Education and Learning Philosophy at EIS:
At Educon International School (EIS), we believe that education in an International School learning environment can be implemented by "Teaching the Way Students Learn." At the heart of our educational philosophy is the firm belief that all students can become successful learners, and there are no predetermined limits to what students can accomplish at any age. EIS is guided by five principles:
We believe that education must encompass the development of the whole individual, including academic, aesthetic, creative, social, physical, emotional, and spiritual aspects. It is most effective when learning is actively engaged, fostering self-esteem and self-confidence in students, which are integral components of successful learners. Education should also encourage independent thinking, creativity, thoughtful decision-making, critical analysis, and an appreciation of different opinions.
The school experience at EIS promotes positive interpersonal relationships, where students work together to become responsible individuals with concern and empathy for others. We value responsible citizenship, global awareness, and a desire for lifelong learning.
Values at EIS:
At Educon International School, we value:
A student at EIS will:
Along with the school's mission, the school's education and learning philosophy should be clear in the minds of parents, teachers, and students. The board believes that this clear vision, shared among all parties involved in student education, provides opportunities for quality learning and teaching.
Curriculum Beliefs and Design:
The Board believes that the curriculum is an expression of the desired results we want to see students achieve from their schooling. It serves as the blueprint for building and developing an educated person. The Board expects the school's leadership and faculty to conceive and envision what constitutes an educated person, aligning with the school's mission and translating that vision into what they want students to know and be able to do.
The school's curriculum should be designed in a manner consistent with the mission and vision of the school, as they form the purpose for its existence. The Board firmly believes in its vision and has overarching curriculum beliefs that guide the design of the curriculum. The curriculum should include measurable achievement standards for each content area and grade level, clearly outlining what students are expected to know and be able to do. The Supervisor or their designee is responsible for defining a program to measure student achievement of these standards.
The Board expects administrators, teachers, and parents to support the delivery of the curriculum by providing adequate facilities and resources, effective class scheduling, highly qualified teachers, superior classroom teaching methods and techniques, reliable and valid assessment practices, as well as positive encouragement and support from teachers, parents, and families.
The Board supports the following "Curriculum Beliefs" as the foundation for the school's curriculum design:
By adhering to these curriculum beliefs, the school aims to provide a comprehensive and effective educational experience for its students.
Organization for Instruction:
For instructional purposes, the school shall be organized into the following units:
These instructional units will then be divided into four management divisions: Pre-Primary, Primary, Middle School, and Secondary School. Each management division shall have a coordinator and other specialized staff required to implement program services to students, teachers, and parents. These services should be consistent with the school's "Statement of Mission" and its "Education and Learning Philosophy."
Student Enrollment:
The school provides an enriched curriculum taught in the English language for eligible students of all nationalities. The Board of Trustees authorizes the Principal to establish enrollment decision procedures that involve counselors and principals.
The Principal is expected to finalize enrollment decisions and address any enrollment appeals. Normally, the Board does not involve itself in reviewing enrollment decisions. However, the Board reserves the right to request information from the Principal when enrollment denial is appealed to the Board. School enrollment procedures are guided by the authorization given to the Principal by the Board, which includes the following:
Parents and/or companies must demonstrate their capability to pay all required registration and school tuition fees. Payments should be made according to the published payment procedures. The Board of Trustees should be informed about actual school enrollment, projected new enrollment, and the implementation of regulations that may necessitate increasing or limiting enrollment based on circumstances.
Placement of Students:
The Board of Trustees has established a policy that assigns the grade placement of students, with the principal making the final decision based on Board policies. Grade placement is determined by various factors, including the student's age, previous school records, and their abilities and needs.
Students seeking enrollment in grades one through ten must provide transfer records from previous schools to verify the grade levels they have successfully completed.
Upon enrollment, each newly placed student is closely observed by the school for a minimum of three weeks to assess whether their placement is appropriate. If a teacher believes that the grade or class placement is not suitable, they may request the Principal to review the case for possible reassignment.
The principal has the authority to change an initial grade placement if deemed necessary. Such a change will consider recommendations from the assigned teacher and staff directly involved in the student's education.
Curriculum Development and Evaluation:
The Board recognizes that curriculum updating is an ongoing process. The Principal is responsible for establishing procedures to ensure that the school's curriculum remains consistent with the school's Statement of Mission and the Board-approved Strategic Plan. "Curriculum Change" refers to any departure from the current course of study, including updates, reductions, expansions, or the addition of new courses. Prior approval from the Principal or their designee is required for all curriculum changes.
