Secondary School Staff Handbook 2017-18 · Secondary School Staff Handbook 2017-18 ... Substitution...

International School of Paris

Secondary School Staff Handbook 2017-18

[email protected] | www.isparis.edu

6, rue Beethoven, 75016 Paris, France | T: +33 (0)1 42 24 09 54 | F: +33 (0)1 45 27 15 93


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Contents

The International Baccalaureate Learner Profile .............................................................................................. 2

International School of Paris Vision and Mission .............................................................................................. 3

IB Approaches to Learning................................................................................................................................. 5

Secondary School organization 2017-2018 ....................................................................................................... 6

Job description for all Secondary School teachers ............................................................................................ 9

School meetings .............................................................................................................................................. 10

Supporting the classroom teacher and student learning ................................................................................ 14

Social concerns ................................................................................................................................................ 15

Field trip guidelines summary ......................................................................................................................... 16

Child Protection Policy ..................................................................................................................................... 19

DP and MYP coursework submission .............................................................................................................. 19

Professional assignments, schedules and extra duties ................................................................................... 24

ECA procedures ............................................................................................................................................... 24

Duties ............................................................................................................................................................... 25

Tutoring for pay ............................................................................................................................................... 27

Staff absence ................................................................................................................................................... 27

Substitution ..................................................................................................................................................... 28

Covers and substitutions: guidelines ............................................................................................................... 28

Cover: taking attendance ................................................................................................................................ 29

Forms ............................................................................................................................................................... 30

Attendance records and registers ................................................................................................................... 30

Additional sources of information ................................................................................................................... 31

Secondary School staff directory ..................................................................................................................... 32

Lockdown procedure ....................................................................................................................................... 35

Fire evacuation procedures: Chardin 7 ........................................................................................................... 37

Fire evacuation procedures: Beethoven 6 ...................................................................................................... 38

Fire evacuation procedures: Beethoven 13 .................................................................................................... 39

Accident & illness procedures ......................................................................................................................... 40

Acceptable Use of IT Policy .............................................................................................................................. 47

Policy regarding use of IT resources ................................................................................................................ 48

Guidelines for use of digital technologies ....................................................................................................... 49

Professional Development Plan Policy ............................................................................................................ 51

Purchase Order Policy ..................................................................................................................................... 53


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The International Baccalaureate Learner Profile The IB learner profile represents ten attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities (IB, 2013).

Disposition Description

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives — intellectual, physical, and emotional — to achieve wellbeing for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


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International School of Paris Vision and Mission Our Vision:

Educating for Complexity

Our Mission:

As the leading International Baccalaureate World School in France, we prepare our students to engage with and succeed in a complex world.

Guiding statements

Learning for complexity

We are committed to the goals, values and standards of the IB Programmes.

We prepare our students to recognize and respond to the challenges and uncertainties of a complex world.

As a school, we adapt and evolve to remain relevant and authentic in the context of a highly interconnected world.

Inquiry, innovation and learning

We recognize the importance of inspiring inquiry and innovation.

Each member of our school community is engaged as an active learner.

Learning is not a journey to a destination, it is a mindset. We encourage unlimited personal development in our students.

We seek to equip our students with values, strategies and skills to navigate a constantly evolving landscape of information, resources and ideas.

We encourage students to use creativity and imagination in their learning.

The school participates actively in understanding and contributing to the development of innovative and influential educational practices.

Research should be embedded in student learning and professional practice.

Global citizenship

We investigate the changing landscape of identity.

We place a social value on learning and understand the relationship between rights and duties.

We seek to understand the interdependence of sustainable human living in social, economic, environmental and political structures.

Language learning

We recognize that international education requires exceptional language learning through which students are able to communicate effectively, develop their cognitive abilities, discover their own identity and share that of others.


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Learning to be well

Student wellbeing is critical.

We aim to develop in young people the resources, agility and imagination needed to live productively and sustainably.

By embracing change our students will see challenges and setbacks as exciting learning opportunities.

Experiential and service learning

Students should discover what you learn from doing.

We provide opportunities for our students to contribute, to collaborate and to learn that they can make a difference.

Students have access to the unique learning that comes from a strong program of service to others.

Embracing diversity

Engaging with cultural difference is a powerful learning experience.

We recognize that performance cannot be measured solely by academic achievement. People have a multiplicity of talents and skills which should be encouraged and celebrated.

By exploring controversial topics our students will learn to be at ease with uncertainty.


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IB Approaches to Learning It is widely known that the development of trans-disciplinary skills are just as important in education as learning in specific subjects.

In the IB, these skills are known as the Approaches to Learning (ATL) skills.

There are five categories of skills, which can be broken down into ten more specific categories (“clusters”) of ATL skills. Through subject lessons, as well as the Advisory Programme, students will learn and practice different strategies for developing these skills.

ATL in the MYP

All teachers are jointly responsible for teaching students strategies for developing ATL skills. Every MYP unit must include the explicit teaching or practice of one to two strategies. These skills, strategies and learning engagements should be documented in the unit plan.

Skill Aim: students can…

Co

mm

un

icat

ion

Working with people Exchange thoughts, messages and information effectively through interacting with others

Working with information

Use written information to gather and understand information and ideas

Use writing to record and express my own information and ideas

Soci

al

Collaboration Work effectively with other people in all situations

Self

-man

age

me

nt Organization Manage my time and tasks effectively

Emotions and feelings Manage my own state of mind

Reflection Think honestly about how I learn; choose, use and develop my skills

Re

sear

ch Information literacy

Find, interpret, judge and use information from many different sources

Media* literacy

(*mass communication, including social media)

Find, interpret, judge and use information from different media

Thin

kin

g

Critical thinking Consider different perspectives on issues and ideas (including my own); make judgments based on different perspectives, and strengths and weaknesses

Creative thinking Generate novel ideas, think about things in a different way and consider new perspectives

Transfer understanding and skills

Use my skills and knowledge in new and different situations


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Secondary School organization 2017-2018 The Secondary School at the International School of Paris is managed by specific teams, each of which takes responsibility for an area of the school’s operations. This chart provides some information about the relationships within, and the organization of, the Secondary School. The Secondary School team is responsible to the Head of School, Mr Simon Murray.

Secondary School leadership team Mr Kerr, Mr Anderson, Ms Bolla,

Ms Martin, Ms Whitfield

Head of department team Ms Martin, Mr Anderson, Ms Whitfield,

Ms Lund, Ms Chatagner, Mr Morrist,

Mr Carroll, Mr Willson, Ms Schmidt,

Ms Cooch, Ms Froydenlund, Ms Wittenberg

IB curriculum team

Mr Anderson, Ms Whitfield, Ms Camy-Palou, Ms Dornan, Ms Foucher, Ms Perkins

Extended curriculum team

Ms Wilson, Ms Froydenlund Extended curriculum teachers

Sports team coaches

Student wellbeing team

Ms Bolla, Ms Leclerc, Ms McDonald, Ms Wetzel,

Mr McCrosson (Head of G6-8), Ms Pakulska (Head of G9-10),

Mr Woodcock (Head of G11-12)

University guidance team Ms Hopkinson, Ms Debans,

Mr Ishimura, Mr Seo

Curriculum planning teams IB MYP grade-level planning teams IB DP planning teams Departmental planning teams Secondary School planning teams Learning support team

Subject teachers

Department technicians Ms Lacombe de Repentigny

(Art & Design) Ms Lavallé (Science)

Homeroom teams All Homeroom Teachers are

listed at the back of this handbook

Administrative assistant team

Ms Tormos, Ms Marques


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The school calendar

The school year runs from September to late June. For the academic year 2017/18, the major dates are as follows:

Monday, September 4 Classes start for all MYP students

Mon-Fri, September 25-29 MYP field trips

Thursday, October 26 Toussaint vacation starts after classes for students

Friday, October 27 Professional development day for all staff: no school for students

Monday, November 6 School re-opens

Thu & Mon, November 16 & 20 First semester 3-way conferences

Friday, November 17 Professional development day for all staff: no school for students

Friday, December 22 Winter vacation starts after classes

Tuesday, January 9 School re-opens

Friday, February 16 Ski break starts after classes

Tuesday, February 27 School re-opens

Fri, March 30 & Tue, April 3 Second semester 3-way conferences

Monday, April 2 Easter Monday: school closed

Friday, April 14 Spring vacation starts after classes

Wednesday, May 2 School re-opens

Tuesday, May 8 Victory Day NB: This is a normal school day

Thu & Fri, May 10 & 11 Ascension weekend: school closed

Monday, May 21 Whit Monday: school closed

Thursday, June 28 Summer vacation starts after school (school out at noon)

School hours

Lessons are scheduled over five days, Monday to Friday. The school day consists of eight 45-minute lessons. Morning break is 10:30–10:45, lunch break is 12:15–13:15, and afternoon break is 14:45–15:00.

The school day begins with homeroom time at 8:50 for all students. Grades 9-12 finish at 16:30; Grades 6-8 finish at 15:45 (Wednesday, Friday) or 16:30 (Monday, Tuesday, Thursday).

The school doors open at 8:15 and close at 17:30. Students may stay on campus for any Extended Curriculum Activity (ECA) but should not remain in school buildings after 17:30 without permission from a staff member.

The school’s automated card-entry system allows student access to Beethoven 6, Beethoven 13 and Chardin 7, Monday to Friday, from 8:15 to 17:30.


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Staff entry cards allow staff access Monday to Saturday, from 7:30 to midnight. Should a staff member require access to the school buildings at other times, then they should make this request to the Secondary School Principal.


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Job description for all Secondary School teachers

This job description should be read in conjunction with the teacher's contract.

The teachers are the essence of the work of the school. Each teacher is responsible for the education of the students in their class(es). In addition, it is the role of each teacher to be sure that all students are safe, secure and properly supervised at all times.

A teacher’s duties include to:

Work collegially with their departmental team to support the school’s vision, mission and philosophy, support the school’s curricular and philosophical commitments as an IB World School, and to assist the team in meeting its planning goals;

Work to ensure that at all times the school’s curriculum provides a safe, supportive learning environment for students, teachers and all other members of the ISP community;

Help promote a culture where diversity is encouraged and where students learn to respect differences, take responsibility for their actions, exercise leadership and strive for academic excellence;

Work with colleagues, students and the school community to create a thriving, dynamic, aspirational, and academic culture;

Assume responsibility for the effective delivery of the agreed curriculum to the students in their class(es);

Be informed about the aims and curriculum of the area in which they teach;

Develop the content of courses in relation to the school's philosophy, objectives and appropriate IBO recognized programs;

Provide a welcoming, safe, and secure classroom environment, at all times, for all children in their care;

Select the lesson content and activities which are appropriate to the needs of each student in their class(es), in relation to the school’s philosophy and objectives and in the light of the agreed curriculum. The expectations for the delivery of these are spelled out in the appraisal documents;

Be aware that the appraisal documents encompass what is expected of teachers in relation to their teaching practices;

Maintain appropriate records of work covered in all their class(es). This includes: o Assessment records; o Progress records; o Classroom planning records (such as a daily planner); o Curriculum planning, as designated; o Attendance information; o Curriculum scope and sequence.

Correct all student assignments regularly and promptly;

Meet IB deadlines (both internal and external) for the submission of student coursework;

Meet all internal deadlines for the production of school reports;

Inform parents of students' progress by way of report cards and, where necessary, letters or individual meetings;

Be available for all parent-teacher conferences;

Attend all relevant meetings, including planning meetings;

Submit to the Secondary School Principal copies of all letters sent to parents;

Keep themselves informed, by way of personal files, of all factors relevant to each student;

Be familiar with new developments and methods in the teaching of their field;

Ensure appropriate behavior of students in class and around the school;

Keep the wellbeing team and homeroom teachers informed about student absence, lateness or discipline problems;


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Maintain inventories of all textbooks and materials issued to students and to ensure the return of these;

Teach the classes as assigned by the Secondary School principal;

Care for the classroom(s) in which they teach and ensure that the room(s) is (are) attractively decorated and conducive to learning;

Undertake other duties assigned by the Secondary School principal.

Staff members are expected to be in school when they have timetabled lessons, to be punctual for class, and to take attendance registers at the start of each lesson. Staff should be available as designated on the sub/cover rota and for assigned duties. It is possible that staff timetables will change at different times in the year, and appropriate notice will be given when this is to happen.

