussed issues between parents and teachers is homework. Because of the educational
experience of many parents, there seems to be a significant expectation for large amounts of homework.
Researchers have not been able to make any overall positive correlations between homework and
achievement for students before middle school
As a school, we do not believe in the process of preparing and distributing large amounts of homework.
The research is clear. The interaction with the teacher in the classroom is the most important place for
learning to happen. When students are absent, they cannot replace the classroom experience with a few
worksheets. Attendance is critical. The bottom line is that students need to be in class and engage in the
educational process with their teacher. The more this happens and the less we leave it to work done at
home, the better our students will achieve.
For our students, the biggest benefit from work done at home is for our students to read. In order to be
able to handle an education delivered in English, students need to read in English every day.
Homework is assigned to reinforce and practice understandings and skills students have already learned.
Homework is not assessed for a grade, but is checked for effort and responsibility. Current research tells
us that homework is only effective when provided at a level the students can do independently; and that
realistic expectations regarding how much are maintained. In other words, too much of a good thing
is not a good thing.
When homework is assigned, the goals should be:

To complete work assigned in class;

To consolidate and extend work covered in class or prepare for new learning activities;

To access resources not available in the classroom;

To develop research skills;

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To practice independent work;

To enhance students study skills e.g. planning, time management and self-discipline;

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ACADEMIC/BEHAVIOURAL CONCERNS
Early communication with parents is critical in order to support students. There are a number of
steps that should be taken to ensure the student has every opportunity to succeed. Teachers are
required to:

Record all concerns

Notify immediate supervisor

Communicate with parents

Send Letters of Concern when necessary. These letters can be found on the staff share drive
on the school network.

Before a failing grade can be recorded on a students report card, faculty must have
documentation showing that parents have been notified in writing at least two weeks prior to the
end of a marking period.

Please look on the Share Drive for the Referral Policy for School Counselling.

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ASSESSMENT AND SUCCESSFUL PROGRESSION AT EMS

ASSESSMENT
Assessment is the process of gathering, recording, interpreting, using, and reporting
information about a childs progress and achievement in developing knowledge, skills and attitudes.
Assessments are used to help improve curricula, evaluate the effectiveness of teaching and
instructional practices, measure student achievement, and determine a student's mastery of skills.

Two Principle Approaches to Assessment:

Assessment for Learning - The teacher uses evidence and data on an on-going basis to inform
teaching and learning.
Assessment of Learning - The teacher periodically records the students progress and
achievement for the purpose of reporting to parents and to guide school-wide, student-centered
decision-making.

EMS Assessment Guidelines:

Aligned with specific learning goals/standards

Are fair, transparent, and equitable

Include feedback that is clear, meaningful, and timely

Measures complex thinking and problem solving

Is designed in a way that allows students to demonstrate their learning in multiple ways

Provides data on struggling students and learning goals that need to be reviewed in class

Assessment allows teachers to gather data to drive and differentiate instruction.

Best Practices in Assessment:

On-going assessment through a variety of differentiated tasks, both formal and informal, so
that sufficient evidence is gathered to make sound judgements about individual students
learning.

Assessment tasks are differentiated through offering quality choices of ways for students to
demonstrate knowledge, understanding and skills.

Authentic assessment tasks that align with the ways knowledge and skills would be used in the
real world.

Not every assessment will be graded and/or receive a score. Some assessments are solely to
determine growth or progress of learning achievement (ie. homework, bell work, partner
projects).

Potential Assessment Strategies:

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Anecdotal records: objective narrative records of student strengths, needs, and progress

Authentic tasks: activities that are genuine and purposeful.

Conferences: meetings where progress is checked and goals for growth are established

Peer evaluation: assessment by students about one another's performance relative to criteria

Portfolios: collections of student work that exhibit the students' efforts, progress and
achievement

Rubrics: a set of guidelines for measuring achievement

FORMATIVE ASSESSMENT
DEFINITION: The assessment at regular intervals of a student's progress with accompanying
feedback in order to help to improve the student's performance; a students Zone of Proximal
Development (ZPD) is determined the area of thinking or action that a child is unable to do
independently but can do successfully with the assistance of a skilled person (Vygotsky, 1978).
EMS employs methods such as rubrics, questionnaires, running records, graphic organizers, tests,
and observations to make clear expectations for learning, to monitor student progress, and to
determine specific academic needs to maximize achievement.

EMS FORMATIVE ASSESSMENTS

1) Developmental Reading Assessment 2 (DRA2)
This formative assessment tool pinpoints a students ability to read fluently and demonstrate
comprehension. It is a diagnostic tool which prescribes the following:

Reading Engagement students are diagnosed per their level of motivation as independent
readers

Oral Reading Fluency students are placed at their reading levels per their ZPD

Reading Comprehension students abilities to apply explicit strategies to lift meaning and
gain deep understanding are diagnosed and prescribed action plans are employed. Both
independent and instructional reading levels are determined.

