RECRUITING MANUAL WHY CHAPEL?
January, 2025
Phone: (55-11) 2101-7400 - Fax: (55-11) 5521 7763
Rua Vigário João de Pontes, 537 Chácara Flora, CEP 04748-000 São Paulo, SP - Brasil
Our Mission Statement
“In a caring and academically challenging environment, Chapel provides an Americanstyle education to an international student body. Through Christian values, students learn to make informed decisions, to own responsibility for personal actions and community needs, and to respect life and cultural diversity.”
Our Shared Vision
“Engage. Challenge. Support. Care. Prepare students for life.”
Our Motto
“Faith in Education”
Our Definition of Internationalism
“Chapel School is an accepting and inclusive environment that respects and embraces cultural uniqueness and diversity. We seek to create an open-minded community while making connections between different perspectives, beliefs, and nationalities to promote a sustainable future in all its dimensions.”
Definition of High-Quality Learning
“At Chapel School, learning is a collaborative and personal journey, crafted to suit the needs and strengths of each student. Rooted in research-based best practices and grounded in international and national curricula, our approach to learning encompasses a holistic view of student growth.
Learning extends beyond academic knowledge. It embraces the spiritual, socioemotional, cognitive, and physical dimensions of student development. Our learning process nurtures life skills while fostering critical and creative thinking, communication, and collaboration.
By cultivating a sense of responsibility and belonging, we empower our students to become active contributors to their communities. Learning has a higher purpose to positively impact society.”
Our Ideological and Party-Political Position Statement
“Diversity and Inclusion are fundamental pillars and are part of our institution’s guiding principles. The plurality of opinions, beliefs, and cultures is welcome at our school. However, this does not invite ideological and party-political campaigning in the school environment or events promoted by Chapel, whether explicit or implicit.
To preserve a neutral and more conducive learning environment, we respectfully request everyone’s collaboration to avoid ideological and political-party campaigning of any nature within the school.
It is up to us to preserve a neutral school environment for everyone. We count on the support of our community so that together we can provide a welcoming space for parents, teachers, students, and employees.”
Child Protection and Wellbeing at Chapel School
Policy Statement
Since Chapel School believes that children can be vulnerable to different forms of abuse, great care must be taken in ensuring that all our students are protected and advocated for. To guide us in this most important mission we refer to international recommendations from the UN Convention on the Rights of the Child, the International Centre for Missing and Exploited Children, as well as Brazilian laws stated in the Estatuto da Criança e do Adolescente. At Chapel School, all adults are responsible for not only protecting all children enrolled, but also working towards their ultimate wellbeing. To do this, we will take all measures necessary.
Foundational Beliefs
For all effects and purposes, the term child refers to any human being under 18 years of age. Our core child protection beliefs are based on the UN Convention on the Rights of the Child (UNCRC) These beliefs are rooted in the natural rights of the child and include:
• all adults are responsible for preventing abuse
• children cannot consent to abuse
• children have a right to agency and to voice their opinion
The
guiding principles of Child Protection and Wellbeing at
Chapel School
The duty to protect and advocate for children takes precedence over all other duties. We will spare no efforts in order to keep children safe both at school and elsewhere. This includes working with all children that may be at risk or have been affected, ensuring the continuity of education delivery and providing support services, always taking actions that are truly in the best interest of the child. We will take into account the child’s wishes, whenever possible, in making decisions. We also recognize that the ultimate decision lies with parents and/or guardians and will work with them closely, unless to do so might jeopardize the welfare of a child. When needed we will work across agencies and go beyond institutional boundaries to protect and advocate for the wellbeing of children.
Statement of Philosophy
Chapel School is a Catholic international school. We bring together students and staff from many countries and of many religions. Our diverse student body thrives in the three-fold curriculum we offer: American, Brazilian and International Baccalaureate. Our curricular structure and pedagogical approach are especially geared to prepare learners for universities and life in the United States, in Brazil and the world beyond.
To achieve this, we have developed rigorous, multidimensional curricula and provide a variety of activities that support the intellectual, social, emotional and physical growth of our students. Additionally we invest heavily in professional development and support teachers and staff so they are able and confident in promoting learner success. We work collaboratively and foster an environment that is positive, always assuming good intentions.
Chapel believes that beyond striving for academic excellence, parents, administrators, teachers, students and staff should come together to reach out and enable others to grow to their full potential as well. We believe in a shared humanity and see each and every person as unique and valuable. Stakeholders are called upon to make a personal contribution to the building of a more just and peaceful world. We are committed to education that instills social responsibility, ethical behavior, and respect for all beliefs.
At Chapel School we take on the challenge to prepare young men and women so they are both willing and able to make the difficult choices. Concerned with moral leadership, we hold as our vital role, the development of knowledgeable, critical minds which value humanity.
About Chapel School
A Brief History and Beliefs
Chapel School is a private Catholic school in São Paulo, Brazil that was founded in 1947 by the Oblate Fathers of Mary Immaculate. We are dedicated to excellence in education and believe that each student is unique and should be respected and supported to develop academically, socially, emotionally and spiritually to his or her own potential. We aim to develop future leaders who are internationally minded, believe in shared humanity and understand their responsibility as guardians of our environment. We are accredited by the New England Association of Schools and Colleges (NEASC), the Brazilian Ministry of Education and are a member of the Association of American Schools in South America. Additionally we are proud to be thefirst IB school in Brazil.
Programs of Study
Chapel School offers preschool, elementary, and high school (7 through 12 grades) curricula with American and Brazilian programs, as well as the International Baccalaureate Program in high school. Total enrollment is around 700, with the division being typically as follows: 164 students in preschool and kindergarten, 309 students in grades 1 through 6, and 227 in grades 7 through 12.
We follow the North American school calendar year
with the school year beginning in August and ending in June. A six-week break occurs in December/January, and again in June/July. We typically have between 190 and 200 school days and observe Brazilian Holidays such as Carnival, independence day and patron saints´ days.
Our People
As an international school, Chapel educates students from every continent and over 30 different countries. Religious backgrounds are just as diverse, and families of all faiths make up our community. The language of instruction for all courses is English, with the exception of those required by the Brazilian program.
Our students are exceptionally bright, motivated, and talented. Teachers often cite them as being one of the reasons for renewing their contracts. All of our students are college bound, with about 50% attending post-secondary schools in the United States or Europe, and the other 50% attending universities in Brazil or South America. Chapel students are continuously praised for their International Baccalaureate grades, and their academic excellence is recognized by the stellar universities to which they are accepted. Some acceptances include Georgetown, University of Pennsylvania, University of Southern California, Northwestern University, New York University Abu Dhabi, King’s College London, University of California
Berkeley, Sciences Po, Yale-NUS College, and others across the globe.
