New Staff Guidance

Article 1: Job Description and Employment Conditions
Duties and Responsibilities of a Teacher
Knowledge of the Subject
  • To have expert knowledge of the subject area. Research or review any grammar or topics, in order to commence the class with a comprehensive knowledge to educate the students
  • To pursue relevant opportunities to grow professionally and keep up-to-date about the current knowledge and research in the subject area Teaching
  • To plan and prepare appropriately the assigned classes and materials
  • To conduct assigned classes at the scheduled times
  • To demonstrate competence in classroom instruction
  • To implement the designated curriculum completely and in due time
  • To plan and implement effective classroom management practices
  • To provides opportunities for students to apply and practice what is learned
  • To engage students in creative thinking
  • To build students’ ability to work collaboratively with others
  • To adapt instruction/support to students’ differences in development, learning styles, strengths and needs
  • To maintain a safe, orderly environment conducive to learning
  • To comply with requirements for the safety and supervision of students inside and outside the classroom Assessment
  • To define and communicate learning expectations to students
  • To assign reasonable assignments and homework to students as per school policy
  • To evaluate students’ performances in an objective, fair and timely manner
  • To record and report timely the results of quizzes, assignments, mid- and final semester exams
  • To use student assessment data to guide changes in instruction and practice, and to improve student learning Professionalism
  • To be punctual and be available in the school during your working hours
  • To comply with policies, standards, rules, regulations and procedures of the school
  • To comply with the laws of The Kingdom of Cambodia, at all time on school premises
  • To prepare and maintain course materials
  • To take precautions to protect school equipment, materials, and facilities
  • To attend and participate in any assigned staff meetings
  • To demonstrate timeliness and attendance for assigned responsibilities
  • To work collaboratively with other professionals and staff
  • To provide and accept evaluative feedback in a professional manner
  • To create and maintain a positive and safe learning environment.
  • To carry out any other related duties assigned by the management team.
  • Good Behaviour
  • To model honesty, fairness and ethical conduct
  • To model a caring attitude and promote positive inter-personal relationships
  • To model correct use of language, oral and written
  • To demonstrate skill when managing student behaviour, intervening and resolving discipline problems
  • To model good social skills, leadership and civic responsibility 
Article 2: Daily Routines
  • Our Sihanouk school Campus has morning classes from 9:00-11:00, afternoon classes from 15:00-17:00 and evening classes from 17:30-19:30.
  • Our Kampot school Campus has morning classes from 8:30-11:00, afternoon classes from 14:30-17:00 and evening classes from 17:00-19:00.
  • Teachers should aim to arrive at least 15 minutes before class starts in order to have ample time to prepare for their classes.
  • Sign in and out of the system, using the fingerprint device (located behind Reception) for the lessons you are present for (There is also a folder to sign, located in Admin’s office in case of any discrepancies).
  • The morning and afternoon classes have a 15-minute break from 9:55-10:10 for the morning classes and from 15:55-14:10 for the afternoon classes. The bell is rung before and after each lesson, and before and after the breaks, the bell. The break times can be delayed when there are exams.
  • English Teachers have general meetings twice a month on Fridays, but the Management Team can call on emergency meetings.
Article 3: Aspirations and Regulations for New Teachers
For new teachers
  • Teachers should always be well presented and well dressed.
  • A professional attitude throughout the school (if you have any issues, please refrain from expressing it in front of students and other teachers. You can always talk to Bunly, Gavin or Michelle, behind closed doors).
In the Classroom
  • Students must not have sugary drinks, food or chewing gum in class.
  • Classroom must be well managed and controlled.
  • Students should be following the book regime thoroughly (other types of lessons are acceptable but should be limited).
  • All materials for the lessons should be given at the start but if not, please go and speak to either Gavin or Michelle.
  • If finishing at 7 30pm, classrooms must be cleaned (e.g. whiteboard), Air conditioner and lights turned off.
Exams
  • All exams should be stated on the whiteboard in Khemra’s office a week in advance, including – Time, Class, Module and Teacher’s Name. All classes do a Mid-Term and a Final Speaking Exam.
  • Answer sheets will be given with the exams on the day.
  • Please ensure that all students that have attended the exam have signed and put their number on the Class exam sheet. There should be no talking or interacting of any kind.
  • Make sure all exams are marked accurately and neatly, giving the overall percentage mark at the end and handed over to Khemra as soon as possible.
  • The results will be announced on the result board next to “Singapore” classroom and they will be posted on Facebook.