2) Retelling Rubrics: Story and Informational

This rubric makes clear expectations for the knowledge and skills of retelling and summarizing a
foundation for reading for deep understanding; it is a formative assessment tool used to determine
a students ability to both retell and summarize fiction and nonfiction reading.
3) Traits of Presentation Rubric
This rubric makes clear expectations for the knowledge and skills of presenting per the Traits of
Presentation; it is a formative assessment tool used to determine a students ability to present. The
Four Traits are volume and clarity; fluency, expression, and pace; body language and eye contact;
and preparation and rehearsal.
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4) Traits of Writing Rubric

This rubric makes clear expectations for the knowledge and skills of producing quality writing. It is
a formative assessment tool used to determine a students ability to write based on using the Five
Traits of Writing Rubric(similar to the six traits of writing: content and ideas, organization, voice,
word choice, sentence fluency, and conventions).
Writing prompts, given three times over the course of the year, measure a students ability to write
fluently (based on the Traits of Writing).
5) Math Assessment
Baseline and Post-assessments will be done across the school year to measure each students
progress with basic math concepts and skills.

ASSESSMENT TERMINOLOGY
Quiz A brief, informal assessment of student learning - diagnostic, formative, and/or summative
given with or without prior notification and lasting a short period of time.
Test A formative and/or summative assessment vehicle used for finding out how much student
learning has been achieved about a specific subject/topic. A test is less formal than an exam, and
more formal than a quiz, usually completed during a regular scheduled class period. Prior notice of
at least one week will be given for a test.
Exam A comprehensive, summative assessment of a student learning, lasting more than an hour,
given at the end of a term and formally scheduled to be written/completed in a highly supervised
venue. Prior notice of at least one month will be given for all exams.

GRADING
Teachers determine grades based on an array of assessments which can include standardized
measurements, assignments, tests, exams, demonstrations, case studies, portfolios, rubrics,
simulations, self-assessment, oral questioning, presentations, and projects.

ABSENCES AND GRADING

Students are required to be present for any assessment.
In the absence of a legitimate reason, validated by the School Principal, the students mark will be
recorded as zero (0) for any missed assessment. Validated absences will be treated on a case-bycase basis. Alternative assessments will be set by the teacher and approved by the Assistant
Principal.

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REPORTS TO PARENTS
During the course of the academic year parents will be given three reports. The reports will be
issued at the end of each term:

December, April, June

KG1 YEAR 9
Because we deliver a standards based education, reports to parents will reflect achievement for
specific curriculum standards. While different standards will be assessed each term, there will be
some ongoing standards that will be dealt with in every term. Every year group will have different
standards that reflect the work done during that year. A numerical system is used to describe the
level of achievement and is based on the following descriptors:
ACHIEVEMENT LEVELS
4. The student consistently demonstrates a thorough understanding of the key concepts, processes
and cognitive skills. The student applies and extends this knowledge effectively in a wide variety of
situations and produces work beyond the stated goals.
3. The student consistently demonstrates a good understanding of the key concepts, processes and
cognitive skills. The student applies this knowledge effectively and reaches the stated goals.
2. The student generally demonstrates a basic understanding of the key concepts, processes and
cognitive skills. The student undertakes tasks with some assistance and is beginning to reach the
stated goals.
1. The student has made limited progress with their understanding of the key concepts, processes
and cognitive skills. The student undertakes tasks with a great deal of assistance and is not yet
reaching the stated goals.

YEAR 10-12
Even though we deliver a standards based education, reports to parents for Year 10-12 will be
based on percentages. The report card will show the cumulative grade attained in each subject area,
which will reflect progress during the term and will be based on the following:
GRADE

DESCRIPTION

PERCENTAGE

A*

Outstanding Performance

90-100%

Well Above Standard

80-89%

Above Standard

70-79%

Meeting Standard

60-69%

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Approaching Standard

50-59%

Below Standard

Below 50%

The final grade for a course will be

based solely on the final exam score at the end of the course, which will be administered by
Cambridge International Exams.

PROMOTION
The English Modern School believes that academic success depends on a strong and consistent
partnership between teachers, parents, and students. The teachers will do everything possible to
support student academic success, however, a big part of the learning process depends on parent
follow-up at home and on student commitment to learning.
At EMS, we do not believe that retention is always in the students best interest and rarely support
the policy of retaining students. Instead, our policy is to provide:

Differentiation in the classroom

Consistent teacher support

Timely communication with administration and parents if a student is in academic jeopardy

Establishing a student support plan, if necessary

Teachers will be available when a student needs extra support. If students have additional academic
support outside of school, its important that students work is not done for them.
While EMS does not support retention, there may be times, particularly in the early years, when a
student might need more time to master the skills necessary to be successful in the next year level.
In this case, the school will notify parents by the end of the second term if there are concerns that
the student is not ready to be promoted.
Any exceptions to the above policy must be approved by the Head of School and Superintendent. In
that event, a student may be advanced to the next year on a one-year probationary contract. At the
end of the first term, the students performance will be reviewed. If sufficient progress is not being
made, the student will be de-enrolled at the end of the probationary year.
EMS PROMOTION POLICY
In general, at the end of KG2, a student should be able to:
1.
2.
3.
4.

display social and emotional maturity;

write his/her name;
have good spoken language in English;
know letter names and sounds;

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5.
6.
7.
8.
9.

identify, count and read numbers from 0-20;

do basic addition 1-10;
express needs and feelings in appropriate ways;
be confident, motivated and excited to learn and try new experiences and activities;
Work cooperatively, taking turns and sharing fairly.