Community service and extra-curricular activities are highly valued and students participate in sports, drama, publications, art, music, CAS, MUN, and GIN to name a few.
The school employs around 80 teachers from a variety of nationalities, backgrounds and training. Approximately 45% our teachers have a U.S. education and credentials. The student-teacher ratio is 16:1, with 27 classroom assistants in the ECEC and Elementary Schools. The average class size in the elementary is 25, and in the high school class size ranges from 5 to 26. Chapel teachers are highly trained and truly committed to our mission and shared values.
The Place Called Chapel
It is well know that at Chapel we take care of our people. The community works together to ensure the success of each of its members and takes pride in the fact that we are an extended family. Expat teachers are housed in our school owned apartments which are very tastefully furnished and are located in one of the best neighborhoods in São Paulo. Private bus transportation is available for teachers to and from school in the morning and afternoon. Our meal service is recognized as the best within the schools of our region. We employ two certified nutritionist and our chefs carefully prepare healthy delicious meals with only the highest quality fresh ingredients.
Chapel School is a quiet, oasis within the large bustling city of São Paulo. Our campus is a gem as it is extremely charming and green. Our security system is top notch and our security personnel are friendly and attentive, which gives us a sense of tranquility. The grounds are beautifully landscaped and sit aside a nature reserve. Chapel’s facilities are idyllic with purpose built spaces projected by renowned architects. Maintenance of grounds and facilities is done regularly by our in house gardeners and craftsman. The school has two separate libraries, state-of-the art technology systems, a gymnasium, sports field, exercise facilities, two age-appropriate playgrounds, tennis courts, a multi-purpose auditorium, and a cafeteria. Teachers have their own dinning room where they can eat and chat with colleagues.
Museum (Museu
1948 The Museum of Modern Arts of São Paulo is created. Gandhi’s assassination. The creation of the State of Israel. The approval of the Declaration of the Human Rights by the UN.
1950 First television broadcast in Brazil.
1940s
1945 The first Oblates of Mary Immaculate arrive in São Paulo.
1947 The school begins to operate with adjustments on Rua José Maria Lisboa. The classes were given by the American Franciscan nuns.
1948 Construction of the chapel-residence-school at the same address. Receives its official name Escola Maria Imaculada, but it quickly becomes known as Chapel School.
1950 The construction begins for Capela de Nossa Senhora Auxiliadora at Alameda Franca, 889. The site housed the school for the English-speaking community and was also the Central House for the Oblate Missions.
1984 In Brazil, a popular campaign Diretas Já asks for a direct national popular vote for the president of the country.
1985 The end of the military regime in Brazil.
1988 Promulgation of the new Brazilian Constitution, the Citizen Constitution.
1989 The fall of the Berlin Wall and the end of socialism in Germany and East European.
1989 Direct popular voting for the President of the Republic of Brazil takes place.
1980s
1983 The Chapel School is officially recognized by the Ministry of Education and Culture as a Brazilian school as well.
1983 The first International Festival is carried out, an event that still occurs annually.
becomes a socialist nation.
1960 The inauguration of Brasília, the new federal capital of Brazil.
1950s
1954 The Franciscan Sisters leave and the Felician Sisters arrive, who become part of the academic sector of Chapel, a bond that lasted 35 years.
1955 The first Elementary School graduation.
1957 High School school-year begins with 17 students. There were 165 students in the Elementary School. Chapel becomes affiliated with the The Catholic University of America.
1960 The construction of the new (current) headquarters in Chácara Flora.
1991 The creation of Mercosul.
1992 The First Gulf War begins. The break-up of the Warsaw Pact.
1992 The creation of the European Union.
1992 Demonstrators of the Painted-Faces movement protest on behalf of the thenpresident Fernando Collor de Mello, who is impeached and resigns from his post.
1994 The new Brazilian currency starts circulating, the Real.
1995 Commercial internet begins to operate in Brazil.
1990s
1992 The inauguration of the glass mosaic panel by Tomie Ohtake at Chapel School. Offered by Ricard and Angela Akagawa.
1994 The first Book Fair takes place.
1995 The Oblates of Mary Immaculate complete their 50th anniversary of pastoral care in Brazil, celebrating the Thanksgiving Eucharist at Chapel School.
1997 The 50th anniversary of Chapel School.
1966 Beginning of the
1968 Assassination of Martin Luther King Jr.
1969 Man reaches the moon.
Timeline
1960s
1961 First High School graduation. The school becomes bilingual, introducing the Portuguese instruction to all grade levels.
1962 Official inauguration of the headquarters in Chácara Flora, with the blessings of the Oblates General Superior, Father Leo Deschataleta, from Rome.
1965 The school becomes a member of the National Honor Society NHS and is accredited by the National Student Council Association.
1966 It is recognized by SACS - Southern Association of Colleges and Schools.
1967 The first Chapel Art Show goes on display by a group of voluntary mothers.
Vladimir Herzog, is murdered on the premises of the DOI-Codi, in São Paulo.
1979 Margaret Thatcher is elected the first prime-minister of England, the first woman to hold such a position.
1979 First cell phones are brought into service in Japan and Sweden.
1970s
1971 Kindergarten begins.
1972 The Chapel Art Show honors the artist Helenos and keeps the tradition of selecting an artist for each issue.
1973 12 Felician Sisters were living and working as teachers at the school. Chapel is the first school in Brazil to acquire a computer model to be used in teaching mathematics and computer science to students.
1974 The first expansion of the school building starts to accommodate a new High School.
1979 Pre-kindergarten begins.
1970 The first American schools’ sports tournament takes place in Campinas, which Chapel is part of to this day.
2001 Terrorist attacks on the World Trade Center, in New York, enhancing the conflict between the West and the Middle East.
2003 Luiz Inácio Lula da Silva becomes the president of Brazil and launches the Bolsa-Família (Family-Allowance), merging all governmental social programs.
2004 Creation of Enade National Student Performance Exam.
2008 Barack Obama is elected in the USA, the first African-American to hold such a position in the country.
2010 Apple launches the iPad.
2000s
2001 The inauguration of the new ECEC building.
2007 Chapel adopts the IB for All program - all students in High School take this program.
2008 The inauguration of the new High School library, with contemporary arquitecture and a cozy environment that aligns design and technology, a project by the prize winning architect Fernando Brandão.
2009 The beginning of the Chapel Apple program.
2010 The publication of the biannual magazine Inside Chapel, and the newsletter Digital Chapel
2010 Introduction of the CARES program which contains the principles that guide education at Chapel.
1980 Chapel is the first school in Brazil to offer the IB Diploma International Baccalaureate.
2011 Dilma Vana Roussef takes office, the first woman president of Brazil.
2011 Arab Spring: popular protests against the governments of Arab countries.
2012 Rio+20 takes place, a UN conference on sustainable development.
2015 Protests take millions of Brazilians to the streets requesting the impeachment of President Dilma Roussef. Thousands of Syrian refugees risk their lives running away from civil war in the hopes of reaching Europe.
