Staff Handbook - new cover page

JIS Staff Handbook

JIS Staff Handbook
CODE INDEX
This Hand Book contains Policies, Procedures, Practices and Principles that
serve as a guide to staff on everything that is done in the school.
Below is the Index for the codes relating to each Policy, Procedure, Practice
and Principle for quick reference.
CODE RANGE SUBJECT PAGE-RANGE
001-008 School Profile 1-14
100-147 Job Description 15-64
200-210 Staff Procedures 64-70
300-359 Academics 70-114
400-415 Faculty, Parents and Students Procedures 114-120
500-506 Staff Appraisal and Professional
Development
121-126
600-608 Communication 126-129
700-719 Student Discipline 129-138
800-827 Staff Code of Conduct 138-153

JIS Staff Handbook
001: INTRODUCTION
Dear Colleagues,
The intent of this handbook is to provide continuing and new staff with information
about the practices, procedures, principles, and policies of professional conduct at
Jeddah International School.
The content of the handbook is the basis for what we do and how we do everything in
the school. It serves as a guiding document for making decisions and the expectation is
that staff will read this document carefully and fervently. To our continuing staff, you
will find updated information in a number of areas and new information in other
sections.
The handbook encapsulates the culture of the School. Staff members are encouraged to
also read and familiarize themselves with the contents of the family handbook, using it
as a reference document on professional conduct. Understanding these documents
makes one a better and more effective advocate for school improvement and student
success.
JIS is a large school, therefore not everything in each part of the handbook will apply
equally to the different sections of the School; consequently, specific content will be
directed to a targeted audience. Should you have any questions please do not hesitate to
write them down and raise them at orientation. We will highlight several sections of the
handbook during orientation. All policies, procedures, principles and practices in this
handbook have codes for your easy and faster reference.
Our goals are clearly articulated in several documents, including particularly, the School
Improvement and Strategic plans; various aspects of which form the framework for
operations. We also value the useful guides of our accreditation agencies and
scrupulously follow them to achieve our set objectives. From the school’s experience,
collaboration and cooperation have been achieved through the use of the acronym
TEAM: Together Everyone Achieves More.
Any suggestions or changes that would enrich this handbook for future editions are
most welcome. Please write and send them to the Assistant Director who will present
them to the Senior Management Team.
May you have the very best of the School year, as you work in harmonious collaboration
with your colleagues, your students and their parents.
Sincerely,
Tarek Al-Harazy
(School Director)
1

JIS Staff Handbook
002: TABLE OF CONTENTS
Code Topics Pg No:
001 INTRODUCTION 01
002 TABLE OF CONTENTS 02-08
003 SCHOOL MISSION STATEMENT, PHILOSOPHY AND AIMS 9-10
004 SCHOOL HISTORY AND GOVERNANCE 11
005 SCHOOL STAFF 12
006 SCHOOL WIDE JOB DESCRIPTIONS AND LINES OF COMMUNICATION 12
007 SCHOOL OPERATING STRUCTURE 13
008 ACADEMIC OPERATING STRUCTURE 14
100 POSITION: DIRECTOR 15
101 POSITION: ASSISTANT DIRECTOR 16-17
102 POSITION: SCHOOL CONSULTANTS 18
103 POSITION: EXECUTIVE SECRETARY, SCHOOL SECRETARY 19
104 POSITION: FINANCIAL CONTROLLER/ACCOUNTANT 20
105 POSITION: SCHOOL SUPPLIES AND STORES’ MANAGER 21
106
POSITION: REPORTS COORDINATOR 22
107
POSITION: SYSTEM ADMINSTRATOR 22-23
108
POSITION: IT HEAD 23-24
109
POSITION: ADMISSIONS OFFICERS/STUDENT AFFAIRS. 24
110
POSITION: HUMAN RESOURCES/PERSONNEL MANAGER. 25
111
POSITION: SCHOOL WIDE OPERATIONS MANAGER 26-27
112 POSITION : HEALTH & SAFETY OFFICER
27-28
113
POSITION: PRINCIPAL 28-30
114
POSITION: SAUDI PRINCIPALS. 30
115
POSITION: ACADEMIC AND GUIDANCE COUNSELOR 31-32
116
POSITION: SUPPORT COORDINATOR 32-33
117
POSITION: SUPPORT SERVICES STAFF 33-34
118
POSITION: SECTION COORDINATOR 34-35
119
POSITION: SUBJECT COORDINATOR 35-36
120
POSITION : ACTIVITIES’ COORDINATOR 36
2

JIS Staff Handbook
121
122
POSITION : ALL TEACHERS 37-38
POSITION: HOMEROOM TEACHERS 38-39
123 POSITION: NURSERY TEACHER 39-40
124 POSITION: PRE-KINDERGARTEN TEACHER 40-41
125 POSITION: KINDERGARTEN TEACHER 41-42
126 POSITION: ELEMENTARY HOMEROOM TEACHER – GRADE 1 TO GRADE 5 43
127 POSITION :ENGLISH TEACHER 44
128 POSITION: MATHEMATICS TEACHER 45
129 POSITION :SCIENCE TEACHER 46
130 POSITION :SOCIAL STUDIES TEACHER 47
131 POSITION: MUSIC TEACHER 48-49
132 POSITION : ART TEACHER 49-50
133 POSITION : INDUSTRIAL ART/TECHNICAL DRAWING TEACHER 50-51
134 POSITION: PHYSICAL EDUCATION TEACHER 51-52
135 POSITION : FRENCH TEACHER 53
136 POSITION : ARABIC AND ISLAMIC STUDIES TEACHER 54
137 POSITION : COMPUTER STUDIES TEACHER 55-56
138
139
140
141
142
143
144
145
POSITION: TEACHER ASSISTANT 56
POSITION: SECRETARY/RECEPTIONIST 57
POSITION: LIBRARIAN 58
POSITION: SCHOOL NURSE 59
POSITION: LABORATORY ASSISTANT 59-60
PHOTOCOPYING STAFF 60
POSITION: CUSTODIANS/CLEANERS/ASSISTANTS 60-61
POSITION: DRIVER 61-62
146 POSITION: CARETAKER/HANDYMAN 62-63
147
200
201
202
POSITION: SECURITY GUARD- DAY/NIGHT. 63-64
STAFF DUTY AND RESPONSIBILITIES 64
TERMS AND CONDITIONS OF EMPLOYMENT FOR ALL STAFF 64-65
SIGN-IN AND SIGN-OUT PROCEDURE 65
3

JIS Staff Handbook
203
204
205
206
207
208
209
OFFICIAL EMPLOYMENT TIME. 65
STAFF ORIENTATION WEEK 65
STUDENT ORIENTATION WEEK PROCEDURE 66
SCHOOL DAY ROUTINE 67-68
MORNING ASSEMBLY 69
EVENT ASSEMBLIES 69
EARLY DISMISSAL PROCEDURE 70
210 EMERGENCY PROCEDURES 70
300
CURRICULUM CYCLE 71
301
CURRICULUM PLANNING 72
302
CURRICULUM PLANNING MEETINGS 72
303
LESSON PLANNING 72
304
HOLIDAY ASSIGNEMENTS 73
305
STUDENTS’ ADMISSION 73
306
ADMISSION TEAM 73
307
THE ROUTE TO REGISTRATION FOR THE PROSPECTIVE PARENT: 73-75
308
ADMISSIONS DOCUMENTS REQUIRED 75
309 ADMISSIONS CRITERIA FOR HIGH SCHOOL GRADES 9-12
(ENGLISH SECTION ONLY)
75
310
AGE REQUIREMENTS FOR PLACEMENT 76
311
SCHOOL FEES POLICY 77
312
WITHDRAWAL OF STUDENTS DURING THE ACADEMIC YEAR 77
313
NON-PAYMENT OF FEES 77
314
BUS TRANSPORTATION 77-78
315
BUS REGULATIONS 78
316
PERIOD TO SUBJECT BREAKDOWN 79-80
317
NURSERY AND PRE- KG CURRICULUM SUMMARY 81
318
KG1 (AGES 3-4) CURRICULUM SUMMARY 81
319
KG2 (AGES 4-5):CURRICULUM SUMMARY 81-83
320
KG3 (AGES 5-6):CURRICULUM SUMMARY 83-84
321
GRADES 1 TO GRADE 5 (AGES 6-11):CURRICULUM SUMMARY 84-85
4

JIS Staff Handbook
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
GRADE 1:CURRICULUM SUMMARY 85-86
GRADE 2:CURRICULUM SUMMARY 87-88
GRADE 3:CURRICULUM SUMMARY 88-90
GRADE 4:CURRICULUM SUMMARY 90-91
GRADE 5 :CURRICULUM SUMMARY 92-93
MIDDLE SCHOOL SECTION 93
GRADE 6: CURRICULUM SUMMARY 93-94
GRADE 7: CURRICULUM SUMMARY 94-95
GRADE 8: CURRICULUM SUMMARY 95-97
HIGH SCHOOL SECTION: CURRICULUM SUMMARY 97
GRADE 9: CURRICULUM SUMMARY 98-99
GRADE 10:CURRICULUM SUMMARY 99-100
GRADE 11 :CURRICULUM SUMMARY 100-101
GRADE 12:CURRICULUM SUMMARY 101-103
GENERAL GUIDELINES FOR JIS/MSA US HIGH SCHOOL GRADUATION 103
CREDITS FOR A 4 YEAR HIGH SCHOOL PROGRAM 104
HIGH SCHOOL COURSE OFFERINGS 104-105
MSA/JIS US HIGH SCHOOL GRADUATION REQUIREMENTS 105
GRADES AND GRADE POINT AVERAGE 105-106
PROGRESS REPORTS 106
LETTER GRADES IN PROGRESS REPORTS 106-107
EFFORT 107
REPORT CARDS 108
EXAMS 108
EXTERNAL EXAMINATIONS 109
INTERNAL EXAMINATIONS 109-110
PROMOTION OF STUDENTS 110
349 ACADEMIC WARNING 110
350
351
ACADEMIC PROBATION 110-111
AWARDS 111
5

JIS Staff Handbook
352
ACADEMIC AWARDS: 111
353
RECOGNITION OF EFFORTS AWARDS: 111
354
ATHLETIC AWARDS 111
355
VALEDICTORY AWARD 112
356
GOLDEN STUDENT AWARD 112
357
ROUTE TO LEARNING SUPPORT PROGRAM
112-113
358
JIS & COLLEGE BOARD AP PROGRAM
113
359
UNIVERSITY OF NEBRASKA HIGH SCHOOL PROGRAM
114
400
STUDENTS’ ATTENDANCE
114-115
401
MORNING TARDY CONSEQUENC ES
115
402 NOTIFICATION OF STUDENTS’ ABSENCE 115
403 ABSENCES AND MAKE UP CLASSES FOR G.9 -12 116
404
405
406
407
408
409
410
411
412
413
414
415
500
501
502
503
504
505
PLANNED ABSENCE
LATE WORK POLICY
GRADING STUDENTS
LOG BOOKS
CLASSROOM ROUTINES
CORRECTION OF STUDENTS WORK.
PRESENTATION OF WRITTEN WORK
TIDINESS
CLASSROOM RESOURCES
DISPLAYS
SUPERVISION OF STUDENTS
SUPERVISION DUTY
APPRAISAL SYSTEM
APPRAISAL PRINCIPLES
APPRAISAL PROCEDURES
APPRAISAL STRUCTURE
APPRAISAL AS PROFESSIONAL DEVELOPMENT
GUIDELINES ON EMPLOYEES APPRAISAL
116
117
117
117-118
118
118
118-119
119
119
119
119-120
120
121
121
121
122
122
122-125
6

JIS Staff Handbook
506
STAFF PROFESSIONAL DEVELOPMENT
126
600
STAFF COMMUNICATION
126
601
ED-ADMIN PORTALS
126
602
DAILY INFORMATION PAGE
126
603
STAFF MEETINGS
126-127
604
INDIVIDUAL MEETINGS
127
605
MAIL BOXES
127
606
FORMS
127-128
607
OPEN DOOR POLICY
128
608
GRIEVANCE PROCEDURES
128-129
700
DISCIPLINE POLICY
129
701 SENDING STUDENTS OUT OF CLASS 129
702 DISCIPLINARY ACTIONS FOR STUDENTS 129
703 VERBAL WARNING / STUDENT CONFERENCE/GUIDANCE 129-130
704 WRITTEN WARNING LETTERS/WARNING NOTES 130
705 DETENTION 130
706 IN-SCHOOL SUSPENSIONS 130-131
707 OUT-OF-SCHOOL SUSPENSION 131
708 DISCIPLINARY CONTRACTS 131
709 FINAL WARNING LETTER 131
710 DISCIPLINARY PROBATION 131-132
711 INDEFINITE SUSPENSION 132
712 EXPULSION 132
713 DISCLOSURE OF DISCIPLINARY ACTION 132-133
714 STUDENT DRESS 133-134
715 CELL PHONES AND OTHER MUSIC STORAGE DEVICES 134
716 INFRACTIONS AND CONSEQUENCE MATRIX 134-135
717 INFRACTIONS AND CONSEQUENCES CLASSIFICATION 135-137
718 CLASSROOM MANAGEMENT AND DISCIPLINE 138
719 HOW TO ESTABLISH CONTROL OF YOUR CLASS: 138
7

800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
CODE OF CONDUCT
TARDINESS
DRESS CODE
ABSENCES
ADDITIONAL EMPLOYMENT
DISCOUNT ON TUTION OF STAFF DEPENDENTS
TELEPHONE CALLS AND FAXES
ACCIDENTS AND ILLNESS (STUDENTS)
SCHOOL SPORTS TEAMS
AFTER-SCHOOL ACTIVITIES
STUDENT WELFARE
STUDENT COUNCIL
CLUBS AND CORRESPONDING ACTIVITIES
CLEANING
LIBRARY SERVICE
MEDICATION FOR STUDENTS
EMERGENCY INFORMATION SHEETS
LOCKERS
HANDWRITING POLICY
HOMEWORK GUIDELINES
MAINTENANCE PROCEDURES
FIELD TRIP, EXCURSIONS, OUTINGS POLICY
PURCHASE OF SCHOOL SUPPLIES, EQUIPMENT AND PHOTOCOPYING REQUESTS
PAYMENT OF SALARY
SAFETY
EATING AND DRINKING
SCHOOL VISITORS
LOST AND FOUND ARTICLES
JIS Staff Handbook
138-139
139
139-140
140
141
141
141
141-142
142
142
142-143
143
143-147
147
147
147-148
148
148-149
149
149-150
150
151
151-152
152
152
152
152-153
153
APPENDIX ( SCHOOL FORMS) 154
8

JIS Staff Handbook
003: SCHOOL MISSION STATEMENT, VISION, PHILOSOPHY AND AIMS
Mission Statement
We the staff, parents and Board of Trustees of JIS strive to maximize the academic,
cultural and physical potential of all our students by providing them with the tools to
become successful, rational and responsible individuals who serve and contribute to
the global community. We will make our school amongst the best quality schools in the
Kingdom of Saudi Arabia by:
1. Delivering a well balanced American, French Baccalaureate and International
curriculum up to grade 12 which is being continuously developed and
improved; which is sensitive to the cultural beliefs of our host country and
multinational community; and which will prepare students for further and
tertiary education both here and abroad.
2. Maintaining our fully accredited status with multiple regional accreditation
agencies and our licensed status with the KSA Ministry of Education.
Vision: To prepare the 21 st Century learners to excel in the global community.
Philosophy
Learning experiences must be appropriate to a student’s age, learning readiness,
steps of development, and level of maturity so as to enable the student to
integrate skills and knowledge across grades and disciplines for maximum
output.
Parents and teachers are partners in student learning.
Education should develop, foster and advance:
1. Individuality
2. Fairness and values
3. Respect, tolerance, cooperation and teamwork
4. Individual responsibility for personal excellence, the community and the
environment
5. Self-confidence, self-esteem and a positive set of values
6. Independent learning, problem solving and critical thinking
7. An appreciation of aesthetic forms and ideas
9

JIS Staff Handbook
Our Aims
To achieve our Mission we will:
Invest in the improvement and expansion of our school facilities and resources
to maintain our quality educational programs.
Provide a warm, caring and safe learning environment that stimulates curiosity,
freedom of expression, positive competition, and community spirit
Provide cultural, physical and extra-curricular activities that develop the ‘whole
child’
Effectively develop students’ abilities to communicate in their language of
instruction, while respecting the importance of the individuals’ native language
Recruit and/or develop skilled and committed staff to effectively meet the needs
of the children, school and community
Create an environment where staff is expected to continuously develop
themselves professionally and apply best practices in the classroom
Use technologies to enhance the delivery, quality and effectiveness of teaching
Provide students with opportunities to use technologies that will prepare them
for today’s changing world
10

JIS Staff Handbook
004: SCHOOL HISTORY AND GOVERNANCE
JIS is a gender-based, private, independent, for-profit institution; being part of the
limited liability company, Al Feras Educational Company. It is owned by Mr. Tarek Al
Harazy who is also the School Director, and licensed by the Saudi Arabia Ministry of
Education to operate as bilingual English and French sections.
JIS offers an international curriculum in English, specifically the American Diploma and
the medium of instruction is English. This program was introduced in order to
accommodate students who desire to continue their education in international colleges
and universities, especially in North America, and also for incoming students who are
too weak in Arabic language skills to pursue courses in local colleges and universities.
JIS also offers the French curriculum and the medium of instruction is French. This
program prepares students for the French Brevet, Baccalaureate 1 (Anticipation) and
Baccalaureate 2.
At its inception with 13 students, the student population at JIS has risen to 1,700 to date,
from 47 different countries. The school registers a national and international faculty and
staff strength of 300, with motivating professional development programs actively in
place. Increasing numbers of our students graduate with high school diplomas every
year and many of them have been admitted to colleges and universities, especially in the
USA. There is an Alumni Association with over 300 registered members who are ever
prepared to help in the school’s development efforts.
The senior management staff is made up of School Director, Assistant Director, three
principals, and 10 section heads. We have administrators for Human Resource, Data
Management, IT, Admissions and Office Management. We also have three School
Counselors, three Librarians, three Nurses and other support staff for various school
functions.
Parents of JIS are predominantly middle and upper class professionals, who are well
informed about school programs through effective communication channels in use.
Through collaboration and mutual understanding, a healthy relationship exists between
the school and parents.
In pursuance of JIS Board goals of meeting international standards in all educational
programs on offer, adheres to both MSA – CESS (The Middle States Association,
Commissions on Elementary and Secondary Schools) accreditation and AdvancED
accreditation standards. JIS is fully accredited by both MSA and AdvancED.
11

JIS Staff Handbook
005: SCHOOL STAFF
JIS is operated by the School Assistant Director with authority delegated by the School’s
Board of Trustees and Director and with the assistance of the Principals of the English
Section, the Principals of the French Section, Section Coordinators. JIS teaching staff
represents a range of nationalities with diverse backgrounds and experience. All
teachers are qualified with mother tongue or fluency in English or French and/or Arabic.
Each class up to Grade 5 in the American/English Section and Grade 5 of the French
section is led by a qualified and/or experienced homeroom based teacher who teaches
the four core subjects; alongside with subject specialists in PE, French, Arabic Language
and Religion, Computing, Library, Music, and Art subjects. Students in the Middle and
High schools have specific subject specialists for Language Arts, Science, Mathematics,
Social Science, PE, French, Arabic Language and Religion, Computing, Library, Music,
Art, Public Speaking, Career Planning, Study Skills and Health Science. Remedial
support and opportunities for gifted and talented children are provided for on needs
basis.
006: LINES OF AUTHORITY AND COMMUNICATION
The School’s Board of Trustees, who are at the apex of the authority structure followed
by School Director, are responsible for all policy, financial and long term decision
making for JIS. The School Director, who may delegate authority to the Assistant
Director, is responsible for implementation of School policy.
The Assistant director is assisted by the Principals of the English Section, French Section
and Section Coordinators. All teaching staff report directly to their respective Section
Coordinators, Section Principal and to the Assistant director and Director as per the
following school structure. The communication structure follows the same pattern with
an established and operational top-down and bottom-up interaction that allows for
efficient communication, regardless of status. Any staff and /or parent concerns should
be dealt with as outlined in the section on lines of communication.
12

JIS Staff Handbook
007: SCHOOL OPERATING STRUCTURE
CENTRAL OFFICE
BOARD OF TRUSTEES
SCHOOL DIRECTOR
EXECUTIVE
SECRETARY
FINANCIAL
CONTROLLER
REPORTS
COORDINATOR
HUMAN
RESOURCE
MANAGER
IT-HEAD
OPERATIONS
MANAGER
HEAD OF
ADMISSIONS
ACCOUNTANT
STORE
MANAGER
HR -STAFF IT- STAFF
TRANSPORT
STAFF,
SECURITY STAFF
& CLEANING
STAFF
MAINTENANCE
STAFF
ADMISSION
OFFICERS
13

JIS Staff Handbook
008:ACADEMIC
STRUCTURE
OPERATING
BOARD OF TRUSTEES
SCHOOL DIRECTOR
SCHOOL CONSULTANTS
ASSISTANT DIRECTOR
FRENCH GIRLS'
PRINCIPAL
SAUDI PRINCIPAL
FRENCH GIRLS'
SECTION
ENGLISH
GIRLS'
PRINCIPAL
SAUDI PRINCIPAL
ENGLISHGIRLS
SECTION
ENGLISH &
FRENCH BOYS'
PRINCIPAL
SAUDI PRINCIPAL
ENGLISH &
FRENCH BOYS'
SECTION
ENGLISH KG
SECTIONCOORDI
NATOR
FRENCH KG
SECTION
COORDINATOR
Curriculum &
Assessment
Committee
French Girls Section
Coordinators
(Elementary, Middle, High School)
Homeroom
Teachers
Subject Teachers
Specialists
Substitute & Assistant
Teachers
English Girls Section
Coordinators
(Elementary, Middle, High School)
Homeroom
Teachers
Subject Teachers
Specialists
Substitute & Assistant
Teachers
English & French Boys
Section Coordinators
(Elementary, Middle, High School)
Homeroom
Teachers
Subject Teachers
Specialists
Substitute & Assistant
Teachers
English KG
Teachers
KG Support
Teachers
English KG
Activity
Coordinator
English KG
Assistant
Teachers
French
KG
Teachers
French KG
Activity
Coordinator
French KG
Assistant
Teachers
French Girls' Academic
Counselor
English Girls' Academic
Counselor
English Boys' Academic
Counselor
Support Coordinator
Support Coordinator
Support Coordinator
Support Staff
Support Staff
Support Staff
French Girls' Section
Activity Coordinator
English Girls' Section
Activity Coordinator
English & French Boys'
Section Activity Coordinator
14
French Girls' Student's Services
(IT Staff,Librarian,Nurse,Lab Assistants,
Cleaning staff, Maintenance Staff,
English Girls' Student's Services
(IT Staff, Librarian,Nurse, Lab Assistants,
Cleaning staff, Maintenance Staff,
English & French Boys' Student's
Services
(IT Staff, Librarian ,Nurse, Lab Assistants,
Cleaning staff, Maintenance Staff, Transport

JIS Staff Handbook
JOB DESCRIPTION
100: POSITION: SCHOOL DIRECTOR
REPORTS TO: The Board of Trustees
SUPERVISES: All employees
JOB GOAL: To provide administrative leadership to all school personnel in carrying out
best practices, the school’s Strategic and Improvement plans; and in conformity with the
Mission, Vision, Aims and Philosophy of the school.
SPECIFIC JOB DESCRIPTION:
1. With the full administrative authority vested in him by the Board of Trustees, the
School Director shall ensure that the day-to-day management of the financial,
physical and personnel resources of the school shall be dictated by school policy.
2. Executes the decisions of the Board and operates the school machinery designed
to serve the school program.
3. Serves as Secretary to the Board and performs all functions stemming therefrom,
as stipulated by the Board’s Codes of Conduct and Ethics.
4. Keeps the Board informed about the school’s operations and problems.
5. Ensures that fidelity to best practices, and the school’s strategic and improvement
plans, is maintained by all personnel who serve under him.
6. Uses discretionary authority in the best interest of the school, and in conformity
with best practices and the prescriptions of the school strategic and improvement
plans.
7. Uses the Mission, Vision, Aims and Philosophy of the school, as indispensable
predicates and guides for action.
15

JIS Staff Handbook
101: POSITION: ASSISTANT DIRECTOR
REPORTS TO: The School Director
SUPERVISES: All employees below School Director.
JOB GOAL: To assist the School Director in meeting his/her job goals.
SPECIFIC JOB DESCRIPTION:
1. Uses his/her authority for the day-to-day management of the academic program,
physical and personnel resources of the school, as dictated by school policy and
instructed by the School Director; and deputizes for the School Director during
his/her absence.
2. Ensures that Standards of quality are met in the School. Serves as Accreditation
Coordinator with responsibility to ensure the adherence to requirements of
recommendations made by school accreditation agencies.
3. Leads the Steering Committee for the School’s self study.
4. Serves as Curriculum & Assessment Coordinators.
5. Ensures that curriculum documentation defines what the students are to learn,
what the teacher should be teaching and how the learning and teaching will be
assessed.
6. Ensures that the highest possible learning outcomes are expected for and
achieved by each individual – students and staff and help both reach their full
performance potential.
7. Gathers validating information that helps determine whether curriculum and
instructional goals and student performance outcomes are being met.
8. Coordinates establishment, supervision and improvement of curriculum.
9. Ensures that the school’s mission, vision and philosophy is implemented and
articulated throughout the school.
10. Ensures that all aspects of the Strategic short and long term planning are
implemented, monitored, evaluated and reported on.
11. Implements and monitors the overall educational policies, goals and objectives of
the school and oversees all Professional Development Programs for staff.
12. Provides formative weekly, quarterly and summative annual reports to the
Director on: All progress/evaluative reports from the Principals which include
those from Section Coordinators.
13. Supports, supervises and evaluates administrative and staff performance.
16

JIS Staff Handbook
14. Provides a schedule of meetings with the Director for SMT, staff and via the
Principals, a schedule for all intra school meetings.
15. Arranges and directs monthly SMT meetings with The Director, and principals.
16. Have weekly meetings with Section Principals and Section Coordinators.
17. Ensures that all staff communicate every official internal correspondence that is
related to the school, to the Assistant Director and Director via the school’s
internal email for the records. External correspondence must be approved, before
going to a third party.
18. Collects weekly and monthly reports which will include hard copies of all
meetings’ minutes, newsletters and other consolidated information pertaining to
that section from the Principals, to form part of the weekly and monthly progress
report to the Director.
19. Completes an annual staff vacancies/recruitment plan for approval by the
Director, after which interviews to hire candidates for teaching and other
positions are held.
20. Updates all relevant handbooks after consultations, as stipulated in the policy
manual.
21. Maintains via the Principals and Section Coordinators an on-going training and
professional development program for all staff and administrators.
22. Ensures that there is no decision made regarding the employee or students
without the convening of a senior management meeting.
23. Communicates effectively with staff, parents and children.
24. Establishes via the Principals and Section Coordinators an orientation and
training program for new staff and parents.
25. With the Director, approves the procurement of educational resources after
liaising with Principals and Staff.
26. Ensures via the Principals that there are adequate emergency evacuation
procedures in place for fire, accident and other emergencies.
27. With the Director, maintains international links through professional meetings,
conferences, school visits, etc.
28. Performs such other tasks and assumes such other responsibilities as the Director
may assign from time to time.
29. The Assistant director will be evaluated via students, staff and parents survey, as
part of the Director’s annual evaluation of the Assistant director.
17

JIS Staff Handbook
102: POSITION: SCHOOL CONSULTANT
REPORTS TO: The School Director
JOB GOAL: To liaise with the Assistant Director in carrying out duties and
responsibilities primarily concerned with the strategy, structure, management and
operations of JIS.
To apply skills and competencies in helping JIS function effectively and efficiently in
order to create value, maximize growth and improve upon performance of faculty and
staff.
SPECIFIC JOB DESCRIPTION:
1. Analyses school surveys and other related data.
2. Serves on the interview panel for prospective applicants
3. Monitors the implementation of recommendations/solutions.
4. Plans and coordinates educational policies for specific subject areas or grade
levels.
5. Develops programs for in-service training of faculty and professional
development of the school employees.
6. Confers with Senior Management Team (SMT) to develop curricula and establish
guidelines for educational programs.
7. Reviews and evaluates curricula for use in the school and assists in curriculum
development.
8. Conducts seminars and workshops designed to promote intellectual, social, and
physical welfare of employees and students.
9. Makes recommendations to school officials on instructional materials, teaching
aids, and related equipment.
10. Prepares and seeks approval for manuals, guidelines, and reports on educational
policies and practices of the school.
11. Makes proposals to school officials on the implementation of programs and
procedures.
12. Performs other duties assigned by the School Director or his designee.
18

JIS Staff Handbook
103: POSITION: EXECUTIVE SECRETARY, SCHOOL SECRETARY
REPORTS TO: The School Director
SUPERVISES: Staff members designated by the Director
JOB GOAL: To manage the School Director’s office and perform secretarial duties
efficiently and effectively, in order to enhance best practices and productivity.
SPECIFIC JOB DESCRIPTION:
1. Manages correspondence, files reports, notices and other official documents that
come to and emanate from the School Directors office.
2. Maintains a regular filing system, as well as a set of locked confidential files for
the Director’s office.
3. Types and word-processes various documents and electronic information.
4. Manages, organizes, and updates relevant data using database applications.
5. Places and receives telephone calls and records messages for the Director.
6. Orders and maintains supplies as needed in the central admiration.
7. Maintains a schedule of appointments and makes arrangements for meetings and
interviews.
8. Welcomes visitors, arranges for their comfort, and screens unexpected callers and
visitors in accordance with school policy.
9. Communicates and provides information by relevant methods internally and
externally, in order to assist and enable efficient organizational operations and
provide effective service to the school community.
10. Interprets instructions and issues arising, and then implements actions according
to administrative policies and procedures.
11. Arranges and participates in meetings, conferences, and project team activities
and submits reports to the School Director.
12. Adheres to stated policies and procedures relating to health and safety, and
quality management.
13. Performs such other tasks as may from time to time be assigned by the School
Director.
19

JIS Staff Handbook
104: POSITION: FINANCIAL CONTROLLER/ACCOUNTANT
REPORTS TO: The School Director
JOB GOAL: To administer all the financial affairs of the School efficiently and
prudently, using standard and legitimate accounting principles and practices.
SPECIFIC JOB DESCRIPTION:
1. Prepares and submits the school budget for the School Director’s approval and
then to the Auditor for review and approval.
2. Implements the Board of Trustees’ fiscal policies.
3. Maintains the oath of secrecy when in possession of, and dealing with,
confidential information.
4. Ensures the optimal use of accounting systems and accounting program of
Engage and Double First Accounting for each year.
5. Submits proof of all accounting and financial transactions carried out during the
day and evidence of compliance, to the School Director.
6. Prepares daily balance sheet with the cash vouchers for the School Director’s
approval.
7. Prepares daily cash flows and collects bank balances for the School Director.
8. Follows-up on collection and payments with the Department of Student Affairs
and prepares reports as required by school policy.
9. Prepares and delivers staff salaries for the Director’s approval and then
subsequently pays all staff salaries.
10. Prepares vouchers and issues checks for the Director’s approval.
11. With the Director’s approval makes payments due to suppliers.
12. Collects quotations and evaluates invoices for goods and services, to ensure the
best evaluated cost, prior to procurement and payment.
13. Monitors the execution of contracts by suppliers and service providers.
14. Makes travel reservations, buys tickets and manages rentals and furnishing of
housing for staff.
15. Provides periodic reports to the Director in all of the above areas.
16. Supervises the flow of stock in the warehouse.
17. Attends training and develops relevant knowledge, techniques and skills for the
successful management of the school’s finances.
18. Performs other duties assigned by the School Director or his designee.
20

JIS Staff Handbook
105: POSITION: STORES MANAGER
REPORTS TO: The Assistant Director
JOB GOAL: To ensure the adequate provision of resources and materials for the school;
making sure that operations run smoothly, cleanly and meet all budget or sales goals.
SPECIFIC JOB DESCRIPTION:
1. Creates schedules, orders supplies and writes reports.
2. Achieves financial objectives by preparing an annual budget; scheduling
expenditures; analyzing variances; initiating corrective actions.
3. Identifies current and future student requirements by establishing rapport with
potential and actual suppliers and other persons in a position to understand
service requirements.
4. Seeks approval from the School Director before making local or international
purchases.
5. Ensures availability of goods and services by recommending contracts and
maintaining inventories, and with the support of the Director/ Assistant director/
Section Principals, that end of year orders are cross referenced with the inventory
to avoid repurchasing.
6. Formulates pricing policies by reviewing merchandising activities, determining
additional goods, recommends clearance sales, and studies trends.
7. Secures goods by implementing security systems and measures.
8. Maintains professional and technical knowledge by attending educational
workshops; reviewing professional publications; establishing personal networks;
participating in professional societies.
9. Maintains operations by initiating, coordinating, and enforcing program,
operational, and personnel policies and procedures.
10. Prepares the end of year local and overseas order for suppliers. Once the Director
has approved the purchase to the Accountant, The Store Manager is to coordinate
with the accountant the placing of orders the receiving of invoices and then draw
up a time line for the goods.
11. Store Manager and Accountant prepare a time line for arrival of purchases and
inform the Director.
12. Store Manager prepares a time line for receipt of purchases, inventorying and
then distributing/storing these and informs Director/Assistant Director/ Section
Principals.
13. Coordinates with the Photocopier Assistant to complete all photocopying
requests or materials, requested in advance by staff and approved by section
Principals.
14. Operates in accordance with all JIS policies
21

JIS Staff Handbook
106: POSITION: REPORTS COORDINATOR
REPORTS TO: The Assistant Director
SUPERVISES: Staff members as designated by the Assistant Director
JOB GOAL: To oversee the accurate preparation of students’ assessment data.
SPECIFIC JOB DESCRIPTION:
Works under the Assistant Director's supervision and in collaboration with the
section principals.
Responsible for both Section's (English and French) Report cards.
Monitors students’ assessment data entry into the Ed-Admin program by faculty.
Reports to the Assistant Director any errors and/or irregularities in data entered
on the Ed-Admin program.
Collects the term mark sheets and all original documents from the Principals and
fills them for future reference.
Completes all school timetables as directed by the Assistant Director.
Completes all analysis of students’ scores, including disaggregation in defined
categories, and prepare reports as requested by Assistant Director.
Updates transcripts and other records of incoming and outgoing students.
Prepares school certificates and awards for both students and teachers.
Prepares the High School graduation lists with class ranking and averages.
Generates students honor roll and class rank reports.
107: POSITION: SYSTEM ADMINSTRATOR
REPORTS TO: The Assistant Director
SUPERVISES: Staff members as designated by the Assistant Director
JOB GOAL: To manage and provide technical assistance to, and expert advice on, all
Information Management Programs in the School.
SPECIFIC JOB DESCRIPTIONS:
1. Protects the organization’s integrity by maintaining strict confidentiality for all
the school’s systems and data bases.
2. Responsible for all system and software maintenance
3. Liaises with Staff, Engage and Ed-Admin System Providers on all relevant
questions and concerns to ensure efficient and uninterrupted service.
4. Trains and supports respective users in the use and functions of the school’s
Engage and Ed-Admin Program
5. Provides regular training for staff and faculty as directed by the Assistant Director
in the use of computers and the school’s systems.
22

