- Frequently Asked Questions
- Administrative Staff
- Organization Chart
- Parent Advisory Council
Salahaldin International School opened its doors to students in September of 2009.
One of our under-girding beliefs is that diversity is strength and students are taught understanding, tolerance, and respect of all people.
The vast majority of students, about 75%, are Egyptian nationals. The rest of the student body is from 26 different nationalities. Students of all nationalities mingle with their new community and are mainstreamed for basic instruction. Additionally, the EFL program for English and after-school course for Arabic language offer instruction for the improvement of those students who have little or no exposure to these languages previously.
In the present academic school year 2018 - 2019, it serves around 1265 students encompassing a student body from Kindergarten through Grade 12. School's first graduating class was graduated at the end of the school year 2012 -2013. Around a 45 students have graduated from SIS in past academic years. There are 55 students in the senior class of 2019.
The school entity is divided into five school departments:
Kindergarten (~151 students)
Primary School (~199 students)
Lower Elementary School (~188 students)
Upper Elementary School (~204 students)
Middle School (~207 students)
Junior High School (~177 students)
Senior High School (~139 students)
Each department has its own Assistant Principal, serving as part of the greater school entity under the supervision of the school principal.
There is around 141 teaching staff. The teaching staff members are mainly Egyptians. The others are from different backgrounds and nationalities, including British, Turkish, Albanian, American, Serbian, Palestinian, and Kyrgyz. They bring with them a wide range of styles and experiences. It is one of the school's challenges to build strong working bonds amongst such diverse people. Communication between Arabic speaking staff and English speaking staff at times presents a challenge, but not a barrier. Teachers work closely together in grade level teams, subject departments, and school sections to plan, deliver, and improve instruction.
SIS campus facilities are aimed at giving its students the most well-rounded education and exposure possible with academic and sports facilities for all. All classes within the school buildings are equipped with High Configuration Interactive Flate Pannels as the school aims to promote interactive learning. SIS has four science labs which are well equipped and adhere to high safety standards. SIS has four computer labs including iMac lab with 24 of the latest computers' generations in each. Four art rooms, three music rooms, one music studio, a drama room, a 3-D cinema, two conference halls and an auditorium with 600 seats are available to support our visual and performing arts program.
School Year and School Day Schedule
The academic school year consists of 183 instructional school days. The regular school day runs from 7:30 to 2:40 from Sunday to Wednesday. Dismissal time for students is at 1:40 p.m. on Thursdays. Report cards are issued three times a year at the end of each trimester and parents are invited to discuss their child's progress during parent/teacher conference which is held once every trimester.
Teacher workdays are scheduled at times throughout the year as well as a general two-week orientation/in-service at the beginning of the academic year. Every Thursday from 1:40 pm to 4:00 p.m. is set aside for professional development workshops, staff meetings, and committee meetings.
Each school section maintains a master schedule of classes.
The Kindergarten department maintains a schedule of 34 lessons per week, each session being 40 minutes. The Primary, Lower and Upper Elementary departments maintain a schedule of 34 lessons per week, each session being 40 minutes in duration, and the Middle/High School department maintains a schedule of 29 lessons per week, each session being 55 minutes.
Salahaldin International School offers students American and International educational traditions, as well as the benefits of access to the rich culture and heritage of Egypt.
SIS offers a mix of curricular and co-curricular activities, with a wide variety of programs that meet the needs and interest of its students.
The school has collaboratively developed and continues to implement a curriculum based on clear, measurable learning goals. The curriculum is aligned to the Common Core standards and benchmarks. Curriculum guides contain learning objectives that are aligned to the standards and teachers use them to plan their daily instruction in the classroom.
Salahaldin International School offers a rigorous, well-balanced course of study. Educational materials used are selected for their viability in the American curriculum and adaptability to the Egyptian environment. Instructional materials are compiled from a wide variety of sources, including Harcourt School Publishers and are aligned to curriculum standards used throughout all the school departments.