School meetings Secondary School planning time and professional development (PD)

Attendance: All teaching and support staff

Purpose: To facilitate IB teaching and learning by:

Developing major program planning for the IB MYP and IB DP;

Leading and developing ISP’s IB curriculum;

Providing time to develop staff curriculum leadership skills;

Leading and supporting IBMYP horizontal and vertical curriculum planning;

Distributing leadership and offering professional development.

Some of this meeting time may also be used for wider school issues.

Chair and organization: IB curriculum team

Department meetings

Attendance: Departmental teams

Purpose: The departmental team meets to:

I. Discuss, develop and implement team planning goals; II. Foster and maintain shared values, expectations, and purpose; III. Develop subject-specific curriculum (including skills scope and sequence, assessment tools,

resources, etc.) in line with the school’s mission; IV. Discuss HoD Team planning, and feedback ideas and opinion; V. Standardize student assessment; VI. Liaise with the IBCs to implement, develop and monitor curriculum initiatives. The departmental teams report to their respective HoDs.

Minutes are kept for each meeting, copied to the Secondary School principal.

Chair and organization: HoD

Secondary School conseils de classe

Ten meetings each year, as scheduled by IBCs and HoGs.

Attendance: All teachers at the requested Grade level


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Purpose: A conseil de classe is called to facilitate student learning* through any or all of the following:

Reviewing academic attainment data across a single grade, focusing on meeting the needs of students with low attainment;

Sharing information, perspectives and insights about student performance;

Ensuring strategies are agreed to support student learning;

Committing to agreed actions and timelines;

Providing a written record of agreed interventions and lead teachers.

Organization: The relevant IBC will lead the pre-meeting organization, supported by the relevant HoG.

Academic attainment records (semester grades, subject criteria scores, AtLs, examination results, learning support interventions) are collated and made ready for presentation by the relevant IBC.

Student Wellbeing records (attendance records, social/emotional concerns, mentoring interventions, extra-curricular activities) are collated and made ready for presentation by the relevant HoG.

For conseils de classe which are targeted at issues surrounding the learning needs of students, the VP (Student Wellbeing) will lead the pre-meeting organization, supported by the wellbeing team and/or the learning support coordinator.

The final conseil de classe for Grade 10, to manage the transition from MYP to DP, will be led by the IB DP coordinator, supported by the IB MYP coordinator and the Grade 9-10 HoG.

Co-chairs: The IBC and head of grades

*A conseil de classe may also be called to address an unforeseen concern or situation within a Grade, in which case its purpose and objectives will be agreed through the Secondary School Leadership Team.

Secondary School staff meeting

Attendance: All teaching and support staff

Purpose: To provide leadership in the Secondary School by:

Sharing long and short-term Secondary School strategic goals;

Presenting major Secondary School planning/initiatives for discussion;

Sharing progress toward our goals;

Leading major teaching and learning initiatives;

Fostering and maintaining shared values, expectations, and purpose;

Providing a forum for staff concerns. Chair and Organization: Secondary School principal

Secondary heads of departments (HoD) team

Attendance: All heads of department, Secondary School leadership team

Purpose: The HoD team meets to:

Ensure curriculum planning provides a challenging IB curriculum which allows students to engage successfully;

Develop and manage the academic curriculum so that it meets the school’s mission and planning goals;

Develop and implement Secondary School academic planning goals;

Review all issues relating to the administration and delivery of the academic curriculum in the Secondary School;

Agree major academic calendar dates;


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Develop and support planning for Secondary School HoG & CPT meetings;

Foster and maintain shared values, expectations, and purpose. The HoD team relates these discussions to departmental colleagues and feeds back to the HoD forum.

The HoD team provides advice and feedback to the leadership team in the Secondary School.

The HoD team reports to the vice principal (organization for learning) and to the leadership team in the Secondary School.

Chair and Organization: Vice principal (organization for learning)

Secondary IB curriculum team

Attendance: IB coordinators, TOK coordinator, Extended Essay & Personal Project coordinator, CAS coordinator, S&A coordinator

Purpose: The IB curriculum team meets to:

Lead and support our learning community to ensure ISP provides a challenging curriculum which allows students to engage successfully;

Develop and oversee the successful delivery of core IB values throughout the Secondary School;

Provide leadership and guidance, to improve student learning through innovative academic planning;

Lead, develop and manage the IB curriculum framework so that it meets the school’s mission and planning goals;

Lead, develop and support the planning and delivery of Secondary CPT meetings;

Foster and maintain shared values, expectations, and purpose. The HoD team relates these discussions to departmental colleagues and feeds back to the HoD forum.

The HoD Team provides advice and feedback to the leadership team in the Secondary School.

The IB curriculum team reports to the IB DP and IB MYP Coordinators and the leadership team in the Secondary School.

Chair and Organization: IB DP and IB MYP coordinators

Secondary heads of grades (HoG) team

Attendance: All heads of grades, vice principal (student wellbeing)

Purpose: The HoG team meets to

Ensure wellbeing practice strives to engage students successfully in our learning community;

Develop and manage wellbeing policy so that it meets the school’s mission and planning goals;

Develop and implement wellbeing planning goals;

Review all issues relating to the policies and practices relating to student wellbeing in the Secondary School;

Agree major calendar dates;

Develop and support planning for Secondary HoD and CPT meetings;

Foster and maintain shared values, expectations, and purpose. The HoG team relates these discussions to homeroom teams and feeds back to the HoG forum.

The HoG team provides advice and feedback to the leadership team in the Secondary School.

The HoG reports to the vice principal (student wellbeing) and to the leadership team in the Secondary School.


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Chair and organization: Vice principal (student wellbeing)

Homeroom (HR) teams

Attendance: Heads of grades, homeroom teams

Purpose: The homeroom teams meet to:

Safeguard student wellbeing, so allowing students to engage successfully in our learning community;

Review the wellbeing policies and procedures so that they meet the school’s mission;

Implement Secondary School wellbeing planning goals;

Review all issues relating to the administration and delivery of wellbeing policies in the Secondary School;

Foster and maintain shared values, expectations, and purpose;

Provide advice for and report to the student wellbeing team.

The homeroom teams report to the heads of grades and the student wellbeing team.

Chair and organization: Heads of grades

Student wellbeing team (WBT)

Attendance: Vice principal, counsellor, PSE coordinator, school nurse, heads of grades (as necessary)

Purpose: The WBT meets to:

Develop and implement Secondary School wellbeing planning goals;

Develop and manage wellbeing policies, in partnership with the homeroom teams, so that they meet the school’s mission;

Manage, within the framework of the school’s student wellbeing policies, individual student wellbeing issues;

Allocate resources as appropriate to best support students;

Foster and maintain shared values, expectations, and purpose.

The WBT reports to the leadership team in the Secondary School.

Chair and organization: Vice principal (student wellbeing)

Leadership Team in the Secondary School

Attendance: Principal, vice principals, IB coordinators

Purpose: The leadership team in the Secondary School meets to:

Provide leadership for and management of the Secondary School, in support of the school’s mission;

Develop, lead and implement long and short-term strategic planning;

Foster and maintain shared values, expectations, and purpose;

Ensure curriculum planning and wellbeing policies allow students to engage successfully in our learning community;

Provide an effective short and long-term planning framework to support all learning teams in the Secondary School;

Prepare and oversee a professional development training plan for each academic year;

Oversee the day-to-day work of all learning teams in the Secondary School; The leadership team in the Secondary School will also review, each week, all requests for field trips and staff leave.

Chair and Organization: Secondary School principal


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Supporting the classroom teacher and student learning The teacher has primary responsibility for classroom management and the successful delivery of the curriculum. Very broadly, this means ensuring that each student is able to access the curriculum successfully, learning collaboratively with their peers. This would be evidenced by a student being challenged and successful in their learning

a) Meeting expectations for completing class assignments and homework

b) Meeting expectations for final grades/levels of achievement

c) Supporting and respecting other students’ learning

We have various learning teams available to support the classroom teacher, and the following information should help us to help students learn more effectively.

Academic concerns

Inability to access the curriculum

If a student lacks the necessary skills or knowledge to access the curriculum you should consult with your HoD. You may seek support from your HoD to implement alternative teaching strategies and/or to change differentiated instruction in your classroom. If necessary, you should contact the learning support (LS) coordinator, copying your correspondence to your HoD and the relevant HR teacher, HoG, and IBC. Please include any previous correspondence with parents, any assessment records, or other supporting documentation.

Should a student follow a modified assessment program, this would be decided by the relevant IBC and LS or EAL Coordinator, with support from the HoD. You may be asked to meet with parents to help explain how the student’s work is progressing and any modified approach to learning, although this may be coordinated and/or led by your HoD, learning support or the IBC.

As the HR teacher meets with all their students to help each one set targets for the year, you should ensure they are kept fully informed of any curriculum support or modified assessment in your class. With an overview of each student’s engagement, the homeroom teacher may be able to assist with your planning and classroom interventions.

Should it become clear that a student is not engaged or successful across a range of subjects, the IBC and HoG will become involved and will lead any intervention.

Failure to complete assignments

The classroom teacher has the initial responsibility to ensure assignments are completed. Our Assessment Policy outlines the principles that should guide us.

MYP and DP teacher assignments: A deadline will be set for all in-class assignments. If a student does not hand in a piece of work to meet the deadline a new late submission date will be set giving the student 48 hours in order for the assignment to be completed and submitted. An email will be sent by the classroom teacher to the student with the parents, homeroom teacher and head of department on copy. It will also be recorded on SIMS. If the 48 hour late submission date is met, the work will then be graded and feedback given as appropriate. If the late submission date is missed, an email will be sent to the parents with the student, the homeroom teacher and head of department on copy. At this stage, the work will not be graded and this may affect their overall semester grade. Exceptions will only be made for those students who supply a written letter from the parents outlining their extenuating circumstances.

Should a pattern of failed submissions emerge, and the teacher’s sanctions not bring about any change, then the matter should be referred to the relevant IB and HoG, with all supporting evidence attached, copying-in the HR teacher and HoD.

http://www.isparis.edu/uploaded/Documents/M/Secondary_School_Assessment_Policy.pdf


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Underperforming students

It is the classroom teacher’s responsibility to track student progress, and to contact the parents of those individuals who are seriously under-performing. Should there be any risk that a student might score less than a 4 over a semester, then the student and parents should be informed with sufficient time to allow the situation to be recovered. Correspondence should be copied to the relevant HoD

and IBC —who may be able to offer support and guidance to the student—, the HR teacher and HoG. In the most serious cases, the IBC or HoG may decide to lead the school response, or seek support from the HoD, or a member of the wellbeing team for mentoring or counselling.

Social concerns As a guiding principle, should there be any concerns about a student’s social or emotional wellbeing, however minor these may appear, the classroom teacher should pass these on the HR teacher, copying-in the HoG. Should a student exhibit any sign of social discomfort or emotional difficulties, or be socially excluded, then it is important to share this information with the wellbeing team.

Poor behavior in the classroom

The classroom teacher has the initial responsibility to ensure that their classroom management, and the delivery of curriculum, keeps students engaged and learning. Should a student behave in a way that disrupts learning, then the classroom teacher should speak with the student, and ask for some reflection and explanation. Disruption in the classroom is often a response to a student’s disengagement, and the teacher should also consider changing teaching strategies in the classroom, and/or the physical organization of space (such as seating arrangements) to seek improvements in student behavior. The HoD should be informed and guidance sought. Should these strategies not work, then the teacher should inform the HR teacher and the HoG. This should be recorded and be clearly notified to HoD, HoG, HR teacher and relevant IBC. A letter should be sent to inform parents, and depending on the degree of poor behavior, this will come from either from the classroom teacher, the HR teacher, or the head of grade.

The classroom teacher is responsible for students in their classroom. Students should not be sent out of a classroom for reasons of poor discipline unless they are being very clearly sent to another colleague. If a student is “sent out”, which would only occur in more serious cases, the teacher should ensure that the student is directed to a colleague via one of the administration assistants. If a student needs some space to “cool down”, then this can be in a corridor outside a classroom as long as the classroom door remains open and the teacher does not lose sight of the student. The teacher should inform their Head of Department of the issue.

Serious misbehavior in the classroom

For more serious issues of poor behavior, the head of department, homeroom teacher and head of grade will provide support for the classroom teacher and lead the necessary liaison with parents. This may also involve the mentoring team or the school counsellor.


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Field trip guidelines summary See the complete Field Trip Policy.

Lesson trip Day trip (school hours)

Day trip (outside school hours)

Overnight stay

Field trip form? No Yes Yes Yes

Parental notification One week before the trip: send a draft email for parents to the communications department ([email protected]) with a list of the students involved.