JIS Staff Handbook
6. Establishes system specifications by conferring with the Director, Assistant
Director and relevant parties; analyzes work flow, access, information security
requirements and then designs an appropriate and adequate system
infrastructure.
7. Provides all necessary training and ongoing support to all staff.
8. Establishes system integrity once approved by the Director and Assistant
Director, by planning and executing the selection, installation, configuration, and
testing of PC and server hardware, software, LAN and WAN networks and
operating and systems management and defining and advising the Director and
Assistant director on operational policies and procedures.
9. Submits to the Director and Assistant Director, a monthly report on the status of
systems’ operations and a maintenance schedule for all the school’s
Administration systems.
108: POSITION: IT HEAD
REPORTS TO: The Assistant Director
SUPERVISES: IT Staff
JOB GOAL: To install, operate and maintain effective and efficient IT services as a
catalyst of JIS administration and the educational program, and ensure maximum access
to technology services and resources.
SPECIFIC JOB DESCRIPTIONS:
1. Manages IT Staff and computer systems.
2. Coordinates with staff for IT maintenance and reports its status.
3. Plans, organizes, directs, controls and evaluates the operations of information
systems and electronic data processing (EDP) in the school.
4. Develops and implements policies and procedures for electronic data processing
and computer systems operations and development.
5. 4. Manages IT personnel and contractors to design, develop, implement, operate
and administer computer and telecommunications software, networks and
information systems.
6. Monitors the software license and its renewal.
7. Liaises with school external providers on issues pertaining to school technology
and equipment.
8. Ensures that technology is accessible and equipped with current hardware and
software.
9. Troubleshoots hardware, software, all technology issues, and network operating
systems.
10. Provides orientation to new users of existing technology.
11. Maintains current and accurate inventory of technology hardware, software and
resources.
23

JIS Staff Handbook
12. Maintains a schedule of required repairs and maintenance.
13. Makes recommendations about purchase of technology resources.
14. Researches current and potential resources and services.
15. Provides network access to all staff and students.
16. Prepares and proposes design for the school yearbook , handbook, booklets and
other school publishing materials.
17. Connects and sets up hardware.
18. Monitors security of all technology.
19. Installs and maintains foolproof passwords.
20. Advises staff of security breach and/or change in password or security status.
21. Ensures installation of lock out programs.
22. Identifies and prepares hardware for disposal when appropriate.
23. Ensures hardware is stripped and secured before disposal
24. Maintains professional and technical knowledge by attending educational
workshops; reviewing professional publications; establishing personal networks;
benchmarking state-of-the-art practices; participating in professional societies.
25. Performs other related duties as required and assigned by the Assistant Director.
109: POSITION: ADMISSIONS OFFICERS/STUDENT AFFAIRS
REPORTS TO: The Principals.
SUPERVISES: Staff members as designated by the Director
JOB GOAL: To ensure the smooth and efficient operation of the admission process and
student affairs, so as to enhance student improvement and success.
SPECIFIC JOB DESCRIPTIONS:
1. Creates, maintains, and keeps confidential, cumulative file and permanent students
records files.
2. Provides school counselors with copies of new student's application, latest grade
report, transcript, and standardized test scores.
3. Initiates and maintains withdrawal of students files from the file room.
4. Prepares an annual report of transfers and withdrawals, indicating the reason for each
student's withdrawal from the School.
6. Maintains records of grades and absences for each student's permanent file.
7. Assists Principals with students’ file requests.
8. Fills in for Reports’ Coordinator and/or Director’s assistant when needed.
9. Maintains a log of all admissions inquiries.
24

JIS Staff Handbook
110: POSITION: HUMAN RESOURCES/PERSONNEL MANAGER
REPORTS TO: The Assistant director.
SUPERVISES: Staff members as designated by the School Director
JOB GOAL: To provide support in the various human resource functions, which include
recruitment, staffing, training and development, performance, monitoring and employee
counseling.
SPECIFIC JOB DESCRIPTIONS:
1. Initiates policy, directs and coordinates human resource activities such as;
employment, labor relations, benefits training and employee services.
2. Prepares and processes visas, iqamas , medical insurance, leave and flights
allowance and housing; (in consultation with the Accountant)
3. Confirms that all staff closing out procedures are satisfactorily and correctly
completed before payment of final salary or final benefits.
4. Plans and implements orientation/training in relevant skills and competences, in
collaboration with school management and principals.
5. Monitors employment contracts and communicates to staff due obligations,
responsibilities and entitlements under their contracts.
6. Keeps records of benefits and insurance plans, promotions, performance reviews,
terminations, and employee statistics for government reporting.
7. Provides support to the Director and staff to develop the skills and capabilities of
staff by providing basic counseling to staff that have work performance related
problems.
8. Monitors and keeps an accurate record of staff daily attendance.
9. Investigates and reports absences and causes for staff absences.
10. Recommends solutions to resolve staff absenteeism.
11. Provides advice and
recommendations on disciplinary actions for staff in conformity with school
policy on employees.
12. Monitors scheduled absences of staff, such as vacations or travel, and coordinates
actions to ensure the staff absences have been adequately documented.
13. Informs affected Principals of unexpected staff absences from work and
coordinates actions to ensure the continuity of the School program.
14. Recruits, interviews, tests, and selects employees to fill vacant positions.
15. Schedules, organizes and participates in applicant interviews, and also keeps
records of such interviews.
16. Implement procedures and policies on staff recruitment.
25

JIS Staff Handbook
111: POSITION: SCHOOL WIDE OPERATIONS MANAGER
REPORTS TO: The Assistant director.
SUPERVISES: Staff members as designated by the School Director
JOB GOAL: To maintain school building, physical structures, equipment and facilities to
the most favorable and advantageous level of utility, that enhances the learning
environment.
SPECIFIC JOB DESCRIPTIONS:
1. Examines school buildings on a regular basis for repairs and maintenance needs.
2. Establishes and recommends priorities on repair work in the School.
3. Estimates cost of repair work in terms of labor, material, and other expenses.
4. Assigns and supervises staff for maintenance work such as replacing worn out or
defective air conditioners, wiring, switches, plumbing fixtures, concrete, and fire
extinguishers.
5. Assigns and inspects work, and assists maintenance staff members.
6. Develops a system for dealing with emergency repair problems with efficiency.
7. Prepares reports on costs of work done, materials used, and labor expended.
8. Orders for materials through the School Accountant as needed and makes
recommendations of supplies and equipment for purchase.
9. Recruits, recommends for hiring, and trains all workers that carry out the School
maintenance work.
10. Advises on the hiring of contractors to perform certain maintenance or repair
services.
11. Co-ordinates, monitors and supervises the efficient, effective and timely completion
of any cleaning, maintenance and repairs to the satisfaction of the person initiating the
request.
12. Maintains a system of operation so that bus drivers are available on time.
14. Monitors the drivers’ whereabouts and the correct use of individual drivers log
books and vehicle log books.
15. Provides a schedule for picking and dropping students using our bus service.
16. Provides the driver with an accurate and regularly updated list of names, addresses
and phone numbers for students or staffs who are eligible to use the school transport.
17. Ensures that buses are available for school trips as arranged via the transportation
request form.
18. Provides a schedule for security personnel so that they know both the time of work
and the area they are responsible for. They must
19. Ensures there is a timetable which provides for 24 hour security for the school.
20. Ensures that school entry points are open and closed at the correct times.
26

JIS Staff Handbook
21. Provides security support as required for after school hour’s events.
22. Issues all drivers or other people responsible for students at our school with a school
entry card.
23. Ensures that school security and entry procedures are enforced consistently and
constantly.
24. Ensures that security monitors are both functioning and attended on a 24 hour basis.
112: POSITION : HEALTH & SAFETY OFFICER
REPORTS TO: The Principal
JOB GOAL: To supervise the implementation, monitoring and evaluation of JIS Health
and Safety Plan.
SPECIFIC JOB DESCRIPTION:
1. Draws the Health & Safety Plan for the academic year.
2. Prepares a budget for Health and Safety at the beginning of the academic year.
3. Determines the operational requirements of the Health & Safety plan.
4. Critically examines the operations of the department and recommends manpower
resources required.
5. Inspects and examines installations, structures and instruments connected with
Health & Safety, such as; electrical and electronic switch boards, laboratory
equipment and installations, fire prevention equipment, canteens, rest rooms,
clinics, etc.; with an appointed team or a standing Health & Safety team.
6. Examines all structures and buildings, seeking professional help, if necessary to
ensure legal compliance with safety codes of the Kingdom of Saudi Arabia and
international standards.
7. Follows up to obtain relevant certification from KSA institutions with statutory
authority to do so.
8. Recommends remedial measures for any Health & Safety hazards identified
through reports or memos to the Principal, Assistant Director or School Director,
as dictated by the situation.
9. Recommends manpower resource requirements to the Principal, as well as
training needs and professional development measures that shall enhance the
efficient and effective functioning of the department.
10. Coordinates Health & Safety programs and activities of JIS, in collaboration with
the nurses, the Operations Manager, security and the principals to avoid duplicity
and to minimize waste.
11. Advices the SMT on any Health & Safety related issues that may positively
impact on JIS.
27

JIS Staff Handbook
12. Undertakes any official assignments from the Principals, Assistant director and
the School Director.
113: POSITION: PRINCIPAL
REPORTS TO: Assistant Director
SUPERVISES: All Staff in the Section.
JOB GOAL: To serve as the chief administrator, leader and supervisor of his/her section
in implementing policies, curriculum activities, and extra-curriculum activities in a
manner that promotes the educational development of each student and the professional
development of each staff member.
SPECIFIC JOB DESCRIPTION:
1. Acts as a model of the highest professional conduct.
2. Carefully reviews as delegated, all student admission applications in accordance
with the procedures and regulations established under the direction of the
Assistant Director and advises him on acceptance and grade placement.
3. Attends all meetings pertaining to his/her position or as requested by the
Assistant Director and co-operates fully with the Assistant Director to ensure the
smooth running of the school.
4. Coordinates staff meetings and minutes, and special events for the Section.
5. Ensures that all staff understand that any and every official communication in
their Section that is related to the school; whether it is internal or external, must be
communicated to the Assistant Director and School Director via the school’s
internal email for knowledge and approval, prior to it going to any third party.
This will include minutes of all meetings; and Section level, and Administrative
meetings and minutes.
6. Collects daily, weekly and monthly reports which will include hard copies of all
meetings’ minutes, newsletters and other information pertaining to that section
from the Principal and every person with a position of responsibility within the
school to form part of the daily, weekly and monthly report to the Director with
regards to the progress of the school towards short and long term objectives
7. Makes Staff appraisal and report writing for teachers and specialists in his/her
Section.
8. Ensures a positive reinforcement approach with regular awards and recognition
assemblies as a feature of the school.
9. Ensures that there is no decision made regarding the employee or students
without the convening of a Senior Management Meeting.
10. Communicates effectively with students, faculty, parents, colleagues and in the
community (verbal, non-verbal and written communication).
28

JIS Staff Handbook
11. Seeks the involvement of faculty and parents in a wide variety of school activities
and actively promotes and supports the parent participation.
12. Maintains via the Section coordinators an on-going training and professional
development program for all staff
13. Develops the leadership capabilities of teachers so that instructional leadership
becomes a shared responsibility.
14. Demonstrates the willingness to seek and undertake constant professional
learning and professional growth as a committed life-long learner.
15. Actively participates in committee work and group program discussions; and can
delegate responsibility and authority when necessary.
16. Establishes and maintains an effective learning climate in the school.
17. Supervises implementation of all school activities in the Section and report on
their performance.
18. Keeps the Director and the Assistant director informed of the school activities and
problems.
19. Makes recommendations concerning the section's administration and instruction.
20. Prepares or supervises the preparation of reports, records, lists, and other
paperwork required or appropriate to the school's administration.
21. Works with various members of the central administration staff on problems of
school importance, such as transportation of students.
22. Interprets and enforces School policies and administrative regulations.
23. Supervises the guidance program to enhance individual student education and
development.
24. Ensures high standards of student behavior and enforces disciplinary action
according to School policy.
25. Assists in organization and follow up of Section events and activities.
26. Supervises the maintenance of students’ and teachers’ attendance and behavior
records.
27. Keeps current through attendance at professional meetings, reading professional
journals and publications, and discussion groups with other administrators.
28. Advises the Director and the Assistant Director of staff vacancies and interviews
and short lists candidates for teaching and other positions for the approval of the
Assistant Director. Hence, assists in the recruiting, hiring, training, assigning, and
evaluating of the teachers.
29. Supervises the school's teaching process in terms of teachers’ preparation,
substitution and assessment.
30. Contributes to orientation of new staff members and assists in their development.
29

JIS Staff Handbook
31. Evaluates and counsels all staff members regarding their individual and group
performance. Conducts meetings of the staff as necessary for the proper
functioning of the school.
32. Recommends, according to established procedure, the removal of a teacher whose
work is not satisfactory.
33. Processes and resolves parent, student, and staff complaints relating to his/her
Section.
34. Supervises, fire drills and other emergency evacuation practices as per the
procedures of the School Policy.
35. Supervises the Section Coordinators’ duties with all student activities.
36. Supervises and evaluates the school's extracurricular activities.
37. Performs such other duties and other responsibilities, including teaching if there
is a need, as delegated by the Director or Assistant Director.
The Principal shall be evaluated via student, staff and Parent survey, as part of
the Assistant director’s annual evaluation and report to the Director and the
Director’s annual evaluation of them.
114: POSITION: SAUDI PRINCIPAL
REPORTS TO: Director and the Board of Trustees
SUPERVISES: All Staff in the Section
JOB GOAL: To ensure that JIS policies, procedures and principles are carried out in
conformity with the letter and spirit of Kingdom of Saudi Arabia general statutes, royal
educational decrees and regulations.
SPECIFIC JOB DESCRIPTION:
1. Deals with all rules and regulations and requirements of the KSA Ministry of
Education and The Office of the Director for Foreign and International Schools.
2. Deals with all documentation and the translation of documents in English into
Arabic and Arabic into English, vice versa; for the consumption of the relevant
parties.
3. Ensures that the school management complies fully with all KSA regulations,
statutes and royal decrees.
4. Attends weekly meetings with the Assistant Director and Section Principal.
30

115: POSITION: ACADEMIC AND GUIDANCE COUNSELOR
JIS Staff Handbook
REPORTS TO: The Principal
SUPERVISES: Support Coordinator and Support Services Staff
JOB GOAL: To implement, monitor and evaluate a comprehensive guidance and
counseling program of JIS, as an integral part of the educational program, in order to
enhance student success.
SPECIFIC JOB DESCRIPTIONS:
1. Oversees and ensures that the school is sensitive to the academic and nonacademic
needs of students.
2. Guides and counsels individuals and groups of students in such areas as
personal, social and career development; as well as community involvement.
3. Supports and reinforces the key role of the homeroom teacher.
4. Counsels parents and other family members on individual student needs.
5. Participates in research, evaluation, and data analysis to develop, enhance, and
improve various programs.
6. Organizes the counseling services in accordance with the school’s philosophy,
mission and objectives.
7. Ensures that there is no decision made regarding a student without the approval
of senior management.
8. Receives and acts on reports from Support Coordinators, teachers and other staff
to ensure that guidance and support for all students in need is provided.
9. Ensures that all Support staff understand that any and every official
communication for any child, will be communicated to the Director and Assistant
director and Principal via the school’s internal email for knowledge and approval,
prior to it going to any parent. This will include minutes of all meetings.
10. Makes a monthly report on the progress of the students in the Support Program,
and those undertaking external testing and/or preparing for graduation, which
will include hard copies of all meetings, minutes newsletters and other
information pertaining to those groups which will form part of the Assistant
director’ monthly report to the Director with regards to the progress of the school
towards short and long term objectives
11. Ensures that student data is current, comprehensive and readily available for use
by staff. (N.B. Giving of confidential information and background of a student
will be upon the discretion of the Guidance Counselor)
12. Prepares a calendar for all external testing in the school.
13. Drafts letters on related issues to be sent to parents.
14. Administers tests, checks answer scripts and reports test results to the
administration.
15. Monitors students’ performance across and through the school.
31

JIS Staff Handbook
16. Provides career awareness and guidance for all students prior to graduation.
17. Teaches/facilitates Careers Education Classes in both the Boys and Girls High
School
18. Maintains close links both with schools and oversees agencies to ensure that all
graduate information is current, accurate and broad enough to meet the needs of
a diverse student population.
19. Maintains close links with all local community services.
20. Carries out, in coordination with the Alumni In-charge, follow up studies for
graduates and other former students; collates data and evaluates with
administration and staff to help in determining the effectiveness of school
programs.
21. Conducts parent group meetings, workshops, and in-service training.
22. Makes himself/herself accessible and approachable to all students for career,
educational, and personal counseling.
23. Assumes a leadership role in promoting a positive school climate.
24. Pursues continuous professional growth.
116: POSITION: SUPPORT COORDINATOR
REPORTS TO: The School Counselor
SUPERVISES: Support Services Staff
JOB GOAL: To provide for the direct supervision of support, after School academic
programs and other auxiliary services that enhance student improvement and success.
SPECIFIC JOB DESCRIPTIONS:
1. Facilitates student registration, supervision and behavior in all support and after
School academic programs.
2. Compiles weekly and monthly written reports for all activities concerning
support and after School academic programs, and submits to the Counselor.
3. Recommends and participates in the supervision, and evaluation of support
services staff.
4. Organizes the after-school and summer school curriculums for all grade levels in
consultation with the curriculum committee staff.
5. Compiles student attendance and submits enrollment and attendance reports to
the Counselor.
6. Makes support program classroom visits for administrative and supervisory
purposes.
7. Supervises the support program, after-school and summer school schedule;
supervises support staff, and assumes responsibility for registration and
assignment of students.
32

JIS Staff Handbook
8. Recommends promotion or retention of support students.
9. Makes requisitions for classroom equipment, supplies, and textbooks needed for
the support, after-school and summer program.
10. Prepares and maintains required records for the support, after-school and
summer program.
11. Prepares and oversees advertisements and the dissemination of information
concerning summer school or after-school course offerings.
12. Prepares and administers the support, after-school and summer program
operating budgets.
117: POSITION: SUPPORT SERVICES STAFF-SUPPORT /LSC/ESL TEACHERS.
REPORT TO: Support Coordinator.
JOB GOAL: To work closely with the Support Coordinator in implementing the School’s
Support, after-school and Summer Program in order to enhance student improvement
and success.
SPECIFIC JOB DESCRIPTIONS:
1. Works under the direction of The Support Programs Coordinators.
2. Develops and maintains a caring, stimulating environment within the classroom.
3. Works in one-to-one or small group situations to assist students with assigned,
modified, or enriched assignments and/or skills, to achieve behavioral goals.
4. Provides support for groups drawn from the full range of mixed ability classes
from K - 12.
5. Provides support and teaches in the classrooms alongside the class teachers or in
his/her own room as appropriate.
6. Plans appropriately according to the curriculum and the specific needs of the
student/group and provides a copy of all plans to the respective teachers, the
Principal and the Admissions Officer.
7. Provides support/training to classroom teachers to enable them carry out
consistent support across the classroom curriculum.
8. Seeks out and offers information to parents upon request via the Support
Coordinator.
9. Prepares and implements appropriate work for individual children and groups
and assesses the progress of each child.
10. Provides regular written progress reports to parents, the Support Coordinator.
After-School and Summer Program Teacher
11. Works under the direction of The Support Programs Coordinator
33

JIS Staff Handbook
12. Develops and monitors individualized plans for enrolled students.
13. Works in one-to-one or small group situations to assist students with assigned,
modified, or enriched assignments and/or skills, including behavioral goals.
14. Assists regular classroom teachers in locating and implementing modified
instructional strategies and materials.
15. Demonstrates positive reinforcement and encouragement for completed tasks
and/or movement toward completing tasks.
16. Maintains records in compliance with JIS Support Program Guidelines.
17. Seeks out and offers information to parents upon request via the Support
Coordinator.
18. Provides regular written progress reports to the Support Programs Coordinator.
118: POSITION: SECTION COORDINATOR.
REPORTS TO: Principal
SUPERVISES: Student Programs and Section Faculty.
JOB GOAL: To supervise school programs in conformity with the strategic and school
improvement plans and achieve student success, as defined by the school’s purpose
statements.
SPECIFIC JOB DESCRIPTION:
1. Advocates and works for students’ welfare, manages behavior, and maintains
discipline in the section.
2. Supervises all intra-school student and extra-curricular activities with the support
of faculty and Activities Coordinator.
3. Provides leadership in the implementation and coordination of the section’s
curriculum delivery and monitors section climate.
4. Ensures that the classes in the section are organized and oversees student
orientation in the section.
5. Assists in the evaluation of the school program and initiates needed
improvements.
6. Creates an efficient, productive and caring building atmosphere where all
students and faculty have opportunity to be recognized for their best.
7. Ensures a positive reinforcement approach with regular awards and recognition
assemblies are a feature of the school.
8. Establishes for the Section Principal annual work objectives that are consistent
with the school's Strategic Plan and accepted program direction. He/she shall be
evaluated against this.
9. Coordinates section weekly meetings and minutes, and special events for the
34

JIS Staff Handbook
Section.
10. Ensures that all staff understand that any and every official communication in
their Section that is related to the school, whether it is internal or external, must be
approved by the Section Principal and then communicated to the Assistant
director and Director via the school’s internal email for knowledge and approval,
prior to it going to any third party. This will include minutes of all meetings and
grade level, Section level and Administrative meetings and minutes.
11. Submits to the Principal daily and weekly progress reports on the section,
including hard copies of all meeting minutes.
12. Ensures that there is no decision made regarding the employee or students
without the convening of a Senior Management meeting.
13. Submits to the Principal written reports on teachers and specialists in his/her
Section with a copy to The Director and Assistant director.
14. Organizes a calendar for regular staff, parent meetings, conferences, events, and
assemblies.
15. Ensures that the entrance gates are closed at 8:00 am, and have students, staff and
visitors enter via the main office.
16. Organizes staff duties and daily substitutions
17. Communicates effectively with students, faculty, parents, and other stakeholders.
18. Seeks the involvement of faculty and parents in a wide variety of school activities
and actively promotes and supports parent participation.
19. Supervises after school gate duty from 2:00 p.m. until the last child is collected
and follow up on issues with tardy parents.
20. Performs any other function or duty assigned by the Principal, Assistant Director
and School Director.
119: POSITION: SUBJECT COORDINATOR
REPORTS TO: Section Coordinator
SUPERVISES: Subject teachers
JOB GOAL: To ensure that a valid subject curriculum is drawn, content followed,
appropriate instructional techniques applied, and supervise its implementation and
evaluation in order to enhance student success.
SPECIFIC JOB DESCRIPTION:
1. Ensures that curriculum document defines what the students are to learn, what
the teacher should be teaching and how the learning and teaching will be
assessed.
2. Ensures that the highest possible learning outcomes are achieved by students and
35

JIS Staff Handbook
staff and help both reach their full performance potential.
3. Gathers validating information that helps determine whether curriculum and
instructional goals and student performance outcomes are being met.
4. Ensures that all of the school's resources are identified and being used to serve
students and faculty members alike
5. Evaluates and checks the course syllabus for their respective subject area then
report to the Section Coordinator about performance of the program and students
in his/her respective subject.
6. Plans and follows through regular meetings and help provide appropriate staff
professional development.
7. Liaises with the Section Head in ordering resources needed to make teaching and
learning of the subject the best it can be.
8. Teaches 28 periods in his/her subject area.
120:POSITION : ACTIVITY COORDINATOR
REPORTS TO: Principal
JOB GOAL: To facilitate student engagement by providing a wide range of both cocurricular
and extra-curricular activities, appropriate to the needs and interests of all
students and foster community involvement.
SPECIFIC JOB DESCRIPTION:
1. Organizes and administers the overall program of co-curricular and extracurricular
activities for the School.
2. Sets both long term and short term goals of each activity.
3. Appoints coaches and activity officials as required to ensure proper supervision
of all activities.
4. Recommends and places into operation appropriate rules and regulations
governing activities.
5. Verifies each student’s eligibility to participate in an activity according to
established physical and academic requirements of eligibility for participation in
each activity.
6. Keeps records of the results of all activities and events and maintains a record file
of all award winners, stating the date and type of award.
7. Plans and supervises an annual recognition program for school athletes.
8. Works with the physical education teachers in selecting and recommending
equipment and supplies for purchase.
9. Coordinates with the Operations Manager in the installation of new and
additional playground equipment.
36

JIS Staff Handbook
10. Prepares and submits to the Principal a weekly and monthly plan and report for
each separate activity in operation.
11. Works towards a continuous evaluation of program activities through surveys,
evaluation ratings by participants, and similar tools.
121: POSITION : TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To implement a balanced learning program and a class environment
favorable to teaching, learning and personal growth; to establish effective rapport with
students; to motivate students to develop skills, attitudes and acquire knowledge in
accordance with each student’s ability; and to establish good relationships with parents
and other staff members.
GENERAL JOB DESCRIPTION:
1. Develops and maintains a caring, stimulating environment within the classroom and
displays student work attractively.
2. Works in accordance with J.I.S. policies as published in the staff handbook and
contribute to a positive school atmosphere.
3. Plans appropriately according to the curriculum, prepares and implements
appropriate work schedules for the class of students, based on individual abilities or
learning readiness.
4. Ensures that curriculum documentation defines what the students are to learn, what
the teacher should be teaching and how the learning and teaching will be assessed.
5. Ensures that the highest possible learning outcomes are expected for and achieved by
each individual – students and staff - and help both reach their full performance
potential.
6. Ensures that all levels of students; ‚Excellent, Very good, Average and Needs
Support‛ are catered for.
7. Provides to the Section Coordinator, validating information that helps determine
whether curriculum and instructional goals and student performance outcomes are
being met.
8. Supports an efficient, productive and caring building atmosphere where all students
and faculty have opportunity to be recognized for their best efforts.
9. Ensures that all of the school's resources are identified and being used to serve
students and faculty members alike.
10. Ensures a positive reinforcement approach regularly in class and advocates for
awards and recognition assemblies.
11. Assesses and completes records and reports on the progress of each child as
published in the staff handbook, in an accurate and timely fashion.
37

JIS Staff Handbook
12. Liaises regularly with specialist teaching staff, knows and understands what he/she is
doing and documents their normal curriculum as grade or subject level teams.
13. Attends regular staff meetings and parent conferences and other such school
functions as per the school calendar and as required with due notification.
14. Meets regularly with the Coordinator and Section Principal to plan and evaluate
teaching and professional development. Takes a constructive and professional role in
individual goal setting and the school’s staff appraisal process and keeps abreast of
current educational thinking and practice.
15. Contributes ideas for the further development of the school, its policies and
decisions.
16. Undertakes such supervision duties as assigned by the Section Coordinator.
17. Maintains high standards of dress and conduct, and generally sets a good example to
all J.I.S. pupils, parents and colleagues.
18. Develops and maintains positive relationships with parents.
19. Provides a regular class newsletter for parents which tells what has been covered in
class and what will be covered in the next month/quarter.
20. Liaises with the Grade/Subject Level Coordinator, Section Head and Principal, on the
ordering of resources needed to make teaching and learning the best it can be.
21. Teaches 28 periods a week.
122: POSITION: HOMEROOM TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To serve as students and class administrative and academic counselors;
safeguard and follow up on the welfare of the class.
GENERAL JOB DESCRIPTION:
1. Uses the homeroom period to counsel, share, discuss, and elaborate on school
news, events, and topics of interest, school rules and regulations.
2. Counsels students about discipline and academic issues.
3. Takes attendance for the day and follows up on students absent for more than 2
days and advises the Section Coordinator and Principal.
4. Keeps a record of all class or lesson absences and advices the Section Coordinator
and Principal.
5. Coordinates with specialists to collect and compile reports.
6. Ensures that all students are at school on time and leave the school on time. In
either case the teacher is responsible for appropriate follow up and supervision.
7. Maintains the grade/class daily logbook, monitors comments made by other
teachers regarding students and to facilitate/coordinate appropriate action and
38

JIS Staff Handbook
advise the Section Coordinator and Principal both verbally and in writing on the
overall and specific progress of his/her home room.
8. Counsels individual students and, when necessary, make appropriate referrals for
guidance and counseling.
9. Confers with parents, subject teachers, counselor, support staff, and students on
matters of discipline and welfare.
10. Follows up and ensures resolution of all discipline problems has been achieved.
11. Maintains records of any disciplinary action taken in accordance with due process
from the School policy.
12. Supervises the class at assembly and follows up with any infractions.
13. Participates in the preparation, coordination, implementation and supervision of
co-curricular and intra-school activities involving the homeroom class.
14. Takes charge for the first week orientation program and orientation of new
students.
15. Orders for new materials, requests for repairs or maintenance in the classroom.
16. Makes the class seating chart and ensures that students seat according to the
chart.
17. Takes responsibility for the classroom key, bulletin-boards and all classroom
equipment.
123: POSITION: NURSERY TEACHER
REPORTS TO: Kindergarten Coordinator
JOB GOAL: To create a flexible pre-school program and environment favorable to
teaching, learning and personal growth; to establish effective rapport with students; to
motivate students to develop skills, attitudes and knowledge needed to provide a good
foundation for further participation in the higher total school program, in accordance
with each student's ability; and to establish good relationships with parents and with
other staff members.
SPECIFIC JOB DESCRIPTION:
1. Ensures that developmentally appropriate practices will be the primary
curriculum planning for the whole child, using profile dimensions of personality
namely: cognitive, affective and psychomotor domains.
2. Creates plans for the daily lessons including written lesson plans that meet
individual and group needs.
3. Creates a written schedule that is posted in the classroom.
4. Shares the weekly and monthly lesson plans with parents on a regular basis.
5. Redirects children as the preferred method of discipline.
39

JIS Staff Handbook
6. Develops and uses instructional materials suitable for verbal or visual instructions
of children.
7. Creates an effective environment for learning through functional and attractive
displays, bulletin boards and interest corners in class.
8. Cares for the physical needs of children including feeding, diapering, toilet
training, and dressing; and refers problem children to the Kindergarten
Coordinator.
9. Records observations or concerns. Documents and records any injury or incident
on the incident Form. The Kindergarten Coordinator should review and sign
these reports on the same day before they are issued to the parent for signature.
10. Supervises classroom assistants and volunteers.
11. Provides training, orientations and evaluates classroom assistants each semester
or as required.
12. Ensures a comfortable room environment through control of air conditioning,
lighting and ventilation to the extent possible.
13. Supervises students in out-of classroom activities during the assigned working
day.
14. Ensures that the strictest of health standards are adhered to.
15. Trains and practices the proper evacuation procedures for emergencies, such as
fire and flood.
124: POSITION: PRE-KINDERGARTEN TEACHER
REPORTS TO: Kindergarten Coordinator
JOB GOAL: To create a flexible Pre-Kindergarten program and environment favorable
to learning and personal growth; to establish effective rapport with students; to motivate
students to develop skills, attitudes and knowledge needed to provide a good
foundation for further participation in the higher total school program, in accordance
with each student's ability; and to establish good relationships with parents and with
other staff members.
SPECIFIC JOB DESCRIPTION:
1. Ensures that developmentally appropriate practices will be the primary
curriculum planning for the whole child, using profile dimensions of personality
namely: cognitive, affective and psychomotor domains.
2. Creates plans for the daily lessons including written lesson plans that meet
individual and group needs.
3. Creates a written schedule that is posted in the classroom.
4. Shares the weekly and monthly lesson plans with parents on a regular basis.
5. Redirects children as the preferred method of discipline.
40

JIS Staff Handbook
6. Develops and uses instructional materials suitable for verbal or visual instructions
of children.
7. Creates an effective environment for learning through functional and attractive
displays, bulletin boards and interest corners in class.
8. Cares for the physical needs of children including feeding, diapering, toilet
training, and dressing; and refers problem children to the Kindergarten
Coordinator.
9. Records observations or concerns. Documents and records any injury or incident
on the incident Form. The Kindergarten Coordinator should review and sign
these reports on the same day before they are issued to the parent for signature.
10. Supervises classroom assistants and volunteers.
11. Provides training, orientations and evaluates classroom assistants each semester
or as required.
12. Ensures a comfortable room environment through control of air conditioning,
lighting and ventilation to the extent possible.
13. Supervises students in out-of classroom activities during the assigned working
day.
14. Ensures that the strictest of health standards are adhered to.
15. Trains and practices the proper evacuation procedures for emergencies, such as
fire and flood.
125: POSITION: KINDERGARTEN TEACHER
REPORTS TO: KINDERGARTEN COORDINATOR
JOB GOAL: To create a flexible kindergarten program and kindergarten environment
favorable to learning and personal growth; to establish effective rapport with students;
to motivate students to develop skills, attitudes, and knowledge needed to provide a
good foundation for further participation in the total school program, in accordance with
each student’s ability; and to establish good relationships with parents and with other
staff members.
SPECIFIC JOB DESCRIPTION:
1. Provides learning experiences in language arts, social studies, pre-reading,
arithmetic, science, art and other appropriate learning activities.
2. Develops and uses teaching materials suitable for verbal or visual learning of
students with wide range of mental, physical, and emotional maturities.
3. Provides individual and group teaching designed to meet individual needs and
helps the students make a satisfactory transition to school.
41

JIS Staff Handbook
4. Establishes and maintains standards of student behavior needed to achieve
effective participation in all activities without interfering with the naturally
informal atmosphere of a kindergarten.
5. Evaluates academic and social growth of students and keeps appropriate records.
6. Communicates with parents through a variety of means including but not limited
to the Children’s agenda.
7. Participates in parent conferences to discuss the individual student’s progress and
interprets the school program.
8. Identifies student needs and cooperates with other professional staff members in
assessing and helping students solve health, attitude, and learning problems.
9. Creates an effective environment for learning through functional and attractive
displays, bulletin boards, and interest corners.
10. Makes requisition of teaching aids and keeps an inventory record.
11. Ensures a comfortable room environment through control of air conditioning,
lighting and ventilation to the extent possible.
12. Supervises students in out-of classroom activities during the assigned working
day.
13. Ensures that the strictest of health standards are adhered to.
14. Trains and practices the proper evacuation procedures for an emergency, such as
fire and flood.
15. Participates in curriculum and other developmental programs as required.
16. Participates in faculty committees and the sponsorship of student activities.
17. Teaches the JIS regulations and procedures.
18. Trains and practices the proper evacuation procedures for an emergency, such as
fire and flood.
42

