ISB Staff Handbook - 2011-2012 by International School of Bucharest

ISB Staff Handbook 2011 FOREWORD The aim of this handbook is to provide all members of staff at ISB with a brief guide to procedures and policies of the school. This guide should be used in conjunction with the school policies, which can be found on the School Network.

Sos Gara Catelu nr 1R Sector 3 032991

ISB STAFF HANDBOOK 2011

FOREWORD ................................................................................................................................................ 6 AN INTRODUCTION ..................................................................................................................................... 6 PHILOSOPHY & OBJECTIVES ......................................................................................................................... 6 MISSION STATEMENT .............................................................................................................................................. 6 PHILOSOPHY........................................................................................................................................................... 6 OBJECTIVES ............................................................................................................................................................ 7 UN DECLARATION OF HUMAN RIGHTS ....................................................................................................................... 7 EDUCATIONAL PHILOSOPHY ...................................................................................................................................... 7 Aims and objectives ........................................................................................................................................ 7 Expectations and standards ........................................................................................................................... 7 ACCREDITATION .......................................................................................................................................... 9 SCHOOL ORGANISATION ........................................................................................................................... 10 THE STRUCTURE OF ISB ......................................................................................................................................... 10 BOARD OF DIRECTORS ........................................................................................................................................... 10 DIRECTOR ............................................................................................................................................................ 10 SENIOR MANAGEMENT TEAM (SMT) ....................................................................................................................... 10 EXTRA CURRICULAR ACTIVITIES COORDINATOR .......................................................................................................... 10 PROJECTS & OLYMPIADS COORDINATOR ................................................................................................................... 10 ROLES AND RESPONSIBILITIES ................................................................................................................... 11 EARLY YEARS FOUNDATION STAGE - PIPERA .............................................................................................. 11 EYFS PRINCIPAL ................................................................................................................................................... 11 DEPUTY PRINCIPALS............................................................................................................................................... 11 YEAR LEADERS ...................................................................................................................................................... 11 SUBJECT COORDINATORS........................................................................................................................................ 11 TEACHERS ............................................................................................................................................................ 11 TEACHING ASSISTANTS ........................................................................................................................................... 11 PRIMARY SCHOOL ..................................................................................................................................... 12 PRIMARY SCHOOL PRINCIPAL .................................................................................................................................. 12 DEPUTY PRINCIPALS............................................................................................................................................... 12 YEAR LEADERS ...................................................................................................................................................... 12 SUBJECT COORDINATORS........................................................................................................................................ 12 TEACHERS ............................................................................................................................................................ 12 TEACHING ASSISTANTS ........................................................................................................................................... 12 SECONDARY SCHOOL ................................................................................................................................ 14 SECONDARY SCHOOL PRINCIPAL .............................................................................................................................. 14 DEPUTY PRINCIPALS............................................................................................................................................... 14 EXAM OFFICER ..................................................................................................................................................... 15 HEADS OF DEPARTMENT ........................................................................................................................................ 15 CAREER COUNSELLOR ............................................................................................................................................ 15 ALUMNI COORDINATOR ......................................................................................................................................... 15 YEAR LEADERS ...................................................................................................................................................... 15 FORM TEACHERS ................................................................................................................................................... 16 TEACHERS ............................................................................................................................................................ 16 SECONDARY SCHOOL ORGANIZATIONAL CHART .............................................................ERROR! 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ISB STAFF HANDBOOK 2011 3 ADMINISTRATION AND SUPPORT .............................................................................................................. 18 FINANCIAL MANAGER ............................................................................................................................................ 18 ADMISSIONS OFFICER ............................................................................................................................................ 18 SECRETARIAT ........................................................................................................................................................ 18 RESOURCES MANAGER .......................................................................................................................................... 18 CAMPUS MANAGER .............................................................................................................................................. 18 HEALTH AND SAFETY OFFICER ................................................................................................................................. 18 DOCTOR/NURSE ................................................................................................................................................... 18 IT TECHNICIAN...................................................................................................................................................... 18 INTERNAL POLICIES ................................................................................................................................... 19 SCHOOL POLICY DOCUMENTS ................................................................................................................................. 19 CHILDREN TRANSFERRING FROM ANOTHER PRIMARY SCHOOL ....................................................................................... 19 CHILDREN TRANSFERRING TO THE SECONDARY SCHOOL ............................................................................................... 19 EXTRA CURRICULAR ACTIVITIES................................................................................................................................ 19 WITHDRAWAL FROM SCHOOL.................................................................................................................................. 19 EMERGENCY CLOSING ............................................................................................................................................ 19 STAFF ILLNESS....................................................................................................................................................... 19 DRESS CODE FOR STAFF MEMBERS .......................................................................................................................... 20 Female Staff .................................................................................................................................................. 20 Male Staff ..................................................................................................................................................... 20 All Staff ......................................................................................................................................................... 20 BEFORE SCHOOL ................................................................................................................................................... 21 BREAK DUTIES ...................................................................................................................................................... 21 DUTY TIMETABLE .................................................................................................................................................. 21 INSIDE DUTY......................................................................................................................................................... 21 BUS DUTY ............................................................................................................................................................ 22 DINING ROOM SUPERVISION ................................................................................................................................... 22 SNACK ................................................................................................................................................................. 22 END OF DAY PROCEDURES ...................................................................................................................................... 22 SECURITY SYSTEM ................................................................................................................................................. 22 PERSONAL LEAVE .................................................................................................................................................. 23 LOST KEYS............................................................................................................................................................ 23 SCHOOL LUNCH .................................................................................................................................................... 23 CLASSROOM MANAGEMENT ................................................................................................................................... 23 BORROWING OF RESOURCES ................................................................................................................................... 23 PUPIL LATENESS .................................................................................................................................................... 23 PUPIL ABSENCE..................................................................................................................................................... 23 ACCIDENTS........................................................................................................................................................... 24 MEDICAL ............................................................................................................................................................. 24 ASSEMBLY............................................................................................................................................................ 24 CLASS ASSEMBLY .................................................................................................................................................. 24 TRANSPORT.......................................................................................................................................................... 25 CHANGING FOR PE ................................................................................................................................................ 25 MOBILE TELEPHONES............................................................................................................................................. 25 CHEWING GUM .................................................................................................................................................... 25 TOYS ................................................................................................................................................................... 25 THE LIBRARY ........................................................................................................................................................ 25

ISB STAFF HANDBOOK 2011 ASSESSMENT AND MONITORING............................................................................................................................ 266 REPORTS.............................................................................................................................................................. 26 BEHAVIOUR, DISCIPLINE & PASTORAL CARE .............................................................................................................. 26 COMMUNICATING WITH PARENTS ........................................................................................................................... 27 SPECIAL EDUCATIONAL NEEDS ................................................................................................................................. 27 FIELD TRIPS .......................................................................................................................................................... 28 Planning ........................................................................................................................................................ 28 On The Day ................................................................................................................................................... 28 Overnight Educational Trips ....................................................................................................................... 299 PARENT TEACHER ASSOCIATION (PTA) ..................................................................................................................... 29 CORRESPONDENCE ................................................................................................................................................ 29 SCHOOL UNIFORM ................................................................................................................................................ 29 YEAR BOOK/TERMLY NEWS LETTER ......................................................................................................................... 30 REGISTERS ........................................................................................................................................................... 30 USE OF RESOURCES ............................................................................................................................................... 30 DISPLAYS OF WORK .............................................................................................................................................. 30 TEACHER’S GUIDANCE WITH PARENT VOLUNTEERS ..................................................................................................... 31 CONFIDENTIALITY .................................................................................................................................................. 31

ISB’S SHARED BELIEF ................................................................................................................................. 32 ABOUT BILINGUAL PUPILS....................................................................................................................................... 32 ENGLISH AS AN ADDITIONAL LANGUAGE ................................................................................................................... 32 EAL SUPPORT ....................................................................................................................................................... 32 BEGINNERS IN ENGLISH .......................................................................................................................................... 32 ACADEMIC ENGLISH............................................................................................................................................... 32 THE SCHOOL DAY ...................................................................................................................................... 33 BRIEFING ............................................................................................................................................................. 33 DAILY SCHEDULE ................................................................................................................................................... 33 FINISHING TIMES FOR TEACHING STAFF .................................................................................................................... 34 NON-CONTACT TIME ............................................................................................................................................. 34 PLANNING (SEE PLANNING POLICY IN POLICY FILE) .................................................................................... 35 TEACHING ASSISTANTS ........................................................................................................................................... 35 HOMEWORK ........................................................................................................................................................ 36 STAFF MEETINGS....................................................................................................................................... 37 ISB DIRECTORY .......................................................................................................................................... 37 EMAIL GROUPS ..................................................................................................................................................... 37 EMAIL ADDRESSES ................................................................................................................................................. 37