2016 Dilma Roussef is removed permanently from the presidency after being impeached.
2017 The United Kingdom leaves the European Union.
2010s
2011 Major remodeling: cafeteria, auditorium, façade, hallways, classrooms and the construction of the balconies in the Elementary building.
2012 Remodeling and reformation of the Elementary School library. The curator of the Chapel Art Show begins organizing, restoring and cataloguing the art collection that belongs to the school.
2013 Renovation of the High School building and the inauguration of the new IT. Publication of the Cookbook. Implementation of the Advisory Program.
2014 Adaptation and introduction to the Being a Writer method in the Elementary School.
2015 The School is accredited by NEASC (New England Association of Schools and Colleges).
2017 Publication of the CAC Book Chapel Art Collection Book, a collection of more than 300 works of art that belongs to the school.
70th Anniversary of Chapel School, which currently has 680 students, 105 teachers and assistants and 153 employees.
Life Outside the Classroom
Being in the cosmopolitan city of São Paulo, in an exciting country like Brazil has many rewards. There is always something going on and Brazilians love to welcome newcomers. Right off the bat, new teachers can count on a warm Chapel family welcome. A welcome basket, a tour of the neighborhood and school, orientation, dinner out with the team, meeting mentors, and Portuguese language lessons are some of the ways we help our new colleagues become acclimated. To keep social interaction going, we hold fun and relaxed get-togethers for faculty and staff throughout the year. We also count on partner organizations such as The American Society, which supports newcomers of all ages and from all over the world. AmSoc promotes softball games, golfing, flag football, happy hours, cookouts, book clubs and organizes trips. Membership is very inexpensive and gives access to newsletters, a great website, doctor and service referrals, people connections and opportunities to get involved in valuable local charity work. Telecommunications/Internet are excellent out of São Paulo, which makes it easy to keep in touch with family and friends back home.
Beyond what the school and newcomer´s organizations do, you will have infinite adventures right outside your door. São Paulo is the capital city of the state of São Paulo. With a population somewhere around 11 million, it is one of the largest cities in the world. This means that you will encounter traffic, crowds and other hurdles similar to any other large city in the world, but on the flip side it also means that opportunities for the most varied cultural and social experiences abound. São Paulo is a cultural and entertainment center with world-class restaurants, corner cafes, movie theaters, museums, theaters,
concerts, clubs, bars, shopping centers and markets everywhere. When you feel ready to venture out and explore the cities or countries, you will find it easy via São Paulo´s highway systems, airports and bus terminals. .
São Paulo also has outdoor experiences to offer
with its parks, zoos, and botanical gardens. On Sundays and holidays, the city designates a network of avenues as bike lanes and the local population comes out in droves. Ibirapuera Park/Cultural Complex is impressive and within walking or biking distance from the apartments. It is a gathering point for “Paulistanos” to exercise, talk or just relax. São Paulo is a melting pot of cultures. There are large Japanese, Italian, Lebanese, German, Portuguese and other hubs throughout the city. These communities promote typical street festivities throughout the year, which are open to the public and always great fun.
The weather in São Paulo is mostly mild and balmy, although temperatures can dip to12 degrees Celsius in July and rise to 35 degrees Celsius in January. People tend to dress in layers to adjust for the weather changes that can occur throughout the day. The closest beach cities are about one to two hour drives from São Paulo making it easy to go on weekends.
IB Learner Profile
•
School Wide Shared Practices
• Meaningful instruction will take place from the moment the class begins until the bell rings for dismissal.
• Effective lessons include warm up, review of previous lesson, introduction of new content, practical application, and summary.
• A variety of assessments will be given to accurately assess students’ mastery of content and provide timely feedback.
• Beginning in High School, homework that is meaningful and manageable is given as a means for review, practice and reinforcement.
• There must be a variety of learning activities that allow for differentiation, cooperative grouping, creativity and that are relevant to real life applications.
• Objectives and outcomes must be clearly displayed for each lesson.
• Technology must be fully integrated to lessons by using school-adopted programs for teaching and collaboration.
• All classes will establish and practice clear,consistent, orderly routines and procedures for class time, hallways, lunch and breaks.
• Class time is precious and will be maximized for instruction. Students have time to socialize amongst themselves or with teachers outside of the classroom.
• Student work groups will be preselected by teachers to ensure a combination of abilities, nationalities, gender, etc. Integration and acceptance of differences is paramount.
• Teachers will consistently speak English and enforce that students speak English within the classroom. Portuguese, Brazilian Social Studies and Brazilian Program elective classes are exempt from this expectation.
• Maintain a safe environment and keep classrooms neat, clean and hazard free. Report any hazards or incidents immediately to the divisional office.
School Wide Teacher Expectations
All of us are responsible for modeling and insisting on respect for others and appropriate behavior.
All teachers at Chapel School will:
Curriculum and Instruction
Refer to Chapel’s Professional Teaching Standards in the SEPD Portfolio.
Student Supervision and Classroom Management
Refer to Chapel’s Professional Teaching Standards in the SEPD Portfolio.
Professionalism
• Attend work unless sick or in the event of an emergency.
• Respect the starting dates and ending dates of school terms as stipulated in the Board-approved school calendar.
• Demonstrate and promote punctuality.
• Demonstrate and promote international mindedness.
• Recognize our common humanity and shared guardianship of the planet.
• Maintain current records of student attendance and learning progress using school-adopted systems. Weekly update gradebooks.
• Uphold the school’s Guiding Statments and adhere to the adopted curriculum, educational practices, policies, and procedures.
• Participate actively in school meetings and professional development.
• Participate in school accreditation and school improvement.
• Super vise the proper use
• of equipment/facilities with students’ safety in mind.
• Prepare for and attend parent/teacher conferences.
• Use appropriate channels of communication and treat others with respect by not discussing or evaluating colleagues except in said colleagues presence, and the section principal.
• Maintain a positive attitude towards all aspects of the school, accept decisions of the majority, and respect the authority of the leadership team.
• Represent the school appropriately by dressing and behaving professionally.
• Adhere to all further policies and procedures as described in your contract, the handbooks specific to each section of the school, and complete teacher handbook.
Chapel’s Professional Teaching Standards
*Adapted from the KIPP Framework for Excellent Teaching
Element 1: BELIEFS AND CHARACTER
1.1. Beliefs
A Chapel teacher believes that...
