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1. Guiding Documents (Bylaws, Governing Body Policies, etc.)

2. Faculty/Instructor/Staff Handbook

3. Roster with Names and Roles of Governing Body Members

4. Organizational Chart

5. Faculty List with Current Positions/Qualifications, Specialty Training, English Proficiency Level

6. Strategic Framework/School Action Plan

7. Job Descriptions

8. Evaluation Process for Governing Body, School Leader

9. Professional Growth and Evaluation and Process for Employment

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NEASC-CIE Recommendations on Standard 1

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NEASC-CIE Recommendations on Standard 1

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1. The schools’ assessment policy lists a number of formative (AfL) and summative (AoL) assessment tools as measures of student success. In addition to that, the VT suggests the school research and implement techniques and strategies for Assessment as Learning.

2. Though there are pockets of interdisciplinary curriculum connections being made sporadically across the school, it is neither systematic nor consistent across all subjects and grade levels. The VT suggests that heads of departments and teachers across all grade levels collaborate to reflect and plan both vertically and horizontally.

3. Involve all members of the learning community in the revision of the definition of High-Quality Learning.

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1. Guiding Statements

2. Curriculum Documentation

3. Assessment Policy and Procedures

4. Language Policy and Procedures

5. Admissions Policy and Procedures

6. Inclusion Policy and Procedures

7. Sample of Student Transcripts and Evaluations

8. School Profile Sheet given to University

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1. Child Protection/Safeguarding Policy/Policies for Online Safety

2. Emergency Response and Crisis Procedures

3. Health/Medical Provision & Facilities

4. Local Codes of Compliance Documents

5. Code of Ethics/Behavior for Students and Staff

6. Recordkeeping/Data Protection Policy

7. Records of Evaluation and other Safety Drills

8. Description of Counselling Provision with Policies and Procedures

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1. Most Recent Audited Financial Statements

2. Operating Budget for Current and Past Two Years

3. Cash Flow Statements

4. Financial Summary - Annual Operations (using NEASC-CIE Form)

5. Salary Scale/Compensation Guidelines

6. Financial Policies

7. Financial Forecasting Documents

8. Sample Billing to Families

9. Insurance Policies (risk, property, liability, etc.)

10. Facilities Plan (maps, building projects)

11. Technology Infrastructure and Plans

12. Auxiliary and Subcontracted Service Guidelines

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1. Faculty/Staff Handbook or Guide

2. Student/Parent Handbook or Guide

3. Hiring/Retention/Dismissal Policies and Procedures

4. Sample Employment Contract

5. Employee Appeals Procedures

6. Discipline Policy and Procedures

7. Non-Discrimination Policy

8. Climate Survey Results/Analysis

9. School Newsletter/Magazine

10. Web Page, Social Media

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The CIS Academic Plan has been approved by the KHDA

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2024-2025 CIS Assessment Policy (Elementary)

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3. Elementary Assessment Procedures Handbook

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3. Elementary Assessment Procedures Handbook

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2024-2025 CIS ES Assessment Procedures Handbook

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2024-2025 CIS ES Assessment Procedures Handbook

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3. Secondary Assessment Procedures Handbook

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3. Secondary Assessment Procedures Handbook

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CIS SS Assessment Procedures (08 Sept 24)

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Please find in this folder

Transcript Sample

Early Years Report Sample

PYP Report Sample

MYP Report Sample

Secondary School Report Sample

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1. UAE Education Laws, Policies and Guidelines

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1. UAE Education Laws, Policies and Guidelines

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Please find the main webpage to access laws, policies and guidelines setout by the UAE government as they pertain to education

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Education - laws, policies and guidelines | The Official Portal of the UAE Government

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The UAE’s education system is based on relevant laws, legislations, policies, procedures and Strategic Plan 2017-2021.

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1. MoE General Rules for Provision of Special Education Programs and Services

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1. MoE General Rules for Provision of Special Education Programs and Services

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MoE General Rules for Provision of Special Edication Programs and Services

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1. KHDA School Quality Assurance Visits (Inspection) Guide

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1. KHDA School Quality Assurance Visits (Inspection) Guide

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2023-2024 School Quality Assurance Visits Guide

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2024-2025 Innoventures Teacher Handbook (1.0)

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2024-2025 CIS Elementary Teacher Handbook (FINAL FINAL)

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3. Governing Body Roles and Responsibilities 

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3. Governing Body Roles and Responsibilities 

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Governance comprises the Board of Directors (Board) and an Advisory Council.
The Board includes the owners and an independent member. It is involved in all strategic areas including the school's philosophy and objectives, policies, appointment and review of the leadership team, managing key relationships, ensuring quality infrastructure, resources and financial stability.