ISB STAFF HANDBOOK 2011 5 Table 1 - ISB SMT .................................................................................................................................................. 10 Table 2 - P&O Coordinator ................................................................................................................................... 10 Table 3 - EYF Pipera Staff ...................................................................................................................................... 11 Table 4 - Primary School and EYF Staff ................................................................................................................. 13 Table 5 - Secondary School Staff .......................................................................................................................... 17 Table 6 - Administration and Support Staff .......................................................................................................... 18 Table 7 - Primary School Assembly Schedule ....................................................................................................... 24 Table 8 - Secondary School Assembly Schedule ................................................................................................... 24 Table 9 - School Uniform ...................................................................................................................................... 29 Table 10 - Nursery Daily Schedule ........................................................................................................................ 33 Table 11 - Reception Daily Schedule .................................................................................................................... 33 Table 12 - KS1 and KS2 Daily Schedule ................................................................................................................. 33 Table 13 - KS3, KS4 and KS5 Daily Schedule ......................................................................................................... 34 Table 14 - Primary School | Homework Guide ..................................................................................................... 36

ISB STAFF HANDBOOK 2011

Foreword The aim of this handbook is to provide all members of staff at ISB with a brief guide to procedures and policies of the school. This guide should be used in conjunction with the school policies, which can be found on the School Network. If you are new to the school, there is no better way of finding answers than by asking directly and we encourage you to do this. Use this guide as a quick reference. If there is anything we have missed, which you would have found helpful, please let us know. Please note that all information contained in this handbook was updated on 20th August 2011, but it is subject to change.

An Introduction ISB is an International School following the National Curriculum of England culminating in A level exams in Year 13. The school has two branches, one in Pipera and one in Pantelimon campus: EYFS Pipera (Nursery, Reception and Year 1), Primary School (Nursery, Reception, Year 1 to Year 6) and Secondary School (Year 7 to Year 13). Classes are limited in size because we aim to ensure that each child has enough individual attention to do as well as he/she is able. Teachers are supported by Teacher Assistants, as well as by the Special Educational Needs and English as Additional Language departments. Children are encouraged to work hard, to do their best at whatever they undertake, and to behave in a way, which shows respect for everyone else in the school community. Teachers should set high expectations and create an environment, which fosters an enthusiasm for learning and success.

Philosophy & Objectives Mission Statement Our goal is to provide the students of the International School of Bucharest with the best possible programme of academic and personal development in a challenging and supportive environment. Philosophy At the International School of Bucharest:    

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We believe that all our pupils and staff are unique human beings, capable of spiritual, moral, intellectual and physical growth and development. We value truth, freedom, justice, human rights, the law and collective effort for the common good. We believe that pupils need to be taught to learn and build on new skills and develop socially. We value families as sources of love and support for all their members, and as the basis of a society in which people care for others. We believe we should respect the people, places and environment around us. We also wholly believe that pupils learn to value and treat others with respect, not only for what they have but also for what we can do for them. We recognise and celebrate achievement. We believe relationships are fundamental to the development and fulfilment of others, and ourselves and for the good of both the local and wider international community.

ISB STAFF HANDBOOK 2011 7 Objectives At the International School of Bucharest:     

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We aim to develop a love of learning, which will remain with the individual long after the process of formal education has finished. We will provide a balanced and broad curriculum, which will include all pupils of different abilities and needs, from the Early Years Foundation Stage to Secondary. We offer a range of extracurricular activities and trips to broaden the experience of school for our pupils and to enrich their learning of academic and social skills. We will encourage cross –curricular learning, supported by advancements in technology wherever possible to enhance the learning of our pupils. We will provide our pupils with a stimulating and caring environment to learn within, where the development of the whole child is a priority. We also encourage our pupils to develop as independent learners who can make positive choices for their own learning and development. We fully encourage parents to take an active role in their child’s education and development. We aim to reward achievement of all members of our school community for their successes. Our pupils are members of their local community and of our host country, Romania. We recognise our students come from a multitude of cultural, religious and ethnic backgrounds. We therefore seek to provide a secular education that reflects and draws from this diversity by embracing the ideals of international understanding and responsible citizenship.

UN Declaration of Human Rights The International School of Bucharest believes that its mission, aims and objectives are consistent with the spirit of the UN Universal Declaration of Human Rights and that the school operates within this spirit. We hope that all members of our community will support this, in principle as well as through their actions. Educational Philosophy We provide a solid academic foundation and a rich extra-curricular programme supplemented by an educational programme that includes four core principles. These core principles, World Citizenship, Universal Values, Leadership Qualities and Forward Thinking are part of the planned curriculum and are woven throughout the fabric of school life. We know that providing what children need to become exceptional adults requires more than just academics and we embrace a philosophy of preparing the students for the world and the challenges of the future. Aims and objectives  To encourage pupils to develop their abilities and to fulfil their potential.  To encourage pupils to take responsibility for their own learning and to develop self-discipline.  To equip pupils with the tools of learning such as an enquiring, questioning mind.  To develop independent thinking and individuality of expression.  To develop strong work habits and personal qualities.  To encourage and increase the motivation of pupils through a variety and range of experiences.  To give pupils the life skills to take their place in a multi-cultural, pluralistic society. Expectations and standards  The education provided reflects our high expectations of pupils’ performances.

ISB STAFF HANDBOOK 2011      

The quality and presentation of work is emphasized and pupils are encouraged to take a pride in their work. A high standard of behaviour is expected with pupils learning to respect the feelings and needs of others. Achievements are positively recognised in all areas of school life. Attendance and punctuality are actively encouraged. Effective pastoral care procedures ensure that the needs of pupils are being met and serve to guide pupils in every aspect of their school life. Our uniform is to be worn with pride at all times during the school day. It is up to every teacher to ensure every child is wearing the correct uniform.

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Accreditation The International School of Bucharest and its curriculum is authorized by the Ministry of Education, Research, Youth and Sports, Romania. Our School is also a regular member of the Council of International Schools (CIS). We are proud of their recognition of the quality of our programme. The School is now seeking full accreditation with the CIS. The School is accredited as a Cambridge University International Exam Centre for IGCSE and A Level Diploma Programmes, which are recognised by universities and colleges throughout the world, as well as Romania.

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ISB STAFF HANDBOOK 2011

School Organisation The Structure of ISB The International School of Bucharest is a not-for-profit private international school registered as a subsidiary of SC Lumina Educational Institutions Inc, under Romanian Law. Board of Directors The board is composed of nine members who are appointed to a one-year term during the annual general meeting of the Lumina Educational Institutions, the legal entity of the school. Director The board appoints a Director whose prime responsibility is to oversee the smooth running of the school. Senior Management Team (SMT) The Director, the division principals and deputy principals comprise the SMT. The director is the head of the SMT and reports to board.

Full Name Faruk ERDURAN Ervin IUSEIN Ismail Okan GĂ&#x153;R Alina NEICU Ruth BENTON Robin MORRISON Fiona BAIN Julie ARMSTRONG Ingrid STANCIU

Roles ISB Director, Primary School Principal Secondary School Principal Pipera EYFS Principal EYFS Deputy Principal KS1 Deputy Principal KS2 Deputy Principal KS3 Deputy Principal KS4 & KS5 Deputy Principal Extracurricular Activities Coordinator

Table 1 - ISB SMT

Extra Curricular Activities Coordinator Plans and implements the after school activities and reports to the director and relevant division principals. Projects & Olympiads Coordinator Plans and implements Projects & Olympiads participations and trainings.

