JOINING TAIPEI AMERICAN SCHOOL: INFORMATION FOR PROSPECTIVE FACULTY – PDF Free Download

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1 JOINING TAIPEI AMERICAN SCHOOL: INFORMATION FOR PROSPECTIVE FACULTY

2 JOINING TAIPEI AMERICAN SCHOOL: INFORMATION FOR PROSPECTIVE FACULTY CONTENTS Becoming a Member of the TAS Faculty 4 Introduction to Taiwan 5 Taipei American School 7 Academic Program 8 Information Technology 12 Information Literacy 14 The Three Divisions: Lower School, Middle School, Upper School 16 Applying to TAS 21 Professional Growth and Evaluation 22 Personnel Policies 25 Other Benefits 27 Housing 30 What to Bring to Taiwan/What to Expect 31 Other Information 36 3

3 INFORMATION FOR PROSPECTIVE FACULTY of Excellence in Education BECOMING A MEMBER OF THE TAS FACULTY Taipei American School is a large, exciting learning organization located in a culturally rich area of the world. We seek to hire exemplary teachers who are excited by the TAS mission, have expertise in their teaching areas, and have a passion and enthusiasm for students and their success. Thank you for your interest in becoming a TAS faculty member. We are proud of our school and what our educational programs offer to students. Every overseas school is unique, and ours is no exception. Our signature within the international school community is the strength of our students, faculty, academic program, facilities, STEM program, Character Education program, and our extensive fine and performing arts program. Nearly 2300 students from 32 countries attend. We are accredited by the Western Association of Schools and Colleges (WASC). This booklet is designed to provide information about the school’s organization, general living and working conditions, personnel policies, and all relevant matters that affect faculty employed by Taipei American School. While every effort has been made to ensure that the contents are comprehensive and meaningful, there always will be certain situations where additional explanation or advice is necessary. Please do not hesitate to contact the Human Resources (HR) office if you have any further questions. MISSION Taipei American School is an innovative 21st century learning community. Our mission is to inspire each student to be a confident, creative, caring, and moral individual prepared to adapt and succeed anywhere in a rapidly changing world. We provide an Americanbased education with a global perspective that results in a love of learning, academic excellence, a balanced life, and service to others. 4 Contact Us: Human Resources Office Taipei American School 800 Chung Shan N Rd, Section 6 Taipei Taiwan Phone: ext. 309 Fax: [email protected] Web:

4 INTRODUCTION TO TAIWAN Taiwan (the Republic of China) is an island nation located sixty miles off the southeastern coast of mainland China (the People s Republic of China). It is equal in size to the area of Massachusetts and Connecticut combined, or about half the size of Ireland. Its population exceeds 23 million people, making it among the most densely populated countries in the world. The island of Taiwan is lush and beautiful, with many opportunities for travel, hiking, and photography. In many areas, indigenous tribes may still be found. Just outside the city of Taipei, simple village life in fishing and farming communities exists. Taipei is located about 1,300 miles southwest of Tokyo, 425 miles south of Shanghai, and 700 miles north of Manila. The island of Taiwan is mountainous and is bordered by the Taiwan Strait, the East China Sea, the Philippine Sea, the Pacific Ocean, and the South China Sea. Three principal groups of people live in Taiwan: migrants from southern China in the eighteenth and nineteenth centuries; members of the nationalist government, military, business community and their dependents who fled to Taiwan from mainland China in 1949; and a small number of indigenous people. Foreign residents make up about 2% of the population. Taipei, the capital of Taiwan, is located at the northern tip of the feather-shaped island. It is a modern city of more than 2.5 million people. The city retains much of the cultural environment of ancient China but also is representative of new and more western ways of life. People are friendly, helpful, and industrious; most Taiwanese speak at least some English. On public transportation and in most places in the city, signs are in both Mandarin and English. Chinese art forms of all kinds can be enjoyed. Planned tours of the city and the island are readily available. Taipei restaurants offer every type of superb Chinese cuisine, as well as dishes from other world cuisines. Taiwan’s climate is subtropical. In the north, summer temperatures often reach the mid to low 90s F (33-35º C) during the day and remain in the low 80s F (27-29º C) at night. During the months of December and January the daily highs are 65-75º F (18-24º C) and lows are 50-65º F (10-18º C). Cooler temperatures are recorded in the mountains. Relative humidity is high throughout the year, ranging between 65 and 90 percent, which makes the chill seem deeper and the heat stronger. An average of six typhoons (tropical storms) reach Taiwan each year, usually during the months of July to November. The effect of these storms on community life varies with the severity of the storm. Businesses and schools (including ours) are occasionally shut down for typhoon weather. 5