126: POSITION: ELEMENTARY HOMEROOM TEACHER – GRADES 1 TO 5
JIS Staff Handbook
REPORTS TO: Elementary Section Coordinator
JOB GOAL: To create a flexible elementary grade program and a class environment
favorable to learning and personal growth; to establish effective connection with
students; to motivate students to develop skills, attitudes and knowledge needed to
provide a good foundation for upper elementary grade education, in accordance with
each student’s ability; and to establish good relationships with parents and other staff
members.
SPECIFIC JOB DESCRIPTION:
1. Teaches reading, language arts, social studies, mathematics, science, art, health,
physical education, and IT to students in a classroom, using the JIS adopted
Curriculum and other relevant appropriate learning activities.
2. Develops lesson plans and teaching resources and provides group and
individualized instruction in order to adapt the curriculum to the needs of each
student.
3. Translates lesson plans into learning experiences so as to best utilize the available
time for teaching.
4. Establishes and maintains standards of student behavior needed to achieve a
functional learning atmosphere in the classroom.
5. Evaluates students’ academic and social growth, keeps appropriate records, and
prepares reports.
6. Communicates with parents through conferences and other means to discuss
student’s progress and interprets the school program.
7. Identifies student needs and cooperates with other professional staff members in
assessing and helping students solve health, attitude, and learning problems.
8. Creates an effective environment for learning through functional and attractive
displays, bulletin boards, and interest centers.
9. Maintains professional competence through in-service professional development
activities provided by the School and self-selected professional growth activities.
10. Makes requisition of teaching aids and keep an inventory record.
11. Supervises students in out-of-classroom activities during the assigned working day.
12. Administers group standardized tests in accordance with School’s testing program.
13. Participates in curriculum development programs as required.
14. Trains and practices the proper evacuation procedures for an emergency, such as fire
and flood.
43

JIS Staff Handbook
127: POSITION: ENGLISH TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To develop in each student skills of listening, speaking, reading, and
writing that are fundamental to good communication and literacy; to develop
appreciation of good literature; to motivate students to read widely for information and
recreation; to develop standards for critical judgment of written and oral
communications transmitted by mass media; to discover and develop special talents of
students in the field of English; and to prepare the student for the various English
Exams.
SPECIFIC JOB DESCRIPTION:
1. Teaches content and skills in English language, literature, reading, and writing to
students, utilizing the JIS curriculum and other appropriate learning activities.
2. Adapts English material and methods to develop relevant sequential assignments
that guide and challenge students.
3. Selects and requisitions books and instructional aides appropriate to the interest and
maturity level of students; maintains required inventory records.
4. Adapts the curriculum to provide individual, small-group, or remedial instruction to
meet the needs of the individual student.
5. Develops standards for critical analysis through group discussions based on a variety
of mass media and classical and contemporary literature.
6. Encourages students to think independently and to express original ideas.
7. Evaluates each student’s progress in English skills (listening, speaking, reading, and
writing).
8. Establishes and maintains standards of student behavior needed to provide an
orderly, productive, classroom environment.
9. Identifies student needs and cooperates with other professional staff members in
assessing and helping students solve health, attitude, and learning problems.
10. Supervises students in out-of-classroom activities during the assigned working day.
11. Communicates with parents and school counselor on student progress.
12. Works with students and other subject teachers in such activities as preparing
material for the school newspaper or yearbook, or coordinating entries in essay and
poetry contests.
13. Administers or monitors group tests and examinations.
14. Participates in curriculum and other developmental programs.
15. Participates in faculty committees and the sponsorship of student activities.
16. Maintains professional competence through in-service professional development
activities provided by the School and in self-selected professional growth activities.
44

JIS Staff Handbook
128: POSITION: MATHEMATICS TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To help each student develop competence in basic mathematical skills and
an understanding of the structure of mathematics; to motivate each student to apply
mathematical understanding and skills in the solution of practical problems; to
encourage students to develop their special talents in the field of mathematics; and to
prepare students for the different math examinations.
SPECIFIC JOB DESCRIPTION:
1. Teaches courses in mathematics to students using the JIS curriculum and other
appropriate learning activities.
2. Instructs students on rules, regulations and procedures of the school.
3. Adapts lesson plans and appropriate teaching aids stressing discovery learning
methods.
4. Demonstrates mathematical concepts using models, whiteboard, overhead projector,
calculators and other teacher-prepared instructional aids.
5. Provides opportunities when needed for group and individualized teaching to adapt
the curriculum to the needs of each student.
6. Plans learning activities that will relate mathematics to the physical world.
7. Establishes and maintains standards of student behavior needed to provide an
orderly, productive classroom environment.
8. Evaluates each student’s progress in mathematical knowledge and skills.
9. Communicates with parents and school counselors about the individual student’s
progress.
10. Identifies student needs and cooperates with other professional staff members in
assessing and helping students solve health, attitude, and learning problems.
11. Supervises students in out-of-classroom activities during the duty time.
12. Participates in curriculum and other developmental programs.
13. Participates in student activities such as mathematics teams
14. Maintains professional competence through in-service professional development
activities provided by the School and in self-selected professional growth activities.
15. Administers or monitors group tests and examinations.
45

JIS Staff Handbook
129: POSITION: SCIENCE TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To develop in each student an awareness of the role of science in economic
and social progress; to motivate each student to acquire knowledge of scientific facts and
principles, and skills in scientific methods of problem solving; and to discover and
develop special talents of students in scientific fields.
SPECIFIC JOB DESCRIPTION:
1. Teaches skills, knowledge, and scientific attitudes through courses in general science,
earth science, biology, chemistry, physics, or health to secondary students, using the JIS
curriculum and other appropriate learning activities.
2. Instructs students in rules, regulations and procedures of the school.
3. Plans a science program involving demonstrations, lectures, discussions, and student
experiments using laboratory activities for best possible learning.
4. Demonstrates scientific concepts by the use of scientific apparatus, experiments, and
standard or teacher-prepared charts, sketches, and other teaching aids.
5. Provides individual or group instruction to adapt the curriculum to the needs of
students.
6. Instructs students in proper use, care, and safe handling of chemicals, science
equipment, and plant and animal life.
7. Provides for safe storage and proper use of materials, equipment, and tools.
8. Establishes and maintains standards of student behavior for a productive learning
environment during class sessions, laboratory sessions, and field trips.
9. Evaluates each student’s growth in knowledge and skills in subject.
10. Selects and requests books, teaching aids, science equipment, chemicals, and
supplies.
11. Maintains professional competence through in-service professional development
activities provided by the school and self-selected professional growth activities.
12. Identifies student needs and cooperates with other professional staff members in
helping students solve health, attitude, and learning problems.
13. Participates in curriculum and other developmental programs.
14. Assists students in selection and development of Science Fair projects.
15. Cooperates with school administration in providing science displays and programs
for the school and community, and in developing science activities.
16. Communicates with parents and school counselors on student progress.
17. Supervises students in out-of-classroom activities during duty time.
46

JIS Staff Handbook
130: POSITION: SOCIAL STUDIES TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To develop proficiency in the use of social studies inquiry skills and
concepts; to develop understanding of the geographical, historical, cultural, and political
factors that influence the development of world regions; and to encourage students to
develop sound opinions based on study of facts concerning operation of political and
economic systems.
SPECIFIC JOB DESCRIPTION:
1. Teaches social studies, history, geography, US History, Economics, or humanities to
students, using the JIS curriculum and other appropriate learning activities.
2. Instructs students in rules, regulations and procedures of the school.
3. Builds up a balanced social studies program involving factual background material,
material on current events, discussion time, and other appropriate activities designed to
encourage students to develop skills and attitudes, draw conclusions, achieve improved
interpersonal relationships, and makes value judgments based on scientific methods of
inquiry.
4. Provides individual and group teaching to adapt the curriculum to the needs of
students with varying intellectual abilities, attitudes, and cultural backgrounds.
5. Makes current material from the mass-media available to students; plans and guides
discussions of current problems against background of geographical environment and
history of areas being studied.
6. Develops knowledge of political and economic systems of other nations and their
influence on personal freedom, education, and living standards.
7. Encourages students to become aware of the complexity and interrelations of local,
state, national, and world problems.
10. Maintains standards of student behavior to provide an orderly, productive classroom
environment.
11. Maintains professional competence through in-service professional development
activities.
12. Selects resources and instructional aids and arranges for resource speakers and field
trips.
13. Communicates with parents and school counselors to discuss student progress in the
subject.
14. Identifies student needs and cooperates with other professional staff members in
helping students solve health, attitude, and learning problems.
15. Supervises students in our-of-classroom activities at duty points.
16. Participates in curriculum and student performance improvement programs.
17. Participates in faculty committees and participates in organizing student activities.
47

JIS Staff Handbook
131: POSITION: MUSIC TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: Develop in each student an appreciation of the art of music as part of
general culture with strict sensitivity to the culture of the host country. Teach techniques
of vocal or instrumental music expression; discover and develop talents of students in
the field of music, and develop knowledge and skills in listening to and reading music.
SPECIFIC JOB DESCRIPTION:
1. Teaches skills in music appreciation, harmony, and explorations in music, and in
instrumental and choral music to students.
2. Instructs students in rules, regulations and procedures of the school.
3. Plans a balanced music program and organizes daily class time so that
preparation, rehearsal, and teaching can be accomplished within the scheduled
time.
4. Provides individual and group teaching to adapt the JIS curriculum to the needs
of each student. Sometimes, teaches individual in the classrooms (as appropriate)
alongside the class teachers or act as a resource for music integration in the
classroom.
5. Uses a repertoire of all types of music literature, including traditional and
contemporary, that are appropriate for the ages, culture and skill levels of
students.
6. Controls the storage and use of school-owned property; make minor adjustments
and request repairs to instruments as required.
7. Establishes and maintains standards of student behavior to provide an orderly,
productive environment during class practice, group rehearsals, and musical
performances.
8. Evaluates each student’s musical growth and performance, assessing each
individual’s contribution to the performance of the group.
9. Plans, rehearses, and directs students in musical programs for the school and
community.
10. Selects and recommends books, musical instruments, and teaching aids.
11. Communicates with parents and school counselors on student progress.
12. Identifies student needs and cooperate with other professional staff members in
assessing and helping students solve health, attitude, and learning problems.
13. Assists the Section Coordinator to plan for assemblies and performances and to
lead musical presentations including musical programs for school productions,
graduation ceremonies, and other School events.
48

JIS Staff Handbook
14. Supervises students in out-of-classroom activities as assigned.
15. Participates in curriculum and other student centered developmental programs.
16. Participates in faculty committees and organizes student activities.
17. Maintains professional competence through in-service professional development
provided by the school, and in self-selected professional growth activities related
to music.
132: POSITION: ART TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To develop in each student an interest in, and the ability for, creative
expression in visual terms, using skills and techniques or artistic expressions appropriate
to the student’s interests and abilities; to develop aesthetic understandings and
appreciations; to discover and develop talents of students in the field of art.
SPECIFIC JOB DESCRIPTION:
1. Teaches knowledge and skill in art, including crafts, drawing, painting, lettering,
design, commercial art, art history, and three-dimensional art, following the JIS
curriculum, and other appropriate learning activities.
2. Instructs students in rules, regulations and procedures of the school.
3. Provides instruction by which students develop aesthetic concepts and
appreciations and the ability to make qualitative judgments about art. Sometimes,
teaches in the classrooms alongside the class teachers or act as a resource for
art/craft integration in the classroom.
4. Demonstrates techniques in activities such as drawing, painting, and modeling,
using standard and teacher-prepared teaching aids.
5. Develops lesson plans and organizes class time to provide a balanced program of
teaching, demonstration, and working time.
6. Provides individual and group teaching to adapt the curriculum to the needs of
students with varying intellectual and artistic abilities, and to accommodate a
variety of learning activities.
7. Establishes and maintains standards of student behavior needed to provide an
orderly and productive Art room environment.
8. Instructs students in proper care and the use of tools and equipment.
9. Organizes storage areas and controls the use of materials, equipment and tools to
prevent loss or abuse, and to minimize time required for distribution and
collection.
49

JIS Staff Handbook
10. Evaluates each student’s performance and growth in knowledge and aesthetic
understandings, and prepares progress reports.
11. Selects and recommends books, instructional materials, tools, instructional aids,
and maintains required inventory records.
12. Plans and presents art displays and Art Fairs designed to exhibit students’ work
for the school and the community.
13. Maintains professional competence through in-service professional development
activities provided by the School and/or in self-selected professional growth
activities.
14. Communicates with parents and school counselors on student progress.
15. Provides support/training to classroom teachers so that they can understand and
carry out Art integration with the classroom curriculum.
133: POSITION: INDUSTRIAL ART/TECHNICAL DRAWING TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To develop in each student an insight and understanding of technical
drawing and its place in our society; to discover and develop talents of students in the
technical drawing fields; to develop practical problem-solving skills related to the
materials and processes of industry; and to develop in each student skill in the safe use
of tools and equipment.
SPECIFIC JOB DESCRIPTION:
1. Teaches knowledge and skill in Technical Drawing, including standard
representation of an object; makes the object depicted is reproducible; enlightens
students on professions involved in technical drawing such as engineers,
designers, architects, Architectural, draftsmen, etc.
2. Instructs students in rules, regulations and procedures of the school.
3. Provides instruction by which students develop aesthetic concepts and
appreciations and the ability to make qualitative judgments about technical
drawing. Sometimes, teaches in the classrooms alongside the class teachers or act
as a resource for art/craft integration in the classroom.
4. Demonstrates techniques in activities such as line types, projection types, design
bases, cuts, and representation of threads, assembly drawings using standard and
teacher-prepared teaching aids.
5. Develops lesson plans and organizes class time to provide a balanced program of
teaching, demonstration, and working time.
50

JIS Staff Handbook
6. Provides individual and group teaching to adapt the curriculum to the needs of
students with varying intellectual and technical drawing abilities, and to
accommodate a variety of learning activities.
7. Establishes and maintains standards of student behavior needed to provide an
orderly and productive Art room environment.
8. Instructs students in proper care and the use of tools and equipment.
9. Organizes storage areas and controls the use of materials, equipment and tools to
prevent loss or abuse, and to minimize time required for distribution and
collection.
10. Evaluates each student’s performance and growth in knowledge and aesthetic
understandings, and prepare progress reports.
11. Selects and recommends books, instructional materials, tools, instructional aids,
and maintain required inventory records.
12. Plans and presents art displays and Art Fairs designed to exhibit students’ work
for the school and the community.
13. Maintains professional competence through in-service professional development
activities provided by the School and/or in self-selected professional growth
activities.
14. Communicates with parents and school counselors on student progress.
15. Provides support/training to classroom teachers so that they can understand and
carry out Art integration with the classroom curriculum.
134: POSITION: PHYSICAL EDUCATION TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To develop in each student an understanding of the relationship of good
body function and exercise; to motivate each student to develop physical fitness,
hygienic habits, and good social and emotional adjustment; to discover and develop
talents of students in physical achievement; and to develop strength, skill, agility, poise,
and coordination in individual and team physical activities and sports, according to each
student’s ability.
SPECIFIC JOB DESCRIPTION:
1. Teaches knowledge and skills in physical fitness, health education, rhythms and
dance, and individual, or team sports, using the JIS curriculum and other
appropriate learning activities.
2. Instructs students in rules, regulations and procedures of the school.
51

JIS Staff Handbook
3. Analyzes, demonstrates, and explains basic skills, rules, knowledge, and
strategies of formal sports, games, rhythms, and fundamentals of body
movement.
4. Provides individualized and group teaching to adapt the curriculum to the needs
of each student.
5. Provides appropriate safety teaching and makes safety checks on sports
equipment and playgrounds to ensure the overall safety of students.
6. Maintains control of storage and the use of sports equipment.
7. Establishes and maintains standards of student behavior needed to provide an
orderly, productive environment in the physical education lessons.
8. Evaluates each student’s growth in physical skills, knowledge, and contribution
in team sports.
9. Maintains professional competence through in-service professional development
provided by the School, and in self-selected professional growth activities.
10. Selects and recommends equipment and teaching aids.
11. Maintains required inventory records of sports equipment.
12. Communicates with parents and school counselors on student progress.
13. Identifies student needs and cooperates with other professional staff members in
helping students solve health, attitude, and learning problems.
14. Coordinates the sports days, after school activities program and coaches a school
sports team.
15. Supervises students in out-of-classroom activities during the assigned working
day.
16. Participates in curriculum and other developmental programs.
17. Participates in faculty committees and other students focused student activities.
18. Maintains appropriate standards of dress and conduct, and generally set a good
example to the J.I.S. pupils.
19. Ensures that good sportsmanship is inherent in all lessons and games, particularly
when students are representing the school against other school teams.
52

JIS Staff Handbook
135: POSITION: FRENCH TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To motivate each student to develop competencies, knowledge, and skills in
oral comprehension, speaking, reading, and writing a French language, in accordance
with each student’s ability; to interpret to students the culture of the francophone
countries; to discover and develop special talents of students in French language
communication.
SPECIFIC JOB DESCRIPTION:
1. Teaches skills and knowledge in French language instruction to students, using
the JIS curriculum and other appropriate learning activities such as; listening
comprehension, speaking, reading, and writing.
2. Guides students in rules, regulations and procedures of the school.
3. Provides learning experiences that develop the basic communication skills, using
Audio CDS tape recorders and other electronic equipment as appropriate.
4. Provides individualized and group teaching to adapt the curriculum to the needs
of each student.
5. Develops student understanding and appreciation of culture of Francophone
countries.
6. Establishes and maintains standards of student behavior needed to provide an
orderly, productive classroom environment.
7. Evaluates each student’s progress in listening comprehension, speaking, reading,
and writing the French language.
8. Selects and recommends books, teaching aids, and other resources.
9. Communicates with parents and school counselors on student progress.
10. Identifies student needs and cooperates with other professional staff members in
helping students solve health, attitude, and learning problems.
11. Participates in curriculum and other developmental programs.
12. Maintains professional competence through in-service professional development
activities provided by the school, and in self-selected professional growth
activities.
53

JIS Staff Handbook
136: POSITION: ARABIC AND ISLAMIC STUDIES TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To motivate each student to develop competencies, knowledge, and skills in
oral comprehension, speaking, reading, and writing the full range of Arabic Language
and Islamic Studies skills, in accordance with each student’s ability; to interpret to
students the culture, beliefs and practices of Islam; to discover and develop special
talents of students in Arabic and Islamic Studies.
SPECIFIC JOB DESCRIPTION:
1. Teaches skills and knowledge in Arabic language instruction to students, using
the JIS curriculum and other appropriate learning activities such as; listening
comprehension, speaking, reciting, reading, and writing.
2. Guides students in rules, regulations and procedures of the school.
3. Provides learning experiences that develop the basic communication skills in
recitation of Quran verses and other religious writings.
4. Provides individualized and group teaching to adapt the curriculum to the needs
of each student.
5. Develops student understanding and appreciation of culture of Islamic countries.
6. Establishes and maintains standards of student behavior needed to provide an
orderly, productive classroom environment.
7. Evaluates each student’s progress in listening comprehension, speaking, reading,
and writing the Arabic and Islamic Studies.
8. Selects and recommends books, teaching aids, and other resources.
9. Communicates with parents and school counselors on student progress.
10. Identifies student needs and cooperates with other professional staff members in
helping students solve health, attitude, and learning problems.
11. Participates in curriculum and other developmental programs.
12. Maintains professional competence through in-service professional development
activities provided by the school, and in self-selected professional growth
activities.
13. As and when appropriate, team-teaches alongside the class teachers or act as a
resource for Arabic Language and Islamic Studies with the classroom curriculum.
14. Provides support/training to classroom teachers so that they can understand
Arabic Language and Islamic Studies and, as and when appropriate, they can
integrate it with the classroom curriculum.
54

JIS Staff Handbook
137: POSITION: COMPUTER STUDIES TEACHER
REPORTS TO: Section Coordinator
JOB GOAL: To develop in each student an insight and understanding of computer skills
and its place in our society; to discover and develop talents of students in the computer
skills; and to develop in each student skill in the safe use of the computer and internet.
SPECIFIC JOB DESCRIPTION:
1. Teaches knowledge and skill in computer, including standard use of programs.
2. Instructs students in rules, regulations and procedures of the school.
3. Provides a range of computer instruction and support appropriate to the
children’s grade/age.
4. Team-teaches alongside the class teachers or act as a resource for computer
integration with the classroom curriculum.
5. Develops lesson plans and organizes class time to provide a balanced program of
teaching, demonstration, and working time.
6. Provides individual and group teaching to adapt the curriculum to the needs of
students with varying intellectual and computing abilities, and to accommodate a
variety of learning activities.
7. Establishes and maintains standards of student behavior needed to provide an
orderly and productive computer lab environment.
8. Instructs students in proper care and use of the computer and internet.
9. Controls use of computers in order to prevent abuse, and avoid technology
malpractice.
10. Evaluates each student’s performance and growth in knowledge and aesthetic
understanding, and prepares progress reports.
11. Selects and recommends books, instructional materials, accessories, instructional
aids, and maintain required inventory records.
12. Provides support/training to classroom teachers so that they can understand and
carry out computer integration with the classroom curriculum.
13. Maintains professional competence through in-service professional development
activities provided by the School and/or in self-selected professional growth
activities.
14. Communicates with parents and school counselors on student progress.
15. Provides support/training to classroom teachers so that they can understand and
carry out technology integration with the classroom curriculum.
16. Ensures integrity of the operating systems, correct usage of all flash drives to
avoid virus infections; appropriate use of all school computers for school
55

JIS Staff Handbook
designated tasks only; that students do not install or uninstall programs or use
any private materials school computers; and legitimate and appropriate use of
internet for school purposes only.
138: POSITION: TEACHER ASSISTANT
REPORTS TO: Homeroom Teacher.
JOB GOAL: To follow the directives of the class teacher in teaching, caring for and
generally providing the best possible level of education to our children in accordance
with JIS policies.
SPECIFIC JOB DESCRIPTION:
1. Liaises with the teacher as required on planning and implementing the school
program and provides the teacher with a copy of their own planning for each
respective class.
2. Liaises with the teacher as required on assessing and reporting children's progress
and provides the class teacher with a copy of all individual or group assessment.
3. Maintains positive relationships with parents.
4. Contributes to a positive school atmosphere.
5. Attends regular staff meetings and parent conferences.
6. Maintains high standards of dress and conduct, and generally set a good example
to all JIS pupils.
7. Undertakes such supervision duties as assigned by the Head of Section.
56

JIS Staff Handbook
139: POSITION: SECRETARY/RECEPTIONIST
REPORTS TO: Staff Member assigned by the School Director.
JOB GOAL: To assure the smooth and efficient operation of the school office so that the
office’s maximum positive impact on the education of children can be realized.
SPECIFIC JOB DESCRIPTION:
1. Maintains a pleasant manner with colleagues, children and visitors:
2. Performs all duties as assigned by the Director, Assistant director and Principal
which are of a secretarial nature and are during the office hours of 7:30 a.m. and
4:00 p.m.
3. Maintains the school section entry register.
4. Provides the Section Principal and Admissions Office on a daily basis with a list
of all tardy students.
5. Provides the Section Principal and Assistant director and H.R. on a daily basis
with a list of staff late for duty.
6. Registers all visitors, provides them with a visitor’s card and escorts them to their
appointment. No one is allowed to enter the school site without a previously
arranged appointment. All staff must inform the secretary in advance and in
writing using the visitor/phone call request form.
7. Takes all phone messages for staff and provides them in writing to the staff
member.
8. Relays emergency calls immediately.
9. Supports the school's philosophy and aims.
10. Supports the school staff as and when time and normal duty permits and with the
prior approval of the Assistant Director.
11. Supports all school events as required by the Assistant director.
12. Times and records fire and flood drills.
13. Screens incoming mail before giving it to the designated supervisor.
14. Does general filing as needed.
15. Keeps track of daily attendance and calls homes of un-excused children.
16. Duplicates the weekly school plans.
17. Types letters, minutes and reports.
18. Receives and screen telephone calls for teachers and other staff.
19. Meets and greets parents and visitors and answer their questions.
20. To deliver messages to teachers.
21. Escorts parents and visitors to the around the school.
22. Keeps desk and office furniture presentable and in order.
57

JIS Staff Handbook
140: POSITION: LIBRARIAN
REPORTS TO: Section Principal.
JOB GOAL: To provide all students with an enriched library environment containing a
wide variety of library resources, including the E-Library Over Drive facility; that
stimulates intellectual growth, and to aid all students in acquiring the skills needed to
take full advantage of available resources.
SPECIFIC JOB DESCRIPTION:
1. Assists in staff development, completes needs assessments, and preparing teacher
resources.
2. Reviews and guides library acquisition procedures and plans.
3. Establishes library services training program.
4. Establishes behavioral standards for students and staff in the LMC.
5. Assists students in becoming effective and discriminating users of library
resources.
6. Organizes library material, equipment, and facilities for effective and efficient
utilization and circulation.
7. Plans, equips and maintains attractive facilities.
8. Keeps the collection current within the constraints of the annual budget.
9. Maintains the library catalogue.
10. Maintains appropriate and efficient records of library materials.
11. Processes materials simply and efficiently.
12. Develops a research and library skills program relating to the needs of the
students.
13. Attempts to instill in students the ability to be self learners by promoting the
spirit of inquiry and teaching effective and grade appropriate fact finding and
library usage skills.
14. Plans with teachers, where appropriate, for meaningful and effective grade
appropriate reference work and/or literature work
15. Actively plans with teachers to integrate library services and multimedia
materials with the instructional program.
16. Ensures that all classes have a rotating core of readers as part of the home reading
program.
58

JIS Staff Handbook
141: POSITION: SCHOOL NURSE
REPORTS TO: Section Principal.
JOB GOAL: To provide the fullest possible educational opportunity for each student by
minimizing absence due to illness and creating a climate of health and well-being in the
school.
SPECIFIC JOB DESCRIPTION:
1. Arranges, supervises and reports on annual health check-ups (ears, eyes) for all
children in KG and Grade 1.
2. Offers basic first aid help.
3. Contacts/informs all parents immediately if there is a serious accident, illness or
concern.
4. Completes an accident report form, and copies to the parent, class teacher and
student file.
5. Oversees and reports on the general health conditions in the school and to make
recommendations as appropriate.
6. Works in accordance with J.I.S. policies.
7. Maintains a pleasant manner with colleagues, children and visitors
8. Prepares health reports for principal and Government Health Department.
9. Maintains security of school health supplies.
10. Serves as a resource person on health issues.
11. Provides staff development on health-related topics for school staff and
volunteers.
12. Screens and conducts health appraisals for students and staff.
13. Provides follow-up evaluations on students as required.
14. Recommends corrective action where health problems are identified.
15. Corresponds with parents on health needs of children.
16. Records immunizations, health findings, and other relevant health data.
142: POSITION: LABORATORY ASSISTANT
REPORTS TO: Science & Section Coordinators
JOB GOAL: To ensure that the science laboratory is prepared for learning and teaching
science through experimentation.
SPECIFIC JOB DESCRIPTION:
1. Liaises with the teacher as required on planning and implementing the school
program and follows the reasonable directives of the class teacher in preparing
the lab and equipment for a given lesson.
59

JIS Staff Handbook
2. Holds full responsibility for the state of the laboratory including; equipment,
materials, cleanliness and safety.
3. Makes provisions for supplies, equipment and materials, so as to ensure that the
lab is always ready for the classes.
4. Works in accordance with JIS policies and attend regular staff meetings.
5. Contributes to a positive school atmosphere.
6. Maintains high standards of dress (appropriate to the lab.) and conduct, and
generally sets a good example to all JIS pupils.
143: POSITION: PHOTOCOPYING STAFF
REPORTS TO: Stores Manager, Section Coordinator, Section Principal.
JOB GOAL: To enhance teaching and learning as well as documentation; through the
photocopying of documents and text materials.
SPECIFIC JOB DESCRIPTION:
1. Coordinates photocopying requirements from the teaching staff and
administration.
2. Ensure that official requests are made using approved forms, at least one day in
advance, and authorized by the appropriate staff.
3. Uses photocopying materials judiciously to avoid needless waste. Takes proper
custody of photocopying materials and equipment to avoid misuse.
4. Ensures that unauthorized persons do not use the facility.
5. Ensures that photocopying equipment are in good working condition at all times
and reports promptly, equipment breakdowns and material shortages.
144: POSITION: CUSTODIANS/CLEANERS/ASSISTANTS
REPORTS TO: Operations Manager
JOB GOAL: To provide students with a safe, attractive, comfortable, clean, and efficient
place in which to learn, play, and develop.
SPECIFIC JOB DESCRIPTION:
1. Ensures that the school classrooms, building and grounds assigned to him/her are
always clean and tidy and ready for use by the teachers and students.
2. Cleans assigned area within the school building every afternoon after classes, to
have it clean and ready for use each morning. This includes spraying the area
against insects and mosquitoes.
3. Makes sure that all the bathroom areas are well maintained at all times.
4. Reports any major repairs, maintenance requirements, damages or supplies
60

JIS Staff Handbook
shortages to the Operations Manager in a timely fashion.
5. Assists in cleaning, sweeping or working in the classrooms or school areas as
assigned by any coordinator, at any time during the work day.
6. Performs tasks during parents’ evenings and other events, organized by the
Section Principal and Operations Manager.
7. Checks daily to ensure that all exit doors are open and all panic bolts are working
properly during the hours of building occupancy.
8. Sweeps classrooms daily and dusts furniture.
9. Cleans hallways after school each day and during the day when their condition
requires it.
10. Scrubs, hoses down, and disinfects toilet floors daily, and clean all sanitary
fixtures and drinking fountains daily.
11. Washes all windows on both the inside and outside at least twice each semester,
and more frequently if necessary.
12. Keeps all floors clean, attractive and in hygienic state.
13. Cleans all whiteboards at least once a week.
14. Assumes responsibility for the opening and closing of the classroom doors, in the
morning, during breaks and after school dismissal; secures all doors and
windows and switches off all lights, except those for security.
15. Conducts an ongoing program of general maintenance, upkeep, and repair.
16. Moves furniture or equipment within buildings as required for various activities
and as directed by the relevant authority.
17. Conducts periodic inspections and tests of all electrical installations in the school
to ensure their safe condition.
145: POSITION: DRIVER
REPORTS TO: Operations Manager.
JOB GOAL: To provide safe and efficient transportation so that students may enjoy the
fullest possible advantage from the school's curriculum and extracurricular program.
SPECIFIC JOB DESCRIPTION:
1. Obeys all traffic laws.
2. Observes all mandatory safety regulations for school buses.
3. Maintains discipline when students are on the bus.
4. Reports undisciplined students to the Principal.
5. Keeps the assigned bus clean.
6. Keeps to the assigned schedule.
7. Checks the bus before each operation, for mechanical defects.
61

JIS Staff Handbook
8. Notifies the proper authority in case of mechanical failure or lateness.
9. Discharges students only at authorized stops.
10. Exercises responsible leadership when on field trips.
11. Transports only authorized students.
12. Reports all accidents and complete the required reports.
13. Enforces regulations against smoking and eating on the bus.
14. Reports all student concerns to the Section Principal in a timely fashion.
15. Makes sure that the school vehicle is in good condition and ready to use at all
times, and informs the Operations Manager about servicing if needed.
16. Does all duties as assigned by the Operations Manager and according to the
schedule.
17. Ensures that he maintains on a daily basis and at each time of work the log book
for his activities during the day and the log book belonging to the school vehicle
he is using at any given time.
18. Allows students or adults use of the school vehicles or transportation only when
they are directly advised in writing by the Operations Manager.
19. Keeps and follows schedules for conveying students, to and from school using the
school bus service .
20. Must at all times have an accurate and regularly updated list of names, addresses
and phone numbers for students or staffs who are eligible to use the school
transport.
21. Works in accordance with J.I.S. policies.
22. Maintains a pleasant manner with colleagues, children and visitors.
23. Wears his identity card at all times.
*N.B. School transport is not to be used at any time for private purposes unless
approved by the School Director in writing.
146: POSITION: CARETAKER/HANDYMAN
REPORTS TO: Operations Manager
JOB GOAL: To maintain the physical school plant in a condition of operating excellence
so that full educational use of it may be made at all times.
SPECIFIC JOB DESCRIPTION:
1. Checks the condition of the building and the plot continuously every day.
2. Does any repairs/work that needs to be done as designated by the Operations
Manager.
3. Reports any major repair work to the Operations Manager in a timely fashion.
4. Makes sure that the driveway, walkways, gardens, playground are always
clean, tidy and safe.
62

JIS Staff Handbook
5. Works in accordance with J.I.S. policies.
6. Maintains a pleasant manner with colleagues, children and visitors.
7. Wears his identity card at all times.
8. Establishes and recommends priorities on repair projects.
9. Deals with emergency repair problems with efficiency.
147: POSITION: SECURITY GUARD- DAY/NIGHT.
REPORTS TO: OPERATIONS MANAGER,
JOB GOAL: To ensure the security of the School facility is intact at all times.
SPECIFIC JOB DESCRIPTION:
Day Guard: 6:00 a.m. to 6:00 p.m.
1. Positions himself at the designated gate and designated time in order to
prevent visitors without appointments from entering the school premises.
2. Makes sure that no visitor without a school visitor appointment approved
by the office in advance or who has not been registered by the receptionist
can enter the school.
3. Accompanies any unknown visitors to the front office.
4. Ensures that all visitors are wearing a visitor label.
5. Waits for the night guard before leaving at 6:00 p.m. but not leave his post
until he has been replaced and not before informing the Operations
Manager and received instructions.
6. In the event of problems during those days when the school is closed,
contacts the Director through the Operations Manager.
7. Works in accordance with J.I.S. policies.
8. Maintains a pleasant manner with colleagues, children and visitors.
9. Be punctual and timely in the work he does.
10. Wears his identity card and uniform at all times.
Night Guard: 6:00 p.m. to 6:00 a.m.
1. The night time security guard reports to the Operations Manager and must
comply with all aspects from above which apply and to those as outlined
below.
2. The Night time guards works every working day 6:00 p.m. – 6:00a.m.
3. Locks the gate all the time unless parent evenings or other events are
scheduled.
63