Full Name Mihaela HAPENCIUC Table 2 - P&O Coordinator

Roles P&O Coordinator

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Roles and Responsibilities Early Years Foundation Stage - PIPERA EYFS Principal The EYFS Principal is responsible for the EYFS PIPERA and reports to the Director. Deputy Principals The Principal appoints deputy principals for Early Years Foundation. They have delegated management responsibilities following their job description. Together they are responsible for the academic programme and pastoral care of the children. Year Leaders Year leaders are appointed for each year group and have delegated management responsibilities following their job description. Subject Coordinators Subject coordinators are appointed for subject areas and are responsible for the curriculum development of their area, following their job specification. Teachers Teachers are responsible for the day-to-day education and pastoral care of the children in their class following their job specification. Teaching Assistants Teaching assistants assist the teachers in the education and pastoral care of the children following their job specification.

Full Name Ismail Okan GĂ&#x153;R Monica OLOGEANU Corina DUME Alina ZAMFIR Roukie MACHMOUT Andrew JACKSON Monica MARIAN Table 3 - EYF Pipera Staff

Roles EYFS Principal - PIPERA Nursery Teacher Nursery Teaching Assistant Reception Teacher Reception Teaching Assistant Year 1 Teacher â&#x20AC;&#x201C;Curriculum Coordinator Secretary

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ISB STAFF HANDBOOK 2011

Primary School Primary School Principal The Primary School and EYFS Principal is responsible for the primary school & EYFS and reports to the Director. Deputy Principals The Principal appoints deputy principals for Early Years Foundation/Key Stage One and Key Stage Two. They have delegated management responsibilities following their job description. Together they are responsible for the academic programme and pastoral care of the children. Year Leaders Year leaders are appointed for each year group and have delegated management responsibilities following their job description. Subject Coordinators Subject coordinators are appointed for subject areas and are responsible for the curriculum development of their area, following their job specification. Teachers Teachers are responsible for the day-to-day education and pastoral care of the children in their class following their job specification. Teaching Assistants Teaching assistants assist the teachers in the education and pastoral care of the children following their job specification.

Full Name Faruk ERDURAN Alina NEICU Ruth BENTON Robin MORRISON Luminița LASCU Catherine LOW Elizabeth Bickerton Elena Bouhar Tanya DOLENCE Alina NEICU Alina SCORCIA Mădălina LEONDAR Manuela GRUIA Sarah FOSTER Adriana PĂIȘ Lindsay MILLER Ruth BENTON Paul BENTON Raluca DAMIAN Cristiana SAVU Marilena DRĂGHICEANU Alice ASMARANDEI Veronica DAMIAN

ISB STAFF HANDBOOK 2011 1 3 Full Name Oliviana ȚUGUI Guzel MIRASOVA Elizabeth BARKER Thomas FULTON Adela MOAȘA Iuliana GHIRCOIAȘ Andrew BICKERTON Liane MOLDOVEANU Scott CABLE Cipriana STAN Michelle Cravid Dana BREITENHOFFER Gwyn WARLOW Raluca DRĂGHICI Robin MORRISON Sarah SSENGENDO Mustafa KARABULUT Carmen FLOREA Mariana DUMITRU Teia STAN Laura MORRISON Adriana COCORA Manuela GRUIA Adina BARBU Cristina GURALIVU Monica TELE Andreea ROMAN Diana RECEAN Neslihan BIRCAN Liliana MANOLACHE

Table 4 - Primary School and EYF Staff

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Secondary School Secondary School Principal The Secondary School Principal is responsible for the secondary school and reports to the Director. Deputy Principals The Principal appoints two Deputy Principals and they reports to Secondary School Principal and are responsible for monitoring students’ progress across the curriculum. The overall welfare of students in the year groups to be a Reviewer under the Professional standards for Teachers. Main Purpose   

Monitoring students’ progress across the curriculum by tracking students’ progress/performance to ensure achievement and progress at all levels of ability. Developing strategies to target students who are not making the expected progress in order to enhance learning. Ensuring the overall welfare of the students in the year groups and foster a year group spirit and ensure the school’s pastoral ethos is supported and maintained.

Main Activities 

             

Ensuring support for the implementation of school policies in relation to behaviour management, liaising with Time Out staff as appropriate and creating opportunities to praise and reward students within the schools’ reward systems. The discipline of students in the year group, working with form teachers, subject teachers and Curriculum Leaders. Ensuring that relevant action is taken and that this is recorded. Ensuring that there is effective liaison with the SENCO and tutors to monitor students on the Code of Practice. Ensuring effective liaison with each other with regard to the schools’ exclusion procedures in accordance with the ISB guidelines. Ensuring there is effective collaboration with parents and monitoring of the reporting system and assessment practices. Organising preparation of reports on students as required for parent’s interviews, case conferences, references, transfer information and exclusions. Organising and arranging contact with parents to ensure that they have full knowledge of student progress and pastoral issues and encouraging parental participation in the life of the school. Enforcing the uniform regulations and monitoring that they are being applied by staff and adhered to by students. Ensuring that attendance and punctuality are closely monitored and encouraging high levels of attendance and punctuality. Monitoring and encouraging high levels of attendance and punctuality of students. Organising year assemblies as appropriate, in co-ordination with other Year Leaders. Organising Parents Evenings/Consultations for the year group, liaising with each other. Supervising and supporting form tutors and maintaining a regular pattern of meetings and briefings with form tutors, preparing agendas and keeping appropriate records. Ensuring attendance at case conferences and liaison with external agencies as necessary. Providing support for the exam officer to support the administration of internal tests and assessments and public examinations

ISB STAFF HANDBOOK 2011 1 5  

Organising and supporting the Options Programme for students linked to the advice from subject teachers, Careers officers etc. Organising of Options Evening for Year 9 students and parents.

Whilst every effort has been made to explain the main duties each individual task undertaken may not be identified. Exam Officer Exam Officer is in charge of the administrational preparation and implementation of the yearly IGCSE examinations and he is responsible for coordinating the Diploma programmes, organising and ensuring the smooth running of CIE examinations. Heads of Department Heads of department are appointed for specific curriculum subject areas and are responsible for the curriculum development of that area following their job specification. The Principal also appoints a Career Counsellor and an Exam Officer who also have specific responsibilities following their job descriptions. Career Counsellor Career Counsellor provides a comprehensive guidance program, which meets the needs of their assigned students in Years 10- 13. Counsellors promote and enhance academic, personal, social, and career development of all students. Alumni Coordinator Alumni Coordinator assesses alumni in career progress and coordinates alumni events. Year Leaders Year leaders are appointed for each year group and have delegated management responsibilities following their job specification. Main Activities             

Managing student review processes and procedures Monitoring the progress of individual students Coordinating end of year reports Taking part in and help organise parents' evenings Arranging and promote activities within the year group Preparing and hold year assemblies whenever required Monitoring attendance and punctuality Keeping reports of student behaviour Making contact with parents to discuss student behaviour Meeting regularly with the deputy head Keeping in contact with parents of students in the year group Taking steps to prevent bullying and support victims of bullying Undertaking cover for absent form teachers in his/her year at morning registrations, assemblies etc.

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Form Teachers Form teacher whose job involves looking after a particular class of students, and helping them with any problems. Main Activities                

Taking prime responsibility for the care and well being of the children in their form. Seeing that all work is regularly and promptly marked in keeping with the school marking policy. Seeing that regular assessment of children is made and records of progress are maintained. Having an informed overview of the child’s academic progress across the curriculum. Composing, when requested, individual reports on the progress and achievement of the children taught. Getting to know all students in the year group as well as possible Fostering a close and sympathetic understanding with parents keeping continuous contact with them Supervising registration in the morning and keep the form registers accurately in accordance with the school procedure. Attending assemblies in a supervisory role. Maintaining good discipline and good behaviour. Undertaking an appropriate share of supervisory duties during normal school hours. Attending departmental and school meetings. Attending, as requested, school events. Being involved in the extra-curricular activity programme. Being aware of the Departmental/school instructions regarding Health & Safety. Supporting the work of subject teachers

Teachers Teachers are responsible for the day-to-day education and pastoral care of the children in their class following their job descriptions.