5 6 INFORMATION FOR PROSPECTIVE FACULTY

6 INTRODUCTION TO TAIPEI AMERICAN SCHOOL Founded in 1949, Taipei American School is an independent coeducational day school that offers an American-based educational program from pre-kindergarten (KA) to grade 12 for students from the expatriate community in Taipei. TAS benefits from the synergy created by an outstanding faculty and staff, students who are ready to learn, supportive and committed parents, and a Board of Directors who keep student learning at the center of their discussions. While TAS is a large school, efforts are made to ensure that all students are involved and part of their community. New facilities include the Upper School Science and Technology Building featuring state of the art laboratories and a lecture hall; the Liu Lim Arts Centerfeaturing a black box theater ; and athletic facilities, including an additional gymnasium, covered and outdoor tennis courts, and the Tiger Health and Wellness Center. Renovated facilities include classrooms school-wide and the cafeteria. In addition to providing students with modern resources that are unmatched in the region, the new and renovated facilities embody the school s attention to eco-friendly green initiatives, featuring energy efficient window, lighting, and heating/cooling systems. TAS has been fully accredited by WASC (Western Association of Schools and Colleges) since The last WASC visiting team in 2012 noted, student achievement has become the highest priority at TAS and all systems – budget, curriculum, faculty, Board, and facilities have been aligned to focus on the students and enable each and every one of them to achieve to their highest potential. Annual student enrollment is approximately TAS serves the needs of expatriate families from over 32 nationalities. Enrollment in the lower school is around 830, the middle school 560, and the upper school 880. TAS students are supported by more than 250 dedicated professionals. TAS is headed by the superintendent. Lower (grades KA-5), middle (grades 6-8), and upper (grades 9-12) schools are administered by principals and their associate principals. The school is incorporated in Delaware as the Taipei American School Foundation and is governed by a Board of Directors composed of nine elected and two appointed Board members. 7

7 INFORMATION FOR PROSPECTIVE FACULTY ACADEMIC PROGRAM CURRICULUM Taipei American School offers an American-based, college preparatory curriculum including honors, Advanced Placement, and International Baccalaureate courses. Students can earn an IB Diploma in addition to an American diploma. TAS is known for its rigorous academic program, strong learning outcomes, an extensive menu of cocurricular activities, a rich history of community service to Taiwan and wider Asia, and exceptional fine arts and performing arts programs. Our curricular program is based on exemplary subject area standards and benchmarks from the United States. Our curriculum fully articulates from KA-12. All teachers use common assessments and instructional strategies based on the best research about how students learn within any subject area. Our curriculum design is based on the Understanding by Design (UbD) model, which has been adapted to meet our needs. The online program, Atlas Rubicon, is used to document and map our curriculum. The overarching goal of our written curriculum is to provide a guaranteed and viable curriculum without sacrificing teacher flexibility or creativity. Since many of our students are multilingual and multicultural, we place a special emphasis on English development. At each division, special attention is given to developing communication skills; these include oral language skills through drama, public speaking, and other opportunities for vocal expression. In addition, many of our students have a special interest in and excel in science, technology, and mathematics. Curricular programs and offerings in these areas are designed to take advantage of these talents and interests. A new upper school science and technology center will further enable TAS to offer new and exciting opportunities for students both within the school setting and in the greater Taipei area. 8 All curricular areas are systematically reviewed through a comprehensive process. Teachers new to TAS will find ample resources available to teach the adopted curriculum. EAL (English as an Academic Language) In the lower and middle school, our EAL programs help students who need extra support with the English language. Students are provided with a continuum of services, ranging from in-class support by specially trained EAL teachers to pullout classes for students needing more support. In the lower school, the EAL program uses the WIDA standards and assessments.

8 SUPPORT SERVICES There are guidance counselors in each division who assist students with academic and social concerns. In the upper school, students also work with a specialized college counselor starting in January of the eleventh grade. TAS also provides services for students with mild learning difficulties. Our well-trained, professional support services team consists of psychologists, speech and language specialists, learning resource specialists, and reading specialists. TESTING The testing program at TAS is designed to provide rich information about the progress of each student. Data from the results of academic testing is used as an important measure of student learning. In order to realize a full picture of student achievement we use common assessment to monitor student achievement of our adopted curriculum. Every grade level and subject area has assessments that measure student achievement of the curriculum. All teachers use these common assessments. Data about student achievement of the grade level/ subject area curriculum is collected after each common assessment. All students in grades 3-8 take ERB assessments: Comprehensive Testing Program (CTP4) and Writing Assessment Program (WrAP). At the upper school level, all students in grade 10 and 11 take the PSAT; then most students take the College Board SAT Reasoning Test. Given our diversity of student abilities, it is interesting to note that our students, with few exceptions, consistently perform at or above the independent private school norm group in all areas. In addition, our students consistently score above the world average in the vast majority of the AP and IB exams that they take. Every school claims to put students first; TAS really does. Everything else here flows from that fact. Upper School Teacher, 3 years 9

