Policy Manual

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The school
[Insert Logo]
[Years Applicable]
Policy Manual
School Operations
©Copyright, Greg Flattley 2016. Permission given to freely copy for non-profit education purposes.
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Table of Contents
A. BOARD-DIRECTOR RELATIONS POLICIES................................................................... 4
Refer to Board policy ........................................................................................................... 4
B. STUDENT LEARNING POLICIES ....................................................................................... 4
1.0 Admissions Policy .......................................................................................................... 4
1.01 Students Transferring from Other Schools ....................................................... 4
1.02 Early Childhood and Elementary School Placement ...................................... 5
1.03 New Middle and High School Students ............................................................... 5
1.04 Students with Limited English Proficiency ........................................................ 6
1.05 Students with Learning Support Needs .............................................................. 6
1.1 Membership in the Association (refer to Board policy) .................................... 7
2.0 Students’ Rights, Responsibilities and Behavior ................................................... 7
2.1 Students’ Rights and Responsibilities Policy ..................................................... 7
2.2 Student Behavior Management Policy .................................................................. 8
2.3 Student Bullying and/or Harassment Policy ...................................................... 11
2.4 Student Engagement and Support Policy .......................................................... 12
3.0 Student Health and Safety Policy ............................................................................. 13
4.0 Curriculum and Instruction Policy............................................................................ 14
4.1 Homework Policy....................................................................................................... 15
5.0 Co/Extra-Curricular Programs ................................................................................... 16
5.1 Extracurricular Activities and Events Policy ..................................................... 16
5.2 Student-led Initiatives and Events Policy: Non-academic........................... 18
C. HUMAN RESOURCES POLICIES .................................................................................... 19
1.0 Human Resources Global Policy .............................................................................. 19
1.1 Recruitment and Retention (refer to Board policy) .......................................... 20
1.2 Employee Rights and Responsibilities Policy .................................................. 20
1.2.1 Code of Ethics – Teachers .................................................................................. 21
1.2.2 Code of Conduct Policy ....................................................................................... 24
1.3 Supervision and Evaluation Policy (Performance Appraisal) ....................... 26
1.4 Professional Development Policy ......................................................................... 27
1.5 Compensation and Benefits Global Policy ........................................................ 28
1.5.1 Leave of Absence Policy - Faculty .................................................................... 28
1.6 Renewals, Non-Renewal or Termination of Contract Policy ......................... 30
D. FINANCE, RISK AND ASSET MANAGEMENT POLICIES .......................................... 31
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1.0 Global Policy................................................................................................................... 31

2.0 Financial Planning and Resourcing Policies ......................................................... 32
2.1 Strategic and Financial Planning Policy ............................................................. 32
2.2 Annual Budget Policy............................................................................................... 32
2.3 Budget Expenditures (refer to Board policy) ........................................................ 33
2.4 Fundraising (refer to Board policy) ......................................................................... 33
3.0 Financial Accountability, Performance and Reporting ....................................... 33
3.1 Financial Accounting Systems Policy ................................................................. 33
3.2 Financial Dashboard (refer to Board policy) ......................................................... 37
3.3 Accounts and Authorized Signatures (refer to Board policy) .......................... 37
3.4 Debt Financing (refer to Board policy) ................................................................... 37
3.5 Investment Portfolio Policy .................................................................................... 37
4.0 Risk Management .......................................................................................................... 38
4.1 Risk Management Global Policy ........................................................................... 38
4.2 Insurance Coverage (refer to Board policy) .......................................................... 39
4.3 Health, Safety and Security (refer to Board policy) ............................................. 39
4.31 Occupational Health & Safety Policy ................................................................. 39
4.4 Internal Audit (refer to Board policy) ...................................................................... 40
4.5 External Audit (refer to Board policy) ..................................................................... 40
4.6 Procurement Policy .................................................................................................. 40
4.7 Emergency and Continuity Planning Policy ...................................................... 41
4.8 Legal Counsel, Contracts and Proceedings (refer to Board policy) ............... 42
5.0 Asset Management Policy .......................................................................................... 42
5.1 Major Projects ............................................................................................................ 42
5.2 Maintenance of the Physical Facilities (refer to Board policy) ........................ 42
5.3 Information Technology Policy ............................................................................. 43
5.4 Intellectual Property Policy..................................................................................... 43
E. COMMUNITY RELATIONS POLICY ................................................................................. 45
1.0 Community Relations Global Policy ........................................................................ 45
1.1 Internal Community Relations Policy .................................................................. 45
1.2 External Community Relations Policy ................................................................. 46
1.3 Community Access to School Facilities (refer to Board policy)...................... 47
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A. BOARD-DIRECTOR RELATIONS POLICIES

Refer to Board policy
B. STUDENT LEARNING POLICIES

1.0 Admissions Policy
Admission to The school is open on a non-discriminatory basis to all students,
regardless of race, creed, color, gender, religion, national origin, ethnic background, or
philosophy. Students of all nationalities are welcome to apply, including those not yet
fluent in the English language; however; students are required to meet the academic
standards required to earn a high school diploma.
Students will not be considered for admission until the application for admission,
previous school records and recommendations, and the registration fee have been
submitted.
Admission is considered based on the following:
 Review of previous school records
 Recommendation of previous teacher/counselor
 Age of student
 Years of schooling successfully completed
 Level of English proficiency, particularly in high school
 Evidence of student’s ability to succeed at THE SCHOOL
Students are required to have the following immunizations to allow admission to The
school.
 DTAP (for diphtheria, tetanus and pertussis)
 MMR (for measles, mumps, and rubella)
 Polio
 Hepatitis A
 Hepatitis B
 Typhoid
 Meningo A&C or Meningo ACWY (for meningitis)
 Varicella (chicken pox)
 Yellow Fever
 HIB
 Annual tuberculosis screening is strongly recommended (except for those who
had a BCG shot)
Final admission decisions are at the discretion of the Director, in collaboration with the
Counselor. Students will not be allowed to start school until all required documents have
been submitted, including previous school records, grade reports, immunization
records, and other required forms.
1.01 Students Transferring from Other Schools

All students transferring from other schools must provide accurate school records at the
time of admission. Grade reports and/or transcripts must be translated into English. The
school reserves the right to deny admission of students dismissed from other schools
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for academic, disciplinary, or other reasons. Students falsifying records or failing to

provide accurate information at the time of registration will be denied enrolment and/or
continuation of attendance.
1.02 Early Childhood and Elementary School Placement

Children entering the Early Childhood and Elementary Programs must be the following
designated ages by September 1 of the current school year:
 Pre-K 3: 3 years old by September 1
 Pre-K 4: 4 years old by September 1
 Kindergarten: 5 years old by September 1
 First Grade: 6 years old by September 1
Exceptions to the birthday cut-off dates will only be considered in the light of expert
professional opinion, such as that of a qualified child psychologist. However, children
who turn 3 between September 1 and January 1 may apply to attend Pre-K 3 for the
second semester of the school year. Such children, if accepted, would not move to Pre-
K 4 the following year but would begin Pre-K 3 again in the fall along with their age
peers.
Children entering grades Pre-Kindergarten 3, Pre-Kindergarten 4, Kindergarten, and

First Grade must also meet the school’s School Readiness Assessment criteria. The
school believes that students should progress to the next educational level based upon
their individual readiness. Therefore, the decision to continue a child in their educational
journey is based upon a thorough evaluation, by the classroom teacher and possibly
others on our team, rather than only being based solely on the completion of an
academic year. After the completion of First Grade, progression through the following
years shall be automatic, unless determined otherwise through proper consultation. The
final decision concerning student placement rests with the school Director.
1.03 New Middle and High School Students

Students entering the school in the middle and high school (grades 6 to 12) are
expected to be the appropriate age for a specific grade level, and to have successfully
completed the appropriate years of schooling. Decisions regarding grade placement are
based on academic achievement; teacher recommendations; years of successful
schooling; age; records from previous school; placement tests; English language
proficiency; physical, social, cognitive, and emotional growth and development;
consultation with parents and teachers; and the appropriateness of the school program
for meeting student needs.
The school system includes Middle School - Grades 6-8 (ages 11-14), and high school
- Grades 9 – 12 (ages 14-18). Middle and high school students transferring from other
schools are required to provide accurate school records, in English and with a grading
key, for the previous two years of schooling. Applicants for grades 10 to 12 must also
provide an official high school transcript. The school reserves the right to deny
admission to students dismissed from other schools for academic, disciplinary, or other
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reasons. Students falsifying records or failing to provide accurate information at the time
of application will be denied enrollment and/or continuation of attendance.
1.04 Students with Limited English Proficiency

Students entering the school with limited or no English proficiency will be considered for
admission on an individual basis. Admission decisions will be determined by the
Director, in collaboration with the Counselor, based on an admissions assessment,
previous school records, English language proficiency, and the appropriateness of our
program for meeting student needs.
Children in the Early Childhood Program (Pre-Kindergarten, and Kindergarten) with

limited or no English skills receive no formal English Language Learners (ELL)
instruction, as the natural ability of children to learn language through classroom games
and activities is promoted within the regular classroom. For grades 1 through 10, ELL
support classes are supplemental to the regular program of instruction for an additional
fee. The need for ELL services shall be determined through placement tests indicating
levels of reading, writing, and spoken English.
High school students may receive up to two English credits for ELL courses; however,
students must successfully complete at least two years of regular English in order to
receive a high school diploma. It is expected that high school students in Grades 11 and
12 are proficient in English and are able to attend regular classes with minimal ELL
support. Grade 9 and 10 ELL courses are designed to follow regular English curriculum
requirements as closely as possible. ELL students may be advised to employ a tutor
outside of school hours. Unless under exceptional circumstances, high school students
with limited or no English proficiency should enroll by Grade 9 in order to successfully
complete coursework required to meet graduation requirements. English mastery is
essential to successfully meet the academic standards to earn a high school diploma.
1.05 Students with Learning Support Needs

The Learning Support Program is offered for students with specific learning or other
difficulties, and is coordinated by the learning support specialist. Services offered
include consultation with classroom teachers; classroom modifications and
accommodations, monitoring of student progress, co-teaching in the regular classroom,
and learning support classes consisting of 1-2 periods per day.
The Student Support Team (SST) develops a Student Action Plan (SAP) for eligible
students enrolled in learning support class. The SAP details appropriate goals and
services to be provided and is reviewed annually to evaluate progress, determine
needs, and establish future goals. The Learning Support Program is an extra service
subject to an additional annual fee. Please refer to the Tuition and Fee Schedule
available for further information.
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New students with learning or other difficulties are considered for admission if they can
achieve primarily in the regular classroom with minimal support. The director and
counselor, in collaboration with the Student Support Team (SST), maintain discretionary
authority for determining the admission of students based on previous school records,
evaluation reports, and the extent to which student needs can be met within the school’s
resources.
Students experiencing learning and/or other difficulties, who have not been formally
evaluated, may also receive services on an individual basis, pending availability of
resources and the needs of the student. For additional information and guidelines
concerning procedures and services for students with learning and/or other difficulties,
please contact the coordinator of the Learning Support Program.
1.1 Membership in the Association (refer to Board policy)
2.0 Students’ Rights, Responsibilities and Behavior