If there are any other queries, please do not hesitate to talk to one of our management team: Bunly, Gavin Putteril or Michelle. All ideas and support are welcomed, so please try to help us improve our school for the better and the students’ future.

Article 4: Guide for Beginning Teachers
4.1 Nursery
Reading
Children should be able to:
  • Read the majority of the letters in the alphabet.
  • Recognise the letters in both lower and upper cases.
  • Recognise numbers from 1 – 10.
Writing
Children should be able to:
  • Hold a pen/pencil with confidence.
  • Write the majority of the letters from the alphabet in either lower or upper case.
  • Be confident in writing their own name.
Speaking
Children should be able to:
  • Greet their teacher.
  • Ask for the bathroom.
  • Tell someone if they are not feeling well.
  • Explain basic emotions, (I am happy/sad etc.)
  • Pronounce the letters of the alphabet.
  • Count to ten.
Listening
Children should be able to:
  • Listen to basic instructions, (stand up, sit down, etc.)
  • Answer simple questions such as what is your name, how old are you.
  • Understand when a teacher is relaying something positive or negative, (well done, very good/ don’t do that, etc.)
4.2 Kindergarten
Reading
Children should be able to:
  • Read all of the letters of the alphabet in both lower and upper case.
  • Read short CVC words such as ‘cat’ ‘dog’ ‘sad’.
  • Read numbers 1- 15 with confidence.
Writing
Children should be able to:
  • Write all the letters of the alphabet in upper and lower case.
  • Begin to write short CVC words.
  • Write the long date and complete homework where is necessary.
Speaking
Children should be able to:
  • Form simple sentences to communicate with their teachers and classmates.
  • Blend together short sounds e.g. ‘-ow’ ‘-at’ ‘-ar’ ‘-en’ in order to say words.
  • Notice the difference in pronunciations of certain letters e.g. identifying the difference between F and S or D and T.
Listening
Children should be able to:
  • Listen and follow a range of instructions, (stand up, sit down, etc.) including instructions of a basic activity.
  • Answer questions such as what is your name, how old are you.
  • Listen to a range of CVC words and identify them e.g. listen to the word act and point to the cat.
Nursery (Pre-k)
Reading
Children should be able to:
  • Read simple sight words like ‘the’ ‘is’ ‘yes’ ‘no’.
  • Read a range of CVC words and understand their meaning.
  • Recognise spelling and rhyming patterns within words.
  • Begin to read simple sentences and understand them.
Writing
Children should be able to:
  • Write a range of CVC and sight words in succession with one another e.g. ‘The cat sat on the mat.’
  • Form simple sentences including likes and dislikes, simple prepositions and possessive pronouns.
  • Write in a small and neat manner that is easily read by others.
Speaking
Children should be able to:
  • Ask their teachers or classmates questions about the work or about classroom equipment.
  • Blend together a range of short and long sounds.
  • Speak clearly in a way that is easily understood by others.
  • Pronounce words correctly.
Listening
Children should be able to:
  • Listen to follow a range of instructions, including instructions of basic activities.
  • Answer more complex questions about themselves and be able to express their answers e.g. Do you have any brothers?
  • Listen to stories /movies and understand the plot and the meaning.
K1
Reading
Children should be able to:
  • Read all CVC words and sight words without difficulty.
  • Read; colours, animals, prepositions, shapes, family members, school words, home words and everyday objects.
  • Read a variety of longer sentences confidently and understand their meaning.
Writing
Children should be able to:
  • Write simple sentences that include prepositions and a range of sight words.
  • Write colours, animals, prepositions, shapes, family members, school words, home words and everyday objects.