A. All students can and will learn. (GROWTH MINDSET)
B. Accountability starts and ends with me. (THE MIRROR)
C. Differences among people exist and are a source of strength.
D. When there are problems we find solutions. When there is a better way, we find it. When a teammate needs help, we give. When we need help, we ask.
E. With deliberate practice, I can constantly become a better teacher. (GROWTH MINDSET)
F. We are a team and family. We teach in schools and communities, not just in classrooms. (TEAM & FAMILY)
1.2 Character
An excellent Chapel teacher...
A. Gets stuck and does not stay there.
B. Finds passion, joy, and adventure in the work. (ZEST)
C. Values relationships and builds them intentionally. (SOCIAL INTELLIGENCE)
D. Makes decisions with students’ best interests in mind. (KIDS IN THE CENTER)
E. Demonstrates self-control, both work-related and inter-personal.
F. Keeps commitments made to: students, families, and colleagues. (PROMISES TO STUDENTS ARE SACRED)
G. Takes time to show gratitude.
H. Expresses and maintains optimism about the future of our students and our school.
Element 2: SELF AND OTHERS
An excellent Chapel teacher...
2.1 Self-awareness and self-adjustment
A. Doesn’t settle. Grows.
B. Calibrates emotions even when pushed.
C. Adjusts tone and actions as needed.
D. Manages time, energy, and attitude.
2.2 Continuous learning
A. Seeks feedback and data early and often and adjusts. (GET IT AND USE IT)
B. Researches, observes, experiments, shares, and collaborates.
C. Sets and achieves big and small goals for professional growth. (GROWTH MINDSET)
D. Takes advantage of learning experiences in school.
2.3 Building relationships
A. Treats colleagues, students, and families as people first and works to make them feel known and valued.
B. Intentionally seeks to know others and to let others know them.
C. Engages in genuine conversations with colleagues and families even when difficult.
D. Notices and intentionally takes advantage of opportunities to strengthen relationships. (THE PERSON YOU DON’T WANT TO TALK TO, IS THE PERSON YOU NEED TO TALK TO)
E. Anticipates and identifies problems in relationships and generates multiple approaches to addressing them.
2.4 Cultural competence
A. Seeks understanding of and honors the vast similarities and differences of student cultures, social contexts, and communities we serve.
B. Considers cultural connections and differences between herself/himself, students, families, and colleagues when communicating in general, as well as when planning and executing lessons.
2.5 Communication
A. Actively listens to others, with appropriate eye contact and non-verbals.
B. Communicates with genuine warmth and maintains rigorous expectations for behavior and results. (CARING & DEMANDING)
C. Responds to students and adults with positive tone and clarity.
D. Avoids sarcasm.
E. Communicates feedback and concerns directly to students, families, and colleagues.
2.6 Professionalism
A. Honors that teaching is our chosen profession and that our students and their families put a tremendous amount of faith in us as professionals. Consequently, we embrace that part of being an excellent teacher is living up to the Chapel teacher professional standards.
Element 3: CLASSROOM CULTURE
Excellent teaching means that the teacher...
3.1 Expectations
A. Consistently communicates: 1) This is important; 2) We will give you the support, time and structure to be successful, but we will not lower the bar.
B. Insists that students take risks, make and learn from mistakes, and admit confusion. (GROWTH MINDSET)
C. Lets students know exactly what academic and character excellence looks like for the year, the unit, and the lesson and demands it. (CARING & DEMANDING)
D. Provides real-time and specific affirming and adjusting feedback about academics and character to students.
3.2 Investment
A. Designs the physical space to make it inviting, purposeful, and a reflection of the students in the room.
B. Ensures kids can explain the why, big and small, for every action, activity, and artifact.
C. Makes sure that goals, big and small, matter to kids and their families.
D. Creates a classroom where kids are proud to be and you can tell.
E. Provides students with opportunities to make choices and to influence the classroom culture.
3.3 Routines, procedures and systems
A. Designs efficient behavioral and academic systems.
B. Models and practices systems until they are mastered.
C. Tweaks systems when they are not working.
D. Maintains a clean and organized classroom space. (CLEANER THAN WE FOUND IT)
E. Anticipates challenges that individual students may have with some routines and systems and makes adjustments.
3.4 Management and discipline
A. Implements a classroom behavior management plan with the goal of 100% of the students meeting 100% of the expectations 100% of the time. (100%)
B. Notices what is happening in the classroom and adjusts accordingly. (WITH-IT-NESS)
C. Considers and addresses the root causes of student disruption or inattention.
D. Reacts with speed and decisiveness when behavior does not meet expectations. (CARING & DEMANDING/100%)
E. Administers consequences that logically connect to the behavior and the child. (LOGICAL CONSEQUENCES)
F. Uses a calm, firm, and convincing tone when addressing inappropriate behavior. (CARING & DEMANDING)
G. Uses a variety of techniques to capture and maintain mutual respect and attention from students (i.e. –narrate the positive, correct, assertive body language, proximity, etc…)
H. Provides specific, observable, concrete, and sequential directions and expects students to follow them. (SOCS/100%)
I. Reconnects positively with students after administering a consequence.
3.5 Joy!
A. Exudes a love of teaching and learning through facial expressions, tone, and actions.
B. Nurtures curiosity and a love of learning.
C. Creates opportunities in the day for students to smile, laugh, and be expressive.
4.1
Big goals
A. Establishes and refers to measurable, challenging,
Element 4: TEACHING CYCLE
year-long goals for student growth and achievement.
B. Breaks big goals into manageable and measurable chunks.
C. Regularly tracks and communicates progress with students and families.
4.2 Long-term and unit planning
A. Uses the Understanding by Design framework, to plan units that include:
i. Standards and learning goals (END IN MIND)
ii. Assessments
iii. Enduring understandings and essential questions
iv. Instructional activities
v. Lesson objectives/aims
4.3
Lesson planning
A. Plans a daily objective/aim that is achievable, rigorous, and measurable.
B. Establishes clear criteria for success and an aligned way to assess daily. (THE WHAT)
C. Breaks content down into clear, accessible ideas and procedures.
D. Matches materials/explanatory devices to objective.
E. Connects current lesson material to past and future material as well as material from other content areas. (BUILD THE NEURAL NET)
