Part 2

STAFF MATTERS

2.1 RIGHTS/RESPONSIBILITIES

Staff are expected to maintain a professional yet caring relationship with the students. A warm, friendly, relaxed atmosphere is seen as crucial to the well being of staff and students alike.

a) It is strongly encouraged that new students be warmly welcomed into the classroom on arrival. It is a strong conviction of the College that first impressions need to be positive for all newcomers, staff and students alike. The teacher is expected to accommodate the student as best as possible with existing resources. The front office should be made aware of any shortage of resources (e.g. desks and chairs) after completion of the lesson.

b) It is an expectation of the College that staff and students show respect for one another.

c) Staff must be prepared to deal with students within the following academic/behavioural categories:

• Below average
• Average
• Above average

It is encouraged that the below average and average students be motivated and encouraged to raise their standards while the above average students will be praised and encouraged for their efforts. Advanced material will be provided for the gifted students to further enhance their skills.

1. RIGHTS

At the AIC, a student, teacher or other person has the following rights:

• To be himself/herself.
• To be treated courteously and with respect (able to learn, teach or work without being harmed, harassed or disrupted by others).
• To have his/her personal property respected.
• To be in a clean and safe environment.
• N.B. We are obliged to open all mail addressed to the College, regardless of whom it is addressed to. Therefore personal/private correspondence should be sent to the home address.

2. RESPONSIBILITIES

It is the responsibility of each member of the College community:

1. To be personally clean, neat and follow the dress-code.

2. To be punctual and regular in attendance.

3. To be prepared for work.

4. To do the best job possible.

5. To take reasonable care of all personal property.

6. To know the necessary rules and regulations of the school and obey them.

N.B Smoking is not allowed on school premises at any time. The Australian Islamic College is an alcohol and drug free zone.

2.2 LOYALTY TO SCHOOL

The Australian Islamic College is a family. It is the moral/professional duty of teachers to instil in their students, a sense of loyalty towards the College. This matter is of utmost importance, because it determines student attitude, outlook, behaviour, etc. If a student feels proud of their school, then they will behave positively. This will not only affect their behaviour, but also their academic success.

2.3 Head of Learning Area & Year Coordinators

The role of the year Co-ordinators is to support the Deputy Principal and the Dean of Students. Expectations include:

• Care for the general welfare of each student in their care.
• Encourage each student to develop themselves as a spiritual person.
• Be the first link between the family and the College.
• Provide pastoral care.
• Report to the Principal on the progress of each student in that Year.
• Prepare and administer the work experience programs (Years 10, 11 and 12).
• Act as a first contact and mediator for student discipline.
• Ensure that each student maximizes their social and academic potential.
• Check on non-attendance and truancy and follow up students and their families.
• Ensure that their students have all necessary books, files etc. for class and follow up with families when necessary.
• Take an active interest in each student’s academic progress, including the checking of homework, diaries and fortnightly reports.
• Monitor student uniform and follow up with parents if necessary
• Provide background knowledge to staff as necessary on a confidential basis about the health and well being of their group.
• Encourage their group to think, plan ahead and set achievable personal goals
• Assist HOLAs, to cater for the individual needs of students
• Foster loyalty to year and house groups
• Support College functions and activities
• Ensure appropriate behaviour at assembly and attendance at prayers 

LIST OF LEARNING AREAS

HOLA COORDINATION

HOLA will-

• Provide one copy of each unit detail to the relevant Form Teacher and one to the principal.
• Monitor and be responsible for a high academic profile and high standards of content, presentation and accountability within the subject area.
• Oversee the Fortnightly Reporting System.
• Act as a Coordinator and point of contact for all matters related to the subject area.
• Ensure the teaching and assessment programs match the syllabus and that S.E.A. requirements are met.
• Report to the Dean of Studies and the Principal, directly on progress in subject area.
• Ensure students are given homework every night by every teacher, feedback is to be given on this work and their efforts recorded. Only a note written in the student diary and signed by the parent is to be accepted by the teacher. It is the responsibility of each teacher to contact parents directly if they have any doubt as to the authenticity of such a note. Students failing to do work on time and failing to bring a note at their next lesson are to receive a zero mark, and the respective HOLA is to be notified in writing.
• Report to parents on their child’s progress.  