9 INFORMATION FOR PROSPECTIVE FACULTY 10 College Attend Barnard College 5 Boston College 6 Boston University 16 Brandeis University 8 Brown University 5 Bryn Mawr College 6 California College of the Arts (San Francisco) 5 Carnegie Mellon University 14 Case Western Reserve University 7 Chapman University 8 Claremont McKenna College 5 Columbia University 15 Cornell University 10 Duke University 8 Emory University 11 Eugene Lang College The New School for Liberal Arts 5 Fordham University 5 Georgetown University 8 Georgia Institute of Technology 5 Harvard University 6 Johns Hopkins University 12 Loyola Marymount University 7 Massachusetts Institute of Technology 6 McGill University 15 New York University 40 Northeastern University 18 Northwestern University 15 Parsons The New School for Design 14 Pratt Institute 7 Princeton University 5 Purdue University 13 Rhode Island School of Design 7 TAS Matriculation Five or More TAS Graduates College Attend Rice University 12 Rutgers, The State University of New Jersey at New Brunswick 6 Santa Clara University 8 Scripps College 8 Simon Fraser University 5 Smith College 9 Stanford University 6 Stony Brook University 5 Texas A&M University 5 The University of Texas, Austin 5 Tufts University 11 University of British Columbia 19 University of California, Berkeley 34 University of California, Davis 13 University of California, Irvine 10 University of California, Los Angeles 31 University of California, San Diego 37 University of Chicago 12 University of Hawaii at Manoa 8 University of Illinois at Urbana-Champaign 32 University of Michigan 22 University of Notre Dame 8 University of Pennsylvania 19 University of Southern California 83 University of Toronto 33 University of Virginia 6 University of Washington 38 University of Wisconsin, Madison 9 Waseda University 6 Washington University in St. Louis 20 Wellesley College 12

10 EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLRs) In addition to mastering a rigorous academic curriculum, Taipei American School students will become: creative thinkers who: healthy individuals who: ethical people who: versatile learners who: enthusiastic collaborators who: information-savvy learners who: skillful communicators who: and through the arts conscientious citizens who: 11

11 INFORMATION FOR PROSPECTIVE FACULTY INFORMATION TECHNOLOGY Taipei American School views information technology as a powerful tool to support and enrich teaching and learning. We believe technology should be woven seamlessly into a student s education, enhancing the curriculum across disciplines and grade levels. CORE BELIEFS The future demands that: and ethical considerations; respond to change; is an essential skill for all; and education and in the workplace. We believe that the key to successfully teaching and learning information technology skills is the total integration into relevant and meaningful curricular contexts. Teachers at Taipei American School do not supplant the teaching of other academic areas to do technology but instead use technology to better teach the other academic areas. To meet this demand, information technology will be supported by teaching and learning that emphasizes: 12 problem solving; learning; choice for individualized learning experiences; achievement; community at large; and lifelong learners in pursuit of personal achievement and excellence.

12 The abundant technological resources found at Taipei American School facilitate collaboration, innovation, expression, understanding, and exploration. In the hands of creative and thoughtful faculty and students, technology strengthens our vibrant and reflective learning community. Our philosophy on educational technology is realized through technology-rich classrooms in grades KA-grade 2 and a one-to-one laptop initiative that operates in grades The school is equipped with a dedicated video studio, video-editing suite and graphics studio, 3D printing/scanning/large format printing facilities that provide students with extended learning and exploration opportunities. Starting in the fall of 2008, middle and upper school students began using student-owned laptop computers as a significant part of their learning experience. The use of laptops in classrooms continues the TAS tradition of academic excellence in an educational environment that is rigorous, challenging, and in tune with modern technology. Technology infusion has changed from a just-in-time model to one where both students and faculty have access to the tools they require to extend the learning experience. Not only has the infusion of technology fostered a new wave of enthusiastic collaborators and learners, but it has also dramatically altered the mindset of our community. The laptop has provided both students and teachers with opportunities to tap into extended learning opportunities. The teaching and learning landscapes have changed in the classroom, hallways, study areas, and libraries with students leveraging their digital toolkits. In 2012 TAS introduced the utilization of tablet PCs for all middle school and new students. All faculty members are equipped with a tablet PC. We are for the most part a Windowsbased school, but Apple ipads are maintained for instructional use in the KA-grade 3 program. Furthermore satellite clusters of ipads are available in a variety of specialist subjects areas across the school i.e. Art, Music, Mandarin, Libraries. Our environment is truly pervasive in that faculty are able to work collaboratively anywhere, anytime across the wireless campus. All classrooms are equipped with a digital projector and sound system that are the norm for 21st century instruction (all middle and upper school classrooms are equipped with Smartboards). Faculty and students have access to an array of network services and subscriptions ranging from Blackboard Learn+, DyKnow to Wolfram Mathematica. We recognize that faculty preparation plays an integral role in ensuring that IT integration is seamless and meaningful and thus offer a comprehensive array of professional development opportunities. Faculty members are supported by a committed team of IT coordinators and technical support personnel. 13