2.1 Students’ Rights and Responsibilities Policy
Beliefs
1. All individuals have the right to be treated with dignity and respect.
2. All individuals have a right to work in a safe, caring and productive environment.
3. All stakeholders have a responsibility to support the school in its efforts to
maintain a safe, caring and productive environment.
4. All individuals should care for and respect the propriety of personal and school
property.
5. The establishment of high standards and expectations of all individuals creates a
culture where all students are encouraged to discover and attain their potential.
Standards
1. All members of the school community will interrelate safely and with care to
protect individual dignity and integrity.
2. All school students and employees will work towards the mutual benefit of self
and others.
3. All students will honor the expectation of meeting high but achievable academic
standards, and respect and support the efforts of colleagues to excel.
4. All members of the school community will respect and care for the good condition
of school facilities, equipment and materials.
5. All students will engage deeply in their learning, including respecting the honor
code and ensuring that all work submitted is their own.
Guidelines
1. This policy should be read in conjunction with the Student Behavior Management
Policy and procedures.
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2. Designated teachers will communicate these standards to students at the

beginning of each academic year and use them as a basis for collaboratively
developing class-based rules and expectations.
3. This policy applies to all school facilities, either owned or rented, and to any
school-sponsored activity or event.
4. Parent advocacy for students is welcomed and valued.
5. Any breach of the standards will trigger the implementation of The school’s
behavior management policy and procedure.
2.2 Student Behavior Management Policy

Beliefs
1. Positive relationships underpin a thriving school culture.
2. Safeguards need to be in place to protect the dignity of all individuals.
3. Provision of a safe, caring and productive learning environment for students is
central to the school’s operations.
4. Student engagement through student-centered, differentiated instruction is a
major positive determinant of student behavior.
5. Expected social skills should be explicitly taught.
6. Behavioral standards for students should apply school-wide, be reasonable,
achievable and consistently complied with.
7. Behavioral standards and guidelines should encourage personal responsibility.
8. Behavioral standards and guidelines should be explained and modeled to
students continuously throughout the school year.
9. Consequences for unacceptable behavior should be learning focused and
addressed with consequences rather than punishments, with a variety of
consequences available to a teacher.
10. Consequences for unacceptable behavior should focus on the principles of
restorative justice.
11. Student participation should be encouraged in the development of behavioral
standards.
Standards
1. All students will comply with the following expectations of acceptable behavior.
Be organized Be cooperative Be kind Be safe
Playground  Respond  Listen to all  Use encouraging  Follow
promptly to bells supervisors  words instead of playground
 Bring in  Respect others’  teasing words  rules
equipment and space, property  Include others  Stay in perimeter
belongings and feelings  Think before you
 Take turns act
 Choose teams  Hands to
fairly yourself
 Follow game
rules
Hallways  Eat in assigned  Enjoy hallway  Use positive  Keep hands, feet
areas and at displays, but  language and objects to
assigned times don’t touch  Be courteous self
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 Keep boot racks,  Walk

 cubbies, hooks  Older students
and yield to younger
 lockers neat students
 Lock up personal  Walk to your
 property right
Classroom  Be on time and  Talk and work  Use positive and  Wear shoes
 prepared for quietly  Encouraging  Walk
class  Work as a team language  Keep hands and
 Keep desk area  Ask permission feet to self
tidy to leave
 Complete  Listen to all
assigned supervisors
 tasks in a timely  Let others learn
 manner without
interruption
 Respect school
property and the
property of
teachers and
other students
Cafeteria  Be prepared to  Keep eating area 
Treat cafeteria  Use microwaves
place order  clean workers with safely
 Have money  Use table respect  Throw away your
ready manners  Use polite  garbage
 Sit where  Clean up after language  Clean up spills
assigned yourself  Eat your own
lunch
Computer Lab  Only access  Share equipment  Use appropriate  Only visit
school-related as directed language when appropriate Web
material  Respect communicating sites
 Leave your area equipment and with others  Use lab only
neat and tidy other people’s when supervised
 Use the Internet work by an adult
only as directed  Keep food and/or
by a supervisor drink out of lab
 Wear headsets
when sound is
on
Gymnasium  Be ready on time  Include others  Be encouraging  Play by
 Return  Show good  Be kind about agreed‐upon
equipment to sportsmanship both winning and rules
proper location  Wait for losing  Use equipment
 Wear proper directions properly
gym clothes  Follow directions
Library  Push in chairs  Return materials  Use a quiet voice  Walk
 Keep food or to shelf  Respect property  Use only when
drink out of  Use computers  Return borrowed supervised
library properly material or
equipment
2. All students will avoid using the following behaviors.

a. Insulting, degrading or hurting another person through verbal or written words
b. Intentionally physically harming another person
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c. Using abusive email and other internet technology to hurt or insult another
person
d. Violations of The school’s network use agreement
e. Violations of the academic honor code.
f. Making prejudiced comments
g. Exhibiting harmful or reckless behavior
h. Offering unwelcome sexual advances or other offensive conduct of a sexual
nature
i. Bullying, harassing, libeling or slandering another person
j. Taking photographs of another student without the express permission of the
student and a supervising member of the faculty or staff
k. Providing illegal substances to any member of The school community
l. The possession and/or use of weapons, alcohol, tobacco or illegal drugs.
3. All students will respect and honor the propriety of personal and school property.
Theft will be avoided.
4. All students will take good care of personal and school property. Vandalism will
be avoided.
5. Consequences for unacceptable behavior will be learning focused and
addressed with consequences rather than punishments, with a variety of
consequences available to a teacher.
6. Student participation will be encouraged in the development of behavioral
standards.
Guidelines
1. Any breach of these standards will invoke the use of the Behavior Management
Procedure.
2. Designated teachers will communicate these standards to students at the
beginning of each academic year and use them as a basis for collaboratively
developing class-based rules and expectations.
3. All faculty and staff members will consistently model these standards to students.
4. Throughout the academic year, teachers will explicitly state, model, coach,
monitor and correct the social skills expected of students, such as greeting
conventions, eating etiquette and fair play.
5. Teachers will focus strongly on student-centered, differentiated approaches to
learning and teaching.
6. The school will make training available in the principles of restorative justice and
will develop a list of learning-focused consequences for teachers to select from
when addressing a behavior issue.
7. Opportunities for students to reflect upon their behavior should be provided as
part of any consequences applied.
9. Parent advocacy for students is welcomed and valued.
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2.3 Student Bullying and/or Harassment Policy

Beliefs
1. The bullying and/or harassment of students has a negative effect on the educational
environment of The school. Students who are bullied, intimidated or fearful of other
students cannot take full advantage of the educational opportunities.
2. Bullying and/or harassment is an uninvited verbal, written or physical conduct directed at
a student by another student(s) that has the intent and effect of:
a. Physically harming a student (e.g., hitting, kicking, spitting, pushing, and
invading one's personal space in an aggressive manner).
b. Damaging, extorting or taking a student's personal property.
c. Placing a student in reasonable fear of physical harm.
d. Placing a student in emotional unrest by spreading rumors, manipulating
social relationships or environment, engaging in social exclusion, extortion,
intimidation, and ridicule.
e. Cyber-bullying: forms of verbal and psychological bullying that occur on the
Internet through such social networking applications as e-mail, instant
messaging, or personal profile web sites (such as My-Space).
f. Creating an intimidating or hostile environment that substantially interferes
with a student's educational opportunities.
g. Creating verbal statements or written remarks that are taunting, malicious,
threatening or sexual.
Standards
1. Bullying and/or harassment of a student by another student is strictly prohibited on
school property, on school buses, and at school-sponsored events and/or activities,
whether occurring on or off campus.
2. The school will conduct an annual bullying and/or harassment education program to
provide definitions, inform students of their associated rights and responsibilities, and
inform students of the consequences of bullying and/or harassing other students.
3. The school will conduct an annual bullying and harassment survey to determine the
extent of such abuse and any necessary intervention and/or support actions that need to
be instigated.
Guidelines
1. This policy should be read in conjunction with the Community Relation Global policy,
Code of Conduct, Code of Ethics (Teachers), Student Rights, Responsibilities and
Expectations policy, and relevant School Board policies.
2. Consequences for students who are found to have bullied others may include
counseling, parent conference, detention, suspension, expulsion, and/or exclusion from
school-sponsored activities.
3. Depending upon the severity of a particular situation, the Director may also take
appropriate steps to ensure students' safety. Such steps may include separating and
supervising the students involved, reporting incidents to law enforcement bodies, if
appropriate, and the implementation of a safety plan and/or supervision plan with
parents.
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2.4 Student Engagement and Support Policy

Beliefs
1. Students should be able to influence decisions that impact on their quality of
school life.
2. Students should be supported and empowered to optimally succeed
academically.
3. Students should have access to appropriate forums, activities and events that
provide a sense of affiliation with the school.
4. Within the limits and constraints of its policies and financial, people and resource
capabilities, The school should be inclusive of all students, regardless of their
cognitive, physical, social and emotional abilities.
Standards
1. Students will have access to open, developmentally appropriate forums to share
concerns respectfully and offer suggestions for school improvement.
2. The school administration team will ensure that every student has the
opportunity, support, and adequate resources within the approved budget to
optimally succeed academically.
3. The school administration team will ensure the establishment of appropriate
student forums, activities and events that provide a sense of affiliation with the
school. These may include such forums as a student council and student alumni
organisation, along with an extra-curricular activities program and student-led
activities.
4. The school administration team will establish and communicate to parents and/or
guardians the maximum number of hours per month of support services (such as
Learning Support and/or English Language Learners) available to each student
without associated fees being levied.
5. The school administration team will communicate to parents and/or guardians
that, in the event that services above the maximum number of hours per month
(as determined by the Director) are deemed necessary and expressly allowed by
the Director, The school will charge fair and appropriate fees for such services.
6. The school administration team will ensure that each student, whose admission
to the next division or grade level is in question, has a documented student
action plan. This plan shall be regularly reviewed (at a minimum annually), and
be the result of a clear, documented, and consultative process with parents
and/or guardians and, where appropriate, the student.
7. The school administration team will communicate the criteria, procedures and
processes for exiting a student, including, but not limited to, documentation and
information dissemination protocols.
8. The school administration team will protect student privacy and dignity by
ensuring appropriate student information and records, including medical
information, are collected, stored, and disseminated in a secure fashion, and that
only appropriate access to that information, as defined by the Director, is
allowed.
Guidelines
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1. This policy should be read in conjunction with the Student-led Activities and
Events policy and the Extracurricular Activities policy.
3.0 Student Health and Safety Policy

