Salahaldin International School opened its doors to students in September of 2009.
One of our under-girding beliefs is that diversity is a strength and students are taught understanding, tolerance, and respect for all people.
The vast majority of students are Egyptian nationals. The rest of the student body is from 26 different nationalities.
SIS serves around 1400 students encompassing a student body from kindergarten to grade 12.
School’s first graduating class was graduated at the end of the school year 2012 -2013.
The school entity is divided into seven school departments:
Kindergarten, Primary School (Grade 1-2), Lower Elementary School (Grade 3-4), Upper Elementary School (Grade 5-6), Middle School (Grade 7-8), Junior High School (Grade 9-10) Senior High School (Grade 11-12).
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 160 teaching staff. The teaching staff members are mainly Egyptians. The others are from different backgrounds and nationalities. They bring with them a wide range of styles and experiences. 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 Flat Panels (Interactive Smart Boards) as the school aims to promote interactive learning.
SIS has four science labs that are well equipped and adhere to high safety standards.
SIS has four computer labs, including an iMac lab with 24 of the latest computers generations in each.
Four art rooms, three music rooms, one music studio, a drama room, a 3D 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 am to 2:40 pm from Sunday to Wednesday.
Dismissal time for students is at 1:40 pm on Thursdays.
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. Every Wednesday from 3:00 pm to 4:00 pm is arranged for remedial sessions in the whole school.
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.
The Kindergarten and Elementary School departments maintain a schedule of 34 lessons per week, each session being 40 minutes in duration, and the Middle and High School departments maintain 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 interests 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 (HMH), 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 Grade 1 to 12 using, 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 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, the teacher assigns 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 the Apple Classroom program for all students from grades 3 to 12. Starting from the academic year of 2017-2018, SIS began implementing an iPad education program with more than 150 educational applications.
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 grades 4 to 12.
SIS provides one of the most powerful college guidance systems, Bridge U. Bridge U provides school counselors and administrators with easy-to-use communication tools to increase student engagement and connect with families. Bridge U 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 guides 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.
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 allow students 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.
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.
A generation that 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, keeping abreast of the changes is a challenge. Our vision at Salahaldin International School (SIS) is to guide and support students, not only to cope with these changes but to embrace them.
Our focus at SIS is on 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 are dedicated to our students’ academic excellence and present themselves as role models to the children.
Education is not only in the curriculum, as changes and developments in curriculum 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 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. Through parents’ active support, our children feel encouraged to achieve their best at home and school.
to provide a diverse and challenging curriculum that will meet the students’ needs, interests, and abilities.
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 care about all other citizens of the world, regardless of race, color, gender, or personal creed, 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, 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 our children’s welfare.
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.
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.
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 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.
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.
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, articulate 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
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 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 school board delegated powers 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 has been reaccredited for another five years in May 2021.
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 Cognia (AdvancED) quality standards. Cognia is the global leader in providing continuous improvement and accreditation services to over 36,000 institutions serving 25 million students worldwide. The organization has the largest community of education professionals globally, 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 “Leadership Capacity,” “Learning Capacity,” and “Resource Capacity.” We are proud that SIS has scored an IEQ “Index of Education Quality” of 315, significantly higher than the worldwide IEQ range 278-283. An IEQ of 275 and above indicates the institution is beginning to reach the Impact level and is engaged in practices that are sustained over time and are becoming ingrained in the institution’s culture.
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 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 Gr. 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 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.
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) 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.
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.
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.
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.
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 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.