Developing a high standard and quality curriculum is not the work of a single expert in isolation. It is a collaborative process that involves teachers and their supporters, such as teacher trainers, in-service trainers, counselors, and coordinators. The Board encourages and supports the professional staff in their efforts to explore new curricular ideas, develop and improve programs, and evaluate results. All teachers have a responsibility to contribute to the ongoing improvement of the school program by dedicating time beyond regular classroom duties to curriculum development.
The curriculum is evaluated based on the alignment between what is written in the curriculum, what is taught and learned, and how it is assessed. The closer these components are aligned, the stronger the school's curriculum. The Board believes that a quality curriculum should also be user-friendly, widely distributed, and effectively communicated to parents.
The Board expects curriculum documentation to clearly articulate what students are expected to learn and how that learning will be assessed.
Instructional Assistance Program:
The Board recognizes the existence of non-teaching duties assigned to teachers that can potentially reduce instructional time for students. Therefore, the Board endorses the use of salaried teaching assistants within the limitations of the annual operating budget.
Instructional Methods and Techniques:
The Board recognizes that students have diverse learning styles and needs. Therefore, teachers are expected to utilize a wide variety of proven instructional methods and techniques. In partnership with parents, teachers shall make every effort to motivate and encourage students to achieve their highest learning potential at any age or grade level. The professional development of staff will focus on enhancing teachers' competence in utilizing appropriate instructional methods and techniques.
Selection of Instructional Materials:
The Board recognizes the importance of providing instructional materials that align with a high standard, enriched curriculum, while considering budgetary constraints. It is essential to ensure that teachers and students have access to up-to-date and educationally valid materials, encompassing a wide range of media, from print to technology. In selecting instructional materials, the needs and interests of the diverse, multi-ethnic student body shall be considered, while maintaining sensitivity to the cultural diversity and school environment. The Principal holds the responsibility for establishing and overseeing the selection procedures. Collaborating with the instructional staff, the coordinators will recommend suitable instructional materials for the Principal's approval. When selecting library materials, key factors include alignment with the curriculum, consideration of students' reading interests and backgrounds, and the goal of providing an exceptional collection of literary works and reference materials. The final selection must fall within the annual budget limitations set by the Board and is the principal's responsibility.
Textbook Selection and Adoption:
To meet instructional requirements, the Board acknowledges the need for appropriate budgetary support. The principal bears the responsibility of ensuring a coordinated process for textbook review and selection across the school's instructional program. It is expected that teachers will enhance the textbooks' content by utilizing a wide variety of resources, media, and technology.
The review and selection of basal textbooks for the core curriculum will follow a rotating annual schedule, with no more than one major discipline chosen for review each year. The adoption procedure involves a comprehensive review process, including the participation of the Principal and teachers. Consensus decision-making is emphasized, taking into consideration the school's "Statement of Mission" and ensuring alignment with the curriculum and instructional process.
Student Homework:
The Board of Trustees recognizes the value of homework as a tool for fostering self-directed and self-motivated students. The general intent of homework assignments is to assist students in developing initiative, responsibility, and self-reliance through additional study outside the classroom.
Homework serves as a means to engage students in independent study and the utilization of external resources. Its purpose is to be meaningful and rigorous, rather than mere busywork. Homework also helps students apply what they have learned, fostering positive attitudes and reinforcing the necessary skills for ongoing education.
Teachers are responsible for assigning an appropriate amount of homework based on the student's age and grade level, adhering to the written guidelines stated in the school's Homework Policy. Through homework, teachers can closely monitor student progress and study habits, reinforcing the work done in class. It is important to differentiate between homework and completing unfinished classroom assignments at home. Timely feedback on the quality of homework submissions is provided by the teacher.
The Board expects parents to support their child's homework responsibilities. If parents have concerns about the amount or nature of the assigned homework, they are encouraged to consult with the teacher to address their concerns.
Student Progress Reports:
The Board recognizes the significance of progress in education and acknowledges the school's responsibility to provide regular assessments of academic and personal performance. These progress reports should be based on accurate and honest information, ensuring the maintenance of confidentiality. Whether conveyed through formal report cards, informal notes, or conferences, the purpose of reporting student progress is to provide parents with information that can assist in supporting the student. Parents should have access to information that highlights the student's strengths and areas requiring improvement. The information should be presented in a format that is useful to parents in promoting and maintaining satisfactory levels of achievement and fostering positive student behavior patterns.
Grades will be determined based on achievement, although other factors beyond academic performance contribute to a child's overall progress. Therefore, the grading system should allow for additional comments or codes to reflect these factors. It is the responsibility of the Principal and coordinators to ensure that all teachers have a clear understanding of the school's assessment policy and guidelines for implementation. The Principal will establish a grade reporting format suitable for all grade levels, which will be periodically reviewed with recommended changes subject to the Principal's approval.