The Advisory Council comprises all stakeholders including parents, professionals, Innoventures Education group management and a Board Director. It meets three to four times a year and provides regular input to the Board.

The Advisory Council's role is to support continuous improvement, guide development and hold the school leadership accountable for the quality of education delivered. Its significant contribution to school governance has been recognized by the KHDA, the accreditation team from New England Association of Schools and Colleges (NEASC) and International Baccalaureate (IB) Authorisation teams.

Board of Directors

Avishesha Bhojani - Managing Director

Avi's 40+ year career spans marketing services, media, education, private equity, real estate direct investments and government sectors. At the helm of the BPG Group (www.bpggroup.com) since 1991, Avi consolidates the Group's interests across advertising, public relations, design, activation, media asset management and digital verticals, in the Middle East and North Africa region. Avi has also assisted in the conceptualisation and execution of a number of strategic Dubai initiatives (Dubai Quality Award, Dubai Shopping Festival etc.) and has served the Government of Dubai while assisting with the development of Knowledge Economy hubs in Dubai (Internet, Media and Ideas).

An alumnus of the National Institute of Design, Ahmedabad and The Indian Institute of Management, Bangalore, Avi is the Managing Director of Innoventures Education; General Partner of Montana Capital Ltd, the holding company of Ramusake and Copper Dog in Dubai, AMEA Ventures Ltd, Partner Director of HTMi Switzerland Dubai LLC, and Chairman of International Management Ventures FZ LLC. He is also on the Board of Governors of The International Institute of Tolerance by HH Sheikh Mohammed Bin Rashid Al Maktoum, the VP/ PM of UAE and Ruler of Dubai.

Avi is widely recognised as one of the most influential expats in the GCC, and has been honoured by HH Sheikh Mohammed Bin Rashid Al Maktoum for his contribution to the evolution of Dubai Shopping Festival. Avi has also been recognised by leading media such as Forbes Middle East and Arabian Business, both as an Entrepreneur of the Year as well as a Chief Executive of a Media company.

H.E. Dr. Anwar Gargash - Director

His Excellency Dr. Anwar Mohammed Gargash is the Minister of State for Foreign Affairs and Federal National Council Affairs of the UAE. Having taught political science for over a decade at the UAE University, he has a long and rich background in academics. He is also a member of several government and advisory boards. He was, until recently, the Executive Director of Gargash Enterprises, the authorised dealers for Mercedes-Benz in Dubai and the Northern Emirates. Earlier in his career, Dr. Gargash studied political science at the George Washington University in Washington DC, USA and got his doctorate from King's College, Cambridge University, UK.

Abdulla Majed Al Ghurair - Chairman

Abdulla is a UAE national and a third generation member of a prominent business family. He brings an acute understanding of local culture and business acumen to organisations. His interests span marketing services, education, contracting, building materials, retailing and ceramic tiles manufacturing. Abdulla also serves on the boards of Majid Al Futtaim Real Estate and is the Chairman of BPG Group, a leading marketing solutions provider in the MENA region.

Advisory Council

Avishesha Bhojani

Avi's 40+ year career spans marketing services, media, education, private equity, real estate direct investments and government sectors. At the helm of the BPG Group (www.bpggroup.com) since 1991, Avi consolidates the Group's interests across advertising, public relations, design, activation, media asset management and digital verticals, in the Middle East and North Africa region. Avi has also assisted in the conceptualisation and execution of a number of strategic Dubai initiatives (Dubai Quality Award, Dubai Shopping Festival etc.) and has served the Government of Dubai while assisting with the development of Knowledge Economy hubs in Dubai (Internet, Media and Ideas).

An alumnus of the National Institute of Design, Ahmedabad and The Indian Institute of Management, Bangalore, Avi is the Managing Director of Innoventures Education; General Partner of Montana Capital Ltd, the holding company of Ramusake and Copper Dog in Dubai, AMEA Ventures Ltd, Partner Director of HTMi Switzerland Dubai LLC, and Chairman of International Management Ventures FZ LLC. He is also on the Board of Governors of The International Institute of Tolerance by HH Sheikh Mohammed Bin Rashid Al Maktoum, the VP/ PM of UAE and Ruler of Dubai.