F. Explicitly differentiates and groups kids in plan. (GROUPING)
G. Connects to prior knowledge.
H. Develops compelling hooks throughout lessons, aligned to objective. (HOOKS)
I. Includes introduction to new material, guided, and independent practice. (I DO/YOU WATCH, WE DO, YOU DO)
J. Establishes checkpoints. (THE WHETHER)
K. Asks varied questions as needed to drive rigor.
L. Plans aligned, interactive activities. (THE HOW)
4.4
Rigor
A. Clearly communicates what mastery and excellence looks like, differentiated for all student groups. (THE BAR)
B. Spirals and scaffolds up, down, and across Bloom’s Taxonomy. (SPIRAL & SCAFFOLD)
C. Varies questioning strategies.
D. Proactively addresses student misconceptions. (MISCONCEPTIONS & NON-EXAMPLES)
E. Makes students explain and defend their answers, even when they are correct. (ELABORATIVE INTERROGATION & STRETCH IT)
F. Insists on all-the-way correct answers from students orally and in writing; does not accept partial answers. (RIGHT IS RIGHT)
G. Unpacks and repacks incorrect answers for mastery, and has the students do the same. (CLOSE THE CIRCUIT)
H. Provides each student with timely, structured academic feedback – verbally and in writing. (JOHN WOODEN & SOCKS)
4.5 Lesson execution
A. Posts and communicates clear objectives and an engaging agenda for the lesson so kids know what is to be learned, why it is to be learned, and how it is to be learned. (WHAT, WHY, & HOW)
B. Delivers content in a well-organized, clear, accessible manner.
C. Activates prior knowledge.
D. Hooks, models, guides, releases, and closes.
E. Creates external indicators that the brain is on-task (i.e., nodding, tracking, note-taking, independent work). (MAKE IT VISIBLE)
F. Notices student confusion and does something about it. (WITH-IT-NESS)
G. Ensures that students are thinking about the task and responding to the teacher and each other. (BE ON TASK)
H. Provides opportunities for clear, organized student note-taking when appropriate. (NOTES)
I. Ensures sustained and structured independent practice of objective.
J. Circulates and responds to student work in real-time.
K. Works as needed with individual students and small groups to differentiate and ensure mastery. (YOU DON’T NEED AN INTERVENTION TIME TO INTERVENE)
L. Uses a variety of methods to review and practice skills already mastered. (SPIRAL)
4.6 Ratio
A. Frequently engages all students in opportunities to think, speak, and write. (MAKE KIDS SWEAT)
B. Uses a variety of ratio strategies to increase thinking and talking done by students. (Wait time, call and response, pre-call, cold call, half statements, fill in the blank, unbundling, elaborating or building on, playing dumb, etc…)
C. Ensure that partner and group work is structured and accountable.
D. Employs economy of language and action. (LET THE KIDS DO IT)
4.7 Pacing and timing
A. Sets, communicates, and keeps pace during class time.
B. Uses brisk and smooth transitions throughout.
C. Plans for periods of active and passive engagement.
D. Adjusts lesson timing as appropriate to meet the needs of all students. (Reevaluate planning if occurs repeatedly.)
4.8 Assessment
A. Creates or obtains standards-aligned formative and summative assessments as the first step of planning. (END IN MIND)
B. Administers diagnostics that determine what students know and do not know to inform long-term and unit planning. (HOLES & BRIGHT SPOTS)
C. Uses a variety of individual and whole group methods daily, weekly, and beyond to check for understanding. (CFUs)
D. Varies questioning strategies in order to determine readiness for the next step.
E. Assesses all students against each lesson’s learning objectives to inform teaching daily.
F. Plans unit assessments and weekly/bi-weekly assessments that are appropriately spiraled, scaffolded, and differentiated.
G. Adapts, accommodates, and modifies assessments for students with special needs.
4.9 Analysis and action
A. Provides ongoing and specific affirming and adjusting feedback about academics and character to students.
B. Immediately uses data from CFUs to correct misconceptions and determines whether to re-teach the entire class, target a smaller group, or individual.
C. Accurately predicts level of student mastery in advance of exit tickets, student practice, weekly/biweekly assessments, unit assessments, etc . . .
D. Tracks and analyzes assessment data regularly to drive short and long-term planning, re-teaching, and differentiation.
E. Communicates what, when, and how assignments
will be graded.
F. Completes grading quickly and returns work to students promptly. (SERVES FRESH FOOD)
G. Provides each student with timely, structured academic feedback-verbally and in writing.
Element 5: KNOWLEDGE
Excellent teaching means that the teacher...
5.1 Child development
A. Uses knowledge of the developmental ranges of what students can do academically to inform planning. (ZPD)
B. Knows the developmental ranges of what students can do behaviorally and uses it to make decisions. (ZPD)
C. Knows what students care about and how they form relationships.
D. Knows how to empathize and adjust to meet academic and emotional needs.
5.2 Content knowledge
A. Knows the essential content, concepts and big ideas of the discipline well enough to create questions that teach and assess them.
B. Knows what to expect and how to support our English Language Learners. (EVERYONE’S AN ELL TEACHER)
C. Knows what to expect and how to support our students with special needs. (EVERYONE’S A SPED TEACHER)
D. Knows what they, as a teacher, do not know and asks for help accordingly.
5.3 Literacy for everyone
A. Models thoughtful and accurate reading, writing, and speaking.
B. Deliberately and frequently expands students’ vocabulary.
C. Uses knowledge of students’ literacy experiences, reading levels, and interests to plan lessons regardless of the subject. (EVERYONE’S A READING AND WRITING TEACHER)
D. Provides students with varied opportunities to express their thinking orally, in writing, and to engage in the writing process.
5.4 Differentiation
A. Knows the learning styles and academic strengths and weaknesses of each individual student. (KNOW YOUR KIDS NOT THEIR LABELS)
B. Accelerates and remediates for students starting at their learning edge. (ZPD)
C. Varies teaching strategies, styles and activities to ensure all students master objectives. (IT’S ABOUT HOW THEY LEARN NOT HOW YOU TEACH)
D. Uses practice and grouping strategies to work with specific students in class. (YOU DON’T NEED AN INTERVENTION TIME TO INTERVENE)
E. Pre-teaches, re-teaches, and extends as needed.
F. Is resourceful and creative in leveraging a variety of resources to help all students achieve learning goals. (People, technology, time, etc . . . )
G. Learning is the constant - time and support are the variables
Quick Guide for Teachers
The purpose of this guide is to give new teachers answers to frequently asked questions around Chapel. If you need clarification on an item contained herein, please consult your Mentor, Department Head or Principal.
1. General Expectations
In order to keep the community running smoothly, Chapel has put into place some general rules and guidelines.
1.1 Attendance
1.1.1
Teacher Work Day
The teacher’s workday starts at 8:00 a.m. and ends at 3:10 p.m. On Mondays, the teacher’s workday starts at 8:00 a.m. and ends at 4:30 p.m. This is monitored by a time clock (located in the staff lounge) that registers teacher’s arrival and departure times. Each staff member is required to personally record the time of arrival and departure. It is expected that classes and instruction begin promptly at 8:00 a.m. If you need to leave early or arrive late, you must submit an Absence Request Form to your Principal.