Grading Philosophy:
The Board of Trustees recognizes the importance of a consistent and effective grading philosophy in the school. This philosophy should accurately measure the extent to which students have achieved predetermined learning outcomes while also promoting student performance without compromising the school's instructional standards.
Rationale:
Educon International School, as outlined in its mission statement, believes that students must be supported in reaching their full potential to become contributing members of an ever-changing global community, in part through quality assessment, evaluation, and reporting practices. The school administration is responsible for the development, implementation, operation, and supervision of quality assessment, evaluation, and reporting practices. The principal, coordinators, and teachers are required to effectively assess all students.
Policy:
The Educon International School Board shall ensure that effective assessment, evaluation, and reporting practices are utilized to improve student achievement, guide instructional practice, determine the quality of student work, and provide regular communication to students, guardians, and parents with respect to the achievement of the curriculum.
Procedures:
Assessment
Assessment is the process of gathering information that accurately reflects how well a student is achieving curriculum expectations throughout the team and school year. Information can be gathered using formal methods (such as tests, projects, or culminating tasks) and informal methods (such as observations, discussion, or checklists). Assessment provides valuable information to guide students toward improvement. Assessment also provides information to guide teachers' instructional approaches and the overall effectiveness of programs and classroom practices.
Evaluation
Evaluation is the process of making a professional judgment about the quality of student work based on established criteria and assigning a symbol/value to represent that quality.
Reporting
Reporting is the process through which teachers formally communicate student achievement levels using the established report card. This report card, Grade Report, will be issued at the end of each term. Reporting is also done using informal Performance Reports, which will be issued and feedback will be provided on the open house day.
Weighting
The CCE, ICSE curricula have prescribed procedures for calculating student marks for reporting on term and final report cards. Educon International School utilizes these procedures as guidelines for reporting.
“CONTINOUS COMPREHENSIVE EVALUATION” [CCE]
(A) Languages / Math / General Science / Social Sciences / Computers
FIRST / SECOND SEMESTER
| CLASS |
FORMATIVE EVALUATION (A) |
SUMMATIVE EVALUATION (B) |
GRAND TOTAL (A + B) |
| Day to day observation, Oral work, Practical / Experiment, Activity, Project, Test / Open book, Home / Class work, others |
Theory |
||
| I to III |
70 |
30 |
100 |
| IV & V |
60 |
40 |
100 |
| VI to VIII |
30 |
70 |
100 |
(B) Art & Craft, Work Experience & Physical Education and Health
FIRST / SECOND SEMESTER
|
CLASS |
FORMATIVE EVALUATION |
SUMMATIVE EVALUATION |
GRAND TOTAL |
|
Day to day observation, Oral work, Practical / Experiment, Activity, Project, Test / Open book, Home / Class work, others |
Theory |
||
|
Std I to Std VII |
100 |
0 |
100 |
TERMINAL / ANNUAL EXAMINATION
|
CLASS |
INTERNALS |
THEORY |
GRAND TOTAL |
|
Std IX and Std X |
20 |
80 |
100 |
Class Size:
The Board of Directors recognizes the need to maintain a student-teacher ratio that offers maximum opportunities for instruction and learning within the constraints of the annual operating budget. Board-approved limits to class sizes are as follows:
It shall be understood that ratios are guidelines and not fixed requirements.
Counseling and Guidance Program:
The Board of Trustees believes that providing effective counseling and guidance services is essential to the school program. Such services should be available to all students and parents. Teachers should also be willing to initiate opportunities to assist students and parents with information and general counsel regarding classroom achievement and behavioral performance. The entire professional staff should consider it their responsibility to remain sensitive to the unique cultural characteristics of a diverse student enrollment. Furthermore, the Board intends, within the financial constraints of available resources, to provide qualified and experienced counseling personnel for the school.
An effective counseling and guidance program addresses the developmental, emotional, social, and academic needs of students, guiding them, along with their parents and teachers, in personal, family, social, educational, and career decisions, problems, and concerns. The program format may include individual, group, or classroom counseling.
Teachers and counselors must be committed to the principle of confidentiality in their interactions with students. Mutual trust between a student and their teacher and counselor must be highly regarded in all instances of communication. When a conflict arises between the principle of confidentiality and the best interests of the student or the school itself, members of the professional and counseling staff are encouraged to seek advice from the Principal before taking any action.