13 INFORMATION FOR PROSPECTIVE FACULTY INFORMATION LITERACY Taipei American School’s newly designed facilities include five distinctive libraries designed around the learning styles and age-appropriate needs of different learners: lower school library grades KA-5; middle school library grades 6-8; upper school library grades 9-12; Chinese library grades K-12; and media library grades K-12. Taipei American School libraries are both physically and philosophically at the center of teaching and learning at TAS. We believe that information skills and competencies, like information technology, are critical if students are to become independent, lifelong learners. Since 2008, TAS has used the all inquiry model The Big6 as the framework through which research is introduced and taught in middle and upper schools. A simplified version (The Super3: Plan! Do! Review!) is used in the lower school. Both versions assist students to break down the process of research into specific skills and strategies; educators also use the framework to have more productive planning sessions. In keeping with current best practice, our core beliefs are: personal growth, and enjoyment; environment; environment that is safe and conducive to learning. After spending years teaching in a very good independent school in the U.S., I felt I had been lucky to work with the very best students you could find. What a pleasant surprise I found at TAS. My previous students were great, but TAS students are a true delight! Middle School Teacher, 2 years 14

14 The lower school library has colorful, differentiated spaces for early childhood (KA- 2) and elementary (3-5). The librarian collaborates with teachers to integrate library skills instruction into relevant units of study. To ensure student access to books and information literacy instruction, yet remain flexible in response to learning needs; the library uses a combination of fixed and open schedules. The collection includes print materials, audio books, and electronic databases. The middle school library provides a hip, techno atmosphere with plenty of differentiated learning spaces to accommodate the diverse learning styles and developmental needs of our students. Like all TAS libraries, it is wireless and designed to accommodate multiple classes and individuals for research, study, and casual reading. The library includes a performance area for both sharing learning and for library instruction, and the library collection includes print materials, audio books, and electronic databases. The upper school library exudes a more academic atmosphere. This facility provides diverse and technologically rich spaces: whole class areas, individual tables, group study rooms, a conference room, a copy room, and a silent reading room. The library collection includes print materials, audio books, e-books, and a generous collection of electronic databases. A portable stage provides an area for students and teachers to host events and performances and to share their learning. The heart of the media library is a video server that offers network access to nearly 7,000 digital video titles from the best educational media distributors in the world. Every video is broken into fully searchable chapters and key concepts in essence a video database of over 160,000 individual clips. TAS is one of first overseas schools to implement this technology. Teachers and students alike can access, edit, and build playlists directly related to topics. This Safari-Montage digital library is supplemented with a collection of 5,000 DVDs and CDs. The Chinese Library is the latest addition to TAS. As a K-12 facility, this library provides support in Mandarin language instruction. The collection includes print and electronic resources. This library is designed to honor and reflect our host country, Taiwan, and Chinese culture. The students here make me want to show up early and stay late. They are friendly, fun, funny, respectful, incredibly hard working, smart, insightful, energetic, and willing to enthusiastically tackle whatever learning task you ask of them. If you truly like spending your days interacting with kids, TAS is a marvelous experience. Upper School Teacher, 4 years 15

15 INFORMATION FOR PROSPECTIVE FACULTY THE THREE DIVISIONS: LOWER SCHOOL MIDDLE SCHOOL UPPER SCHOOL 16

16 LOWER SCHOOL The curriculum and instruction at the lower school feature many materials and approaches found in quality elementary schools in the United States and worldwide. All subjects are based on standards from the USA. As 80% of our students in the lower school have a first language other than English, literacy development is a top priority in all subject areas. All grade levels use the workshop approach to teaching reading and writing. There is a special emphasis on those areas designed to build student confidence in communicating, particularly in oral language skills. In addition, character education is emphasized in every classroom. The maximum class size per room varies depending on the developmental level of the students. The maximum class size for kindergarten A and kindergarten is 16, for grade one is 18, and for grade two is 20. The maximum class size for grades three to five is 22. The lower school operates with a schedule featuring a ten-day cycle. The schedule ensures large blocks of uninterrupted instructional time at all grade levels. Classroom teachers are with students approximately 4.5 hours per day. Students attend specials every day: physical education, music, art, or guidance. Third, fourth, and fifth graders have additional music activity classes every other day. In addition, students in kindergarten through grade five attend Mandarin class nine days out of ten. Instructional technology is integrated into content area class work and is planned and taught cooperatively by the IT Coordinator and classroom teacher. Support for students needing English academic language support is provided by the EAL teachers. EAL students are immersed in the mainstream and EAL teachers work in the classroom with the EAL students at scheduled times, focusing on reading or writing. In addition, EAL teachers see EAL students in pullout groups regularly to reinforce language skills. The lower school also has counselors, a psychologist, speech therapists, and reading and resource specialists who work to support students. Lower school teachers work in teams. Adherence to the articulated curriculum, time-lines, and assessment expectations ensures a quality program for all of our students. Lower school teachers enjoy a rich professional development program, dialogue with highly skilled and experienced colleagues, supportive parents, and enthusiastic and inquisitive students. We look for teachers who are positive character models, who enjoy teaching, who believe in continuous improvement, and who love young children. 17