1.1.2
Special Events
Chapel hosts a variety of events throughout the year and all teachers are encouraged to attend school functions. Back-to-School/ Open House and Parent/Teacher Conference are mandatory.
Any activity that invites parents and/or speakers to campus must be approved, booked in advance, have requisitions filled out and be appropriately documented on the Google All School Calendar. All activities that invite parents and/or speakers and require spaces such as the Auditorium, Meeting Room, Covered Gym, among others, must be booked directly with the Senior Secretary at cida@chapelschool.com. The Elementary Library can be reserved directly with the school librarian. However must go through the Elementary School Office for final approval. Every activity that must have a chaperone/teacher present, has to be listed on the Google All School Calendar as
well and have requisitions submitted so that appropriate security and communication can be provided.
1.1.3 Requesting Absences
Teachers may request to be absent for certain circumstances through the Absence Request Form (see Appendix). This form must be submitted in advance to the divisional office. Absences may not be requested to extend weekends, holidays or vacation.
1.1.4 Student Dismissal Procedures
Safety is our first priority and we must all be vigilant especially when dismissing students. Please follow the below procedures for your section precisely, consistently and diligently throughout the year to avoid students being released to unauthorized persons. We are all responsible for children being safely dismissed to persons who are previously authorized by parents or guardians. In the event that you notice a student has gone missing, immediately alert your building administrator, secretary and/or nearest security personnel. This will trigger a Gate Lock Down and Search Procedure.
ECEC/ELEMENTARY
At student dismissal time ECEC/ES teachers are expected to:
• Request parents/authorized adults to stand in line for an orderly dismissal procedure;
• Stand by the classroom’s door.
• Hand the sign-out book to the authorized adult who will sign-out the child he/she is pickingup. This includes van monitors.
• Call the child by name while the authorized adult signs-out the child.
• Dismiss children one by one (individually) instead of calling groups of children (for example “van kids, after school kids”).
• Always call each individual child by name.
• Dismiss children that go by van only after attending all parents/authorized adults standing in line.
• Confirm that the child leaving the room is the child that was signed-out by the authorized adult.
• Write a note on the back of the sign-out sheet in case a child has been picked-up by an authorized person who does not usually pick him or her up, so that we can identify the signature if needed.
HIGH SCHOOL
High School students are dismissed by their G period teachers at 3:10 p.m. At the beginning of the school year, every student’s family completes a “A Leaving Campus Authorization” form that has different levels of authorization:
• Child is authorized to be picked up by specific adults (the family provides a list of names and ID numbers)
• Child is authorized to walk home independently after school.
• Child is authorized to take a taxi (as called by the reception) independently after school.
• Child is authorized to take a taxi or UBER or to use a cell phone application to order his/her own means of transportation after school.
The High School Office works closely with our gate security to ensure that all students leave campus in accordance with the authorization form completed by the student’s family.
2.Substitutes
In the event that a teacher must be absent, the school will provide a substitute. If the absence is for a short period of time, the school will recruit someone from the current faculty. Teachers should be ready to substitute for colleagues when requested. If the absence is longer, the school will make every effort to find a substitute from outside of the teaching staff. To inform of a last minute absence in case of illness or emergency, the staff member must speak to the section secretary on the phone and send his or her supervisor an email. Informal messages such as WhatsApps and the like are not acceptable.
2.1. Advance Notice and Lesson Plans
The teachers are required to give adequate advance notice of their absence. In the case this is not possible, the school should be formally notified as soon as possible via phone so they have time to find an adequate substitute. Again, informal
messages are not acceptable.
Each teacher is responsible for providing 2 days of contingent lesson plans at the beginning of each semester. These lesson plans will be kept on file in the divisional offices and should be periodically updated.
3.Teacher Attire
Our students see us as role models including on how to dress appropriately at school and work. Therefore, we expect that staff and faculty dress professionally and conservatively at school. Below is a chart as well as specifics for better clarity of the expectations. Physical Education staff should use the designated PE teacher uniform.
DAYS OF WEEK and PERMITTED ATTIRE NOT PERMITTED
Monday is Chapel Polo Shirt Spirit Day and dark blue jeans in excellent repair. Or
Business Attire* as described below
Tuesday, Wednesday and Thursday
Business Attire* as described below
Friday is Casual Day
Casual Attire** as described below Or
Business Attire* as described below
Other Special Days / School Events
All-Day Professional Development Days: Casual Attire **
Day Time School Events: Casual Attire**
Evening or Graduations: Business Attire*
Field Trips: Chapel Polo Shirt and Casual Pants
3.1 Specifics for Teacher Attire
• Jeans of any other color
• Tennis shoes
• I tems listed in # 3.1.1 – “Never permitted”
• Jeans
• Tennis shoes
• Any other Chapel shirt/sweatshirt
• I tems listed in # 3.1.1 – “Never permitted”
• I tems listed in # 3.1.1 – “Never permitted”
• I tems listed in # 3.1.1 – “Never permitted”
3.1.1 Attire Never Permitted at School: leggings or tight pants/skirts without long tops that fall to one palm above the knee or longer • flip-flops or shoes without a back strap • tank tops or tops with thin /“spaghetti” straps • clothing, including jeans and t-shirts, that is worn out, ripped and/or faded • clothing with inappropriate messages (drugs/ alcohol, political statments propaganda, jokes in poor taste) • clothing that is sheer/see-through or too revealing • visible undergarments • sweatpants, bermudas and/ other shorts.
3.1.2 Business Attire* includes: slacks/dress pants • dresses and skirts that fall to one palm above the knee or lower • capri pants • dress shirts, polo shirts and blouses • ties and scarves • suits and blazers • sweaters, vests and cardigans.
3.1 3 Casual Attire** for Fridays only: Chapel Polo shirt • other polo shirts or t-shirts in excellent repair and in good taste • casual dresses and skirts that fall to one palm above the knee or lower • dark blue jeans in excellent repair • sneakers/tennis shoes in excellent repair, and must follow directive 3.1.1 above.
4.Privacy
For safety reasons, no school employee shall release names, addresses, or telephone numbers of pupils or staff to anyone other than school officials.
5.Communication
5.1 Email
Faculty is provided with an email address and signature (……….@chapelschool.com). The use of this tool must be strictly professional to communicate with parents, students, teachers and other departments. A majority of school information is communicated through email, and it should be checked regularly. The expectation is that teachers will verify internal communication throughout the day and reply as promptly as possible. Teachers must reply to students and parents emails within 24 hours.
5.2 Mailboxes
Teachers’ mailboxes are located in the Teachers’ Lounge. Pay stubs are placed in teachers’ mailboxes at the end of each month. Other school information is placed in the mailboxes on a regular basis.