  • Write all letters in words in the correct form that is legible to others.
Speaking
Children should be able to:
  • Ask their teachers or classmates questions about their work or about classroom equipment.
  • Have no difficulty in differentiating between harder letters and sounds such as ‘f and s’ or ‘d and th’.
Listening
Children should be able to:
  • Follow complex instructions about activities or 2/3 step instructions.
  • Answer more complex questions about themselves and be able to express their answers, e.g. Do you have any brothers?
  • Listen to stories/movies and understand the plot and the meaning.
K2
Reading
Children should be able to:
  • Read CVCC words and a range of more complex words such as ‘scissors’ with no difficulty.
  • Read short passages of writing confidently and understand their meaning.
  • Read short stories and be able to identify all the words in them.
Writing
Children should be able to:
  • Write sentences about themselves or others with adjectives.
  • Write all the letters in words in the correct form that is legible to others.
  • Write with their own style independently.
Speaking
Children should be able to:
  • Hold a conversation with a native speaker about themselves and their interests.
  • Have no difficulty in differentiating between harder letters and sounds such as ‘f and s’ or ‘d and th’.
  • Pronounce words correctly.
Listening
Children should be able to:
  • Follow complex instructions about activities or 2/3 step instructions.
  • Answer more complex questions about themselves and be able to express their answers, e.g. Do you have any brothers?
  • Listen to stories/movies and understand the plot and the meaning.
4.3 My Pals Are Here
English
  • My Pals Are Here (MPAH) comprises of 2 books per year which are labelled as A and B. So in the first semester, teachers use book A and in the second semester, teachers use book B.
  • So, if a teacher is currently using book A, the should give Test 1 after unit 3 and Test 2 after unit 5. At the end of book, A teachers should give Mid-Term Test 1, Mid-Term Test 2 and the Mid-Speaking Test.
  • When a teacher is using book B, they should give Test 3 after unit 8 and Test 4 after unit 10. At the end of book B, Final Test 1, Final Test 2 and the Final Speaking Test should be given as well. The Final Exam will cover both books A and B so the teacher needs to thoroughly revise both books.
Maths
  • Just like the English books, the Maths books also have 2 books a year, book A and book B. So in the first semester, teachers use book A and in the second semester, teachers use book B.
  • There’s a test after every unit. The tests are 30 minutes each and the teacher can decide to give the tests to their students after every unit or they can group the tests together and give them after 2 units.
4.4 English Time
  • All students’ textbooks contain a Student’s book, Workbook and Storybook.
  • Teachers should have a Teacher’s book and the Teacher’s books contain a lot of useful information so please read them.
  • English Time 1 - 4 consist of 12 units.
  • A quarter test should be given after every 3 units, so there are 4 quarter tests.
  • After unit 6, a Mid-Term Written Test and a Mid-Term Speaking Test should be given.
  • At the end of the book, a Final Written Test and a Final Speaking Test should be given as well.
  • English Time 5 – 6 consist of 10 units.
  • Quarter tests should be given after unit 3, then after unit 5, then after unit 8 and finally after unit 10.
  • After unit 5, a Mid-Term Written Test and a Mid-Term Speaking Test should be given.
  • At the end of the book, a Final Written Test and a Final Speaking Test should be given as well.

The English Time written exams contain a listening part that the teacher has to read to the students at the beginning of the exams. You will find the exams, listening parts and answer sheets at the back of the Teacher’s book. As I already said, read it!