JIS Staff Handbook
4. After arriving to school he checks that all the doors are locked and all the
windows are closed.
5. Lets in only visitor approved by the office.
6. Waits for the day guard before leaving at 6:00 a.m.
7. In the event of problems he has to contact the Director through the Operations
Manager.
8. Monitors the phone for incoming calls.
9. In the event of an emergency or concern he should contact the Director, either
through the Operations Manager or directly if the Operations Manager is
unavailable.
200: STAFF DUTIES AND RESPONSIBILITIES
Accountability on job description is vital in the operation of JIS. A JIS teacher is expected
to plan, organize, and provide positive learning experiences for all students in the
classroom. The teacher is responsible to the respective Section Coordinator, Principal,
and Assistant Director and to the Director.
Each teacher shall be evaluated against his/her job description and the expectations articulated in
the staff handbook.
Teachers and assistants are expected to familiarize themselves with all the relevant
discipline policies and procedures. This will guide and affect consistency in execution
and will not confuse students and parents.
201: TERMS AND CONDITIONS OF EMPLOYMENT FOR ALL STAFF
The contract should be studied and followed; especially in terms of:
a- Trial period and respecting and honoring the length of contract.
b- Renewal
c- Termination
d- Job description
Renewal of contracts is by the 1st of May of each school year.
All personnel, who will not be asked to renew their contracts for the next
scholastic year, will be notified of this fact in writing, on the 1st of May of the
scholastic year.
64

JIS Staff Handbook
All personnel, who do not wish to renew their contracts, should notify the
administration, in writing, of this fact by the 1st of April in the last year of their
current contract.
202: SIGN-IN AND SIGN-OUT PROCEDURE
All teachers and staff shall record their attendance through FIS (Finger ID System) at the
reception area of the each location. Each employee is still required to sign –in and out in
the Attendance log for other reference purposes.
The standard procedures are as follows;
1. Record the attendance in FIS Machine and Sign – in in the log book first thing in
the morning.
2. Read the notice of the day posted at the reception bulletin board.
3. If you are a homeroom teacher, pick the class attendance list.
4. Sign out in FIS Machine when you leave.
203: OFFICIAL EMPLOYMENT TIME.
For teachers: Sunday, Tuesday and Thursday 7:30am to 2:30pm; Monday and
Wednesday 7:30am to 3:30pm
For Administrators: Sunday to Thursday 7:30am to 3:30pm
For Custodians/Cleaners: Sunday to Thursday 6:45am to 3:30pm.Saturday: 8am to 12pm
On special days, when the school has events or activities, timing will be
communicated but the general rule is all staff members have to report to school
and leave school before and after students respectively.
Adjustments in required hours of service may be made by the Administration
according to the needs of the school. This may include required attendance at
meetings or workshops as deemed necessary for the school operation efficiency or
professional development.
204: STAFF ORIENTATION WEEK
The orientation schedule is as follows at the beginning of the year:
Administrative staff: One week before teachers’ reporting date.
Teaching staff: One week before students’ reporting date.
Students’ Orientation will be done by the teachers on the students’ first week of the
academic year.
The basic program of the staff orientation week is:
1. Orientation for the new academic year.
2. Preparing the class rooms for the year.
3. Assisting in the orientation of new staff members.
65

JIS Staff Handbook
205: STUDENT ORIENTATION WEEK PROCEDURE
The first week of the school year will be the orientation week for all the students, the
following procedures will apply:
1. Greet and welcome your students and parents, taking special care to make new
students feel welcome and comfortable at JIS.
2. On the first day of School, students will only be led to their new classroom with
the homeroom teacher after assembly.
3. Student attendance lists and schedules will be provided to the homeroom
teachers at the signing in desk in the morning.
4. Please take attendance using this list. Any students not present should be marked
absent.
5. Students who are not listed should be sent to the Section Coordinator’s office for
clarification.
6. Discuss classroom and school rules and expectations, playground rules, assembly
rules, emergency evacuation drills rules, traffic rules, entrance and exit doors,
toilet, etc.
7. Practice routines that you want your students to use throughout the year.
8. Have students write their names in ink on the front page of all their school
textbooks, workbooks, etc. that they will be using.
9. By the end of the week, ensure that the class seating chart is well adhered to by all
your students.
10. Students’ names on desks are helpful to all teachers and other students in getting
to know each other quickly. So, let the desks be labeled with students names on a
white sticker.
66

JIS Staff Handbook
206: SCHOOL DAY ROUTINE
7:30 a.m. - Reporting time for all teachers. Home room Teachers pick the class attendance
list and class logbook from the signing in desk.
7:30 a.m. - Homeroom Teachers open their classrooms and have Homeroom Session
with students.
7:30 a.m. - All teachers on morning duty should be at their respective duty areas.
Playground duty teachers: Ensure all students proceed to their homeroom class for the
homeroom session.
Entry Gate duty teachers: Ensure that:
1. Students who enter school are not allowed to leave the campus.
2. Students who are not in proper uniform are not allowed to enter the school
unless they have a note from their parents explaining why they are not in
uniform.
3. Students tuck in their shirts/blouses before they enter the School.
7:50 a.m. - Homeroom teachers should line up students from their class and escort them
to assembly. The homeroom teacher should ensure that no student remains in class and
the class is closed during assembly.
7:55 a.m. - The morning assembly begins.
8:05 a.m. - First lesson starts.
There are two break times in the day. After each break, students must line up at
assembly to get ready for the next class. Teachers for the period immediately after
assembly are responsible for supervising students to line up and calm down before
moving to the classroom. Students shall only leave the assembly with their teacher.
A. Girls Section
(For Grades 1)
1 st break: 8:45 a.m. – 9:10 a.m.
2 nd break: 11:10 -11:30 a.m.
(For Grades 2)
1 st break: 9:25 a.m. – 9:50 a.m.
2 nd break: 11:.50 -12:10 p.m.
(For Grades 3)
67

JIS Staff Handbook
1 st break: 10:10 a.m. – 10:35 a.m.
2 nd break: 12:35 -12:55 p.m.
(For Grades 4 – 12)
1 st break: 10.10 a.m. -10.35 a.m.
2 nd break: 12.35 -12.55 p.m. *This time is also designated prayer time.
B. Boys Section
(For Grades 4 - 5)
1 st break: 9:50 am – 10:10 a.m.
2 nd break: 12:15 – 12:35 p.m.
(For Grades 6 - 8)
1 st break: 9:30 a.m. – 10:10 a.m.
2 nd break: 11:15 – 12:15 p.m.
(For Grades 9-12)
1 st break: 10.10 a.m. -10.35 a.m.
2 nd break: 12.35 -12.55 p.m. *This time is also designated prayer time
8:30 a.m. - Student’s Attendance list already collected by the Section Coordinator and
Handed over to the Receptionist/Secretary
12:30 p.m. -The school day ends for N – KG
1:00 p.m. -The school day ends for Grades 1-3
2:15 p.m. -The school day ends for Grades 4-12
2:15 p.m. -Homeroom teachers update the Class Log Page on Ed-Admin.
2:30 p.m. -Daily Classroom Log submitted to Section Coordinators.
i. Afternoon pick up for all students will take place at the same entry gate as is
used for morning entry.
ii. N- Grade 3 students will be handed over to a parent or an adult who
produces the parental consent form.
iii. Grade 4-12 Students may wait in the playground with the Duty Teacher.
iv. Please note that no child will be able to change their afternoon pick up
arrangements without the written notification and consent by that child’s
parent to both the class teacher and the Section Principal. This especially
applies to children who use the school bus.
68

JIS Staff Handbook
207: MORNING ASSEMBLY
Every morning at 7: 55 a.m. each section shall have an assembly of all students and all
teachers from the section. The procedure is:
The homeroom teacher escorts the class to assembly from the homeroom session and
ensures that:
1. Students are arranged per class/grade.
2. Students from his/her class stand in order of their height, from the
shortest in front to the tallest.
3. All students from his/her class are in uniform and those without
uniform are singled out of assembly.
4. All students’ shirts/blouses are neatly tucked in.
5. All students from his/her class are quiet during announcements.
After assembly, the subject teacher takes over the class and escorts them to class for the
first lesson.
208: EVENT ASSEMBLIES
Assemblies promote school spirit and a sense of belonging to JIS community. They are
an important opportunity to reinforce and encourage the kind of behaviors we would
like to instill in students on a school-wide basis. They also provide the experience of
participating in a large group activity and of being part of an audience.
Teachers are expected to attend the assemblies, sit among and supervise their students,
and help promote good group behavior. Appropriate assembly behavior should be
taught. Students are expected to behave appropriately and with respect to the presenting
individuals or groups. Teachers should quietly remove students who are unable to
behave appropriately during school assemblies.
The primary focus is the children, and parents are invited. There is no obligation for
classes to "perform something special", but rather the children and teachers are
encouraged to share work they are particularly proud of which they have done in class,
e.g. a song, poem, story, play, game, painting etc. A schedule of performers will be
drawn up beforehand and put on the notice board.
69

JIS Staff Handbook
209: EARLY DISMISSAL PROCEDURE
In the event of an emergency dismissal of students due to predicted adverse weather
conditions or as required by the Ministry of Education:
1. An SMS will be sent to all parents from the central administration.
2. Principals shall send communication via the Section coordinators who will inform
the homeroom teachers and subject teachers.
3. In the event you are in class:
a. Elementary and Middle School: Keep the students in the class room until
their drivers or parents arrive. Ensure that all students are accounted for at
all times.
b. In High School: Let students who have their own means of transports to
leave the campus. Let the rest of the students remain in the classroom with
you until their parents/drivers arrive.
4. Teachers who are not in the classroom at the time of dismissal should leave the
staffroom and move to the exit gates to supervise orderly departure of students.
210: EMERGENCY PROCEDURES
The school has put up alarm devices in the campus. In case of emergency such as fire,
earthquake, etc. these devices will sound or the bell will ring continuously to signal that
all the staff and assigned school employees will lead the students through the
appropriate exit to the designated evacuation areas in a quiet and orderly fashion.
In case of an emergency such as fire, the alarm devices will sound or a bell will ring
continuously. The teacher with the class is responsible for the safety of the class. All
teachers should take their register and have the class leave the building by the
appropriate exit point, without running, and in a quiet and orderly fashion. Before
leaving the teacher should check the classroom and bathroom, and should close all doors
and windows and turn off the lights (when there are 2 staff members present, one
should leave the building with the children while the second carries out the checks). No
one should delay to collect any personal belongings.
Once outside, the teacher should ensure that the class remains together in the allotted
place and check that everyone registered for that day is accounted for. Inform the Section
Coordinator as soon as you account for everyone or immediately there is a problem. No
one should re-enter the building until cleared to do so by the administration.
A detailed plan can be found in the School Evacuation Plan and Emergency Procedure
booklet.
70

JIS Staff Handbook
300: CURRICULUM CYCLE
JIS uses its own written curriculum to achieve its stated Mission, Vision, Philosophy and
Aims, based on AERO Standard. A variety of textbooks and resources are used to
achieve the curriculum objectives. We are NOT a textbook driven school and whilst we
expect the teachers to complete their curriculum there is no expectation for them to
finish a textbook.
Please note, that as part of the school’s drive for improvement, it is critical that our
curriculum documents provide both vertical and horizontal articulation. In this way we
can better guarantee the continuous education which we state as part of our school
philosophy.
To keep improving our curriculum, all concerns and suggestions for improvement
should be reported in writing after deliberations in subject/counterpart meetings. The
report should be given to the Section Coordinator/Principal and copied to the Assistant
Director. Section Coordinator/Principal will present the report to the School’s
Curriculum Committee which shall evaluate and act in accordance with its mandate in
reviewing and updating the curriculum for the following academic year.
YEAR 1: DRAFT
Research standards.
Review of AERO standards research literature
Draft Pre K to Grade 12 curriculum.
YEAR 5: EXTEND
Continue full implementation of the
established curriculum
Extend and embellish established
curriculum
Monitor curricular outcomes
Curriculum
Review
Cycle
YEAR 2: PILOT AND REVIEW
Conduct pilot
Review Pre K-Grade 12
standards
Evaluate draft curriculum
Implement established
curriculum
YEAR 4: IMPLEMENT AND MAP
Full implementation of the
established curriculum.
Revise curriculum maps and
common assessments.
Provide further professional
development
YEAR 3: EVALUATE, SELECT AND
BUILD CAPACITY
Evaluate pilot outcomes
Review resources
Provide Professional
Development
Implement established
curriculum
71

JIS Staff Handbook
301: CURRICULUM PLANNING
JIS uses its own written curriculum to achieve its stated Mission, Philosophy and
Aims.
i. A variety of textbooks and resources are used to achieve the curriculum
objectives.
ii. We are NOT a textbook driven school and whilst we expect the teachers to
complete their curriculum; there is no expectation for them to finish a textbook.
302: CURRICULUM PLANNING MEETINGS
Please note that each grade and cross grade subject teachers will meet weekly, with
minutes kept, to ensure that all teachers in a grade/subject are using a consistent
approach and covering a similar amount of curriculum each week/quarter/year.
The agenda of these meetings will be, but not limited to, the following areas:
1. Team review of the work done on the previous week.
2. Team planning for the upcoming week’s class work and homework which
shall be submitted as the Weekly plan.
3. Team creating quizzes, tests and their respective rubrics.
4. Team planning projects and project assessment rubrics.
5. Team evaluation of the previous week’s curriculum coverage.
6. Calculation of the mean grade of grade/class performance.
303: LESSON PLANNING
Quarter Plans stated in the curriculum are your guide in preparing for lesson plans
which are to be dated as you start, complete and evaluate each activity:
At the end of each lesson
By you and your team as part of your weekly grade/subject meeting
By you and your team at the end of each quarter as part of your grade/subject
meeting evaluation for that quarter and;
By you and your team at the end of each year prior to updating it for the next
year.
72

JIS Staff Handbook
304: HOLIDAY ASSIGNMENTS
Any areas of any book that has not been included in the curriculum may, after approval
by Curriculum Committee, be given as holiday activity for students. This work will not
be assessed though some form of student activity will need to be presented.
Each grade level/subject teacher will submit this to the Curriculum Committee via the
Subject Coordinators prior to the holiday time for final approval.
305: STUDENTS’ ADMISSION
JIS considers students for admission based on their ability to succeed in the school’s
program. Placement depends on a comprehensive and holistic review of the child:
1) The student’s past years report cards.
2) Confidential recommendation letters from the previous school
Principal/Head (when necessary).
3) All available standardized test scores.
4) Psycho-educational assessments (when necessary).
5) Student interview.
6) English assessment results (conducted at JIS).
7) Math assessment results.
306: ADMISSION TEAM
The file of any student seeking admission must be reviewed by each member of this
team in the descending order before admission is granted:
a) The Admissions Officer
b) The Counselor
c) The Section Principal
d) The Director/Assistant Director
307: REGISTRATION PROCEDURE FOR THE PROSPECTIVE PARENT
Step 1. The first point of contact is the Admissions Officer/Student Affairs. His/her role
is to give general information about the school and details on admission procedures. He
arranges for parents to meet the Section Principal.
Step 2. The Section Principal briefs the parent about school programs, and expectations
from the parent and student, as well as shared obligations and responsibilities. School
73

JIS Staff Handbook
Coordinators and/or Admin’ Officer provide a school tour.
Step3. Parent completes application and submits it with all requested documentation to
the Admissions Officer. N.B. Reports/records must be certified translations in English or
French.
Step 4.
i. Admissions Officer follows entry of admission procedure.
ii. Admissions Officer ensures that all requested pieces of information are provided.
iii. Admissions Officer arranges with School Counselor for any testing needed.
iv. School Counselor completes assessment of child and includes test and evaluation
form in application.
v. Admissions Officer submits completed file to the Section Principal for class
placement.
vi. The file then moves to the Director for approval of admission.
vii. Please note that once the Director has offered a place in school then most Saudi
Citizens would require permission from The Ministry of Education. This original
permission form and all relevant documents must be in the student file before
he/she can join JIS.
viii. Please note that it usually takes 2-3 days to process an application.
Step 5.
i. Parent pays School fees.
ii. The Admissions Officer follows up with the following:
1. opens a file for the student, (both as a hard copy and on the database/network)
2. enters all information on data base/network,
3. updates class list and includes any specific notes e.g. Support
4. updates school list,
5. informs accountant,
6. Informs Section Principal using the Student Entry Form. Student can start classes two
days after the file goes to The Section Principal.
Step 6.
i. The Section Principal informs all teachers of new arrival and gives them a copy of
the Student Entry Form.
ii. The Coordinator and teacher confirm that all books, materials, desk etc are ready
for the student.
iii. Teachers might wish to have a conference with the parent & student to explain
class routines & curriculum prior to new student arrival.
Step 7.
i. Accountant registers payment as per invoice and issues receipts accordingly. All
receipts and invoices are registered onto the fees spreadsheet.
ii. The Section Principal/ Section Coordinator welcomes new student and family,
74

JIS Staff Handbook
and escorts him/her to class.
308: ADMISSIONS DOCUMENTS REQUIRED
The following documents are necessary for each potential student's cumulative file: (the
file must be completed before the potential student is given a placement test at JIS.)
The Registration Form.
Five recent passport size photos.
Copies of all previous school records, including the most recent report card.
A clear copy of the passport information pages for each potential student and their
father/guardian.
A copy of the Iqama (the potential student must be shown on parents’ Iqama).
Family ID (for Saudi students).
For students transferring to JIS from another school in Saudi Arabia, a completed
transfer certificate is necessary. This may be obtained from the student’s previous
school attested by the official authorities (Ministry of Education). Students
transferring from schools abroad need to have their school reports attested by the
official authorities, which are Ministry of Education and Ministry of Foreign
Affairs from the countries they’re coming from.
3309: ADMISSIONS CRITERIA FOR GRADES 9-12 (ENGLISH SECTION ONLY)
It is our preference that students graduate from our Middle School, complete the
four year High School Program and meet the criteria for a JIS/MSA High School Diploma
stated for grades 9 - 12 below. Students coming from any other school will get a JIS/MSA
High School Diploma if they meet the following conditions:
a. They have met the criteria for admissions entry to the school which includes
completion of Placement test and have Ministry approved original reports from
the previous school(s) that confirm core subjects as equivalent to those at JIS.
b. They have the Ministry’s new approval to enter an International School form.
c. They have completed all JIS credit/course requirements.
N.B: Students coming from a different system of education and/or a system of a different
language of instruction rather than English should have attested translated copies of the
Reports
75

JIS Staff Handbook
310: AGE REQUIREMENTS FOR PLACEMENT
The basic criteria for placement are the age of the child by September 5 th as decreed by
The Ministry of Education and the school’s assessment of the child during the
admissions process. However, other factors will also be considered, including maturity,
previous educational experience, and level of achievement, level of English and
placement of siblings.
Grade Age by Sept. 5th UK US
Nursery One- 1.9 N/A N/A
Pre KG Over 1.9 N/A N/A
KG 1 2.9+ Nursery KG1
KG 2 3.9+ Reception KG2
KG 3 4.9+ Year1 KG3
Grade 1 5.9+ Year2 Grade1
Grade 2 6.9+ Year3 Grade2
Grade 3 7.9+ Year4 Grade3
Grade 4 8.9+ Year5 Grade4
Grade 5 9.9+ Year6 Grade5
Grade 6 10.9+ Year7 Grade6
Grade 7 11.9+ Year8 Grade7
Grade 8 12.9+ Year9 Grade8
Grade 9 13.9+ Year10 Grade9
Grade 10 14.9+ Year11 Grade10
Grade 11 15.9+ Year12 Grade11
Grade 12 16.9+ Year13 Grade12
French
N/A
N/A
PM
MM
GM
CP
CE1
CE2
CM1
CM2
6eme
5eme
4eme
3eme
2nde
1ere
Terminal/Bacc
76

JIS Staff Handbook
311: SCHOOL FEES POLICY
Application fees: Nonrefundable Application fee per student is required.
Placement Test Fee: Non-refundable Placement Test Fee for Grade 1 to Grade 12
is required before registration can take place.
For New Students or Returning students: All fees to be paid in full once student
has been accepted or BEFORE re-starting school. Request for changes to the
payment schedule must be made to the Director in writing and then approved by
him in writing.
School Fees include ONE set of regular school uniform (Parents need to purchase
PE uniform and all additional sets), Yearbook, Student Photo Package, Start of
year stationary items for elementary levels.
312: WITHDRAWAL OF STUDENTS DURING THE ACADEMIC YEAR
Students are accepted for a minimum of 90 school days (not including holidays and
weekends). During this period no refund of tuition for withdrawal, absence or dismissal
will be made.
In the case of a company transfer notice in writing should be given to the Admissions
Officer/Director as early as possible and must be received at least 45 school days (not
including weekends or holidays) before the intended withdrawal date. No refund will be
made after the expiration of the notice period.
313: NON-PAYMENT OF FEES
Where school fees remain unpaid 5 working days after a student has been admitted, the
school may regrettably be left with no choice but to have the child stay home until school
fees are paid. Where school fees remain unpaid it is school policy not to release reports
or other school documentation.
314: BUS TRANSPORTATION
The school provides bus transportation within the Jeddah area. Bus fees are to be paid
within 5 days of the student starting school. In the event that no parent or responsible
adult is at home to receive a child, the bus driver will return the child to the Admissions
Officer at the school.
77

JIS Staff Handbook
Private drivers will need to have an ID Badge arranged for by you with the Admissions
Officer. No person will be allowed to take your child without official and written
confirmation from the parent.
315: BUS REGULATIONS
Students who use the buses are expected to observe the following regulations while on
the bus:
Students should board and leave the bus in an orderly manner.
Students are to keep all body parts within the bus at all times. They should
face the front of the bus with their feet not protruding in the aisles.
No shouting, whistling, yelling, etc on the bus. No radios or tape
recordings are to be played on the bus.
Students are expected to listen to the bus attendants and driver and treat
them with respect.
If a student wishes to get off, he should ask the attendant to assist him/her.
Students are not to change seats while the bus is in motion.
No eating or drinking is allowed in the bus.
Students are not to throw anything within the bus or outside the windows
or trail anything from the bus windows.
Students who violate these rules will be disciplined and the following consequences
will apply:
On the first offense, the student will receive a verbal warning.
On the second offense, parents will be contacted and a written warning will be
given.
On the third offense, the student will not be allowed to use the school bus.
78

JIS Staff Handbook
316: PERIOD TO SUBJECT BREAKDOWN
US DIPLOMA BOYS AND GIRLS ENGLISH SECTION:
KGS & ELEMENTARY SECTIONS
Subjects N Pre- K KG1 KG2 KG3 G1 G2 G3 G4 G5
English Math
Science
Social St. 35 35 27* 27* 25* 22* 22* 22* 23* 23*
Islamic
Studies
1 1 1 2 2 2 4 4
Arabic 4 4 4 4 4 4 4 4
French - - - 2 2 2
IT - - - 1* 1 1 1 1
Music - - - 1 1 1 1 1
P.E. 2* 2* 2* 2 2 2 2 2
Art 1 1 1 1 1
Clubs 2 2
Total 35 35 35 35 35 35 35 35 40 40
79

JIS Staff Handbook
MIDDLE & HIGH SCHOOL SECTIONS
G6 G7 G8 G9 G10 G11 G12
English 6 6 6 6 8 8 8
Math 6 6 6 6 6 6 6
Science 5 5 5 6 6 6 6
Social Studies 5 5 5 6 6 6 6
Islamic Studies 4 4 4 4 2 2 2
Arabic 4 4 4 4 4 4 4
French 2 2 2 O-2 O-2 O-2 O-2
IT 2 2 2 O-2 O-2 O-2 O-2
Music 1 1 1 - - - -
P.E. 2 2 2 O-2 O-2 O-2 O-2
Art 1 1 1 O-2 O-2 O-2 O-2
Study Skills - - - 2 - - -
Public Speaking - - - - 2 - -
Career Planning - - - - - 2 -
Health - - - - - - 2
Club 2 2 2 2 2 2 2
Total 40 40 40 40 40 40 40
80

JIS Staff Handbook
ENGLISH / US DIPLOMA SECTION CURRICULUM SUMMARY
KINDERGARTEN SECTION:
317: NURSERY AND PRE- KG CURRICULUM SUMMARY
This is a thematically organized structured play program with the opportunity
for daily activities to socialize, play and grow with other children. The program
is flexible and a favorable environment is created for learning and personal
growth to motivate students to develop skills, attitudes and knowledge needed
to provide a good foundation for further participation in the higher total school
program, in accordance with each student's ability.
318: KG1 (AGES 3-4) CURRICULUM SUMMARY
This is a thematically organized structured play program with the opportunity
for daily activities to socialize, play and grow with other children. Daily activities
are planned in a safe nurturing environment rich in language, constructive
play, active exploration and social interaction. Three years-old students enrolled
in the KG1 program attend school from 8:00 a.m. to 12:30 p.m.
One of our overall goals in KG1 is the development of language skills in English.
Students, through the use of themes and learning corners, learn about their
environment. Students listen to and discuss story books. Our other goals also
include socialization. We continue to develop fine motor skills through art, craft
and music and preliminary crayon and pencil activities whilst gross motor skills
are further developed through gymnastics and movement. The class has its own
teacher and an assistant teacher. She guides and facilitates the children’s
learning. Children are encouraged to work in large and small groups, as well as
independently.
319: KG2 (AGES 4-5):CURRICULUM SUMMARY
This class is effectively the beginning of our full academic program. The children
are taught using an integrated day approach. The main goal of the Early
Childhood JIS program is to give the children a better command of the oral
language as the basis for thinking, pre-writing, and pre-reading. It builds on,
improves, and increases the knowledge skills that children bring to school. It
promotes an appreciation of the similarities and differences among people. It
incorporates active learning through body movement activities, manipulation of
learning materials, and interaction with others. Our other goal also includes
socialization. Learning will be done in an entertaining way in active learning
situations so that the children develop fine motor control, comprehension,
vocabulary, knowledge of English language and culture through stories,
81

JIS Staff Handbook
physical exercise, songs and traditional games. Four years-old students enrolled
in the KG2 program attend school from 8:00 a.m. to 12:30 p.m. Children are
encouraged to work in large and small groups, as well as independently. They
are introduced to and involved with pre-reading and pre-writing activities which
will lead them into becoming readers and writers. As well some pre-number
activities with sorting, counting and matching activities form the foundation for
future mathematical work. Daily activities incorporate P.E., art, and structured
learning activities. The Teacher guides and facilitates the children’s learning.
The class has its own teacher and an assistant teacher.
In English/Language Arts, reading and writing skills are taught through
themes, and generally, a new letter is learned each week. Letter names and
sounds are taught so that the children are able to use a phonemic approach to
reading and writing.
In Math, the curriculum is designed to develop preschool children's early
mathematical knowledge through large and small group and individual
activities. It uses manipulative and print material. This curriculum embeds
mathematical learning in children's daily activities; ranging from designated
math activities to circle and story time, with the goal of helping children relate
their informal math knowledge to more formal mathematical concepts.
In Science, the program is based on children’s natural curiosity to understand
what happens in the world around them. The program is implemented through
the use of themes and learning corners. Children are encouraged to develop
their powers of observation and critical thinking skills while engaging in handson
activities. They have the opportunity to relate what they have discovered in
the past with what they are observing in the present. They try to find possible
solutions to the questions presented instead of definite answers.
In Social Studies, the curriculum helps the child see him/herself in a variety of
roles—individual, part of a family, student in school, and member of a
community. This is accomplished through active, thematic learning. The
students will develop an understanding of peer group relationships and will
participate in activities to develop the skills necessary for working and
interacting with others. They will participate in activities which will make them
become aware of the variety of cultures and how these cultures are alike and
how they are different.
In Art, the course is designed to offer children many opportunities to create art
in their own ways. This is done simply by making materials available, keeping
them interesting and, at times, presenting questions or activities designed to
stimulate children’s ideas. Emphasis is placed upon the child’s physical and
mental development and upon the creative process rather than upon the
finished product. Through growth and experience the child will gain a great deal
of physical knowledge and will be able to handle tools and materials with
considerable skill.
82

JIS Staff Handbook
In Physical Education, the course is designed to create enthusiasm and
promote the child’s first contact with the physical activity. This will be done by
giving the students the opportunity to be involved in an organized physical
activity.
320: KG3 (AGES 5-6):CURRICULUM SUMMARY
This class continues on from what was started in KG2. In KG3, students extend
their oral language skills through stories, songs, rhymes, plays and dialogue.
During the year, they are also gradually introduced to written language. At the
same time, they are encouraged to begin writing. The children are taught using
an integrated day approach. They are involved with activities and the skills of
reading and writing which will lead them into becoming readers and writers.
Beginning reading and writing skills are developed through whole group, small
group, and individual instruction. As well number activities with sorting,
counting and matching activities form the foundation for future mathematical
work. Children explore concepts through a theme-based approach that
integrates all core subject areas including language arts, math, science, and
social studies. The hours for Kindergarten are 8:00 a.m. – 12:30 p.m. Daily
activities incorporate P.E., art, and structured learning activities. The Teacher
guides and facilitates the children’s learning. The class has its own teacher and
an assistant teacher.
In English/Language Arts, the students are immersed in a language-rich
environment. Reading and writing skills are taught through themes. Many
opportunities throughout the school day are given to students during which
they can develop skills crucial to their language development. A basic
knowledge of punctuation is expected by the end of Kindergarten. Speaking
and listening skills are developed through daily activities including morning
assemblies, show and tell, stories and poems. The children are encouraged to
become confident speakers and respectful listeners.
In Math, the curriculum incorporates activities and practical experiences that
nurture the child’s logical sense rather than rote learning. Children learn best
while at play; through hands-on, fun, meaningful activities. The mathematical
concepts that are taught in KG3 are integrated with other subject areas so that
math is not an isolated subject. Students are encouraged to use everyday
objects and materials with which to find solutions, formulate questions and
develop mathematical literacy. Through topics and themes taught in
Kindergarten, the student learns to measure, continue, and extend patterns,
count and identify numbers to 100, identify and name shapes, classify objects
using set attributes, use a variety of vocabulary such as add, take away, more
than, less than, and estimate. Telling the time to the hour and identifying
fractions, half and whole, are concepts that the students are also taught in
KG3.
83

JIS Staff Handbook
In Science, the program is based on children’s natural curiosity to understand
what happens in the world around them. The program is implemented through
the use of themes and learning corners. Many of the science units studied
321: GRADES 1 TO GRADE 5 (AGES 6-11):CURRICULUM SUMMARY
during the year are based on children’s interests and relate to animals and
plants. Children are encouraged to develop their powers of observation and
critical thinking skills while engaging in hands-on activities. They have the
opportunity to relate what they have discovered in the past with what they are
observing in the present. They try to find possible solutions to the questions
presented instead of definite answers. They learn about the weather, plants and
animals and materials. When they learn about these topics, they use a variety
of simple equipment, and follow basic safety procedures, like washing hands,
how to handle plants and animals, and return everything to where it was found.
In Social Studies, the curriculum gives the children an awareness of
community, historical events, and celebrations from around the world. These
are taught through stories, activities, field trips, and other opportunities that
arise through the teaching of themes. To enhance children’s understanding of
the world, we encourage an empathy with different cultures and backgrounds.
Celebrations of special events help children to better understand and respect
differences between peoples, and to enjoy the rich variety of cultures that exist
around the world.
In Art, Kindergarten students are introduced to the art elements (line, shape,
color, texture); understand what these are and how they can be used in their
own work. Through exploring art elements, the students will begin to develop a
vocabulary which will help them to talk more precisely about their work and
that of well-known artists. Emphasis is still placed upon the child’s physical
and mental development and on the creative process rather than on the finished
product.
In Physical Education, the course is designed to create enthusiasm for
physical activity and to introduce students to games as well as to
sportsmanship, to respect for the rules, team mates, and opponents, and to
winning and losing.
Elementary Section
The Elementary section (ages 6 to 11) builds on the work and activities already
introduced and developed. In the elementary years, a sound foundation in
speaking, writing, reading, and mathematics prepares students for academic
success in later years. Wherever possible, concrete objects and manipulative
introduce concepts to students. Hands-on activities that include learning
experiences help students to understand concepts and ideas prior to the
84

JIS Staff Handbook
introduction of abstract symbols and develop a high level of confidence and
competence in all curriculum areas for all children.
All classes are home base with one main teacher instructing in the key areas of
Language, Mathematics, Science and Social Studies. Our academic program
uses an integrated day, thematic approach to cover the subjects of English
Language, Mathematics, Science, Social Studies. Specialist lessons are provided
in P.E., Music, and Computer, Art, Arabic and Islamic Studies and French. As
well we take full advantage of the tradition, history and culture of The Kingdom
of Saudi Arabia through regular educational and social excursions.
322: GRADE 1:CURRICULUM SUMMARY
English/Language Arts covers different approaches that will encourage and
develop children to be attentive listeners, articulate speakers, fluent readers,
and expressive writers. Pupils will be able to read at their own developmental
level in carefully assessed reading groups. They are exposed to a rich variety of
fiction and non-fiction literature as well as specific phonics-based tests, which
will enable the students to develop an appreciation for literature, and life-long
love for reading. Pupils will have the opportunity to experiment with different
type of writing and move from simple phonetic to more conventional writing.
They are given emphasis to become independent writers who can integrate their
writing skills, comprehension skills, in to all areas of the curriculum. Spelling
and vocabulary are integral parts of language arts. Daily homework and class
activities enable the students to prepare for their weekly spelling test.
Throughout the year pupils will be able to present and share their own works to
the group confidently.
Math, First Graders will be actively engaged in a comprehensive mathematic
program. Pupils will learn concepts and skills which will enable them to solve
problems by using a variety of strategies. Through structured activities,
students will increase their confidence in their ability to learn mathematics. The
will be given ongoing opportunities to solve problems and explain the concept
orally and in writing. Math skill will be developed by building links between
physical and symbolic work. Pupils learn basic addition and subtraction by
using multiple strategies. They will increase their knowledge of graphing,
classification, and sorting. They will become familiar with measurement of
length, weight and volume using nonstandard units. Students investigate tens
and ones using place value. They will learn more advanced concepts such as
addition and subtraction using two digit numbers. The concepts of symmetry,
area and fractions, as well as money, time, patterning, and solid shapes are
integral components of mathematical instruction.
In Science, the students’ natural curiosity of their world is encouraged and
developed through the following topics: Living and Non-Living; Taking Care of
85