The school believes the Language Arts/Literacy program to be the base for all learning. The importance of reading fluently, writing expressively, listening effectively, and speaking masterfully cannot be overstated. Students are given many opportunities to practice through various online and offline educational resources. As for the online resources, the school assigns reading assignments regularly for all the students from G1-G12 using Accelerated Reader AR, and MyOn with personalized manners according to each student’s Lexile level specified by the MAP Growth test, to improve students’ reading level. For the offline resources, SIS encourages the students to read as much as possible and provides a rich Library with over than 6000 books available for all the students.SIS education system guarantees simplicity and time efficient education process by using different online educational tools such as IXL, Think Central, and Holt Mcdougal as everything is done momentarily, teacher assign the HW, the students and the parents are notified, the assignments graded instantly and the teacher is notified by the student’s HW completion with the grades.
In 2017 SIS was one of the first schools in Egypt to take the Apple License officially and fully implement Apple Classroom program for all students from grade 3 to grade 12.
In order to prepare students to responsibly participate in and contribute to contemporary society as informed, aware, active, and caring citizens, they must be proficient in the use of the native language of the country. Thus Arabic is given priority among the subjects and the school complies fully with all Ministry of Education rules, regulations, and instructional protocols.
SIS is proud to be a leader in the area in its offering of World Languages. Students are given a choice of French and German from grade 4 through grade 12.The school offers free remedial classes for the students who may need more tutoring depending on their academic performance after school once a week for all subjects.
SIS provides one of the most powerful college guidance systems, the Naviance. Naviance provides school counselors and administrators with easy-to-use communication tools to increase student engagement, and connect with families. Naviance is a cooperative platform where students, teachers, and colleges can collaborate around college applications. It features the eDocs feature, as well as the college list-building and research tool. Students complete some surveys after which the program guide them toward the most suitable college according to their preferences.
SIS holds the belief that Students learn best through natural, meaningful, integrated experiences that are relevant to their lives. The classroom is child-centered and active. Teachers respect students' prior knowledge and build upon their competence. The teachers recognize the importance of trial and error, risk-taking without fear of failure, and the need for time to grow. The teacher facilitates learning by modeling and engaging students in a wide range of activities.
Students are expected to take an active role in their learning and are encouraged to experiment and think for themselves. Students are encouraged to use a wide range of materials and resources, working individually and in small groups. Individual growth is the goal and teachers accept pupil differences. Laboratory experimentation in Science, hands-on manipulation of math learning resources, application of Language Arts skills in activities such as letter writing, conversational practice, oral presentations, and reading for information and entertainment, are a few of the ways students learn by doing.
Teachers give students the opportunity to explore the application of higher order thinking skills through many classroom strategies such as class discussions and debates, problem-solving activities, research and project work, student presentations, and encouragement in taking leadership roles.
Teachers have access to instructional technology and integrate it into their lesson planning and classroom instruction on a regular basis. Students are given instruction and practice in the use of technology in the weekly Computer/Technology course of study.
The school maintains effective programs of study in Mathematics, Science, the Arts - music and art, Physical Education, and Computer/Technology in technology-ready classrooms, well-equipped science labs, music and art rooms, weight room, computer labs, department libraries, multi-media room, auditorium, and outdoor sports courts.
Starting the academic year of 2017-2018, SIS began implementing an iPad education program for Grade Levels 3-12, with more than 150 educational applications.
SIS Character Building
SIS takes great care for the students' character building needed to become responsible individuals. Our school is implementing the "Social Emotional Program (EVO). EVO is a new program for G1 to G6 specifically designed to develop social-emotional skills and knowledge for students that contributes to their ability to successfully navigate daily activities and compensate for their invisible needs or disabilities. EVO Includes applications that help learners develop social-emotional skills such as communicating and interacting with others, problem solving, self-regulation and setting and achieving goals. Each class teacher is responsible for implementing this program in his/her classroom with the help of the rest of the subject teachers; recording all the progress and the results on the student's Jupiter so parents can follow up with their kids. Each day the students have 30 minutes of homeroom time with their homeroom teacher talking and discussing a character building trait which they work on the rest of the day and implement throughout the whole week. These traits, values, as well as valuable psychological information, are sent to the parents each week to benefit from them and follow up with their kids.