Three weeks before the trip: send a draft email to communications with a list of the students involved.

Information to provide Grade/class included in the trip; purpose of the field trip; date and times (departure and return time to ISP); mode of transport. Do students need money, their Navigo, special clothes?

Grade/class included in the trip; purpose of the field trip; date and times (departure and return time to ISP); mode of transport; arrangements for accommodation, meals and schedule; list of things students should bring; school mobile number for emergency contact.

Parental permission* No No Yes Yes

Authorization for student collection other than by parent/guardian

n/a n/a Yes Yes

*You do not normally need to ask parental permission for trips within school hours. However, if you plan any unusual or risky activities, especially those not be covered by the school’s insurance, you will need parental permission.

Risk assessment? Yes Yes Yes Yes

http://www.isparis.edu/uploaded/Documents/M/Field_Trip_Policy.pdf?1469519129370

mailto:[email protected]


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Student: teacher/adult ratio 10:1

Booking the trip The administrative assistants will book transport (buses, trains, etc.), purchase tickets (e.g. admission to museums etc.), book accommodation. The budget holder must approve all expenses.

Student “code of conduct”? At your discretion All normal school rules apply

At your discretion All normal school rules apply

Advisable All normal school rules apply

Yes All normal school rules apply

Medical Please review this section IN FULL in the policy below.

Always take a first aid kit, available from the school nurse. Contact the school nurse and ask for advice concerning ‘at risk’ students. Take any necessary medicines, (e.g. hypo-allergenic pens) with prescription. Review and retain the Accident and Emergency Policy.

Always take a first aid kit, available from the school nurse. Ask the nurse to provide you with copies of student medical records, review these with the school nurse and field trip team, and have these available throughout the trip. Take any necessary medicines (e.g. hypo-allergenic pens) with prescription. Review and retain the Accident and Emergency Policy.

Communication Always take a school mobile phone, available from the administrative assistant.

Student details

Before leaving ISP, leave a class list, with attendance recorded, with one of our administration assistants. Take work, home and emergency contact details for any students deemed medically “at risk”.

Ask the administrative assistant to provide photographs of all students on the trip, and both parental and emergency phone and email contacts for all students. Before leaving ISP, ensure that an attendance record of all those on the trip has been given to the administrative assistant.

Training

The field trip leader should ensure that sufficient members of the field trip team have the necessary expertise/training/qualifications to lead activities safely and within the law. If this is not the case, then he/she should review the choice of team staffing, and/or request training from the school, and/or engage qualified external instructors.


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Expectations for staff Staff should conduct themselves as if they were teaching on the school campus. Any foreseeable activities/situations that might compromise this standard of conduct should be highlighted with school leadership before the trip is approved.

Please consult the field trip policy.

Don’t forget… The field trip leader should request, at least a week ahead of time, sufficient petty cash to meet day-to-day costs. Check travel visas and passport expiry dates for overseas trips at least three working weeks before the trip.

http://www.isparis.edu/uploaded/Documents/M/Field_Trip_Policy.pdf



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Child Protection Policy ISP is committed to maintaining the highest standards in the area of child protection and has a very clear policy addressing the school’s and individuals’ responsibilities to protecting the children in our care. All members of staff should ensure that they have read and understood the school’s policy on child protection and if they have any concerns about any matter regarding it, they should be addressed to either of the vice principals for student wellbeing or to the relevant principal.

DP and MYP coursework submission

The school has published a list of coursework deadlines, and we expect students and teachers to respect these. A significant proportion of each subject grade is derived from coursework scores; therefore, the school has a duty to do all it can to ensure that each student’s coursework represents their best efforts.

The school has a responsibility to set internal coursework deadlines that:

1. Ensure that the teacher, student, school and families have shared expectations for the submission of IB DP coursework;

2. Provide students with ‘scaffolding’ around which to build their own time-management skills and so manage their coursework commitments successfully;

3. Provide students and teachers with a framework that, as far as is possible, avoids simultaneous demands from different subjects, ensuring that every student has sufficient time and support to submit quality work in each subject area;

4. Ensure that students do not fall behind, and so have multiple demands for coursework late in Grade 10 and Grade 12;

5. Act as a trigger for support services, if required;

6. Do not seek to fail or exclude students.

The coursework schedule should give every student the opportunity to produce their best work, and should ensure that every student meets each deadline by submitting work that would be sufficient to meet all the internal assessment requirements.

Coursework

Coursework refers to work that is completed independently and not under examination conditions; coursework marks contribute towards the final grade of the subject concerned.

There are two categories of coursework:

Internally-assessed written or practical work which is assessed and standardized internally (an automatically generated sample of students’ work will be sent to an IB moderator);

Externally assessed written or practical work (all of which is sent to an IB examiner).

It is the responsibility of each department to keep the published coursework deadlines up-to-date for each component on ManageBac and to ensure that all stakeholders are aware of major coursework requirements, including dates of submission, deadlines and the necessary IBO guidelines.

In determining these dates, the head of department will consult with the teachers in their department and with the heads of department team. Dates will leave sufficient time for the marking, internal moderation, standardization and administration.

All oral language exams will take place on dates specified by the IBDP coordinator in consultation with the vice principal organization for learning, heads of languages, and the heads of department team. Dates in

https://www.isparis.edu/uploaded/Documents/policy_documents/Child_Protection_Policy_1.2.pdf


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the internal examinations schedule will leave sufficient time for the marking, internal moderation, standardization and administration.

All TOK presentations will take place on dates specified by the IBDP coordinator, with the TOK coordinator and vice principal organization for learning. Dates in the internal examinations schedule and leave sufficient time for the marking, internal moderation, standardization and administration.

All theater presentations, visual arts exam, and music performances will take place on dates specified by the IBDP with the head of arts and the vice principal organization for learning. Dates in the internal examinations schedule and leave sufficient time for the marking, internal moderation, standardization and administration.

Parents will receive a copy of the coursework calendar along with details of our expectations in terms of meeting deadlines via the student handbook and the bi-monthly bulletin.

Consistency

Coursework that is submitted electronically does not require a cover sheet and the file to be uploaded should not contain the candidate number or name. It is considered normal practice for there to be a title page.

Coursework that is submitted on paper must be accompanied by a cover sheet.

Cover sheets require the following information:

Name;

Candidate number;

Subject and (if necessary) component;

Title;

Word count.

All written coursework should be uploaded to ManageBac, appropriately labelled.

Course work that is for electronic upload must have:

Subject and (if necessary) component;

Title;

Word count.

Sometimes this information is filled in on the screen prior to uploading.

The file must not contain:

Name;

Candidate number.

Hard copies of the completed coursework must be handed in to the front desk by the same date.

Once the work has been received, the appropriate IB paperwork must be completed by the student and the teacher (electronically when available) within one month if the submission date is before February 15.

All extended essays and TOK essays are sent directly to ManageBac, and will then be available to the supervisors and coordinator.


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The use of the word “deadline”

Students

The deadline for students is in two parts:

The submission date

When coursework should be handed in by students. This can be an interim date or a final date and these are set internally as described above. The DP coordinator and the Head of Grade 11-12 must be informed of the names of students who do not meet this deadline.

If this is an interim date, the coursework will be returned to students within a reasonable time and with sufficient guidance in the form of written comments as well as criteria referenced marks to enable them to monitor their academic performance.

Students should receive feedback on coursework within a period set with the agreement of the relevant head of department and published in the Student Handbook and other relevant documents (i.e. the bi-monthly bulletin). See below for more guidance.

The final acceptance date

For those students who failed to meet the submission date and after which no coursework will be accepted. Work submitted at this stage forfeits the opportunity of feedback.

Coursework must be the independent work of the student concerned. The schools’ Academic Honesty Policy explains the procedures to be followed in the event of suspected malpractice.

A student who anticipates a difficulty in meeting a deadline should discuss the difficulty as soon as it is identified with the subject teacher or the head of department; any request for an extension must be in writing and will trigger a referral to the homeroom teacher and HoG and IBDP coordinator. The IBDP coordinator and head of department may grant an extension if the circumstances are very exceptional and beyond the student’s control.

Any student who has unforeseen difficulty near the deadline will be required to bring proof of the difficulty; in the case of illness, this should be a doctor’s certificate. This will trigger a referral and a record of the outcome will be logged by the subject teacher homeroom teacher and HoG and IBDP coordinator.

Candidates are free to revise and redraft a piece of coursework without teacher involvement before submitting the final piece. Candidates should be advised to spend an appropriate amount of time on the work commensurate with the marks available.

Teachers

The deadline for teachers entails the following obligations:

1. Plan to finish and submit your coursework marks before the last available date;

2. The deadline is the last available date for submission, not the target date;

3. Marks will be registered on IBIS from February 15 until approximately April 1 depending on the school calendar for the year. Once the marks are registered, the names of the sample will be known and the sample can be prepared by the subject teacher;

4. All student work submitted to the IB must be in the possession of the IB Diploma Programme coordinator or uploaded ten working days before the official IB receiving date or the end of term, whichever is soonest.

In the case of written and practical work, the correct form provided by the IB must be completed and, when necessary, dates and signatures will be obtained from both a member of staff and the student on the appropriate form when a completed piece of coursework is handed in, providing evidence of:

1. The date the coursework was handed in;


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2. The identity of the designated member of staff who received the work.

As the e-marking process becomes the norm, these instructions will be modified to meet IB requirements.

If a student looks likely to fail to meet a final acceptance date (for example, by missing an interim deadline), and there are no obvious grounds for granting an extension, the HoD, the homeroom teacher and HoG and IBDP coordinator must be alerted in order to assess whether there are any extenuating circumstances before using the standard letter to inform parents of the missed deadline. A copy of this letter should be sent to the homeroom teacher and HoG and IBDP coordinator.

In the case of oral commentaries and presentations, the appropriate forms and the recordings must be completed through ManageBac. All recordings MUST be verified immediately after the completion of the commentary or presentation in the presence of the student. The final marks must be available to the IBDP coordinator no later than 5 working days after the recording. Once the sample candidates are known the teacher has ten working days to prepare the LIA.

Internally-assessed work during the course

Oral presentations and portfolio performances

Where there is more than one class of a particular subject in the year group, the department will apply internal moderation/cross-marking procedures to ensure consistency of assessment between teachers. Any recordings must be verified immediately after the presentation or performance.

More guidance on monitoring student progress on coursework

Interim deadlines should be used to monitor progress and give feedback for coursework that contributes a significant proportion of marks and/or which is undertaken over a significant period of time.

Ensure that an appropriate amount of classroom time is spent on the task so that the teacher is familiar with each student’s work in progress and can regularly monitor and discuss aspects of the work with the student.

Ensure that students document the specific stages of the development of work, starting with an early part of the task such as topic choice, list of resources and/or preliminary research.

Where drafting is inherent in the skills being tested, subject-specific guidance and exemplification will indicate its role in relation to the type of writing being undertaken and any interim assessment allowed in these circumstances.

Retain copies of each student’s work, where appropriate, at given stages in its development.

Marking and Standardisation (moderation/cross marking)

In marking coursework, teachers should pay close attention to the requirements of the specification. Teachers should note that it is their responsibility to award marks for coursework in accordance with the marking criteria detailed in the subject-specific guide and support documents. Teachers must show clearly how the marks have been awarded in relation to these marking criteria. The center’s marks must reflect the relative attainment of all the candidates.

Where standards are found to be inconsistent, the relevant teacher(s) should make adjustments to their marks or re-consider the marks of all candidates for whom they were responsible. The new marks should be checked by the HoD.

Standardizing

Approach 1

i. Teachers meet to discuss assessment criteria or performance descriptors, topics and the approaches used for the task.

ii. Teachers grade the work from their own classes.


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iii. Teachers swap samples and carry out blind marking.

iv. If necessary, teachers mark further work or reassess their own class work.

v. Difficult cases are further discussed before results are entered with Head of Department or DP coordinator if necessary.

Approach 2

1. Teachers combine and distribute the student work among themselves for assessment.

2. The results are returned to the class teacher, who reassesses all the work or the work of students who have unexpected results.

3. Unusual cases are considered by all teachers concerned and with Head of Department or DP coordinator if necessary.

Approach 3

1. Samples from all classes are distributed.

2. All teachers assess the same pieces of work.

3. Differences in results are discussed to gain a clearer and more consistent understanding of the application of the assessment criteria or performance descriptors with Head of Department or DP coordinator if necessary.