2. BEHAVIOUR CO-ORDINATORS FOR 2007

BOYS

• Year 8 boys -Shahrul Shah
• Year 9 boys -Barry Gardner
• Year 10 boys -Wahaj Tarin
• Year 11 boys -Abdul Khaliq Clancy & Keith Morgan
• Year 12 boys -Greg Martlew

GIRLS

• Year 8 girls -Rula Jneid
• Year 9 girls -Fathia Ibrahim
• Year 10 girls -Ishrat Zubair
• Year 11 girls -Rosemary Nelson
• Year 12 girls -Meenu Sood & Nasreen Ahmed  

2.4 Form Room Teachers & Duties

In 2007 AIC will introduce form rooms. Teachers designated to form rooms have the duty & responsibility of:

• Checking and marking absentees for their form students.
• Ensuring students are wearing appropriate uniforms.
• Behaviour counselling.
• Checking student diaries.
• Making announcements.
• Reporting to year Coordinators.

2.5 Learning Area Meetings

Staffs are expected to attend a staff meeting as requested by their Head of Learning Area during term time. These meetings are to begin no later than 5 minutes after the end of the last teaching period. Each department should have weekly meetings delegated on different days.

Monday – Islamic Studies Department & New Arrival

Tuesday – SOSE Department and Coordinators Meeting (during lunch time)

Wednesday – Science and Arabic Departments

Thursday – English & ICT Departments

Friday – Math’s Department

2.6 TEACHERS AS ROLE MODELS

1. DRESS CODE

The expectations of dress at the college reflect the edict of Islamic modesty in line with the college’s ethos in establishing Islamic Morals and Values. As teachers are role models for pupils, the following dress standards will apply. Adherence to the dress standards below achieves a ‘unifying’ function in addition to promoting respectful and professional interaction. It should be stressed that these reflect minimum standards of dress, not preferred standards. (Please refer to the ‘Hijab’ Attachment- APPENDIX 1)

A) DRESS EXPECTATIONS FOR FEMALE MEMBERS OF STAFF

Clothing to be worn which reveals only the face and hands, in other words:

1) Arms are required to be covered to the wrists.

2) Legs are required to be covered to the ankles.

3) Length of blouses or tops should be worn to the mid thigh.

4) Scarves need to be tight fitting and need to cover all the hair.

5) Style of clothes is required to be loose and conservative and not expose body shape.

6) Cosmetics are not encouraged.

7) Clothing worn should not be 'flashy' or brightly coloured.

8) Clothing should not reveal undergarments i.e. not be sheer in nature.

9) Clothing should cover the collar bone.

B) DRESS EXPECTATIONS FOR MALE MEMBERS OF STAFF

1) Loose fitting trousers are to be worn as standard dress.

2) Shorts are not permitted in any activity, including sport.

3) Clothing worn should not be 'flashy' or brightly coloured.

4) Track suits (especially pants) should not be worn as normal dress, with the exception being during sporting activities.

5) Shirts are to be collared and should be within formal limits and must be worn fully buttoned.

• The covering of the head at prayer time is preferable.

Overall, teachers are encouraged to dress in a manner in line with their professional status.

Some leeway on these standards is tolerated with non-Muslim staff, however, it must be understood that liberty with dress standards will be reflected poorly in teacher reviews.

2.7 TEACHER ACCOUNTABILITY

Teaching programs will usually be examined by the appropriate HOLA in the first weekend after the commencement of each term. This will vary especially in the first term of the year with new and different subjects or Year levels.