JIS Staff Handbook
the Earth; Growing and Changing (animals and plants); The Sun, The Moon,
The Stars and the Water Cycle. Students will be actively involved in learning
more about themselves and their environment. They will learn that Science
involves observation, classification, comparing, and contrasting. They will
predict, record, and draw conclusions about their discoveries. This Science
program is part of cross curricular units drawing from Language Arts, Social
Studies, and Math.
In Social Studies, it is an introduction to Civics, Economics, Geography and
History. During the year, students will gain an understanding of the similarities
and differences between themselves and the world in which they live. First
Graders will learn about themselves and their classmates. They will compare
and contrast families, cultures, customs, countries and traditions. Once
children have understood more about themselves and their peers, they will
explore the Festivals and Celebrations of different national and cultural groups.
First Graders will also learn about different climatic regions and their particular
characteristics. Throughout the year students develop a greater understanding
of cultural diversity, and global citizenship. The children will focus on various
communities and gain an understanding of citizenship. Friendship, conflict
resolution and working together are an integral part of the program with a
strong emphasis on the six pillars of character.
In Information Technology, pupils are taught to recognize the various parts of
a computer as well as locate and use the age-appropriate keys on the keyboard
to complete the focus of the lesson. Students learn numerous skills such as:
inserting images, drawing their own pictures, as well as adding and editing
texts.
In Art, pupils build on the foundation for art experiences in the elementary
years. The elements of art explored in Kindergarten are reviewed and built
upon. First graders have gained a reasonable physical knowledge and are able
to handle tools and materials with considerable skill.
In Music, First grade musicians’ skills are built up and enforced by getting used
with the various range of singing and movement games of various genres from
different parts of the world.
.
In Physical Education, the curriculum is designed to increase the child’s level
of physical activity.Activities like bending, pushing, pulling, stretching, twisting,
swinging, balancing, and rolling; different skills like walking, running, jumping,
hopping, landing, galloping, sliding, skipping; and ball manipulative skills like
tossing and catching, dribbling with hands, dribbling with feet, kicking and
striking with hands or equipment, throwing underhand and overhand, and
volleying are all done at increasingly higher levels.
86

JIS Staff Handbook
323: GRADE 2:CURRICULUM SUMMARY
In English/Language Arts, consist of reading, spelling, writing, phonics,
grammar and oral language development. Students are exposed to a rich variety
of fiction and nonfiction literature as well as specific phonics – based texts,
which will enable the students to develop an appreciation for literature, and a
life-long love for reading. They will be involved in writing activities, including
personal narratives, friendly letters, fiction, and nonfiction reports.
Improvement on comprehension and cognitive skills will help them critically
analyze a passage. They would also be able to gain the necessary information to
answer specific questions from a text. The spelling activity is designed to give
the student an opportunity to develop his/her word base in weekly focus.
Different learning opportunities are expected in everyday academic activities. It
will develop and enhance the student’s oral language abilities. Listening forms
an imperative part of the skills that are covered in class. Students would be able
to evaluate and make distinct choices just by listening to a text or information
given. Students are also given the opportunity to speak in front of the group, to
read their original works, and to read and share books , stories and songs in
activities with the whole group , small groups , and partners.
In Math, the program is designed to build upon the beginning skills acquired in
the First Grade. Through the use of manipulative materials, creative projects
and traditional problem solving techniques, the children are led through a
series of lessons which teach them numbers and number sense (including place
value, even/odd, greater/less), computation and estimation (including adding
and subtracting with regrouping, rounding to the nearest 10, and estimating
sums), probability and statistics (especially using graphs and charts),
measurement (weight and volume in metric and customary units, perimeter and
area, money in U.S.), patterns and classification (sequencing 1-999), and
geometry (plane and solid shapes, symmetry).
In Science, the student’s natural curiosity and appreciation of science is
encouraged and developed through the following topics: The Earth’s
Composition and Structure, Natural Resources, Solar system, Different types of
Animals and Plants, Sound, Light and Heat, Structure and Properties of Matter,
and Forces and Motion. Students are actively engaged in observing, describing,
and investigating the world around them. They learn that science is a process
involving observations, classifying, and comparing and contrasting information.
A variety of science experiments and field trips are used to expand the students’
knowledge of the areas of study. Throughout the year, the science program is
integrated with the Language Arts, Social Studies, and Math.
In Social Studies, the program is designed to give students an understanding
of themselves in relations to their environment (home, school, community): an
87

JIS Staff Handbook
appreciation of historical events and persons: and the concept of their position
as a member of the global community. By using the theme units of Map skills,
Citizenship, Communities, then and now Global Awareness, students will
investigate such topics areas as citizenship, how to develop strategies to resolve
conflict differences, and recognizing and appreciating different cultures. It also
involves an introduction to economics (good, services, needs vs. wants etc.). The
ability to think critically is developed through extensive use of graph, tables and
charts.
In Information Technology, within the Second Grade curriculum, Information
Technology skills are integrated so that students attempt to use both hands on
keyboard and proper posture while practicing keyboarding skills. Students
open, save, and print documents under teacher guidance. Teacher-selected
websites are used to reinforce classroom curriculum where students copy
images from the web and paste into a word-processing document under teacher
guidance. Students learn how to type/edit entire sentences and paragraphs,
and insert/manipulate images.
In Art, expanding on the student’s knowledge of the elements of art will
continue to be one of the main areas of focus throughout Second Grade.
Students will now use combinations of these elements and express them using
an increasing variety of art materials, skills, techniques and processes.
In Music, Second grade musicians’ skills are enforced by singing, checking and
playing unturned percussion and movement games of various genres from
different parts of the world.
In Physical Education, the curriculum is designed to develop class
organization and introduce sports skills. Rules of the sports are introduced.
Class organization is important to make sure that all the students apply
principles of relationships (working alone or with a partner); participate in
games demonstrating fair-play and respect; and understand rules of different
games or sports.
324: GRADE 3:CURRICULUM SUMMARY
In English/Language Arts, students continue to read. Through group and
individual reading activities, they explore themes of literature such as
character, setting, fact and opinion, context clues, author’s purpose, inference,
point of view, and plot in addition to grammar and phonetic skills. They discuss
and share their reading experiences with other students and reflect on what
they have read through other writing activities. They share and read other
examples of children’s literature to include: fiction, nonfiction, mystery, fantasy,
folklore, myth, legends, biography, autobiography, and poetry. Students have
opportunities to demonstrate their comprehension and analysis of a story and
88

JIS Staff Handbook
practice their communication skills through group projects, individual projects,
written assessments, and homework logs.
In Math, students will gain a better understanding of place value in Grade 3.
Students will become more familiar with strategies to help them become
proficient when adding, subtracting, multiplying, or dividing whole numbers.
Students will develop a better understanding of the concept of telling time. They
will also use manipulative to compare and demonstrate knowledge of metric and
customary units of measurement. Students will collect data and use a variety
of graphs to present the data collected. Students in Grade 3 are taught and
expected to use a variety of methods to solve problems. When solving math
problems, ―patterns‖ is a method that is particularly emphasized. In Grade 3,
students broaden their knowledge of fractions and how we use them on a daily
basis. Mathematical concepts will be demonstrated and practiced through
individual seat work, class discussion, hands-on manipulative, and cooperative
activities. Student assessment will be based on participation and active
involvement, class-work, homework, tests, and projects.
In Science, several areas of focus provide third graders with a wealth of science
knowledge. The level of scientific knowledge will be expanded through
experiments and reading. Use of the scientific procedure will enable students to
gather, use, and share information about several themes such as animals and
plants to include their Habitats, Food Chains, Minerals and Rocks, Forces that
shape the land, Water Cycle, Properties of Matter, and Heat and Energy.
In Social Studies, the Third grade Social Studies program is focused on
Communities. Throughout the year, students will become aware of their worlds’
surrounding communities. ―Communities around the World‖ allows students to
learn about their responsibilities within their own community, as well as
responsibilities around their world. Communities of the past and present allow
students to compare and contrast similarities and differences. Location of
worldwide present day communities lets students better understand, accept,
and associate with community locations around the world. Reading maps and
charts and using resources to gather information, provide for successful
student projects and presentations. The integrated Social Studies curriculum
combines text, group interaction, math skills, discussion, and hands-on
projects.
In Information Technology, students demonstrate proper keyboarding skills,
and use two hands when typing. They open/save files and applications to and
from the server. They position the cursor in a document for editing, or selecting
text with mouse or keyboard.
In Art, expanding on the student’s knowledge of the elements of art will
continue to be one of the main areas of focus throughout third Grade. Students
will now use combinations of these elements and express them using an
increasing variety of art materials, skills, techniques and processes. Projects will
89

JIS Staff Handbook
be presented with more conscious and knowledgeable planning. Evidence of this
will be displayed as the students develop their initial ideas through to a finished
piece. The student’s experience of art shall be broadened as they move from
grade to another.
In Music, third grade musicians’ skills are enforced by singing, playing
instruments and movement games of various genres from different parts of the
world. Students are also exposed to songs that enhance cultural and
community awareness.
In Physical Education, the curriculum is designed to introduce sports, and
track. In the games classes, the students will have the opportunity to try more
complex game. In gymnastics class, the students have to perform a sequence of
movements. For the first time, the students will have specific sports classes
where they will have the opportunity to apply their skills background, playing
the sports of soccer and basketball.
325: GRADE 4:CURRICULUM SUMMARY
In English/Language Arts, the reading and writing of literature are combined
through mini lessons, silent reading, oral reading and group discussions. The
students learn about Language Arts in the daily mini-lessons. The purpose of
the mini-lessons is to give students daily language experiences. They reinforce
and improve upon their basic writing skills by doing daily oral language
sentences as well. Students also write using their own ideas and experiences
although there are times when the teacher will choose the topic to broaden
selection of ideas. Spelling and Grammar are also incorporated in lessons.
In Math, the program places emphasis on proficiency in multiplication and
division. Problem-solving skills and strategies are reinforced and integrated
throughout the year. Topics include Place Value and Estimation, Geometry,
Measurement and Time, Graphing and Data, and to Fractions. The acquisition
of a specialized math vocabulary is also stressed to help students with their
understanding and appreciation of the subject. Review Sheets, Quizzes,
Teacher-made tests, End-of-Chapter tests, Cumulative tests, class work,
homework and independent projects will be used to assess the students´
knowledge of the material taught. Tests for Math in fourth grade measure
student growth in key areas of Mathematical understanding, such as number
sense, problem solving, measurement, and data handling. They provide
teachers with data that can be used to individualize instruction and analyze
progress and achievement in these areas.
In Science, the curriculum is divided into units of study. Each unit explores a
theme and leads students into learning the scientific method. Students study
content, analyze data, make predictions and test their predictions through
90

JIS Staff Handbook
experimentation. Research, record keeping, and note-taking skills are ongoing
throughout the year. The themes are Classifying living things, Life cycles,
Adaptations, The Rock Cycle, Changes to Earth’s Surface, Planets and other
objects in Space, Sound, Making and using Electricity and Forces and Motion.
In Social Studies, students will be motivated to learn about their world and to
become world citizens. In an attempt to understand our changing world,
students are presented with geography content and skills to learn more about
where places are and what they look like, how people affect their environment,
and how places are linked to one another. Students study the regions of the
United States and Canada, along with a variety of cultures, and develop a global
awareness through various activities and research. Critical thinking
opportunities also allow students to examine their world (past and present) and
learn through decision-making.
In Information Technology, the skills are introduced so that students
recognize the components and structure of the computer. They demonstrate
proper keyboarding skills, exhibit proper posture and fingering technique for
the alphanumeric keyboard, build speed and accuracy using typing software.
They open and close programs and work between two open documents or
programs and make use of the tab key to indent paragraphs. They develop
mouse skills by positioning the cursor in a document for editing, or selecting
text with mouse or keyboard, dragging and dropping selected items, and
inserting double line spacing. They create and edit presentations for a slide
show and learn how to use bullets.
In Art, constant focus remains on the elements of art and principles of design
introduced and reinforced at various levels. Art projects will involve the
students working from their imagination and observation, primarily through
drawing and painting. Through their artwork students articulate and
demonstrate greater creativity and originality. Skills are further developed
especially in the area of drawing and color theory.
In Music, Fourth grade musicians focus on the implementation of previous
musical skills both vocally and on instruments. Students perform round songs
and basic choral pieces .They also participate in drumming circles that enhance
musical ability as well as cultural and community awareness.
In Physical Education, the curriculum is designed to increase the level of
gymnastics, games, sports and track. In gymnastics students have to perform
complex sequences. Sports classes will introduce volleyball, soccer and
basketball.
91

JIS Staff Handbook
326: GRADE 5 :CURRICULUM SUMMARY
In English/Language Arts, The program is focused on each individual
student’s continued progress. It encourages students to develop a balance on
quality literature, writing, vocabulary development, spelling, and grammar
study. We will build on previous Language skills with a focus on reading,
comprehension, interpreting and synthesizing information. Students will
develop more techniques of writing to inform and entertain in order to make
them successful readers and writers.
In Math, the goal is to build on each individual’s existing skills, Math
knowledge and abilities. The development of solid Math skills with measurable
results intend to refine problem solving abilities for future decision making.
Each student must strive to expand his/her Math concepts, basic skills,
technology, and all areas of Math. They will do this through involvement in
classwork activities. The topics in this level include number theory; place value
of whole numbers and decimals; addition, subtraction, multiplication and
division of whole numbers, decimals, and fractions; geometry, probability and
statistics, graphing and measurement. Test and quizzes will be given to assess
student’s growth in key areas of Mathematical understanding, such as: number
sense, problem solving, measurement, and data handling. Results of
assessment will be the basis if individualize instruction is needed as well as its
analysis on the progress and achievement in these areas.
In Science, the goal is to expand each student’s level of knowledge, interest,
and involvement in science. Students will be expected to observe, communicate,
measure, classify, make models, recognize space or time relationships, collect
and interpret data, infer, make predictions, identify and control variables,
experiment and formulate questions. The themes or topics to be covered are:
Cells to body system, Plant growth and reproduction, Animal growth and
heredity, Ecosystem and change Fossils, Weather and water cycle, Earth’s
oceans, Solar system, Properties of matter, Energy and Electricity.
In Social Studies, Students will learn facts, information and explanations
about the Latin America from early man to the end of the colonial period. They
will explore and learn how Native Americans, Africans, and Europeans lived
before they came together in the Americas. They will find out what makes
people explore and colonize and learn what happens when people from different
cultures encountered one another. They will see how these groups adapted to a
new environment. They will also learn about different African countries, during
the colonial period, the independence, and today’s issues.
In Information Technology, the skills are introduced so that students
recognize the components and structure of the computer. They demonstrate
92

JIS Staff Handbook
proper keyboarding skills, exhibit proper posture and fingering technique for
the alphanumeric keyboard, build speed and accuracy using typing software.
They open and close programs and work between two open documents or
programs and make use of the tab key to indent paragraphs. They develop
mouse skills by positioning the cursor in a document for editing, or selecting
text with mouse or keyboard, dragging and dropping selected items, and
inserting double line spacing. They create and edit presentations for a slide
show and learn how to use bullets.
In Art, the course centers on developing skills on the design process, how one
develops an art project from its starting point through to a final piece. Students
will assess and evaluate their own artwork with emphasis placed on the
student’s personal beliefs and values.
In Music, Fifth Grade musicians focus on vocal and oral development ,
drumming and drumming circles that enhance musical ability as well as
cultural and community awareness.
In Physical Education, the course is designed to prepare students for Middle
School Physical Education. We accomplish this goal by providing our students
with a balanced program that builds a strong foundation in physical fitness,
sport performance skills, lead-up games, and sports. This course covers a wide
range of topics including Soccer, Volleyball, Basketball, Handball, Baseball,
Physical Fitness testing, . . . etc.
JIS uses the “On-Going Assessment” as our assessment from KG3 through Fifth
Grade. It is administered by teachers where the teacher can observe, record, and
evaluate a student’s work and progress.
327: MIDDLE SCHOOL SECTION
Grade 6 to Grade 8
This is a 3-year grouping. These classes are subject based with one Specialist teacher
instructing in the areas of Language, Mathematics, Science, Social Studies, P.E., Music,
Computer, Arabic and Islamic Studies and French.
328: GRADE 6: CURRICULUM SUMMARY
In English/Language Arts, students in Sixth Grade will explore and develop skills
involving differing points of view, personal opinions and recognize differences between
fact and opinion. A varied selection of non-fiction will be read individually and in-class
for understanding. Students will analyze, compare and reflect on the materials read
throughout the year. Sixth Grade students will use writing to further develop skills in
93

JIS Staff Handbook
various stages of writing. Sentence structure will be reinforced as a tool to further
enhance the writing process. In
In Math, consists of the following mathematical topics: addition, subtraction,
multiplication, and division of whole number, decimals, fractions, and mixed numbers,
and geometry. The subject has its own language and the acquisition of vocabulary is
essential to student’s understanding of the topics. Problem-solving strategies will be
used to help students developed their mathematical skills and encourage them to
evaluate how they use math outside of the school.
In Science, through a focus on the scientific method, and on learning and using science
research skills, students expand their level of knowledge, interest, and involvement in
science. The Grade 6 Science curriculum focuses on these topics: Cells, reproduction, and
Heredity, Resources and Ecosystem, Changes to Earth Surface, Earth’s Rocks, Earth
Weather Patterns, Atoms and Elements, Work and Simple Machines, Forces and Motion
and Heat and Electricity.
In Social Studies, students in the Ancient Civilization course in Grade Six deepen their
understanding of history by studying the universals of culture, archaeology, early
humans and early Middle Eastern civilizations through the study and comparison of
Mesopotamia and Ancient Egypt. In this course, we will emphasize the problems,
everyday lives, and accomplishments of peoples and how they helped to develop
political, economic and social structures, and of how they established and spread ideas
that eventually have transformed our world. The curriculum is organized around a set of
essential questions. In each unit, the content studied provides students with
opportunities to explore answers to some or all of these complex questions.
How do we know about the past?
What is a civilization?
Why do civilizations rise and fall?
How do the lives of ancient peoples affect us today?
How has human history been shaped by geography and environment?
329: GRADE 7: CURRICULUM SUMMARY
In English/Language Arts, students continue to build reading and writing
skills, using literature to improve reading comprehension, expand vocabulary,
understand and apply literary terms, and analyze texts. They will draw from a
variety of genres as they do so: novels, novellas, short stories, plays, and nonfiction
articles, among them. Students will practice writing skills, focusing on
the writing process; in particular, the planning and organizing stages. They
94

JIS Staff Handbook
study grammar as it applies to their writing, and are encouraged to experiment
with word choice, style, and register.
In Math, the course focus on the following mathematical topics: estimation,
geometry, probability, data analysis and pre-algebraic concepts. Pre-algebraic
concepts include the introduction of variables in expression and equation,
evaluation of equations and solving one-step equations. Students will
understand real numbers, simplify algebraic expression and solve algebraic
equations, explore geometry properties and applications, and use probability
and data-analysis to make predications. Students will acquire specialized
mathematics vocabulary and engage in thoughtful mathematical discourse in
order to appreciate and understand the content. In grade 7 Math, students are
expected to solve a variety of problems using various problem solving skills and
strategies.
In Science, this course continues to introduce Middle School students to
fundamental concepts in Biology (cells, diversity of living organisms and Viruses
and Bacteria) and Chemistry (the structure of the atom and of matter). Students
improve upon the scientific skills acquired in Grade 6, through the planning,
implementation and presentation of experiments each semester.
In Social Studies, the course investigates the emergence and development of
civilizations beginning with the Roman Empire and the foundation of the
western world through study of the ancient and classical Greece and Rome.
After determining the factors influencing the fall of the Holy Roman Empire, the
class will study the Byzantine and Muslim Civilizations, Early Civilizations of
the Americans, Civilizations of Asia, Mediterranean Europe, and The Countries
of Southwest Asia.
330: GRADE 8: CURRICULUM SUMMARY
In English/Language Arts, students are challenged with more difficult reading
assignments, using a variety of works to deepen their knowledge of literature, further
develop their analytical skills, and expand their vocabulary. Students continue to refine
their writing abilities, focusing on the writing, editing and publishing stages of the
writing process. Grammar is taught in as much as it informs students’ writing.
In Math, Algebra 1 is a one-year course design for students in grade 8 who have
successfully completed grade 7 pre-algebra. Algebra 1 is the base from which, students
will build the necessary skills for later courses in mathematics. The course begins with a
review and extension of student’s arithmetic skills. Connections are then made between
these basic skills and algebraic concepts. The main focus of this course is to provide
students with a strong foundation of basic algebra. That they will then use the further
mathematics courses in high school. Connections will also be made to other subject
95

JIS Staff Handbook
areas, Through practical applications whenever possible. Students will be urged to
attach meaning to the abstract concepts of algebra throughout the course, students will
be encouraged to use a appropriate mathematical terminology and form, to apply their
skills to problem-solving and to communicate clearly and effectively. Another goal of the
course is to continue to develop the student’s confidence mathematics.
In Science, the course is a fully integrated continuation of the Grade 7 Science course. It
provides the student with an introduction to the multidisciplinary field of science. The
course emphasizes on a more complex understanding of physical, chemical, and
biological principles. Students study the cellular organization and classification of
organisms, and the concept of change as a result of the transition of genetic information.
They also learn about Chemical interactions. This course has a strong practical
component with laboratory experiments and field activities.
In Social Studies, the topics covered will include: Civilizations of Asia, Europe in the
Middle Ages, Changes in the Western World, Modern Times, The British Isles and
Nordic Nations, Central Western Europe and Central and Eastern Europe.
Middle School Music Course:
Students in grades 6, 7 and 8 will be given the opportunity to actively enhance their
musical skills in choir and start playing recorder as part of their assessment . A variety of
choral literature will give them the unique opportunity to experience and analyze
different styles of music. Rehearsal skills will also be developed. They will continue to
study more principles of instrumental music which will expand their knowledge of
performance and practice.
Middle School Physical Education Course:
The Grades 6, 7 and 8; Physical Education course is designed to teach students about
their physical selves and create enthusiasm for physical activity, as well as develop their
physical skills. This will be done in such a manner, so that each student can understand
and appreciate the importance of attaining and maintaining a healthy, physically fit
body. We accomplish this goal by providing our students with a balanced program that
builds a strong foundation in physical fitness, intermediate sport performance skills,
lead-up games, and sports at an intermediate level of understanding.
This course covers a wide range of topics including Soccer, Volleyball, Basketball,
Handball and Physical Fitness testing.
MIDDLE SCHOOL ART COURSE:
The Middle School Art course for the English Girls is designed for all students in Grades
6, 7 and 8. It incorporates techniques of working from both observation and imagination,
96

JIS Staff Handbook
alongside which, students develop skills of critically analyzing both their own and
others work. Each student has a sketchbook, which they work in, both in class and at
home. It develops in each student an interest in and the ability for creative expression in
visual terms, using skills and techniques or artistic expression appropriate to the
student’s interests and abilities; to develop aesthetic understandings and appreciations;
to discover and develop talents of students in the field of art. The Middle School Art
course for the English Boys is designed to develop in each student an insight and
understanding of technical drawing and its place in our society; to discover and develop
talents of students in the technical drawing fields; to develop practical problem-solving
skills related to the materials and processes of industry; and to develop in each student
skill in the safe use of tools and equipment.
MIDDLE SCHOOL INFORMATION TECHNOLOGY COURSE:
Computer Studies introduces students to the breadth and beauty of computing. The
variety of activities and topics provides students with diverse opportunities to develop
an appreciation of computer studies. In this class, students experience the joy and power
that comes from controlling the computer. Students learn how to use their newly
acquired computer skills to process information and commands. Computer Studies
builds the basic logical problem-solving skills and framework required for
understanding an increasingly complex and technological world. Students are given
opportunities to engage in computer studies problems in a creative and supportive
environment. Through hands-on experiences, projects, and a variety of learning
methods, students learn to work through problems and create innovative solutions.
331: HIGH SCHOOL SECTION: CURRICULUM SUMMARY
Grade 9 to Grade 12
This is a 4-year grouping. All grades and classes are subject based with one Specialist
teacher instructing in the areas of Language, Mathematics, Science, Social Studies, P.E.,
Computer, Arabic and Islamic Studies and French. The coursework is designed so that
students receive credits for each completed year of study. Attainment of the required
number of credits will lead to the attainment of the JIS/MSA High School Diploma.
Attendance is compulsory and only a prescribed number of days may be missed without
loss of credit for a quarter/year. By the end of the four year High School Course, students
are expected to have done the Scholastic Assessment Test (SAT) which is a school
requirement for graduation. All absences and failed subjects need to be RECOVERED during
Thursday School and/or during vacation at an additional cost before credit requirements can be confirmed.
97

JIS Staff Handbook
332: GRADE 9: CURRICULUM SUMMARY
In English/Language Arts: the primary objective of this course is the study of Literature
from a critical analysis perspective. Most written work and oral presentations will focus
on making critical thesis statements about works read, as well as creating affective
support for those statements. Narrative, poetic, expository and other writing, as well as
dramatic readings and oral interpretations, should be used to provide insight into the
literary terminology, elements of literary analysis, and structures of creative works for
the purpose of critical analysis. Reading will include significant literary works from a
variety of cultures and eras and will include the study of vocabulary in context and the
overall structure and development of the English language.
In Math, Math Geometry is a one year course designed for 9th grade students who have
successfully completed Algebra 1 or an Equivalent Mathematics Course. This include
among other things solving problems involving Polygons, Angles, Area, Perimeter
,Surface Area, Volume, Transformations, Similarity, Congruency ,An Introduction to
Trigonometry and Linear Systems .The students will be able to use their acquired skills
in two and Three Dimensional Reasoning, Coordinate and Transformational Geometry,
and the use of Geometric Models to solve practical problems .General problem-solving
techniques will be used including algebraic skills. Calculators will be used as tools for
learning and to assist in problem solving when appropriate. Throughout the course,
students will be encouraged to use appropriate mathematical terminology and form, to
apply their skills to problems, to communicate clearly and effectively, to continuously
develop the student’s confidence in mathematics and to become aware of their own
learning process.
In Science: The course will aim at Physical Science. It is an introduction to fundamental
physical concepts and applications. During this course, students will develop a deeper
understanding of Chemistry & Physics. The course covers the following topics:
Properties of matter, States of matter, Atomic structure, the periodic table, Chemical
bonds, Chemical reactions, Solutions, acids and bases, Motion, Force, Energy, Thermal
energy and heat, Electricity, and magnetism.
In Social Studies: Modern World Civilizations, the study of the world’s civilizations
begins with the impact of the Renaissance and the Age of Discovery. By following
historical events in a chronological order while focusing on important themes such as
politics, economics, and culture, the students will become aware of, and appreciate, the
events that have taken place and have provided them a historical foundation. The focus
98

JIS Staff Handbook
is on European History, including World Wars I and II. Also included is the study of
modern-day China, Africa and the Middle East. Current events are emphasized and
linked to the learning to help students make the connections from history so that they
may better understand the present.
333: GRADE 10: CURRICULUM SUMMARY
In English/Language Arts: the course allows students to develop their powers of
expression, written and oral, as well as writing and speaking skills in various situations.
A range of literary classics and modern writing will be introduced in different literary
genres and styles. Various themes are studied throughout the year, with an emphasis of
‚seeing through the literature‛ to gain an awareness of the intentions or goals of the
author. Students will study various pieces of world literature that provide insight into
other cultures and perspectives. They will be expected to find connections between the
various pieces of literature and to reflect upon the reason for certain similarities and
differences. They will be engaged in close, detailed and critical examination of the
written text.
In Math:Algebra 2 is a one-year course designed for students in Grade 10 who have
successfully completed Geometry Course or an Equivalent Mathematics Course. A
thorough treatment of Advanced Algebraic concepts is provided, and the course will
include, among other things, the study of Equations and Formulas, Algebraic Fractions,
Linear and Quadratic Functions, Polynomials Rational Expressions, Radical Expressions,
and Complex Numbers. A strong connection will be made between Algebraic and
Graphic Representations of a function and a Transformational Approach will be used to
graph functions. Students will also be able to attach meaning to the abstract concepts of
Algebra. Throughout the course, students will be encouraged to think and talk about
Mathematics, to use the language and symbols of Mathematics to communicate, to
develop their confidence in Mathematics, and to become aware of their own learning
process. Calculators will be used as tools to assist in problem solving when appropriate.
This course prepares students for further High School Mathematics Courses including
Geometry and Calculus.
In Science: Human Biology is a one-year course designed for 10 th grade students. The
course aims to develop a scientific approach in the students. This is accomplished by
alternating teaching of biological principles together with laboratory experiments.
Following this approach, the students will learn to formulate, test, and evaluate scientific
hypothesis. This course also aims to provide the students with a complete understanding
99

JIS Staff Handbook
of the human body. This course emphasizes in human physiology, biological processes
and the role humans play in the biosphere. The principle of homeostasis is applied to
understand the relations among the different human systems. Students are expected to
apply these concepts to the complex bioethical issues facing us today. This semester
course provides students with sound scientific knowledge and terminology for future
biological courses and practical applications.
In Social Studies: this class is designed to pick up where the ninth grade social studies
curriculum left off, which is the Modern World Civilizations. By following historical
events in a chronological order while focusing on important themes such as politics,
economics, and culture, the students will become aware of, and appreciate, the events
that have taken place and have provided them a historical foundation. The topics
covered will include: The Industrial Revolution Spreads, Building a German Nation,
Unifying Italy, Russia Reforms and Reaction, Democratic Reforms in Britain, Division
and Democracy in France, Expansion in the Unites States, Building Overseas Empires,
The Partition of Africa, The Great War, Globalization, . . . etc.
334: GRADE 11:CURRICULUM SUMMARY
In English/Language Arts: much of this literature-based class will be devoted to the
study of the foundations and major movements of American literature, including
Puritanism, romanticism, realism, and multiculturalism. Students will look at both literal
and symbolic levels of classic American writing, including novels, short stories, and
poetry, focusing particularly on the skill of close reading and analysis. Students will
deepen their understanding of literary concepts and terminology. Many of the reading
assignments will be expected to be completed at home. Students will work to develop
clear, concise, grammatically correct expression, both written and oral. Students will
develop these skills through the writing of various papers, with an emphasis on the use
of specific details and evidence to support the student´s analysis or opinion. Assessment
will include oral presentations, creative presentations and papers, comprehension tests,
group projects, analytical essays, and a major research essay and presentation at the end
of the year.
In Math, Pre-Calculus is a one-year course, designed for students in Grade 11 who have
successfully completed Algebra and Geometry. Pre-Calculus is the base from which,
students will build the necessary skills for later courses in mathematics. The main focus
of this course is to provide students with a strong foundation of basic Calculus, that they
will then use in further mathematics courses in Grade 12. This course will include,
100

JIS Staff Handbook
among other things, solving problems involving Systems of Equations & Inequalities,
trigonometry, probability, etc.
In Science, Chemistry course prepares students for further study of Chemistry at
College level, or who plan to study Medicine or Engineering. Its objective is to provide
students with the opportunity to become familiar with methods and techniques utilized
in a chemistry laboratory. Students will gain a fundamental knowledge of the concepts
and equipment used in general chemistry. It introduces high school students to chemical
concepts and applications. It includes theory, experimental technique, data collection,
data analysis, and evaluation. Topics covered include Atomic Theory, Matter, the
Periodic Table, Organic Chemistry and Atomic Structure. Students will spend a
minimum of 25% of classroom time, performing experiments. Laboratory investigation
forms a major part of this course, and students are expected to keep a lab notebook.
Students may also be required to participate in classroom presentations on various
chemistry topics. They must follow laboratory safety procedures during experiments.
They are also expected to keep a lab note-book. This course prepares students well for a
study of chemistry at the general college level.
In Social Studies, students will study United States History. The course provides
students with a basic overview of United States history and then an in-depth
examination of the events and ideas which have since shaped the United States. The
studies of the political, economic, military, and cultural history of the United States, we
will develop the analytical, research, oral, and writing skills. At the completion of the
course, students will have achieved an understanding of the primary historical forces
which have contributed to the United States’ unique position in the world today.
335: GRADE 12: CURRICULUM SUMMARY
In English/Language Arts, Students will continue to improve their abilities to read
closely, to think critically, and to express themselves in formal written essays. The
curriculum for the year includes the study of plays, poetry, fiction and non-fiction
derived from the Anglo- Saxon period, the Renaissance, the Restoration, the Romantic,
the Victorian and the Modern World literature. In addition, students will continue to
explore writing structures and quality of expression in expository, narrative,
comparative, critical, creative writing and research. They will also refine the ability to
exchange ideas and explore rhetorical techniques orally in formal presentations and
seminars. Intensive reading for comprehension and use of higher level critical thinking
skills (synthesis, comparison, critique, analysis, explication and synopsis) to effectively
explore meaning and make meaningful connections will also be continued. They will
101

JIS Staff Handbook
also be encouraged to develop ways of dealing with unknown vocabulary and different
situations in order to increase their skills to express their opinions and contradict those
of other students. Themes discussed include the various issues that the world is facing
today.
In Math, the study of Calculus will receive the greatest attention. Calculus is a one-year
course designed for students in Grade 12 who have successfully completed the Pre-
Calculus course or an equivalent Mathematics course. A thorough treatment of
advanced Calculus concepts is provided, and the course will include, among other
things, Prerequisites for Calculus, Limits and Continuity, Derivatives, Definite Integrals,
Parametric, Vectors, and Polar Function and Infinite Series. The development of the
mathematical ideas is rigorous and students will find the subject very challenging.
In Science, Physics course is an introduction to fundamental physical concepts and
applications. During this course, students will develop a deeper understanding of
dynamics and the laws of linear motion, lens and the laws governing reflection and
refraction, circuit electronics, energy and its inter-conversions and forces, electricity and
magnetism and sources of energy. They will learn concepts and solve problems related
to these topics. A strong math skills base is essential for them to understand
developments in theories and models which they can test in experimentation. They do
this in order to understand the world and view the answers as a useful way in which to
improve the way people live.
In Social Studies, students will be provided with core knowledge of economics that will
enable them to think critically about economics and also apply economic theories to real
world examples. The course covers the following topics: Modern Economies, Benefits of
Free Enterprise, Understanding Demand & Supply, Partnership, Money, The History of
American Banking,

JIS Staff Handbook
Developing skills in editing, visual design, photography, organization and team work,
will be emphasized.
ARABIC LANGUAGE & ISLAMIC STUDIES
Students are taught Arabic by qualified teachers. Each grade from Kg1 to Grade 12 in the
English section and PM to Bacc 2 in French Section has a specific number of lessons
during the school day. The school follows a curriculum accepted by the K.S.A Ministry
of Education.
N.B. Saudi Nationals from Grade 1-12 attend one or more after school classes in Islamic
Studies. A separate timetable is prepared to meet this requirement.
FRENCH AS A FOREIGN LANGUAGE
The goal of this course is to interest the students in studying a foreign language. This
course is designed to offer them a basic knowledge of the language so that they will be
able to understand, express themselves orally and write with simple construction about
their immediate surroundings and daily activities. In addition, the course enables the
students to expand their awareness and curiosity of another culture. The course stresses
oral expression with a gradual progression in reading and writing. French in the English
section is offered from grades 1-12.
336: GENERAL GUIDELINES FOR JIS/MSA US HIGH SCHOOL GRADUATION:
A high school program was begun in September, 2000, and JIS is proud to have
graduated its first French Baccalaureate Diploma Class in 2003 and its first Grade 12
JIS/MSA-CSS US Diploma Class in 2004. All of our students since then have achieved
Diplomas and have gone on to colleges and universities around the world. (French
Baccalaureate requirements are included in the French version of the Student- Parent
Handbook.)
In general, each semester of a core course offered in the high school is worth 0.5 credits;
a year-long course is worth 1 credit. The student must successfully complete the course
in order to earn the credit. Each elective which is taken for one whole year is worth 0.5
credits. In order to graduate, a student must earn a total of 24 credits according to the
following guidelines:
103