4. When all teachers are confident they have a consistent understanding of the application of the assessment criteria or performance descriptors, each teacher assesses his/her own class.

Guidance for teachers and/or subject areas where coursework requirements have not been met

Further guidance will be provided to the head of department on standardization and on a case-by-case basis where an individual teacher or subject fails to meet the requirements for coursework.

The following actions will be taken where a significant problem has not been rectified:

1. Approving and monitoring the teacher’s arrangements for assessment;

2. Informing secondary leadership;

3. Informing the IBO.

The predicted grade (PG)

The term predicted grade is used to describe the following only:

The grade required by universities or tertiary education clearing organizations (UCAS);

There are published required dates managed by the university counsellors; these are based on evidence and the subject teachers' professional opinion of the student in their classes.

The grade required by the IB after all internal assessments have been completed.

The IBO deadline for the predicted grade is April 10. Teachers are required to send the information to the IBDP coordinator ten working days prior to this date or ten working days before the end of term, whichever is sooner.


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Professional assignments, schedules and extra duties Teachers are assigned to classes and other duties in accordance with their qualifications and experience, the needs of the school, and the employee’s preferences. Where it is not possible to satisfy all three of these criteria, priority will be given to the school’s needs, followed by the staff member’s qualifications and experience, and then his or her personal preference.

Teachers are expected to be at school as required by the school calendar, and on the days and during the hours specified by their timetables. Teachers who accept ECA hours are expected to remain with the students for the duration of the activity.

School schedules will be set by the school, and will be made known to teachers through handbooks, emails, postings or through announcements at meetings. Staff members are expected to be familiar with and adhere to their schedules and assignments.

In addition to classroom assignments, teachers are expected to perform such reasonable non-academic and extracurricular staff duties as may be assigned to them by the school. Such duties are considered part of the faculty member’s regular assignment and will not qualify for additional stipends.

ECA procedures An extended curricular activity (ECA) should be viewed as an extension to class time, and has the same expectations for teacher supervision and professionalism, and student attendance and participation, as any other class at ISP. The ECA supervisor has responsibility for the wellbeing and safety of students in their care, and should be fully aware of the school’s procedures in case of an accident and emergency.

General

Following the closure of the sign-up period, the ECA coordinator will make sure all ECA registers are correct.

No later than one week after sign-up has closed, the ECA coordinator will send an email to parents and students to confirm ECA enrolment.

If there are any changes in enrolment this will take effect at the start of the following week; i.e. a student cannot change clubs immediately but only after they have been registered and parents have been informed. Updates will be communicated to parents as well as students.

ECA attendance will be reported to parents.

Specific

1. Supervisors are responsible for student safety and wellbeing during the ECA time.

2. Supervisors will take a register for each ECA and will notify the ECA coordinator of any absences. Persistent absenteeism should result in the student being removed from the ECA, and the relevant register, and parents should be notified.

3. For all off site activities:

a. The register will also be checked when all students return to campus, ensuring everyone has been accounted for.

b. The ECA supervisor must have a mobile phone and the number must be available to the administrative assistants and the ECA Coordinator.


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4. For all activities that finish after 16:30, or after 15:45 for Grades 6-8:

If a student fails to attend, the ECA supervisor should ensure that parents are notified at the start of the activity. The register of attendees should be available to the administrative assistants.

Prior to the activity, the ECA supervisor should notify parents and students of the expectations for student dismissal. Under almost all normal circumstances, students in Grade 9-12 will be dismissed at the end of the activity; parents of students in Grade 6-8 will have the option of collecting their child from school.

The supervisor should name-check each student prior to dismissal, ensuring they know who has left and who remains under their care.

Students who are collected by parents should wait with the supervisor until their parents arrive. If parents are very late in collecting their child, the supervisor should call either the ECA coordinator or the Secondary School principal or one of the Secondary School vice principals to ask permission to notify parents that their child will be waiting in the Beethoven 6 reception area. No student should be left waiting unsupervised outside the school buildings.

Sports matches

No match can proceed without clear, prior notification to parents, students and colleagues.

All matches for the relevant semester should be published via the Parent Portal on the ISP website. This information should be available to colleagues and can be reinforced through the weekly newsletter calendar. Contact the communications department at [email protected] to arrange this.

All members of the sports team, and their parents, should receive a full calendar of events— matches, practices, trips etc.—at the start of each activity/semester. Any changes should be notified to parents and students. Send a draft email for parents to [email protected] at the start of each activity/semester.

Each match should be individually notified no later than two weeks ahead of time. This should include clear information on team members, start/finish times, location, equipment needs, parental pick-up/collection, etc. Send a draft email for parents to [email protected] with this information and a list of students involved.

The use of ISP Panthers’ kit is managed by the sports director, who has clear records of kit loaned out and in stock. All ISP teams are expected to wear the school kit.

Students with academic concerns and team commitments should be given clear expectations about learning outcomes from both the sports director and the relevant IB coordinator. These expectations should be shared with parents.

Payment for ECAs

Staff supervising students during extended curriculum activities will receive payment as long as the activity has been authorized by the ECA coordinator or sports director in conjunction with the principal.

Duties To ensure that recess, lunch and park duties are carried out effectively and we meet our goal of providing a safe, secure environment for students, the following protocols should be observed.





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General responsibilities for all recesses

Duty teachers should:

Be on time for the beginning of any scheduled duty. Please notify the vice principal (organization for learning) if you cannot complete a duty;

Be visible and available to students;

Move around their duty area—normally all floors of the building in which they are on duty—so that students are aware of their presence;

Be proactive in intervening in behavior that might not meet the school’s expectations for appropriate student conduct;

Indicate to students when recess time is over and encourage them to move to class.

Non-duty teachers should support duty colleagues if a situation would benefit from their intervention.

Park

In addition to the general responsibilities, duty teachers should:

Be available promptly at the start of the duty time to line-up and register students who are going to the park;

Escort students to/from the park, ensuring with colleagues that one member of the duty team lead the student group while another follows the group;

Station themselves so as to be as visible as possible to students at all times and so that the duty team best covers main access/exit areas to the park;

Call for appropriate support (school leadership, security guard, nurse, etc.) if an unwelcome situation develops that requires additional support;

Ensure that students return from the park in good time before classes resume or students have lunch;

Ensure that when Grades 6 and 7 leave the park they are supervised until they reach the gym.

In addition:

After lunch, Grade 6 and 7 should line up, be counted in the gym and then go directly to the park;

Grade 8 should assemble in A104; Grade 9 should assemble in A008.

Lunch

In addition to the general responsibilities, duty teachers should:

Be available promptly at the start of the lunch period to register and supervise students in the lunch area;

Ensure that the gym is occupied by no more than 100 persons, and that additional persons utilize the ground floor in B13;

Be active in monitoring how food is prepared, consumed and disposed of;

Ensure that students complete lunch in good time before classes resume or students have time in the park;

Ensure that the students clean table surfaces and have disposed of all foodstuffs and packaging before leaving the gym;


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Ensure that one of the team does a tour of the ground floor and 1st floor classrooms to make sure that the students are respectful of their environment and are aware of the need to tidy up after themselves.

Lunchtime ECAs

Grades 6-9 students who wish to attend a lunch time ECA must be registered for this activity. If a student is not registered for an ECA, as indicated on the lunch duty lists, they must not be released by the duty teacher.

Should a teacher require a Grades 6-9 student to attend an ad hoc lunchtime activity, the teacher should collect the student(s) in person and notify the duty teacher.

No Grades 6-9 student should be released at lunchtime unless they are registered for an ECA or are placed in the care of another colleague.

Tutoring for pay Teachers should be available during the school day and outside regular class periods for student conferences and extra help for students in their classes. No reimbursement may be accepted for such extra help during the school day.

If parents wish to have their child receive extra tuition, the school may provide support in suggesting suitable tutors. Teachers should not serve as a private tutor for a student in their class.

If a teacher wishes to provide private tuition for a student, whether this take place on the school premises, or elsewhere, he or she should inform the principal.

Staff absence Sabbatical leave

Staff members may apply for a one or two year unpaid leave of absence if the following requirements are met:

At least three years of experience at the school, and a total of at least six years of working practice.

A written request has been submitted to the head of school at least three working months before the intended absence begins.

A sabbatical has not been taken in the previous six years.

The board reserves the right to refuse a request.

Personal days

Each employee has two supplementary days of absence per year called “personal days”:

1. To go to a medical or a professional appointment

2. In case of an obligation to remain at home

3. To move house

4. In case of the death of a friend or relative

5. In case of a child’s illness (without a medical certificate)

Personal days cannot be taken during the first week of the school year, or during the last four weeks. They cannot be used to prolong holidays or long weekend, and cannot be taken during professional


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activities days such as PD days or 3WC. Requests must be made in writing to the school leadership at least two weeks prior to the requested absence, except in cases of emergency.

Substitution All FT teachers can be asked to cover absent colleagues for two hours a week, and will be allocated three possible duty slots. PT teachers will be allocated time in line with their teaching hours. The duty slots should not be considered to be free time and members of staff should not organize meetings or have other commitments for these times.

At different times of the year, teachers may not have class because students have left (G12), are on a trip, or are in exams. Teachers should be in school for these lessons, as they may be used to substitute for colleagues who are away.

Please check both the absence/substitution board and the email sent out each day to see whether you have been used for that day.

Even if you have not been used for cover, you need to be available at the time when you have a scheduled cover period in case there are last minute substitutions that need to happen.

Check whether you are required for cover at the beginning of each of your scheduled cover slots (preferably a few minutes before) so that you know if you have been taken for a late substitution as absences can come in after the first period has started or people may become sick during the day and have to go home.

Covers and substitutions: guidelines

Timing

If you have a known absence coming up, please inform the vice principal organization for learning, copied to the head of department and Hilda Tormos.

Fill in a cover slip (paper copies are located next to the stationary in the staffroom and there is an electronic version on the school website.

Please send all instructions / emails regarding cover work being set to the vice principal organization for learning, copied to the head of department and Hilda Tormos.

Cover work can be posted directly to ManageBac or Google, assuming that students have computers booked to access the information. Physical copies of cover work should be left with at the reception in Beethoven 6.

Any work set must be appropriate and not cause the member of staff who is covering the lesson any undue difficulties or problems. Please remember that this member of staff may not be a specialist in your subject and the instructions/tasks you leave for the class need to be clear and appropriate.

Checklist

Have you…

1. Filled in a substitute form?

2. Set appropriate work?

3. Photocopied resources?

4. Emailed the work?

5. Got a duty/homeroom that needs covering?

http://www.isparis.edu/page.cfm?p=623


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If you are ill or going to be absent for any other unplanned reason, please inform the vice principal organization for learning, copied to the head of department and Hilda Tormos, as soon as possible, and before 7:30.

When emailing/phoning in work for your classes, please let the vice principal organization for learning, and Hilda Tormos know whether you have a duty that needs to be covered, or any extra event you have planned that needs to be dealt with. Any emails should be copied to your head of department.

Emergency cover

All teachers should provide at least two lessons of emergency cover work for each class they teach. This would be generic, but relevant, material designed to be used only in the event that a teacher is unexpectedly unavailable and unable to communicate cover work for their absence. Emergency cover work should be provided to the vice principal organization for learning, and copied to the head of department. Heads of departments should check that emergency cover material is appropriate and meaningful.

Checklist

Have you…

1. Created a folder of emergency cover work?

2. Sent your emergency cover work to the vice principal and your HoD?

Substitutions

1. Please check both the absence/substitution email every morning to see whether you have been used for that day. You need to be available at the time when you have a scheduled cover period.

2. Check whether you are required for cover at the beginning of each of your scheduled cover slots (preferably a few minutes before) so that you know if you have been taken for a late substitution as absences can come in after the first period has started or people may become sick during the day and have to go home.

Remember

1. Check several times to make sure you know if you have been used for cover

2. Make yourself available during your cover period in case you are needed

Cover: taking attendance As with any class that you are responsible for, you should take the register at the beginning of the lesson. If you are taking over for the second half of a double period, you should also take the register.


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Forms The following forms can be found online:

School-Wide Forms

Whole School Event Planning Form

Staff Leave Request Form (for all ISP staff)

IT Account Request Form (For HR to submit on behalf of new employees)

Expense Report

Professional Development Request Form (for all ISP staff)

Professional Development Approval Form (for SLT and Head of Admissions use only)

Secondary School Forms Secondary School Field Trip Proposal Form Remember to respect deadlines regarding field trip proposals. If your form is received after the specified deadline, it will not be processed.