Students also receive special recognition at the school through a variety of awards and programs. These awards are intended to promote and recognize academic skills, perfect attendance, and good citizenship. Teachers and parents are expected to promote these awards as an encouragement, special contributions and incentive towards special effort and achievement by the student.
Each student has a GOOD POINTS smart card which he/she acquire points on when doing any good behavior, such as caring, sharing, responsibility, etc……These points are calculated and awarded by presents and awards according to their number.
Character Building programs for KG is one of the greatest programs in SIS. One trait is characterizing each week and a character-building theme that students learn, practice, and perform different activities based on it. This theme is sent as well to the parents each week with valuable videos to follow up with kids.
Each class has a Classroom Advocate teacher who is responsible for counseling the students and solving their problems through "Home visits" which is one of the main things that distinguish SIS from other schools. Home visits promote proactive interactions through which teachers provide factual support while recognizing families’ strengths. They can be a valuable tool for increasing parents’ involvement in their kids’ education. They are not a replacement for the parent-teacher conferences but are a process through which teachers demonstrate their support for students’ families by visiting the home.
Classroom Advocate teachers are also bonding with their students through various activities such as weekend and after-school fun activities, which gives the students the opportunity to better know their teachers and their colleagues.
SIS Extra-Curricular Activities
In SIS we believe that learning is not the product of teaching, learning is the product of the activity of learners.
Subject Weeks:where each subject has a certain week assigned for different activities related to the subject and with a certain theme for all grade levels. Activities may include, drama, songs, art, speech, knowledge competitions, movie making, poster designs, TED Talks, etc……
Career week:In Kindergarten department children gets the opportunity to explore different careers. The students come to school wearing a job-related attire of their choice. Parents are also invited throughout the week to present their careers to their child’s class. Parents are encouraged to bring with them different tools and use different strategies to make the presentation interesting and age-appropriate.
Spirit Week:During this week it is our mission to model creativity, encourage fun, give students time to research their outfits, loosen up, and have some fun. Grades 1,2 were motivated to express their creativity through various themes like pajama day, career day, mix and match, favorite character or book, and crazy hat day.
After-School Clubs:Each year students get the chance to join different after-school clubs like music, art, scouts, sports, science, cooking, drama, coding and programming, Makers and STEM robotics clubs.
SIS Talk:Various speaking activities such as 'SIS TALK' can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them. Our speakers can be from G3 to G12 to give speeches on various topics from their choice.
Our motto is "Committed to Excellence in Education."
In a world of technological and moral turbulence, it is a challenge to keep abreast with the changes. It is our vision at Salahaldin International School (SIS) to guide and support students, not only to cope with these changes, but to embrace them.
Our focus at SIS is our students. We endeavor to provide a balanced education that encompasses 'academic excellence' on the one hand, and 'moral and ethical values' on the other, thus our students acquire the tools and ethos necessary to soar through this challenging life with the benefit of both wings.
Our balanced system of pedagogy is implemented by our caring, competent staff who, not only are dedicated to our students' academic excellence, but also present themselves as role models to the children.
Education is not only in the curriculum, as changes and developments in curricular alone do not guarantee social, emotional or academic growth. It is the interaction between children and their peers, and the relationship between the parents and the teachers that fosters salutary growth and salubrious development in the child, which is the basis of a beneficial education. At SIS, such relationships are nurturing, supporting and caring.
The establishment of close relationships with parents is of the utmost value to our school culture and it plays an important role in the successful education of our students. It is through the active support of parents that our children feel encouraged to achieve their best at home and at school.
A generation who will combine modern science, universal ethics, and disciplined work needed to contribute wisdom, compassion, and leadership to a global society, while being dedicated to traditional values.
