INSTITUTIONALEDUCATIONALPROJECT

CONTEXTIntroductionSantiago College Educational Foundation1 is the sustainer of Santiago College, a multicultural,bilingual and co-ed private paid school, which provides an integral education based on Judeo-Christian values to all its studentswithout any distinction of nationality, creed or gender, fromplaygroupto12thgrade.

Santiago College encourages the development of each student in a demanding academicenvironment, promoting a democratic society and an international conscience, helping itsstudentstofacenewchallengesanddeveloppassionforcontinuouslearning.SantiagoCollege strives forpreparing integralpeoplewhoare intellectually restless, responsiblefortheenvironment,nurturedfromculturaldiversity,andperseveringinthesearchforexcellenceandnewsolutionstotheworld’sproblems.InstitutionalInformationSantiagoCollegeismemberoftheInternationalBaccalaureateOrganization(IBO),theobjectiveofwhichis“todevelopcaringandinformedyoungpeopleavidforknowledge,capabletocontributeto create a better and more peaceful world based on mutual understanding and interculturalrespect,”objectivethatisconsistentwithSantiagoCollege’smissionandvision.ThisCurriculumiswidely recognized as a program that promotes not only academic excellence and intellectualdevelopment but also the development of values. Within this framework, the model of theInternational Baccalaureate student´s profile promotes a positive co-existence in the teaching-learningprocess.BriefHistoryThe schoolwas foundedonOctober1st, 1880with the support and supervisionof theBoardofForeignMissionsfromtheMethodistEpiscopalChurch.ItwasBishopWilliamTaylorwhosawthisneed,asmanyforeignfamiliesdidnothaveanyschoolswheretoeducatetheirchildren.Through a letter of presentation from the then President of the United States, William Taylorpresented his cutting-edge ideas to the Chilean authorities and had a good response, as theMinistry of Education of the time was a fervent promoter of female education together withfreedomof teaching. Thus,MinisterAmunátegui suggestedcreatinga school forwomen,given

1 Fundación Educacional Santiago College is Officially Acknowledged by a Collaborating Decree of the StateEducational Role 20278 of 1961. It has a letter of guarantee granted by the Department of Education of theUniversityoftheStateofNewYorkpermittingittoexerciseitsactivityunderitsBylawssinceAugust26,1966.TheSchoolismemberofIBO(InternationalBaccalaureateOrganization)ofGenevasince1981.Itisaccreditedby,andmemberof,theEuropeanCouncilofInternationalSchools,CIS&NEASC(CouncilofInternationalSchools&NewEnglandAssociationofSchoolsandColleges), InternationalSchoolsAssociation,AssociationofBritishSchoolsofChileandtheIBSchoolAssociation(InternationalBaccalaureate)inChile.

the urgent need for improving female school instruction and preparingwomen to reach highereducation.In 1880, Santiago College opened its doors on Vergara Street based on religious toleranceprinciples,adistinctionthatcharacterizestheschooluntiltoday.Teacherswereurgedtoassumethe followingmaxim: “Every educational systemmust be developed by exercising the physical,intellectualandmoralnature inorder toprepare theyouth for the important responsibilitiesoflifeasstatecitizens,memberofsocial,politicalandcommercialcommunities,thefamilyandthehomeandassincereadorersofGod.”Teachingbyexample,SantiagoCollegeteachersbuiltaninstitutionintheheartoftheirstudents,encouraging them todevelop thebest of themselves for the sakeof their personal growth andservice to others. The Schoolwas immediately identifiedwith four characteristics: pedagogicalimpact,balancedcaregiventobothgenderswithinthispedagogicalframework,itsChristiannon-sectarianphilosophyandtheteachingoftheEnglishlanguage.Theywantedthattheirgraduatescould face any situation in life. Thus they imprinted in them the characteristic of valuating joy,passion,aestheticpleasureandmodernism.AccordingtotheSchoolIncorporationDeed,“thepurposeistoprovidegirlsandwomeninChilewith a Christian education, but without sectarianism, and reaching the highest ideals ofeducation.”Fromthebeginning,SantiagoCollegewascompletelybilingual,encouragingteachersandstudentstospeakinEnglishatalltimes.Thefoundersconsideredthatthislanguagewas“thetruegoldenkeytomoderneducation.”When Santiago College was founded, the first stone was set for a new educational systemdifferentfromthatexistinginChileuntilthatdate.The road to founding the School consisted not only in retaining teachers and preparing thephysical buildingwhere the institutionwas going to be established.Oneof themost importantcharacteristics that the new school boasted was that it would teach an education withoutsectarianism.TolerancestoodoutfromthestartintheeducationdeliveredbySantiagoCollege.TheSantiagoCollegeeducationalprojectwasprovedandsupportedbyimportantpersonalitiesofthetime(BenjamínVicuñaMackenna,GovernorofSantiago;Adolfo Ibañez,ChileanAmbassadorin theUnited States; ThomasOsborn,Minister Plenipotentiary to theUnited States in Santiago,amongother).1881will always be in the history of Santiago College as a very hard year of great efforts andsacrifices.Therewerenotenoughteachers,andmostofthemdidnotspeakSpanish,whichmadetheirdutyevenmoredifficult.Being ahead of all schools in Chile, the school was from the start absolutely bilingual andencouragedteachersandstudentstospeakinEnglishatalltimes.