Secondary School Bus Request Form

MYP Class Change Form

DP Class Change Form

Attendance records and registers It is a legal requirement that class registers are taken at the start of each lesson. We use class registers to:

Contact families when students are absent;

Ensure we have accurate student records during a fire evacuation;

Produce student attendance records, for each class. These records are legal documents and are published for parents. The data in them appears on school reports, and is a requirement for graduation and grade promotion.

Please take the register accurately. You should not assume that all students are present without checking each one individually. If a student arrives late they should be updated to “L”.

Students and parents are requested to let the school know ahead of time if their child is going to miss any classes. When this is done in good time, the register will be pre-marked accordingly to indicate that the student will be absent. This will also be the case when students are on a curricular or extra-curricular field trip, and when they leave school early for any reason.

Students who are not present in your class should either be marked “N” (absent without reason), or 1. You should only use 1 if the student was not supposed to attend this lesson for reasons related to the course that you teach; for example, in a mixed HL/SL class at diploma level, and the work only concerns HL students. Always make sure that any student who does not have to attend your class is informed of this in good time. Your head of department should also be made aware of the fact. In all other cases, you should mark students absent by using the “N” code.

The school has no “passing time” between classes, so teachers must take a common sense approach to recording late arrivals.


https://www.isparis.edu/event-form

http://www.isparis.edu/fs/pages/272


http://www.isparis.edu/uploaded/Documents/external_affairs/expense_report.xls



https://www.isparis.edu/secondary-school-field-trip-proposal-form

https://www.isparis.edu/secondary-school-field-trip-proposal-form





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Additional sources of information In addition to the information contained in this booklet, please also see the following ISP publications, which are available to download online:

Student and Curricular Handbooks:

Secondary School Student Handbook Secondary School Assessment Policy MYP Handbook Personal Project Student Guide University Counseling Handbook IB Diploma Handbook - Class of 2017 IB Diploma Handbook - Class of 2018

Staff Handbooks

Secondary School Staff Handbook Field Trip Policy


https://www.isparis.edu/uploaded/Documents/M/Secondary_School_Handbook.pdf

https://www.isparis.edu/uploaded/Documents/M/Secondary_School_Assessment_Policy.pdf

https://www.isparis.edu/uploaded/Documents/M/IB_MYP_Handbook.pdf

https://www.isparis.edu/uploaded/Documents/publications/PP_Guide_2016.pdf

https://www.isparis.edu/uploaded/Documents/M/University_Counseling_Handbook.pdf

https://www.isparis.edu/uploaded/Documents/M/IBDP_Handbook_Class_of_2017.pdf

https://www.isparis.edu/uploaded/Documents/M/IBDP_Handbook_Class_of_2018.pdf

http://www.isparis.edu/uploaded/Documents/M/Secondary_School_Staff_Handbook.pdf



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Secondary School staff directory

Secondary School leadership team Email

Mr Simon Murray, Head of School [email protected]

Mr Damian Kerr, Secondary School Principal [email protected]

Ms Rajvinder Bolla, Vice Principal Student Wellbeing [email protected]

Ms, Margo Martin, Vice Principal Organisation for Learning [email protected]

Mr Philip Anderson, IB DP Coordinator [email protected]

Ms Lucy Whitfield, IB MYP Coordinator [email protected]

Head of department team

Ms Margo Martin, Vice Principal Organisation for Learning [email protected]

Ms Christine Lund, English [email protected]

Mr Denis Carroll, Individuals and Societies [email protected]

Ms Olivia Schmidt, Mathematics [email protected]

Ms Emma Cooch, Arts [email protected]

Ms Catriona Froydenlund, Physical and Health Education [email protected]

Ms Morgane Chatagner, French [email protected]

Mr James Morrist, World Languages [email protected]

Mr Paul Willson, Science [email protected]

Ms Lianna Wittenberg, Design [email protected]

Wellbeing team

Ms Rajvinder Bolla, Vice Principal Student Wellbeing [email protected]

Ms Régine Leclerc, Counselor [email protected]

Ms Kerry McDonald, PSE Coordinator [email protected]

Ms Bénédicte Wetzel, School nurse [email protected]

Mr Grant Woodcock, Head of Grades 11-12 [email protected]

Ms Jo Pakulska, Head of Grades 9-10 [email protected]

Mr Brian McCrosson, Head of Grades 6-8 [email protected]

Homeroom teams

Grade 6: Ms J Cutelli – [email protected]

Mr D Nightingale – [email protected] Mr T Ryan – [email protected]

Grade 7: Ms K McDonald – [email protected]

Ms R Self – [email protected]

Ms L Wittenberg – [email protected]

Grade 8: Ms C Lund – [email protected]

Mr D Maxwell – [email protected]

Ms K Middleton – [email protected]

Grade 9: Ms J Kim – [email protected]

Ms S Semana – [email protected] Mr P Willson – [email protected]






































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Grade 10: Ms M Bielsa – [email protected]

Mr J Chedburn – [email protected]

Ms C Froydenlund – [email protected]

Grade 11: Mr D Carroll – [email protected]

Ms E Dornan – [email protected] Ms S Shreeve – [email protected]

Grade 12: Dr A Adedapo – [email protected]

Ms L Climmer – [email protected] Mr J Morrist – [email protected]

Teaching staff Subject

Ms S Abdulaziz Choulette Malay

Dr A Adedapo Science

Mr P Anderson IB Diploma Programme Coordinator, Music

Ms E Bellina French

Ms M Bielsa History, Individuals & Societies

Ms R Bolla Vice Principal Student Wellbeing, Drama, Theatre Arts, PSE

Ms E Camy-Palou IB MYP Service as Action Coordinator, French, PSE

Mr D Carroll Head of Individuals & Societies, Geography, Junior MUN Supervisor

Mr B Cartwright Chemistry, Science, Theory of Knowledge

Mr A Chalk Geography, Individuals & Societies, ESS

Ms M Chatagner Head of French, French

Mr J Chedburn Visual Art, ToK

Ms Y Chen-Guyard Chinese

Ms L Climmer EAL Coordinator, EAL

Ms E Cooch Head of Arts, Visual Art

Ms J Cuneo Music

Ms J Cutelli EAL

Mr R De Andrade Physical and Health Education

Ms R Debans European University Guidance Counselor

Ms M Devos French

Ms M Di Gesto Japanese

Mr P Diamond History, Individuals & Societies

Ms E Dornan Librarian, Extended Essay & Personal Project Coordinator

Ms R Erskine Mathematics, Senior MUN Director

Ms M Foucher CAS Coordinator, French, Spanish

Ms C Froydenlund Head of Physical Education, Sports Director, Physical and Health Education Ms W Hamilton Mathematics

Ms L Harding English, Film

Mr R Hine Strategic Planning Director, Nature of Science

Ms D Hopkinson Anglophone University Guidance Counselor

Ms L Hudson Physical and Health Education

Mr K Ishimura Japanese University Guidance Counselor, Japanese

Mr D Kerr Secondary School Principal, Mathematics, Theory of Knowledge

Ms J Kim Digital Learning Leader, English

Ms M Lavallé Science Technician, Sustainable Development Project Coordinator

Ms M Lechantre French

Ms R Leclerc School Counselor

Ms A Lemaitre French, Cultures et Sociétés











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Ms C Lund Head of English, English

Ms M Martin Vice Principal Organisation for Learning, Individuals & Societies

Dr M Martini Biology, Science

Mr D Maxwell Design

Ms K McDonald PSE Coordinator, PSE, English

Mr B McCrosson Head of Grades 6-8, Visual Art, PSE

Mr D McMillan Physics, Science, PSE

Ms S Mellor Geography, Individuals & Societies

Ms K Middleton Mathematics, PSE

Mr J Morrist Head of World Languages, English

Mr S Murray Head of School, Theory of Knowledge

Mr D Nightingale Mathematics, Design, PSE

Ms J Pakulska Head of Grades 9-10, English, PSE

Ms J Perkins Theory of Knowledge Coordinator, English, Theory of Knowledge

Ms M Richard French

Mr T Ryan Learning Support

Ms O Schmidt Head of Mathematics, Mathematics

Ms S Semana Mathematics

Ms R Self Learning Support Coordinator

Mr J Seo Korean University Guidance Counselor, Korean

Ms B Severy French, Cultures & Sociétés

Ms R Sharma Hindi

Ms S Shreeve Theatre Arts

Mr C Silva Physical and Health Education

Ms C Smith English

Mr L Solano Spanish

Ms A Tindall Yearbook Coordinator

Ms P Urquizo Spanish

Ms A Vennin French

Ms R Whelan Design

Ms L Whitfield IB Middle Years Programme Coordinator, Science, Biology

Mr P Willson Head of Science, Physics, Science, PSE

Ms N Wilson ECA Coordinator

Ms L Wittenberg Head of Design, Design

Mr G Woodcock Head of Grades 11-12, Economics

Mr A Zuloaga Gonzalez Biology, Science, Mathematics

Administrative staff

Ms H Tormos School transcripts, reports, graduation, school calendar

Ms S Marques Student attendance, field trips, school meetings Staff and faculty contact information can be found on the ISP faculty & staff directory. You can retrieve your login details to access the Parent Portal where the directory resides by clicking on the Forgot username or password link and entering your school email address.



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Lockdown procedure When you hear the lockdown signal (intermittent ringing and “lockdown” message):

Everyone is to stay where they are.

Classroom teachers are to:

1. Quickly glance outside the room to direct any students or staff members in the hall into your room immediately.

2. Lock your door.

3. Lower or close any blinds.

4. Turn out lights.

5. Direct students either to move under tables or, in rooms with fixed benching, to move against the wall, so that an intruder cannot look through doors or windows and see occupants.

6. Look for the “safe corner”. (The “safe corner” is the place in your room that affords you least exposure to the intruder).

7. Keep students quiet.

8. Physical education classes being held in the gym should move into locker rooms, lock all doors, and find a safe area.

9. Any students in open areas should move to the nearest classrooms.

10. If students and teachers are outside the school building, they should stop, drop, and remain still. You will be directed where to relocate depending on the situation.

11. If teachers and students are in the bathrooms, they should move to a stall, lock it and stand on the toilet.

12. Anyone in the hallway should move to the closest classroom immediately.

13. Support staff should stay in the area they are in, secure the doors, and turn out the lights.

14. Students and staff in the library should remain in the library. Librarians should lock the doors, turn out the lights, and locate a safe area away from windows and doors.

15. Never open doors during a lockdown.

Stay in safe areas until you hear the “all-clear” message from head of school, principal, or vice principals, to lift the lockdown, move or evacuate.

Evacuation

If an evacuation occurs, all persons will be directed by a member of the school leadership team or the Secondary School leadership team or a police officer to a safe location. Once evacuated from the building, a roll call will be made to account for all students present.

Reasons for a lockdown to be initiated:

An out-of-control student who is a threat to the safety of our students, staff, or themself;

Someone who has a gun or weapon;

An intruder;

Hazardous chemical outside the building.


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PPMS (extended lockdown) procedures

If the Lockdown alarm sounds, all students and staff should make themselves safe in line with the normal lockdown procedures. Lights should be turned off, windows and doors should be closed, and locked where possible. Everyone should gather in silence in the safest area in the room that they are in.

Two outcomes are possible at this point:

The all clear is given over the school loudspeakers, in which case everyone should go back to

what they were doing before the lockdown alert was declared.

An extended lockdown is declared over the school loudspeakers.

Extended lockdown

This is declared when there may be a local or national threat, but one not directed at ISP. The school buildings are safe, but it may not be advisable to leave them. In situations like this, students and staff should gather in larger spaces, so that the groups can be better managed. Access to toilets, for example, is allowed, but movement around the buildings is controlled. Lights may be turned on, and there is no need to hide in the rooms. Mobile phones should not be used. People should not be moving around the building for non-essential reasons, however, and no-one should enter or leave any building.

Assembly points

Initial position Assembly point Person in charge

(and replacement)

A Building

Gym & ground floor Gym

Ms Bolla (Ms Whitfield) 1st floor Library & research room

2nd floor A204

B Building Ground floor & basement Design rooms

Mr Kerr (Mr Eglo) 1st, 2nd, 3rd floors Drama room

C Building

Ground & 1st floor C102

Mr Hine (Ms Lavallé) 2nd floor C202

3rd floor C302

Ending an extended lockdown

An announcement will be made over the loudspeakers to indicate the all clear, and all normal activities should then resume.