Our mission is to equip students with the skills essential to achieve academic excellence and instill in them the moral values needed to become responsible individuals through the guidance of devoted role model educators.
- to provide a diverse and challenging curriculum that will meet the needs, interests and abilities of the students.
- to build and improve students' confidence and appreciation of their self-identity.
- to enhance and expand upon the students' personal and academic achievements.
- to develop the individual students' sense of discipline, moral values and social responsibilities.
- to educate students to be proud of their past and to embrace and look forward to their future.
- to ensure close ties between the school, parents and the community.
- to instill in students the value and beauty of diversity and to care about all other citizens of the world, regardless of race, color, gender or personal creed, and to celebrate and respect these differences.
- to provide a safe, clean, healthy and caring educational environment that facilitates, optimizes and maximizes the learning process.
- to provide high quality educational opportunities and student-centered learning.
- We believe SIS is a place where all students can learn.
- We have an obligation to teach every learner and expect all students to learn.
- We believe in fostering a nurturing environment in which each child feels special and grows in self-esteem.
- We believe that true education is a balance of academic success and moral values.
- At SIS, strong parental participation is encouraged. We value close ties among children, staff, parents, and the community as a whole.
- At SIS, we also believe that learning is an unending, lifelong process, whether formal or informal.
- At SIS, we believe diversity is a strength, and students are expected to understand, tolerate and respect all differences.
- At SIS the educational philosophy is based on love, trust and an interest in the welfare of our children.
What makes SIS the best choice?
- iPad education from Grade 3 to 11
- Air-conditioned, multi-media equipped, healthy classrooms
- Data projector sand smart boards in each room and class
- Fully equipped multimedia and presentation rooms
- Modern science and computer labs
- iMac Computer lab
- 3D Cinemas
- Comprehensive and broad K-12 American curriculum
- The latest innovative teaching methods
- A wide range of national and international competitions
- Many Assessments and exams administered on iPads in a modern way
- Experienced, qualified, and caring foreign and Egyptian instructors
- Safe, outdoor playground/recreational facilities
- Cafeterias serving healthy, nutritious meals
- Busing/transport services
- A gymnasium
- Canteens and recreational areas
- The observation and application of moral and ethical values
- A comprehensive library
- On site medical care and services administered by licensed, qualified staff
- A student friendly, student-centered, relaxed and caring atmosphere
- Wide range of extra-curricular activities and after school clubs
- An auditorium
- Basketball, tennis and volleyball courts
- Advanced computer and internet facilities
- Music and art room
- Gifted students studies
- Activity and project based learning
- A safe, secure school equipped with a video surveillance system
GOVERNING BODY POLICIES ON ROLES AND RESPONSIBILITIES
- The main aim of the school is to raise the educational achievement of all its pupils.
- The governing body will contribute most effectively to this aim by focusing on its three roles.
- To provide a strategic view of where the school is heading
- To act as a critical friend by providing support and advice to the school.
- To hold the school to account for the educational standards it achieves and the quality of the education it provides.
- The central concern of governors is the welfare of the school as a whole.
- Governors have a general duty to act fairly and without prejudice at all times.
- The Governing body shares responsibility for the employment of staff, yet governors should fulfill all reasonable expectations of a good employer.
- Governors should encourage open government and should be seen to do so.
- Governors do not act alone but as members of a corporate team. Individual governors have power only when it is delegated specifically to them by the whole governing body.
- Being a governor involves significant amounts of time and energy. Careful regard should be paid to this when agreeing to serve or to continue to serve on the governing body of a school.
- All governors should involve themselves actively in the work of the governing body and accept a fair share of the responsibilities, including service on committees.
- Regular attendance at meetings of both the full governing body and committees is essential.
- Governors should know the school well and take opportunities to visit it and become involved in school activities.
- Governors should strive to operate as a team in which constructive working relationships are actively promoted.
- Governors should develop effective working relationships with the teachers, staff, parents, the Local Authority and other relevant agencies and the local community.