SantiagoCollegehashadfourheadquarters-the“fourbuildingshells”-wheretheschoolessencehasalwaysbeenintact.TodayitisoperatinginLosTrapensesBuilding,thenewfacilitieswherethetraditionsandfoundationalvaluesprevailasstronglyasinthepast.IDEOLOGY§EducationalMarksContributing to a more open Chilean society (one that embraces diversity), that is moreharmoniousandcaring.For this purposeour communitypersonifies the institutional values and the attributesof the IBprofile.Bothvaluesandattributesareaninvitationtothedifferentlevelsoftheschool:Students,parents,faculty,auxiliaryandadministrativestaff.IBprofile2attributes:

• AsmemberoftheIBlearningcommunity,weendeavortobe:o Inquirerso Knowledgeableo Thinkerso Communicatorso Principledo Open-mindedo Caringo Risk-takerso Balancedo Reflective

Thisway,thedesiredprofileofanIB-SCstudentistobe:

• Acriticalandhumanitarianthinker.• A citizen informed about local and global issues, capable of appreciating the human

essencesharedamongallpeoples.• Respectfulforthevarietyofculturesandattitudesthatenrichlife.

§VisionTheSantiagoCollege’s vision is: “Tobea reference in thedevelopmentof integralpeople,withspirit of service, intellectually restless and persevering in the search for excellence, with thecapacitytoactindifferentculturalenvironments,firmlyfacingthechallengesanduncertaintiesofthefuture.”§Mission

2http://www.ibo.org/es/benefits-of-the-ib/the-ib-learner-profile/

SantiagoCollege’smission is “todeliver abilingual and state-of-the-art educationof excellence,basedonJudeo-Christianvaluesandnurturedfromculturaldiversity inordertoprepareintegralpeoplewhoactively contribute to thedevelopmentofa society inaglobalizedworld subject tocontinuouschange.”§DefinitionsandInstitutionalMeaningsPrinciplesandeducationalapproach

• Aconceptionofeducationthatpraisesthenumerouswaysinwhichpeopleworktogetherinordertobuildmeaningandunderstandtheworld.

• Represented as an interaction between questions made (inquiry), the actual workpracticed(action)andthinking(reflection), thisconstructivistapproachencouragesopenclassroomswheredifferentopinionsandperspectivesarevalued.

• The value of education lies in the transformation of personal understanding andcollaborative construction of meaning rather than in transmitting knowledge andmemorizinginformation.