Programs must be written in advance and clearly display what is expected to be achieved and where the teacher is up to at any point in time. A Secondary teacher teaching Years 8 to 10 will program for no more than 8 to 8.5 weeks teaching time for each unit of study. No unit shall exceed 9 weeks duration without specific permission of the Principal. In general, the number of periods in a subject area per week should reflect the number of units studied in a Year. I.e.

1 pd/wk x 40 weeks = 1 unit/Yr

2 pds/wk x 40 weeks =2 units/Yr

3 pds/wk x 40 weeks =3 units/Yr

4 pds/wk x 40 weeks =4 units/Yr

Teachers Name = Smith

Subject area = Science Year level = 9

Term 1 = Geology

Term 2 = Chemistry (Intro)

Term 3 = Chemistry (Advanced)

Term 4 = Astronomy

In general, the topics chosen are to be those which are the highest standard available at that level. E.g. for Science, Year 10 Chemistry and Physics units should be chosen, in Mathematics those units that allow entry to T.E.E. Calculus.

2.8 RELIGIOUS STUDIES

The importance of the acquisition of knowledge in Islam can be understood from just one Prophetic Tradition which states:

"Seeking knowledge is incumbent upon every Muslim male and female".

Knowledge in Islam is neither Eastern nor Western; there is also no separation of the physical and spiritual sciences. Islam views all this knowledge as one whole, through the study of which an individual is supposed to acquire greatest recognition of the Creator.

The fundamental function of Religious studies is to create awareness of the Creator and provide guidelines on how to lead a life in line with God’s commandments.

In High School, whatever the student has learnt in the primary stage, is not only preserved, but because the student has grown mentally, subjects are taught on a higher level in which the Qurán is taught more subjectively by way of drawing relevant parallels between Quránic verses and physical sciences.

The history of Islam is taught in such a way that the student is able to gain a better understanding of the other religions and to be able to appreciate Islam as the final revealed practical and comprehensive way of life, which is as practical today as it was 1400 years ago.

Besides the educational factors, great stress is laid on morals and behaviour, so that the right habits and values are inculcated into the student from this age, so as not to become a victim to some of the negative values of society. We welcome both Muslim and Non-Muslim students equally.

Any Non-Muslim student is excused from religion lessons. They are free to join in if they wish. If these students choose not to participate in religious studies, they do extra work in other subjects at those times, allowing for an excellent chance for remedial or practice work to be done, under a teacher's guidance.

An important aspect of Islamic studies is presentation. Islamic studies teachers are urged to present information in a variety of different formats to capture and hold the attention of students. Topics are to be varied, relevant and informative. The following three points provide a summary of the requirements:

1. Content must be relevant to student and in line with prepared curriculum
2. A variety of presentation formats need to be employed.
3. Avoid ‘in-detail’ analysis of subjects – (For Primary students)

2.9 YEAR 8 TO 12 MATTERS

CURRICULUM

• Students follow a timetable of formal studies, following and supplementing the Curriculum of the Ministry of Education:
• English
• Science
• Maths
• Social Studies
• Physical Education
• Computing

• All subjects are moderated by the S.E.A. following the outline of the school's assessment policy described in a later section of this booklet.

Students also undertake a program of Religious Studies, notably Arabic, Quran and History.

2.10 COMMUNICATION

Clear and effective lines of communication are essential in order to ensure the smooth running of the College. The following guidelines should prove useful;

A- INTERNAL COMMUNICATION

1. STAFF NOTICE BOARD

The staff rooms of each campus contain pin up notice boards with important notices such as:

• Daily memos - Expected to be read by all staff each morning prior to commencement.
• Staff meeting minutes and notices.
• Messages from the office (general).
• Videos and television booking sheet - located in the staff room.
• Relevant advertisements and enrichment information as determined by the Principal.

Staff will not add to, deface, or remove any item on these boards without the Deputy Principal/Principal or Director’s permission.

Please Refer to APPENDIX 8for Staff Phone Number Extension List.