4.5 Hotspot
  • All students’ textbooks contain a Student’s book and a Workbook.
  • Teachers should have a Teacher’s book.
  • The books contain 7 Modules and a Module Test should be given after each Module.
  • After Module 3, a Mid-Term Written Test and a Mid-Term Speaking Test should be given.
  • At the end of the book, a Final Written Test and a Final Speaking Test should be given as well.
  • The written tests contain a listening part so please ask Administrators where to find them at least a day before your exam.
4.6 English File
  • All students’ textbooks contain a Student’s book and a Workbook.
  • Teachers should have a Teacher’s book.
  • The books contain 10 units and a progress test should be given after each unit.
  • A Mid-Term Written Test and a Mid-Term Speaking Test should be given after unit 5
  • At the end of the book, a Final Written Test and a Final Speaking Test should be given as well.
  • It is worth noting that all the tests take 2 hours so they should be given in a two-day period if it is a one-hour class.
Article 5: School Procedures and Policies
Exams

Exams are given regularly to the students. The mid-term and final exam dates are set by the Teaching and Learning Support (Michelle), but the teacher has to set the dates for all the other exams/tests. Please refer to the Guide for Beginning Teachers if you are still unsure as to which units/modules you need to cover before giving your students an exam.

There is zero tolerance for cheating in exams so teachers need to make watch their students when they are taking tests. The following items are not allowed in the exam:

  • Phones.
  • Smart watches.
  • Pencil cases.
  • Paper (except the one provided by the teacher).
  • Rulers with words on them.

If a student is caught cheating in the exam, the teacher should immediately take that student’s paper and send them to the Disciplinary Officer. The teacher will need to fill the disciplinary book with details as to what transpired in the exam and the Disciplinary Officer will call the parents of the student. If you cannot find the Disciplinary Officer, you can take the student to anyone in the management team.

If a student is absent on the day of the exam without notifying the school, they will have a 25% deduction from that paper. There are no exceptions except for students that have real emergencies. And lastly, obviously the teacher cannot give their students answers before or during an exam. Doing so will get the teacher and the student into some serious trouble.

First Aid

If a student is sick or injured on school grounds, the teacher should immediately take them to the reception. The receptionist will call the school’s First Aid Officers and the student’s parents/guardians to notify them of the situation and to ask them as to whether or not they would like to take their child home. Teachers are not allowed to administer any sort of medication to the students.

Misbehaving Students

Every teacher will at some point come across some naughty students. If a student misbehaves, the teacher should try to find out what is causing this behaviour. Perhaps the child has a learning disability or has problems at home and requires the teacher to adjust their teaching methods in order to help out that child.

Teachers should find ways to keep the discipline in class without using harsh methods such as swearing and hitting the students. Try to understand and cater to your students as unique individuals with unique needs. However, if a teacher encounters a disciplinary problem that they cannot solve, they should take the trouble making student to the Disciplinary Officer.

The Disciplinary Officer will check the student’s records. If it is the first time, the student will get a warning and if it is the second time, the Disciplinary Officer will call the student’s parents. However, if the situation is extreme the student’s parents will be called even if it is the first time.

Teachers need to remember that a little patience goes a long way.

Late Comers

Tardiness is to be avoided by both the teacher and the students. Teachers should try to be in class at least 5 minutes before the lesson starts and students should be in class when the lesson starts. If a student is late for more than 15 minutes, the teacher should take them to the Attendance Officer. If it is the first time, they will get a written warning and if it is the second time, their parents will be called.

Absenteeism

Teachers

If a teacher wants to take some time off work, they need to inform the school’s management at least 2 weeks prior to the days that they are requesting. For emergencies, such as sickness, funerals or family emergencies, the teacher has to call the administrator and inform them so that a substitute teacher can be found for their class.

Students

The Attendance Officer will get the register from the teacher 10 minutes into the lesson and will call the parents of the students that are absent. So teachers can find out information about their absent students from the Attendance Officer.

Any concerns about students that are constantly absent should be discussed with the school’s management team.