Full Name Ervin IUSEIN Fiona BAIN Julie ARMSTRONG Ingrid STANCIU Carmen ZAHARIA Mihaela HAPENCIUC Sinan KOSAK Sorana GRIGORAȘ Alina PIUARU Susan ARCHIBALD Philip CRAVEN Amanda THERON Ahmet KOSE Arnold FLETCHER Victoria OLIVER Cameron BRUNKE Bekir BIRCAN

ISB STAFF HANDBOOK 2011 1 7 Full Name Serdal ASLANTAS Zafer YUCEL Bogdan COPIL George POPESCU Lavinia ANDORA Anișoara SĂCEANU Mirela SIMIONESCU Gordana PIRIE Ross ELLISON Philip CRAVEN Marlena PINTILIE Daiana MAVLEA Maria NEAGOE Ahmet DUNDAR Abdi SENOL Mihaela BOROZAN Adina BARBU Murat AGCE Sabahat OZDEMIR Catalina Avasiloae Zeynep Doganci Matei Liuba Omer Celik

Roles Mathematics Mathematics Chemistry |Biology Science Chemistry Science Assistant Biology Economics & Enterprise History Geography Travel&Tourism |Applied Business Studies Romanian | French French | Romanian Spanish | PSHE ICT ICT Music PE Turkish English and MFL Assistant Mathematics and ICT Assistant History |Geography Science

Table 5 - Secondary School Staff

Secondary School Organizational Chart

IUSEIN ERVIN PRINCIPAL

MIHAELA HAPENCIUC YEAR 7 LEADER

GEORGE POPESCU YEAR 8 LEADER

FIONA BAIN

JULIE ARMSTRONG

KS3 DEPUTY PRINCIPAL

KS4&5 DEPUTY PRINCIPAL

BOGDAN COPIL YEAR 9 LEADER

DAIANA MAVLEA YEAR 10 LEADER

ALINA PIUARU

ZAFER YUCEL 8A

SUSAN ARCHIBALD 9A

ROSS ELLISON

Prep

AHMET DUNDAR

VICTORIA OLIVER 8B

SERDAL ASLANTAS 9B

CAMERON BRUNKE 8C

MIHAELA BOROZAN 9C

MARIA NEAGOE 7B

CARMEN ZAHARIA YEAR 11 LEADER

INGRID STANCIU YEAR 12 LEADER

MARLENA PINTILIE YEAR 13 LEADER

LAVINIA ANDORA 11A

ARNOLD FLETCHER 12A

PHILIP CRAVEN

BEKIR BIRCAN 10B

AHMET KOSE

SINAN KOSAK

MURAT AGCE

11B

12B

13B

AMANDA THERON 10C

ABDI SENOL

10A

11C

13A

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ISB STAFF HANDBOOK 2011

Administration and Support Financial Manager The Financial manager is responsible for all financial matters, services to the school and the work of the support staff. He is supported by two bookkeepers. Admissions Officer The Admissions officer is responsible for all matters concerning the admission of new children to the school following their job specification. Secretariat Secretaries who maintain the front offices and reception and provide administration back up to the school. Resources Manager The Resources Manager is responsible for the efficient and effective deployment of school resources when they are needed. Campus Manager The Campus Manager is responsible for campus security and maintenance following their job specification. Health and Safety Officer Health and safety officer helps and oversees the health and safety issues and report to campus manager. Doctor/Nurse The school has a fulltime medical professional on call at all times. They are responsible for the well being of children under their care following their job specification. IT Technician The IT technician is responsible for providing technical support to staff including maintenance of computers, printers, projectors and interactive whiteboards. He may provide general IT support, or specialist technical help in particular areas.

Full Name Filis MUSTAFA Cristina SÎRBU Roxana SANDU Daniela POSTELNICU Oana BRAD Angela SCORCIA Mihaela REHAB George POPESCU Carmen BRATCOVICI Cosmin DRÎMBĂ

Roles Accountancy Admissions Officer Secondary School Secretary Secondary School Secretary Primary School Secretary Primary School Secretary & Resource Manager Assistant Campus Manager Health & Safety Officer School Nurse IT Technician

Table 6 - Administration and Support Staff

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Internal Policies School Policy Documents School policies are revised regularly continually updated. They are working documents. Copies of the policies are available in the staffroom and on the school network. Children transferring from another Primary School The initial contact with the school is made through the Admissions Office and registration forms are completed. The child is then given an EAL test; a non-verbal test; a verbal test and maths test. These tests are administered by relevant deputy principal. The results and views are fed back to the Principal. Previous school information is also take into account when offerings a place or not. The views of the EAL and SEN departments are very important at this stage. Once accepted the Year Leader and Assistant decide on the most appropriate class to place the pupil. The parents and child then have an interview with the Principal. The interview includes a tour of the school; a brief visit to the new class and a quick hello to the Year Leader. The child will then begin school the following day. It is only in exceptional circumstances or when year groups are full that we will not accept a pupil. Children Transferring to the Secondary School Children transfer at the age of 11+ from the Primary Section to the Secondary School. We seek to make the transition from the Primary to the Secondary as trouble-free as possible. Deputy Principals plan a transition programme that is implemented in the final term of the academic year. Extra Curricular Activities ISB has a comprehensive Extra Curricular Activities programme. The ECA is coordinated by ECA Coordinator. They operate throughout most of the school year. The ECAs are largely free to children unless the school brings in an outside expert such as for martial arts, where a nominal payment will be required. Clubs usually run from 3.15 until 4.15pm. Running a sports team is considered as an ECA. Teachers are expected to run at least one club each term. Teaching Assistants are extremely welcome to run a club too if they wish. Withdrawal from school Any parent withdrawing a student from school must bring or send a written request (a copy of withdrawal from can be obtained from the school office) giving as much advance notice as possible (4 weeks minimum). Upon request, a copy of the student’s records will be provided to the parent on the student’s last day of attendance. Emergency Closing In the event of emergency or adverse weather conditions the Director is empowered to close the school if they believe that the safety or well being of the students and staff is at risk. Staff Illness If you are unable to attend school because of illness, cover can usually be arranged; clearly the longer the notice, the easier this is to arrange. If you are aware in the evening that you will be unable to attend school the following day, please TELEPHONE the relevant Deputy Principal with a reason for your absence, no text messages or email please. If you need to call on the day of your absence do so before 07:30. If you are not returning to work the following day please call before 15:00. It will be assumed that you will return to work if you don’t call before 15.00. If you are absent for three days or more a medical certificate is required. Please note that cover is provided by colleagues during their P.P.A (Planning, preparation and assessment).

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All absent teachers should ensure that plans and class work is readily available for the cover teacher. Year Leaders and Heads of Department will be your direct point of contact. A folder should be clearly available to the cover teacher with children’s names and information that will help to make the day run smoothly, so that children’s learning opportunities can be maintained. Medical appointments should be made outside of school hours, where possible. Staff who will be late need to call their respective Deputy Principal so that cover may be arranged. In case of absence, teachers should call the ECA Coordinator and arrange cover if they have a club on that day. Dress Code For Staff Members All staff (teaching and non-teaching) are required to dress smartly and to set a very high standard of personal appearance whilst at school, so that an appropriate business like and professional working environment is maintained. We are judged by how we look and it is important that we convey the correct message to both students and parents. Female Staff  Smart trousers, skirt, blouse or dress - no leggings, jeans or cords [Denim should not be worn].  Skirts should be neither too tight nor too short – knee length as a minimum.  Blouses should not be made of a see through material, should not be too tight and should not below cut, nor have large slogans written across them. Sleeveless blouses are not acceptable. Smart T-shirts may be worn to school.  Shoulders and midriffs should be covered.  Clean formal shoes (No beach type flip flops or training shoes). Smart open shoes are acceptable. PE staff should wear good quality sports wear during a normal teaching day. Business dress is required for parents’ evenings and school events. Male Staff  Smart formal trousers or chinos (no jeans or cords). Denim should not be worn.  Smart formal shirt and tie.  Clean formal shoes (no sandals, flip flops or training shoes) PE staff should wear good quality sportswear during a normal teaching day. Formal dress is required for parents’ evenings and school events. All Staff  A dress code for staff is a matter of some sensitivity and relies on personal judgement.  We need to appear professional and business-like at all times.  We meet parents from a diverse range of backgrounds who should not be offended or uncomfortable in our presence.  We are role models for the students.  With the exception of earrings, any other body piercing and tattoos should not be visible.  All staff must wear their identity badge at all times whilst at school. Disciplinary actions will be taken for staff violating the dress code.