In Years 1-9, to be promoted, a student must have:

1. attained a minimum overall Achievement Level of 2 in the core subjects of English and
Mathematics;
2. not more than 2 courses with an overall Achievement Level of less than 2;
3. Been in attendance a minimum of 80% of the student contact days during the academic year.
This percentage will be pro-rated for students who join the school after the first day of classes.
4. Demonstrated appropriate behavioural and performance levels in accordance with the EMS
Expected School Wide Learning Results.
Year 10-12
1. To move into the IGCSE program in Year 10, students must satisfy the general conditions above
and possess a DRA reading level of 60 or higher.
2. At the end of Year 10, students receiving grades less than 50% in any particular course will be
required to repeat that course in the next academic year.
3. For students wishing to take AS Level courses in Year 12, the prerequisite IGCSE course must
have been successfully completed in Year 11.

GENERAL PROVISIONS FOR PROGRESSION AT THE ENGLISH MODERN SCHOOL

Students who do not meet the promotion criteria as stated above, may be considered for the next
academic level by:
- Attending an academic programme in the summer that is approved by the administration at the
English Modern School and presenting evidence of satisfactory performance in the deficient
area(s) before the next academic year begins;
- Passing an examination in the deficient area(s) administered by staff at the English Modern
School prior to the beginning of the next academic year with a minimum passing mark of 60%.

Notes:
- Years 3-9 students who receive Achievement Levels of 1-2 for two or more of their subjects at
the end of a term may be placed on probation. Teachers will identify what students need to
accomplish and will make every effort to support the students in order for them to be successful.
Parent involvement is critical in making sure students are studying, doing their own work, and
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being serious about their studies. Student commitment, attendance and punctuality are also very
important in order to ensure that a student is successful.
- If, despite intervention, students in years 3-9 are still receiving Achievement Levels of 1-2 for
two or more subjects at the end of the year, the school may require them to repeat the year. In
some cases where extenuating circumstances exist, a student might be assigned to the next Year
group on probation.
- Students in Years 3-9 who begin the year on probation will be expected to complete the year
successfully. Probation will not be offered in 2 consecutive years.

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CODE OF CONDUCT
The EMS Code of Conduct is based on the principle that all members of our school community are
valued, worthy of respect and treated with dignity. As a result, we insist on a constructive
partnership between staff, students and parents. Our fundamental aim is to secure the physical,
emotional, psychological and spiritual welfare of ALL our students and staff.

STUDENT RIGHTS AND RESPONSBILITIES

At the English Modern School, students will be empowered to reach their full potential in a
respectful and caring environment. To this end, each students rights will be recognized by all other
students, staff, parents and the administrative body. In return, they will be expected to honour their
responsibilities.

EMS students have the right to:

be treated with respect and dignity
have a safe school environment
be taught in the best way that they can learn
receive instruction in a positive learning environment
make mistakes, experience frustrations and have the time and encouragement to push through
these to success
- have fun as an essential part of class life
- have caring teachers and mentors to guide their learning
-

EMS students have the responsibility to:

come to school on time and fully prepared to work
abide by the school and classroom rules
follow the teachers directions
give full effort on all classwork and assignments
treat fellow students and staff with respect
contribute to a positive learning environment by allowing others to work without being
disturbed
- ask for help when it is needed
- accept just and appropriate consequences for not fulfilling responsibilities
-

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BEHAVIOURAL EXPECTATIONS
All students should:
come to school regularly and on time
wear the proper school uniform
speak as much English as possible at school (except in Arabic and Islamic Studies classes)
pay attention in class
complete and submit homework on time
follow directions from EMS staff members
treat people with respect (use good manners; say please and thank you)
treat property with respect (personal and school)
not plagiarize or copy others work
Eat in the cafeteria or outside. Please, no eating or drinking in the classrooms, hallways or other
areas inside the buildings (unless the teacher has given permission or arranged for a class event)
- not chew gum at school
-

use only positive and acceptable language

walk inside the buildings and use quiet voices when passing other classes
keep his/her hands, feet and objects to him/herself;
play safely (no tackling, wrestling, fighting, bullying, etc)

- use the computer only for educational purposes

- leave electronic devices at home
- understand that cyber bullying has serious consequences.
This code of conduct applies to students during the normal school day, whether they are outside
school or on the school premises.

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BEHAVIOUR MANAGEMENT SYSTEM

At EMS, we firmly believe that for effective teaching and learning to take place, good behaviour in all
aspects of school life is essential. We seek to create a dynamic and secure learning environment in
school by:

Promoting and modelling the ESLRs

Promoting the good behaviour defined in the Student Rights and Responsibilities

Encouraging a consistent response to both positive and negative behaviour

Promoting early intervention

Providing a learning environment free from disruption, violence, bullying and harassment

Encouraging a positive relationship with parents and involving them in the implementation of
the school behaviour management policy

When students believe that teachers care for their well-being, it is easier for them to accept
discipline. Discipline should be administered in a calm, yet firm, consistent and confident manner.
Teachers should never demean a student. Instead of a lecture, precisely state the problem and
deliver the consequence.

Discuss, explain and model with the students the EMS ESLRs, Encourage students to emulate
these in their daily lives.