2. PIGEON HOLE

Each teacher is allocated a pigeonhole. It is expected that no items will be stored there. It is also expected that a teacher will inspect their pigeonhole at least twice a day, prior to the commencement of classes. No confidential, valuable or urgent information is to be disseminated using the pigeonholes. Such materials should be handed directly to the person concerned.

B- EXTERNAL COMMUNICATION- WITH PARENTS:

1. Newsletters:

College newsletters are sent home periodically according to the importance of and/or general news items available for print. Class newsletters are sent home according to the requirements of the individual teacher. All out-going communications should be proof read by at least one other teacher (preferably the HOLA) and any issue of any importance should be raised with the Principal before making multiple copies of the newsletter. Notices from administration are sent out as required or requested by the Director.

2. Homework diary for informal notes and messages.

The student diary is the preferred means of teacher to parent communication. Any communication should be countersigned by both parties to acknowledge authenticity and receipt.

3. Parent Interviews

Parental contact is encouraged in our College as long as it does not interfere with the teaching process. Classroom teachers should not tolerate any interruption by parents "dropping in" to discuss their child, gossip etc. All classroom teacher meetings with the wider community should occur at the College reception area.

Staffs are encouraged to maintain an open relationship with all parents by requesting their attendance at interviews. Prior arrangements must be made via the College secretary for a convenient and appropriate time for a parent interview. Requests for interviews from parents should be by appointment only.

Likewise only messages will be taken over the phone for teachers to discuss issues with parents. Classroom teachers may arrange their own interviews but, the timing and issues discussed should be advised to the Contact Teacher. HOLAs should be kept informed of all developments.

Parent interviews may be made by a form teacher after consultation with the appropriate Head of Learning Area. These meetings are to be held only in the front reception/administration area and preferably in the presence of appropriate staff members.

Teachers requesting parent interviews need to inform administrative staff at the high school central office of their intentions to allow the parents to be contacted to arrange for an appointment. Once an appointment with the parents has been arranged, teachers will be notified through an internal memo in their pigeon holes.

2.11 CONFIDENTIALITY

• Teachers are not to discuss school matters with students without permission from the Principal.

• Teachers are to refrain from discussing personal matters in front of students.

• No student or staff home telephone numbers are to be given to anyone. Students are encouraged to contact the Deputy Principal or school office who may then take the student’s telephone number and pass it on to the required student or staff member to enable the required communication to be conveyed.

• School offices such as the front reception office and high school central office are out of bounds to teaching staff. Teachers are requested to place enquiries at the window and refrain from walking into these offices at will. Office staff members’ work on confidential items should be respected.

2.12 TEACHER’S ASSISTANTS

Under the direction of the classroom teacher, teachers’ assistants have been appointed to assist for set periods of time. A Teacher’s Assistant will perform the following duties:

• Assist in the supervision of students during assembly and prayer time.
• Assist in the supervision of students during recess and lunch-time as per the duty roster.
• Under the supervision of the class teacher supervise small groups during lessons.
• Make photocopies as directed.
• Work with the class teacher to create a happy and caring learning environment.
• Other duties as directed by the Deputy Principal/Principal or Director.

While in class, a Teacher’s Assistant is responsible to the class teacher designated for that group. At other occasions he/she is responsible to the Deputy Principal/Principal and/or College Director directly.

In the absence of the Deputy Principal/Principal and College Director from College grounds, staffs are responsible only to the relevant Head Teacher. Appointment to assist a teacher shall only be made by the Principal and after consultation with the College Director.

ISSUES TO NOTE

As a member of staff you are expected to:

• Before commencing duties, have read and clarified all aspects of the staff induction booklet provided.
• Keep in mind at all times that you are appointed as an Islamic and professional role model.
• Dress and behave appropriately (especially with students of the opposite gender) as per policy contained within this booklet.
• Bear in mind that as a member of staff you may not talk to students in relation to other teachers and/or their comments and political/school matters.
• Physical contact of any sort between staff and student is not permitted. Even ‘friendly’ contact (e.g. handshake, same gender hugs) is not recommended.