ISB STAFF HANDBOOK 2011 2 1 Before School Children should not to be on the school premises before 08:10. From 08:10 a member of staff on duty supervises them. Break Duties All staff will normally be assigned specific duties by their relevant deputy principals, which will be indicated on the duty roster, which are posted in the staffroom each term. Teachers and Assistants are responsible for ensuring they arrive at playgrounds on time. If you are out of school on a visit, it is your responsibility to change your duty with another member of the staff. Detailed guidelines on playground and bus duty responsibilities for all staff are displayed with the duty rotas. If a child is involved in an accident and/or is sent to the nurse/doctor, this should be recorded in the playground incident book. Duty staff should note that they are responsible for the welfare of the children during their duty. They should be watchful, moving around the playground looking for potential problems. On no account should staff be standing together socialising. The childrenâ&#x20AC;&#x2122;s safety is your first priority. All pupils should be outside during break times except in case of bad weather. Teachers should take the class they are teaching outside at the beginning of each break time. No pupil should be left inside a classroom at break times without a teacher present. If a member of staff wishes to keep a pupil inside as a punishment or to finish work, they should ensure that they are also present. In Key Stage One children should not be kept inside just to finish their work. Pupils, wishing to use the library at lunchtimes are allowed to do so as long as they have an admittance card. Children can go to the library immediately after they have had their lunch. They will have a short time to change their book and then return it to the classroom. They should then go outside for the rest of their playtime. In the case of bad weather, pupils will stay in designated areas supervised by the appropriate duty teachers. In the primary division, a bell will ring at the end of the break time and pupils will line up according to their class. When all teachers are present, the deputy principal, or if unavailable, duty teacher will dismiss the children one class at a time. The teacher who will be teaching the class next should be the teacher who picks them up. Duty Timetable All staff will normally be assigned specific duties, which will be indicated on the duty roster. If a child is involved in an accident and/or is sent to the nurse/doctor, this should be recorded in the playground incident book. If there are no incidents, duty staff should note this and sign the book. Duty staff should note that they are responsible for the welfare of the children during their duty. They should be watchful, moving around the playground looking for potential problems. On no account should staff be standing together socialising. The childrenâ&#x20AC;&#x2122;s safety is your first priority. Inside Duty Duty staff should be vigilant and send any unsupervised children outside. If a member of staff wishes to keep a child inside for any reason, they must ensure that they supervise that child. Any unattended children will be sent outside by the duty teachers.

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Bus Duty At the end of the day the class teacher must escort the children to the buses. They should make all reasonable efforts to make sure the children get straight onto their correct bus. From here the duty teachers should make sure that the children stay on the buses wearing their seat belt until they are ready to depart. If any safety issues are observed they should be reported immediately to the Deputy Principal. The end of school incident book should also be signed and any problems noted. Dining Room Supervision Duty staff must make sure that children collect their food and eat their lunch in an organised and respectful manner. The following points should be observed;     

Children should arrive promptly for their lunch at appropriate time. They should not enter the dining hall before this time. Year 1 & 2 will go straight to their seats where there food will be ready. Year 3, 4, 5 & 6 will make an orderly queue at one of the two serving hatches. Children who have brought a packed lunch should bring this with them when they come to the canteen. No child is to leave the dining hall until the whistle is blown at 12.25pm. When the child is ready to leave they should raise their hand and wait for a duty teacher to dismiss them. (Teachers should make sure that the child has eaten a good proportion of their lunch).

In the secondary school there are teachers on duty assigned every day during the lunch break. They must be in the lunchroom before the students come in. They supervise the lunch hall while the meal is served making sure there are no incidents and taking action whenever is the case. The time fir serving lunch must not exceed the lunch break and teachers on duty should make sure no student leaves his/her tray on the table after finishing meal. Snack Children should be encouraged to bring a healthy snack to school. Chocolate, sweets, fizzy drinks and drinks in glass containers are not permitted. Class teachers are responsible for seeing children follow these guidelines. Snack may be eaten outdoors or indoors; this depends on the time of year. End of Day Procedures At the end of the last lesson, please ensure that windows are closed and chairs are left neatly to facilitate cleaning of classrooms. Teachers are responsible for ensuring all children leave the classrooms promptly, especially if they use the school buses to go home. Teachers supervise their children getting to the bus area. In the secondary school there are teachers on duty assigned every day for supervising the students while in the bus area. Their responsibility is to check that students get to their buses on time and all the safety measures are applied. Teachers on duty are responsible for the bus area from 15.00 until the last bus leaves the school’s gate. Security System The school takes the safety of both the children and its staff very seriously. Staff will be issued a magnetic security card and they are required to wear it during their stay on site. The school expects all staff to be

ISB STAFF HANDBOOK 2011 2 3 compliant with the selected scheme and endeavour to make sure that it is a success. Staff will also be expected to challenge anyone who is not known to them, who are not identified with a security pass or a visitor badge. School is protected by video surveillance cameras 7/24. Personal Leave When a member of staff wishes to request a leave of absence they must fill in a personal leave request form. This form is located on the server and should be printed off and submitted to the principal with a minimum of 14 days notice. Cases that are considered an emergency should be discussed with the Principal. Lost Keys At the start of the school year teachers will be issued with a key that enables them to access their classroom and other security doors. The teacher has the responsibility for the safe keeping of the key, which should be returned at the end of the year. The teacher will be charged for any lost or damaged keys at the rate of 25 Euros per key. School Lunch School provides hot lunch to staff. Staff should sign up daily in the lunchroom before having the lunch. Classroom Management ISB is a professional establishment and expects teachers to manage their classrooms in a professional and efficient way. The teacherâ&#x20AC;&#x2122;s desk should be tidy with folders and other administrative files being stored in an organized way. Borrowing of Resources Teachers are expected to make full use of the resources the school purchases to support the curriculum. Topic boxes should be signed out and signed back in at the end of the unit. Teachers should on no account leave resources lying around unused within their classrooms. Please remember that other teachers may be able to make use of them. Pupil Lateness Children who arrive late to school must report to the office and sign in. Repeated lateness will be monitored and reported to parents by the deputy principals. This should be recorded in the class register. Pupil Absence If a child is unwell or unable to attend school for any reason, the school should be informed (by telephone, note or verbally to the teacher) so that an authorised absence can be recorded. When a child returns to school after a period of absence s/he should present a note explaining the reason for absence. Students returning after an absence for medical reasons must present a medical certificate. Authorised absences are recorded when there is a good reason for the absence and the school has authorised the absence. Failure to inform the school may mean that it is shown as an unauthorised absence. Unauthorised absence means that there is no real reason for the absence and it can be regarded as truancy. Attendance at School is closely monitored and concern about individual pupils reported to the Senior Management Team. Requests for absence other than illness should be made to the Principal in advance of the proposed absence on a form available from the office. Please note that a significant number of children accompany parents on extended leave.

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Accidents Any accidents that occur in school to children or to staff at break or at any other time or must be reported to the nurse who will give necessary treatment and record the accident. It is imperative to let the Nurse know if any child has bumped their head; please send the child, who must be accompanied by a member of staff, to the medical room to be checked. The Nurse will contact the child’s parents if this is considered necessary. If the child needs to go home, the form teacher will be informed. The nurse/doctor will send an explanatory letter describing the reasons for the child being sent home and details of any injury and treatment given to parents. This will be typed onto a medical form on the computer and a copy put into the child’s file. In extreme emergencies, the Nurse will call an ambulance and telephone the child’s parents. Medical If a child is unwell s/he should not be sent to school. However, doctors occasionally advise that pupils should attend school while still receiving medicine, either because they are suffering from some chronic illness or allergy (e.g. diabetes or asthma) or because they are recovering from short–term illness and are undergoing a course of treatment needing antibiotics. Teaching staff should not administer medicines to children – the matter should be referred to the Nurse. The school must receive a doctor’s note, to the effect that it is necessary for the child to take medicine during school hours. The note must be delivered by the parent and give clear instructions concerning the required dosage. On the first day the parent must bring the medicine to the main office for safekeeping. Medicine cannot be taken in school unless the Nurse has received clear instructions concerning the required dosage. Medicines should be in the correct container with a label detailing the child’s name, drug name and dosage. Assembly Children should come to assembly on the appointed day, escorted by class teachers. It is the teacher’s responsibility for children enter the assembly in silence and sit in class order. Please be vigilant with this. After assembly children also leave promptly and quietly following the directions of the class teacher. Assembly is seen as an opportunity to build a sense of community in the school, for sharing experiences and for children to participate and develop self-confidence.