During the first week of school, create class agreements and have them prominently displayed
in the classroom.

Things to remember:

Use ESLR vocabulary to guide expectations of students

Praise students and provide authentic affirmation as often as possible

Have a reward system in place

When you have the opportunity, discuss with the student the issue, showing that you care for
their well-being

Ongoing issues need to be discussed with a colleague, Assistant Principal, or Head of School.

Go to Assistant Principal for student related matters and they will be passed on to the School
Counsellor if needed.

MINOR BEHAVIOUR ISSUE

A discipline report (Behavior Referral Form) should be generated and discipline should be
administered in a calm, yet firm manner by the teacher.

MINOR BEHAVIOUR ISSUE X3

Examples: Tardiness, consistently late, homework, dress code ignored

Communication with Parents

Teacher notifies parents and shares concerns, specifies any needed support/follow-up from
parents at home.

Detention After School the Day after Communication with Parents

Once a student has received 3 Discipline Reports by the same teacher, the teacher should hold a

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detention for the student, after communication with home. Have appropriate work for
detention set for the student. This is an excellent opportunity to discuss quietly with the
student your concerns and receive feedback from the student regarding their behaviour.
MAJOR BEHAVIOUR ISSUE (SEE BELOW)

Communication with Parents

Principal/Assistant Principal notifies parents, shares concerns and specifies any needed
support/follow-up from parents at home.

Reporting Major Behavioural Issues

Recording full details of major behavioural issues is required for the Administrations Discipline
files.

Suspension
Principals discretion as to whether the suspension is internal or external.

CONTINUOUS MAJOR BEHAVIOUR ISSUES

Expulsion
When there are a series of major behaviour issues, it is at the discretion of the Head of School to
recommend expulsion to the Superintendent. This is done only when all other options have
been explored.

MAJOR BEHAVIOURAL INCIDENTS

Severe breaches of the EMS Code of Conduct (resulting in suspension and/or expulsion) include, but
are not limited to:

Multiple violation of general expectations and classroom rules

Bullying in any of its forms, (cyber, physical, verbal or emotional) to intimidate, coerce or
demean another person(s)

Defiance

Truancy

Conduct injurious to the moral tone of the school

Uttering a threat to inflict serious bodily harm on another person

Committing physical assault on another person (fighting)

Committing sexual assault

Possession or use of tobacco or other contraband items

Possessing a weapon, including possessing a firearm

Using a weapon to cause or to threaten bodily harm to another person

Trafficking in weapons or in illegal drugs

Being under the influence of alcohol, drugs and/or an illegal substance

Using offensive language or swearing at any school staff member

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Committing robbery and/or extortion

Committing an act of vandalism * causing damage to school property or to the property of

another student, a school employee, a school guest or a school visitor

* Students who engage in any form of vandalism will be charged all costs and expenses pertaining to
the damage, in addition to the consequence deemed appropriate by the Head of School.
CLARIFICATION OF TERMS
IN-SCHOOL SUSPENSION:
This consequence is arranged in-order to have a minimum impact upon a students education.
Though the student is not permitted to attend classes or break-times with his/her classmates or
friends, he/she will be assigned to a supervised area to continue with any assigned class work.
OUT-OF-SCHOOL SUSPENSION:
This sanction is for more serious or repeated infractions. During the specified duration of the out-ofschool suspension, the student is not permitted to come onto the school premises. Parents will be
informed in writing of the reason for the suspension and its duration.
EXPULSION:
In certain circumstances the school may be forced to expel a student from school. This very serious
consequence is administered to protect the rights of other students to a safe and trouble-free
learning environment. Ideally, such a measure will never be required, but parents must be aware of
the schools right and responsibility to impose this sanction.

REWARD SYSTEM
Each classroom teacher is expected to have a reward system in place for their classes. The reward
system ought to be displayed and active throughout the course of the academic year. Teachers are
encouraged to integrate their reward system with recognition of ESLR and Virtual Project
behaviour. Recognition is given at assemblies to those students who demonstrate outstanding
achievement in one of the ESLR categories.

ACKNOWLEDGEMENTS FOR POSITIVE BEHAVIOUR

At EMS we acknowledge and reward positive aspects of individual student performance and
encourage each individual to adopt high standards of behaviour. These rewards may include:

Individual praise

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Praise in front of peers

Recognition for maintaining 100% attendance

Recognition for academic and sporting achievements

Recognition for significant effort or work ethic

Letters of commendation sent to parents

End of term or end of year awards

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SUPERVISION
SUPERVISING CHILDREN
As teachers, members of staff must act in loco parentis. It is policy that students are to be under the
supervision of a teacher at all times whether in class or during break time. The movement of
students in the hallways during class time should be kept to a minimum.

No parent, driver or nanny should go to the classroom and ask permission to remove a child. As
a teacher you should politely refuse this request and refer the parent, driver or nanny to the
office.

Students will only be allowed to leave for medical appointments. In order for permission to be
granted, the student must bring the MEDICAL APPOINTMENT CARD to administration. Without
this card, students will not be allowed to leave school.

