Vision

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.

Mission

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.

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 curricula 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.

Commitments

• 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.

Beliefs

• 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.

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 staff employment, 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.

COMMITMENT

• 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 governing body’s work 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.

RELATIONSHIPS

• 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.

CONFIDENTIALITY

• Governors must observe complete confidentiality when asked to do so by the governing body, especially concerning individual staff, students, or parents.
• Although decisions reached 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 discussing potentially contentious issues arises outside the governing body.

CONDUCT

• 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 school visits should be undertaken within a framework that has been established and agreed upon 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 to see governors’ policies in action and understand how the school works.
• Common principles worth observing during 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 teacher’s monitoring role since teachers are responsible for the day-to-day follow-up and curriculum implementation.
• If governors are concerned about what they have seen, this should be discussed with the academic/respective staff.

GENERAL

Governors are responsible 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’s 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 directly.
• The governing body provides appropriate orientation and on-going training for its members to understand and perform their duties and understand policies and their implications.
• The governing body fulfills essential governance duties and provides continuity for the school in the event of a sudden change in administration.
• Indecision-making, governing body members always put the whole school’s interests, 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 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 school’s day-to-day operations. The school Principal effectively delegates responsibility through a leadership structure designed to fulfill its 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 contemplating entering into a transaction or arrangement that might benefit the private interest of an officer or Principal of SIS might result in a possible excess benefit transaction.

ARTICLE II: DEFINITIONS

INTERESTED PERSON

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.

FINANCIAL INTEREST

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 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 allowed to disclose all material facts to the directors and committee members with delegated powers from the school board who are considering the proposed transaction arrangement.

DETERMINING WHETHER A CONFLICT OF INTEREST EXISTS

After disclosing 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. In contrast, 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. Still, 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 decide whether to enter into the transaction or arrangement.

SOCIAL MEDIA POLICY

The School has established the following guidelines for employee use of social media, both on and off duty:

• If an employee publishes any personal information about another School employee or the School in any public medium (print, broadcast, digital, or online) that:

-Has the potential effect of involving the employee, their coworkers, students, or the School in any dispute or conflict with other employees or third parties;

-Interferes with the work of any employee or student;

-Creates a harassing, demeaning, or hostile working or learning environment;

-Disrupts the smooth and orderly flow of work within the office or the educational process of the school;

-Harms the school’s goodwill and reputation among its students or in the community at large;

-Tends to place in doubt the reliability, trustworthiness, or sound judgment of the person who is the subject of the information.

The employee(s) responsible for such problems will be subject to disciplinary action, up to and potentially including termination of employment, depending upon the severity and/or repeat nature of the offense.

• No School employee may use School equipment or facilities to support further non-work-related activities or relationships without the School Management’s express advance permission.
• Employees who conduct themselves in such a way that their actions toward and relationships with each other interfere with or damage work relationships, disrupt the flow of work or the School’s mission, or cause unfavorable publicity in the community should be concerned that their conduct may be inconsistent with one or more of the above guidelines.
• Use of social media that involves any criminal activity or harms others’ rights may result in criminal prosecution or civil liability to those harmed, or both.
• Employees may not use the School’s computers, network, or other equipment to set up or update a social network page(s).
• Employees shall not use or display the School’s logo or other material copyrighted by the School without express written consent.
• The employee shall:

-Maintain the confidentiality of student records,

– Maintain the confidentiality of School records, including staff evaluations and private email addresses

• Sharing or posting of SIS students’ photos and videos by teachers on their personal social media accounts is strictly unacceptable. In such cases, school consent is required.

-For the protection of your professional reputation, the School recommends the following practices: “Friends” and “Friending.”

-Do not accept students as friends on personal social networking sites. Decline any student-initiated friend requests.

-Friend requests from former students who no longer attend the School or who have reached 18 may be accepted.

-Do not initiate online friendships with students.

-“Unfriend” any current students’ profiles on your social networking.

We are delighted to announce that Salahaldin International School – Alexandria has been accredited for five years in January 2020.