SpecificvaluesandcompetencesTheSantiagoCollegemissionandvisionurgeustodevelopalearningcommunitythatactsuponandassumes theSchoolvaluesas itsown,creatingasuitableenvironment for learning.For thispurpose,itisessentialtohaveapositiveco-existence,whereeachmemberofthecommunityactswithin a framework of respect to him/herself and the others, thereby contributing to commonwell-being.TheSantiagoCollege’valuesare:HonestyThis is thehabit of acting according towhat is considered right,within the context of universalvalues and the Universal Statement of Human Rights of the United Nations Organization(hereinafter,UN).Sincerityandconsistencybetweenactingandtheidealspursuedturnanhonestindividualintoanassertivepersonwhoisusedtotellthetruth,respectthird-parties’propertyandactwithacademicintegrity,amongother.SantiagoCollegestudentsprovethattheyarehonestwhen,amongotherattitudes,they:

• Saythetruth,regardlessoftheconsequences.• Respectthird-parties’propertyanddonottakewhatdoesnotbelongtothem.• Findlossobjectsanddeliverthemtoaresponsibleadult.• Whentheiracademicworkandtaskistheresultoftheirownefforts.• Whentheyactwithacademicintegrity(theydonotwhispertheanswerstoothers;donot

copynorletotherscopyfromthem;donotpresentthird-parties’workastheirown;theydonotlendtheirworkswithouttheauthorizationoftheirteachers).

RespectThisisthehabitofacknowledging,acceptingandvaluingbothownandthird-parties’dignityandrights in thecontextof theUniversal StatementofHumanRights (UN),accepting the legitimatedifferences existing amongst human beings. Respect also implies valuing and caring for theenvironment and other living beings. Respect includes acknowledging authority, accepting andcomplyingwiththerulesofthecommunitiestowhichyoubelongandactingwithgoodmannersandcourtesy.SantiagoCollegestudentsprovetheyarerespectfulwhenthey:

• Respectthemselvesbyexercisingahealthylifestyle.• Actconsideringcommonwelfare.• Valuediversityanddonotdiscriminateothersarbitrarily.• Rejectallkindsofbehaviorthathumiliates,harassesorunderratesothermembersofthe

community,whetherdirectlyorindirectly,inpersonorthroughtechnologicalmeans.• Seektopositivelysolvetheeventualconflictsanddifferencesnaturallyarisinginadiverse

community.• Arecourteousandactwithgoodmanners.• Expresstheirgratitude.• ComplywithSchoolrules.• CarefortheSchoolfacilitiesandinfrastructure.• Careforownandthird-parties’belongings.• Carefortheenvironment.• ValuetheSchooltraditions.

ResponsibilityThis is the full exercise of freedom, that is, act for a purpose that contributes to personal andsocialwelfare,usingadequatemeansandassumingthepossiblepersonalandsocialconsequencesof what is said, decided and performed. Some aspects of responsibility are care for theenvironment,theculturalheritageandcompliancewiththeacquiredcommitments.SantiagoCollegestudentsprovetheyareresponsiblewhenthey:

• Assumetheconsequencesoftheirownactions,errorsandlookforwaystorepairthem.• Complywiththeirobligationsandacquirecommitments.• FollowtheproceduresorroutinesestablishedbytheSchool.• ArepunctualtoarrivetoSchool,classesandalltheirobligationsandcommitments.• Delivertheworks,projectsandhomeworkwithintheestablisheddeadlines.• Arrive to school andprepare for the schoolworkwith their tools andmaterials in good

condition,showingtheyarereadytolearn,anddonotbringelementsthatdistractthemfromtheschoolactivities(forexample,valuables,toys).

• WeartheSchooluniformcorrectly.• Deliver all School documents to parents and from them to the School within the

establisheddeadlines.• CarefortheSchoolfacilities,propertyandmaterials.

• Carefortheenvironment.• Arecommittedtotheirownlearning.• BecomeupdatedwhentheymissSchoolforanyreason,includingthereschedulingofany

testsorworkstheyhavepending.SolidarityThisistheconstantanddisinteresteddispositiontogenerosityandself-surrendertoothers,basedonacknowledgingtheownparticularneedsandexpressedinconcreteactions.SantiagoCollege’sstudentsprovetheyarecaringwhen:

• Theyactdisinterestedlywithgenerosityandself-surrender.• Acknowledgetheneedsofothersandactinaconcretewaytomeetthem.• ParticipateincommunityserviceprojectsinandoutofSchool.• Showempathyforthemembersoftheircommunity,theircountryandtheworld.• Contributetosocietybyputtingtheirtalentstotheserviceofothers.