5.3
Bulletin Board in Teacher’s Lounge
Communications about teacher pay, cestabásica (food basket), vaccines, vacation schedules, and health insurance are published by the Financial and Administrative Directory and posted in the teachers’ lounge.
5.4 Telephone Usage
The telephones in the offices are for official use only. Local calls are unrestricted but should be made only when the teacher is off duty. To make a local call, dial 0 before the phone number. Long distance calls are allowed with permission from one’s Principal. Personal calls to cell phones will be charged. To place a call to a cell phone or long distance dial 9 and talk to the operator. Students’ use of office phones (ECEC, ES, HS) is not permitted except when authorized by the secretary.
6.Resources
The school believes that teachers should have all the classroom resources necessary for effective teaching. Below you will find the guidelines to request materials.
6.1 Requisition Forms
The teacher should submit a requisition form (See attachment I – Requisition Form) to the appropriate secretary when an item is needed (inform description and estimate cost). Teachers will not be reimbursed for materials purchased prior to filling out the form and receiving approval. Student activities that require items purchased, deliveries and/or site visits must have requisitions approved in advance.
Requisition forms should be submitted at least 7 school days prior to the event.
6.2 Copy Center
Copy requests can be submitted via email to copias@chapelschool.com (to send digital files to be printed) and, by copy request form in the copy center (see Appendix). The copy request form must be filled out correctly, including formatting, time, date of delivery, and number of copies. Copies for school-related business that exceed 150 black and white pages per request or 10 color pages per day, will require written authorization signed by one’s Principal. The copies will then be delivered to the teachers’ boxes located outside the copy room. Regular copy requests should be submitted at least 3 hours in advance of when they are needed. Please note that files sent after 4:30 p.m. will be delivered the next morning. Special copy requests (bound workbooks, pamphlets etc.) should be submitted at least 48 hours before they are needed.
Be mindful of copyright both when you request copies, scan material, and share these with your students.
Students are not allowed to get materials or copies for the teacher under any circumstances.
6.3 Classroom Supplies
The Supply Room is located directly across from the Copy Room and operates from 8:00 a.m. to 4:30 p.m. Small requests may be placed in person or via e-mail almoxarifado@chapelschool.com. Large requests require a signed requisition form from your principal.
Students are not allowed to pick-up materials for the teacher under any circumstances.
6.4
Book Order Season
(Divisional offices will comunicate about the season)
Teachers must submit book orders through their Department Heads (High School) or to their Principal (Elementary School and Early Childhood). A budget meeting is held annually to plan and approve the purchase of materials requested. Once approved by academic and administrative departments, the orders may be processed. Teachers must send and suggest items to be included in the system. These should be sent to each division’s administrator.
6.5 Technology
In order to assist teachers, Chapel has adopted some technology systems to expedite grading, attendance and course management. All of these systems can be accessed through the Chapel School portal. The following systems are in place and will be reviewed in professional development and/or by new teacher mentors. All staff are expected to sign an Appropriate Use of Technology agreement.
• Atlas - Used schoolwide for curriculum documentation and alignment as well as for lesson planning and collaboration;
• GOLD - system used by ECEC teachers for assessing students;
• Plus Portals - Online course management system and parent /student communication tool;
• Mimio - All classrooms come equipped with a Mimio whiteboard system and stylus. The library also has a limited number of MimioPads and MimioView document cameras available upon request.
Obs.: If you are using a school computer and you would like to add/update software, you should contact the IT department and a requisition must be submitted to your Principal.
The school also provides electronic devices for the class (iPads, laptops, cameras….) which may be booked through our Sign-Up Genius system (http:// www.signupgenius.com/). Along with the requested material, you will receive a form to list the students using the numbered equipment. Teachers must report damage or inappropriate use immediately.
6.6 Help Desk
All technical support requests should be sent to helpdesk@chapelschool.com. For better operational control, all requests will be recorded and monitored through this channel. Users can track the status of their requests on the website http://chapelschool.freshservice.com/google/ login, by clicking on “Your tickets”. Use your Chapel School e-mail to access this service.
7. Professional Development / Career Plan
The school supports ongoing professional development of our faculty. To that end, professional development opportunities will be provided on a weekly basis. Additionally, the school will strive to organize courses and workshops whenever possible. The instructional staff has the opportunity to request participation in conferences, educational workshops, instructional visitations, professional meetings and study courses.
Chapel has a Career Plan offered to all teachers which looks at the number of years working in the field and academic degrees. Please note that it is important to keep your files updated. If you have any diplomas or certificates, please bring a copy to the senior secretary. For any further information, please contact your Principal. Teachers are responsible for submitting documentation of completion of a degree with a requisition.
7.1 Professional Development Meetings
All faculty members must be present for weekly professional development meetings (Mondays from 3:30 p.m. to 4:30 p.m.) No after school activities can be scheduled for that day and time. Staff meetings will be announced in advance by each Principal. Teachers who teach in multiple divisions (Elementary/High School) should always check with the principals about wich session they will attend.
7.2. Tutoring
Tutoring may only be recommended through a Child Study Team meeting (ECEC/ES) or Student Team meeting (HS). No teacher should tutor his/her own student and no teacher may tutor to prepare his/her own student for school tests. The tutor and the parents determine tutorial work payment. No tutoring is allowed during regular school hours
(8:00 a.m. to 3:10 p.m.). Chapel teachers may tutor on campus after completing a year of employment at Chapel.
Teacher’s Name] Tutoring Guidelines (Page 1) and Schedule (Page 2)
7.3. Conferences
Attendance at conferences and similar activities must receive prior approval from one’s Principal. The Professional Development Request Form, located under Appendix in this handbook should be completed and submitted with the teacher’s request.
7.4. Reimbursement for Faculty Tuition Expenses
Chapel encourages teaching staff to enroll in continuing education programs and courses. The following criteria shall be used in order to reimburse teachers who pursue university work (see Appendix):
• The teacher must be full-time with a minimum of 2 years employment at Chapel.
• All course work must be directly connected with the teacher’s assignment.
• Prior approval of the course must be obtained in order to receive the agreed upon % of reimbursement for satisfactorily completing course work.
• All course work requires prior approval of the Admin Team, that analyzes all requests. This permission must be renewed each semester.
Only regular expenses such as hotel, transportation and food - no alcoholic beverages, incurred at conferences will be reimbursed. Entertainment and luxury meals are not reimbursed. Staff members need to submit receipts to their Principal. There is no reimbursement without presentation of receipts. Receipts must be submitted within five working days after returning from the conference.