In addition to the actual classroom teaching load, faculty will be assigned supervision at breaks,
before, and after school.
Technically speaking each staff member is on duty all the time and, as such, should take the required
action should it be deemed necessary to intervene in a situation. There is no excuse, other than a
genuine emergency, for missing or arriving late for supervision. If an incident occurs during
supervision and a teacher is not present, that teacher will still be held responsible.
EARLY SUPERVISION
Teachers on the gate must ensure that students arriving at school are moved away from drop off
areas and enter the school premises. Students must not be allowed to congregate around the
entrances to the school. Teachers must also ensure that students are correctly dressed in school
uniform. Once the registration bell sounds, teachers are free to leave their supervision area.
BREAK SUPERVISION
This will be assigned by the Assistant Principal with this responsibility.
AFTER SCHOOL SUPERVISION
After-school supervision starts immediately after the final bell. At the end of school, teachers on
supervision should proceed to their supervision points. Younger children from ECC and Elementary
are not allowed to leave the premises unless accompanied by a parent, nanny or driver. Older
students should be discouraged from lingering around the gate.
LATE SUPERVISION
If the school needs to provide late supervision, each member of the teaching staff will be required to
undertake late supervision sessions, as assigned by the School Principal, during the course of the
academic year. Teachers on Late Supervision should collect the late supervision book from the
school office and return it before leaving. The location for Late Supervision will be announced to
staff and parents.
SUPERVISION REMINDERS

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Staff will be assigned specific supervision locations.

Students will be assigned specific play areas.

Always watch for school uniform infractions.

Electronic devices are not allowed to be used in school.

Energy drinks (e.g. Red Bull) and fizzy drinks are prohibited and must be confiscated.

Chewing gum is not allowed on campus.

Inappropriate contact between students is not allowed.

Parking area is out of bounds.

Direct students to pick up trash and put it in bins.

SUPERVISION EXPECTATIONS

Be prompt and roam in order to cover entire designated areas.

Be firm and respectful. Build rapport and apply discipline with dignity.

When bell rings, actively engage with students and move them to class.

TRANSITION TIMES

Teachers stand outside of classroom door in hall throughout transition.

Remind students to control themselves, show respect, keep the passageway clear, and move to
class in a timely manner. Students should walk on the right hand side of the corridors.

Encourage indoor voices.

ESCORTING CHILDREN: Specialty Classes and Breaks

When Elementary students go to Music, Art, Drama or PE, the Homeroom teacher will escort the
students to the specialty teachers classroom. Secondary students do not need to be escorted, but
teachers should go into the hallway to ensure a quiet transition to the specialty class.
At the end of break times, Elementary children must line up in the courtyard in their class groups.
The teachers must collect the children from the courtyard and escort them to the classroom.
Secondary students line up outside the classroom until the teacher arrives (for all classes).

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FIELD TRIPS
EMS believes that the use of community resources can be an effective way to enhance students
understanding of course topics. Teachers are encouraged to support and/or facilitate one field trip
per term. Careful planning is necessary.
Note: EMS covers the cost of most field trips within Qatar. Teachers are asked not to request money
from students before prior approval from their Assistant Principal.

FIELD TRIP PROCEDURES

Field trips during school hours should enhance the educational goals of a class. If you are planning a
field trip with one of your classes or groups, please use the following procedures.

PLANNING AND ASSESSING THE TRIP

1.

Select trips that are relevant to the course curriculum.

2.

Fill-in the Field Trip Request forms and submit to the Head of School at least two weeks (10
school days) prior to the trip.

3.

Send a notice to the school staff at least 5 days before the trip to ensure that faculty members
are aware that students will be missing their classes and can plan appropriately.

4.

Permission slips should be issued to the students no later than 5 days before the planned trip.
They are to be returned to the teacher at least 3 days prior to the trip. Keep permission slips on
file with emergency contact information.

5.

Book the bus at least 5 days prior to the trip.

6.

Submit a written assessment of the trip (Field Trip Evaluation Form on back of request form)
within 2 days of the completion of the trip. A copy of this should go to the Head of School. The
assessment of the trip should include:

Appropriateness of location

Evaluation of the transportation, if applicable

Appropriateness for the particular class or group

How well the trip met the educational objectives

Whether or not you would recommend this same trip in the future

DAY BEFORE TRIP

1.

Check to ensure bus has been ordered

2.

Ensure First Aid Kit is available and complete

3.

Check to make sure substitute teacher has been arranged for all chaperones

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4.

Remind chaperones of the trip

5.

Ensure that all parent permission slips and emergency contact numbers are turned in

GENERAL FIELD TRIP RULES

1. The school uniform must be worn unless prior approval has been arranged (trips to desert or
marshlands)
2. All school rules apply to students
3. Students must stay with chaperones
4. All adult chaperones are to refrain from use of tobacco or alcohol on any trip where they are
responsible for students.
5. Stops at restaurants for food or breaks are discouraged unless the trip is an all-day event and
the stop is included in the itinerary
It is hoped that each faculty member will continue to utilize experiences outside of the classroom to
enhance their classes and to continue to expand our students knowledge and awareness of their
culture, government and environment.