PerseveranceThisisthehabitofgivingthebestofyourselfinfurtheranceofanobjectivedespitedifficultiesandadversity.SantiagoCollege’sstudentsshowtheyareperseveringwhenthey:

• GivethebestofthemselvesbothatSchoolandoutofit.• Complywiththeiracademiccommitments,despitedifficulties.• Haveaproactiveattitudetofaceandovercomechallenges.• Askforhelptoovercometheirchallengesanddifficulties.• Toleratefrustration.• Acceptconstructivecriticism.• Faceunknownoruncertainsituationswithprudence,courageanddetermination.

JoyoflivingThis is thehabit to face lifepositivelyandconstructively, fully living thedifferentmomentswithhopeandsenseofhumor.SantiagoCollegestudentsshowtheyhavejoyoflivingwhenthey:

• Lookatlifeoccurrencesfromapositiveperspective.• Arecapableofhappilyenjoyingthedifferenttimesoflife.• Arecapableoffacinglifeconstructively,withsenseofhumorandhope.• Areopentonewexperiencesandopportunities.

§ProfilesHEADMISTRESSREPORTSTO: GoverningSeniorCouncilOBJECTIVESOFTHEROLETodevelopandmaintainthebestorganizationandeducationalprograms.Inspire,guideandleadthefacultyandadministrativeandauxiliarystaff,byestablishingandreachinglevelsofexcellencefor each Santiago College student while providing a full, valuable, significant and worthyeducation.Toensureandmanagetheuseofthefacilitiesandthefundswithmaximumefficiency,minimumexpensesandaconstantandurgentconcernfortheeffectstheyhaveoneachstudent.MAINRESPONSIBILITIES

1. AttendandtakepartinallmeetingsoftheSeniorCouncilanditscommittees,savewhenreferredtotheheadmistresses’positionorsalary.

2. Attendthemeetingsofcommitteesonherownright.

3. Manage, as executive head of the school, the development and support of a positiveeducationalprogramdesignedtoreachtheneedsofthecommunityandcomplywiththepoliciesoftheCouncil.

4. RecommendnewpoliciestotheCouncilorthereviewthereofandensurethatallCouncilpoliciesareimplemented.

5. Prepare recommendations regarding all issues requiring her action and give suchrecommendations to the Council, while providing the necessary information to ensureinformeddecisions.

6. Act with discretion and criteria in any issue that is not covered by Council policies,informingtheCouncilassoonastheactionisperformedandrecommendingthispolicyasaguideforthefuture.

7. Inform and recommend the Council about School programs, systems and problems,informingabouttheactivitiesthattakeplaceundertheCouncilauthority.

8. Inform the Council on matters that the Headmistress deems pertinent for a goodmanagementoftheSchool,orastheCouncilmayrequest.

9. SupervisethatallChileanandUSconstitutionalandmunicipallawsareeffectivelyhonoredaswellastheby-laws,theCharterandtheCouncilPolicies.

10. TakethenecessaryadministrativedecisionswithintheSchoolforitscorrectoperation.

11. Prepare regulations and instruct the school employees and students to implement theCouncilpolicies.

12. Delegate, based on her own criterion, administrative functions to other schooladministrators,understandingthatthedelegationofdutiesdoesnotreleaseherfromthefinalresponsibilityfortheundertakenaction.

13. Put forwardobjectives,policies,plansandprograms;prepareandpresent thenecessaryactions and explanations to help the Council with its responsibility for implementingpolicies.

14. Order a periodical audit of the full school program and give recommendations to theCouncilabouttheSchoolacademicprogress.

15. Studyandreview,togetherwiththefaculty,allguides,curriculumsandstudyprogramsonacontinuousbasis.

16. InformtheCouncilaboutthestudyprograms,curricularguides,significantchangesoftextbooks,andSchooltimetables.

17. Issuerulesfortheclassificationandprogressofstudentsaccordingtoestablishedpolicies.

18. Communicate,directlyorbydelegatingtoothers,allactionsoftheCouncilrelatedtothestaff, and receive from all the personnel any notices that must be transmitted to theCouncil.