If the fire alarm rings during a lockdown, the fire alarm takes precedence, and the building should be evacuated.


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Fire evacuation procedures: Chardin 7

If you discover a fire, ring the nearest alarm then telephone the reception dialing 100, then 200 if there is no answer, and give the exact location of the fire. The administrative assistant should call the fire brigade (pompiers) dialing 18.

On hearing the alarm, clearly instruct students on the route they should take, to leave the room calmly, and silently. They should not take bags or coats. Close all windows, turn off the lights and close the door behind you. Any teacher using a lab must turn off the gas and electricity. Check the toilets and any unused classrooms on your floor.

Everyone must leave the building by the routes listed below. If one staircase is congested and the second one is free, divert your class.

C101, C102, C103, C202, C203: take the circular staircase.

C201, C301, C302, C303: take the main staircase.

C003, C004 basement rooms: exit via courtyard.

C001, C002: exit via reception door.

Students must leave the building in silence. They must turn right and walk quietly to the end of rue Chardin. If they are in Grade 10, 11 or 12, they must then turn left in silence at the corner of rue Chardin, crossing the road and walking away from the corner and up rue Le Nôtre. If they are in Grade 6, 7, 8 or 9 they must then turn right in silence at the corner of rue Chardin walking away from the corner and down rue Le Nôtre. They must line up in their teaching groups. The teaching group registers will be available in Rue Le Nôtre. Each class teacher must then confirm the presence of all students in their class. This process will normally be supervised by the Secondary School vice principal organization for learning.

Staff should sweep the building as they move towards the exit, ensuring rooms are empty, windows shut and doors closed. The teachers working on the top floor of the building (C301, C302, C303) should be especially vigilant to check that each floor is clear as they descend. These teachers should notify the responsible administrative assistant when they leave the building. The responsible fire officer should leave the main doors open, be stationed outside the building and notify the Secondary School vice principal organization for learning when he/she believes that the building is clear. If the VP is unavailable, they should call the principal. The responsible fire officer should not allow access to the building until a member of the Secondary School leadership team, or the School’s building maintenance team, confirms that the building is safe. During a fire drill, the responsible fire officer should check all the floors in the building.

Teachers who do not have classes but are in the building when the alarm sounds should support colleagues who are supervising students and should accompany classes to rue Le Nôtre. Grade 11 and 12 students who do not have a class but are in the building when the alarm sounds should leave and assemble on rue Le Nôtre. They should line up as a group and will be registered by the IB Diploma Programme coordinator or the vice principal organization for learning.

Teachers should position themselves so as to ensure the orderly exit from the buildings (please see detailed instructions above).

Note: In the case of dense smoke on a staircase, teachers and students should seek to use another exit. In the case of dense smoke on both staircases, teachers and students must stay in the classrooms with the door closed. They must signal their presence from the window to the people outside.


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Fire evacuation procedures: Beethoven 6 If you discover a fire, ring the nearest alarm then telephone the reception dialing 100 first, then 200 if there is no answer, and give the exact location of the fire. The administrative assistant should call the fire brigade (pompiers) dialing 18.

On hearing the alarm, clearly instruct students on the route they should take, to leave the room calmly, and silently. They should not take bags or coats. Close all windows, turn off the lights and close the door behind you. Any teachers using a lab must turn off the gas and electricity. Check the toilets and any unused classrooms on your floor.

Students must leave the building in silence. They must turn left and walk quietly to the end of rue Chardin. If they are in Grades 10, 11 or 12, they turn left in silence at the corner of rue Chardin, if they are in Grades 6, 7, 8 or 9 they must cross rue Chardin in silence and at the at the end of rue Chardin they turn right down rue Le Nôtre. They must line up in their teaching groups. The teaching group registers will be available in Rue Le Nôtre. Each class teacher must then confirm the presence of all students in his/her class. This process will normally be supervised by the Secondary Principal.

Staff should sweep the building as they move towards the exit, ensuring rooms are empty, windows shut and doors closed. The teachers working on the top floor of the building (B301, B302, B303, B304) should be especially vigilant to check that each floor is clear as they descend. These teachers should notify the responsible administrative assistant when they leave the building. The responsible fire officer should keep the main doors open, be stationed outside the building and notify the Secondary School vice principal organization for learning when they believe that the building is clear. If the VP is unavailable, they should call the Principal. The responsible fire officer should not allow access to the building until a member of the Secondary Leadership Team, or the School’s building maintenance team, confirms that the building is safe. During a fire drill, the responsible fire officer should check all the floors in the building.

Teachers who do not have classes but are in the building when the alarm sounds should support colleagues who are supervising students and should accompany classes to rue Le Nôtre. Grade 11 and 12 students who do not have a class but are in the building when the alarm sounds should leave and assemble on rue Le Nôtre. They should line up as a group and will be registered by a member of the Secondary Leadership Team

Note: In case of dense smoke on the staircase, teachers and students must stay in the classrooms with the door closed. They must signal their presence from the window to the people outside.

Teachers should position themselves as to ensure the orderly exit of the buildings (please see detailed instructions above).

Note: In the case of dense smoke on staircase, teachers and students must stay in the classrooms with the door closed. They must signal their presence from the window to the people outside.


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Fire evacuation procedures: Beethoven 13 If you discover a fire, ring the nearest alarm then telephone the reception dialing 200 first, then 100 if there is no answer, and give the exact location of the fire. The administrative assistant should call the fire brigade (pompiers) dialing 18.

On hearing the alarm, clearly instruct students on the route they should take, leave the room calmly and silently. They should not take bags or coats. Close all windows, turn off the lights and close the door behind you. Check the toilets and any unused classrooms on your floor.

Students and staff in the basement, ground floor or first floor must exit onto rue Beethoven using the following staircases. The front staircase is to be used by students in the A/U01, A 101, A 102, A103 and A104, A111. The back staircase is to be used by students in A105, A106, A107, A108, A109, A110.

Students must leave the building in silence. They must turn right and walk quietly to the end of rue Chardin. If they are in Grades 10, 11 or 12, they must then turn left in silence at the corner of rue Chardin, crossing the road and walking away from the corner and up rue Le Nôtre. If they are in Grade 6, 7, 8 or 9 they must then turn right in silence at the corner of rue Chardin walking away from the corner and down rue Le Nôtre. They must line up in their teaching groups. The teaching group registers will be available in rue Le Nôtre. Each class teacher must then confirm the presence of all students in their class. This process will normally be supervised by the Secondary School vice principal student wellbeing.

Staff should sweep the building as they move towards the exit, ensuring rooms are empty, windows shut and doors closed. The teachers working on the first floor of the building should be especially vigilant to check that each floor is clear as they descend. These teachers should notify the responsible fire officer when they leave the building. The responsible fire officer should leave the main doors open, be stationed outside the building and notify the Secondary School vice principal student wellbeing when they believe that the building is clear. If the vice principal is unavailable, they should call the Principal. The responsible fire officer should not allow access to the building until a member of the Secondary School leadership team, or the school’s building maintenance team, confirms that the building is safe. During a fire drill, the responsible fire officer should check all the floors in the building.

Teachers who do not have classes but are in the building when the alarm sounds should support colleagues who are supervising students and should accompany classes to rue Le Nôtre. Grade 11 and 12 students who do not have a class but are in the building when the alarm sounds should leave and assemble on rue Le Nôtre. They should line up as a group and will be registered by a member of the Secondary School leadership team.

Students and staff on the second floor must exit onto Boulevard Delessert. On exiting the building students must turn right walking down Boulevard Delessert in the direction of Trocadero Park. Students then turn right down rue Le Nôtre with Grades 6, 7, 8 and 9 crossing rue Chardin. The teaching group registers will be distributed in rue Le Nôtre. Each class teacher must then confirm the presence of all students in their class.

Teachers should position themselves as to ensure the orderly exit of the buildings (please see detailed instructions above).

Note: In the case of dense smoke on a staircase, teachers and students should seek to use another exit. In the case of dense smoke on both staircases, teachers and students must move to a classroom with a window and ensure the door is closed. They must signal their presence from the window to the people outside.


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Accident & illness procedures General information

The school nurse will verify that the school has up to date medical records for each student, and make sure that parents are informed, if information is missing or unclear, or if students’ medical files (e.g. vaccinations) are not up to date.

All medical information on students will be available on the school’s database, and in each individual student’s file. Information on students who have allergies will be posted in the staff room.

Numbered medical kits will be available in the following places:

B6: sickroom, reception

A13: reception, PE office, vice principal’s office

C7: reception, science office

The school nurse will check the medical kits on a regular basis and make sure that they are well-equipped.

A list of all staff with first aid training will be available at each reception. Included on this list will be the date up until which their training will remain valid.

The sick room will be kept in a state as to receive students who are unwell. It will be tidy and clean.

If a student needs to receive treatment such as antibiotics etc., their parents must give the prescription from the doctor to the school nurse, if they are on site, or give it to the receptionist.

Under no circumstances should medication (including e.g. paracetamol) be given by any member of staff other than the school nurse.

Although only some staff will be trained to deal with emergencies, all staff are responsible and are expected to come to the aid of any student who is in difficulty due to illness or an accident.

Students will be informed at the start of the year by grade heads and again by their PE teachers that they should report any illness or accident, however minor, and especially those to the head area to a member of staff. They will also be informed about this in their PSE and science lessons. Before going on any trip out of school students will again be reminded of this.

In all cases which are not very minor, an accident report should be filled out by the adult in charge of the student at the time of the accident. One copy should be kept by this person, and another given to the finance director. The original should be given to the school nurse on the same day.

Minor accident or illness in school

If a student complains of feeling unwell, but it is clearly not an emergency, he or she should be sent to the sick room or to any receptionist. The student should be accompanied by another person (possibly another student, who will return to class once the student who is ill is seen by an adult). No student who complains of illness to a member of staff should be left unattended.

When attending to students who are unwell, all attempts must be made to keep the student calm and to reduce anxiety or fear that they may be experiencing.

If the person on reception does not have up to date first aid training they will seek a member of staff who has.

The receptionist, or the other member of staff, will evaluate the situation. If it is felt that the student is not in danger, and that the situation is not urgent, they will suggest to the student that they rest in the


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sick room and, for example, drink water, eat some sugar, is given a Band-Aid or the necessary first aid. In the case of any doubt, the school nurse should be consulted, and/or the emergency services (15) called, at least for advice.

If the school nurse is present, she will make a diagnosis of the student’s wellbeing, and treat the student appropriately, or direct the student and his or her parents towards an external body who can help.

If it is decided that the student should return home, the following procedures should take place, and in the following order:

1. The school nurse should be informed (if they have not taken the decision) of the name of the student, the symptoms described, and of the decision. It is possible that the school nurse will have other relevant information about the student or about other students who have complained about similar symptoms.

2. The vice principal student wellbeing will be informed by telephone or in person. If they are unavailable the principal will be informed.

3. The student’s parents will be called by the receptionist at B6. A student in Grade 10-12 may return home alone if the parents agree to this orally on the phone. A student in Grade 6-9 must be collected by a parent or by another person that they nominate on the phone.

4. In exceptional situations, for students in Grades 6-9, the parents may give written permission (email or SMS) for students to return home unaccompanied.

5. The student’s homeroom teacher will be informed by email that the student is going to leave school as will the receptionists, the vice principal.

6. The school database will be updated once the student leaves.

7. If the parents do not agree to let the student leave, or if no one comes to collect the student, they will remain with the group, or in the sickroom, but under observation. The student will not take part in any activities which could further complicate the situation.

If the school nurse is not present, the receptionist will follow the same procedure. In the case of very minor injuries or illnesses, parents will not be called automatically.

More serious accident or illness in school

The supervising adult, or the adult who is first informed about the incident or illness, will go to the aid of the student(s) concerned.

A defibrillator is at your disposal on the wall by the reception area in B6; follow the instructions that are on the machine.

PROTECT—INFORM—AID

1. Protect

The adult will first of all PROTECT him or herself, the injured, and others present by making sure that anything dangerous that could injure others is made safe, e.g. fire, smoke, sharp objects, traffic… The person should take the time to analyze the situation to make sure that everyone is out of danger.

They should then examine the situation to determine the location, nature and seriousness of the injury or illness. All non-essential people should be asked to leave the immediate area.