Avi is widely recognised as one of the most influential expats in the GCC, and has been honoured by HH Sheikh Mohammed Bin Rashid Al Maktoum for his contribution to the evolution of Dubai Shopping Festival. Avi has also been recognised by leading media such as Forbes Middle East and Arabian Business, both as an Entrepreneur of the Year as well as a Chief Executive of a Media company.

Hamdi Osman

Hamdi is the Chairman of Solitaire IGT. He graduated in physical education from Helwan University, Cairo, in 1976. He then moved to the US to pursue his interest in professional soccer and in 1978 joined FedEx, an organisation he served for 33 years. He is on the Board of Directors of the National Association of Freights and Logistics, the American Business Council and the Supply Chain & Logistics Group (SCLG) of the Dubai Chamber of Commerce & Industry. He was also a member of the International Advisory Council and the School of Business and Management, American University of Sharjah from 2002 to 2005, and on the Board of Trustees of the American School of Dubai between 1998 and 2006. He is a former CEO of FedEx for the Middle East, Indian Subcontinent and Africa.

Poonam Bhojani

Poonam is an Economics Honours Graduate with an MBA from India's premier business school, Indian Institute of Management, Bangalore. Prior to envisioning and cofounding Dubai International Academy, Poonam has had significant industry experience working on leading edge technology solutions with a range of organisations across India, Hong Kong, USA, Belgium, Sweden, The Netherlands, Oman and UAE. She is the CEO of Innoventures Education, has served as the President of the Middle East IB Association of Schools and is the Secretary of the Dubai Private Schools Group.

Dr. Sehamuddin Galadari

Dr. Galadari graduated with Ph.D. from Imperial College, London. He is a visiting Professor at Harvard Medical School and Senior Vice Provost of Research Outreach, and Managing Director of the NYUAD Research Institute. He joined the UAE University in 1991. He has served as Vice Provost for Research & Graduate Studies and on the Advisory Boards of Dubai Harvard Foundation for Medical Research, Emirates Foundation, Abu Dhabi and Chairman of the Medical Research Grant Committee of Sheikh Hamdan Award for Medical Sciences. He has been a visiting Professor at Imperial College, University of Glasgow, Duke University Medical Centre, Medical University of South Carolina and POSTECH in South Korea.

Adela Acevedo Sarna

Adela Acevedo Sarna has a background is in law and public policy and her career has included roles in corporate litigation at Skadden Arps; international judicial cooperation at Eurojust; the technology deployment at Shell; and studies at Harvard College and Leiden University's Law Faculty. Adela is a BA honours graduate of Harvard College, Co-Founder of Promise of a Generation, a community majlis, and Chair of e7 Daughters of the Emirates, a social impact leadership program for young women in the UAE. In Dubai, she has served as a policy advisor for the Dubai Government's Executive Council for eight years. She has also served on the Board of Directors of the Harvard Club of the UAE and is an Appointed Director of the Harvard Alumni Association Board.

Michael Stephen

Michael is the Director, Finance & Administration at Innoventures Education. He is a Chartered Accountant and has a Diploma in Portfolio Management with over 20 years experience in consulting and industry. He was part of the core team of Innoventures Education that set up Dubai International Academy in 2005. Michael started his career in an accounting firm focused on audit, tax, corporate law, and business and investment advisory services. He is a Fellow of the Association of International Accountants, UK and has been on the faculty of a business school in Dubai.

JAMES ROBERTS

James has over 20 years of senior leadership experience across a diverse range of schools and educational organisations. He was previously CEO of one of the largest education services companies in the UK, leading the initial launch and establishment of this company as a profitable, growing business. He is a vastly experienced executive education leader who works with the CEO and school teams to drive forward the group's performance agenda and secure the highest quality outcomes for every student. As well as a degree in Biochemistry, James has a Master of Arts in Educational Leadership and Management, along with the National Professional Qualification for Headship. He firmly believes in unlocking the potential of every child academically, personally and socially through a continuous and relentless drive for sustained improvement in the quality of education.