Beliefs
1. Parents and guardians have the prime responsibility to ensure that their children
present to school in optimal learning condition.
2. In the absence of parents, the school’s faculty and staff members have a duty to
act as prime care givers to the students during regular school hours and during
specified school-sponsored events. This includes care of each student’s
physical, social and emotional wellbeing.
3. For optimal learning to occur, students should be in a prime state of learning
readiness. Such readiness includes the minimisation of risk of harm to physical,
social and emotional wellbeing.
4. To optimize student safety and security, proactive and reactive plans should be
in place to control the effect of unexpected, critical events.
Standards
1. Faculty and staff members shall show due diligence with the proper care of
students at all times during school hours and during school-sponsored events.
2. Parents and guardians shall communicate to the school administration any
student medication and/or medical treatment plans that are necessary to
maintain their child at school.
3. The school shall provide a full-time qualified nurse to attend to minor injuries and
illnesses.
4. The school shall maintain a secure and comprehensive database of student
health information to gather and process information on patterns of disease and
injury to identify areas for further investigation and remediation.
5. The school shall maintain a plan for infectious disease management that reflects
international best practices, including, but not limited to, student and staff
immunization protocols and recommendations.
6. The school shall ensure qualified supervision of, and appropriate student training
for participation in any high-risk activities, including but not limited to those
involving water, ropes, physical contact, hiking, or tackling.
7. The school shall ensure that the parents and/or guardians of students
participating in such activities are aware of the risks and The school’s mitigating
strategies for those risks, and have signed a statement waiving any claims for
damages or claims of negligence against the school.
8. The school shall designate a Health and Safety Officer to oversee the quality
assurance of health and safety provision throughout the school premises and at
school-sponsored events.
9. The school shall employ, train and retain an adequate provision of security
personnel to minimize the possible threat of intruders with malintent and/or
terrorist activity.
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10. The school shall periodically train its bus drivers in strategies to minimize risks of
harm to student physical, social and emotional wellbeing whilst transported on
school buses.
11. School buses shall be maintained in full roadworthy condition at all times,
including the provision and safe condition of a seat belt for each seat.
12. Formal planned safety and hygiene inspections of the school facilities,
infrastructure and major equipment shall be conducted at least once each
semester.
13. Using the appropriate procedures, faculty and staff members shall promptly
report any risk factor that may potentially cause harm to student physical, social
or emotional wellbeing.
14. The school shall maintain and annually review an Emergency Procedures
Manual, detailing the appropriate response to each critical event that may
potentially occur.
15. The school will maintain a Health & Safety calendar detailing the dates and
frequency of each drill and planned inspection.
Guidelines
1. This policy should be read in conjunction with the Emergency Procedures
Manual and the Student Rights and Responsibilities policy.
2. At a minimum, the health and safety committee will develop a calendar of
planned inspections and will identify the appropriate personnel or outside
inspectors to carry out this work for the following:
a. Kitchens
b. Bathrooms
c. Water supply/dispensers
d. Electrical Systems
e. School buses and school vehicles
f. Recreational facilities (such as playground equipment, pool, and tennis
courts).
3. The health and safety committee will develop checklists for each of those areas
to use in ensuring the establishment of appropriate standards.
4. The health and safety committee will ensure that sufficient drills are included in
the annual calendar; two in first quarter, one in the third for the entire school and
with training for faculty and staff during orientation. The health and safety
committee will meet after each drill to debrief to evaluate the effectiveness of the
process and to recommend improvements.
4.0 Curriculum and Instruction Policy

Beliefs
1. Students should have access to a high quality of curriculum, education resources
and learning.
2. Students should be taught by high quality teachers.
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3. Teachers should ensure that approaches to teaching and learning fully engage
students and empower them as highly competent lifelong learners.
Standards
1. The school’s curriculum will be comprehensive and progressive in its scope and
sequence.
2. The school’s curriculum will be based on internationally acclaimed standards.
3. Instruction and assessment will be based on internationally recognized best
practices and in accordance with the standards set by the school’s accrediting
organizations.
4. Teachers will ensure that approaches to teaching and learning fully engage
students and empower them as highly competent lifelong learners.
5. Teachers will ensure that, to the extent possible, they are abreast of current best
practice in teaching and learning.
6. The school administration team will ensure that there are school-wide
agreements regarding student assessment.
7. Teachers shall ensure that students are well-informed of assessment criteria.
8. The school administration team will establish, maintain and implement a rigorous,
comprehensive standards-based performance and appraisal policy and
procedure for all teachers, inclusive of a professional growth plan
9. The school administration team will maintain a curriculum review cycle for the
continuous evaluation and improvement of curriculum quality.
10. The school will include the use of computerised information and communication
technology as an appropriate tool for learning in accordance with acceptable use
procedures.
11. The school will maintain systems that ensure that education resources are of an
internationally acceptable standard.
12. The school administration team will ensure that the minimum number of student-
contact days is 175 for each academic year.
Guidelines
1. This policy should be read in conjunction with the Student Rights and
Responsibilities policy and Teacher Appraisal policy.
4.1 Homework Policy

Beliefs
1. Homework shall only be formally assigned to students from Grade 6 onwards.
2. Homework tasks should be appropriate for each student, follow SMART (specific,
measurable, achievable, relevant and timely) principles, and be linked to the
classroom program.
3. Homework provides an opportunity for students to review and reflect on their
understanding of topics covered at school.
4. Homework further develops the habit of life-long learning.
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5. Homework strengthens the home-school link, with parents playing a supportive

and reference role, which leads to a deeper understanding of their children’s
development.
6. The extent of homework should provide sufficient time for a student’s extra-
curricular social and recreational needs.
7. Homework provides an opportunity for students to practise authentic time
management skills.
Standards
1. Homework assignments will be specific, measurable, achievable, relevant and
timely (SMART), and linked to classwork.
2. Teachers will monitor homework completion and provide students with corrective
feedback.
3. At least once per semester, teachers will design homework that engages
significant adults in the family or community.
4. The school will establish and encourage appropriate time expectations for the
amount of homework in each division, taking into account the social and
recreational needs of students and their families.
5. The extent of each student’s homework completion will be reported to families.
6. Each student will complete homework to an acceptable standard in a timely
fashion.
Guidelines
1. It is expected that families will provide appropriate resources and a supportive
environment to optimise homework completion.
2. It is expected that, where appropriate, the publishing of assigned homework will
be via multiple media types.
3. Rather than assigning zero marks for missing or incomplete homework, teachers
will endeavor to hold students accountable for late submissions by holding an
after-school homework club.
4. Homework will be returned to students in a timely fashion and used to provide
performance feedback for each student.
5. Students are expected to maintain a homework record in a format that is
appropriate to their developmental level.
5.0 Co/Extra-Curricular Programs

5.1 Extracurricular Activities and Events Policy
Beliefs
1. To support the school mission to empower students to become responsible and
compassionate global citizens through an enriched curriculum, students need
access to activities and events that further extend the experiences, skills and
knowledge gained through regular academic programs.
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2. Extracurricular activities allow further opportunities for leadership, collaboration

and social interdependence.
3. Extracurricular activities offer further opportunities for students to excel.
4. An extracurricular activities and events program helps strengthen the cultural
cohesion of the school and its community.
5. An extracurricular activities and events program engenders interest in the school
and enhances the school’s reputation as an institution of excellence.
6. High expectations of student decorum and behavior pervade all school programs.
7. The combination of professionalism, experience, personal interests, abilities,
expertise and intellect renders teachers as preferred providers of extracurricular
activities.
Standards
1. For certain periods throughout the academic year, all students shall have access
to extracurricular activities and events offered at no additional fee.
2. All extracurricular activities and events shall be relevant to and add value to the
school mission and vision.
3. All extracurricular activities and events shall be scheduled in consultation with the
calendar committee.
4. All extracurricular activities and events shall be approved by the Athletic Director
and Dean of Students prior to implementation.
5. The Athletic Director and Dean of Students shall work in consultation with the
Recreation Centre manager to ensure a coordinated use of school facilities and
resources.
6. Designated teachers shall lead, coach, manage and/or support such
extracurricular activities as activities, sports, clubs, service-learning projects,
dances, performances, field trips, and community events.
7. All faculty members are contractually obliged to participate in extracurricular
activities and events. The minimum expectation for each faculty member is as
follows:
a. Elementary teachers: 24 hours per year, working directly with students in an
after-school or weekend activity.
b. Secondary teachers: 40 hours per year, working directly with students in an
after-school, evening, or weekend activity.
8. Stipends will be allocated for certain clubs, activities and coaching duties that
extend beyond this expectation. The Athletic Director will communicate the
allocation of stipends at the beginning of each school year.
9. All school policies and procedures in relation to staff, faculty and student conduct
and decorum shall apply to extracurricular activities and events.
10. Student safety, dignity, security and confidentiality will be assured at all times.
Guidelines
1. It is expected that an attractive range of extracurricular activities and events will
be offered to students each academic year.
2. It is expected that students will be encouraged to participate in extracurricular
activities and events.
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3. Teachers are encouraged to proactively initiate activities and/or events that suit
their interests and abilities.
4. As much as possible, equity in the time commitment of teachers shall be assured
by the Athletic Director and Dean of Students.
5. The school administration team will ensure that co- and extra-curricular activities
are adequately resourced to optimize student participation.
6. The school administration team will ensure that, where contractors, parents or
volunteers are used to support a co- or extra-curricular program, those people
are informed and held accountable for their obligations under the Community
Relations Policy.
7. The school will charge activity fees, where appropriate and reasonable, to defray
the cost of external contractors, travel, rental of facilities or other costs
associated with the activity.
5.2 Student-led Initiatives and Events Policy: Non-academic

