Guidance on the other tasks of teachers

Deliver additional supporting program to students 1. ALLP a) Scope of application Vinschool's Additional Language Learning Program (ALLP) is designed for new students of Vinschool, who are not able to fully satisfy the standards of the ESL stage they are placed in (based on the Placement Test results). Students with placement test results below the expected range as referred to Vinschool’s ESL Stage Framework for School year 2022 - 2023 are encouraged to participate in the ALLP. Further information about ESL placement for new students and Vinschool’s ESL Stage Framework can be read here. b) Aims of ALLP The aims of ALLP are: to bridge the knowledge and skill gaps between students’ current level and the stage they are placed in to support students to better deal with and respond to the challenges presented by the class they are currently enrolled in. c) ALLP implementation guidelines ALLP classes are organized after school hours. The number of learning hours required for ALLP varies depending on the competence gap. Within one academic year, the ALLP learning hours are specified as below: If the student’s current level is one stage below the stage he/she is placed in, 30 ALLP hours is required. If the student’s current level is two stages below the stage he/she is placed in, 50 ALLP hours is required. If the student’s current level is at least three stages below the stage he/she is placed in, 70 ALLP hours is required. Responsibilities of heads of departments and teachers in ALLP delivery are clarified in the guidelines which can be read here. 2. Tutoring a) Scope of application Tutoring classes are organized to provide support to Vinschool students who are struggling in keeping pace with learning in class. Right at the beginning of the school year, based on the result of the Diagnostic Test, in-class observations and other formative assessment data, teachers classify students into 3 different groups: Need support, Meet the stage requirements, and Exceed the stage requirements. Those belonging to the less able group will be encouraged to participate in the tutoring classes which are free of charge. b) Aims of the tutoring program The aim of the tutoring program is to overcome academic challenges they face in normal ESL classes. The knowledge they haven't acquired and the skills they haven’t been competent at will be consolidated and strengthened in tutoring hours. Tutoring gives students more individualized attention, which is difficult to achieve in a crowded classroom. Being supported to keep up, students will become more confident and comfortable in their learning. c) Tutoring implementation Different campuses may have different schemes of tutoring and different methods of organizing tutoring classes, but the following features should be shared: Tuition: Free of charge Class size: It is recommended not to be over 15 students. Oversized tutoring class will decrease its effectiveness. Learning content: Tutoring focuses on revisiting what they have learned or practised in normal classes instead of introducing new knowledge or skills. Assessment and report: Frequent assessment is a must to make judgments on learner progress. Reports have to be made and sent to both Heads of Department and Parents.

Develop a Reading culture Developing a good reading habit among students has been the focus of the entire Vinschool system since its inception. The goal is to instill a love for reading among Vinsers and encourage them to take the ownership on their journey of knowledge discovery. A reading policy was formulated and is reviewed annually in an endeavor to stipulate reading as a regular, required learning activity and to turn reading time into productive and fruitful learning period. In the ESL curriculum, Extensive Reading has always been an important project which aims to strengthen students’ reading skills, encourage them to reenact their favorite books, share their understanding, and immerse in the joy of reading. Besides books borrowed from the school’s library, a variety of virtual reading platforms are used to introduce Vinsers to the great world of books. Primary: Raz Plus Secondary: myOn High School: CommonLit What are the Extensive Reading requirements? Primary: Students read 1-2 books per week and complete the quizzes that follow the books Secondary: Students are encouraged to read books both in hard copies and on the virtual reading platform. Each semester students are expected to read at least 10 books/ texts and do at least 2 reviews on 2 books/texts they have read. To increase the reading enjoyment, students are allowed to make their own reading plan with a list of books/texts they would like to read. How can teachers keep track of and foster students’ reading? Primary: Teachers make full use of the report function of Raz Plus to check whether students have completed the assigned book of the week and whether students show any attempts to read more than what is required. Reports on reading progress and reminders of the required reading are sent to parents frequently in search of their collaboration in encouraging their children to read books. Secondary and High School: Students create a reading plan, suggesting a list of books/ texts to read and when to finish each book/text. A reading log or reading diary is then made to record the reading progress. The reading log/ reading diary should not be as simple as noting down the status “Finished” or “Unfinished”, but be marked with some thoughtful responses reflecting students’ views on the book’s values or meanings. Book reviews are also part of the Extensive Reading assessment which illustrates how students relate to the books and how they show their critical thinking. Teachers frequently analyze learner progress based on the reports extracted from the virtual reading platforms. Reminders are sent on LMS to make sure that students follow well the reading plan they have made. Finally, feedback on students' reading habit is embedded in the newsletter which is sent to parents biweekly to involve them in educating students.