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Governance | About Us | Collegiate International School | Dubai, U.A.E

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Governance comprises the Board of Directors (Board) and an Advisory Council. The Board includes the owners and an independent member. It is involved in all strategic areas including the school's philosophy and objectives, policies, appointment and review of the leadership team, managing key relationships, ensuring quality infrastructure, resources and financial stability.

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5. Faculty List with Current Positions/Qualifications, Specialty Training, English Proficiency Level

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5. Faculty List with Current Positions/Qualifications, Specialty Training, English Proficiency Level

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8. CIS School Profile given to Universities

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8. CIS School Profile given to Universities

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1. CIS Safeguarding & Child Protection Policy

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1. CIS Safeguarding & Child Protection Policy

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2024-2025 Innoventures Teacher Handbook (1.0)

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Innoventures Education Teacher Handbook 2024-2025 v1.0

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2024-2025 CIS Behavior Management Policy

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2023-2024 CIS Elementary Use of Technology Policy

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1. 2024-2025 CIS Early Years Parent Handbook

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1. 2024-2025 CIS Early Years Parent Handbook

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2024-2025 CIS Early Years Parent Handbook (FINAL)

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1. 2024-2024 CIS Elementary Teacher Handbook

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1. 2024-2024 CIS Elementary Teacher Handbook

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2024-2025 CIS Elementary Teacher Handbook (FINAL FINAL)

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2. 2024-2025 CIS Elementary Parent Handbook

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2. 2024-2025 CIS Elementary Parent Handbook

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2024-2025 CIS Elementary Parent Handbook (Final)

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2. 2024-2025 CIS Secondary Parent Handbook

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2. 2024-2025 CIS Secondary Parent Handbook

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1. CIS SS Parent & Student Handbook 2024-25 (FINAL)

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IVEI HR meets with all teachers at the start of each academic year to go over key areas of the IVEI Teacher Handbook and address all HR matters.

Retention of teachers fall under the Performance Management focus on improving teachers. This can be found on Page 61 of the handbook

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This evidence can be made available upon request during a NEASC visit.

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The safe recruitment of staff in our schools is the first step to safeguarding and promoting the welfare of the children in education. The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. It is recognized that this can only be achieved through sound procedures, good inter-agency co-operation and the recruitment and retention of competent, motivated employees who are suited to, and fulfilled in, the roles they undertake.

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IVEI HR meets with all teachers at the start of each academic year to go over key areas of the IVEI Teacher Handbook and address all HR matters.

IVEI Grievance Policy and Procedures are contained on Page 65 of this document

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IVEI HR meets with all teachers at the start of each academic year to go over key areas of the IVEI Teacher Handbook and address all HR matters.

Appendix 5 (Page 32) contains the procedures and policy for disciplinary measures for staff.

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8. CIS Term 1 Net Promoter Survey (Climate Survey)

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8. CIS Term 1 Net Promoter Survey (Climate Survey)

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Survey Process

Survey is distributed from IVEI to all CIS parents

Survey results are collated by IVEI and sent to CIS

The Senior Leadership Team analyze the results of the survey

CIS Principal meet with parents who identify concerns with the school

The Senior Leadership Team share NPS results with staff to help impact collective teacher efficacy

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CIS staff complete wellbeing surveys during the academic year. Surveys are analyzed by SLT and initiatives are collaborated on with Wellbeing Committee. These are then communicated back to staff

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CIS Staff Temperature Check Results - Semester 2 Results

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CIS Wildcat Newsletter is a monthly newsletter that is designed for the purpose of celebrating student life. It has messages from leadership, highlights events and successes of the month and communicates events coming up.

The newsletter is emailed to parents at the start of every month and all newsletters are available on the CIS website.

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https://www.collegiate.sch.ae/

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Collegiate International School | American IB School | Dubai

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Collegiate International School, with its proven history of success, is an American IB World School offering a student-focused, inquiry-based learning environment for grades Pre-KG to Grade 12. The school offers the full continuum of IB Programmes (IB PYP, IB MYP, IB DP, and IBCP).