19. Leadnegotiationswithprofessionalandnon-professionalpersonnel.

20. Ensure the engagement of the best and most competent teachers, supervisors andadministrativestaff.

21. AssignanddefinethepositionsoftheentirestaffsubjecttotheCouncil’sapproval.

22. HoldmeetingswithteachersandotheremployeesasnecessarytodiscussissuesregardingtheSchoolimprovementandwelfare.

23. SuperviseteachingmethodsandmanagetheiruseintheSchool.

24. Approvethevacationsoftheentirepersonnel.

25. RecommendthattheCouncilpromotes,changessalary,lowerspositionsordismissesanyemployee.

26. Provide the Council with a clear and detailed report about any proposed procedureinvolving a dismissal basedon the establishedpolicy or thedisbursementof substantialamounts.

27. SupervisethepreparationandpresentationoftheannualbudgetandrecommendittotheCouncilforitsapproval.

28. Establish andmaintain efficient procedures and effective controls of the use of SchoolfundsinaccordancewiththeagreedbudgetsubjecttoCouncilinstructionsandapproval.

29. Act as a purchasing agent for the Council and establish procedures for the purchase ofbooks,materialsandsupplies.

30. Provideinstructionsandadequaterulesfortheuseandcareoftheschoolproperty.

31. RecommendtheCounciltoselltheentirepropertythatisnotrequiredandsupervisetheadequateexecutionofsaidsales.

32. Supervisethedraftinganddeliveryoftherequestedreports.

33. Keepadequateregistriesfortheschool,includingasystemoffinancialaccounts,tradeandownershipregistries,staffandstudents,academicdata.Actascustodyoftheseregistriesand of all contracts, securities, documents, certificates, records and other documentsbelongingtotheCouncil.

34. Keepdirectlyorupondelegationanysuchrecordsonthestaff,thestudents,commercialrecordsandotherthatmayberequiredbythelaworaccordingtotheCouncilpolicies.

35. MakerecommendationstotheCouncilaboutthetransportationofstudentsaccordingtotheregulationsandsafetyrequirements.

36. Makerecommendationsregardingtheplaceandsizeofnewschoolsites,extensionoftheexisting buildings, drawings for new buildings, all consignations of lands and buildings,improvements,alterationsandchangesintheschoolbuildingsandequipment.

37. Represent the school before other schools, institutions, agencies and communityorganizations.

38. Keep updated in terms ofmodern academic thinking and advanced study practices, byvisiting other schools, attending educational conferences and other appropriatemeans,andalsokeeptheCouncilinformedoftheeducationaltrends.

39. RepresenttheCouncilandserveasalinkbetweentheSchoolandthecommunity.

40. Establishandmaintainapublicrelationsprogramkeepingeveryonewell informedabouttheschoolactivitiesandneeds,presentinga jointwork relationshipbetween theschoolandthecommunity.

41. Keepthepublicinformedaboutmoderneducationalpracticesandtrends.

42. PeriodicallyconsultwithprofessionalsaboutprogramsrelatedtotheschoolandtransmittotheCouncilanysuggestionsreceivedthroughtheseconsultancies.

43. Executeanyotheractivity,similartothosementionedabove,astheCouncilmayrequire.ACADEMICCOORDINATORREPORTSTO: HeadmistressOBJECTIVESOFTHISROLEThe academic coordinator is responsible for the development, coordination, implementation,follow-upandevaluationoftheSantiagoCollegeAcademicPlan inaccordancewiththeNationalEducational Plan and the Curricular Bases: Primary Years Program (PYP),Middle Years Program(MYP)andInternationalBaccalaureate(IB),inaccordancewiththeobjectivesandmissiondefinedfortheschool.MAINRESPONSIBILITIESLEADERSHIP

1. RepresenttheSchoolandbethedirectcontactwiththeMinistryofEducation.

2. Lead the school international accreditation processes and supervise the biweekly self-evaluationprocessesofeachIBprogram.

3. KeeptheManagementinformedaboutanychangesintheIBandnationalprograms.

4. Help Principals and Program Coordinators to communicate and implement the IBphilosophywithintheschoolcommunity.

5. Informandconstantlyupdate theStudyPlan toallmain levelsof theschoolcommunity(includingbrochureswith learningachievementsandtheevaluationcriteria ineach levelaswellasabriefdescriptionofthecontentspersubjectandlevel).