2.13 School Security Procedures

Each staff member will be provided with a minimum set of keys and will usually be allocated a classroom for which they are responsible. All rooms should be locked after use and all resources clearly identified and securely stored. These keys are recorded in a register and remain the property of the College. They should be returned if staff leaves the College. For access out of school hours, advice should be sought from the college Maintenance coordinator.

At the end of the school day, classroom doors and windows should be locked. Chairs should be stacked or placed on tables and the floor cleared of paper etc. If furniture has been moved during the course of the lesson, it should be replaced in its original position. The teacher should be first in and last out of the room on every occasion. Rooms should be locked at all times when the teacher is not present.

Any maintenance work required by teachers in their classrooms should be entered into a Work Order Form available from the college reception. No work should be given directly to maintenance staff.

2.14 SCHOOL GATES

Please note that it is of the utmost importance that ALL outside gates at the College are to be kept closed at all times when not in use.

There are several important reasons for this:

• First and foremost to protect thesafety of the students, we are obliged by law to ensure the safety and security of students by keeping the gates secured at all times.
• Security of the school premises, to eliminate the possibility of threat and damage.
• We have received a request from the Police Department asking us, due to the current events, to ensure the security of the College that gates are to be kept closed and secure.
• It is a requirement by law for insurance purposes also that the gates are kept closed at the appropriate times.

Due to all of these factors it has been decided that ALL outside gates will be closed during school hours.

Any member of staff who has a key to these gates IS RESPONSIBLE for closing the gates IMMEDIATELY when they go in or out.

Due to all of these factors it has been decided that ALL outside gates will be closed as per the attached information sheet ( APPENDIX 6) which will detail the information for each gate.

Staffs who do not have a key are to contact the office, who will facilitate opening of the gates for emergencies.

2.15 KEYS

IN CASE OF EMERGENCY:

Keys are available from the following staff:

Br. Mandour Sr Yulia Koh Br.Said Hourani Br Khalil Hourani

Br. David Jones Br. Hashiem Br. Nasimi Br. Salih Dutuoit

2.16 Emergency Services (See also APPENDIX 5 -Basic First Aid)

• Police 131 444
• Fire Department & Ambulance 000

Electricity, water & gas problems - Any problems encountered with electricity, water and gas should be reported to either of the school’s offices to arrange for the maintenance department to fix the problem and/or to contact the appropriate authorities.

2.17 Child protection policy

All staff at the Australian Islamic College is responsible for the care and protection of students. Everyone in the college community has the responsibility/duty of reporting any concerns related to emotional, physical or sexual abuse and/or neglect.

 Schools have a special responsibility to protect children when they are on school premises and also to intervene when they believe the welfare of a child is at risk outside the school. Western Australia is the only state not to have mandatory reporting of suspected child abuse cases. However, schools and teachers owe a ‘duty of care’ to all students at the school.

Recent cases in the High Court looked at the issue of a school’s liability for civil damages due to the sexual assaults by school teachers on pupils in their care. The majority of judges in the High Court in February 2003 found that failing to have a system in place to minimise the risk to students being abused by teachers may amount to negligence. That is, the school could be held ‘vicariously liable’. See: New South Wales v Lepore; Samin v Queensland; Rich v Queensland (2003) HCA 4 (6 February 2003) High Court (Gaudron, McHugh, Gummow, Kirby, Hayne and Callinan JJ).

Child abuse and neglect is the maltreatment of a person under the age of 18 years. It is the result of action or inaction on the part of a person who has responsibility to care for children that result in harm or injury to the child. The harm may include delayed physical and/or intellectual development. The maltreatment experienced may include one or all of the following;

�� Emotional abuse: A constant attitude or behaviour by a person towards a child that causes emotional harm. It can include rejection or refusal to accept a child, terrorising, bullying, isolation, continued belittlement and exposure to chronic or serious domestic violence. Emotional abuse may be evidenced through disturbed behaviour or the impairment of the child’s emotional, intellectual or social development.