Day Monday Wednesday Thursday

Time 14:30 14:30 14:30

Description Awards/Music Assembly KS2 Assembly EYF and KS1 Assembly

Table 7 - Primary School Assembly Schedule

Day Friday

Time 14:10

Description KS3 Assembly

Table 8 - Secondary School Assembly Schedule

Class Assembly All classes plan and deliver a class assembly to other classes and their parents. Class assemblies can be as simple as the children reciting a poem they have learned, or individual children reading a short piece of their own work. It is important that all children are given the opportunity to participate. Children should be loud and clear when speaking. Parents should be sent a written invitation for the “Class Assembly” at least two

ISB STAFF HANDBOOK 2011 2 5 weeks in advance. These assemblies must not become major productions and should be related to an aspect of learning. When leading an assembly please ensure that suitable music is being played as children enter. Music should be played quietly. Staff should be pro-active with regards to children talking and behaving inappropriately during assembly. Transport ISB endeavours to do its best to provide transport between the school campus and Republica Metro station. This service is free of charge. On school mornings, shuttle buses will start at 7am and operate every 15 minutes until 8am. ISB in line with its Bus safety policy, stipulates that each person on the bus must be seated and wearing a seat belt. Please be reminded that it is each member of staff’s responsibility to make sure they are at school in plenty of time to start each day. Changing For PE KS1 children are expected to come to school in their sport uniform on the days that they have PE. However, KS2 children are expected to bring their sport uniform and change into it at the time of the lesson. They remain in their PE uniform if the lesson is taking place after lunch. KS 3 and 4 students must be attending the lessons in school uniform. They change before the PE class in the changing rooms available on the first and second floors. Mobile Telephones Children are not allowed to bring mobile telephones to school in EYF and Primary. Secondary students may bring and keep them switched off in their bags. Students may not use their mobile phones in the school premises. If a member of staff sees a student using a mobile phone, they should confiscate and give it to the relevant deputy principal. The school cannot be held responsible for any lost mobile phones. If a child needs to make an emergency phone call s/he can use the secretaries’ landline after the approval of their form teachers or deputy principals. Chewing Gum Chewing gum is not permitted on the school premises or during any sports activities or trips away from the school. Toys Unless asked to do so by their teacher or key worker, children should not bring toys or other ‘precious’ items to school as they can easily be lost or damaged. The Library We have a growing Library which gives children access to a wide range of fiction and non-fiction reading material. Children have one session a week in the Library when they can borrow books or just browse. The Library is run by a Librarian, who issues books and organises the purchasing of new material in liaison with teachers. Children who lose or damage a book will be requested to pay for a new one. Class areas have additional shared reading resources. Classes will also have Library Lessons, which will be planned and taken by the Librarian. Textbooks will be given to the students by the Librarian. First floor of the library will have books mainly for the use of the primary students while second floor will have mainly secondary books. A media/research centre is being developed on the second floor of the library. Both primary and secondary teachers can book through the librarian and use it with their classes. It is the librarian’s responsibility to make sure that all teachers get to use it equally.

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Assessment and Monitoring We follow the principles of ASSESSMENT OF LEARNING (summative) and ASSESSMENT FOR LEARNING (formative). We measure attainment and progress against National Curriculum Levels. By the end of Key Stage 1 most children attain level 2 and by the end of Key Stage 2 most children attain level 4. However all children start at different levels and it is the progress children make from their starting (baseline) level that is important. Most children should make progress of 1 National Curriculum Level (3 sub levels) every 2 years. Some will make more and some will make less progress. Teachers are responsible for knowing which NC level children are at and for planning differentiated learning. All children are assessed on entry or at the end of Foundation Stage (maths, writing and reading) and this give us a baseline on which to measure progress. However there are many barriers to learning such as learning difficulties, EAL, social or emotional needs. It is the responsibility of the school to provide the child and teacher with additional support and resources. It is necessary to use summative tests to find out how well children are progressing. An example would be a weekly spelling test or a reading comprehension test, or a half termly maths test or an annual reading test. But it is how we use this information that is really important. Children’s progress is regularly monitored, tested and assessed by the class teacher, and the data from the summative tests is used to help teachers track pupils’ progress against the end of term/year targets. This data is entered into the Student Profiles at the end of each term. This in turn informs the teacher’s planning, so that appropriate learning programmes can be implemented; these are matched to the children’s level of ability. (For further information and help on assessments in school see The Assessment Policy and further Guidance/assessment calendar) We set relevant targets (skills, knowledge and understanding that children need to do next to make progress). At the end of the year a final NC level is given to each pupil based on teacher assessment. Various assessments including SATs papers are used to verify teacher assessment/judgement. Reports The school provides two written reports to parents, at the end of first and third terms, and holds two formal parent consultation evenings during the year in the first and second terms. However parents should be contacted regularly with updates of pupil concerns or successes. We aim to cater for the needs of all children in our care. Children who experience difficulties at school with regard to learning, behaviour or attendance are identified and placed on our Special Educational Needs Register. If a child is placed on the Special Educational Needs Register, the SEN Teacher allocated to the class will, on a term by term basis, meet with the class teacher and discuss the Individual Educational Plan (IEP), which has been put together to support the child. Equally, children who have particular talents or are gifted are placed on the Gifted and Talented Register. For further information, see the Special Needs Policy. Behaviour, Discipline & Pastoral Care It is the responsibility of all teaching staff to ensure that the School Rules are enforced not only in their classes, but also in and around school. We have high expectations of the children with regard to behaviour, and strive

ISB STAFF HANDBOOK 2011 2 7 to ensure that all children work to the best of their ability. Our aim is to keep behavioural issues to a minimum. If a situation develops with a child whom the class teacher feels may cause concern, the Year Leader, Deputy Principal, Principal or Director should be informed. Our children’s chances of success and happiness in life, here and when they leave ISB depend considerably upon their ability to make responsible choices. To assist in fostering maturity in our pupils, we are developing a whole-school approach to discipline. All children and staff are expected to act with thought and consideration for others. A good standard of manners and personal appearance are encouraged as a reflection of pride in oneself and respect for others. Teachers must, under no circumstances establish contacts with students through socializing Internet sites like Facebook, hi5, MySpace, Orkut, etc. For further information refer to behaviour policy for primary and secondary divisions. Communicating With Parents Three groups of people are involved with a child’s education: the child, the teachers and the parents. Communication between school and the parents must be free and open, remembering all the time that we are the professional educators but the parents, knowing their children as they do, are vital to successful learning. In primary division, regular communication is via the homework/communication diary. In addition, parents may want an appointment with you to discuss certain issues. Key stage newsletters are sent home monthly, outlining the work to be covered and any general requests or reminders. If a parent wishes to see you with an immediate concern, they may visit informally before or after school. In the same way teachers should speak to parents if they have immediate concerns. Teachers should also contact parents to discuss and inform regarding positive behaviour. For more formal discussions, parents should make an appointment to see you. This should be arranged through the school receptionist. After you have met with parents, keep a note of topics discussed and solutions agreed for possible future reference. If you have a cause for concern about a child, discuss the matter with the Year Leader and together a decision will be made as to whether parents should be called in. Early in the first Term, ‘Welcome Evenings’ are held for all parents. The ethos of the school is explained and an outline is given of the work of each year group. All teaching staff is expected to attend the meetings of the year groups, which they teach. Specialist teachers should also attend and be available to talk with parents. This is also an opportunity to meet some of the parents informally. For “Parents’ Evenings” please see the ISB Calendar at school website. Special Educational Needs Children who are experiencing learning difficulties or behavioural/emotional problems should be referred to the SENCO using the referral form.