JIS Staff Handbook
337: CREDITS FOR A 4 YEAR HIGH SCHOOL
PROGRAM
Subject
CREDITS FOR A 4 YEAR HIGH SCHOOL
PROGRAM
English/Language Arts 4
Mathematics 4
Science 4
History 4
Modern Languages: Arabic/IS 4
Electives
4
(i.e. Study Skills, Career Planning, Public
Speaking, Health, French, I.T, Art, PE,)
TOTAL 24
IN ALL CASES, A JIS DIPLOMA CANNOT BE ISSUED UNLESS ALL CREDIT REQUIREMENTS
FOR GRADES 9, 10, 11 AND 12 ARE MET. THE OPTION TO MAKE UP COURSE FAILED IS
AVAILABLE AS EXTRA (PAID FOR BY PARENTS) TUITION DURING THE AVAILABLE
SATURDAY SCHOOL AND/OR HOLIDAY TIMES. STUDENTS WHO DO NOT COMPLETE THE
REQUIREMENTS FOR ANY GRADE CAN NOT PROCEED TO THE NEXT.
338: HIGH SCHOOL COURSE OFFERINGS:
Course Offering Grade 9
Grade 10
Grade 11
Grade 12
Total
Credits
Credits
Credits
Credits
Credits
/Grade
English 1 1 1 1 4
Mathematics 1 1 1 1 4
Science 1 1 1 1 4
Social Studies 1 1 1 1 4
Arabic/IS 1 1 1 1 4
104

Elective 1 0.5 0.5 0.5 0.5 2
Elective 2 0.5 0.5 0.5 0.5 2
JIS Staff Handbook
Total 6 6 6 6 24
NOTE: On the Grade scale AP courses are 1 credit higher that our high school credits. Each
course is ascribed 5 credits while each UNHS is 0.5 credit.
339: MSA/JIS US HIGH SCHOOL GRADUATION REQUIREMENTS
For any student to graduate from JIS, the following requirements are to be met:
1. Completion and attainment of at least 24 credits.
2. Completion and passing of prerequisite High School courses.
3. Scholastic Assessment Test (SAT) Score.
Note: Any student who has been expelled from JIS will not receive the MSA/JIS American High
School Diploma.
340: GRADES AND GRADE POINT AVERAGE
Grade and
Symbol
A+ : 98-100%
A : 94-97%
A- : 90-93
B+ : 87-89
B : 83-86
B- : 80- 82
C+ :77- 79
GPA
4.0
3.9
3.7
3.3
3.0
2.7
2.3
Effort and Behavior
O : Outstanding
VG : Very Good
G : Good
S : Satisfactory
IS : Improvement Seen
NI : Needs Improvement
U : Unsatisfactory
105

JIS Staff Handbook
C : 73- 76
C- : 70- 72
D+ : 67- 69
D : 63-66
D- : 60-62
F :LESS THAN 60%
2.0
1.7
1.3
1.0
0.7
0
341: PROGRESS REPORTS
To monitor the performance of a student, progress reports will be issued each mid of
semester (end of first and third quarter), which will be followed by a scheduled parents
Teachers’ conference to discuss the academic progress, effort and behavior of the
student. The progress report will show the letter grade of the student’s academic
standing per subject and the effort and behavior’s abbreviation of the student in each
class.
342: LETTER GRADES IN PROGRESS REPORTS
A (90% – 100%) Excellent comprehension and application of all material. Performance is
very well. Scholarship exceeds teacher expectations. Contributions exceed assignments.
Attitude is positive and beneficial to the entire class. Improvement is observable and
measurable.
B (80% – 89%) Above average comprehension and application of all material. Consistent
Performance is at grade level. Scholarship is accurate and complete. Attitude and
cooperation are beneficial to the class and enhance the learning environment.
C (70% – 79%) Average comprehension and application of all material, or below average
in some areas. Scholarship may be strong in one area and weak in another. All
assignments are attempted. Work in general is of medium quality. Improvement is
needed in some areas. All assignments are attempted. Attitude and cooperation are
proper and acceptable.
D (60% – 69%) Comprehension and application of most material barely meets minimum
quality. Scholarship is weak in most areas. Performance is below the grade level
106

JIS Staff Handbook
expectations. Initiative is usually not evident. Attitude is neutral at best. Cooperation is
neither positive nor effective.
F (0 - 59 %) Failure to comprehend or apply most of the material presented. Scholarship
is weak in all areas. Work in general does not meet the minimum requirements of the
teacher. Attitude is generally apathetic or uncooperative. No initiative is evident.
343: EFFORT
This grade will reflect how hard the student is trying. For example a student scoring a C
for Academics but getting an A for effort tells you a lot about the child.
Outstanding (O): The child is performing exceptionally well at all times and shows
application and aptitude of a consistently high standard.
Very Good (VG): The child is performing very well at all times and shows application
and aptitude of a consistently high standard.
Good (G):This child is trying hard and performing all activities consistently and well in
accordance with the teacher’s expectations.
Satisfactory (S): This child is trying hard but not performing all activities consistently
well in accordance with the teacher’s expectations.
Improvement Seen (IS): Refers to a child who has been performing below the grade level
expectations, but has tried hard and put in the effort, which to his /her improvement. We
see this as a positive development and the child should be commended for his/her effort
and strongly encouraged to keep up the good effort.
Needs Improvement (NI):The child’s efforts are inconsistent and not meeting either the
teacher’s expectations or those needed to satisfy the expectation or those needed to
satisfy the expectation for the child or for the class. In such cases, the parents and school
will need to form a child study team determine the full extent of program required to
assist the child for both now and the future.
Unsatisfactory (U): The child’s efforts and performance do not meet with the grade level
expectations and those needed to satisfy the requirements to pass this class/subject/grade
level. We see this as a very real concern so the parents will be called to discuss his/her
progress and whether or not she/he will be able to continue to the next grade.
107

JIS Staff Handbook
344: REPORT CARDS
Teachers, in assessing the student’s individual achievement consider homework
assignments, classroom participation and effort, together with quizzes, tests, outside
projects and exams.
1) Reports for all grades Pre-kg – Grade 12 will be issued at the end of each
semester.
2) Grade 1-5 reports are based on Ongoing Assessment using the follow criteria.
• Class work – 20%
• Tests/ Quizzes – 60%
• Homework - 10%
• Projects – 10%
3) Grade 6-12 reports are based on ongoing and overall assessment using the
follow criteria.
• Class work – 20%
• Tests/ Quizzes – 20%
• Exams – 40%
• Homework – 10%
• Projects – 10%
345: EXAMS
They are scheduled on the school’s calendar for the end of each term. A separate and
detailed schedule will be prepared closer to the time.
Please Note the following:
Students not completing any exam will not have completed course
requirements and will not receive a final report card; and will not be
promoted to the next grade.
Students leaving early before the end of a semester or before the end of the
year because they are transferring to another city or country or they have an
urgent medical emergency for themselves or a family member will not be able
to take final exams early. In these cases the school will arrange and prepare
trial report cards so as not to penalize the student.
108

JIS Staff Handbook
346: EXTERNAL EXAMINATIONS
The following external testing will be offered this year:
EXAM GRADE CONTENT CONDITION
Standardized Tests K-Grade 12 Core Subjects Compulsory for all
PSAT Grades 10 & 11 Math, Reading &Writing Compulsory for all
SAT I Grades 11 & 12 Math, Reading &Writing Graduation
requirement
SAT II Grades 11 & 12 Subject Tests Optional
TOEFL (IBT) Grades 11 & 12 Reading, Writing, Listening
& Speaking
Optional
Advanced
Placement Test
University of
Nebraska Program
Baccalaurete
(French Section)
Anticipate
(French Section)
Brevet
(French Section)
Grades 10 & 12 Chemistry, Biology, Math
Economics, etc.
Optional
Grades 8 & 12 Course/Subject not offered Optional
at JIS
Treminale (G12) Maths, Physique-Chimie, Compulsory for all
SVT(Science) Historie-
Geographie, Phylosophie,
LV1 (Arabe/Anglais), LV2
(Arabe/Anglais)
Grade 11 Franҫais/ Science Compulsory for all
Grade 9 (3eme) Maths, Physique-Chimie,
Historie-Geographie, SVT
(Arabe/ Anglais)
Compulsory for all
PLEASE NOTE:
External examinations receive a separate report and grade. They do not form part of the
school report.
347: INTERNAL EXAMINATIONS
In addition to the ongoing assessments throughout the year, compulsory internal exams
will be administered as follow:
EXAM GRADE CONTENT DATE
Quarterly Progress Test Grades 1- 12 Quarter’s Syllabus End of Quarter
Mid-year Exam Grade 6-12 Quarter 1 & 2 End of 1 st Semester
Curriculum
End-of-year Exam Grade 6-12 Semester 1 & 2 End of 2 nd Semester
Curriculum
109

Bac… Blanc
Treminale
(G12)
Bac… Blanc
Treminale
(G12)
Brevet… Blanc Grade 9
(3eme)
Brevet… Blanc Grade 9
(3eme)
Quarter 1 & 2
Curriculum
Semester 1 & 2
Curriculum
Quarter 1 & 2
Curriculum
Semester 1 & 2
Curriculum
JIS Staff Handbook
End of 1 st Semester
End of 2 nd Semester
End of 1 st Semester
End of 2 nd Semester
PLEASE NOTE:
Mid-Year and end of year exams count for 40% of the final grade.
348: PROMOTION OF STUDENTS:
Students who successfully complete all academic requirements at their current grade
level and who appear to be physically, emotionally, and socially ready for studies in the
next grade, will be promoted at the end of the school year.
349: ACADEMIC WARNING:
Students whose academic performance is not meeting expectations may be placed on
Academic Warning as a first step before Academic Probation. Students with one or more
D and/or F grade, a GPA below 1.3, or any other cause for concern may be placed on
Academic Warning at any time during the year by the Section Principals.
Students on Academic Warning may receive assistance and support, such as academic
counseling, supervised homework sessions, and tutoring. Their academic standing is
reviewed at the end of each quarter. If there is no improvement, they may be placed on
Academic Probation; with satisfactory improvement they are removed from the
Academic Warning list.
350: ACADEMIC PROBATION:
Students who consistently perform below their grade level academically or do not put
forth sufficient effort may be placed on Academic Probation by the Section Principals.
Probation is usually determined after each quarter in the academic year. Students with
one or more D and/or F grade, a GPA below 1.3, or any other cause for concern will be
placed on Academic Probation after being advised with an academic warning.
Students on Academic Probation will remain on Academic Probation until the next
appropriate grading period. The probation is reviewed at the end of each quarter.
110

JIS Staff Handbook
Students on Academic Probation will receive assistance and support, such as academic
counseling, supervised homework sessions, and tutoring.
Many students are able to improve with applied effort, and their status is reviewed at
the end of each quarter. If there is no improvement, Students on Academic Probation may not
be allowed to continue their education at JIS, or their re-registration may be subject to specific
conditions.
351: AWARDS
The purpose of the Award is to recognize outstanding performance in a specified area of
achievement.
352: ACADEMIC AWARDS:
Students achieving this distinction are recognized with a certificate at the end of each
semester. Students with a grade point average of 4.0 on a semester report card qualify
for the Highest Honor Roll, 3.90 or higher qualify for the High Honor Roll, while
students with a grade point average of 3.70 or higher on a semester report card qualify
for the Honor Roll. Grades for all subjects are considered. These Academic certificates
recognize students who demonstrate high academic achievement, responsible behavior,
and timeliness. However, they are not awarded to students who have served detention
or suspension.
353: RECOGNITION OF EFFORTS AWARDS
These will be awarded to all other students who are working consistently well/showing
significant improvement in behavior and general performance. These certificates may
include the class/grade Model Student and the class/grade Most Improved Student.
Other categories may be added as deemed necessary for recognition.
354: ATHLETIC AWARDS
These will be bestowed in recognition of exemplary Sportsmanship. These certificates
may include the Best Achiever in a Sport, The Most Disciplined and the Most
Determined.
111

JIS Staff Handbook
355: VALEDICTORY AWARD
The Valedictory Award is presented to the senior student who achieves the highest
cumulative academic record at JIS. A student must be in attendance at JIS for at least
four years to be eligible for this award.
356: GOLDEN STUDENT AWARD
The Golden Student Award is presented to the senior student who has been in JIS for at
least ten years to be eligible for this award.
357: PROCEDURE FOR LEARNING SUPPORT PROGRAM
Homeroom/Subject Teacher Section Coordinator Academic & Guidance Counselor Support Coordinator
Subject Coordinator
• STEP 1
The homeroom teacher/subject teacher fills up the Referral Form/Discipline Form to the
Section Coordinator/Head after working with the child using different approaches in
teaching.
ACADEMICS - The teacher may refer to the Subject Coordinator for more assistance. It
should be obvious from the evidence provided by the teacher of differentiated
instruction with the student. For example, ESL worksheets of the lesson, simplified
questions for the lesson content, modified homework, and so on.
BEHAVIORAL – The teacher may refer to the Section Coordinator for more assistance. It
should be obvious from the evidence provided by the teacher of differentiated strategies
used with the student to correct his behavior/attitude.
• STEP 2
The Section Coordinator observes the student in class and writes a report confirming the
areas of learning/behavioral difficulties, or special needs. The Section Coordinator
forwards his/her report to the Academic & Guidance Counselor.
• STEP 3
The Academic & Guidance Counselor studies and reviews the case of the student. The
Counselor meets with the Senior Management Team to determine and prescribe
intervention/s.
• STEP 4
The Counselor meets the student’s parents and informs them about the school’s
intervention strategies.
112

JIS Staff Handbook
• STEP 5
The Counselor forwards the student’s file with the prescribed intervention to the
Learning Support Coordinator.
• STEP 6
The Learning Support Coordinator studies and draws a plan for the relevant strategy to
be used and assigns the student to a Support Staff with study materials. The Support
Coordinator submits a monthly report on the student to the Counselor.
358: JIS & COLLEGE BOARD AP PROGRAM
AP International University Recognition
AP is recognized as a highly desirable academic credential around the globe.
Universities in over 60 countries outside the United States recognize AP in the admission
process. Universities may also recognize AP Exam scores for advance placement, the
opportunity to skip introductory-level courses or award credit or points toward an
undergraduate degree.
Qualification
Only students who meet the following requirement shall be approved to take the AP
course (s) and have their credits updated on their JIS transcripts:
The student must have at least an average of 3.0 GPA (Grade Point Average) to
enroll.
CREDENTIALS
Approved students shall receive the following credentials during and/or after
completing the course and writing the AP Exam:
1. The School transcript shall have an AP label for the subjects taken.
2. The student shall receive an AP Predicted Results Certificate from JIS when
requested by universities.
3. At the completion of 5 required AP subjects with a minimum result of 3 in each
subject, the school shall recommend the student for Advanced Placement
International Diploma (APID).
4. Each AP subject shall receive a maximum of 2.0 credits as opposed to 1.0 credit
for the normal JIS core subjects.
5. All assessments during the course shall be labeled AP and.
6. The student shall receive a separate AP results certificate from College Board.
7. Students taking AP Courses privately shall not be eligible for (no: 1 – 5)
credentials from the school.
113

JIS Staff Handbook
359: UNIVERSITY OF NEBRASKA HIGH SCHOOL PROGRAM
(ACCREDITED BY AdvancED)
JIS and UNHS have partnered to offer online high school courses that are:
Fully online and can be accessed 24x7 at a self paced speed.
Flexible
Affordable
Accredited
These courses have numerous advantages to the students:
Additional credits at JIS
advantaged during university admissions
Exposure in ones area of interest.
Covers up for makeup courses
Helps follow ones dream subject area and specialty
Course Duration
It is expected that the student will spend 60 to 80 minutes each day on a course; for a
minimum of five weeks up to a full calendar year.
Course content (Syllabus)
The course content (syllabus) is generally available both online and in print. Online
courses are delivered through the online course management system, WayCool. For
courses that are available only in print, the printed course content is a required purchase.
Requirements
2.7 GPA or 80% JIS average
Subjects that are NOT offered at JIS
Register for the courses through JIS
Enroll as a single student or a group
Can enroll more than one course
Note: Details on available courses, assessments and access is available in the JIS & UNHS
brochure which is always available at the High School head’s office as well as the external
programs coordinators.
400: STUDENTS’ ATTENDANCE
Attendance registers are the responsibility of the home room teacher.
The school is required to keep a record of attendance for all children. Please take the
register at 7:30 a.m. for all classes at the designated assembly point for each
grade/class. By 8:10am, inform the Section Principal/Section Coordinator
immediately of any absences on the daily absence form. The first lesson commences
114

JIS Staff Handbook
with Assembly at 8:00a.m. sharp and students and staff are expected to be punctual.
All specialist teachers must keep an attendance register for each lesson they teach.
A permission note for leave must be signed by the Section Coordinator, approved by
the Section Principal and a copy kept in the attendance register.
401: MORNING TARDY CONSEQUENCES
Grade 1 - 5 Students will receive a late attendance slip from the Section administrative
assistant and be registered as late comers. This late attendance slip is to be kept in
attendance register. Grades 1-5 students will make up missed work during break times.
Grade 6 - 12 Students
On the first occurrence, the student will be verbally warned (A notification will be
sent to parents via school SMS).
On a repeated occurrence, the student will be assigned same day detention (A
notification will be sent to parents via school SMS).
402: NOTIFICATION OF STUDENTS’ ABSENCE
The Nursery to Grade 5 home room teacher must send an SMS to the parents to
ascertain why any child is absent. For any period of absence exceeding 2 days, a
medical report or Parent’s Letter of Consent should be asked for, as soon as the child
gets back to school.
For Grades 6-12, an SMS to parent/s is to be sent each day by the Section’s
Administrative Assistant/Secretary and the student cannot reenter school without
satisfactory completion of all class and home work missed.
For extended absences, each Section Principal shall need to follow up. In all cases a
written note is to be included in the Home Room Log Book and attendance register.
For any period of absence, a medical report or Parent’s Letter of Consent should be
asked for as soon as the child gets back to school.
Late to school does not constitute an absence.
All students, following any absence, should be given an Absence Slip by the Section
Coordinator for each of his/her teachers to sign. The purpose of this is to advise
teachers whether the absence is excused or unexcused. It is important to note that
unaccountable (neither a telephone call nor a note was received) absences are
unexcused and marks/grades/tests will be counted as zeros. Students who fail to
provide a written excuse for their absence upon the day of their return have one
additional day in which to do so.
115

JIS Staff Handbook
403: ABSENCES AND MAKE UP CLASSES FOR GRADES 9 -12
Students in grades 9-12 may make up absences and thus not lose credit by completion an
extra class at the end of the year. All make up courses must be completed before progress to the
next grade. Please Note that Grade 12 Students must complete any makeup classes BEFORE the
start of 4 th Quarter of Grade 12. Any courses not completed for credit prior to the start of 4 th
Quarter of Grade 12 will make the student ineligible to receive the JIS High School Diploma and
they will instead receive a letter only stating what they have completed and the fact that they
have not graduated with a Diploma. The criteria for this make up are:
6 – 10 absences whether they are approved or un-approved is equal to one extra
week.
11- 20 absences whether they are approved or un-approved is equal to two extra
weeks.
(These weeks are to be used for revision and will require the student to successfully
complete end of week assessment. Failure to pass the assessment will result in
incomplete requirements for the year and thus repetition of the grade.)
404: PLANNED ABSENCE
Planned absences are defined as anticipated absences for reasons other than medical or
personal emergencies. To notify the school of these absences and to make up the work
the student will miss, he/she must:
Obtain a Planned Absence Form from the Section Coordinator.
Have his/her parent complete their portion of the form, which includes the date(s)
of the absences and their signatures granting consent.
Circulate the form to each of his/her teachers, which includes conformation of the
work to be covered.
Return the complete form with all the required signatures to the Section
Coordinator at least five days before the anticipated absence.
The contracted homework and make up work must be completed and turned in
on the day of return to school from the planned absence.
116

JIS Staff Handbook
405: LATE WORK POLICY
Assignments submitted after due date with a written excuse can only achieve the highest
score of 75%. Assignments submitted after the due date without a written excuse from
parents will be graded as 0%. Students are encouraged to be accountable and
responsible.
406: GRADING STUDENTS
Teachers are expected to post on Ed-Admin grades for class work, homework and
quizzes/tests weekly. This will facilitate timely feedback to parents and students. To
ensure effective reporting of students’ progress:
1. You are advised to use your grading books in class then later transfer the marks
online.
2. Set clear and measurable criteria and rubrics: Grades should be justifiable and
students have the right to know the criteria used to grade them. It is therefore, the
responsibility of the teacher to set and communicate to students, clear correction
rubrics and grading criteria.
3. Grades should reflect the actual comprehension and application of the material by
students. Effort should clarify the student’s scholarship, attitude and cooperation
in the achievement of the grade.
4. Add an advisory comment on your grade as often as possible. Use this as an
opportunity to guide your students through positive commendation and
recommendations.
407: LOG BOOKS
Home room class/grade logbook is the responsibility of the Home Room Teacher.
This is separate from a lesson plan and must be completed by all teachers who take a
class/grade, for each lesson. The logbook is a record of:
1. Work covered during the period.
2. Students absent during period e.g. Mohammed was absent period 2.
3. Concerns/illnesses in the period e.g Fatma was sick and went to the nurse.
4. Disruptions during period e.g. Ahmed was warned for disrupting the lesson.
5. Tardy/late students during period e.g. Nour was warned for coming to class 10
minutes late.
6. Any changes in the daily class work or homework due to unplanned
interruptions of the lesson. (The weekly plan is the standard guide for students
and parents)
At the end of each day, from 2:15 to 2:30 p.m. the homeroom teacher shall use the
log book to update the class’ daily log on Ed-Admin. This is a mandatory entry to
ensure fluid communication between the school and parents.
At the end of each day at 2:30 P.M, Homeroom teachers shall submit their
logbooks to Section Coordinators as a confirmation of accurate completion of the
class log entries.
117

JIS Staff Handbook
Section Coordinators shall confirm and check all the classes’ daily logs and report
to the Principal in writing. This shall form part of the section Coordinator’s daily
report to the Principal.
At 3 P.M, the principals shall confirm the classes’ daily log entries.
The logbook will help to ensure that as a group we monitor and track student work and
progress. Any concern or important notes will be available to all staff and will act as
useful monitoring tool in potential discussions with parents.
408: CLASSROOM ROUTINES
Integrated theme units should be planned in the elementary home based classes, with
active inquiry-based learning as the core. In all classes and subjects teachers are expected
to be aware of, and to use, a variety of methods to achieve a balance of class, group and
individual instruction, appropriate to the specific needs of each child. It is the
responsibility of the class teacher to promote, encourage, establish and maintain effective
and efficient classroom routines for entering and leaving the classroom, bookwork and
homework, movement and punctuality during and after class activities, maintaining
school guidelines, tidiness etc. Class Schedule, seating chart and rules should be
displayed prominently in each classroom also fire drill map and list of students.
409: CORRECTION OF STUDENTS’ WORK
The policy on correction of work: all written work should be corrected within three
days after submission. Correction should include:
1. The actual marks/grade scored out of the total.
2. A commendation for the student’s performance.
3. A recommendation for improvement.
4. The date of correction.
5. Spelling, punctuation and grammar check.
E.g. Ahmed you have grasped the ideas well and written your answers in a clear and
thoughtful way. You have scored a 20/30, which would have been higher, if you had
written in sentences and not just point form. Next time please express your ideas and
sentences fully. Good job. 26/04/13
410: PRESENTATION OF WRITTEN WORK
Children need to read from their copybooks; therefore each place of work should be
presented neatly with:
a title
type of assignment e.g. H/W.
page number, and the
date underlined with a ruler.
118

JIS Staff Handbook
a margin should be drawn and answers numbered correctly and carefully. A book
reflects on both the child and the teachers’ work.
411: TIDINESS
Playground: Children should be encouraged to keep the playground and hallways tidy.
Make sure that children do not drop litter in the playground.
Classrooms: Make sure that tables, chairs, and lockers are tidy before going out on break
and before leaving school. Under no circumstances should anyone be allowed to spoil
any part of our school, their own or other student’s work or materials.
Classrooms are to be left tidy at the end of each lesson and at the end of each day. This is
the home room teacher’s responsibility. In the MS/HS it is the responsibility of the last
teacher in the class each day as well as the homeroom teacher.
412: CLASSROOM RESOURCES
The classroom and its appearance is the responsibility of the homeroom teacher and
students who use it. It is important that the classroom is a clean, bright, and pleasant
place to work. Homeroom teachers are responsible for opening and then locking the
room each time they leave it. Teachers are financially liable for all books and materials
they sign for so please take care and lock your room.
413: DISPLAYS
All displays on walls should be a reflection of the students’ work not just pretty pictures.
They should be well planned, attractive, clearly labeled, and meaningful and a reflection
of all the subjects taught. They should be changed on a regular basis. The Art Teachers
will coordinate a roster for school wide and class displays. This is the homeroom
teacher’s responsibility.
414: SUPERVISION OF STUDENTS
Teachers and teaching assistants are responsible for the supervision of the students at all
times on campus. Disciplinary action may be applied in the case of negligence of duty
that places students at risk.
All teachers and teaching assistants are responsible for all student behaviors on campus
at all times. You are required to assist and correct any inappropriate behaviors on
campus. If a child does not respond appropriately to a teacher, teaching assistant, or staff
member, that child should be referred immediately to the Section Coordinator. In
general students in classrooms should never be left unattended.
A schedule for supervision is on each staff member’s time table and is posted in the staff
119

JIS Staff Handbook
room and each staff member will have a copy. Each staff member will be responsible for
a number of duties per week which will cover the areas of before school, morning, mid
morning breaks and after school. For pre-arranged absences, including class outings,
staff members are responsible for arranging cover for their own duties. The Section
Principal must be informed of any changes, temporary or otherwise.
If indoor break is declared because of adverse weather, children should stay in their own
classrooms or homeroom, with appropriate activities, and be supervised by the
designated staff member. Alternate indoor activities will be arranged as and when
possible but as much as possible videos should be used sparingly. The children should
not eat in the classrooms, and should be supervised during these times by the person on
duty.
415: SUPERVISION DUTY
The staff member on duty:
i. Must be on duty and at the appropriate place promptly, your colleagues will
appreciate this;
ii. Must be proactive and vigilant in maintaining a positive peaceful and clean
school.
iii. Is responsible for ensuring the children behave appropriately and safely:
iv. Should ensure the children move promptly to the next class and enter in an
orderly manner;
v. Ensure that if a child is injured then the child should be taken to the class teacher
and/or duty teacher who will then take care of the child. The duty teacher must
complete an accident report form and give a copy to the class teacher and Section
Principal.
Staff Members not on Supervision Duty:
i. Are responsible for supervising the children until they are outside and the duty
teacher has arrived;
ii. Are responsible for any children they allow to remain indoors, although as much
as possible children should enjoy their break, this time is not to be for
punishment;
iii. Are responsible for taking care of a child from his/her class who has been injured
on the playground;
iv. Should collect their class promptly at the end of break and lead them in quietly.
After-school supervision includes ensuring that the children are ready for, and on, their
bus promptly. All teachers should stay with their class and wait in the designated area
until the buses have left. After this time the duty teacher will take over.
Please remember, it is the responsibility of all staff members to ensure the safety and
security of students around School.
120

JIS Staff Handbook
500: APPRAISAL SYSTEM
The professional appraisal system here applies to all members of staff but with
modifications as per job description. An end of year evaluation of the job description of
Assistant director and Principals will be carried out by students, staff, parents and the
Director using the form provided.
An end of year evaluation of the job description for all people in positions of
responsibility will be carried out by staff, Principals, Assistant Director and Director.
501:APPRAISAL PRINCIPLES
The appraisal system aims to be constructive with the purpose of improving the
education we offer through supporting the professional development of all staff
members. There should be no surprises - strengths & weaknesses will be dealt with as
they are apparent.
i. The appraisal process will be continuous not the result of one-off observations.
ii. Consideration will be given to the fact that the whole school is developing &
factors outside the individual staff members control may influence their
performance.
iii. The appraisal will be linked to the duties detailed in the job description.
iv. The appraisal may consist of self-appraisal and peer-appraisal, as well as
supervisor-appraisal.
502: APPRAISAL PROCEDURES
i. Each staff member should be familiar with the contents of the handbook.
ii. Each staff member will have a job description detailing specific duties and
responsibilities.
iii. Each staff member will be given an appraisal form indicating the appraisal criteria
(It is included in this Handbook).
iv. Appraiser and staff member will make notes before a formal appraisal conference.
v. A formal appraisal conference will be scheduled to discuss any points raised.
vi. The appraiser and teacher agree upon professional goals for the teacher and upon
appropriate support, and these are documented.
vii. The appraiser writes up an appraisal bearing in mind the points raised.
viii. The teacher has a draft copy for further consideration and comment before a final
copy is made.
ix. Both teacher and appraiser sign the appraisal criteria.
121

JIS Staff Handbook
503: APPRAISAL STRUCTURE
The school Director and Assistant director will evaluate whole school.
Section Principals will evaluate their own section only.
Section Coordinators will not perform formal evaluation of staff but will evaluate
the program of their section and report on staff efforts.
Subject Coordinators will not perform formal evaluation of staff but will evaluate
the program of their subjects and report on staff efforts.
Each respective person will be asked to ‘report’ about the people in his/her respective
section or area or subject. All staff will be accountable to their job description, their
contract, this staff handbook as it applies to each person individually and to the students
and the school as a whole.
504: APPRAISAL AS PROFESSIONAL DEVELOPMENT
The appraisal process is aimed to support and develop the effectiveness of the staff
member. It is intended to be a collaborative process and both the staff member and
evaluator should keep records of the exercise. As a tool for improvement the 5 point
scale (O- 5) Outstanding, (VS-4) Very Satisfactory, (S-3) Satisfactory (S-2) Unsatisfactory
(P -1) Poor will be used.
The content of evaluation will be mostly the same with all employees; they will just be
different in the job responsibilities assigned to them. General forms are accessible in the
appendix section of this handbook.
After a process involving discussions, observations and a practicable degree of
objectivity, the final evaluation report should be a true reflection of staff performance.
This report should not contain any surprises if the process has been followed correctly.
Any concerns should be discussed using the lines of communication.
505: GUIDELINES ON EMPLOYEE’S PERFORMANCE EVALUATION
1. Evaluator must indicate the name and signature, designation and date of
evaluation.
2. Evaluate the employee according to his/her performance objectively.
3. Compute the corresponding points in each criteria and fill-in the summary form
following the weighted rate per area, percentage distribution and description.
4. Prepare a summary report of the evaluation and attached the actual evaluation.
5. Allocation of weighted percentage per evaluator.
122

JIS Staff Handbook
POSITIONS
Homeroom
Teacher
Section
Head/
Principal
Section
Coordinator
Operation
Manager /
Supervisor
E V A L U A T O R S
Assistan
t
Director
School
Director
Quality
Assurance
Evaluator
BOT Students Parents TOTAL
Chairman of
100% 100%
BOT
Board of
100% 100%
Trustees
School
5% 5% 5% 5% 5% 5% 50% 10% 10% 100%
Director
Assistant 5% 5% 5% 5% 60% 10% 5% 5% 100%
School
Director
Executive
5% 5% 20% 60% 10% 100%
Secretary
Financial
100% 100%
Controller
Accountant 100% 100%
Store Manager 5% 5% 40% 10% 30% 10% 100%
Reports
Coordinator
10% 30% 50% 10% 100%
HR Manager 10% 30% 50% 10% 100%
HR Staff 10% 50% 30% 10% 100%
IT head 10% 30% 50% 10% 100%
IT Staff 10% 50% 30% 10% 100%
Operation
10% 30% 50% 10% 100%
Manager
Transport Staff 60% 30% 10% 100%
Security Staff 60% 20% 20% 100%
Cleaning Staff 20% 50% 20% 10% 100%
Maintenance
20% 50% 20% 10% 100%
Staff
Head of
20% 50% 20% 10% 100%
Admission
Admission
20% 50% 20% 10% 100%
Officers
School
10% 20% 50% 10% 5% 5% 100%
Principal
Section Head 40% 50% 10% 100%
Section 10% 50% 30% 10% 100%
123

JIS Staff Handbook
Coordinator
Academic 10% 50% 30% 10% 100%
Coordinator
Activity 10% 50% 30% 10% 100%
Coordinator
Counselor 10% 10% 40% 30% 10% 100%
Homeroom
60% 20% 20% 100%
Teacher
Subject
60% 20% 20% 100%
Teacher
Specialist 60% 20% 20% 100%
Teacher
Assistant
Support
Coordinator
30% 50% 10% 10% 100%
10% 50% 30% 10% 100%
Support Staff 70% 20% 10% 100%
Librarian 10% 50% 30% 10% 100%
Library Staff 10% 60% 20% 10% 100%
Nurse 10% 30% 10% 100%
Receptionist/ 10% 30% 50% 10% 100%
Secretary
Office Staff 20% 50% 20% 10% 100%
Photocopying
10% 50% 30% 10% 100%
Staff
Canteen Staff 10% 50% 30% 10% 100%
Cleaning Staff 10% 50% 30% 10% 100%
Maintenance
10% 50% 30% 10% 100%
Staff
Transport Staff 10% 50% 30% 10% 100%
6. Rating Scale will be used for the final interpretation of the employee’s
performance.
124

JIS Staff Handbook
RATING SCALE
RATING
DESCRIPTION
5 4.6 – 5.0 Excellent
4 3.6 - 4.5 Very Satisfactory
3 3.0 – 3.5 Satisfactory
2 2.9 – 2.5 Needs Improvement
1 2.4 – 1.0 Poor
5.0 = 100 4.0 - 90 3.0 - 80 1.9 – 72.75
4.9 = 99 3.9 - 89 2.9- 79 1.8- 72.5
4.8 = 98 3.8- 88 2.8- 78 1.7- 72
4.7 = 97 3.7- 87 2.7- 77 1.6- 71.75
4.6 = 96 3.6- 86 2.6- 76 1.5- 71.5
4.5 = 95 3.5- 85 2.5- 75 1.4- 71
4.4 = 94 3.4- 84 2.4- 74.75 1.3- 70.75
4.3 = 93 3.3- 83 2.3- 74 1.2- 70.5
4.2 = 92 3.2- 82 2.1- 73.75 1.0 – 70
4.1= 91 3.1- 81 2.0- 73
Appraisal Content and Weighted Rate
A. For Administrators and Staff
AREAS
Weighted Rate
i. PROFESSIONAL ATTITUDE 25
ii. PERSONAL AND SOCIAL QUALITIES 30
iii. PROFESSIONAL RESPONSIBILITIES 45
FINAL RATING 100
B. For faculty
AREAS
Weighted Rate
i. PROFESSIONAL ATTITUDE 25
ii.
PERSONAL AND SOCIAL QUALITIES AND
ATTITUDES
iii. INSTRUCTIONAL SKILLS 45
FINAL RATING 100
30
125