Accreditation is a quality assurance process and an international protocol for institutions committed to systemic, systematic, and sustainable improvement. It increases and sustains student learning capacity and stimulates and improves effectiveness and efficiency throughout the school.

This is a verification that our school has complied with AdvancED (Cognia) quality standards. AdvancED (Cognia) 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 Pre K-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.”

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!

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 (SEL).

• SEL is a new program for St. 1 to  8 specifically designed to develop social-emotional skills and knowledge for students that contribute to their ability to successfully navigate daily activities and compensate for their invisible needs or disabilities.

• SEL 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; the progress and the survey results are regularly shared with the parents so parents can follow up with their kids.

• Each day the students have 15 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.

• Each student has a GOOD POINT account which he/she acquires points on when doing any good behavior, such as caring, sharing, responsibility, etc…These points are calculated and awarded based on their number by presents and awards.

• Each class has a Classroom Advisory Teacher (Homeroom Teacher) who is responsible for counseling the students and solving their problems through one-on-one meetings and “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.
• Classroom Advisory Teachers are also bonding with their students through various activities such as weekend and after-school fun activities, which allows the students to better know their teachers and their colleagues

Parent Advisory Council (PAC)

Parent Advisory Council (PAC) is a voluntary body for fostering parental and educational staff involvement in actions and activities relating to school improvement and all students’ progress and welfare.

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 related to student learning, school culture, and climate.

Teachers:

Provide professional expertise in teaching, learning, and child development. They bring critically important insights into how 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 how their children experience curricula, practices, and procedures at school. The hopes and aspirations they hold for their children are critically important as they define their strategies to achieve their goals. Many parents also bring professional expertise and/or experience that benefit the students and support the staff and principal to achieve school goals.

Community Members:

Encourage links between the school, parents, students, and the wider community.

PAC Goals:

• 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 SIS students’ care.
• 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 attitudes. It is a culture of open communication, constructive criticism, giving and receiving feedback to build a growth mindset that leads to continuous improvement.

PAC President:

• Dr. Ali Gomaa

PAC Members:

• School Principal
• 1 School Consultant
• 3 Community Members
• 5 elected parents are as follows;

• Ayman Mahmoud Elenbabi ( [email protected] )
• Amira Mokhtar ([email protected] )
• Islam Abd-elhamid Koraitum ([email protected] )
• Mohamed Asal ([email protected] )
• Sherine Essam Shaaban ([email protected] )

• 3 elected teachers are as follows;
  • Mahmoud Ahmed Khalifa ([email protected] )
  • Rana Elsayed El-Araby ([email protected] )
  • Sara Fekri Ali ([email protected] )

How will the PAC members represent the parents’ and teachers’ opinions, so how will they communicate with them?

• Communication should be done confidentially, so parents and teachers can share concerns and suggested agendas via the PAC members’ official emails.
• Surveys can be sent to take the parents’ and teachers’ opinions, so a decision based on the majority’s opinion 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 concerning the school hierarchy.

Where is the school location?

Alexandria campus is located in the Abis 4 Road, Alexandria Ring Road, Alexandria .

What is the school’s curriculum?

Education at Salahaldin International School (SIS) is based on the IGCSE curriculum from Foundation Stage through Stage 12.

What is the language of instruction?

English is the language of instruction. German and French are also offered as a second language.

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.

What extracurricular activities are offered?

SIS offers a wide range of extra-curricular activities including tennis, football, basketball, volleyball, art, drama, and music.

What is the length of the school year?

The school year begins in early September and ends in mid-June.

How do I enroll my children?

E-Mail [email protected]/01000339164 or fill the online admission form on this link

How many students are in each class?

The school maintains a low student to teacher ratio. (Not more than 20 students.)

How long is the school day?

The school day begins at 7:30 am and ends at 2:40 pm.

Is there a school uniform or dress code?

SIS has a school uniform and dress code.

Is there a bus service for students?

SIS provides a bus service to and from school.

What makes SIS different from other international schools?

• Apple iPad in education from Grade-3 to Grade-11
• 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