- Governors must observe complete confidentiality when asked to do so by the governing body, especially in relation to matters concerning individual staff, students or parents.
- Although decisions reached at governors' meetings are normally recorded through the minutes, the discussions on which decisions are based should be regarded as confidential.
- Governors should exercise the highest degree of prudence when discussion of potentially contentious issues arises outside the governing body.
- Governors should express their views openly within meetings but accept collective responsibility for all decisions.
- Governors should only speak or act on behalf of the governing body when they have been specifically asked to do so.
- All visits to school should be undertaken within a framework which has been established and agreed by the governing body.
- In responding to criticism or complaints relating to the school, governors should refer to the school's correct procedure.
- Governors have a responsibility to maintain and develop the ethos and reputation of the school. Their actions within the school community should reflect this.
Visiting the School
- Governors need to have the opportunity to arrange visits/tours to the school in order to see governors' policies in action and to understand how the school works.
- Common principles worth observing during for governing body tours.
- Ensuring that the tours will not disrupt students' learning.
- Governors should understand that their visits do not replace professional inspections or the monitoring role of the teacher since teachers are responsible for the day to day follow up and the implementation of the curriculum.
- If governors are concerned about any aspects of what they have seen this should be discussed with the academic/respective staff in charge.
Governors have a responsibility for determining, monitoring and keeping under review, the policies, plans and procedures within which the school operates.
GOVERNING BODY CODE OF ETHICS
- The governing body provides the school with sound direction and effective support in the current and long-term.
- The governing body shapes and upholds the mission, articulates a compelling vision and ensures that its decisions support and further the mission.
- The governing body promotes strong ethical values and compliance through appropriate and effective oversight.
- The governing body effectively measures the school success in putting its mission and objectives into practice, and it promotes corrective action if results show this is needed.
- The governing body allows sufficient time for the most important school concerns and issues and continuously engages in strategic thinking about the school direction.
- The governing body provides appropriate orientation and on-going training for its members in the understanding and performance of their duties and understanding policies and their implications.
- The governing body fulfills essential governance duties and provide continuity for the school in the event of a sudden change in administration.
- In decision making, governing body members always put interests of the whole school avoiding favoritism towards any individual or group.
- The governing body ensures that school constituents have access to accurate information about decisions and matters which impact them.
- The governing body formulates written policies and practices which are applied to bring consistency and clarity to school operations.
- The governing body ensures that educational and financial plans are in place for the short and long-term for school viability and the fulfillment of education and other school obligations.
- The governing body maintains a cooperative and effective working relationship between the governing body and the school leaders to establish and sustain a positive climate for teaching, learning, and student well-being.
- The governing body ensures that the school Principal is addressing all issues about the day-to-day operations of the school. The school Principal effectively delegates responsibility through a leadership structure that is designed to fulfill the school's mission and objectives.
CONFLICT OF INTEREST POLICY
Article I: Purpose
The purpose of the conflict of interest policy is to protect Salahaldin International School's (SIS) interest when it is contemplating entering into a transaction or arrangement that might benefit the private interest of an officer or Principal of SIS or might result in a possible excess benefit transaction.
Article II: Definitions
Any director, principal officer, or member of a committee with governing board delegated powers, who has a direct or indirect financial interest, as defined below, is an interested person.
A person has a financial interest if the person has, directly or indirectly through business, investment, or family.
- An ownership or investment interest in any entity with which SIS has a transaction or arrangement.
- A compensation arrangement with SIS or with any entity or individual with which SIS has a transaction or arrangement.
- A potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which SIS is negotiating a transaction or arrangement
Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial. A financial interest is not necessarily a conflict of interest. As stated under article III section 2: a person who has a financial interest may have a conflict of interest only if the appropriate governing board or committee decides that a conflict of interest exists.
Article III: Procedures
Duty to Disclose
In connection with any actual or possible conflict of interest, an interested person must disclose the existence of the financial interest and be given the opportunity to disclose all material facts to the directors and members of committees with school board delegated powers considering the proposed transaction or arrangement.
