Introduction + Working in Partnership
Community Partnerships
Introduction
Hong Kong International School as a community is committed to building and sustaining a welcoming and secure learning environment in which individuals can fully realize their potential in a climate of mutual respect. HKIS believes that parents and educators share the responsibility for creating a partnership that fosters children’s learning. Together we play a formative role in the development of a child’s sense of justice, equity and the worth of all members of our school community.
It is our hope that these guidelines will provide a useful framework to promote effective and appropriate communication within the HKIS community, and will support the HKIS policy on Harassment [Policy No. 3170, included below].
Working in Partnership
We recognize that effective partnerships are characterized by clearly defined responsibilities, a shared commitment to collaboration, open lines of communication, mutual respect and a common vision of the goals to be achieved.
The responsibility of the school (Teachers, Administrators and Support Staff) is to:
- Provide a safe environment that supports the development of positive learning attitudes, habits and values that are consistent with the Mission of the school.
- Provide high quality curriculum and instruction in a supportive environment.
- Encourage students’ growth as responsible, independent and respectful individuals.
- Model integrity, academic curiosity, responsibility and creativity.
- Communicate and work with parents as partners in ensuring student achievement reflective of the HKIS Mission, Vision and Student Learning Results.
Provide timely and clear information about school programs and events. The Teacher’s responsibility is to:
- Explain the curriculum and approach to learning in the classroom, expectations, methods of assessment and reporting of learning to students and their families.
- Report student progress regularly to parents (the frequency of communication is determined by each division).
- When appropriate, work with parents, counselors or learning specialists to provide a team approach to support for students.
- Communicate how parents can support what is going on in the classroom.
- Share observations, interests and concerns during emails, meetings and parent-teacher and student conferences.
- Invite parent involvement in the learning process. For example: participating in class
- activities, attendance at school events, invitation for guest speakers or connecting with the wider Hong Kong community.
- Respect family needs and values e.g. family time.
- Invite input and feedback from parents.
- Respond in a timely fashion to emails or phone calls from parents.
The Parent's responsibility is to:
- Provide a home environment that supports the development of positive learning attitudes, habits and values that are consistent with those of the school.
- Play an active part in their child’s learning e.g. monitoring attendance, homework completion.
- Help their child capitalize upon successes and learn from setbacks and failures as part of his or her growth process.
- Review, with the child, information provided by the school that provides insight into student learning and growth. For example: assignment feedback, report cards, conference information, emails.
- Communicate with the teacher, as developmentally appropriate, if the child is having problems with learning.
- Inform the school of any family or home situation that may affect a child’s learning or behavior.
- Participate in the decisions about their child’s education.
- Be responsive to requests for input, feedback or opinion.
- Stay informed by reading the school newsletter, class updates or accessing the website.
- Attend, as family responsibilities allow, parents events or education evenings. These include: parent coffees, division parent forums, parent-to-parent meetings, curriculum nights and parent feedback.
- Participate, as family responsibilities allow, in school organizations such as PFO, PAG and Booster Club and events.
- Respect a teacher’s academic efforts by minimizing a child’s absence from school for non-critical reasons.