JIS Staff Handbook
506: STAFF PROFESSIONAL DEVELOPMENT
The School has planned for calendared staff professional development programs. As the
School strives for continuous improvement, all professional members of staff are
required to take part in the staff professional development program. A minimum
number of professional development credits shall be required for contract renewal. The
key staff professional development programs will include:
1. Training on the use of an online interactive platform for instructional
planning, assessment, and reporting.
2. Effective Use of technology for classroom instruction.
3. A series of workshops on how to improve your performance based on your
specific job description.
600: STAFF COMMUNICATION
The school aims at fostering and maintaining clear, open, honest and constructive lines
of communication between all members of the school community. The following are
some ways we work towards doing this. The cooperation and support of each and every
member of staff is crucial to positive communication.
601: ED-ADMIN PORTALS
All communication to and from Assistant director to Principal, Section Coordinators and
Subject Coordinators will be by:
i. Ed-Admin platform or School Internal email
ii. As hard copy for any report or meeting
602: DAILY INFORMATION PAGE
This is a communication tool from the Principal to staff. It will be posted on a bulletin
board next to the signing in/out desk. A copy can also be accessed through your Ed-
Admin Portal.
It is each individual’s responsibility to read this page before school each morning
for up to date information on absences, supervision changes, current events etc. Please
read this before school starts and raise any questions or concerns immediately if you
have any.
603: STAFF MEETINGS
i. There will be no morning staff meeting apart from emergency meetings. All
homeroom teachers are expected to be in their respective classrooms for a
homeroom session to ensure an orderly start of the school day. Teachers on duty
126

JIS Staff Handbook
are expected to be at their duty areas.
ii. Bi-weekly meetings from 2:30 to 3:30pm will have a shared agenda and be used
for professional development, curriculum planning, and as a forum for raising
items of concern.
iii. Items for discussion should be written submitted to the next person above you in
the Operating Structure at least 4 days before the meeting for inclusion and
prioritization on the agenda.
iv. Each member of staff ( as appropriate) will in turn be responsible for either
chairing their section, grade/subject meeting , and/or taking of minutes then
typing them up, placing one in their team’s file and emailing a copy to each
person above them in the Operating Structure. A hard copy of all minutes will be
included in the weekly reports of each Section coordinator for The Section
Principal for The Assistant director for The Director.
v. At the subsequent meeting the minute taker will chair the meeting. This is seen as
a means to facilitate shared decision making and the achievement of collaborative
decision making.
604: INDIVIDUAL MEETINGS
Each member of staff will have regularly scheduled meetings with the Section
Coordinator, Section Principal and/or Assistant director for individual discussions and
professional development.
605: MAIL BOXES
These are situated in the staff room, and used for personal mail, notes, messages etc.
Please check your box at the beginning of the day and before you go home.
606: FORMS
1. To facilitate the teaching day there are a number of systems in place and forms for
maintenance requests, leave of absence, outings, refund of petty cash expenses etc,
etc (they are available in the appendices at the back of this handbook for you to
photocopy.
2. Please know that nothing happens without one of these forms and it is each staff
member’s responsibility to both complete and ensure that they get a response to their
request.
3. If you do not get a satisfactory reply within 24 hours then follow up! Any further
delays are to be referred to the Section Coordinator, Section Principal and finally
Assistant director if the issue is serious.
4. End of year Closure Form;
To enable the administration to facilitate your closure:
i. Return all school materials and get it signed/confirmed.
ii. Complete end of year procedures form and give it to the principal to confirm/
127

JIS Staff Handbook
iii.
iv.
sign
Principal will give form to HR.
To allow office staff sufficient time to process paperwork and payments you
will be paid out within two days after the principal has signed and received
your form.
607: OPEN DOOR POLICY
In addition to the above, the Section Coordinators, Principals, Assistant director and
School Director’s doors are always open for discussion, questions, comments,
compliments, etc.
608: GRIEVANCE PROCEDURES
Students -Staff.
Students- staff
Students- staff- Principal
Students- parents -staff- Principal and Assistant director (and perhaps a Student Support
Team if needed)
Staff - Staff.
Problems between members of staff should be resolved politely and constructively
between the two parties involved. We are all colleagues and no problem should be
allowed to get so large that it cannot be resolved amicably and expediently. It is the
responsibility of each member of staff to work towards this goal. If however, a situation
gets "out of hand", and it is expected that we never allow it to, then the arbiter will be the
Section Principal and if needed, the Assistant director.
Parents.
Parents - Receptionist to make appointment with teacher for a mutually suitable time
Parents - Teacher
Parents - Teacher - Principal, Assistant director.
Parents - Teacher – Director/ Assistant director. The Director’s decision will be final.
Any concerns should initially be mentioned to the class teacher and a constructive
dialogue should take place which will resolve the issue positively and be in the best
interests of all parties. If the matter is still unresolved then a meeting will be arranged
between the parent, teacher, and Section Principal.
If the concern has still not been satisfactorily dealt with, the matter may then be referred
to the Assistant director and Director and this decision will be final.
It is the express desire of The Board of Trustees and The School's Administration that we
work together going forward hand in hand to form and foster a home-school
partnership.
128

JIS Staff Handbook
At all times it is hoped that we shall use the concept of TEAM; Together Everyone
Achieves More, in the best interests of our whole school community and that our
interaction is constructive and mutually supportive.
700: STUDENTS DISCIPLINE POLICY
Each teacher is expected to handle discipline in his/her own classroom as much as
possible and at all times deal with infractions or regulations in a fair, objective and
mature manner that preserves the dignity of all persons involved. Abusive or demeaning
language shall be regarded as unprofessional and corporal punishment or threat of
corporal punishment is prohibited.
701: SENDING STUDENTS OUT OF CLASS
Sending or ‚kicking‛ students out of the classroom for disciplinary reasons is to
be avoided, as it removes the student from the learning environment and places
him or her in a situation where he or she is not supervised.
However, behavior, that is dangerous, chronic, or unusually disruptive should
not be tolerated, and the student should be escorted (elementary) or sent (Middle
and High) immediately to the Section Coordinator’s office.
Any student sent to the office should be accompanied by a behavioral referral
form (attached in the appendix of this handbook). Students who arrive to the
administrator’s office without one will be returned immediately to class.
Specialists are advised that it is not an appropriate disciplinary measure to send
students back to the classroom.
Classroom teachers are advised that it is not appropriate to withhold or delay
students’ attendance at a Specialist’s class for disciplinary reasons.
Each teacher shall clearly establish and thoroughly discuss with students the
standards for classroom behavior during the orientation week and shall keep
reminding students of this standard. It is recommended that this process be reintroduced
in the form of a class meeting, with student input during the
homeroom session.
702: DISCIPLINARY ACTIONS FOR STUDENTS
When a student’s behavior is in violation of school rules, he or she will be subject to a
range of disciplinary consequences at the discretion of teachers and school
Administration. Repeated violation of school procedures may make a student subject to
expulsion. The following is a range of normal disciplinary actions that may be taken:
703: VERBAL WARNING / STUDENT CONFERENCE/GUIDANCE
The term ‚guidance‛ refers to a variety of conversations with students: from informal
discussions, such as that between a student and his or her homeroom teacher, Section
129

JIS Staff Handbook
Coordinator, and/or parents; to professional counseling, such as that between a student
and the School Counselor, or an off-campus specialist.
Note: When a student is approached out of concerns that have come to the School’s attention
from student or faculty information of a general nature, we face a counseling situation. When any
direct information reveals that a rule or regulation violation has harmed someone else (e.g.,
stealing or harassment), it may necessitate intervention of a disciplinary nature.
704: WRITTEN WARNING LETTERS/WARNING NOTES
These are issued as an advisory to the students and parents on the concerns the school
has over the conduct of the student. Usually, a written warning is given in cases where
students are at the verge of more serious consequence in the event of recurrence of the
infraction.
705: DETENTION
Teachers as well as administrators may issue detentions. This includes ‚After School
Detention‛ which will be served between 2:30 p.m. and 3:30 p.m. on a day designated by
a teacher or administrator.
Detention may be imposed by the faculty or administration, and parents must be
notified one day prior or by phone on the day. Section Coordinators and Principals shall
supervise.
706: IN-SCHOOL SUSPENSIONS
Students who are on in-school suspension are to report to the Section Coordinator prior
to the beginning of the first period class. Students will have the opportunity to receive
class work from their teachers in order not to fall behind. Work completed In-School
Suspension will receive a reduction in value.
In-School suspensions are serious disciplinary responses that are designed to provide an
appropriate corrective environment without interrupting the student’s educational
development. Students assigned to In-School suspension should expect to receive a
disciplinary contract that will allow them to share in the decision-making and planning
for implementation of changes in their behavior.
Students placed on In-School suspension should:
• be isolated from the rest of the students.
Not share break with other students
• be assigned to work from the detention room
• use the weekly plan to cover all materials being covered in class
• be assigned extra work since they have extra time.
130

JIS Staff Handbook
In school suspensions may be followed by a period of disciplinary probation. Repeat
infractions of a serious nature may result in out of school suspensions.
707: OUT-OF-SCHOOL SUSPENSION
Students who are on an out-of-school suspension are not allowed on the school campus.
To be reinstated to school, the student and his/her parents must meet with the Principal
and other involved persons to work out a solution to the particular difficulty. Suspended
students are not allowed to participate in school activities. Students on suspension will
have the opportunity to make up missed assignments / exams within the period of time
specified by the attendance policy. However, any make-up graded work will be 75% of
the makeup score.
708: DISCIPLINARY CONTRACTS
In many cases students will be issued a disciplinary contract in conjunction with their
other consequences. At JIS we believe in working with our students, and that they can
demonstrate their commitment to remaining a member of the JIS community through
meeting the terms of a contractual relationship between the student and the School.
Receiving any disciplinary contract is a serious warning. It means that a student’s
conduct has been contrary to the best interest of the student or of the school. Students
will normally have to write a statement examining the degree to which their actions
have disrupted the School and showing cause why they should be allowed to remain a
member of the school. The contract will clarify what commitment(s) the student will
make in order to remain a member of our community.
709: FINAL WARNING LETTER
In some instances, especially in the case of repeated violations, a disciplinary contract
will be issued in the form of a final warning letter. Because students on discipline
contracts have already demonstrated behaviors that are not in the best interest of the
community, violation of a discipline contract is considered a major rule violation and
will result in a disciplinary response. Violation of a final warning letter normally
results in a recommendation for dismissal.
710: DISCIPLINARY PROBATION
As the result of serious or repeated disciplinary infractions or because of a more general
concern that a student is out of sympathy with the goals and ideals of the School, a
student may, in addition to other disciplinary consequences (suspensions/warnings), be
placed on disciplinary probation.
A student on disciplinary probation:
• cannot participate in any sports or activities.
131

JIS Staff Handbook
• loses any leadership status if previously assigned.
• loses enrollment on the school awards list.
While on disciplinary probation, a student’s behavior is expected to meet acceptable
standards.
All disciplinary probation cases will be reassessed every six weeks by the Senior
Management Team. Parents will be informed immediately when their child is placed on
disciplinary probation. Students who do not earn their way off disciplinary probation
may be subject to further disciplinary actions.
711: INDEFINITE SUSPENSION.
Students who are on an indefinite suspension are not allowed on the school campus.
This action is usually taken by the School when an extreme infraction has been
committed by the student. Indefinite suspension is given to allow for investigation
and/or convening of the Senior Management Team to decide on a case that has been
recommended for expulsion.
712: EXPULSION
Expulsion is the permanent removal of a student from the student body. Only the Senior
Management Team, in conformity with the policy stated in the school board policy
handbook; has the authority to expel a student upon a decision made by a committee.
Students who are expelled for disciplinary reasons are neither allowed to return to
campus to participate in any activities, nor may they re-enroll at a later date.
Forfeiture of Tuition: If a student is suspended or expelled, tuition for the period of
suspension or for the remainder of the year after expulsion cannot be refunded.
Disclaimer: The disciplinary procedures outlined in this handbook are designed to
guide the Administration in reaching just decisions. They do not confer any contractual
rights to those students accused of violating the School’s standards of behavior.
Circumstances can vary greatly between cases and the School reserves the right to
modify the disciplinary procedures in any particular case in order to reach a just and
timely decision.
713: DISCLOSURE OF DISCIPLINARY ACTION
It is the policy of JIS to report all disciplinary infractions to colleges, educational
programs, or other educational institutions to which the student has applied when, in
the judgment of the School, it would be irresponsible or unprofessional not to do so.
That reporting may include detentions, suspensions, probations, or dismissals from the
9th grade forward. Situations when the School will report disciplinary infractions
include, but are not limited to, the following:
a) When forwarding information as part of the normal admissions process of the
institution.
b) In response to a request from the institution.
132

JIS Staff Handbook
c) When necessary to update or clarify information previously requested.
d) When a student leaves the school, withdraws, or is dismissed for disciplinary
reasons before his/her senior year.
e) When a student leaves the school, withdraws, is dismissed, or is suspended for
disciplinary reasons during his/her senior year.
714: STUDENT DRESS
Uniform dress is required of all students. The uniform dress code requires students to
come to school appropriately dressed for participation in the educational process.
Any student not in compliance with the dress code will not be allowed to attend class
until he/she is properly dressed. In order to minimize loss of instructional time, the
following consequences will apply:
On the first offense: The student shall be issued the appropriate new set of uniform and
parents charged it.
On the second offense: The student shall be sent home.
The uniform Policy for JIS is: No uniform =No School
Regular School Day Dress Code:
Both girls and boys must wear the required long NAVY BLUE pants purchased from JIS.
No other pants are acceptable. Pants are to be worn at the waist.
Both girls and boys must wear the YELLOW polo shirt (for KG-G5), Yellow shirts (for
G6-8) & Blue shirts (for G9-12) with the school logo purchased from JIS. Blouses pull
over sweaters, casual or dress shirts may not be worn over the JIS polo shirts / shirts or
in place of them. In cold weather, students may wear a loose fitting sweater or jacket
over the polo shirt/ shirts. The sweater or jacket must be NAVY BLUE or BLACK with a
buttoned or zippered front. Any T-Shirt worn under the JIS uniform MUST BE WHITE.
For girls, dress code must be followed even when wearing ‚Abayah”.
Footwear: Sneakers and street shoes are not permitted. Any footwear worn by students
MUST COVER THE TOES. Students are not allowed to wear rubber sandals, flip flops,
Crocs or to go bare foot.
Hats: Hats are not to be worn from the time a student arrives on campus until they leave
the campus.
Head Scarves
Hair:
Girls may choose to wear headscarves for religious reasons.
Head scarves must be WHITE, GREY, NAVY BLUE or BLACK.
Boys are expected to keep their hair trimmed. Hair that covers part of the ears or
forehead is unacceptable.
133

JIS Staff Handbook
Girls are expected to keep their hair tied. Loose hair is unacceptable.
715: CELL PHONES AND OTHER MUSIC STORAGE DEVICES
Cell phones are a distraction to the learning environment at JIS. In order to maintain a
positive and distraction free learning environment, cell phones are NOT allowed in any
classroom and may not be seen or heard at any time during the school day from 7:55
a.m. – 2:15p.m. ALL CELL PHONES MUST BE KEPT IN A STUDENT’S LOCKER OR
BAG DURING THE SCHOOL DAY. Any cell phone in a student’s hand or pocket WILL
BE CONFISCTED. In an emergency, a student may request to use the office phone. A
parent wishing to reach a son or daughter may call the Administration Office and the
student will be notified as soon as possible. If a cell phone is observed or heard by a
faculty member or administration, the following consequences will apply:
For Grades 1 – 5:
On the first offense: The phone will be confiscated and held in the office. The
student can pick the phone up from the office at the end of the day and parent
notified.
On the second offense: The phone, including SIM card, will be held by the office
for a period of one week before being returned to the student’s parents.
A third offense: More punitive measures shall be implemented, as determined by
the school administration.
For Grades 6 – 12:
On the first offense: The cell phone and SIM card shall be confiscated and held in
the office. It shall be returned after one week from the time it was confiscated.
On the second offense: The cell phone and SIM card will be held in the office for
two weeks. The cell phone will only be returned to the parents.
A third offense will result in the confiscation of the cell phone and SIM card for
the remainder of the school year and a possible suspension.
IN AN EMERGENCY, A STUDENT MAY REQUEST THE USE OF AN OFFICE
TELEPHONE.
Behavior First Occurrence Repeated Occurrence
Classroom
Disruptive
Behavior
Dress Code
716: INFRACTIONS AND CONSEQUENCE MATRIX
Minimum Maximum Minimum Maximum
Verbal Warning/
Parent Notification
/After School Detention
Verbal Warning
Parent Notification
In School
Suspension/
Out of School
Suspension
Out of School
Suspension
Parent Involvement/ In
School Suspension
Parent Involvement
Out of School
Suspension/
Expulsion
Out of School
Suspension
Unbecoming Verbal Warning/ In School Parent Involvement/ In Out of School
134

JIS Staff Handbook
behavior
Gum Chewing/
Spitting
Tardiness
Parent Notification
/After School Detention
Verbal Warning/
Parent Notification
/After School Detention
Verbal Warning
Parent Notification
Suspension/
Out of School
Suspension
In School
Suspension/
Out of School
Suspension
After School
Detention
School Suspension
Parent Involvement/ In
School Suspension
After School Detention
Suspension/
Expulsion
Out of School
Suspension/
Expulsion
Parent
Involvement/Ou
t of School
Suspension
Open Disrespect
Theft
Leaving School
without Permission
Prohibited Items
Bullying/
Harassment
Fighting
Destruction of
Property/
Vandalism
Alcohol/Drug/
Substances
Conference/
Parent Notification In
School Suspension
Parent Involvement/
Return of Stolen
Property/ In School
Suspension
Parent Involvement/In
School Suspension
Parent Involvement/
Confiscation
Out of School
Suspension
Out of School
Suspension
Out of School Suspension
Out of School Suspension
Expulsion
Expulsion
Out of School Out of School Suspension Expulsion
Suspension
Expulsion Out of School Suspension Expulsion
Parent Involvement Expulsion Out of School Suspension Expulsion
Parent
Involvement/Out of
School Suspension
Parent Involvement/
Replace Property/Out
of School Suspension
Expulsion and
Notification of
Authorities
Expulsion
Expulsion
Expulsion and
Notification of
Authorities
Out of School
Suspension/Behavior
Probation
Parent Involvement/
Replace Property/Out of
School Suspension
Expulsion and Notification
of Authorities
Expulsion
Expulsion
Expulsion and
Notification of
Authorities
Forgery
Academic
Dishonesty
Parent
Involvement/Out of
School Suspension
Parent Involvement
Expulsion Expulsion Expulsion
In School
Suspension
In School Suspension
Academic
Probation/
Expulsion
717: INFRACTIONS AND CONSEQUENCES CLASSIFICATION
The following classification of infractions is a discipline guide for the whole
school. The number of consequences beyond after school detention will be noted on the
student’s permanent records including but not limited to the student report card and
transcript.
1. Infraction warranting warning and detentions may be imposed by the teacher in
consultation with the Section coordinator.
2. Infractions warranting suspension may be imposed by the Section coordinator in
consultation with the Section principal.
135

JIS Staff Handbook
3. Infractions warranting Disciplinary probation may be imposed by the Principal in
consultation with the Assistant director and the Director.
4. Infractions warranting indefinite suspension with recommendation for expulsion
may be imposed by the Senior Management Team.
5. Infractions warranting expulsion may be enforced by the School Board of
Trustees.
INFRACTIONS
INFRACTIONS
FREQUENCY
OF
OCCURRENCE
CONSEQUENCE
Breaking classroom rules
Disrupting a lesson
Littering
Running in classrooms or hallways.
Skipping break
Skipping assembly
Horse playing
Disrupting assembly
Eating or drinking in class
Chewing gum
Unauthorized selling
Out of class without a PASS.
1 Verbal warning
2 Written warning
3– 5 After-school detention for each
offense
6 1 day in school suspension
7 2 days in school suspension
8 1 day out of school suspension
9 2 days out of school suspension
10 Disciplinary probation
11 Written Withdrawal Warning
12 Indefinite suspension with
recommendation for expulsion.
SERIOUS INFRACTIONS
SERIOUS INFRACTIONS
FREQUENCY
OF
OCCURRENCE
CONSEQUENCE
Profanity
Truancy
1-3 After-school detention for each
offense
Open Disrespect
Bullying/Harassment
Excessive horseplay
Throwing objects that pose safety hazard
Deceitful behavior
Unauthorized distribution/selling/buying
136

JIS Staff Handbook
4 1 day in school suspension
5 2 days in school suspension
6 1 day out of school suspension
7 2 days out of school suspension
8 Disciplinary probation
9 Written Withdrawal Warning
10 Indefinite suspension with
recommendation for expulsion.
SEVERE INFRACTIONS
SEVERE INFRACTIONS
Fighting
Theft
Vandalism
Smoking
Giving a false alarm
FREQUENCY CONSEQUENCE
OF
OCCURRENCE
1-2 1-3days out of school suspension
3 Disciplinary probation
4 Written Withdrawal Warning
5 Indefinite suspension with
recommendation for expulsion.
EXTREME INFRACTIONS
EXTREME INFRACTIONS
Explosives or bomb threats
Threatening/Attacking School staff
Sexual Assault
Possession of Prohibited Drugs
Weapon possession
Starting or Causing a Fire/Arson
FREQUENCY CONSEQUENCE
OF
OCCURRENCE
1 5 days suspension with a Written
Withdrawal Warning and can only
be re-admitted on Disciplinary
Probation
2 Indefinite suspension with
recommendation for expulsion
*Please note: If the offense results in violation of the Country’s law, the police shall be
contacted and a report of the situation shall be made at which time the student and/or
parent(s) may be dealing with the local authorities as well as with the school.
137

JIS Staff Handbook
718: CLASSROOM MANAGEMENT AND DISCIPLINE
Effective discipline is basically good teaching and good class management, and should
be approached in a positive way as an opportunity to teach appropriate behavior.
The practical problems of classroom management are normal; however, good teaching
methods must be supplemented by good control.
719: HOW TO ESTABLISH CONTROL OF YOUR CLASS
1. Be on time for your lesson.
2. Keep a routine for your class, and Practice, Practice, Practice routines such as:
i. First two minutes are for everyone to be ready with all required materials.
ii. As soon as you clear the board and write the date, everyone should be
ready to start.
iii. Lesson and grading begins once you write the title on the board etc
3. Be prepared— If students size you up as a confident and competent teacher who
knows what he/she is doing, the battle is half won.
4. Keep your lessons interesting—disinterested students get restless.
5. Speak to the students in a professional and respectful manner at all times.
6. Know when to overlook small things which are unintentional and don’t matter.
7. Be consistent. Don’t punish certain actions one day and tolerate them the next.
8. Don’t bluff. Students lose respect for the teacher who continually threatens but
does nothing about misbehavior.
9. Be fair. Show equal respect for interest shown by all students.
10. And perhaps most importantly—keep your sense of humor. Firmness combined
with a sense of humor is hard to beat.
Generally, it is an important part of your job to solve your own discipline problems.
When you need advice for handling the group or individual, consult a fellow teacher
and avoid waiting too long. Sending a student to the Section Coordinator or Principal
should be used only as a last resort, and only after parents have been advised of the
problem. Even the office becomes ineffective if overused, and overuse of it is an
admission of ineffectiveness to your entire class, which breeds more ineffectiveness.
800: CODE OF CONDUCT FOR TEACHERS
1. It is expected that every school employee should:
a) be honest and beyond any suspicion of dishonesty;
b) maintain at all times a high standard of integrity and conduct;
c) not use their position to further or put private interests or those of
relatives or friends before their duty to the School; and
138

d) fulfill the duties specified in their Contract of Employment.
JIS Staff Handbook
To protect you and the school community, the following undesirable misconduct
are discouraged:
a) persistent tardiness;
b) acts of insubordination;
c) unjustifiable absence from work;
d) unacceptable personal hygiene at work;
e) disregard of specific School rules and working procedures;
f) failure to carry out a reasonable instruction given by a supervisor/section
coordinator/Principal/Assistant director/Director.
801: TARDINESS
All employees are expected to be in the school at or before 7:30 a.m. It is an expectation
that teachers set the best example for assembly punctuality and being in class on time.
802: DRESS CODE
All teachers should endeavor to teach students by example. Proper dress and grooming
is part of our implicit instruction to our students. Any clothing that is not allowed for the
students should not be worn by the teachers.
In general, jeans, shorts and very casual attire (including shower-type flip-flops or
rubber slippers) are not appropriate for professional educators in the work environment.
Low neck tops, see-through clothing, bare midriffs, spaghetti straps, very short clothing,
and revealing tops are not considered appropriate.
Dress Code for Men:
Men should wear black dress trousers, white short or long-sleeved dress-shirts,
and a blue necktie. Administrators should have the same dress code with a red
tie.
Shoes should be closed-toe. Sandals, flip-flops, and running shoes are not
acceptable.
Hair must be neatly combed and trimmed.
Dress Code for Women:
Women can wear a black skirt or trouser. Skirts should cover the knee. Slits in
skirts should not be above the knee and no longer than 10cm.
Shirts can be short or long-sleeved. Shirts should be white opaque and nonrevealing
and should cover the abdomen completely and at all times.
Tight-fitting clothing and stirrup pants are not acceptable.
139

JIS Staff Handbook
Women should wear dress shoes. Sandals, flip-flops, and running shoes are not
acceptable.
Make-up and jewelry should be conservative and appropriate for the school.
Religious icons are not permitted. Flashy nail polish is not allowed.
Hair should be neatly combed, trimmed and arranged.
Official Smock provided by the school is required to be worn by all female staff.
Staff shall wear a blue scarf while administrators shall wear a red scarf.
803: ABSENCES
Illness of staff member or dependant
The Section Coordinator and Principal must be informed as soon as possible of any
absence due to illness to yourself or in the case of your child's illness which will require
you to be away from school (the evening before if possible and before 7:00p.m., or no
later than 7:00a.m. the next day). Any illness lasting more than 2 consecutive days
requires a doctor's certificate to be presented to Section Principal and a copy to the
accountant and HR for the staff members file. Up to 10 days sick leave in any one school
year will be paid, any further days will be unpaid. Absence through illness immediately
before or after a holiday will need to be justified by a doctor's certificate, regardless of
the length of the absence.
*Staff are expected to send or advise activities following the weekly plans to cover their
class during an absence. Failure to do this or to advise the school in a timely fashion
places a burden on your colleagues and your students. This will not be accepted and
your salary will be deducted for each absence.
Health Care
Please try not to schedule dental and medical appointments during school hours
unless at all unavoidable. Exceptional circumstances should be discussed with the
Section Principal.
Administrative Leave
Any leave for business reasons (seminar/training, visa, etc.) must be with the Section
Principal’s prior approval and made in writing using the Request for leave form. Do try
to avoid this during school hours.
Perfect Attendance
All employees that shall have perfect attendance shall merit for a golden attendance
award at the end of the academic year.
140

JIS Staff Handbook
804: ADDITIONAL EMPLOYMENT
As per the staff contract additional employment is not allowed. Tutoring of your own
student outside normal school hours is not permitted under the terms of the
employment contract. Any teacher intending to tutor out of school hours must seek a
written permission from the School Director.
805: DISCOUNT ON TUTION OF STAFF DEPENDENTS
Staff children of J.I.S. age will be offered subsidized places in the school. This applies
only in cases where the spouse of a member of staff is not employed by a company,
business or agency that pays tuition for their employees. In such cases the school will not
offer a subsidized place. The subsidy will cover a percentage reduction in tuition fees for
each child but will not cover school lunches, excursions or such activities that require
specific payment. The School policy on discount is:
35% Discount for the 1 st dependent.
40% Discount for the 2 nd dependent.
45% Discount for the 3 rd dependent.
60% Discount for the 4 th dependent and over.
806: TELEPHONE CALLS AND FAXES
Out
Staff may make occasional local calls from school free of charge but not calls to mobile
phones. Calls to parents on school business must be logged with the school receptionist.
However, as much as possible make private or business calls from your home phone and
not use the school phone.
Mobile phones must not be used for private purposes during working hours and
certainly by teachers during lessons!
In
If calls for staff members are received during teaching time, the receptionist will pass on
a message and you should check your pigeonhole at the end of each day. However, you
will be called away from the class if the call is urgent.
*N.B.: We discourage the use of mobile phones by staff. Students are absolutely not to
use mobile phones.
807: ACCIDENTS AND ILLNESS (STUDENTS)
All serious accidents and illness must immediately be reported to your Section
Principal and the Nurse who will decide on appropriate action.
For accidents this will usually involve giving appropriate first aid, or in more
serious incidents, taking the child to the local children's hospital; for illness, it
141

JIS Staff Handbook
may involve confining the child to the sick bay.
No child is to be sent either unaccompanied or without the accident report form
filled in and signed by the subject/homeroom teacher.
In any event the teacher must inform the parents by phone, in person and by the
accident report form sent home.
A copy of the form should go in the class logbook and the child's school file. This
will be determined by the gravity of the situation.
Details of all accidents must also be recorded by the supervising teacher in the log
book.
Your Section Principal should also have a copy of this. Each student's health and
welfare is our collective responsibility so at all times, we must be seen to have
acted correctly and in a timely fashion.
N.B. We do not give any medication without the written authority of the Parent
and the written approval of the Section Principal.
808: SCHOOL SPORTS TEAMS
Regular competitions could be arranged against other Jeddah Schools for both boys and
girls. A schedule shall be drawn for this purpose and all students shall be given
opportunities to try out on one of the teams. Training for these teams shall be at least 2
times per week and there shall be a cost to parents; for uniforms, cleaning, refreshments,
participation fees and bus transport. We look forward to high levels of participation by
students and coaches. However, student participation in a team is dependent on positive
academic and behavioral achievement. Students who are on after school detention shall
be suspended from all school teams until such time that the section Principal confirms a
satisfactory level of behavior attained and maintained by the student. N.B. This policy
also applies to an out of school activity.
809: AFTER-SCHOOL ACTIVITIES
These shall be held two afternoons a week from 2:20 p.m. –3:30 p.m. Staff interested in
offering After School Activity Club should complete the form, detailing the 8-10 week
objectives, program and resources and submit it to the activity coordinator for approval
by SMT. This activity shall be paid for by parents and staff shall receive payment for
each afternoon.
810: STUDENT WELFARE
Since the school exists because of its students, it provides for other
opportunities for student learning experiences outside of the classroom
through co-curricular activities to develop students with well-rounded
142

JIS Staff Handbook
personalities.
Co-Curricular activities are designed to augment formal lessons inside the
classroom. They help in the total development and formation of students and
are usually sponsored by the different interest clubs and student
organizations led by their respective moderators/patrons.
Policies and Standards of the Co-Curricular Program
1. Co-Curricular activities should be functional and in consonance with the
philosophy, goals and objectives of the school.
2. Co-Curricular activities should not coincide with the scheduled testing
periods. A moratorium on activity should be observed a week before
examination days.
3. Academic contests are part of the co-curricular activities; they should be
planned and organized together with the faculty in their field of
specialization and Co-Curricular Activity Coordinator.
4. All Homeroom Teachers, subject teachers/specialist and activity
coordinators shall extend help, support and cooperate in the
implementation of the activities to make them meaningful and successful.
STUDENT ORGANIZATIONS AND CLUBS
All students from Grade 6-12 are encouraged to join the various interest clubs,
as listed below and the recognized Students’ Council.
811: STUDENTS’ COUNCIL
During the academic year, a Students’ Council shall be formed by the Assistant Director
and elections by students and in Grades 6 –12. The Students’ Council Coordinator and
Students’ Council President shall schedule meetings and ensure that agendas and
minutes are made public. This group shall adopt a leadership and advisory role and
report directly to the School Principals and the Assistant Director. Their objectives shall
be to improve student life through a consensual and supportive approach.
812: CLUBS AND CORRESPONDING ACTIVITIES
Programming Club
Students participate in training with computer programming and digital arts.
Students explore the world of video games
143

JIS Staff Handbook
Research Club
Students get involved in research work using electronic media to access contents on,
medical technology, planets, works of art and literature.
Drama Club
The Drama Club addresses many different specialties such as acting, singing,
performing in plays and even short movies. Discussions, practices and presentations are
used to further students’ knowledge. The students play special characters on stage to
show their talents as well as being given the chance to act, direct, write screen plays and
scripts. Stage performances and short films are the end result.
Press Club
The Press Club is involved in the JIS Weekly Newsletter. School events, activities,
riddles, jokes, sports and personality of the week are contributions by the club members.
During the course of the club students will develop a stronger sense of journalism and
how to contribute to the school community.
First Aid Gigs
The First Aid Club learns about basic first aid as well as First Aid specialized to our
community. Students undergo training on conducting first aid for cuts, nose bleeding,
fracture and other injuries. They also conduct drills in giving assistance during
emergency such as earthquakes and fire.
Nature Lovers
Students take the lead on giving appreciation and importance to nature – plants,
animals, marine life, water and landforms. They also campaign for responsible
stewardship of our nature.
Book Club
The Book Club is organized by the school librarian. Students are exposed to the library
resources, trained on how to determine the parts of books – copyrights, publication,
ISBN, etc. and engage in developing extreme love for reading. They also learn how a
library is set up, the encoding of literature, how to get the most out of library resources
and indulge in their favorite books.
Discussions are held and self-expression is exercised. Reading helps students learn new
vocabulary, develop fluency and expression as well as being exposed to new ideas and
concepts.
English Talent
Students are exposed to various kinds of literature – essays, poems, drama, novels and
stories. They also undergo proper training on debate and public speaking.
Community Service
The Community Service is a student driven club to raise funds for a variety of services
and charitable organizations run by patrons and students of the school. Activities
144