Determining Whether a Conflict of Interest Exists
After disclosure of the financial interest and all material facts, and after any discussion with the interested person, he/she shall leave the governing board or committee meeting while the determination of a conflict of interest is discussed and voted upon. The remaining board or committee members shall decide if a conflict of interest exists.
Procedures for Addressing the Conflict of Interest
- An interested person may make a presentation at the governing board or committee meeting, but after the presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest.
- The chairperson of the governing board or committee shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement.
- After exercising due diligence, the governing board or committee shall determine SIS can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest.
- If a more advantageous transaction or arrangement is not reasonably possible under the circumstances not producing a conflict of interest, the governing board or committee shall determine by a majority vote of the disinterested directors whether the transaction or arrangement is in SIS's best interest, for its benefit and whether it is fair and reasonable. In conformity with the above determination, it shall make its decision as to whether to enter into the transaction or arrangement.
We are delighted to announce that Salahaldin International School has been reaccredited for another five years in April 2016.
Accreditation is a quality assurance process and an international protocol for institutions committed to systemic, systematic and sustainable improvement, it builds the capacity of the school to increase and sustain student learning and it stimulates and improves effectiveness and efficiency throughout the school.
This is a verification that our school has complied with AdvancED quality standards. AdvancED is the global leader in providing continuous improvement and accreditation services to over 32,000 institutions serving 20 million students worldwide. The organization has the largest community of education professionals in the world, and it conducts rigorous, on-site external reviews of PreK-12 schools and school systems to ensure that all learners realize their full potential. The organization’s commitment is to help schools improve.
Our school was evaluated based on domains of “Teaching and Learning Impact,” “Leadership Capacity” and ‘Resource Utilization.” We are proud that SIS has scored an IEQ “Index of Education Quality” that is significantly higher than the worldwide average.
SIS governing body, leadership team and faculty value and appreciate the support and cooperation of our parents and commit to taking the responsibility to continue working hard to sustain this performance and improve it further.
Congratulations to SIS students, parents, and staff!
1. Where is the school location?
The campus is located in the 5th compound (Tagamoa El Khames) New Cairo.
2. What is the school’s curriculum?
Education at Salahaldin International School (SIS) is based on the American curriculum from Pre- K through Grade 12.
3. What is the language of instruction?
English is the language of instruction. German and French are also offered.
4. Who is operating the school?
SIS is an educational institution belongs to Ufuk Group, a company located in Cairo.
5. Where is the staff from?
The teaching staff is composed of qualified and experienced foreign and Egyptian teachers. All teachers possess certification in their field of instruction in addition to their university degrees.
6. What extracurricular activities are offered?
SIS offers a wide range of extra-curricular activities including tennis, football, basketball, volleyball, art, drama, and music.
7. What is the length of the school year?
The school year begins in early September and ends in mid-June.
8. How do I enroll my children?
9. How many students are in each class?
The school maintains a low student to teacher ratio. (Not more than 26 students.)
10. How long is the school day?
The school day begins at 7:30 am and ends at 2:40pm.
11. Is there a school uniform or dress code?
SIS has a school uniform and dress code.
12. Is there a bus service for students?
SIS provides a bus service to and from school.