17 INFORMATION FOR PROSPECTIVE FACULTY MIDDLE SCHOOL The Taipei American School Middle School is built upon the natural enthusiasm of students. We offer a program that expands all students horizons. Our interdisciplinary units challenge students to make the critical links between subject areas. A system of block scheduling allows students to maximize their individual contact with teachers and permits time for in-depth study within subject areas. An advanced math track is offered, and students can select Mandarin, Spanish, or the Classics. Our middle school offers students new challenges through a variety of innovative programs. Students attend Camp Taiwan for one week each year, engaging in an adventure in learning that is held at different sites around Taiwan. The Encore program further offers a mix of class electives throughout the year, through novel subject areas such as drama, public speaking, and robotics. Overall, TAS builds a close-knit community of learners. Each day, middle school teachers meet after classes to plan their interdisciplinary units, discuss student needs, and support ongoing instructional excellence. We want our students to benefit from individualized instruction, and our faculty is attuned to the unique developmental needs of all students. At the end of the day, we want our students to have thoroughly enjoyed the learning process and to be proud of their hard work. The middle school core subjects of English, math, science, and history are taught by grade and course specific teachers. Core teachers do not teach cross-divisionally, as this allows for each teacher to truly get to know their students. There are three grades: sixth, seventh, and eighth. Each child has two homeroom teachers. All students have homeroom every day at the start of the school day. Homeroom is a time for middle school teachers to support students with academics and developmental and social needs. Homeroom teachers at each grade level work as a team under the guidance and supervision of the team leader and counselors. J.C. Watts states, Character is doing the right thing when nobody is looking. A portion of the homeroom time will be dedicated to mini-lessons regarding character education. Middle school students sign a Character Code that aligns with the TAS values of honesty, respect, responsibility, kindness, and courage. 18

18 UPPER SCHOOL We offer a dynamic college-preparatory curriculum and prepare students for success in college admissions, college academics, and college life; there is an expectation that their preparation will also serve them well throughout their life. Honors, AP and IB courses are available in the US, and students are encouraged to take the most challenging program in which they can do well. Students usually take six or seven courses each semester, selecting the appropriate level of course in English, social studies, math and computer sciences, science, world languages, and performing and visual arts. Each course meets for 80 minutes, every other day, giving students and teachers opportunities to delve deeply into the subject matter. The best teachers are inspi rational in and outside the classroom; serve as coaches or club sponsors; attend student performances, games, and events; are dedicated advisors; weave themselves into the very fabric of the school; are delightful colleagues; and exude a positive attitude. We look for teachers who are interested in helping to create a vibrant community of learners. We emphasize student learning and realize that there are many different teaching styles to achieve student learning; we encour age teachers to choose the pedagogical tools or style that best helps their students to learn. We are a laptop school, and teachers are expected to explore strat egies that take advantage of our 1:1 environment. We have high expectations for ourselves and for others, and we actively pro mote our Taipei American School values: honesty, respect, re sponsibility, kindness, and courage. Our Upper School Honor Code incor porates the TAS values. We have the privilege of working with wonderful, inquisitive, responsible, and conscientious students, and our teachers can look forward to coming to work every day! A TAS graduate should have mastered the fundamental skills of accurate and deep reading and of writing and speaking with clarity and cogency. Our students should learn to use the tools of mathematical and logical reasoning to solve practical problems. They should be skilled researchers, familiar with developing information technology, and readily able to embrace new areas of knowledge. 19

19 INFORMATION FOR PROSPECTIVE FACULTY REPORTING STUDENT PROGRESS In the lower school, student-led, activity-based conferences are held during the first and third quarters. LS students receive a report card in the second and fourth quarters. The report card is standards based. Middle school students receive a quarterly grade report card and narrative mid-quarter progress reports. In addition, parent conferences are held after the first and third quarters. Upper school students and parents have electronic access to a quarterly grade through PowerSchool. Parent conferences are held at the end of the first quarter; teachers write comments for all their students at the end of the third quarter. In addition, some narrative midterm reports are required. Timely and professional communication with parents is an important expectation. I am constantly learning from the amazing colleagues I have around me and the professional development opportunities provided. It s a fast-paced learning environment but incredibly stimulating to both students and teachers alike Middle School Teacher, 3 years 20

20 APPLYING TO TAS Applications from qualified teachers are accepted at any time, but off-island applications are best made between September and December. At TAS and many other independent schools, recruiting has become a year-round process. Teacher candidates can find information and fill out the online application on the TAS Website. Personal interviews are required and are generally conducted in the United States and at international recruitment fairs. HIRING GUIDELINES In assessing teacher qualifications for potential employment at our school, the following criteria are considered: scholarship. experience in an accredited elementary or secondary school, and experience in teaching the specific subject area for which they are applying. The following academic training is preferred: subject areas and either early childhood or elementary education certification. strong minor. Certification desirable. post-graduate degree in the subject area is preferred. The following may also be considered when reviewing applicants: an appropriate level. students and motivates all children to high personal achievement. number of EAL or limited English proficiency) students in the regular classroom. parents in the community. At TAS, teachers are held to very high standards; but the dynamic and respectful students, vast resources, professional development opportunities, and sincere appreciation that we get make this a professional paradise. -Middle School Teacher, 3 years 21