Beliefs
1. Students should be empowered to determine, plan, resource, implement and
lead initiatives and events appropriate to the needs of identified programs.
2. As much as possible, student-led initiatives and events should be implemented
through forums such as Student Council (StuCo), National Honour Society (NHS)
and National Junior Honor Society (NJHS).
3. Student-led initiatives and events should be guided by SMART principles
(Specific, Measurable, Achievable, Relevant, and Timely).
4. Designated teachers should support such student initiatives by explicitly
providing the necessary skills, strategies, forums, monitoring, advice and
supervision to ensure optimal success.
5. In particular, designated teachers should teach students the skills necessary for
the design and use of action plans, meeting protocols, networking, reflection and
communications.
6. Non-academic student-led initiatives and events should be scheduled to cause
minimal impact on The school academic programs and resources.
Standards
1. Student-led initiative and events shall be relevant to and add value to the school
mission and vision.
2. Student-led initiatives and events shall be relevant to and support the
constitutional intent of StuCo, NHS or NJHS.
3. Student-led initiatives and events shall be closely supported, monitored and
supervised by designated teachers.
4. Designated teachers shall explicitly teach the skills necessary for effective
leadership and the design and use of action plans, meeting protocols,
networking, reflection and communications.
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5. Student-led initiatives and events shall be scheduled in consultation with the

calendar committee.
6. An elementary teacher shall be designated as a student liaison person to
represent and coordinate the needs of MS/HS student-led initiatives and events
at the elementary level.
7. Student safety, dignity, security and confidentiality will be assured at all times.
Guidelines
1. It is expected that non-academic student-led initiatives and events will have a
minimum impact on the regular academic programs and resources of the school.
2. It is expected that school-wide communications pertaining to student-led
initiatives and events shall be carefully planned, rehearsed and implemented in
accord with a teacher-supervised checklist.
C. HUMAN RESOURCES POLICIES

1.0 Human Resources Global Policy
Beliefs
1. The sound management of human resource provision fundamentally impacts on
the quality of the school’s culture, effectiveness and thrival.
2. The Labor Law of [insert country] should be the basis of all contractual
employment agreements.
3. All recruitment decisions should be made in the light of criteria that strongly align
with the school’s mission and vision.
4. The school should adhere to equal employment opportunity practices that do not
discriminate on the basis of age, gender, religion, race, creed, color, disability,
national origin, or marital status.
Standards
1. The recruitment, retention, professional development, supervision, evaluation
and termination of employees shall be managed such that student learning is
optimized in line with the school mission and vision.
2. The Director shall be open and transparent in her or his employment practices.
3. The school administration team will adhere to and enforce all applicable [insert
country] employment and labor laws, as well as Board policies.
4. Employees, through virtue of their contract of employment, have all legal rights
and must comply with the labor laws of [insert country] and the school’s Human
Resources policies, regulations, procedures and/or protocols.
5. The school administration team will create, communicate and enforce Human
Resources regulations, procedures and/or protocols that are aligned with Board
policies.
6. The school administration team will enforce equal employment opportunity
practices that do not discriminate on the basis of age, gender, religion, race,
creed, color, disability, national origin, or marital status.
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7. Employees, who have exceeded the [insert country] mandatory retirement age,
must pass a fitness for service evaluation to retain employment.
Guidelines
1. This policy should be read in conjunction with the relevant Human Resources
procedures.
1.1 Recruitment and Retention (refer to Board policy)
1.2 Employee Rights and Responsibilities Policy

Beliefs
1. All employees have the right to be treated with dignity and respect.
2. All employees have a right to work in a safe, caring and productive environment.
3. All employees have a responsibility to support the school in its efforts to maintain
a safe, caring and productive environment.
4. All employees have a right and responsibility to achieve.
5. All employees should be acknowledged for achievement.
6. All employees should care for and respect the propriety of personal and school
property.
7. All employees should have access to information pertaining to their rights and
responsibilities.
8. Open and participative forums should be established so that employees may
respectfully share their concerns and offer suggestions on school improvement
and/or on issues that affect their employment rights.
Standards
1. All members of the school community will interrelate safely and with care to
protect individual dignity and integrity.
2. All school employees will work towards the mutual benefit of self and others.
3. All employees will honor the expectation of meeting high but achievable work
standards, and respect and support the efforts of colleagues to excel.
4. All employees will respect and care for the good condition of school facilities,
equipment and materials.
5. The school will acknowledge commendable achievement through the supervision
and evaluation process and by other formal means.
6. The school leadership team will establish open and participatory forums for
employees to regularly share concerns, offer suggestions on school
improvement, and come to agreements about appropriate actions,
responsibilities and timelines.
7. The school leadership team will establish forums that allow employees to air and
resolve issues that affect their employment rights.
Guidelines
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1. This policy should be read in conjunction with the Code of Conduct, Code of
Ethics (teachers), Supervision and Evaluation policy, Professional Development
Policy and Community Relations – Internal policy.
2. The school leadership team will communicate these standards to employees at
the beginning of each academic year.
1.2.1 Code of Ethics – Teachers

Beliefs
1. Teaching is a profession and, as such, requires a professional code of ethics.
2. Teachers should show care for students through positive influence, sound
professional judgement and empathy in practice.
3. Teachers should exercise honesty, reliability and moral action through their
professional commitments, responsibilities and actions.
4. Teachers should uphold human dignity and promote equality and emotional and
cognitive development.
5. Teachers should demonstrate respect for spiritual and cultural values, diversity,
social justice, freedom, democracy and the environment.
6. Teachers’ relationships with students, colleagues, parents, school management
and the public should be based on goodwill, fairness, openness and honesty.
Standards
1. Professional Values and Relationships
Teachers will:
a. be caring, fair and committed to the best interests of the students entrusted to
their care, and seek to motivate, inspire and celebrate effort and success
b. acknowledge and respect the uniqueness, individuality and specific needs of
students and promote their holistic development
c. be committed to equality and inclusion and to respecting and accommodating
diversity, including those differences arising from gender, civil status, family
status, religion, age, disability, race, ethnicity and socio-economic status.
d. seek to develop positive relationships with students, colleagues, parents,
school management and others in The school community, characterised by
professional integrity and judgement
e. work to establish and maintain a culture of mutual trust and respect in the
school
2. Professional Integrity
Teachers will:
a. act with honesty and integrity in all aspects of their work
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b. respect the privacy of others and the confidentiality of information gained in

the course of professional practice, unless a legal imperative requires
disclosure or there is a legitimate concern for the wellbeing of an individual
c. represent themselves, their professional status, qualifications and experience
honestly
d. avoid conflict between their professional work and private interests which
could reasonably be deemed to impact negatively on students
3. Professional Conduct
Teachers will:
a. uphold the reputation and standing of the profession
b. take all reasonable steps in relation to the care of students under their
supervision, so as to ensure their safety and welfare
c. work within the framework of relevant policies and regulations
d. comply with national and school policies, procedures and guidelines which
aim to promote student education, student welfare and child protection
e. report, where appropriate, incidents or matters which impact on student safety
and welfare
f. communicate effectively with students, colleagues, parents, school
management and others in the school community in a manner that is
professional, collaborative and supportive, and based on trust and respect
g. ensure that any communication with students, colleagues, parents, school
management and others is appropriate, including communication via
electronic media, such as e-mail, texting and social networking sites
h. ensure that they do not knowingly access, download or otherwise have in
their possession while engaged in school activities, inappropriate materials or
images in electronic or other format
i. ensure that they do not knowingly access, download or otherwise have in
their possession, illicit materials or images in electronic or other format
j. ensure that they do not practise while under the influence of any substance
which impairs their fitness to teach
4. Professional Practice
Teachers will:
a. enhance specific competencies through professional growth and actively
participate in the Teacher Appraisal and Professional Development Process
b. maintain high standards of practice in relation to student learning, planning,
monitoring, assessing, evaluating, reporting and providing feedback
c. balance their professional responsibilities and refrain from outside work,
including paid tutoring, that detracts from their commitment to the school
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d. communicate regularly and effectively with parents and involve them,

whenever possible, in student learning
e. apply their knowledge and experience in facilitating students’ holistic
development
f. plan and communicate clear, challenging and achievable expectations for
students
g. create a physical environment that supports positive social interactions and
engages all students in purposeful learning activities
h. design and maintain safe learning environments in which students are treated
fairly and respectfully and assume responsibility for themselves and one
another
i. use instructional time effectively and implement procedures and routines that
encourage students to participate in decision-making and to work
independently and collaboratively
j. ensure that expectations for students behavior are clearly established,
understood, consistently maintained and support student learning
k. develop teaching, learning and assessment strategies that support
differentiated learning in a way that respects the dignity of all students
l. inform their professional judgement and practice by engaging with, and
reflecting on, student development, learning theory, pedagogy, curriculum
development, ethical practice, educational policy and legislation
m. uphold The school’s Network Use Agreement
n. in a context of mutual respect, be open and responsive to constructive
feedback regarding their practice and, if necessary, seek appropriate support,
advice and guidance
o. act in the best interest of students
5. Ongoing Professional Learning

Teachers will:
a. actively maintain their professional knowledge and understanding to ensure it
is current
b. reflect on teaching and professional development while interacting with
students, other educators, families, and local community members
c. research and utilize resources, within the local and professional communities
to support student learning
d. pursue opportunities to develop professional knowledge and skills, and to
participate in the extended professional community
6. Professional Collegiality and Collaboration

Teachers will:
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a. work with teaching colleagues and student teachers in the interests of

sharing, developing and supporting good practice and maintaining the highest
quality of educational experiences for students
b. work in a collaborative manner with students, parents/guardians, school
management, other members of faculty and staff, relevant professionals and
the wider school community, as appropriate, in seeking to effectively meet the
needs of students
c. engage with the planning, implementation and evaluation of curriculum at
classroom and school level
d. contribute to the school community, including the after-school program, and
promote school-wide goals for improvement by working collegially will all
colleagues, and provide leadership in establishing and/or achieving school
goals.
Guidelines
1. It is expected that all teachers will comply with the code of ethics to the best of
their ability.
2. It is expected that teachers will report serious breaches of the code of ethics to
the Director.
3. The school leadership team will, on an annual basis, communicate and review
the school’s Network Use Agreement and ensure that each faculty member signs
a copy.
4. It is expected that teachers will, without compromising honesty, communicate
any aspect of school business in a positive manner to the school community
beyond faculty colleagues.
5. It is expected that teachers will reserve criticism and issues of concern for
resolution in appropriate school-based forums.
1.2.2 Code of Conduct Policy