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Please allow adequate time for a new child to settle into school before giving the SEN Department an expression of concern. The SEN Department will arrange an assessment and feed the results of this back to you, with an IEP if necessary. Field Trips These guidelines are to be followed precisely for your protection and the safety of the children. Planning All outings are to be approved initially by the Year Leader or HOD. Visit the venue beforehand, if possible, and check suggested dates with the Principal. Forms for approval for school visits can be obtained from the Receptionist. Fill in and submit to the Principal at least ten days before the visit. The school administration will arrange transport. Visits in Bucharest are provided free of charge if they are arranged between 09:00 and 14:30. If the visit is outside Bucharest, there will be a cost, which will be budgeted against your Year group. A letter then needs to be sent to parents explaining the visit (where, when, cost) and a reply slip must be obtained from each child’s parent giving permission to take the child out of school. NO CHILD MAY BE TAKEN OFF THE SCHOOL PREMISES BY A TEACHER WITHOUT A PARENT’S PERMISSION. All money collected for school visits should be handed to the accountancy. Payment will be organized by the accountancy. At least one member of staff going on a trip must hold a first aid training. Parents should be given at least 1 weeks’ notice. On The Day Take: 

First Aid Kit with you (available from the School Nurse) and check on any special medical circumstances of children going (e.g. epilepsy).

Take also:     

A couple of old carrier bags, a damp cloth or wet wipes in case of sickness. A map of your destination (do not assume the drivers always know where they’re going). Contact phone numbers of your destination and school, in case you are delayed en route. Mobile telephone. Full list of children going on the trip, for purposes of checking.

Please remember all trips are arranged for the benefit of the children and you are there in a supervisory role. At a concert or formal situation, teachers should seat themselves among the children, to share the experience with them and to ensure proper supervision.

ISB STAFF HANDBOOK 2011 2 9 If your trip is in an open area (e.g. park, zoo) please keep a close watch on young children at all times to ensure they do not wander off. With older children, decide on a meeting place where they can go should they become â&#x20AC;&#x2DC;lostâ&#x20AC;&#x2122; from the main group. Overnight Educational Trips If you are arranging a visit away from ISB and the children will be away overnight or longer, collect a copy of the Guidelines for such visits from the school administration. These guidelines set out the necessary procedures for dealing with bookings, insurance, collection of funds, medical requirements and all other aspects. Parent Teacher Association (PTA) The Parent Teacher Association (PTA) is an important part of school life and provides an excellent opportunity for us to celebrate and enhance the international nature of our school. Strong staff involvement in the PTA is important to ensuring its success and we would encourage all staff to support the association where possible. We also expect the PTA to be promoted by all teachers to the parent body, actively trying to encourage their involvement. Correspondence All correspondence should be on headed notepaper. Correspondence should be in English (UK) although certain letters maybe is translated into Romanian and Turkish if appropriate. Staff requiring a translation into Romanian or Turkish should ask Teaching Assistant Secretary or Romanian/Turkish language teacher, ensuring that they allow enough time for staff to complete the translation. Staff whose first language is not English should ask a native English speaker to proof read any English correspondence.All correspondence must be read and approved by relevant deputy principal. School Uniform All children are expected to wear the correct uniform. We feel that this promotes positive attitudes and good standards, and creates a suitable image in the eyes of the community. The uniform is as follows:

Boys Winter Navy blue trousers White long sleeved school shirt Navy blue school jumper Summer Navy blue trousers White short sleeved school shirt Navy blue school jumper P.E Kit Blue jogging suit White T shirt with school logo Table 9 - School Uniform

Girls Navy blue trousers (or a skirt in primary) White long sleeved school shirt Navy blue school jumper Navy blue trousers (or a skirt in primary) White short sleeved school shirt Navy blue school jumper Blue jogging suit White T shirt with school logo

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All items of clothing must be labelled clearly with the owner’s name. Please encourage the children to ask their parents to label clothing. Teachers should check this has been carried out by inspecting from time to time. Jewellery is not permitted, except watches and small stud earrings. Any unnamed lost property is looked after by the secretary. In order to maintain high standards of dress in school, all teachers should encourage children to be neat. Teachers should communicate with pupils and parents if the uniform is not worn. Year Book/Termly News Letter The school Year Book is published at the end of the school year or a newsletter is published at the end of every term. The publication reflects the life of the school and contains accounts of visits the children have made, activities and events in school (club, sports day, productions) and creative activities. Throughout the year, all teachers should collect suitable material for inclusion. Contributions will be collected by those responsible for the publications. Registers Registers are stored in the school office and may be collected at the beginning of registration. Students who arrive after 8.40 should go to the school office, register as being present at school and get a late slip. Late slips should be returned to the office via the register the following day. Children cannot leave the campus without written or verbal authority of a parent. A reason must be given and the Principal has the final approval or disapproval for dismissal. Use of Resources It is important that we, as a staff, behave as role models to the children in preventing waste, and develop in them a real awareness of the need to conserve resources. Teachers are responsible for the storage and maintenance of their classroom and outdoor-shared resources. Please switch off electrical equipment in classrooms when you leave at the end of the day, including computers and any multi-media projectors. If you are the last person to use ICT suites at the end of the day, please ensure all computers are logged off. To reduce waste, please encourage children to use art materials and other consumables sensibly. If you are photocopying worksheets, try to copy two sheets back to back (unless you are planning to stick them into a book). Please try to keep photocopying and colour printing to a minimum. Teachers are responsible for their own photocopying. Work required for use within the classroom is expected to be photocopied at least a week in advance during the planning cycle. On no account should administration staff be asked to prepare photocopying. Under no circumstances should a teacher leave children unattended to photocopy worksheets or send a child to make photocopies. No member of staff may access computer (internet, email, etc) for personal reasons during contact time. Displays of Work If you wish to display work on walls around school, use either blu-tack or masking tape. Most other fixing materials either mark the walls or remove paint. When work is disassembled, all blu-tack should be removed. In classrooms the main focus of display is to reinforce children’s learning. A must in all classrooms includes:    

Punctuation pyramids Sentence openers Ambitious vocabulary Connectives

ISB STAFF HANDBOOK 2011 3 1        

History time line. Relevance to our children as well as international relevance and topics studied. World map Local maps Times tables Other information regarding maths Some form of celebration and reward display Children’s questions, assessment rubric Signage and labels and common sayings in many languages relevant to our children

Children’s work should also be celebrated and this can be displayed around the display boards in the corridors and other public places. When one walks down a corridor it should be evident what each year group and specialist subject is studying or focusing on. Displays should be interactive, exciting and will encourage people to stop and look. Work can be displayed on boards, walls, windows or hanging from the ceiling. Display should also include 3 dimensional work or artefacts and not be exclusive to 2 dimensional pieces on a wall. Teacher’s Guidance with Parent Volunteers We welcome the support of parent volunteers. Please make them welcome and provide them with purposeful activities. Key Stage Coordinators are responsible for coordinating and deploying parent volunteers. Confidentiality Parents’ phone numbers and children’s birth dates should NEVER be given to other parents from a school list.

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ISBâ&#x20AC;&#x2122;s Shared Belief About Bilingual Pupils The majority of our children learn English as an additional language. Many come to school with limited English and the EAL department will provide as much support as they can for children acquiring English and also for their teachers. Please feel free to consult EAL teachers for advice and refer children who may need special help to the Head of EAL. We believe that bilingualism has great advantages: POTENTIAL for all to develop both written and spoken English and to become competent users BE POSITIVE value the childrenâ&#x20AC;&#x2122;s home languages RECOGNISE, RESPECT and VALUE what pupils bring to the classroom their unique bi/multilingual and often bicultural selves the asset of a language or many languages their rich diversity of language, culture, religion and world awareness English as an Additional Language All EAL matters (staff; teaching and learning; curriculum and strategic planning) is the direct responsibility of the EAL Leader. EAL Support Most of our children are from non-English speaking backgrounds and we celebrate the fact that most of our students are or will become speakers of more than one language. Many of these students require some level of support in English as an additional language to cope with the considerable transition from learning in their native language to our English medium curriculum. Beginners in English Specialist EAL teachers assist beginner students in small groups to develop basic oral communication alongside reading and writing skills. These EAL classes replace curriculum time (such as Literacy and Numeracy) while the child needs extra assistance with English, which can be from six weeks to two years. Many beginners find this time very rewarding as the classes are specially designed to motivate and provide success even at beginner level. Alongside this support, Romanian speakers may receive assistance in-class from a teacher or teacher assistant who speaks their language. A strong first language will help the additional language, English, develop more easily. Academic English Many children do not receive any English input at home so it takes some time to develop the English vocabulary, grammar and reading and writing needed to cope with studying different subjects at school. EAL support may also be provided for these students by specialist EAL teachers working with class teachers in subjects such as Literacy or in small group withdrawal classes, focusing on literacy.