6. LeadthemeetingsandactivitiesoftheAcademicCommittee.CURRICULARMANAGEMENT

1. SupervisethateachlearningareacomplieswithMINEDUCandIBcontentsandobjectives.

2. Coordinate actions permitting a natural transition between the three school academicprograms.

3. Ensureaverticalandhorizontalcoordinationwithinandbetweenthethreeprogramsbyworkingwiththecoordinatorsofeachprogram.

4. ProposeprojectsthatwillenhancetheStudyPlanandteachingprocess.

5. Assignteachingtaskssoastoreachtheacademicgoalsineachsubjectandimplementthe

recommendations and standards of the institutions to which the school belongs(CIS/NEASC,IBO).

6. Monitor, throughprogramcoordinators andheadsof areas, compliancewithevaluationproceduresandpracticesaccordingtothecurrentschoolpolicies.

7. Carryaregistryoftheexternalstandardizedtestsappliedintheschool.

8. Analyze, together with the Academic Committee, the results of students’ evaluation inordertochecktheteachingprocessandStudyPlansandsuggestimprovements.

9. Analyze,togetherwiththeAcademicCommittee,statisticaldataasabasisforevaluatingtheschooloperationandprogrameffectivity.

10. Guarantee the implementation of processes approved by theMinistry of Education forvalidationofstudies.

RESOURCEMANAGEMENT

1. KeepupdatedanydocumentsrelatedtotheMinistryofEducationregardingRegulations,PlansandPrograms.

2. SuperviseandevaluatethecoordinatorsofPYP,MYPandDiplomaProgramandtheHeadsoftheAcademicAreas.

3. Supervisethedevelopmentoftheeducationpoliciesandtechnologicalintegration.

4. Managetheprocessofassigningannualtimes.

5. Takeactivepart,togetherwiththePrincipals,HeadsofArea,CurricularCoordinatorsandHeadofStaff,inrecruitinghighlyqualifiedteachers,accordingtothepoliciesandcriteriaestablishedbytheschool.

6. Establish and follow-up a teaching development system to create and implement animprovementplanguaranteeingexcellentmethodologyandanadequatemanagementoftheresourcesavailableforthispurpose.

7. ManagetheAcademicCoordinationBudget.

8. Manage the school training budget so as to organize the resources intended toimprovement and permit that the teachers are updated about the last educationalpracticesandtendenciesnecessarytoreachtheschoolacademicgoals.

9. Supervise the preparation of the school timetable and the handling by the Academic

CoordinationAssistantofacademicinformationinanacademicinformationmanagementsystem.

10. Supervise the implementation of the academic information management systems toensuretheiroptimaloperationandconsistencywiththeInstitutionalEducationalProject.

MANAGEMENTOFORGANIZATIONALCLIMATEANDCOMMUNITYLIFE

1. Effectively communicate to the different levels of the School community and otherinstitutionsand individuals,whenapplicable,about thecriterion,evaluationpoliciesandpracticesappliedtomeasurethestudents’performance.

2. EstablishlinkswithexternalorganizationstosupporttheInstitutionalEducationalProject.

3. Ensure that parents receive information about the three programs on time, both aboutlearningachievementsandevaluationcriteria.

PRINCIPALREPORTSTO: HEADMISTRESSPURPOSESOFTHEROLEThePrincipalisresponsibleforimplementingtheSantiagoCollegeeducationalmissionundertheleadership of the Headmistress andworking in a teamwith the Academic Coordinator and theotherPrincipals.MAINRESPONSIBILITIES

1. Exerciseanactiveandcreativeleadershipmodelthatisatthesametimeresponsivetothedifferenthumancharacteristicsofthefaculty,studentsandstaffreportingthereto.

2. Keeping a safe and orderly environment in the school under his/her charge andwithineachclassroom.

3. Createanenvironmentoftrust,respectandgoodwill.

4. Provideexplanationsandclearindicationsaboutthegoalsandexpectationshe/shehasforthecorrespondingschool.

5. Ensureanexpeditious,harmoniousandefficientcourseofthedailyoperations.

6. Supervise the implementationof theacademicprogramwithin the school, including thedesignandmanagementofthetimetable.

7. Takeactivepart in theevaluationof the teachers’performance in consultationwith the

AcademicCoordinatorandHeadsofAreas.