Beliefs
1. When parents, students and faculty/staff members become members of the
school community, they adopt the standards of the school about how they will
relate to each other and the protocols that guide interactions in the school.
2. Further to parents, students and faculty/staff members, the Code of Conduct
should apply to any other person or group using any school facility, owned or
leased.
3. These standards have been created in the spirit of all parties interacting with
goodwill and good intentions.
Definitions
1. The term parent applies to
a. Adults responsible for the ongoing day-to-day care and supervision of
students in the home environment
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b. Legal guardians and custodians

c. Relatives with temporary responsibility of care
d. Adult friends designated by the family as temporary caregivers
e. Parents who no longer reside with the children of the family.
2. The term faculty/staff member applies to any adult under the employ of the
school, including casual, temporary, part time and ongoing employees. It also
applies to adults working at the school voluntarily. It does not apply to delivery
people, contractors or occasional tradespeople repairing or maintaining the
school’s facilities.
Standards
1. At The school, parents, faculty/staff members, students, and other users of
school facilities will treated with respect and courtesy at all times, with care taken
to preserve dignity and personal integrity.
2. For students, this expectation and the guidelines will be articulated in terms that
are appropriate to their developmental ability level.
3. Parents, faculty/staff members and students will actively promote and support
The school in the community, highlighting the school’s positive attributes and
reserving issues of concern for resolution through proper process.
4. Parents, faculty/staff members, students, and other users of school facilities will
respect and comply with the policies of the school, as determined by the school
Board and the administration body of the school.
5. Parents, faculty/staff members and students will actively attempt to resolve
issues of concern by engaging in appropriate interactions with the relevant
people.
6. All interactions shall have the goal of achieving outcomes mutually acceptable to
the parties concerned.
7. All interactions shall be conducted in a calm and reasonable manner.
8. All interactions shall be issue-based, avoiding personal conflicts.
9. All interactions shall give due consideration to the points of view of all parties
concerned.
10. An appropriate time and place shall be mutually arranged for discussing issues
that are sensitive, contentious, confidential, or in need of prolonged
consideration.
11. In the event of a parent, faculty/staff member or student being dissatisfied with
the manner in which an interaction is conducted, an appointment will be made
with the school Director for further discussion.
12. The school Director shall resolve conflict objectively, using an issue-based
approach to broker reconciliation, taking into due consideration all points of view.
13. In the advent of unsatisfactory behaviour on the part of a student, the involved
adult shall follow due process. If the involved adult is not a faculty/staff member,
then they will refer the issue to the school Director.
14. In the advent of unsatisfactory performance or behaviour on the part of a
faculty/staff member, the school Director shall follow due process.
Guidelines
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1. The school leadership team will establish and enforce clear procedures based on
best practices and [insert country] law to protect employees from all forms of
harassment.
2. It can be expected that substantiated complaints against a faculty/staff member
may negatively influence the consideration of contract renewal.
3. It can be expected that serious breaches of this code of conduct may result in
contract termination and dismissal.
4. It can be expected that, in the advent of irresolvable, inappropriate and
unreasonable behaviour by a parent, the school Director may confer with the
school Board to consider offering to assist the family with relocation to an
alternative school.
1.3 Supervision and Evaluation Policy (Performance Appraisal)

Beliefs
1. The words evaluation and appraisal are interchangeable.
2. Supervision and performance appraisal reinforces the expectation that all
employees shall continuously improve in their work performance and strive for
excellence.
3. The focus of supervision should be to increasingly match the quality of
performance with the expected standards of performance.
4. The focus of performance appraisal should be to identify strengths, challenges
and improvement foci for each employee, with an emphasis on supporting
professional growth.
5. Performance appraisal strongly indicates individual and school-wide professional
development needs.
6. Constructive performance evaluation and feedback strongly informs and supports
professional growth.
7. Performance appraisal should be a collaborative, interactive process between
the supervisor and employee, with the aim of reaching mutual agreement on the
quality of performance.
8. Performance appraisal should relate to a range of standards relevant to each
employee’s job description.
9. Decisions related to performance appraisal outcomes should be based on
evidence gained through observations and documentation.
Standards
1. The supervision and evaluation process will be collaborative, fair, timely, and
organized to build both individual and institutional capacity.
2. All supervision and evaluation proceedings and appraisals will be documented
and securely stored to protect employee confidentiality and dignity.
3. An annual professional development session will be held to ensure that each
employee understands the documented performance standards tied to her/his
position.
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4. Each employee will be regularly counseled on strategies to improve her/his

performance relative to those standards.
5. The supervisor and employer shall strive to reach mutual agreement on the
standard of employee performance. In the absence of agreement, the supervisor
will determine the standard.
6. Employees may appeal the content of a formal evaluation to the Director, whose
decision shall be final.
Guidelines
1. This policy should be read in conjunction with the appraisal procedures and
relevant job description.
1.4 Professional Development Policy

Beliefs
1. The professional development (PD) program should closely relate to the school
strategic improvement plan, approaches to teaching and learning, the faculty and
staff appraisal process, and recruitment and retention needs.
2. From the school perspective, professional development is most effective when it
is driven by an agreed need, of immediate relevance, delivered to teams, and
demonstrable in practice.
3. Professional development is most effective if the skills and knowledge gained
from it are actually used in everyday practice.
4. The professional development guidelines, procedures and budget should be
openly communicated at the beginning of each academic year.
5. In the light of set criteria and in adherence to policy and guidelines, a
representative professional development committee should convene as needed
to evaluate and prioritise PD funding requests for submission to the Director for
consideration.
Standards
1. The professional development guidelines, procedures and budget will be openly
communicated at the beginning of each academic year.
2. A representative professional development committee will be formed at the
beginning of each academic year and convene as needed to evaluate and
prioritise PD funding requests for submission to the Director for consideration.
3. Submissions for professional development funding will be considered in the light
of relevance to the following criteria, in descending priority order.
a. School-wide needs arising from the school strategic improvement plan
b. Training of new staff members or staff members in new positions requiring
new skill sets
c. Approved initiatives in approaches to teaching and learning
d. Common needs arising from professional improvement plans
e. Other team needs by submission
f. Individual needs arising from professional improvement plans
g. Other individual needs by submission
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h. Individual needs arising from unsatisfactory performance.

4. Submissions for professional development funding will also be considered for
their relative relevance to the above criteria and the ability of the learning to be
readily applied in everyday practice.
Guidelines
1. This policy should be read in conjunction with the Supervision and Evaluation
(Performance Appraisal) policy and procedures.
2. Because of budgetary constraints, it is uncommon for schools to be able to fund
all faculty and staff needs for professional development.
3. It is valuable for faculty and staff members attending professional development
sessions to formally pass on their learning to their school-based colleagues and,
where appropriate, this is an expectation.
4. Occasionally, unexpected opportunities for professional development arise and
decisions need to be made about the reallocation of available funds for faculty or
staff members to attend. The Director has the discretionary power to reallocate
such funds as deemed necessary.
1.5 Compensation and Benefits Global Policy

Beliefs
1. Employee compensation and benefits should directly relate to and be consistent
with qualifications, experience and levels of responsibility.
2. The employee compensation and benefits structure should be in line with market
conditions, available resources, and the approved budget.
3. The employee compensation and benefits structure should be transparent and
readily accessible by all employees.
Standards
1. The school leadership team will maintain a competitive, fair and transparent
employee compensation and benefits structure in line with market conditions,
available resources, and the approved budget.
2. All regulations, procedures and/or protocols pertaining to their compensation and
benefits will be communicated clearly in writing to all employees, including, but
not limited to, health care, pension, leave of absence, work schedules, and work
load.
Guidelines
1. This policy should be read in conjunction with the Leave of Absence policy and
Renewals, Non-Renewal or Termination of Contract policy.
1.5.1 Leave of Absence Policy - Faculty

Beliefs
1. The school must comply with the [insert country] laws of the land, including the
requirements of Labor Law.
29
2. All faculty members are entitled to leave of absence for recreation purposes,
sickness, maternity and paternity following the birth of their child, administrative
purposes, compassionate or bereavement purposes related to an immediate
family member.
3. All faculty members are entitled to leave of absence during officially declared
national holidays, with no loss of pay or charges to other leave entitlements.
4. The Director should have discretionary powers to grant leave of absence to
faculty members for pressing personal reasons.
5. The school Board should have the power to grant leave of absence to faculty
members in emergency situations, such as a forced evacuation of either the
school, [insert city] or [insert country].
Standards
1. The [insert country] Labor Law shall be the minimum standard governing the right
of faculty members to leave of absence from work.
2. The school’s working year for faculty members consists of 190 work days,
including up to 180 days of student contact days and 10 administrative and/or in-
service professional development days.
3. Annual recreation leave shall be taken outside the assigned working year of 190
days.
4. Leave of absence for sickness will accrue at the rate of one day per month of
contract up to a maximum of 10 days per year. Any unused balance will be
carried over to subsequent years to a maximum accrual of 40 days. For
absences caused by illness that extend beyond three consecutive work days, an
acceptable doctor’s certificate must be submitted to the Director. Faculty
members will not be compensated for any unused sick leave entitlements.
5. Maternity and paternity entitlements for leave of absence shall be in compliance
with [insert country] law and apply only to the birth of the faculty member’s new-
born child.
6. At the discretion of the Director, each faculty member may be granted up to two
days per year of leave of absence with pay for administrative purposes. These
cannot be taken immediately adjacent to the seasonal holiday periods (fall,
winter, spring and summer).
7. Each faculty member is entitled to up to 10 working days leave of absence per
year for compassionate or bereavement purposes for each death or life-
threatening illness of an immediate family member. Compassionate leave may
only be taken one time for a particular family member.
8. An immediate family member is defined as either the legal parent, spouse, sibling
or child of a faculty member or faculty member’s spouse.
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9. At the discretion of the Director, approved leave of absence without pay may be
granted to a faculty member. Unpaid leave taken without approval shall be
considered a breach of contract and the faculty member may face dismissal.
10. On official advice from the [insert embassy], The school Board shall approve
leave of absence to all faculty members in the event of a forced evacuation of
either the school, [insert city] or [insert country].
Guidelines
1. Compared to many other professions, faculty leave is generous. Taking this into
consideration, it can be expected that leave of absence for administrative
purposes will only be granted for such reasons as passport renewal, visa
procurement, complex financial transactions and other family business issues. It
is not intended for recreational purposes, shopping or transactions that can
readily be conducted outside of normal working hours.
2. It can be expected that, given acceptable cause, approved leave of absence
without pay will typically be granted for up to five working days each year. This
may be extended under exceptional circumstances at the discretion of the
Director.
3. It can be expected that, in the case of a forced emergency evacuation, the extent
of paid leave and unpaid leave will be determined according to current School
Board policy.
1.6 Renewals, Non-Renewal or Termination of Contract Policy

Beliefs
1. Decisions with regard to contract renewal, non-renewal or termination should be
based on clearly communicated criteria that are fairly and consistently applied.
2. [insert country] law, Board policy and the terms and conditions stated within
employment contracts should be the basis upon which contract decisions are
made.
Standards
1. Decisions with regard to the renewal, non-renewal or termination of employment
contracts will be fair, supported by documented evidence, and in line with the
applicable laws of [insert country].
2. In the light of the labor laws of [insert country], contract renewal will be further
subject to Board policies, employee performance appraisal outcomes, the
availability of employment positions and/or the limitations of the approved
budget.
3. The termination of employment contracts will be consistent with the terms and
conditions stated within the co-signed contract document.
4. A contract of a non-faculty staff worker may be terminated after two failed
performance evaluations or;
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a. More than two warning letters, and

b. More than two suspensions due to gross misconduct.
c. The worker has attained the age of 60 years and performance has been
judged ineffective by the Director.
Guidelines
1. This policy should be read in conjunction with the Compensation and Benefits
global policy and the Supervision and Evaluation policy and procedures.
D. FINANCE, RISK AND ASSET MANAGEMENT POLICIES