�� Physical abuse: Persistent and/or severe physical harm caused to a child. It includes injuries such as cuts, bruises, burns and fractures caused by a range of acts including beating, shaking, illicit administration of alcohol and other drugs, attempted suffocation or excessive discipline. Female genital mutilation as a part of cultural practices is included in thisdefinition.

�� Sexual abuse: A wide range of behaviours or activities that expose or subject a child to sexual activity that is illegal and/or inappropriate to his/her developmental level. These behaviours include observation or involvement with inappropriate fondling of a child’s body, making a child touch an adult’s genitalia, showing pornographic material to a child, and sexual penetration of the child.

�� Neglect: Failure of a parent/caregiver to provide a child with the basic necessities of life such that his/her development is or is likely to be, significantly damaged or injury occurs. These include adequate supervision, healthy food, suitable clothing, medical care and emotional security.

Bullying (See also APPENDIX 4)

The Australian Islamic College, in assuring the community spirit of Islam, respects the rights of' its students and staff to be free from all forms of bullying and harassment. The purpose of these guidelines is to outline the areas the college targets when tackling the bullying problem and provide resources for tackling bullying behaviour. While this focuses on bullying by students, it should be noted that when adults bully students this is a form of child abuse.

Bullying takes many forms, but can be best categorised under the following headings:

a) Emotional/Verbal

• Excluding peers from groups, name calling
• Spreading rumours, constant teasing
• Stalking, insults
• Interference with or damage to personal property, racist comments
• Sexist comments

b) Physical

• Hitting, punching or kicking the victim
• Taking or damaging the victim’s property

The following measures are in place at the college to create a safe, positive and supportive school environment in which each student can enjoy, both academic and social opportunities, and achieve their greatest potential educationally. The College aims to foster high standards of behaviour based on cooperation, mutual responsibility, self-discipline and the promotion of positive, non-discriminatory relationships among students.

1. Student Conduct Expectations: Student Handbook.
2. Student Agreement: Signed by students on enrolment.
3. AIC Ethos.
4. Morals and Values Education.
5. Active Supervision in the schoolyard (o ut of sight areas are out of bounds).
6. Training programmes for teachers.
7. Awareness-raising exercises in the curriculum about the impact of bullying and conflict resolution.
8. Small group and individual counselling of victims of bullying, counselling of students who bully others and encouragement for them to change their behaviour.
9. Parent Education programmes, weekly resources in Wake Up Call.
10. Point System Regulating Student Behaviour.

Bullying. No Way! is a project developed and managed by all participating Australian educational authorities: State and Territory government systems, the National Catholic Education Commission, the National Council of Independent Schools’ Association, and the Commonwealth Department of Education, Science and Training. This is a recently launched initiative in Western Australia which provides material to schools.

The website www.bullyingnoway.com.au contains a wide range of information including (under ‘Resources’ and ‘Teaching material’)

Bullying. No Way ! A Professional Development Resource for School Communities. – A professional development book and video kit

Bullying: Information for Parents – An online brochure that assists carers in identifying signs that their child is being bullied, ideas on what to do etc.

Anti-bullying Best Practice in Schools – Examples of strategies used in NSW schools.

www.education.unisa.edu.au/bullying is a website by Dr Ken Rigby with a wide range of information including;

• A Guide to Bullying in Schools
• Finding out about bullying in your school: questionnaires
• Research on bullying in schools
• Practical resources for schools.

“What can you do about bullying? A Guide for Parents” by Coosje Griffiths is a booklet distributed by Meerilinga Young Children’s Foundation. This booklet is available for loan through the AISWA Library. There are also many international websites with a range of information on bullying for schools including:

• Bully Beware Productions in Canada www.bullybeware.com
• No Bully from New Zealand www.nobully.org.nz
• Bullying Online from the United Kingdom www.bullying.co.uk
• Anti-Bullying Network from Scotland www.antibullying.net

-Please refer to Appendix 4 for AIC Bullying Plan of Action.