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2. Inform

Once the area is safe, the person should INFORM others of the situation. This will entail sending a reliable person to the nearest reception and/or calling in the following order:

1. The reception (dial 9 on any school phone or 01 42 24 09 54 if the accident is off site).

2. The school nurse (105, 8006 or 06 70 41 61 79).

3. The vice principal (8001 or 06 13 14 82 69), who will inform the principal (8007 or 06 73 86 24 87), who will inform the head of school.

The decision to call the SAMU is either taken by the nurse, the vice principal student wellbeing or the principal. If the SAMU have been called by any other member of staff, these people must be informed as soon as possible.

It may be that the situation is serious enough for the person present to call the SAMU on 15. If this is the case and they are called, reception (9) must also be informed immediately.

If a decision is made to call the SAMU, the person calling, i.e. the person present with the victim, or one of the people informed above, should have the following information ready:

The number from which they are calling;

The precise address and place where the accident or illness took place;

The cause of the accident or the illness;

The number of victims;

The state of consciousness of the victim(s), whether they respond to questions, breathe without difficulty, whether there is bleeding, what the victim is saying happened;

The state of the illness or injury;

What has been done to help;

Any particular ongoing risks (traffic, etc.).

Once the above has taken place, the vice principal student wellbeing will contact the parents of the student(s) concerned. The parents will be told of the nature of the injury, whether external help (SAMU) has been sought, and what is happening with their child. If it appears likely that hospital attention will be required, the parents will be informed of this, and asked to either come in to school or to prepare to meet their child at the hospital. It should be noted that the choice of hospital is that of the French medical authorities and the school cannot influence this.

3. Aid

Once the situation has been made safe, and the relevant people have been informed, the adult present should come to the AID of the injured or ill:

1. Cover the victim, who may begin to feel cold.

2. Reassure them that help is on its way.

3. Do not give them anything to drink.

4. If the person is trained, they may administer first aid. The most serious condition should be treated first.

5. Be aware that shock may set in and that the injured should be kept warm in a lying down position.


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6. Wounds should be protected by some sterile material. If none is available, they should be protected by a clean handkerchief or towel.

7. Do not move the victim, especially if there is any evidence or suggestion of a fracture.

While waiting for external medical help, the receptionist will print out the student information sheet.

If a student has to go to hospital with the SAMU, and the parents are not present at the time of departure, a member of staff will accompany them. It is for the vice principal student wellbeing to determine who will accompany the student. The person accompanying the victim will be given the student’s information sheet, including contact numbers of the parents. They will leave their own contact details, including a mobile phone number, with the school. Parents will be informed of the choice of hospital and must make arrangements to either go to the hospital or have a representative do so. The member of staff will remain at the hospital until a family member or a representative of the family arrives.

Any staff member accompanying an injured student will have their expenses (e.g. taxi fare) reimbursed by the school.

In all cases the school nurse will call the parents the following day to make sure that the student is well, and to make sure that they feel that the matter was dealt with satisfactorily. If this is not the case, the school nurse will seek clarification on any problems and make recommendations to the vice principal student wellbeing and the principals on how things could have been better dealt with.


Accident or illness off campus or on a school trip

On all trips off campus the following procedures must be respected:

There should be a member of staff with first aid training on all overnight trips;

Staff should take at least one first aid kit. For larger groups, two are recommended;

Mobile phones are available at the reception;

Staff should leave their contact details with the school receptionist;

They should have the contact numbers for the school, the school nurse, the vice principal, the principal and the vice principal student wellbeing stored on their mobile phones. Any expenses incurred on a personal mobile phone due to illness or injury to a student will be reimbursed by the school;

They should have with them the student information sheet for every student taken on overnight trips.

Minor accident or illness off campus or on a school trip

If a student complains of feeling unwell, but it is clearly not an emergency, they should be seen by a trained member of staff. No student who complains of illness to a member of staff should be left unattended.

When attending any student all attempts must be made to keep the student calm and to reduce anxiety or fear that he or she may be experiencing.

The trained member of staff will evaluate the situation. If it is felt that the student is not in danger, and that the situation is not urgent, they will suggest to the student that they rest in a quiet and sheltered place and, for example, drinks water, eats some sugar, is given a Band-Aid or the necessary first aid.


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If it is decided that the student should return home, the following procedures should take place, and in the following order:

a) The relevant receptionist should be informed.

b) If there is enough supervision on the field trip to accompany the student back to school, the student is sent back with an adult to his campus.

c) The vice principal student wellbeing will be informed by telephone before the student leaves the trip group. If they are unavailable the Principal will be informed.

d) The student’s parents will be called by the receptionist at B6. A student in Grade 10-12 may return home alone if the parents agree to this orally on the phone. A student in Grade 6-9 must be collected by a parent or by another person that they nominate on the phone.

e) The student’s homeroom teacher and head of grades will be informed by email that the student is going to leave as will the receptionists, the vice principal student wellbeing.

f) The school database will be updated once the student leaves.

g) If the parents do not agree to let the student leave, or if no one comes to collect the student, or if there are not enough adults to take the child back to school, they will remain with the group, but under observation. The student will not take part in any activities which could further complicate the situation.

h) No students will be left without adult supervision.

If the parents have been called about an injury, the school nurse will call again the following day to make sure that the student is well, and to make sure that the parents feel that the matter was dealt with satisfactorily. If this is not the case, the school nurse will seek clarification on any problems and make recommendations to the vice principal (student wellbeing), and the principal on how things could have been better dealt with. In the case of very minor injuries or illnesses, parents will not be called automatically.


More serious accident or illness out of school

PROTECT—INFORM—AID

1. Protect

The adult will first of all PROTECT themself, the injured, and others present by making sure that anything dangerous that could injure others is made safe, e.g. fire, smoke, sharp objects, traffic… The person should take the time to analyze the situation to make sure that everyone is out of danger.

They should then examine the situation to determine the location, nature and seriousness of the injury or illness. All non-essential people should be asked to leave the immediate area.

2. Inform

Once the area is safe, the person should INFORM others of the situation. This will entail sending a reliable person to the nearest reception and/or calling in the following order:

The reception on any school phone; on 01 42 24 09 54.


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The school nurse on their mobile 06 70 41 61 79.

Vice principal student wellbeing on 06 13 14 82 69, who will inform the principal on 06 73 86 24 87, who will inform the head of school.

Outside of working hours or for an accident happening abroad while on overnight field trips, the head or the principal should be called first as stated in the Field Trip Policy.

It may be that the situation is serious enough for the person present to call the SAMU on 15, if it is in France. If this is the case and they are called, reception must also be informed as soon as possible. In this case the emergency services will be contacted before the school is made aware of the situation.

The decision to call the SAMU or equivalent is either made by the field trip leader or the adult in charge.

If a decision is made to call the SAMU, the person calling—i.e. the person present with the victim, or one of the people informed above, should have the following information ready:

The number from which they are calling;

The precise address and place where the accident or illness took place;

The cause of the accident or the illness;

The number of victims;

The state of consciousness of the victim(s), whether they respond to questions, breathe without difficulty, whether there is bleeding, what the victim is saying happened;

The state of the illness or injury;

What has been done to help;

Any particular ongoing risks (traffic, etc.)

Once the above has taken place, the field trip leader or the vice principal student wellbeing for an off-campus day trip will contact the parents of the student(s) concerned. If the parents are contacted by someone who is not on the trip with the child, they will be given contact information for the trip leader, and told that the leader will be in touch with them as soon as possible. The parents will be told of the nature of the injury, whether external help (SAMU if it is in France) has been sought, and what is happening with their child. If it appears likely that hospital attention will be required, the parents will be informed of this, and asked if they wish to come to meet their child at the hospital. It should be noted that the choice of hospital is that of the medical authorities and the school cannot influence this.

3. Aid

Once the situation has been made safe, and the relevant people have been informed, the adult present should come to the AID of the injured or ill:

Cover the victim, who may begin to feel cold.

Reassure them that help is on its way.

Do not give them anything to drink.

If the person is trained, they may administer first aid. The most serious condition should be treated first.

Be aware that shock may set in and that the injured should be kept warm in a lying down position.


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Wounds should be protected by some sterile material. If none is available, they should be protected by a clean handkerchief or towel.

Do not move the victim, especially if there is any evidence or suggestion of a fracture.

While waiting for external medical help, the receptionist will phone through any necessary information to the trip leader.

If a student has to go to hospital, and the parents are not present at the time of departure, a member of staff will accompany them. It is for the field trip leader to determine who will accompany the student. The person accompanying the victim will be given the student’s information sheet, including contact numbers of the parents. They will leave their own contact details, including a mobile phone number, with the school. Parents will be informed of the choice of hospital. The member of staff will remain at the hospital until the situation is resolved satisfactorily.

Any staff member accompanying an injured student will have his or her expenses (e.g. taxi fare) reimbursed by the school.

In all cases the school nurse will call the parents the following day to make sure that the student is well, and to make sure that they feel that the matter was dealt with satisfactorily. If this is not the case, the school nurse will seek clarification on any problems and make recommendations to the vice principal student wellbeing and the principal on how things could have been better dealt with.



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Acceptable Use of IT Policy The aim of this policy is to foster appropriate use of digital technologies and to establish attitudes and behavior that will protect the students, the International School of Paris community and the school’s IT resources.

Parents: please discuss the policy rules with your child to ensure they understand them thoroughly. Parents of our younger pupils should feel free to simplify the rules for their child or to contact the school for advice in this area.

Technologies and resources covered

The policy is in two parts:

1. Specific rules relating to direct use of the school’s IT resources;

2. Guidelines for the use of digital technologies both within and outside the school environment.

Information technology resources at ISP

ISP’s information technology resources, including Internet access, are provided for educational purposes. Students are responsible for good behavior in this virtual environment just as they are in the physical school environment.

All students have access to PCs, laptops and other digital technologies provided by the school.

All students have access to shared local network resources and the Internet.

Students below Grade 3 use generic accounts managed by the class teacher.

Students in Grade 3 and above have individual network accounts which are password protected. From Grade 3 to 5, these passwords are controlled by the class teacher and IT and cannot be changed by the student. From Grade 6, students control their own passwords.

All students have access to a shared account, set up with restricted permissions, that allows faster logins through the Wi-Fi network.

Students in Grade 3 and above have ISP email accounts on the domain “isparis.net”. For students in Grade 3 to 5, the account information may be shared with parents.

ISP network and internet access

Please remember that when you logon to the school's computers you are bound by the “Acceptable Use of IT Policy”. This policy is in place to protect our students and our network. Any attempt to bypass the access permissions set by the school to Internet sites or network locations will be considered a serious breach of this policy. The school can monitor user accounts and internet access and keep logs of inappropriate activities. Please use our IT resources thoughtfully and responsibly.

Supervision and monitoring of IT resources

School and network administrators monitor the use of IT resources to help ensure that use is secure and conforms to the school’s mission. The school reserves the right to examine, use and disclose any data found on the school's networks or information systems in order to further the health, safety, discipline or security of any student or other person, or to protect property.

They may also use this information in disciplinary actions, and will, where appropriate, furnish evidence of crime to law enforcement agencies in line with French and international law.


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Policy regarding use of IT resources Please remember that access to ISP IT resources is a privilege, not a right, and that access requires responsibility. Individual users of the school’s resources are responsible for their behavior, actions and communications.

The following rules have been established and access to the school’s systems implies acceptance of these rules.

Students must:

Respect and protect the privacy of others;

Use only assigned accounts;

Not view, use, or copy passwords, data, or networks to which they are not authorized;

Not distribute private information about others or themselves;

Respect and protect the integrity, availability and security of all electronic resources;

Observe all network security practices, as posted;

Report security risks or violations to a teacher or network administrator;

Not destroy or damage data, networks, or other resources that do not belong to them, without clear permission of the owner;

Conserve, protect, and share these resources with other students and Internet users;

Respect and protect the intellectual property of others;

Not infringe upon copyright or intellectual property rights (no making of illegal copies of music, games, or movies!);

Not plagiarize;

Respect and practice the principles of community;

Communicate only in ways that are kind and respectful;

Report threatening or discomforting materials to a teacher;

Not intentionally access, transmit, copy, or create material that violates the school's code of conduct (such as messages that are pornographic, threatening, rude, discriminatory, or meant to harass);

Not intentionally access, transmit, copy, or create material that is illegal (such as obscenity, stolen materials, or illegal copies of copyrighted works);

Not use the resources to further other acts that are criminal or violate the school's code of conduct;

Not send spam, chain letters, or other mass unsolicited mailings;

Not buy, sell, advertise, or otherwise conduct business, unless approved as a school project.