Promotion and Retention of Students:
The curriculum and instructional program at the school have been designed to ensure that students complete one grade level each academic year. It is the responsibility of the Principal to develop guidelines and procedures to implement this intention. Criteria for making promotion/retention decisions shall include the following:
Parents will be consulted no later than forty-five (45) school days before the end of the school year in cases where retention is being considered. The decision regarding promotion/retention is the responsibility of the Principal and Supervisor. In the event of a grievance, the decision of the school Director in consultation with the Principal will be final.
Student Records:
The administration recognizes the importance of maintaining the confidentiality of student records, which include grade reports, test scores, teacher comments, and other relevant information. These records should only be accessed when necessary to assist the student and/or parent with placement, references, or relocation. The following provisions guide the establishment of a system for keeping student records on file:
Instructional Computer Program:
The Board is fully committed to supporting a comprehensive school-wide instructional computer program. This program will encompass the following components:
It is the responsibility of all teachers to actively pursue the acquisition of skills required to integrate computers as an integral component of the instructional program. By doing so, they will contribute to the successful implementation and utilization of the instructional computer program throughout the school.
Human Relations Practices:
The Board of Trustees recognizes the importance of fostering a positive and inclusive school environment that upholds the dignity and value of every individual. The following human relations practices are supported by the Board to promote understanding, acceptance, and respect among individuals from diverse races, religions, and ethnic backgrounds:
By implementing and upholding these human relations practices, the school aims to create a nurturing and inclusive environment that values and celebrates the diversity within its community.
Education for Global Citizenship
The Board of Trustees is committed to a school-wide program that ensures each student becomes a responsible citizen in the global community. The objective of this mission is to add an international dimension to our curriculum and expose students to a wide range of cultures and diversity across the globe. The Principal, in conjunction with the Executive Assistant to the Chairman, is responsible for developing programs that encourage and facilitate meaningful and appropriate curriculum-based activities to provide global exposure for all students.
Foreign Languages
The Board of Directors supports giving priority consideration to learning a second language in the instructional program. Therefore, a high-standard foreign language program, taught by qualified and experienced teachers, shall be maintained within the regular instructional day. Such a program, supported by the necessary resources, shall be a student requirement in grades 5-8 and a graduation requirement in grades 9-10.
Physical Education and Health Wellness
The Board believes that student participation in physical education and health/wellness programs provides an opportunity for students to learn about lifelong fitness and develop skills in recreational activities that promote a healthy lifestyle. The physical education and health/wellness programs aim to enable students to:
Therefore, it is mandated that all students actively participate in physical education and health wellness activities as scheduled in the regular classroom program. However, students who have valid medical reasons for not participating may be exempted by the principal.
Extracurricular Activities
The Board of Trustees recognizes the importance of a well-supervised extracurricular activities program in providing students with lifelong learning opportunities. The Board expects this program to offer a diverse range of activities that help students develop leadership, cooperation, organization, reasoning, and sports skills.
Publication of a comprehensive list of activities in the school bulletins is required. Upon the conclusion of an activity, the supervisor is responsible for preparing or updating procedural notes to ensure continuity and maintain high standards for future supervisors of these activities.
School Intramural Activity Program
The Board recognizes the importance of providing students with opportunities to engage in competitive activities as part of a high-standard enriched curriculum program. To fulfill this objective, the Board supports the implementation of a diverse range of intramural activities, which may be scheduled during the school day or as part of an after-school program. It is expected that all intramural activities will be fully supervised and facilitated by qualified personnel.
Field Trips and Excursions
The Board of Trustees acknowledges the importance of providing students with valuable educational experiences outside the classroom and supports the organization of such activities, taking into account societal constraints and transportation limitations. Teachers will regularly inform students about opportunities for cultural, historical, or career exploration. The curriculum will allocate sufficient time for relevant field trips and excursions arranged by the school, with the intention of enhancing specific educational objectives. In planning off-campus trips, careful consideration will be given to security, safety, and the educational value they offer. Prior to student participation, parents or guardians must submit a completed parental authorization form and liability waiver to the Principal, ensuring proper documentation is on file.
Class Interruptions
Although parents’ interest and involvement is encouraged, it must be understood that class interruptions can be disruptive and must be kept to a minimum. The appropriateness of all classroom visits is determined by the teacher or the Principal. Prior approval must be obtained as a courtesy to the children and the teacher.
Complaints Against Curriculum Materials, Reading Lists, and the Library Collection
Occasional objections to materials will be made, despite the quality of the selection process. Educon International School personnel, students, and parents of students currently enrolled in the School ("Complainant") who wish to protest the inclusion of specific items in curriculum materials, library collections, or reading lists must follow the procedure given below. These steps are intended to give all parties an equal chance to be heard.