Collaborate with their co-teacher 1. Building and effective relationship with your co-teacher Communication is key when sharing a class. Effective learning can only take place when co-teachers work together to deliver the course curriculum in a coherent way. Get to know your co-teacher Establish a communication approach: What time is best to communicate with you about our class? How should we keep in touch (Workplace chat, email…)? How would you like to be approached when a problem arises? 2. Managing the syllabus Stage syllabi indicate how Unit lessons are allocated between co-teachers, and both teachers are responsible for ensuring: continuity across schemes of work a shared understanding of individual learner progress and support / stretch needs Also, consider aligning practice in the areas listed below to help establish classroom routines and management systems and support effective learner training. Classroom management systems Lesson start and end routines 3. Tracking and reporting learner progress Create a shared location for your Class Profile sheet so your co-teacher has easy access to your formative assessment notes. Ensure all tests and assessments are completed in a timely way and that data is entered into Schools Online by the deadlines shared by your Head of Department. Understand the parent communication requirements you need to meet and the communication channels you need to use to share progress updates. Discuss and share students’ learning evidence with co-teachers to have a comprehensive assessment of students’ achievements. Collaborate to write bi-weekly newsletters send to parents. Collaborate and write comments in the report cards periodically (normally at the end of each semester).

Parent relation management Parents have always played a critical role in the development of their children. We should not forget that not all families conform to the nuclear stereotype. Many children have significant relationships with other relatives or non-biological families, and supporting that child means recognising these relationships too. Here, we use the term 'parents' or 'parental' for any biological, caregiver, or guardian relationship that is important to the child. Parents influence the implementation of the curriculum by playing a vital role in monitoring the lessons taught at schools, filling the gap between their children and the school administration by providing various resources which are not available in school. Teachers often need the help of parents for monitoring the social and behavioral development of a child. Therefore, developing and maintaining good relationships with parents are critical. a) Benefits of managing parent relations effectively Effective school-family relation brings benefits to all stakeholders: students, parents, and the school. For students: get timely support from parents and teachers get appropriate attention and thus become more motivated; improved motivation will then lead to increased learning efficiency increase well-being (feel safe and confident) For parents: be provided with adequate information well perform roles and responsibilities accompany the School in improving the quality of education For the school: understand families’ characteristics and needs get the companionships of parents in educational activities build a positive parent community communicate and spread good values to parents and students b) How to establish, develop and maintain good parent relations 3 main steps for a healthy relationship with parents include: STEP 1: Establishing parent relation: establish agreed principles in exchanging, receiving and processing information receive student-related information provide fundamental information STEP 2: Reinforce parent relation: frequent exchange of information, programs and activities, important events, etc. consult & provide solutions for students quality improvement and/or difficulties organize associating activities STEP 3: Develop parent relation: personalize development needs of students and parents build parents community connect and develop  healthy parents affairs with influential individuals Partnerships are most powerful when they include three main components, represented as the “3 C’s”: communication, consistency and collaboration. Communication The great diversity among families means that it is NOT possible to rely on a single method of communication that will reach all homes with a given message. It is essential that a variety of strategies, adapted to the needs of particular families and their schedules, be incorporated into an overall plan. And the key to success in parent communication is that it must be 2-way communication. Common communication strategies which are currently applied at Vinschool include: parent newsletters (weekly, biweekly, or monthly) notice on Vinschool One (which can be on a daily basis) notice on school website phone calls or emails monthly school calendars Weekly or monthly folders of student work sent home for parent review and comment homework hotlines Website for the school annual grandparents or "special persons" days parent conferences workshops for parents or led by parents parent-teacher organizations or school community councils Besides the 2-way communication principles, effective communication should be developed based on the following strategies: Initiation: Teachers should initiate contact as soon as they know which students will be in their classroom for the school year Timeliness: Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved. Frequency: Parents want frequent, ongoing feedback about how their children are performing with homework. Follow-through: Parents and teachers each want to see that the other will actually do what they say they will do. Clarity and usefulness of communication: Parents and teachers should have the information they need to help students, in a form and language that makes sense to them. Consistency Consistency means what is learnt and practised at school will be reinforced at home. This involves opportunities and experiences parents provide at home to support students’ learning. Communication enables consistency. Via communication channels, parents are informed of ways to work with their child at home to encourage their learning for a successful school year. Creating routines for homework, such as establishing a time and quiet place, is important. Providing learning materials, reading with their child, and encouraging healthy habits for eating and physical activity all contribute to learner success in school. Make sure parents and teachers are “on the same page” when it comes to plans and expectations. This kind of partnership sends a consistent message to students and lets them know that both teachers and parents support their learning. Collaboration The third component of partnering is collaboration. Collaboration will be easier if communication is frequent and consistency exists. A collaborative, cooperative partnership focuses on specific, positive strategies to help students achieve to the best of their potential. Planning and problem-solving are forms of collaboration, and will be especially important when a student needs extra support to reach a goal. Teachers and parents need to discuss and share their goals for students’ improvement, and agree on ways of collaboration. Timely communicate and collaborate to address problems and stay focused on finding a solution (not placing blame), making plans that involve support and responsibility at both home and school, following through on plans and checking back to make sure progress is being made. c) 9 principles in handling difficult situations Express gratitude Have constructive listening Apologize for inconvenience Identify the problems Strive for mutual understanding & sympathy Provide direct solutions Provide solutions if parents are still concerned Make conclusion Follow up Resource: https://earlylearningnetwork.unl.edu/2018/08/29/parent-teacher-relationships/