1.0 Global Policy
Beliefs
1. All capital, consumable and financial assets of the school should be properly
managed to ensure their optimal effectiveness and security.
2. Policies, procedures and protocols should be established to ensure that
programs and systems are properly managed.
3. Lines of authority and responsibility should be established to assign
accountability for the proper establishment, implementation and evaluation of
relevant policies, procedures and protocols.
Standards
1. All decisions affecting the resources and assets of the school shall be legal,
ethical, and prudent, aligned with the mission and strategic plan, and shall avoid
placing the school in financial and/or legal jeopardy.
2. All regulations, procedures, and protocols will be documented, communicated
and enforced to ensure the school's students, employees, financial and physical
assets are sufficiently protected.
3. Lines of authority and responsibility will be established to assign accountability
for the proper establishment, implementation and evaluation of relevant policies,
procedures and protocols.
4. All employees will be made aware of and adhere to the policies, regulations,
procedures and protocols, and the consequences of a breach of any of the
above.
5. Feedback forums, such as opinion surveys, will be established so that employee
or parent identified concerns in the procedures can be heard.
Guidelines
1. This policy should be read in conjunction with the policies and procedures for
Strategic and Financial Planning, Financial Accountability, Performance and
Reporting, Risk Management, and Assets Management.
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2.0 Financial Planning and Resourcing Policies

2.1 Strategic and Financial Planning Policy
Beliefs
1. The main intent of a strategic plan is to ensure the long term sustainability of the
school.
2. A strategic and financial plan allows the school to anticipate, plan and resource
future needs to optimal effect and minimal risk.
3. A strategic and financial plan should maintain a dual focus on improved student
learning and the school’s viability.
4. A strategic and financial plan should consider such aspects as revenue,
expenditure, marketing, demographic trends and capital needs.
5. A strategic and financial plan should be honest, relevant and achievable in its
intent.
Standards
1. An appropriate time frame will be allowed to implement the strategic and financial
plan, the minimum of which shall be five years.
2. Strategies will be developed for increasing revenues from fundraising,
investments, grants or other sources.
3. Marketing strategies will be developed to support enrollment targets and
enhance the school's brand image.
4. An analysis of the business environment will be developed, including, but not
limited to, prevailing political, economic and international employment trends that
could impact the school.
5. Major capital expenditures will be planned for, including maintenance.
6. Strategies will be developed for managing foreign exchange risk.
7. Strategies will be developed for managing the school's financial reserves,
consisting of both the Operating and Capital reserves, and any debt financing.
Guidelines
1. This policy should be read in conjunction with the policies and procedures for
Financial Accountability, Performance and Reporting, Risk Management, and
Assets Management.
2.2 Annual Budget Policy

Beliefs
1. The school’s financial management should comply with the limits and
expectations of a predetermined annual budget as approved by the school
Board.
2. The prime focus of the school’s annual budget should be improved student
learning.
3. The school’s approved annual budget should be created in the light of the long
term goals of the school’s strategic plan and business plan.
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4. The school’s approved annual budget should be created in the light of anticipated
revenue as reasonably indicated by projected fee-paying student enrolments.
5. All anticipated and actual revenue should be fully accounted for in the school’s
approved annual budget.
6. All anticipated and actual expenditure should be in compliance with the school’s
Standards
1. All anticipated and actual revenue will be fully accounted for in the school’s
2. All anticipated and actual expenditure will be in compliance with the school’s
3. The school’s approved annual budget will be subjected to an annual external
financial audit conducted by qualified auditors accredited by an internationally
recognised, certified body.
4. The Director shall include in her or his budget presentation to the school Board:
a. A clearly articulated rationale for tuition and fee schedules, based on regional
trends, market analysis, and projected expenditures for the year.
b. A clearly articulated rationale for specific salary and benefit increases, based
on regional and international trends, market analysis, and staff recruitment
and retention strategies.
Guidelines
4. This policy should be read in conjunction with the Strategic and Financial
Planning policy, Asset Management policy, Financial Accounting Systems policy,
Procurement policy, and Investment Portfolio policy.
2.3 Budget Expenditures (refer to Board policy)
2.4 Fundraising (refer to Board policy)
3.0 Financial Accountability, Performance and Reporting

3.1 Financial Accounting Systems Policy
Beliefs
1. The financial accounting framework of the school shall be that deemed by the
[insert accreditation authority] as applied in [insert country].
2. The school should work within an agreed budget, undertake full financial
planning and ensure the safe keeping of all assets.
3. There must be a separation of those responsibilities or duties which, if combined,
would enable one person to record and process a complete transaction.
4. If duties of responsibilities are separated, the scope for errors and oversights and
deliberate manipulation or abuse is significantly reduced.
Standards
1. The Director will ensure that staff members are competent, properly trained and
qualified for the tasks they are required to perform.
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2. Proper and realistic estimates of expected income and expenditure shall be

made for each financial year and reviewed monthly.
3. Annual approval of all budgets and accounts shall be done by the school Board.
4. All expenditure and investment of funds shall be properly authorised and
documented.
5. Only people authorised by the school Board may sign cheques. Each cheque
will require two authorised signatures and there will be four signatories
authorised to sign. Cheques made payable to a nominated signatory shall not be
signed by that person.
6. The school shall ensure the proper safekeeping and good order of land,
buildings, vehicles, fixtures and fittings, and equipment.
Guidelines
1. Income
a. All incoming cheques and cash need to be recorded immediately and entries
verified by someone other than the person who has made the entry.
1.1 Fundraising
a. Records must be maintained for each fundraising event, in sufficient detail to
identify gross receipts, how they have arisen and all costs incurred.
b. For all events for which there is ticket income or gate money:
 All tickets shall be pre-numbered;
 A record shall be kept of all persons who have been issued with tickets to
sell, and which ticket numbers have been allocated to each;
 A record shall be kept of which tickets have been sold;
 A reconciliation shall be made of receipts against tickets sold.
1.2 Banking & Custody

a. Incoming receipts shall be banked daily.
b. All cash over a designated amount by the school Board shall be banked.
Amounts below the designated amount shall be kept in a locked cash box.
c. Cash or cheques must be placed in a safe or locked cash box if they cannot be
banked on the day of receipt. The keys to any safe or cash box shall be held by
a nominated officer and signed for whenever they are used.
d. All incoming money must be banked gross with no amounts being held back for
petty cash.
2. Purchases
a. Invoices received shall be checked against orders made.
b. Records shall be kept of orders placed but not yet carried out.
c. The quality and quantity of goods supplied shall be inspected in order to ensure
they correspond with orders placed and those invoiced for. Services supplied
shall be similarly checked.
d. Regular stock taking shall be undertaken.
3. Payments
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a. Instruments of payment, such as cheque books, bank books, shall be kept in

safe custody, with access limited to authorised persons.
b. The preparation of documentation for authorisation shall be undertaken by
someone other than the persons authorising the payment.
c. Purchase Orders may only be placed by authorised persons.
d. Payments shall only be made against original invoices.
3.1 Payment by Cheque

a. Only authorised people shall have access to cheque books.
b. In the anticipated absence of an approved signatory, blank cheques may be
signed in advance by that approved signatory as deemed appropriate by the
Director. The approved signatory will track the use of such cheques on return to
the workplace.
c. All cheque expenditures shall be recorded in the cash book and cross referenced
to the cheque number, with the nature of the payment and the payee clearly
identified.
d. All cheque book stubs shall be completed at the time of payment and retained in
safe keeping.
e. No cheques shall be signed without a corresponding invoice, or other
documentary evidence as to the nature of the payment.
3.2 Payment by Cash

a. Every effort shall be made to reduce the need for cash payments to a minimum.
b. All cash payments shall be made from a cash float of a fixed amount which is
regularly replenished from the bank account and not by the retention of incoming
money.
c. All claims for replenishment of the cash float shall be backed up by supporting
documentation and signed by the cashier.
d. The supporting documentation shall be authorised by someone other than the
cashier or claimant.
e. Daily checks of the petty cash float shall be made by an authorised person
independent of the cashier. The authorised person shall count the balance of
cash in hand and reconcile the float by totaling the vouchers for amounts paid out
and not yet reclaimed by the cashier.
3.3 Wages and Salaries

a. Personnel records shall be kept for each member of staff separately from the pay
records. Checks of one against the other shall be made in order to prevent the
payment of fictitious employees.
b. Where payments are made in cash, these shall be paid out by someone other
than the person making up the payroll, with the employee signing as evidence of
receipt.
3.4 Reimbursements
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a. All reimbursements shall be a payment of actual costs incurred. Except for very
small sums, evidence must be produced of the actual costs incurred; for
example, bills or receipts.
4. Control Checks
a. The Business Manager shall make monthly checks to ensure that records are
being accurately maintained and that there are no discrepancies in the
accounting records. The monthly checks shall be made by someone other than
the persons concerned with the original recording of the transactions. In
particular, they will check that
 Records of cash and cheques received agree with bank pay-in slips;
 Bank pay-in slips equate with the bank statements, both in terms of the
amounts banked and dates of credit;
 All transfers or other direct payments into the bank can be identified and
verified against paperwork;
 Records of payments made agree with cheque stubs, paid invoices or other
authorisations and are in accordance with budgets;
 All cheques have been presented for payment by the bank as shown by the
statement;
 Any direct debit payments are in accordance with valid instructions given to
the bank.
5. Assets
5.1 Fixed Assets and Vehicles
a. A register of fixed assets and vehicles shall be held and updated regularly.
b. All fixed assets and vehicles shall be checked at regular intervals to ensure they
remain in good repair.
c. The school Board shall insure fixed assets and vehicles to an appropriate extent
of cover.
d. The use of fixed assets and vehicles shall be reviewed annually to ensure they
are put to best use and effect.
5.2 Investments
a. The school Board shall create an investment policy and require suitable reports
to ensure it is being correctly and properly implemented.
5.3 Bank Deposits

a. Instructions to open or close deposit accounts can only be authorised by the
school Board.
b. A record of all bank deposit statements shall be held in safekeeping.
c. Monthly bank reconciliations shall occur and the employees delegated to do so
shall not be the same people who maintain cash book records. Any discrepancy
shall be fully explored and resolved.
d. No accounts shall be allowed to remain dormant.
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3.2 Financial Dashboard (refer to Board policy)
3.3 Accounts and Authorized Signatures (refer to Board policy)
3.4 Debt Financing (refer to Board policy)
3.5 Investment Portfolio Policy