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The School Day All members of staff are expected to be in school by 08:15. The school day begins at 08:30. Teachers are expected to be on the playground before the whistle is blown. This is to meet and greet pupils. Briefing On Mondays, all members of staff are expected to attend the staff briefing at 08:15 sharp. Daily Schedule

08:30 – 09:00 09:00 – 09:30 09:30 – 09:50 09:50 – 10:10 10:10 – 11:10 11:10 – 11:50 11:50 – 12:20 12:20 – 13:50 13:50 – 14:10 14:10 – 14:25 14:25 – 15:00

Arrival /Structured Play Snack and Toilet Circle Time/PE/Music/Dance Circle Time/PE/Music/Dance Structured Play Outside Play Lunch and Toilet Structured Play /Quiet Time Story Time Snack and Toilet Outside Play

Table 10 - Nursery Daily Schedule

08:30 – 09:30 09:30 – 09:50 09:50 – 10:50 10:50 – 11:50 11:50 – 12:10 12:10 – 13:00 13:00 – 14:00 14:00 – 14:30 14:30 – 15:00

Communication, Language and Literacy Snack and Toilet KUW/Creative Development PE/Music/ICT Story Time Lunchtime/Outside Play Problem Solving, Reasoning and Numeracy Structured Play/PSE/Dance/Assembly Snack, Toilet and Get Ready to Go Home

Table 11 - Reception Daily Schedule

08:30 – 08:40 08:40 – 09:40 09:40 – 09:55 09:55 – 10:55 10:55 – 11:15 11:15 – 12:15 12:15 – 13:00 13:00 – 13:45 13:45 – 14:30 14:30 – 15:00

Registration Lesson 1 Guided Reading (KS1 Creative writing Handwriting) Lesson 2 Break Lesson 3 Lunch Break Lesson 4 Lesson 5 Lesson 6

Table 12 - KS1 and KS2 Daily Schedule

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08:15 - 08.30 08:30 - 08:40 08.40 - 09:30 09:35 – 10:25 10:25 – 10:50 10:50 – 11:40 11:45 – 12:35 12.35 – 13:15 13:15 – 14:05 14:10 – 15:00 15.00 – 15:15 15.15– 16:15

Morning Duties Registration Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunch Break Lesson 5 Lesson 6 Afternoon Duties Clubs/Extra Lessons

Table 13 - KS3, KS4 and KS5 Daily Schedule

Finishing Times for Teaching Staff All teachers are expected to be on the school premises school until at least 15:30 on days when there are no planned meetings. If requested, teachers are expected to be available to attend any meetings on any day until 16.30. Staff should remain on the school premises until the end of the school day. If a member of staff needs to leave school for any reason they must seek permission from one of the relevant Principals. These should be recorded in the daily signing in and out book, which is located at the front of the school. For health and safety reasons it is really important that we know who is not on the school premises at any given time. Non-Contact Time All teaching staff will have non-contact time. This time should be used for Planning, Preparation and Assessment (PPA). This will either be at an individual or year group level. This is also a good time to visit other classes to see good practice; to undertake some monitoring if you have a responsibility point or to meet with other colleagues for school purposes. PPA can take place in classrooms or the staff room but needs to take place on the school premises. PPA time is not an extended time for socialising with colleagues. ISB endeavours to make sure that teachers get their non-contact time. However, occasionally, staff may be asked to cover another teacher who may be sick or to help within the school for another important reason. Therefore staff should be present within the building during their non-contact time. If this was to happen the cover is recorded to make sure the extra workload is shared as fairly as possible.

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Planning (See Planning Policy in Policy File) All teachers will be given a planning folder in which to keep their lesson plans. The planning policy states clearly the schools expectations regarding planning and they are expected to be followed in their entirety. The Key Stage Coordinators have the responsibility to monitor planning. In the secondary division the head of departments will monitor planning and its implementation through the educational year. Please ensure that your planning is available in the classroom at all times. If you have any questions about your lesson planning, please speak to your Year Leader or the appropriate subject coordinator who will be able to help you in terms of ideas and resources. All planning documents must be uploaded to the school’s Moodle account which can be reached online from anywhere with internet connection. All teachers will be given a Moodle username and password. Planning takes place during the weekly Year Group Planning Meeting (primary) or department meetings (secondary). The focus of this very important weekly year group meeting is to plan the tasks, activities and assessment opportunities that will deliver the medium term plans and ensure that all children are learning. In primary division specialist teachers should also be part of the planning process, as their teaching should link with the year group topics, literacy and other areas of learning. Those responsible for subject planning within a year group should arrive at meetings with documented outline planning. Detailed plans and resources for lessons must be distributed to teachers at least one day before use AND BEFORE MONDAY MORNING. Teachers should leave that meeting feeling confident that they are ready to develop the following week’s plans. Evaluation of teaching and learning is a key part of planning. It is especially important to document evaluations at the end of themes or units of work. Regular assessment to guide future learning is essential and should be built into planning. Teaching Assistants Working together in a classroom involves a significant amount of teamwork as well as a clear understanding of each other’s role. The following points need to be remembered: Teaching assistants need to be involved in the planning of lessons and need to be fully aware of what will happen in a lesson in order to carry out their role effectively. They should have access to the teachers planning. Teachers should communicate effectively with assistants. The teacher is the classroom manager and should therefore direct everything that happens in the classroom. This includes instructions and classroom management. The teaching assistant should support the teacher, working with individuals or groups of pupils as directed. They should also provide the teacher with behavioural management support doing so quietly and unobtrusively so as not to disrupt the flow of the lesson. It is important that both teacher and classroom assistants give the same message to children. If classroom assistants are in doubt, they should check with the teacher. Parents may approach a teaching assistant for feedback about their child’s progress. Language difficulties may make it easier to speak to an assistant rather than a teacher. In this case, the teaching assistant should direct the parents to make an appointment with the teacher and offer to help with translation where necessary. Likewise any information from parents should always be passed on to the class teacher.

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Homework The setting of tasks to be undertaken at home will be normal practice for all year groups. Homework should normally be set to reinforce and extend learning from the days lesson and/or the reinforcement and extension of other key areas such as the learning of spellings and times tables. Homework should not be set for its own sake. Additionally children in KS1 & KS2 may be asked to do independent research or collect information for lessons as part of an ongoing project. The following is a guide to the time that pupils should spend on homework each night:

EYF (Nursery and Reception) Years 1 and 2 Years 3 and 4 Years 5 and 6

15 Minutes between 15-30 minutes between 30-45 minutes between 30-45 minutes

Table 14 - Primary School | Homework Guide

Children are expected to read for a minimum of 10 minutes each night and should form part of the allotted homework time. If a parent feels that particular circumstances (e.g. prolonged absence from school) warrant additional homework this should be discussed with the class teacher. Additional homework will not normally be set simply because a child is being taken out of school for a family holiday. Homework set should be followed up in class and it should be made clear to children that all homework tasks must be completed. Teachers must record the returning of each piece of homework and the outcome achieved. Homework is one of the windows that parents look through and see what our school is like. It is very important for the Homework Diary to be completed daily. Children are given adequate time to copy down homework tasks. It is the responsibility of the teacher to ensure that homework diaries are completed and sent home.

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Staff Meetings ISB believes that staff meetings should be productive with a clear agenda. Minutes will be taken at all meetings and distributed to staff as necessary. After school meetings will usually start at 3.15pm and last for one hour. Staff can leave on the 4.30pm bus. Day to day communication will be done using staffs email facility. Therefore it is important that staff check their school emails regularly during the day. The Principal’s briefing and regular meetings take place weekly. Additional meetings take place from time to time and staff is expected to attend when requested. Calendar “Meetings” is shared with all ISB staff members, you can login at http://calendar.isb.ro and minutes will be emailed to all relevant staff.

ISB Directory Email Groups  primary_teachers@isb.ro: Primary and EYFS teachers may send and receive emails to their inboxes  steachers@isb.ro: Secondary School teachers may send and receive emails to their inboxes Email Addresses Using ISB email account, email addresses of all staff in ISB domain appear in a drop down box as you type someone’s name. Email addresses are name.surname@isb.ro

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ISB Staff Handbook 2011