FIELD TRIPS (OUTSIDE OF QATAR)

Trips outside of Qatar require special planning. These trips must be planned well in advance and
must have the approval of the Superintendent. Students are required to pay to participate in
these field trips and, as such, planning should begin at a minimum of four (4) months in advance. At
least one member of the supervisory faculty must be an Arabic speaker. Sponsors of trips outside of
Qatar are required to meet with the parents of the students who plan to attend at least one month
prior to the trip and the final payment of fees must be in to the Business Office one month prior to
the trip. All trips require a non-refundable deposit of at least 1/3 or the cost of the trip at least 3
months prior to the trip. All participating students must use the transportation provided by the
school--no exceptions.

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EMERGENCY PROCEDURES
In the event of an emergency, it may be necessary to evacuate the school buildings as quickly as
possible. The signal to do so will be the continuous ringing of the alarm bell. Evacuation of the
building should be in an orderly manner. During emergencies, the elevators will be immobilised, so
do not attempt to use them.
Assembly Points - The assembly point is beside the main sports field. Specific locations will be
labelled for each class.
Evacuation Routes - Routes for evacuation are posted throughout the buildings. Please take note of
these routes and familiarize your students with them early in the school year.

ALLOCATION OF RESPONSIBILITY
1.

Teachers are responsible for advising students on fire drill and evacuation procedures

2.

In an emergency situation, before leaving the room, teachers should ensure that all students
have left, switch off the lights, and close the classroom windows and doors (but do not lock
them. They should then proceed with their class to the assembly points

3.

Administration staff should call the fire department or just simply call emergency 999.

4.

Secretaries must collect all registers and late books as well as registers for students leaving
early and then move out to the assembly point.

5.

At the Assembly Point, Homeroom Teachers must carry out an immediate roll call of the
individual classes and ensure that all students remain at the assembly point until instructions
are received from the Head of School, or designate. Teachers must bring the laminated class list
and the green/red attendance card. (In event of a Homeroom Teacher absence, the cover
teacher for registration will take the roll.)

6.

Designated staff should check every single room classrooms, bathrooms, offices, stockroom,
etc. making sure that no one is inside and ensuring all windows and doors are closed but not
locked.
Block A Upstairs Block A Downstairs Block M
Block C ECC Bldg When check is completed, report to Head of School.

7.

Homeroom Teachers will report attendance (report any missing students) to the school
secretaries. Missing students will be compared to absent students or students who have left
early.

8.

The Administrative Assistant will collect the staff sign-in-and-out book from security and
report to Ms. Marwa. She will in turn take staff attendance and report to the Head of School.

9.

The Administrative Assistant will instruct the Security staff of the fire drill procedures.
Security staff must make sure that one security guard stands at the main gate to prevent
anyone from coming onto the campus during a drill or an emergency.

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10. A security guard stays in front of Admin Building (parking area) making sure that the entrance
is cleared for incoming and/or outgoing emergency vehicles.
11. The Receptionist will check the attendance of the admin staff and report to the Principal.
12. All medical staff should be present at the assembly point with a first aid kit.
13. Visitors/Cleaners/Cafeteria staffs are to go at the Assembly Point.
14. The visitors log-in book will be collected by the Receptionist and handed-over to Ms. Marwa
who will check attendance of all visitors/cleaners and cafeteria staff. She will notify the Head of
School once attendance is completed.
15. The Assistant Principal will communicate to the Head of School once all their areas are safe and
staff/students are accounted for.
16. All clear is to be announced by the Head of School and/or designates by making three blasts /
whistles / rings.
There will be practice evacuations, but all alarms should be treated as real emergencies and the
procedures should be followed in full.
Once the evacuation signal is given, leave the classroom immediately for the assembly point and do
not turn back for books or belongings. You should not return to any building until advised by the
Head of School (or designate) that it is safe to do so.

After each evacuation, the Health and Safety Committee will meet, debrief and
document/evaluate the evacuation; all staff are encouraged to provide valuable
input/feedback.
PARENT APPOINTMENTS
Should you wish to see the parents of a particular student, please inform your Assistant Principal. A
member of the Administration staff can arrange the appointment for you. When meeting with
parents, teachers may request the presence of one of the administrative staff and/or School
Counselor.
A written record on a Parent Meeting Form must be made. This should then be handed to
Administration Staff for placement in the students file.

PARENT TEACHER MEETINGS

During the course of the academic year there are two main student led parent-teacher conferences.
Staffs are expected to dress appropriately for these meetings.
The following should be on hand:

Students portfolios that contain:

- current formative and summative assessments
- goals (academic & personal)

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- work samples for each content area

- copies of DRA2 and writing assessments

Attendance record (obtained from the Admin secretaries)

All display boards inside the class/hall and in surrounding areas should be refreshed and display
examples of work undertaken recently by students.

PARENT COMMUNICATION
CORRESPONDENCE PROCEDURE
Rationale: Letters, memos, forms, etc. are important means of communication with various parties.
It shares about who we are, how we work, and what we believe in. Hence, beyond the message being
communicated, special care needs to be put to ensure the following:

A student-centred tone to all communication documents re-reading the letter aloud from the
readers perspective is one way to ensure that letters convey messages in a positive,
professional and student-centred tone all the time.

A consistent layout is used. A standard letterhead form will be provided to all teachers.

If required, an accurate Arabic translation is included.

PARENT EMAIL COMMUNICATION GUIDELINES

Staff using email to correspond with parents must adhere to the following:

Staff who corresponds with students or parents via email must use only the iSAMS email
system.