Beliefs
7. The business office should be responsible for monitoring school funds and
investing surplus funds to generate interest revenue for the school.
8. Investments should only be made with low risk, ethical institutions listed on the
national business register.
9. The finance committee of the school Board should regularly monitor the
performance of all investments.
Standards
4. The business office shall apply the “Prudent Investor Test” to the investment
institutions of its choice.
5. As a “Prudent Investor”, the school will satisfy itself that its investments are made
with institutions which are
a. prudentially sound and secure
b. professionally managed, and
c. have strong financial status in its reserves, liquidity and profitability
6. All investments must be approved by the school Board and authorised by the
Director and an approved Board delegate.
7. The school shall consult with licensed financial advisors to inform investment
decisions.
8. Investments shall be diversified to minimise the impact of the failure of any one
investment.
9. All investments must have the option to mature within twelve months of being
invested
10. Investments will be recorded in an Investment Register maintained by the
Business Manager of The school. The Register will contain
a. Date of lodgement
b. Name of institution
c. Terms of investment: period, percentage rate and maturity date
d. Amount invested
Guidelines
1. The school Board must approve and formally minute the placement of funds
before any investment takes place. It must regularly review
a. the level of funds to be invested
b. the term of the investment/s
c. the type of investment/s, with reference to the schools required cash flow
during the year
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2. The cash flow requirements of the school must be monitored to ensure that there
are sufficient funds available to meet commitments. A cash flow budget should
be prepared to determine cash requirements in any given period.
3. The Director may increase deposits in easily retrievable investment accounts
when this action has prior Board approval (from an ongoing basis for each
calendar year)
4. The school may decide to invest in banks, building societies or credit unions. It
can invest in bank accepted or endorsed bills of exchange or in negotiable,
convertible or transferable certificates of deposit issued by a bank.
5. All investment accounts will be included in the financial system and the
procedures for properly maintaining the accounts will be completed in
accordance with Governing Body policies.
6. No direct deposits from received funds will be made into investment accounts
except for interest earned on those accounts; that is, all received funds will be
receipted through the official school account.
7. No direct payments from the investment account will be made to creditors. The
monies must first be transferred into the official school account.
8. The Finance Committee of the Board will review the school’s investments at each
meeting. This review will be included in its written reports to allow the Board to
monitor its investments.
4.0 Risk Management

4.1 Risk Management Global Policy
Beliefs
9. Risks are inherent in all operations of the school, including but not limited to,
risks attached to people and assets associated with its finances and/or
reputation.
10. It is prudent and wise to identify, negate, minimise and/or mitigate potential and
actual risks to the optimal functioning of the school.
11. The school should conduct an annual risk assessment, maintain a risk register,
and create and implement an effective risk management program.
Standards
8. The school will conduct an annual risk assessment, maintain a risk register, and
create and implement an effective risk management program.
9. The risk assessment, register and management program will include but not be
limited to, risks attached to people and assets associated with the school, its
finances and/or reputation.
Guidelines
4. This policy should be read in conjunction with the Finance, Risk and Asset
Management policy, Strategic Plan, and Emergency and Continuity Planning
policy.
5. The risk register will take a format similar to the following table.
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Type of Impact if
Risk Probability Impact Mitigation Owner
risk realised
High Medium
Low Medium
4.2 Insurance Coverage (refer to Board policy)
4.3 Health, Safety and Security (refer to Board policy)
4.31 Occupational Health & Safety Policy

Beliefs
1. All employees and students are entitled to a healthy and safe working
environment
2. Health and safety is the responsibility of all employees and students
3. Responsibility for health and safety management should be assigned as a
position of responsibility
4. A team approach to health and safety issues is likely to be most effective
5. Regulations relating to correct use of equipment, plant and substances should be
well known and adhered to
Standards
1. A Leading Teacher position will be allocated to coordinate the implementation of
OH&S regulations and requirements
2. A management team will be developed to work with the Leading Teacher..
Membership of this team shall include:
a. The principal
b. The administration manager
c. An elected H&S representative
d. A member of the facilities committee
e. The staff development coordinator
f. A maintenance person.
3. OH&S will form part of the School Annual Report
4. A program budget will be written each year and presented to the Finance
Committee
5. The school will endeavour to provide an optimum number of qualified first aid
personnel
6. Professional development on OH&S issues will be presented as part of the
school professional development plan
7. Formal hazard identification, preventative maintenance programs and emergency
management procedures will be created and implemented
8. A formal process for reporting, recording and investigating incidents will be
followed as well as the reporting of potential or actual hazards
9. OH&S issue resolution procedures will be clearly established
10. The effective OH&S induction of new staff (teaching and non teaching) will be the
responsibility of the staff development coordinator
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Guidelines
In addition to implementing any legislation which requires a safe and healthy
workplace, the role of the OH&S coordinator will be to:
1. provide support to the Principal with respect to maintaining a safe and healthy
workplace for employees and students (the physical surroundings must be
considered as well as the overall morale and welfare of staff)
2. ensure that effective preventative action is taken to control workplace hazards
3. act as coordinator of the OH&S committee
4. ensure that all employees are fully aware of all OH&S matters
5. carry out regular inspections and maintain records of those inspections
6. ensure that appropriate records are established and maintained
7. liaise with local authorities regarding emergency procedures
8. coordinate emergency management arrangements and procedures
9. liaise with the Facilities Committee and assist in preparation of the annual
maintenance recommendations
10. prepare an annual program budget for consideration by the finance committee
11. prepare an annual report for the Board
4.4 Internal Audit (refer to Board policy)
4.5 External Audit (refer to Board policy)
4.6 Procurement Policy

Beliefs
1. All procurement should be conducted using ethical protocols and systems that
ensure transactional transparency, optimal value of goods and services, and
responsiveness to changes in the market.
2. Checks and balances should be in place to ensure a minimal risk of internal
financial fraud and/or corruption.
3. All procurement should be conducted with highly reputable, stable and legally
authorised providers.
Standards
1. In consultation with the Director, the business office shall ensure all staff with
procurement influence sign a conflict of interest statement annually.
2. In consultation with the Director, the business office shall ensure a documented
system of internal controls to include, but not limited to, segregation of duties,
multiple approvals, and authorization thresholds.
3. In consultation with the Director, the business office shall establish a gifts
protocol outlining a maximum value of gift that can be accepted from a supplier.
4. In consultation with the Director, the business office shall vet potential vendors to
ensure they are competent, financially stable, and legally able to contract and
deliver the goods or services offered.
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5. In consultation with the Director, the business office shall establish reasonable
financial thresholds above which system of competitive bids and tenders is
required to obtain best contractual terms and avoid collusion.
6. The business office shall include the procurement function in the internal audit
biannually, and comply with any Board-endorsed recommendations.
Guidelines
1. This policy should be read in conjunction with the Financial Accounting Systems
policy.
4.7 Emergency and Continuity Planning Policy

Beliefs
1. The assurance of safety for all employees and students is a prime function of the
school.
2. Proactive emergency response planning should be carefully and thoroughly
undertaken with great attention paid to detail.
3. In the event of unforeseen school closure, students should continue to receive
the best possible education from the school.
Standards
1. In the presence of imminent, uncontrollable risk to employees and students, such
as a major fire, accident or natural disaster, or, in cases of impending civil unrest
or terrorist activity on direct advice from the [insert embassy] senior personnel,
The school will be promptly evacuated of all faculty members and students if safe
to do so.
2. In the light of advice from relevant civil authorities or the [insert embassy], the
Director may elect to maintain a skeleton security and maintenance staff
presence at the school.
3. The school leadership team will prepare appropriately for the emergency
evacuation and closure of the school, and ensure the procedure is practiced by
employees and students regularly.
4. The school leadership team will ensure the appropriate on-going provision of
schooling in the event of a prolonged closure.
5. The Director will maintain preparedness for emergency succession should
he/she be unable to fulfill her/his duties.
6. The school leadership team will maintain an up-to-date crisis communication
plan.
Guidelines
1. This policy should be read in conjunction with the Student Health and Safety
policy and relevant school Board policies.
2. Students and staff will be notified regarding the requirement for making up
school days due to civil unrest or other dangerous situations. The Board will
make decisions on a case by case basis concerning the need to make up a
42
day or days of school, keeping in mind that school Board policy requires a
minimum number of teaching days.
3. Students and teachers may be required to make up days on a Saturday or
on a day set aside for a holiday in order to meet the minimum number of
teaching days required.
4.8 Legal Counsel, Contracts and Proceedings (refer to Board policy)
5.0 Asset Management Policy

Beliefs
1. The school business office should ensure that school assets are able to be
accounted for at all times.
2. Supplies and equipment should be managed in such a way as to ensure that
they are optimally functional, readily available and well presented.
3. Assets should be managed in such a way as to guarantee their proper use, care
and longevity.
4. Custodians and users of school supplies and equipment should be advised of the
proper use and care of such assets and be accountable for any loss, damage or
theft caused by undue negligence of such use and/or care.
Standards
1. Supplies and equipment will be appropriately used, maintained, stored and
secured at all times.
2. Assets, supplies, and equipment will be inventoried yearly and tracked to guard
against theft, loss, or damage.
3. Relevant faculty and staff members will be made aware of the acceptable use
policies for supplies and equipment and be signatories to user agreements.
4. Proper procedures will be established to track the authorised custody and
whereabouts of all off-campus material assets.
5. Asset custodians or users will be held responsible and liable for any loss,
damage or theft caused by their direct negligence.
Guidelines
1. This policy should be read in conjunction with the Financial Accounting Systems
policy and the relevant School Board policies.
5.1 Major Projects

The Board holds the Director accountable for developing written policies and
procedures for the purchase or lease of land, new buildings and/or major renovations
for Board approval.
The Board defines a Capital project as one that is projected to cost over US$1,000 in
total.
5.2 Maintenance of the Physical Facilities (refer to Board policy)
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5.3 Information Technology Policy

Beliefs
The intent of this policy is to ensure that all uses of the school’s computer network
and connecting infrastructure are consistent with the school’s mission statement and
strategic plan. Information technology should
1. Provide access to educational programs, applications, resources and reference
materials
2. Enhance and reinforce the specific learning areas taught
3. Access and utilize school record management systems
4. Access and utilize school finance systems
5. Access or use any and all other technology systems required by The school to
carry out day-to-day operations and activities
Standards
1. An Acceptable Use Agreement, outlining appropriate and allowed technology
use, will be available and enforced for all users of the school’s technology.
2. Student users of the school’s technology will be encouraged to provide their own
technology device. If users so choose, the school will provide a device to
students at purchase price.
3. To the extent possible, the school will manage its finance, assets and record-
keeping systems using networked computer-based technology.
4. The Technology Director will continue to develop and revise a 3 to 5 year
ongoing Technology Plan.
5. The Technology Director will conduct an annual vulnerability assessment that
evaluates technology policies, procedures, standards, training, and security.
Guidelines
1. Planning and budgeting for technology will adhere to the guidelines in the current
Technology Plan.
2. Purchases and planning are dependent on yearly budgetary constraints.
3. Use of technology is for educational purposes and those needs supersede all
others.
5.4 Intellectual Property Policy