21 INFORMATION FOR PROSPECTIVE FACULTY PROFESSIONAL GROWTH AND EVALUATION PROFESSIONAL DEVELOPMENT TAS offers a wide variety of professional development opportunities for faculty. Each year, opportunities are provided to help faculty implement divisional and/or schoolwide initiatives. In addition, personal professional development, intended to keep faculty members current in their fields of expertise, is available. The professional development coordinator is available to answer questions or provide advice on professional development opportunities. Types of Professional Development Available TAS offers a rich variety of onsite consultants who support divisional and schoolwide initiatives. There are 10 professional development days in the TAS school calendar. Normally, three of these days are at the beginning of the school year and are intended to prepare teachers for the coming year. The other seven days are spread out throughout the year to provide time for faculty training or team/department work. Every year there are action items on the strategic plan or within the program review cycle that call for professional development. Individuals, teams, or departments might be asked to take part in targeted professional development at conferences to enhance their capacity to implement or further initiatives. In addition, faculty members may request to attend a conference, workshop, or other professional development activity through the divisional principal. Taipei American School works with SUNY Buffalo to offer courses that could lead to a Masters of Science in Multidisciplinary Studies. The courses offered by TAS are usually aligned with strategic areas. Every year, EARCOS offers a teachers conference in the spring. TAS provides all interested teachers with the registration fee for the conference. In addition, teachers may request to present a workshop; if the workshop is chosen, TAS will pay registration, flights, and hotel. 22

22 SUPERVISION AND EVALUATION All students deserve great teachers. The TAS teacher supervision and evaluation process represents a belief that all teachers deserve feedback on how well they are meeting the 15 teaching standards adopted by TAS. These standards are a teacher s job description. They define specific teaching behaviors based on research and current practice that influence student achievement. Similar standards for specified positions such as counselor, speech and language specialist, librarians, and support services teachers have also been developed. The supervision and evaluation process includes two tracks, one for teachers new to TAS and one for continuing teachers. The new teacher track recognizes that teachers new to TAS face a variety of issues that relate to both their professional and personal lives. This track is designed to provide an appropriate level of support for new teachers, but not to overwhelm them, particularly during their first semester. SCHOOL TEACHING STANDARDS Performance Area A: Effective Planning and Preparation Standard 1: Demonstrates knowledge of content and pedagogy Standard 2: Uses TAS curriculum content, skills, processes, and unit plans as a framework for lesson planning Standard 3: Demonstrates effective planning and organization Performance Area B: Productive Teaching Standard 4: Communicates effectively with students and parents Standard 5: Defines learning expectations and provides timely evaluative feedback on student performance Standard 6: Motivates and engages students in meaningful learning and growth which is verified through assessment data Standard 7: Emphasizes English language proficiency 23

23 INFORMATION FOR PROSPECTIVE FACULTY Performance Area C: Learning Environment Standard 8: Personalizes learning Standard 9: Demonstrates sensitivity in teacher-student relations Standard 10: Provides a safe learning environment Performance Area D: Professional Responsibilities Standard 11: Makes positive contributions to the overall health and morale of the school through respectful and positive interpersonal relationships with colleagues, peers, supervisors, and all community members. Standard 12: Upholds and models commonly held values of honesty, respect, responsibility, and kindness Standard 13: Supports TAS policies and regulations Standard 14: Commits to continuous learning Standard 15: Participates in school activities beyond the classroom CONTINUOUS SCHOOL IMPROVEMENT TAS has a system of ongoing school improvement guided by our Strategic Plan. The Strategic Plan guides all that we do in terms of programming, budgeting, and resource allocation. Our current Strategic Plan was developed during the school year and ends in It was developed through an inclusive process that involved input from all stakeholders. There are four strategic areas in the Plan. Strategic Area 1 Strong Foundation: Supportive governance, financial strength, and worthy facilities Strategic Area 2 Outstanding Programs: Enhancing academic and personal excellence Strategic Area 3 Highest Quality Personnel: Committing to professional excellence though recruiting, retaining, and developing world class faculty Strategic Area 4 Communicating the Value of the TAS Experience: Advocating the value of the TAS experience by fostering an understanding of the TAS community, culture, and expectations Within Strategic Area 2, the goal is to provide extraordinary programs that foster excellence in a variety of areas and to provide opportunities to develop a balanced life, including achievement in academics, athletics, ethics, service, and the visual and performing arts. Specifically, TAS strives to excel in the areas of: (STEAM) 24