As the employer, the School has the right to access and disclose the contents of staff email
messages as required.

Communicate in a positive, polite and supportive manner always keeping in mind EMS culture
and our student-centred approach.

Email should be informative, succinct, and respectful. They should also be simple and to the
point as many of our parents are non-native English language speakers.

Email messages to parents should be consistent with professional practices for other
correspondence. This includes grammar, format and salutation. Emails should be professional
and formal (no emoticons).

Care should be given to the tone of the email. When in doubt, wait 24 hours to send, and have a
colleague proofread it.

The Assistant Principal, or designate, should be ccd on all emails to/from parents. Emails will
be saved on iSAMS.

Email must never be used to discuss contentious, emotional or highly confidential issues. These
issues should dealt with face-to-face or by phone.

Where applicable, staff should clearly set out the expectations for parents with respect to

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response times (e.g. Please respond within 1-2 school days.).

Acceptable

General information about class activities - curriculum, homework, tests, special events.

Arrange for meeting/telephone call regarding a student issue including a general description of
the issue, e.g. I would like to arrange a meeting to discuss your daughter's attendance.

Follow-up on an issue that has previously been discussed.

Avoid

Any discussion related to other students. Personal information about other students.

Any discussion related to other staff.

Specifics about a sensitive student issue which was not initiated by the parent or had not
previously been discussed with the parent, e.g. I am concerned that your son failed the last
three tests and was not at school again today.

Any sensitive student information that would normally be discussed face-to-face or by phone,
e.g. I am concerned that your daughter may have a learning disability.

Points to Consider

Remember email can be forwarded nothing is confidential

24 hour rule wait 24 hours before drafting and sending an email if you are upset

Start with something positive. Ex: Thank you for your honest email.

End with something positive. Ex: Thank you for your kind support.

If you are concerned about an email, have a native English speaker proofread it for tone.

If you are unsure of grammar or spelling, have native English speaker proofread it.

PERSONAL BELONGINGS
Personal belongings should be kept locked away. Valuables should not be brought to school by
either staff or students. The school is not responsible for personal belongings and is unable to
replace lost, stolen or damaged items, so please ensure that your belongings are secure. Grade
books, tests, money, etc. must be securely locked in a desk or cabinet in your classroom.

STAFF CHILDREN - DISCOUNT SCHEDULE

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There is a discount schedule for staff children. It is reviewed annually.

PHOTOCOPYING
All staff has access to the photocopier and printer. Printing can be done straight from the classroom
computers. Students are not to be sent to the office requesting individual photocopies.
Although there is currently no limit set on photocopying, staff are asked to:

Use double sided copies when possible

Use A4 paper instead of A3

Limit the use of colour copying

Recycle non-confidential paper!

Examination papers will only be photocopied at the time stipulated on the school calendar. Submit
examination papers for copying to your Assistant Principal.
CONSUMABLE ORDERS
At the start of the year, the Purchasing Officer will issue a list of dates for the submission of requests
for consumables. These dates must be observed.

Try to be economical.

Request items using the proper electronic form.

Collect your order from the purchasing office promptly when it is ready.
PURCHASE REQUEST PROCEDURE

1.

Teachers complete the Purchase Request form.

2.

Teachers send the form to the Head of School for approval.

3.

The Head of School will send the approved form by email to the purchasing office
(jacqueline.khalil@emsdoha.net) (purchasing@emsdoha.net).

4.

All Purchase Requests should be forwarded by the 10th of the current month for any orders for
the following month.

5.

All purchase requests are to be sent electronically.

6.

Teachers will be informed when the order is available for collection.

SCHOOL RESOURCES
All resources will be signed out by staff and signed back when returned. If losses occur:

The school will pay for losses amounting to a maximum of 10% of the replacement cost of the
total on each individual teachers inventory.

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In June, each member of staff will be provided with a copy of their own personal inventory
showing resources that have not yet been returned. All untraced losses greater than the 10%
limit will be deducted from the June/July salary. Teachers that leave earlier in the school year
will follow a similar reconciliation process.

NEW CURRICULUM RESOURCES

In January each year the Annual Budget will be announced for the following academic year. Each
member of staff will be allocated responsibility for a portion of the budget for either a subject area
(secondary) or a year group (elementary). The above money is to be used to purchase items in the
following categories:

Resources to enhance the classroom environment

Curriculum resources

Teacher resources

The following items must not be included

Textbooks for students

Stationery or related equipment

When completing an order, the following pertinent information must be included:

The full name of the catalogue and the page in the catalogue the item is to be found

Item name

ISBN/order number of the item

Cost of one unit in American dollars

Total cost of multiple units

CENSORSHIP
All textbooks in use at EMS have received prior authorisation from the SEC to be used in the
classroom. Inspectors from the SEC regularly visit the school and conduct random inspections of
books distributed to students. At present, the SEC does not have a definitive set of guidance notes to
enable schools to accurately assess texts. Staff should seek advice before deviating from published
curriculum overviews and introducing new materials into the classroom. Topics to be careful of,
unless described within the IGCSE syllabi are:

Religion (to be avoided if possible)

The Holocaust

Hitler

The Arab / Israel Conflict

Alcohol

Drugs

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Pictures or Videos (not biological diagrams) that show nudity or are sexually explicit

If you are in doubt, please consult your Assistant Principal or Head of School.