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https://www.facebook.com/cisdubai/

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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CIS Instagram

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2. Emergency Response and Crisis Procedures

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2. Emergency Response and Crisis Procedures

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6 - Emergency Response and Crisis Procedures - OneDrive

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6 - Emergency Response and Crisis Procedures

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3. Health/Medical Provision & Facilities 

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3. Health/Medical Provision & Facilities 

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7 - HealthMedical Provision & Facilities - OneDrive

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7 - HealthMedical Provision & Facilities

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8 - Local Codes of Compliance Documents - OneDrive

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9. CIS Performance Management Procedures

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9. CIS Performance Management Procedures

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9. CIS SMART Target Sample Classroom Teacher - Phase 1

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9. CIS SMART Target Sample Classroom Teacher - Phase 1

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2024-2025 CIS PM Target Setting Form Anna

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9. CIS SMART Target Sample Classroom Teacher - Phase 2

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9. CIS SMART Target Sample Classroom Teacher - Phase 2

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2024-2025 CIS PM 1 Target Setting Form Amy

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9. CIS SMART Target Sample Specialist Teacher 

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9. CIS SMART Target Sample Specialist Teacher 

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2024-2025 CIS PM Target Setting Form - Rahma

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9. CIS Performance Improvement Plan (PIP) Sample

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9. CIS Performance Improvement Plan (PIP) Sample

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Please note, the teachers name has been removed from this document for confidentiality reasons

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2024-2025 CIS Teacher Intervention Plan - NEASC 1

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9. CIS Performance Improvement Plan (PIP) Sample 2

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9. CIS Performance Improvement Plan (PIP) Sample 2

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Please note, the teachers name has been removed from this document for confidentiality reasons

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2024-2025 CIS Teacher Intervention Plan - NEASC 2

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7. CIS Records of Evaluation and other Safety Drills

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7. CIS Records of Evaluation and other Safety Drills

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9 - Records of Evaluation and other Safety Drills - OneDrive

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NEASC Foundation Standards Tour Checklist

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NEASC Foundation Standards Tour Checklist

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Collegiate International School NEASC Site Checklist (2)

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Collegiate International School NEASC Site Checklist (4)

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Collegiate International School NEASC Site Checklist

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NEASC-CIE Recommendations on Standard 1.1

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NEASC-CIE Recommendations on Standard 1.1

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CIS has included examples of Formative and Summative Assessment practices and expectations in the CIS Assessment Procedures Handbook. This is unpacked at the start of each academic year and consistently collaborated on during planning meetings and workshops.

CIS has included systems and structures for Feedback (Assessment as Learning) into the CIS Assessment Procedures Handbook. This is unpacked at the start of each academic year and consistently reviewed through planning meetings and book scrutiny sessions.

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NEASC-CIE Recommendations on Standard 1.1

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NEASC-CIE Recommendations on Standard 1.1

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CIS has included examples of Formative and Summative Assessment practices and expectations in the CIS Assessment Procedures Handbook. This is unpacked at the start of each academic year and consistently collaborated on during planning meetings and workshops.

CIS has included systems and structures for Feedback (Assessment as Learning) into the CIS Assessment Procedures Handbook. This is unpacked at the start of each academic year and consistently reviewed through planning meetings and book scrutiny sessions.

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NEASC-CIE Recommendations on Standard 1.2

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NEASC-CIE Recommendations on Standard 1.2

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CIS Elementary PYPC, Middle Leaders and all teachers meet during our Curriculum Review to identify links for integrated learning opportunities as identified in the POI

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NEASC-CIE Recommendations on Standard 1.2

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NEASC-CIE Recommendations on Standard 1.2

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English & Individuals and Societies (INS)

The Interdisciplinary Unit (IDU) between English and INS was developed through a collaborative effort involving the Head of Departments (HoDs), subject teachers, and myself as the MYP Coordinator. Through planning meetings and shared discussions, we aligned key concepts, global contexts, and inquiry questions to ensure meaningful connections between language, literature, and historical/social studies perspectives. The unit fosters critical thinking, research skills, and analytical writing, allowing students to explore complex themes through both historical and literary lenses. The unit was chosen based on the scope & sequence of both subjects, where the meetings held discussed where both disciplines would align and this is where we decided as a team to tackle the topic of justice and discuss many historical figures that created history with their courageous stands.

Music & Language Acquisition – Spanish

The IDU between Music and Spanish was designed in partnership with the HoDs, subject teachers, and myself to integrate linguistic and cultural appreciation with musical expression. Our collaborative planning focused on selecting authentic musical pieces and cultural themes that reinforce language acquisition while deepening students' understanding of Hispanic traditions. Through performance, analysis, and communication-based tasks, students engage in a holistic learning experience, strengthening both their musical creativity and language proficiency.