Consequences for violation

Violations of these rules may result in disciplinary action, including the loss of a student's privileges to use the school's IT resources.


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Guidelines for use of digital technologies New digital technologies mean that access to ISP IT resources extends beyond the physical boundaries of the school and that the distinctions between school and home are not as clear cut as they once were. Please read carefully the following guidelines and notes on the use of digital technologies as they apply to staff, students and the wider ISP community.

1. Classroom use of social media

Students are expected to refrain from accessing social network sites during school hours unless expressly asked to do so as part of a class activity. Teachers are required to limit class activities to approved online tools.

2. Classroom use of other public online applications

Where online tools are used to share information with students or about the class or school, appropriate care must be taken regarding content and security. Specifically, no photos should include names of the children in the photos and no student/parent names or contact details should be displayed.

3. Contributions to wikis, blogs and online forums

When posting messages to ISP forums or blogs, employees should use appropriate etiquette and avoid posts or responses that could be misinterpreted.

4. Social media relationships with students, alumni and parents

Staff are instructed not to initiate or accept social media “friend requests” from current students (of any age) or former students under the age of 18.

Staff are discouraged from “friending” parents of current or prospective students due to the inherent conflicts of interest that may arise.

5. Social networking sites

Social networking sites usually have a minimum age for membership. Staff who see children under this age using these sites are asked to report the incident to the School Leadership.

6. Privacy settings

On most sites, privacy settings can be changed at any time to limit searchability and access to profiles. Students should be prudent in allowing access to their online content, consistent with other requirements of this policy.

7. Use of ISP email accounts

Messages sent from isparis.net email addresses should not include content that would reflect poorly on the sender or the school.

8. Data protection

Make sure that your network account is protected with a strong password. Do not share this password with anyone. Change your password immediately if you have any reasons to believe your account has been or may be compromised (or shared).

9. E-safety

All students (and parents) should be sure that they understand all the risks that digital technologies create and have clear strategies in place to minimize the impact of these risks.


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E-safety is taken very seriously at ISP. It is incorporated into the PSE syllabus and there are workshops and presentations that parents can attend where they can learn more and discuss these issues with teachers.

10. Emerging technologies

As new technologies and technology initiatives emerge, it may be necessary to make changes to this policy. Where such changes are significant these will be communicated directly to students and their parents.


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Professional Development Plan Policy

Each academic year, the school plans a professional development program. The professional development plan is:

Directly focused on training needs related to the IB programs or the school’s development;

Tied to the school goals or strategic plan;

Primarily directed towards employees who are new to ISP or new to a particular IB program;

Established according to the professional development needs which have been detected through the appraisal process.

The content of the professional development plan is based on the school’s pedagogical and organizational needs. It is established by the leadership team in collaboration with the IB program coordinators, the heads of department or the direct line manager (when relevant).

Professional development is presented to the comité d’entreprise during the first semester of each school year for the same school year.

The final decision to register an employee to a professional development program will depend on the following criteria:

Timing: The professional development has to take place during a time which does not have a negative impact on immediate student wellbeing or parental communication.

Place: All the possible destinations within one calendar year will be considered and the employee will be attending the closest session from Paris. Political and environmental safety will also be taken into account.

Organizational aspects

Teaching staff should discuss their professional development needs with their HoD.

HoDs should discuss individual and departmental professional development needs with the relevant IBC or VP.

SSLT develop professional development plan to be presented to SLT for approval.

The Principal/VP/IBC is requested to fill in the relevant request form before the start of the professional development activity.

The school organizes the employee’s registration to the professional development program.

The transport booking (plane or train) is done by the school by respecting the employee’s rest, by optimizing the employee’s time, and by rationalizing the school’s expenses. If an employee wants to invite someone (relative, friend) to join them, they will have to make the guest’s registration and booking on their own.

The hotel (at least three stars) booking will be organized by the school.

Expenses

For professional development workshops and conferences approved by the school, the following expenses will be allowed:

Travel from home or school to the conference location

Hotel (agreed by the school), including breakfast.

Up to 40 Euros per day for meals, and daily travelling to and returning from the conference. This will be reimbursed against receipts.

Any salary payment will be made once the director of human resources has received the certificate of attendance.


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End of the professional development:

Employee has to bring back their expense receipts to the finance department and their certificate of attendance to the Personnel Department.

Employee has to report back and share their experience with their immediate team and line manager.

Employee may be required to lead internal PD.


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Purchase Order Policy Objective

The objective of this procedure is:

1. To ensure that value for money is achieved in all purchasing activities;

2. To ensure that the school’s policies and procedures comply with French and European regulations;

3. To improve where possible the purchasing practices;

4. To compare pricing where possible to ensure that the best value for money is obtained

5. To enable the finance office to match invoices against orders and deliveries and therefore reduce the paper flow;

6. To enable heads of departments to properly track their budget.

The purchasing assistant can help at all stages of the purchasing process, and should be contacted whenever needed to organize the purchase. It is their role to ensure the best procurement processes for the school.

The purchasing assistant is the central person to generate official ISP purchase orders direct to the suppliers. There should be no direct contact with the supplier other than through the purchasing office. Suppliers will be advised to only accept official ISP purchase orders for requested purchases.

The purchasing assistant maintains the direct contact with the supplier in terms of price discussion (negotiation), price discounts, general communication, tracking, invoicing, delivery confirmation and receipt of the goods.

Procedure

1. Ordering

The policy is applicable to:

The purchase of capital goods;

The purchase of non-capital goods;

The purchase of services. It is essential that all school employees who are responsible for spending school funds are familiar with this document. All purchasing of goods and/or hiring of services must be supported by a purchase order. This applies to all suppliers.

An official ISP purchase order form must be used for all orders. If an order is made outside the system (via email, fax, telephone conversation, or on-line), the request does not give any “view” on the purchase, there is no advance financial record of it, the delivery/receipt cannot be tracked, and the expenditure cannot be compared to the budget until the invoice is received.

The procurement of goods and services over the internet (online procurement) directly by faculty and staff is not allowed. If there is no other alternative, the purchasing assistant will order on behalf of the school.

Faculty and staff may not subscribe to continuous supply contracts, electronic services or other contracts without the prior written approval of the finance director.

For all purchases of goods and Services above 5,000 Euros, the requester must seek formal competition.


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For purchases costing more than 15,000 Euros, three quotes should be presented prior to approval.

For any items requested from geographically distant vendors (such as those from the USA, UK or Australia), the purchasing assistant reserves the right to look for alternative suppliers within the European network before proceeding.

For large expenditures, it is advisable to involve the purchasing assistant at an early stage. Advice and assistance can be provided at any time on any purchase regardless of value. The purchasing assistant should be seen primarily as a support to the school.

The finance director should be contacted prior to entering into any financial leasing agreements

2. Purchase orders

The purchasing assistant is responsible for maintaining the purchase order system together with the IT department.

The accounting department tracks (with copies) PO forms already issued by sequence, in a specific file.

An official ISP purchase order must be made on the online purchasing system for all services and goods except in the following cases:

Travel and travel-related expenses;

Class field trip with no overnight stay (use online school field trip proposal form);

Small orders under 150 Euros placed on account via a preferred supplier (i.e. couriers, florists, etc);

Continuous purchase for utility services and supplies on the buildings and grounds.

A purchase order number must be quoted on all orders for services and supplies. All orders must be submitted to suppliers in writing, preferably by email.

The order must clearly indicate:

G/L Account, division and department to which the item should be charged;

Full description of item, including article reference number (if known);

Item color, dimensions, suppliers name (if known, or if used previously);

In the case of books, the full title, author(s), edition number, publisher name (if known), and, most importantly, the ISBN number (13-digit preferably or, failing this, the 10-digit ISBN number);

Price (see note).

A purchase order is a commitment to a third party, namely the supplier.

Issues arising from the commitment (changes, discrepancies...) can only be resolved effectively if the purchase order has been completed and sent to the supplier.

The purchase order facilitates the review and control of expenses committed by the School. It ensures departments keep within the approved budgets or forecasts.

The purchase order helps the accounting department identify easily the requesting department to which the invoice should be allocated.

The accuracy of our accounting and forecasts depends on your ability to properly use these purchase orders.

A purchase order must be completed prior to all commitments.

Office supplies and stationery: if general office supplies or stationary are needed, please check first with your administrative assistant who will then verify if the item is already available from our stock. If


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not, the administrative assistant will liaise with the purchasing assistant, who will place the official ISP order with the vendor.

Payments: the standard payment term of the school is thirty days after the invoice date on the 10th of the following month, via bank transfer or checks for French suppliers and checks for UK and USA. Any changes to the standard payment term must be indicated on the purchase order and should be approved when the purchase order is accepted.

3. Approval

It is a prerequisite that all purchase orders be properly completed and approved prior to committing the school. Approval is set according to the signature authority appendix.

4. Invoicing

All invoices should be sent directly to the accounting department by the supplier. The accounting department will return to suppliers all invoices where PO number or the contract reference is not specified. No original invoice should be sent directly to staff members. By law, the accounting department can only book or pay upon receipt of the original invoice: copies and/or faxes of invoices are not sufficient for booking and payment. Invoices will be processed by the accounting department.

5. Approval of the invoice

Delivery of goods: goods are normally delivered to the school via the purchasing office. The goods will be distributed to their final destination as soon as possible.

Hire of services: the requester must verify that the services received and invoiced are in accordance with the purchase order.

6. Payment

Once the invoice is received, the accounting department can proceed with the payment applying the terms described on the order form. As indicated on the purchase order, the standard terms of payment is thirty days after the invoice date, on the tenth day of the following month, by check or bank transfer for French suppliers and by check for UK and the USA.

In exceptional circumstances payment can be done when ordering. Requester should then address completed Purchase Order (including all necessary authorization) to finance department for payment either by wire transfer or credit card.

Only the finance department should use the school credit card.

7. Expense report

All expenses incurred directly by a school employee will be reimbursed on submission of an expense report form (in “public folders”) as long as all original invoices are attached and properly approved according to the table of approval authorities.

Expense reports should remain exceptional and under the limit of 300 Euros.

Expense reports need to be given to the accounting department on a monthly basis before the 20th and will be paid by the end of the month.

Expenses older than two months will not be reimbursed. It is the responsibility of each employee to prepare his/her expense report in due time.

Trips

All overnight trip purchase orders must be accompanied with the proper budget pre-approved by the management according to the field trip policy. No commitments should be made on trips prior to the


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approval of the budget. Class field trips with no overnight stays are only subject to the online school field trip proposal form.

Signature authority appendix

Primary and Secondary

Where there is no head of department, the principal’s signature is needed

Up to 1,000 € Up to 5,000 € Above 5,000 € Above 200,000 €

Direct educational expenses, trips

Head of department

Head of department + principal

Principal + finance director

Head of school + finance director

Office supplies & other expenses

Head of department

Head of department + finance director

Head of school + finance director

Head of school + president or treasurer

Professional development and related expenses

Principal + HR director

Head of school + HR director

N/A N/A

Exceptions

Small cash expenses under 150 Euros can be done via the petty cash hold located at the Primary and Secondary Schools.

In emergency situations formal competition may be waived and one level of approval only is needed (emergency purchases are those requested to protect life and/or property).

Generic rules

Honoraria and consultants should be ordered via a lettre de mission based on set fees or per hour prices. Approval of finance and the head of school is always needed.

Multiple year agreements: any orders issued for a multiple year purchase should be agreed with the finance department and is subject to a contract. A simple purchase order should not be used for multiple year purchases.

It is the responsibility of the finance department to determine whether to lease or purchase an item.

School employees who make an unauthorized purchase may have their purchasing responsibilities suspended or revoked and may face additional disciplinary action including termination of employment, and may be held personally liable for any charges incurred.

Within the purchasing process, employees should always decline personal gifts or gratuities, and foster fair, ethical and legal trade practices.

Members of staff shall have no substantial financial or other interests that conflict with the interests of ISP. It is the responsibility of the staff member to make known to the head any circumstances that might involve a potential conflict of interest between themselves and the school.

The purchasing assistant can help at all stages of the purchasing process, and should be contacted whenever needed to organize the purchase. It is their role to ensure the best procurement processes for the school.

Secondary School Staff Handbook 2017-18 · Secondary School Staff Handbook 2017-18 ... Substitution...

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Transcript of Secondary School Staff Handbook 2017-18 · Secondary School Staff Handbook 2017-18 ... Substitution...