24 PERSONNEL POLICIES MEDICAL INSURANCE All personnel must have health and hospitalization insurance. For non-roc citizens, the school carries a group health plan (CIGNA) and pays the premium for all those enrolled in individual or family plans; new employees and their authorized dependents are covered under the school’s CIGNA insurance plan from the effective starting date of their contracts. Faculty who are ROC nationals are covered by the school s policy with Sing Kong Group Insurance for health and disability coverage. All TAS employees are required to participate in Taiwan s National Health Insurance (NHI). When non-roc employees receive their Alien Resident Certificate (ARC) cards, TAS automatically will enroll them in the NHI. Non-working spouses and other dependents can apply for NHI coverage six (6) months after they receive their ARC; applicants must be in the country during those six (6) months. With NHI, you may visit any clinic or hospital of your choice within the NHI network providers. There is a co-payment of NT$ (US$5-15) for each visit. You may need to pay extra for prescription medications. Dental care is also available through NHI. The employee s portion of the charge for NHI is deducted from your monthly salary; the premium is based on your salary and the number of dependents that are covered. ORIENTATION Orientation for all new professional staff is held during the week before school starts. New direct off-island-hired personnel are expected to arrive in Taipei two weeks before the orientation. PHYSICAL EXAMINATION Before beginning employment, each new employee must file, with the Human Resources Director, a written medical report of a physical examination by the licensed physician who performed the examination. PLACEMENT FEES Taipei American School does not pay the teacher portion of placement fees from recruitment agencies. RETIREMENT PLAN Participation in a Taipei American School retirement plan (AIG VALIC for U.S. citizens and Franklin Templeton for non-u.s. citizens) is mandatory. Taipei American School contributes a fixed percentage (currently 10%) of the contract base salary for the months in which salary is paid. 25

25 INFORMATION FOR PROSPECTIVE FACULTY SALARY All salaries are paid in New Taiwanese Dollars NT$ Taiwan s currency. The NT$ is easily convertible into U.S. dollars and other major currencies. Faculty may opt for ten (10) equal monthly payments from August through May or twelve (12) equal monthly payments from July through June of each year. Once a payment option is selected, it cannot be changed during that school year. Administrators are paid in twelve equal monthly payments from July through June of each year. During new faculty orientation, faculty will set up a local bank account at Mega International Bank of Taiwan. Pay is deposited directly into this account on the last workday of every month with the exception of August and December. The August paycheck is moved up to assist faculty with start-of-the-year expenses. The December paycheck is moved up to the day before winter break to provide teachers with additional flexibility over the holiday period. ATMs are located at the school and throughout the city. Recognizing that many faculty members have overseas US$ obligations, TAS has set up an option for faculty to peg 50% of their base salary to the value of the NT$ in US$ as of the first business day of July. Faculty who peg can count on a fixed number of US$ each month (converted to NT$ in each month s paycheck) and can protect themselves from currency devaluations. The pegged amount and the other 50% of base salary are all paid in NT$. SALARY SCALE Taipei American School professional salaries are organized on a three-level, twelve-step system. Initial placement on the salary scale is based on educational degrees and years of experience. The level is determined by the highest completed degree. Alternatively, sufficient graduate-level course work (applicable to an MA degree or higher) earned after completion of a BA or MA may be used for placement semester credit hours of graduate work earned after the completion of the bachelor’s degree. semester credit hours of graduate work earned after the completion of the master’s degree.

26 The initial step is determined by the number of years of previous full-time experience teaching in an elementary or secondary school. The maximum step for a new teacher is step 6 (five year’s previous experience). Teachers move up one step each year they are at TAS, until reaching the top step. Placement on the salary scale is made by the human resources director after verification of course work and previous experience. If courses are finished during the summer or additional documentation arrives after contracts are issued, all required evidence to support placement on the salary schedule (transcripts, verification of experience, certification, etc.) must be submitted to the human resources office by October 30 of the contract year; otherwise salary payments may be withheld and shall not warrant retroactive pay. No other salary adjustments will be made after October 30. SOCIAL SECURITY For all U.S. citizens, FICA tax is withheld at the current rate from all wages. The school contributes a matching amount, not to exceed the federal maximum. WORK PERMITS, ENTRY VISAS, AND ALIEN RESIDENT CERTIFICATES All off-island-hired non-roc faculty members need to have a work permit to teach at Taipei American School. Once a contract is signed, the HR office will secure a work permit for the employee and send it to them. This work permit, along with passports and the required fees (in cash), must be taken to the nearest Taiwan Economic Trade Office (TECO) where the employee and approved dependents must submit applications for resident visas. With these resident visas, employees and authorized dependents can enter Taiwan legally for an extended stay as per their employment terms. Once new employees arrive at the school, the HR office helps them and their authorized dependents to obtain Alien Resident Certificates (ARCs). The HR office processes all necessary documentation and assists non-roc citizens with the necessary formalities. At the conclusion of the initial contract and every year after that, the HR Office obtains new work permits for returning faculty and assists them and their authorized dependents to renew their ARC cards. OTHER BENEFITS SUPPLEMENTS Supplements are paid to direct off-island-hired employees for the purpose of moving to and establishing a residence in Taiwan as a condition of employment at Taipei American School. When teaching couples are hired, only one set of supplements is applicable per family, and the first authorized dependent is the spouse. An American member of a teaching couple receiving the supplements is liable for American tax on them. Supplements include Livelihood Supplement, Settling-In Supplement, Duty Free Household Shipments, and Travel upon Employment and Separation. LIVELIHOOD SUPPLEMENT In addition to salary, direct off-island hired employees are paid a livelihood supplement. This is intended to assist with the expenses of living in Taiwan (such as rent, utilities, 27