JIS Staff Handbook
include researching projects, reaching out to the school community and city community,
holding fund raising events and distributing donated goods and funds.
Students learn and are engaged in different forms of community service – donations of
books, used toys and clothes, clean up drive, nutrition and literacy campaign, antismoking
campaign, renovation and repairs
Video Club
Students undergo training on how to operate the video camera, edit videos, and work in
video production.
Junior Cadet
Students undergo basic military training with emphasis on physical fitness, selfdiscipline,
team discipline, and preparation for military career.
Board Games Club
Students are exposed to and play with fun various kinds of board games – chess,
checkers, ludu, Soduku, draft, scrabble, plastic glass stacking, etc.
Weaving Around the World
Students are trained to weave intricate designs with threads, rope, or cane and develop
skills in knitting beautiful embroideries and colorful decorations.
Animation Club
Students create animations, 2-D and 3-D cartoons, and digital designs that promote
informative and educational entertainment.
Photography Club
The Photography Club deals with different aspects of photography such as events,
nature, community and personal shots. Research and documentaries are used to further
knowledge in special interest areas. The Photography Club is also responsible for the JIS
Weekly Newspaper. Students undergo training on how to operate professional cameras
and learn techniques on how to capture and print beautiful moments, artistic views, and
school pictures.
Band Club
Students play musical instruments such as drums, guitars, piano, etc. They also
participate in song composition and stage shows.
Catering/Cooking Club
Students explore and prepare various kinds of cuisines, pastries, Saudi and
Mediterranean dishes. They also learn basic restaurant management.
Rackets Rigors
Students learn the proper way of playing lawn tennis, badminton and table tennis. They
also learn techniques in smashing.
145

JIS Staff Handbook
Year Book Club
Students participate in producing JIS year-book while learning the skills of photo
editing, album designs, text combination and color combination.
Arts and Crafts Club
Students showcase their talent in art through painting, drawing, crafting, and sculpture.
They are also exposed to modern arts and different art themes and messages.
Dance Sport Club
Students perform a variety of dance forms as an exercise in artistic expression and
cultural recognition, as well as to attain physical fitness.
Explorers Club
Students encounter various explorers and their contributions to life and society.
Talk Show Club
Students learn the art of public speaking, procedure and techniques of formal debate,
writing and delivering persuasive speech. They also produce a relevant talk show which
tackles social, educational and environmental issues.
Science Contesters
Students learn new ideas, discoveries and technological breakthroughs in Science. They
also perform laboratory experiments that boost their scientific knowledge and skills.
Innovation Club
Students are exposed to the latest high technology gadgets that are useful in science,
education, communication, transportation, industry, and business.
3R’s Club
Students learn different ways on how to create useful crafts out of used items, manage
our waste and care for the environment through the 3R’s in Science – Reuse, Recycle,
and Reduce.
Math Club
Students make a lot of fun in Mathematics by discovering different techniques and
games, solving problems, accomplishing practical Math projects, and conducting Math
tutorials and quiz bees.
411 Club
Students learn the different scopes of journalism in the school setting by creating a
school newspaper/publication which features school news, students’ works, clips,
general information. They also enhance their English skills through word games, riddles,
proverbs, and conduct of spelling bee.
Speech Choir Club
Students learn to work as a team to create a presentable speech choir. They are also
exposed to melodious pieces, voice training, and creative entertainment.
146

JIS Staff Handbook
Weaving and Art Club
The Weaving and Art Club focuses on students interests. Students are learning different
stitching practices for weaving friendship bracelets, necklaces and belts. Art projects are
made suiting individual talents either as a student project or as a group project.
Dance Club
The Dance Club is open to interpretation whether in solo or group dance. Students
broaden their skills of dance through interpretation and learning rhythm from different
cultures. Popular dances from Latin America, India, Spain and Egypt are highlighted.
Students get to perform on stage for events.
Music Band Club
The Music Band Club research on the history of great musicians as a basis for the
development of their own musical talents. Rhythm, mood and performance are skills
worked on through the course. Some students play musical instruments while others
choose to sing. Skills learnt are practiced on stage and applied at school events.
813: CLEANING
Each classroom is to be thoroughly cleaned daily and sprayed against insects. Any
dissatisfaction or special requests should go on the appropriate form to The Operations
Manager and to the Section Coordinator. It is the responsibility of the teachers and
children to ensure that their areas are tidy and as easy as possible to clean. The school
community must be encouraged to maintain a very clean environment, as much as
practicable.
814: LIBRARY SERVICE
In borrowing book/s, the borrower must present the book/s to the circulation desk where
the librarian will record the necessary information and mark the due date.
Once the due date is reached, the borrower is required to return the book/s to the School
Librarian for inspection, renewal and shelving.
In case the book/s are damaged or lost, a fine of three times the cost of the book shall be
imposed, which shall be used to meet the replacement cost.
815: MEDICATION FOR STUDENTS
If a student needs medication, consultation with the student's physician should be made
about taking the medication before and/or after school hours as no child will be allowed
147

JIS Staff Handbook
to take any medication in school without administrative approval. The following
procedure must be observed:
1. A request in writing by the parent or guardian of the student that the school
nurse administer the medication.
2. A written order from the doctor stating the diagnosis, name of the medication,
the dosage, and frequency of dosage.
3. The medication must be kept in the School Clinic in the original pharmacy
container.
ASTHMATIC STUDENTS
Students diagnosed with asthma may carry their inhaler and self administer it if, in
addition to the above criteria, the doctor's note states "child may carry inhaler at all
times." This note shall also allow the child to take the inhaler on trips.
CRUTCHES FOR STUDENTS
If a student needs crutches, a doctor's written order and a parent's written permission
are required. A student will not be permitted to remain in the school building without a
physician's order for the use of crutches.
ISOLATION ROOM – The isolation room is used to isolate a sick student who carries a
communicable illness/disease.
816: EMERGENCY INFORMATION SHEETS
Parents are asked to provide up-to-date contact information regularly. This information
should be kept as current as possible to be used for communication in case of
emergencies, early dismissal due to bad weather, and when a student becomes ill and
parent contact is essential. The school should be notified of all changes of emergency
contact numbers and address as soon as possible.
817: LOCKERS
Lockers are the property of JIS. A student who wishes to acquire one can rent by
informing the homeroom teacher and the section head with a payment of 50 SAR
(includes a deposit of 25 SAR for maintenance check at the end of the school year).
Students may go to lockers before and after school or between classes
with teacher’s permission. Students must treat lockers with care.
Lockers are subject to administrative search in the interests of school safety,
sanitation, discipline and enforcement of school regulations. The school does not
148

JIS Staff Handbook
recognize any right of privacy which a student may wish to claim with regard to
the locker.
Every student is responsible for the contents of his or her own locker and may not
permit any other student to use the locker. Students who give their locker
combinations/keys to other students or who do not properly secure their lockers
jeopardize the safety of their belongings.
818: HANDWRITING POLICY
Initial teaching of handwriting should be done according to the adopted J.I.S.
handwriting scheme which is D'Nelian. The main aim of the handwriting policy is for
each child to develop a legible, efficient script. Children entering the school from other
systems, who already fulfill these criteria, should not be made to change to 'our style'.
It is the responsibility of all staff to ensure that neat and legible hand writing are
produced as a relevant academic expectation from all students at all times.
819: HOMEWORK GUIDELINES
A reasonable amount of homework should be assigned to reinforce and support the
material covered in class. It will also reinforce good study habits and to encourage
independent work. Teachers are expected to ensure that the information given in the
weekly plan is clear and accurate not to confuse parents and students. If any changes on
homework initially assigned are done, they should be recorded in the logbook and the
Homeroom Teacher is expected to update the class log page on the system by 2:30PM
every day.
Teachers are requested to coordinate their homework giving schedules so as to avoid
overloading the students. Excessive demands can have an adverse effect on what should
be a supporting activity for the student.
It should be a curriculum related activity never a punishment or as 'busy work' to
satisfy parents.
It should be appropriate to each child's maturity the same work is unlikely to be
appropriate for and specific needs the whole class.
The child should be able to complete it; parents are often too busy to
independently help.
It should be preparation for, or reinforcement of class work never to teach
something new.
149

JIS Staff Handbook
NB.
The teacher should always respond to homework as ignoring it or taking it for
granted kills of the curriculum motivation. It should take no more than the
prescribed time because students have many other valuable things to do,
according to JIS policy e.g. play
If a child cannot or did not do the homework; he or she must be encouraged to
bring it back for either re-teaching or reassignment. Homework must not be seen
as a punishment.
Suggested times are as follows but students are to be encouraged and supported
to read each day.
Time recommendations and suggestions for homework are as follows:
Grade
Time recommendations for homework
Regular Program
KG 20 min. Daily reading by self or parent
or reading supported activity.
Grade 1 30 min. Daily reading by self or parent
or reading supported activity.
Grade 2 40 min. Daily reading by self or parent
or reading supported activity.
Grade 3 50 min. Daily reading by self or parent
or reading supported activity.
Grade 4 One hour Daily reading by self or parent
or reading supported activity.
Grade 5 One hour Daily reading by self or parent
Grade 6-8
Grade 9-12
A total of 2 hours on
average per day.
A total of 2-3 hours on
average per day.
or reading supported activity.
Daily reading by self or
preparation for assessment.
Daily reading by self or
preparation for assessment.
820: MAINTENANCE PROCEDURES
Teachers are responsible for informing The Operations Manager of any repair or
maintenance requirements. This should be done using the appropriate form, which
needs to be approved by the Section Principal (see appendices) and as soon as it becomes
necessary. If you do not receive a timely response (within 24 hours) then follow up
before the Section Principal needs to become involved.
150

821: FIELD TRIP, EXCURSIONS, OUTINGS POLICY
JIS Staff Handbook
No one should leave the school without first receiving approval from and then
informing the Section Principal. One person must take overall responsibility for the
outing. This includes organization, completing the standard form, (see appendices)
informing all accompanying people of arrangements; informing all specialists, parents,
etc. and confirming travel arrangements and financial needs with the Operations
Manager and section Coordinator.
At least 2 adults to one group of children - preferably 3 (the 3rd may be the driver if it's a
minibus outing). One adult to every five children up to Grade One and one adult to
every 10 children from Grade One on are recommended. Ensure you have first aid kits
and a mobile phone with you.
Please consult the Section Principal before planning the excursion to ensure that the
costs will be met and by whom. Parents are welcome to attend field trips by
arrangement with the individual class teacher. Parents may be asked to pay for field
trips.
N.B. Students are expected to attend all trips, these are not optional activities.
822: PURCHASE OF SCHOOL SUPPLIES, EQUIPMENT AND PHOTOCOPYING
REQUESTS
Requests for school supplies should be made using the supplies request forms (see
appendices) which needs to be approved by the Section Principal before it goes to The
Stores Manager.
Purchases should be made using the purchase order forms (see appendices) which needs
to be approved by your Section Principal before it goes to The Stores Manager. As much
as possible we will be using local suppliers. However, orders are not to be placed
directly with any company or its representative, these will be placed by and paid for by
the school using the following procedure:
Once the Director has approved purchases by the School Supplies & Stores Manager and
Accountant, the School Supplies & Stores Manager is to coordinate with the accountant
in placing of orders, receiving invoices and then drawing up a timeline for the delivery
of goods.
a. Stores Manager confirms order/invoice/price is accurate.
b. Accountant processes payment as per payment procedures.
c. Stores Manager and Accountant prepare timeline for arrival of purchases and inform
the Section Coordinator/ Section Principal informs staff.
d. Stores Manager to prepare timeline for receipt of purchases, inventorying and then
distributing/storing these and inform Section Coordinators/Principals.
151

JIS Staff Handbook
*Requests for photocopying should be made using the photocopy request forms (see
appendices) which needs to be approved by the Section Coordinator before it goes to the
Photo Copy Room. To assist the staff, all photocopying requests should be made at least
one day in advance, by placing an 'order' in the file in the staffroom. This will be
emptied by 9:00 a.m. each day. Once completed, the Photo Copy Staff will return it
directly to the teacher or the Section Coordinator. No last-minute request will be
attended to, unless approved by the Section Coordinator. Mutual respect is expected in
dealing with request with the photocopy officer. No staff or student/s will be permitted
to enter the photocopy room as confidential documents may be kept inside.
No student/s will be allowed to request for photocopy of notes or books without the
teacher’s permission/Section Coordinator note and photocopying form.
823: PAYMENT OF SALARIES
All salaries shall be paid at the end of each month of service, on the first working day of
the following month.
To facilitate comfortable and organized system of salary payment, each staff member is
encouraged to secure/update an NCB account and inform the Finance office.
824: SAFETY
Each staff member is responsible for the safety and welfare not only of the students
under his or her care but also for all the students in the school. It is an expectation that
everyone acts professionally, sensitively and where possible in a positive and
constructive manner with all students, to ensure that reasonable safety precautions are
taken at all times. Staff are expected to stay until either all their students have left safely
or at 2:30 p.m. when they have handed over late pick up children to the Section
Coordinator and/or supervising teacher.
825: EATING AND DRINKING
Eating and drinking (coffee, tea, etc.) must be done on designated places such as in the
staff room or at the canteen, not in the classroom or playground.
826: SCHOOL VISITORS
We encourage and welcome parents/guardians and other adult residents of the
community to visit our school and meet with our teachers, guidance counselors, section
coordinators and administrators. We request that parents call for an appointment before
visiting the school. However, since it disrupts the educational program, no student
currently enrolled in another school shall be permitted visitors during the school day.
152

JIS Staff Handbook
All visitors shall be required to report to the Reception Office upon entering the building
and sign the visitors’ book. Graduates wishing to see staff members should do the same
and should make the visit at the end of the school day.
Strictly no visitors are allowed to go direct to the classrooms, hallways or playgrounds
without passing through the reception office and without the visitor’s Id.
827: LOST AND FOUND ARTICLES
Articles found in and around the school should be turned into the Reception Office or to
the Section Coordinator’s office where the owners may claim their property by
identifying it.
153

JIS Staff Handbook
APPENDIX
STAFF APPRAISAL FORM
(Compete list of Evaluation Forms is available in Staff Evaluation Booklet)
Name ________________________________
PERFORMANCE EVALUATION FORM
SYSTEM ADMINISTRATOR
Please rate the employee according to the given points;
Period_________________
5- Outstanding 4- Very satisfactory 3- Satisfactory 2- Unsatisfactory 1- Poor
FACTOR
RATE
I. PROFESSIONAL ATTITUDE
Sufficiently mature and reliable to undertake the responsibility
Eagerness to seek and try out suggestions.
Acceptance of criticism , Sense of pride in one’s work
Always studying and learning and growing mentally from year to year and
Attends conferences related to school work
Punctuality in attendance , Attends school functions,
meetings and seminars, submits reports on time and shows appropriateness
of good conduct
Shows good relationship with the Section Head /Principal/ Assistant
Director / School Director ,Teachers and staff and students
II. PERSONAL AND SOCIAL QUALITIES
Physically and mentally Healthy, has diligence and persistence in carrying out
projects undertaken , Interest and participation in co-curricular, school and
community activities, Shows cooperation and loyalty, reports to school
regularly and has a good personality.
Shows Decisiveness , Honesty/integrity, Dedication/commitment
,Initiative/resourcefulness, Courtesy,
Stress tolerance and fairness
III. PROFESSIONAL RESPONSIBILITIES
Protects the organization’s integrity by maintaining strict confidentiality for
all the school’s systems and data bases.
Ensures for all system and software maintenance
Liaises between Staff, Engage and Ed-Admin System Providers on all
relevant questions and concerns.
Trains and supports respective users in the use and functions of the school’s
Engage and Ed-Admin Program
154

JIS Staff Handbook
Provides regular training for staff and faculty as directed by the Assistant
director in the use of computers and the school’s systems.
Establishes system specifications by conferring with the Director, Assistant
director and relevant parties; analyzing work flow, access, information
security requirements and then designing an appropriate and adequate
system infrastructure.
Establishes system specifications by conferring with the Director, Assistant
director and relevant parties; analyzing work flow, access, information
security requirements and then designing an appropriate and adequate
system infrastructure.
Provides all necessary training and ongoing support to all staff
Establishes system integrity once approved by the Director and Assistant
director, by planning and executing the selection, installation, configuration,
and testing of PC and server hardware, software, LAN and WAN networks
and operating and systems management and defining and advising the
Director and Assistant director on operational policies and procedures.
Prepares all materials and reports as required by The Director and Assistant
director.
Provides the Director and Assistant director with a monthly report ( in
conjunction with IT Staff) in the status and functioning (be it effective or
ineffective) on all areas of the school’s academic hardware and software and
by himself on the appropriate functioning and maintenance and usage of all
the school’s Administration systems
Prepares the High School graduation lists with class ranking and averages.
Summary of Evaluation
AREAS WR Total
Score
WRA %Rate Descriptive
Rate
i. PROFESSIONAL ATTITUDE AND HABITS 25
ii. PERSONAL AND SOCIAL QUALITIES 30
iii. PROFESSIONAL RESPONSIBILITIES 45
Evaluated by:
Date of Evaluation: __________
SIGNATURE OVER PRINTED NAME
Designation ___________________
155

JIS Staff Handbook
A. For the Faculty
TEACHER PERFORMANCE EVALUATION FORM
Name ________________________________
Please rate the employee according to the given points;
Period_________________
5- Outstanding 4- Very satisfactory 3- Satisfactory 2- Unsatisfactory 1- Poor
FACTOR
i. PROFESSIONAL ATTITUDE
a. Sufficiently mature and reliable to undertake the responsibility
b. Eagerness to seek and try out suggestions.
c. Acceptance of criticism , Sense of pride in one’s work
d. Always studying and learning and growing mentally from year to year
and Attends conferences related to school work
e. Shows good relationship with the Section Head /Principal/ Assistant
Director / School Director ,Co-teachers and staff and students
f. Shows Decisiveness , Honesty/integrity, Dedication/commitment
Initiative/resourcefulness, Courtesy,
g. Stress tolerance and fairness
RATE
ii.
PERSONAL AND SOCIAL ATTITUDE AND HABITS
a. Physically and mentally Healthy, has diligence and persistence in carrying
out projects undertaken , Interest and participation in co-curricular, school
and community activities, Shows cooperation and loyalty, reports to
school regularly and has a good personality.
b. Punctuality in attendance , Attends school functions,
c. meetings and seminars, submits reports on time and shows
appropriateness of good conduct
iii.
INSTRUCTIONAL SKILLS
a. Knowledge of subject matter: Keeps abreast of current trends and
developments in all subjects being taught
b. Preparation: Shows evidence of daily preparation according to the DLP
c. Presentation: Uses appropriate devices, charts, etc., to stimulate preparation
and involvement
d. Motivation: Stimulates the interests of children
e. Methods: Employs current methods of teaching
f. Classroom management
g. Discipline
h. Command of language
156

JIS Staff Handbook
i. Total
iv.
INSTRUCTIONAL COMPETENCE
a. Selects content and prepares appropriate instruction materials/teaching
aids
b. Selects teaching methods/strategies
c. Relates new lesson with previous
d. Provides appropriate motivation
e. Presents and develops lessons
f. Conveys ideas clearly
g. Utilizes the art of questioning
h. Ensures children participation
i. Addresses individual differences
j. Shows mastery of subject matter
k. Diagnoses learner’s needs
l. Evaluates learning outcomes
m. Assesses lessons to determine desired outcomes within the allotted time
n. Maintains clean and orderly classroom
o. Maintains classroom conducive to learning
Summary of Evaluation
AREAS WR Total
Score
WRA %Rate Descriptive
Rating
PROFESSIONAL ATTITUDE 20
PERSONAL AND SOCIAL ATTITUDE
AND HABITS
25
INSTRUCTIONAL SKILLS 25
INSTRUCTIONAL COMPETENCE 30
Evaluated by:
FINAL RATING 100
SIGNATURE OVER PRINTED NAME
Date of Evaluation: __________
Designation ___________________
157

JIS Staff Handbook
Parents Concerns form about School Incident
JEDDAH INTERNATIONAL SCHOOL
PARENT’S CONCERNS FORM (SI)
Date:
Name of Parent/ Guardian
Name of Student
Grade/ level
Section: English Girls Section
English Boys Section
French Girls Section
French Boys Section
Specific Concerns:
Date of Incident
Time
Details of Concerns:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
158

JIS Staff Handbook
PARENT’S REQUEST /SUGGESTIONS/ RECOMMENDATION
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
ACTIONS TO BE TAKEN BY THE SCHOOL
1. Conduct investigation
2. Meeting with the concerned teacher. Name _________________________
3. Meeting with the Section Coordinator. Name _________________________
4. Response of the Concerns
5. Post Conference with the Parents : Date ______________CP.# __________
Name and signature of the personnel who attended the Parent’s Concern
Status of the Concerns:
For Endorsement For Investigation For Immediate Action
NOTES OF SCHOOL ADMINISTRATOR ABOUT THE CONCERNS
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
ADMINISTRATOR’S NAME AND SIGNATURE ________________________________
DATE ________________________________
159

JIS Staff Handbook
School Incident Report Form
JEDDAH INTERNATIONAL SCHOOL
INCIDENT REPORT
Name of Student _________________________________ Grade/ level ________________________
Case / Incident __________________________________Date of Incident _______________________
Time : _________________Location ______________________________________________
Persons Involved/ persons who witness the incident: ______________________________________
Details of Incident
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
ACTIONS TAKEN
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
RECOMMENDATIONS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Prepared by:
Name and Signature
Date __________________
Designation ____________________________
Note:
Incident Report must be submitted at the Section Coordinator, Principal
and Assistant School Director for file and reference.
160

JIS Staff Handbook
School Records Request Form
JEDDAH INTERNATIONAL SCHOOL
RECORDS OFFICE REQUEST FORM
Name of student ____________________________ Date __________________
Grade level and Section __________________________________
Section: English Girls Section
English Boys Section
French Girls Section
French Boys Section
Requested school records
Report Card Endorsement Letter School Records
Release papers
Recommendation letter
O Other please specify
REASON FOR REQUEST
Transferring to other school
Returning back to country
College Application
Travel abroad
PARENT ’S NOTE ABOUT THE REQUEST
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Parent’s name and signature ______________________________________
Date _________________
received by: ________________ date_______
161

JIS Staff Handbook
JEDDAH INTERNATIONAL SCHOOL
ACADEMIC REFERRAL FORM
Student: _______________________________________________ Grade:______________
Referred by: ________________________________________________ Date: _______________
Section Coordinator: ________________________________________ Sign: ________________
REASON FOR REFERRAL
(Please be specific about behavior, attitudes toward learning, learning style, weaknesses, strengths,
inadequate skills, and any other concerns)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__________________________________________________________________________________
STRATEGIES ATTEMPTED IN WORKING WITH THE STUDENT
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__________________________________________________________________________________
RESOURCES USED TO AID TEACHING AND LEARNING
______________________________________________________________________________________
____________________________________________________________________________________
(Please attach copies of student’s work samples used to aid learning)
SECTION COORDINATOR RECOMMENDATION
Signature _________________ Date _____________
______________________________________________________________________________________
____________________________________________________________________________________
SUBJECT COORDINATOR RECOMMENDATION Signature _________________ Date _______________
______________________________________________________________________________________
____________________________________________________________________________________
ACADEMIC COUNSELOR RECOMMENDATION Signature _________________ Date _______________
______________________________________________________________________________________
____________________________________________________________________________________
SUPPORT COORDINATOR COMMENTS:
Signature _________________ Date _______________
______________________________________________________________________________________
____________________________________________________________________________________
NOTES FOR FINAL ACTION
______________________________________________________________________________________
______________________________________________________________________________________
162

JIS Staff Handbook
______________________________________________________________________________________
__________________________________________________________________________________
Jeddah International School
P.O. Box 9088 Jeddah 21413 21413 9088 . .
APPLICATION FOR EXTERNAL TUTORING PERMISSION
Date
: _____________________________________________________
Teacher’s Name
: _____________________________Signature:________________
Specialty
: _____________________________________________________
Salary
: _____________________________________________________
No. of Students
: _____________________________________________________
No. of tutoring hours: ______________________________________________________
Name of the Family : ______________________________________________________
Note: All teachers are not permitted to tutor their own students in exchange for monetary
value.
Approved:
______________________
Mr. Tarek Al-Harazy
(Owner & Director)
163

JIS Staff Handbook
Absence Explanation Form
Name:
Position:
Reason of Absence:
___________________________________________
___________________________________________
___________________________________________
_____________________________________________________________________________________
Number of Days:
___________________________________________
Principal’s Comments: _________________________________________________________________
_____________________________________________________________________________________
------------------------------------------------------------------------------------------------------------------------------------------
Absence Explanation Form
Name:
Position:
Reason of Absence:
___________________________________________
___________________________________________
___________________________________________
_____________________________________________________________________________________
Number of Days:
___________________________________________
Principal’s Comments: _________________________________________________________________
_____________________________________________________________________________________
------------------------------------------------------------------------------------------------------------------------------------------
Absence Explanation Form
Name:
Position:
Reason of Absence:
___________________________________________
___________________________________________
___________________________________________
_____________________________________________________________________________________
Number of Days:
___________________________________________
Principal’s Comments: _________________________________________________________________
164

JIS Staff Handbook
_____________________________________________________________________________________
Accident or Sickness Report Form
Child’s name:
_____________________________________________
Date, Time of the accident: _____________________________________________
Person reporting the accident: _____________________________________________
Describe the incident and the action taken
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Parents notified by: ___________________________________________________________________
Please give a copy to:
Parents
Homeroom Teacher
The admissions officer in the child’s file.
Nurse file
Principal’s office
……………………………………………………………………………………………………………………………………
Accident or Sickness Report Form
Child’s name:
_____________________________________________
Date, Time of the accident: _____________________________________________
Person reporting the accident: _____________________________________________
Describe the incident and the action taken
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Parents notified by: ___________________________________________________________________
Please give a copy to:
Parents
Homeroom Teacher
The admissions officer in the child’s file.
Nurse file
Principal’s office
165

JIS Staff Handbook
Cinema Booking
Date: _______________________ Time: From to
Section:
Subject:
Grade:
Reason:
English
Academic
Information
French
Entertainment
Note: Please note that you are responsible for ensuring that the cinema is in good condition and clean
after use. Also, there is no food or drinking allowed inside the cinema. Reservations must be at least
one day in advance.
______________________
Teacher’s Signature
Cinema Booking
Date: _______________________ Time: From to
Section:
Subject:
Grade:
Reason:
English
Academic
Information
French
Entertainment
Note: Please note that you are responsible for ensuring that the cinema is in good condition and clean
after use. Also, there is no food or drinking allowed inside the cinema. Reservations must be at least
one day in advance.
______________________
Teacher’s Signature
166

JIS Staff Handbook
Day Permission To Leave Form
Name:
Position:
Reason for Leaving:
Time Out:
Time In:
Signature:
Approved By
Principal:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Date: ___/____/201__
------------------------------------------------------------------------------------------------------------------------------------------
Day Permission To Leave Form
Name:
Position:
Reason for Leaving:
Time Out:
Time In:
Signature:
Approved By
Principal:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Date: ___/____/201__
167

JIS Staff Handbook
Excursion-Field Trip-Outing Form
Teacher:
___________________________
Class:
___________________________
Today’s date: ___________________________
Visit to:
_________________________________________________
Address:
_________________________________________________
Proposed date of visit: ___________________________
No of children (please attach a class list)
Accompanying Staff/Name
Accompanying Parents(If any)
a. Reason for excursion (please explain the purpose of the trip and curriculum link)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b. Please list the activates to be carried out with children/parents:
1. Pre- excursion ______________________________________________
______________________________________________
2. During the excursion ______________________________________________
______________________________________________
3. Post excursion as follow-up ______________________________________________
______________________________________________
Head of Section approval ___________________________________
Principal’s approval _______________________________________
Date: ______________
Date:_______________
168

JIS Staff Handbook
Checklist Form
Excursion Approved
Principal
Site Booked
Teacher
Site Paid for
Accountant
Bus Booked (Booking form with Section Principal) Operations Manager/ Transportation
Bus Paid for
Specialist Teachers Informed
Packed lunch Organized
Duties re-arranged
Parent permission Notes Sent
Parent permission Notes Received
Excursion Cost Received Teacher
Excursion ready to go
Final List of students +parents and emergency contact attached- Teacher to attach
Copy to Section Head
Excursion Evaluation- For Future Reference
Rating 1, 2,3,4,5 (1= Excellent, 5=Terrible)
Rating= _______________.
Please write a brief comment you found this trip any suggestions for future improvement.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
169

JIS Staff Handbook
Field Trip Permission Slip
Your child’s class, grade ____________________ will be attending a field trip as follows:
Location: ________________________________________________________________
Mode of transportation: ____________________________________________________
When:
Day __________________ Date__________________
Time:
Leave school___________ Return by_______________
Cost:
Please return SR __________________for
_____ Lunch
________ Admission fee
_____ Other ___________________
Additional instructions: ____________________________________________________
_______________________________________________________________________
Please return permission slip to your child’s teacher by___________________________
_______________________________________________________________________
I __________________ give permission for my child _________________ to attend this field trip
to _____________________.
I ___________________ do not give permission for my child ______________________
___________________________.
Parent’s Signature:
Emergency phone number:
____________________________________
____________________________________
170

JIS Staff Handbook
Late Pass for Students
Name: _______________________________ Date: _________________________
Class/Position: _____________________
Time arrived: ______________________ Receptionist to sign: _________________
Reason for lateness:
_____________________________________________________________________________________
The late student is to show this to his/her section principal before going to the next class
The late student is to show this to:
i. To Teacher Teacher to sign ________________
The teacher should indicate it in the logbook.
Late Pass for Students
Name: _______________________________
Date: _________________________
Class/Position: _____________________
Time arrived: ______________________
Receptionist to sign: _________________
Reason for lateness:
_____________________________________________________________________________________
The late student is to show this to his/her section principal before going to the next class
The late student is to show this to:
i. To Teacher Teacher to sign ________________
The teacher should indicate it in the logbook.
171

JIS Staff Handbook
Maintenance Request Form
To: Operation Manager/ IT Manager
Date : ________________________ From: _______________________
Please Tick (x) from the Followings:
Maintenance Cleaning Drivers Electrical IT
Reason for Request: ______________________________________________________________________________
______________________________________________________________________________________________________
Principals Approval: ____________________________
Date: ____________________________
Maintenance Manager Approval: ___________________________ Date: ____________________________
Request completed satisfactory________________ (person requesting to sign)
Date completed __________________________________
Additional Comments: ___________________________________________________________________________
______________________________________________________________________________________________________
……………………………………………………………………………………………………………………………………
Maintenance Request Form
To: Operation Manager/ IT Manager
Date : ________________________ From: _______________________
Please Tick (x) from the Followings:
Maintenance Cleaning Drivers Electrical IT
Reason for Request: ______________________________________________________________________________
______________________________________________________________________________________________________
Principals Approval: ____________________________
Date: ____________________________
Maintenance Manager Approval: ___________________________ Date: ____________________________
Request completed satisfactory________________ (person requesting to sign)
Date completed __________________________________
Additional Comments: ___________________________________________________________________________
______________________________________________________________________________________________________
172

JIS Staff Handbook
MATERIAL REQUEST (INTERNAL FORM)
This form to be used to request materials for different JIS department only
Date:
Department:
(Name & signature):
Requested by
Section/Department:
Principal’s Approval:
S.N
JIS
code#
Item Description
Required
QTY
Unit
Material available in the stock Yes□ No□
If No, fill Material Requisition Form (MRF, JISQAD002) with the required items to purchase.
MRF#___________________
Delivered by storekeeper:
Received by (Name & signature):
Distribution: store(original),requester, account
JISQAD001,revision 0
Date:
173

JIS Staff Handbook
Photocopy Request Form
Name: Day: Date: ________
Subject
Copy
Teacher’s signature: ___ ___________ Date needed: _______
Approved by section head : __________________ Photocopy personnel _______________
Photocopy Request form
Name: Day: Date: ________
Subject
Copy
Teacher’s signature: ___ ___________ Date needed: _______
Approved by section head : __________________ Photocopy personnel _______________
Photocopy Request form
Name: Day: Date: ________
Subject
Copy
Teacher’s signature: ___ ___________ Date needed: _______
Approved by section head : __________________ Photocopy personnel _______________
174

JIS Staff Handbook
Suggestion Form
Date:
From:
Nationality:
Address:
To: JIS principal
Subject/Case:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Area of concern:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Solution(s)/ Suggestion to help improve this concern
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Opinion of the JIS School:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I confirm that the above written subject is for the benefit of the school and its education
system and I am willing to discuss it as a member of JIS School.
______________________________________________________________________________
Signature
175

JIS Staff Handbook
Teachers Permission Slip
Date: _______________________
Time: From
to
To
Teacher’s Name:
Reason:
----------------------------------
Approved By
Teachers Permission Slip
Date: _______________________
Time: From
to
To
Teacher’s Name:
----------------------------------
Approved By
176

JIS Staff Handbook
Visitor/Phone Request Form
Date:
_______________________________________
Person making request for visit/ appointment ___________________________________________
Name of person you wish to see: ______________________________________________________________
Name of person you wish to be called by: ____________________________________________________
Contact phone number/ e-mail: Reason for request: ________________________________________
Date appointment: ______________________________________________________________________________
The receptionist will arrange this for you and you will have your request confirmed
today or the date specified here by the receptionist _______________________________________
………………………………………………………………
Visitor/Phone Request Form
Person making request for visit/ appointment
___________________________________________
Date:
_______________________________________
Name of person you wish to see: ______________________________________________________________
Name of person you wish to be called by: ____________________________________________________
Contact phone number/ e-mail: Reason for request: ________________________________________
Date appointment: ______________________________________________________________________________
The receptionist will arrange this for you and you will have your request confirmed
177

JIS Staff Handbook
JIS & COLLEGE BOARD ADVANCED PLACEMENT PROGRAM
APPLICATION FORM
First Name: ___________________ Last Name: ___________________ Middle Initial: _____
Grade: _______________ Age: _____________ Gender: M/F
Student’s Cell Phone______________________________________
Student’s Email ID________________________________________
Parent’s Cell Phone_______________________________________
Parent’s Email ID________________________________________
Selected Desired Course
1. AP Calculus (Only Grade 12)
2. AP Physics (Only Grade 12)
3. AP Chemistry (Only Grade 11)
4. AP Biology (Only Grade 10)
5. AP English Literature & Composition (UNHS- Grades 10 - 12)
6. AP English Literature & Composition (Only Grade 11 GS)
7. AP Environmental Science (UNHS- Grades 10 - 12)
8. AP Economics (Only Grade 12)
9. AP U.S. History (UNHS- Grades 10 - 12)
10. AP Studio Art (Grades 10 – 12 BS)
11. AP Comparative Government and Politics (UNHS- Grades 10 - 12)
12. AP French Language & Culture (UNHS- Grades 10 - 12)
13. AP Psychology (Grades 10 - 12)
14. Computer Science (Grades 10 – 12 BS)
I agree to abide by the policies of JIS and College Board programs.
Student’s Signature__________________________________________
PARENT’S CONSENT & COMMITMENT
I_______________________________________________________ agree to meet the cost of
my child’s enrollment in the JIS & College Board AP programs in the courses indicated
above.
Parent’s Signature: _______________________________________ Date________________
REVISED IN SEPTEMBER, 2015
178

JIS Staff Handbook
today or the date specified here by the receptionist _______________________________________
179