Beliefs
1. Intellectual property is a significant asset of the school and, as such, requires the
same proper management, duty of care and security as financial and material
assets.
2. Intellectual property strongly influences the quality and reputation of the school’s
programs.
3. In a competitive market, intellectual property needs to be treated as privileged
and confidential information.
4. All school-related produce of school employees, whether material or intellectual,
is the exclusive property of the school.
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5. All resources subject to copyright laws should be respected as such and all laws,
conventions and ethical standards applying to copyright should be complied with
by all employees.
Standards
1. Employees will disclose promptly to the school Director any interest they have in
any trade, business or occupation which is similar to the business of the school.
2. Employees will not make any public statement (whether written or oral) to the
media, or otherwise, relating to the affairs of the school, without the prior consent
of the Director.
3. Employees will disclose to the Director all education intellectual property,
innovations, ideas, developments, improvements, and all processes relating to
the operations or business of the school made or conceived by them during the
contract term of employment, whether made or conceived within or outside
normal business hours, all of which shall be the exclusive property of the school.
4. An employee will not use, disclose, divulge, furnish or make accessible to any
person, either during her/his employment or any time thereafter (except where
necessary for the performance of her/his duties, or where expressly authorised),
any confidential information relating to the business of the school.
5. School employees will not buy, rent, or borrow unlicensed, unauthorized or
pirated material.
6. Employees are forbidden from unauthorized copying of copyrighted materials.
Guidelines
1. Unless already made available in the public domain by the school, confidential
information includes any information relating to the business and/or the financial
affairs of the school or The school’s customers, prospective customers, agents,
employees, affiliates, suppliers, students or parents and, in particular, shall
include:
a. the business methods and information of the school (prices, fees charged,
product development, marketing and advertising, budgets, or any financial
information, information about parents, teachers, students or employees);
b. details of the school contractual or other agreements;
c. details of any future projects, promotions or publicity exercises planned by the
school;
d. details of any business plans of the school (including current or future
activities); and
e. any information which may adversely affect the business or interests of the
school
2. Unauthorised disclosure of confidential information is a serious disciplinary
offence, justifying termination without notice or compensation, and may also
result in further legal action (including claims for loss and damages).
3. If an employee receives any requests for confidential information, he/she should
make no comment and immediately refer the matter to the Director.
45
E. COMMUNITY RELATIONS POLICY

1.0 Community Relations Global Policy
Beliefs
3. All school-community interactions should demonstrate the school’s commitment
to being a socially responsible and valued member of every community in which
it participates.
4. All school-community interactions should be legal, respectful, safe, dignified, and
prudent.
5. The school mission should be communicated to any person or group using any
school facility, owned or leased, along with the expected standards of behavior
that follow from it, including, but not limited to, respect for others. The
consequences of a breach of such standards should also be communicated.
6. The limits of The school's liabilities with regard to any person's or group's use of
the facilities, owned or leased, should be clearly communicated to such persons
or groups.
Standards
1. To maintain the dignity of users, all school facilities, owned or leased, will be kept
clean, safe, and accessible.
2. All interactions with community persons and groups will enhance the school’s
reputation and brand image.
3. All school users will comply with the school’s Code of Conduct.
4. The use of alcohol and tobacco are forbidden during school-sponsored, student-
related functions or activities, regardless of location. In school facilities, either
owned or leased, the use of alcohol is restricted to adult-oriented functions or
activities. Educators and administrators are not allowed to consume alcohol in
the presence of students while on campus or at school-sponsored events off
campus.
5. Illegal drugs and weapons are not allowed in any school facility, owned or
leased, or at any school-sponsored event.
6. The limits of the school's liabilities with regard to any person's or group's use of
the facilities, owned or leased, will be clearly communicated to such persons or
groups.
Guidelines
1. This policy should be read in conjunction with the Code of Conduct, Code of
Ethics (Teachers), and relevant School Board policies.
1.1 Internal Community Relations Policy

Beliefs
1. Internal community relations are those interactions between students, faculty,
staff and registered families.
2. All internal interactions should focus on optimizing student learning.
3. Optimal student learning is significantly enhanced by positive, collaborative
relationships between students, faculty, staff, administrators, and parents or
guardians.
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4. Optimal student learning is significantly enhanced by clear and timely

communications between students, faculty, staff, administrators, and parents or
guardians.
5. Forums should be established to provide opportunities for opinion, advice and
support from the school’s major stakeholders.
6. When parents/guardians, students and faculty/staff members become members
of the school community, they implicitly agree in principle with the school’s
mission, guiding principles, and approaches to learning and teaching.
Standards
1. Faculty members, parents and guardians will support student learning in line with
the school mission, guiding principles and approaches to learning and teaching.
2. The school leadership team will seek the opinion, advice and support of all major
stakeholders with any decision-making that may significantly impact the school’s
mission or approaches to learning and teaching at The school-wide level.
3. The school leadership team will conduct formal, anonymous and comprehensive
opinion surveys about the overall performance of the school on an annual basis.
Such surveys will be offered to all parents, guardians, faculty members and,
where appropriate, students. A summary of the perceived strengths, concerns
and suggestions for improvement, along with a planned school response, will be
subsequently presented to the school community in an open forum.
4. Procedures to manage parent and guardian concerns, complaints and
grievances will be established and communicated clearly.
5. The school leadership team will establish an annual schedule for reporting
student academic progress to their parents or guardians.
6. School faculty members will promptly report any concerns about an individual
student’s academic progress to the school Director or her/his delegate. To every
extent possible, parents or guardians will be consulted and engaged in planning
and implementing strategies to address concerns about a student’s academic
progress.
7. The school leadership team will establish a variety of communication media,
including but not limited to formal meetings, telephony, e-conferencing, e-
publications, printed paper, emails, and automated short message service (sms)
text.
8. All front office staff members will receive annual training in the proper reception
of and interaction with visitors to the school campus. Such training will also
incorporate appropriate telephone and email protocols.
Guidelines
1. This policy should be read in conjunction with the Community Relation Global
policy, Code of Conduct, Code of Ethics (Teachers), Student Rights,
Responsibilities and Expectations policy, and relevant School Board policies.
1.2 External Community Relations Policy

1.21 Relationships with Other Schools, Clubs or Organizations
Beliefs
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1. External community relations are those interactions between members of the

school’s community and all persons or constituted bodies not directly engaged in
the school’s education programs.
2. The school’s community consists of its students, faculty members, staff
members, parents or guardians of students, and long term out-sourced
contracted service providers.
3. In particular, this policy applies to relations with other schools, clubs or
organisations.
4. The school leadership team should establish and enforce mutually agreed
procedures and protocols to protect all students' safety and ensure good
behavior at school-sponsored, student-related functions or activities, regardless
of location.
5. Spoken, written and visual communications beyond the school community
present the first and lasting impression of the school’s quality of programs and,
as such, should be consistent and exemplary in content, style, clarity and
effectiveness.
Standards
1. The school leadership team will establish and enforce mutually agreed
procedures and protocols to protect all students' safety and ensure good
behavior at school-sponsored, student-related functions or activities, regardless
of location.
2. The school’s community will support external communications in line with the
school’s mission and guiding principles, and Board and operational policy.
3. All school merchandise, stationery, mastheads, dress codes and online
presentations will consistently have integrity in design, style, production and
quality of materials.
4. School community members will promptly report any concerns to the school
Director or her/his delegate about an individual’s inappropriate behavior in a
public forum.
5. All front office staff members will receive annual training in the proper reception
of and interaction with visitors to the school campus. Such training will also
incorporate appropriate telephone and email protocols.
Guidelines
1. This policy should be read in conjunction with the Community Relation Global
policy, Code of Conduct, Code of Ethics (Teachers), Student Rights,
Responsibilities and Expectations policy, and relevant School Board policies.
1.3 Community Access to School Facilities (refer to Board policy)

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1

1.0 Global Policy................................................................................................................... 31

A. BOARD-DIRECTOR RELATIONS POLICIES

B. STUDENT LEARNING POLICIES

1.01 Students Transferring from Other Schools

for academic, disciplinary, or other reasons. Students falsifying records or failing to

1.02 Early Childhood and Elementary School Placement

Children entering grades Pre-Kindergarten 3, Pre-Kindergarten 4, Kindergarten, and

1.03 New Middle and High School Students

1.04 Students with Limited English Proficiency

Children in the Early Childhood Program (Pre-Kindergarten, and Kindergarten) with

1.05 Students with Learning Support Needs

1.1 Membership in the Association (refer to Board policy)

2.0 Students’ Rights, Responsibilities and Behavior

2. Designated teachers will communicate these standards to students at the

2.2 Student Behavior Management Policy

 Keep boot racks,  Walk

2. All students will avoid using the following behaviors.

2.3 Student Bullying and/or Harassment Policy

2.4 Student Engagement and Support Policy

3.0 Student Health and Safety Policy

4.0 Curriculum and Instruction Policy

4.1 Homework Policy

5. Homework strengthens the home-school link, with parents playing a supportive

5.0 Co/Extra-Curricular Programs

2. Extracurricular activities allow further opportunities for leadership, collaboration

5.2 Student-led Initiatives and Events Policy: Non-academic

5. Student-led initiatives and events shall be scheduled in consultation with the

C. HUMAN RESOURCES POLICIES

1.1 Recruitment and Retention (refer to Board policy)

1.2 Employee Rights and Responsibilities Policy

1.2.1 Code of Ethics – Teachers

b. respect the privacy of others and the confidentiality of information gained in

d. communicate regularly and effectively with parents and involve them,

5. Ongoing Professional Learning

6. Professional Collegiality and Collaboration

a. work with teaching colleagues and student teachers in the interests of

1.2.2 Code of Conduct Policy

b. Legal guardians and custodians

1.3 Supervision and Evaluation Policy (Performance Appraisal)

4. Each employee will be regularly counseled on strategies to improve her/his

1.4 Professional Development Policy

h. Individual needs arising from unsatisfactory performance.

1.5 Compensation and Benefits Global Policy

1.5.1 Leave of Absence Policy - Faculty

1.6 Renewals, Non-Renewal or Termination of Contract Policy

a. More than two warning letters, and

D. FINANCE, RISK AND ASSET MANAGEMENT POLICIES

2.0 Financial Planning and Resourcing Policies

2.2 Annual Budget Policy

2.3 Budget Expenditures (refer to Board policy)

2.4 Fundraising (refer to Board policy)

3.0 Financial Accountability, Performance and Reporting

2. Proper and realistic estimates of expected income and expenditure shall be

1.2 Banking & Custody

a. Instruments of payment, such as cheque books, bank books, shall be kept in

3.1 Payment by Cheque

3.2 Payment by Cash

3.3 Wages and Salaries