7.5. Professional Evaluation
Chapel School recognizes the need for timely feedback to teachers and provides support such as feedback, counselors and mentors to help them grow as professionals. Evaluation enables the teacher to become more aware of his/her strengths and areas for growth. With this knowledge, the
teacher has the opportunity to capitalize on his/her strenghts points and improve in areas of need. Staff members are encouraged to partner in this process in an open and professional manner.
Evaluation will be based on the total performance and effectiveness of the teacher. Teachers will be placed on one of the three supervision and evaluation tracks and will be observed accordingly.
7.5.1. Personnel Records
Personnel records shall be available only for official use by the Board, the Admin Team, and the employee’s supervisor, or for inspection by accrediting agencies or other groups – with prior Admin Team or legal authorization.
8. Miscellaneous
8.1. Anthem
The Brazilian National Anthem is played every Friday at 8:00 a.m. Teachers are expected to model respect and request all students to stand in attention for the National Anthem. The American National Anthem is played every last Friday of the month.
8.2. Keys
All keys will be issued through the Principal’s secretary. Keys issued are for personal use and are not to be loaned to others. All keys are to be returned to the office at the end of the semester.
8.3. Emergency Procedures
Each division (ECEC, ES or HS) has specific emergency procedures for a situation when a student is not feeling well in class. Check with the secretary or principal of your division to know which ones apply to your situation.
Students should always be taken to the nurse if injured or not feeling well. If a student cannot move, a nurse should be contacted immediately for appropriate care and assistance.
First Aid training is offered periodically. Emergency information and Fire Drill evacuation maps are available in every classroom.
8.4.
Visitors on Campus
8.5. Chapel Forms
Some forms must be filled out in Portuguese. The school secretary can help teachers in this process.
• Absence Request Form (See Appendix)
• Professional Development Form (See Appendix)
• Requisition Form - (See Appendix)
• Copy Requisition Form - Should be signed by Principal for requests over 150 pages. Each side counts as a page. (See Appendix)
• Visitors on Campus Request Form (See Appendix)
If you would like to have a visitor on campus you must officially request permission by submitting an email to your section principal and secretary with a copy to the Admin Team. A written request form will then be filled out and submitted for approval. Please specify your visitor’s full name, reason for the visit and the areas on campus where the visitor will tour. This request must be submitted at least 5 school days in advance in order for the appropriate vetting and communication process to be completed.
Applying for a Work Visa in Brazil
The process of obtaining a temporary work visa can be lengthy and laborious, however we employ a well seasoned staff and expert consultants who will assist you personally throughout. You will, of course, have to do your part by making this a priority. Please follow the orientations below as they will no doubt help the progress run smoothly. Remember to stay positive and if you hit a hurdle do not hesitate to contact us. We are here to help.
Begin right away, do not procrastinate as every day counts.
Always go in person to pick up and/or deliver forms and documents. Taking the time to do this will make the process quicker and smoother in the long run. Avoid to have federal, state, country, or city governmental institutions send you documents by mail. This may delay the process.
Use your full and legal name as it appears on your passport to fill out all forms. No abbreviation or nicknames as the consulate will ask for further verification.
Make sure you have cash on hand to pay for required fees. Some agencies/offices only take cash and you run the risk of having to come back if you are not prepared. In the case that you have to mail payment to out-of-area universities, consulates, etc., you will need to send a money order so plan your time accordingly.
If you are obtaining a US passport for the first time, it is better to go in person to the Federal Building located in the city closest to your residence. You can apply for a passport through the U.S. Postal Service, however it may take from 4 to 6 weeks to process, sometimes longer depending on your location.
Keep receipts for everything that you spend towards the work visa process; gas, meals, pictures, tests (lab/medical), hotel accommodations, photocopies, documentation, telephone calls. When you get to Chapel, you will fill out an expense report and attach all receipts. You will be reimbursed in Reais, based on the exchange rate at the day of reimbursement.
A word about Consular Offices
Just as with any government agency, you will encounter friendly people and not so friendly people. Remember to be persistent in finding out what you need but also be very pleasant and respectful.
You may have to apply to more than one Government Office (Secretary of State, County Clerk, Brazilian consular office, etc) for notarization/ legalization/apostille of documents depending on jurisdiction.
For example, if you currently reside in Seattle, Washington, you will be working with the Consulate in San Francisco to have your visa issued. However, if your degree is from Nevada, you must also work with the Secretary of State of Nevada. Each Secretary of State and each Brazilian Consulate may have different guidelines to follow for apostille, notarizing and legalizing documents and we will inform you of this as we go along.
Defining terms:
An Apostille is simply the name for a specialized certificate, issued by the Secretary of State in the US or by each country’s specific Authority. The Apostille is attached to your original document to verify it is legitimate and authentic so it will be accepted in one of the other countries who are members of the Hague Apostille Convention. Notarizing by a Notary Public means verifying the signature on the document and legalizing is done by the Brazilian Consulate in the jurisdiction where the document was issued.
Contact Information for the Visa Process
Our visa consultants will contact you soon in order to assist you fully in this process. We also have two Foreign Hire Liasion personnel who will help you throughout the process.
Chapel School Foreign Hire Liaison Office
Tel: (55 11) 2101-7400- Extention 7423/7424
Email: businessoffice@chapelschool.com
First Step to Getting Your Work Visa in Brazil
Initially, you will apply for a Temporary Work Visa, which allows you to work in Brazil for a period of up to 2 (two) years. If your contract is extended, the School will apply for renewal.
PHASE I: Initial documents you will need to send scanned by email:
A- Filled out Work Visa Questionnaire (to be sent afterwords by our Visa Consultants)
B- Documents
• Passport: regular photo copy of the identification page, that should be valid for at least 6 months from the day you apply for the visa at the Brazilian Consulate, having at least 4 blank pages
• Birth Certificate (and Marriage, if applicable): regular photocopy, to prove your parents´ names
• Transcripts and/or Diplomas: regular photo copy, of all your degrees (undergraduate, graduate, master, etc.)
How to Contact Us
CHAPEL SCHOOL
Street address: Rua Vigário João de Pontes, 537 - São Paulo – S.P. - CEP 04748-000 - Brazil
Telephone numbers: (55) (11) 2101-7400 / Fax: (55) (11) 5521-7763
School Director: Ms. Juliana Menezes
E-mail address: jmenezes@chapelschool.com
Foreign Hire Liaison Office - Telephone: (55) (11) 2101-7400 Extension: 7423/7424
E-mail address: businessoffice@chapelschool.com
FAITH IN EDUCATION
Mission Statement
In a caring and academically challenging environment, Chapel provides an American-style education to an international student body. Through Christian values, students learn to make informed decisions, to own responsibility for personal actions and community needs, and to respect life and cultural diversity.
Shared Vision
Engage. Challenge. Support. Care. Prepare students for life.