REVIEW, REFINE, AND REINFORCE

EMS is a great place to work and learn. The purpose of the Faculty Handbook is to provide the basic
information needed to ensure that the school is a safe and academically enriching facility where
learning can thrive and our students can be inspired. The Handbook provides the guidance needed
so that the day-to-day educational routines are carried out smoothly, efficiently, and with
consistency throughout the school. Finally, the Handbook is a resource to be consulted so that many
of the essential, logistical questions and/or procedures are addressed and clarified.
The Faculty Handbook is a living documenta work-in-progress. As such, all staff have a
responsibility to continually review, refine, and reinforce its contents as school situations and
circumstances evolve over time. To achieve this, it is expected that staff will make notations within
the Handbook so that these ideas can be discussed and possibly incorporated in future editions. The
over-riding goal is to make our school an outstanding and exemplary international schoolamong
the finest in the world.

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APPENDIX 1 EXPANDED SCHOOL AIMS & OBJECTIVES

In order to fulfil its mission, The English Modern School aims to:
Offer a broad, balanced, coherent and integrated curriculum that will prepare students for each
stage of their education by:

Providing a broad academic curriculum based on The University of Cambridge International

Curriculum, leading to preparation for external examinations in the International General
Certificate of Secondary Education (IGCSE) and the Advanced Subsidiary (AS) Level

Providing the basic curriculum in Arabic, Islamic Studies and Qatari History as required by
Qatari law

Offer an appropriate and relevant curriculum where students are actively engaged in the learning
process by:

Providing challenging and open-ended tasks that encourage experiment, enquiry, problemsolving and opportunities for discussion using local, national, and international examples and
case studies wherever possible

Educating students in the effective use of information, the learning media centre, media
facilities, and ICT

Organizing outdoor activities and field trips

Periodically reviewing and updating curriculum

Constantly evaluating teaching methods and strategies

Regularly providing staff with professional development sessions and opportunities

Continually developing and upgrading equipment and resources

Recognize and develop the potential of each individual by:

Providing a wide range of opportunities within the curriculum for every student to discover
and fulfil their physical and creative talents

Encouraging and praising effort and achievement to develop self-esteem and confidence

Promoting independent, analytical and critical thinking

Provide a safe, stimulating, and friendly learning environment by:

Ensuring all facilities meet the highest standards by providing a comfortable and orderly
environment

Providing appropriately equipped and resourced rooms with lively displays and exhibits

Displaying the results of student work prominently throughout the school

Maintaining optimum class sizes wherever possible

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Developing teamwork and co-operation

Develop each students oral and written fluency in English by:

Exclusively using English by staff and students at school (except in Arabic and Islamic studies)

Positively encouraging students to use English

Providing opportunities for work and public performance in English

Encouraging the enjoyment of reading and listening in English

Maximising students contact with native English speakers

Providing appropriate resources and reading materials

Preparing pupils for external examinations in English

Promoting parental support and encouragement at home

Provide opportunities for the development of individual students talents and interests by:

Offering activities that stimulate further research

Involving students in public performance events

Encouraging students to participate in a wide range of extra-curricular activities

Encouraging participation in individual and team sporting events

Exhibiting and celebrating students work within the wider community

Achieve appropriate and acceptable behaviour and moral standards through self-discipline,
supportive relationships, and the sense of mutual respect and responsibility by:

Providing a clear and consistent behavioural framework

Explaining the rationale behind rules and expectations

Applying appropriate sanctions when expectations are not met

Reinforcing appropriate behaviour through example and praise

Encouraging appropriate manners, politeness and punctuality

Making pupils aware of the value of others

Providing opportunities to exercise responsibility, teamwork, and leadership through sports,

the performing arts and community service

Encourage student responsibility and leadership and involve students in the decision-making
processes of the school by:

Inviting students to participate in school committees

Creating opportunities for the practice of responsibility and leadership

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Encouraging student council and involving students in wider school issues

Providing channels and support for student participation in community service

Take full advantage of our multi-cultural and multi-lingual environment to enrich the learning
experience by:

Incorporating Arabic/Qatari elements into curricular and extra-curricular activities

Inviting Arabic/Qatari visitors to the school to share knowledge and experience concerning
Qatari culture, tradition and history

Celebrating Arabic/Qatari cultural and national events

Encourage a broad international perspective and a respect for other cultures and beliefs by:

Introducing material and activities about other societies

Acknowledging the value of all religious beliefs and affirming the right of individuals to hold
their own beliefs

Celebrating a respect for and appreciation of other cultures through activities such as
international day and participation in activities such as Model United Nations (MUN)

Developing active awareness of local, national, international and global current affairs by
including these into the curriculum

Providing information and advice about university studies and careers abroad

Involve parents in the life and development of the school by:

Organizing regular parent functions and consultations

Organizing an active parent teacher association or parent advisory council

Publication of a monthly newsletter and maintaining an up-to-date website

Utilizing an SMS messaging system as needed to inform parents of EMS news, activities, and
upcoming events

Hosting regular events to recognize student achievement in which parents are invited to
participate

Inviting parents with expertise to school to support appropriate activities

Ensuring parents are informed of curriculum activities

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