13. What makes SIS different from other international schools?
- Apple iPad in education from Grade-3 to Grade-12
- Modern education with values teaching
- Safe school with video surveillance systems
- Clean and hygienic buildings and premises
- Caring, and family atmosphere school environment
- Project and activity based learning
- Maximum use of technology in education
|Mr. Ahmet Yilmaz||Principalfirstname.lastname@example.org|
|Mr. Mustafa Atas||Vice Principal - Academicemail@example.com|
|Mr. Ersin Gokcek||Vice Principal - Guidancefirstname.lastname@example.org|
|Mr. Husein Yavuz||Vice Principal - Administrativeemail@example.com|
|Mrs. Rima Tawakul||KG Assistant Principalfirstname.lastname@example.org|
|Mrs. Elvira Nazarova||Primary School Assistant Principalemail@example.com|
|Mr. Erhan Tugen||Lower Elementary Assistant Principalfirstname.lastname@example.org|
|Mr. Armagan Yahsi||Upper Elementary Assistant Principalemail@example.com|
|Mr. Eren Camci||Middle School Assistant Principalfirstname.lastname@example.org|
|Mr. Bilal Alci||Junior School Assistant Principalemail@example.com|
|Mr. Omer Yildirim||Senior School Assistant Principalfirstname.lastname@example.org|
|Mrs. Leyla Yurt||Accountantemail@example.com|
|Mrs. Riham Samy||Admissionfirstname.lastname@example.org|
|Mrs. Asmaa Badr||Student Affairs & Registraremail@example.com|
Parent Advisory Council (PAC) 2017-2018
Parent Advisory Council (PAC) is a voluntary body for fostering parental and educational staff involvement in actions and activities relating to school improvement and the progress and welfare of all students.
Instructional Leaders: They provide expertise and experience in education. They are fully versed in the school’s mission, board goals, curricula and best practices developed and endorsed by the school. In their leadership capacity at the school, they are responsible for ensuring that the school achieves its goals and meets the standards, especially as they relate to student learning, school culture, and climate.
Teachers: Provide professional expertise in teaching, learning and child development. They bring critically important insights into the ways curricula, practices, procedures, and interpersonal dynamics come together in the classrooms and broader school community to impact student learning and experiences.
Parents: Provide critical insights into the ways in which their children experience the curricula, practices, and procedures at school. The hopes and aspirations they hold for their children are critically important as the school defines its strategies to achieve its goals. Many parents also bring professional expertise and/or experience that benefit the students and support the staff and principal as they work to achieve school goals.
Community Members: Encourage links between the school, parents, students, and the wider community.
- Encouraging parental involvement in their children’s education.
- Assisting parents in developing the skills they need to raise and protect their children.
- Involving stakeholders to increase school effectiveness.
- Creating a climate that is open, helpful and friendly.
- Help families to establish home environments that support learning.
- Providing ideas and programs for parents on how to help their children succeed in school.
- Designing more effective forms of communication.
- Developing volunteering opportunities.
- Collaborating with community and businesses to offer enriching educational and social experiences to students.
- Working in partnership between parents, teachers and SIS management in an atmosphere of mutual respect to support the educational process and support the care of SIS students.
- Identifying student needs and problems and cooperating to help meet those needs.
- Fostering student good behavior.
- Increasing the awareness of students regarding the care of the building and the maintenance of its contents.
- Increasing the awareness of students in the care of public utilities in the environment surrounding the school and preserving it.
- Contributing proactively to school events and extracurricular activities.
- Encouraging and planning charitable activities.
- Educating students about the importance of protecting the environment from pollution.
- Encouraging students to maintain good health habits and live a healthy lifestyle.
- PAC is not a platform for complaining and negative attitude. It is a culture of open communication, constructive criticism, giving and receiving feedback to build a growth mindset that leads to continuous improvement.
- School Principal
- 1 Secretary
- 1 School Finance Officer
- 5 Elected parents are as follows;
- 3 Elected teachers are as follows;
- Hisham Elmeniawy (firstname.lastname@example.org)
- Sally Abdelhady (email@example.com)
- Shaimaa Hindly (firstname.lastname@example.org)
How the PAC members will represent the opinion of the parents and teachers, so how are they going to communicate with them?
- Communication should be done confidentially, so parents and teachers can share concerns and suggested agendas via the official e-mails of the PAC members.
- Surveys can be sent to take the opinion of the parents and teachers, so a decision based on the opinion of the majority will be taken.
- Social media is not preferred to be used for communication because it sometimes creates more problems.
- PAC is to discuss school wide concerns. Personal issues and individual complaints are to be handled departmentally according to school policies with respect to school hierarchy.