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NEASC-CIE Recommendations on Standard 1.3

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NEASC-CIE Recommendations on Standard 1.3

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The CIS community spent the 2021-2022 school year working in collaboration to create a holistic definition of learning. Through meetings and open conversations with teachers, parents, students and governance, all stakeholders in the school had input on what defines learning at our school

After the completion of the NEASC Standard Pathway visit, CIS will spend the 2025-2026 academic year revising our Definition of High-Quality Learning, using NEASC feedback and involving all stakeholders of the school as done previously

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NEASC-CIE Recommendations on Standard 1.3

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NEASC-CIE Recommendations on Standard 1.3

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Orientation started with all teachers unpacking the CIS Vision and Mission and Definition of High-Quality Learning

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NEASC-CIE Recommendations on Standard 1.3

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NEASC-CIE Recommendations on Standard 1.3

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This is the PowerPoint used to lead the workshop for unpacking the CIS Vision and Mission. DHQL and our focus on Student Engagement during orientation in 2024-2025

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2024-2025 CIS Orientation - Monday 19 August - WS Session 2 - CIS Vision Mission HQL SIP (2)

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NEASC-CIE Recommendations on Standard 1.3

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NEASC-CIE Recommendations on Standard 1.3

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Some evidence of teachers engaging across the phases in this workshop

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8. Description of Counselling Provision with Policy

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8. Description of Counselling Provision with Policy

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2023-2024 CIS Provision for Student Counselling Policy 

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8. Description of Counselling Provision Procedure

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8. Description of Counselling Provision Procedure

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2023-2024 CIS Provision for Student Counselling Procedures

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NEASC-CIE Recommendations on Standard 2

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NEASC-CIE Recommendations on Standard 2

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1. Consider aligning and integrating elements of the ACE Learning Principles into the School Improvement Plan

2. Consider integrating and aligning elements of the ACE Learning principles into the teacher evaluation tool.

3. Involve the stakeholders in the policy-making process.

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NEASC-CIE Recommendations on Standard 2.1

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NEASC-CIE Recommendations on Standard 2.1

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CIS has included the Standard Pathway Indicators into the 2024-2025 CIS School Improvement Plan. When working towards the ACE Standards pathway, future SIPs will align to these indicators

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NEASC-CIE Recommendations on Standard 2.2

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NEASC-CIE Recommendations on Standard 2.2

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CIS has aligned the indicators for Formal Observation and Performance management with the IVEI Brilliant Basics, KHDA Framework and NEASC Standard Pathway Areas of Focus. When CIS moves to the ACE Standards, alignment to these indicators will be completed

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NEASC-CIE Recommendations on Standard 2.2

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NEASC-CIE Recommendations on Standard 2.2

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In the vision of Doing One thing Great, CIS aligned the focus of Student Engagement (NEASC Standard Area of Focus) to our Learning Walk Evaluation process

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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1. Create opportunities for teachers, parents, and students to get involved in the creating of policies and procedures that affect their daily life at school.

2. Involve staff, parents and students in the Learning Principles self-study and school improvement planning.

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NEASC-CIE Recommendations on Standard 5.1

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NEASC-CIE Recommendations on Standard 5.1

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Date: 10 March 2025

Members: CIS Middle Leaders

In efforts to ensure more stakeholders are involved in the development of school policies, Middle Leaders unpacked core policies using 3-2-1 Feedback format. In groups, middle leaders identified 3 key parts of policies, 2 areas that may need to be added and 1 way these policies help support the morale of the school community

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NEASC-CIE Recommendations on Standard 5.1

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NEASC-CIE Recommendations on Standard 5.1

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Date: 29 May 2025

Members: PUMA Members

In efforts to ensure more stakeholders are involved in the development of school policies, Middle Leaders unpacked core policies using 3-2-1 Feedback format. In groups, middle leaders identified 3 key parts of policies, 2 areas that may need to be added and 1 way these policies help support the morale of the school community

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NEASC-CIE Recommendations on Standard 5.2

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NEASC-CIE Recommendations on Standard 5.2

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CIS collaborated with teachers, students, parents and the governing body while reflecting on current practices and areas of improvement during the 2024-2025 Standard Pathway Self-Study Process.