27 INFORMATION FOR PROSPECTIVE FACULTY and holiday travel). In their first year, new teachers are advanced part of their livelihood supplement upon arrival to help defray expenses such as large appliances or payment of rent deposits; the balance is then paid in equal monthly installments in monthly paychecks. In subsequent years, the livelihood supplement is divided into either ten or twelve equal monthly installments as per the salary payment option selected. SETTLING-IN SUPPLEMENT A one-time settling-in supplement is paid to new employees upon arrival in Taiwan. This supplement is intended to help defray the costs of hotels upon arrival and of setting up your apartment or house. SHIPMENTS DUTY-FREE HOUSEHOLD SHIPMENT: Direct off-island-hired employees are eligible for ROC tax exemption on household effects shipped to Taiwan for use by them and their dependents. The household shipment must be made within the first six months of the employee’s arrival in Taiwan. Controlled items (such as electronics and appliances) that are brought in duty-free may only be exported or transferred to others with the same dutyfree privileges. INCOMING SHIPMENT: Upon initial contract, direct off-island-hired employees may ship via surface from their home of record to Taiwan 1500 pounds for head of household, 1500 pounds for the first authorized dependent, and 500 pounds for each additional authorized dependent. If the total amount cost and weight exceed the amount authorized by the school, the employee must cover the additional expense. This allowance cannot be accrued. The HR office will coordinate the packing and shipping of household goods and will pay the shippers directly. NOTE: Exact dates for the delivery of your shipped goods cannot be guaranteed; you should plan to travel with vital items so that you can be partially settled before your shipment arrives. OUTGOING SHIPMENT: Upon separation, the school will pay costs of packing, crating, and shipping a direct off-island-hired employee s household goods from Taiwan to the employee s home of record. The employee is entitled to ship 2,400 pounds at the end of the second consecutive year of employment, plus 1000 pounds for each additional year of employment. The employee is entitled to ship 900 pounds for the first authorized dependent and 700 pounds for each additional authorized dependent at the end of the second consecutive year of employment, with no additional entitlement for additional 28

28 years of employment. The maximum shipping entitlement for any employee or teaching couple is 8000 pounds. Shipment must occur within ninety days of the date of separation. Employees may not transfer their freight entitlement to other employees. Payment will be made directly to the shipping company based on the actual weight on the bill of lading, up to the authorized amount. If the weight or the cost exceeds the authorized amount, the employee must cover the additional expense. SPECIAL SHIPMENT: Upon initial contract, direct off-island-hired employees may send up to 150 pounds of books and teaching materials from their home of record to Taiwan via lowest cost surface post service. Upon separation, an employee may send up to 150 pounds of such materials from Taipei to his or her home of record via lowest cost surface post service. Employees will be reimbursed upon presentation of receipts. Note: recently most employees have added this 150 pounds allowance to the authorized weight of their shipment for household goods, as many countries including the United States have eliminated international surface mail services. Many teachers recommend shipping professional materials via air mail (at your own expense) or as accompanying luggage. If teaching materials are included in your household shipment, you could find yourself in difficulty if the shipment is delayed. TRAVEL UPON EMPLOYMENT AND SEPARATION Upon employment, the school will provide qualified direct off-island-hired employees with an authorized amount to cover economy airfare for themselves and authorized dependents between their home of record and Taiwan. In the event the employee wishes to fly a different airline or a different class or a different route, only amounts up to what was authorized by the school can be reimbursed. Upon arrival, the school must be provided with travel payment receipts, ticket stubs, and boarding passes in order for the employee to qualify for reimbursement. Upon separation, qualified direct off-island-hired teachers and their authorized dependents will be provided an authorized amount for return economy travel to their home of record. REIMBURSEMENT FOR PASSPORTS, VISAS, AND INOCULATIONS Costs incurred for inoculations, passports, and visas that are specifically required for travel to Taiwan or return to an employee’s home of record will be reimbursed upon presentation of receipts to the human resources office. TAX EXEMPTION FROM ROC Off-island-hired faculty members who do not hold any of the following valid ROC citizenship status (ROC household registration, ROC ID Card, ROC passport) are exempt from ROC tax on income received from Taipei American School. TUITION AND TRANSPORTATION OF DEPENDENTS Tuition and school bus transportation will be provided for each authorized dependent child who attends Taipei American School. SUPPLIES Teachers can order normal classroom consumables (paper, plan books, pencils, markers, glue, etc.) through department or team budgets from the school’s supply warehouse. Special supplies textbooks, trade books, software, and AV materials are ordered annually from the United States. 29