Professional development Developing a good reading habit among students has been the focus of the entire Vinschool system since its inception. The goal is to instill a love for reading among Vinsers and encourage them to take the ownership on their journey of knowledge discovery. A reading policy was formulated and is reviewed annually in an endeavor to stipulate reading as a regular, required learning activity and to turn reading time into productive and fruitful learning period. In the ESL curriculum, Extensive Reading has always been an important project which aims to strengthen students’ reading skills, encourage them to reenact their favorite books, share their understanding, and immerse in the joy of reading. Besides books borrowed from the school’s library, a variety of virtual reading platforms are used to introduce Vinsers to the great world of books. Primary: Raz Plus Secondary: myOn High School: CommonLit What are the Extensive Reading requirements? Primary: Students read 1-2 books per week and complete the quizzes that follow the books Secondary: Students are encouraged to read books both in hard copies and on the virtual reading platform. Each semester students are expected to read at least 10 books/ texts and do at least 2 reviews on 2 books/texts they have read. To increase the reading enjoyment, students are allowed to make their own reading plan with a list of books/texts they would like to read. How can teachers keep track of and foster students’ reading? Primary: Teachers make full use of the report function of Raz Plus to check whether students have completed the assigned book of the week and whether students show any attempts to read more than what is required. Reports on reading progress and reminders of the required reading are sent to parents frequently in search of their collaboration in encouraging their children to read books. Secondary and High School: Students create a reading plan, suggesting a list of books/ texts to read and when to finish each book/text. A reading log or reading diary is then made to record the reading progress. The reading log/ reading diary should not be as simple as noting down the status “Finished” or “Unfinished”, but be marked with some thoughtful responses reflecting students’ views on the book’s values or meanings. Book reviews are also part of the Extensive Reading assessment which illustrates how students relate to the books and how they show their critical thinking. Teachers frequently analyze learner progress based on the reports extracted from the virtual reading platforms. Reminders are sent on LMS to make sure that students follow well the reading plan they have made. Finally, feedback on students' reading habit is embedded in the newsletter which is sent to parents biweekly to involve them in educating students.