8. Encourageanddevelop theeducationof the students’ character inaccordancewith theprinciples expressed in the Santiago College by-laws and include them in the “FinerMankind” acknowledgement, creating opportunities to participate in activities thatdevelopself-disciplineandsocialresponsibility.

9. Developandstrengthenthehome–Schoolrelationship.

10. Takeactivepartinrecruitingandselectingteachers.

11. Provide information to the Headmistress regarding the admission of new students,according to the policies and procedures established in consultation with the personresponsibleforAdmissionandtheDepartmentofGuidance.

12. Ensure thebestwelfarepossibleof teachersandotherstaff in theschool,byorganizingactivitiesencouragingsocialinteractionandstrengtheningtheschoolspiritaswellasteamwork.

13. Identifythefinancialneedsofhis/herschoolandmanagetheassignedbudget.NOTE:Theterm“school”,inlowcasewords,usedinthisdescriptionofpositionrefersto“lower,middleorupperschool”,respectively.PYPCOORDINATORREPORTSTO: AcademicCoordinationandInfantandMiddleSchoolPrincipalsOBJECTIVESOFTHISROLE

• The Coordinator is responsible for the development, coordination, implementation andevaluationofthecurricularprogram:PrimaryYearsProgram(PYP)underthesupervisionofthePrincipalsandAcademicCoordination.

• TheCoordinator is responsible for the implementation ofMINEDUCprograms and theirconsistencywithPYP.

MAINRESPONSIBILITIESThecurricularcoordinator,togetherwiththeInfantandLowerSchoolPrincipals,mustinformandimplement the philosophy of the Primary School Program within the school community andensurethatitisfullyintegratedwiththeteaching-learningactivities.

LEADERSHIP

1. Help the Infant and Lower School Principals in informing and implementing the IBphilosophywithintheschoolcommunity.

2. Ensure the administrative implementation of the Primary Years Program (PYP) includingcontactwithIBoffices(especiallyIBA).

3. Lead thebiweekly self-evaluationprocessof PYP, togetherwithAcademicCoordination,procuringforthispurposethenecessaryinformationfromwhoevermaycorrespond.

4. Takeactivepartintheinternationalaccreditationprocessesfortheschool.

5. KeepAcademicCoordinationand InfantandLowerSchoolPrincipals informedaboutthenewcurriculardevelopmentsinPYP.

6. TogetherwiththeCoordinatorofPlanningandStrategicCommunication,keeptheschoolwebsiteupdatedregardingPYP.

7. InformaboutthePYPProgramandtheExhibitioninparentsmeetings.

8. AttendCouncilsofTeachers,ordinaryandextraordinarymeetingsonthedaysandtimesstatedbytheSchoolManagement.

CURRICULARMANAGEMENT

1. PromptlydelivertoAcademicCoordination, InfantandLowerSchoolPrincipals,HeadsofAreas and teachers, any relevant and updated documents necessary for theimplementation of IB programs, both in subjects, projects and teaching and learningapproaches,andensureaccesstoallcurricularpagesofIB(CPEL).

2. Help the Infant and Lower School Principals to verify that the PYP philosophy is fullyintegrated into the teaching activities daily executed by the teachers, such as classplanning,evaluationinstrumentsanddidacticprocessesdevelopedintheclassroom.

3. Take active part in the Academic Committee and Academic Coordination meetings toensure a coordinated implementation of the three IB programs (PYP, MYP and DP).Likewise, take part in meetings for developing the curricular program at area levelwhenevernecessaryforanoptimaldevelopmentofPYP.

4. EnsureanintegralimplementationofPYPanditsconsistencywiththecurricularbasisandMINEDUCprograms.

5. Work in collaborationwith teachers in order to encourage the development of the PYPmethodologyintheschool.

6. LeadtheExhibitionprocessin5thgrade,preparingacalendarofdeliveriesandsupportingthementoringtask.

7. Coordinate,togetherwiththoseinchargeofserviceactivitiesandInfantandLowerSchoolPrincipals,theserviceprogramsatthedifferentlevels.

8. Organize, together with the Infant and Lower School Principals the calendars forevaluation,includinghalf-termtestsandexternaltests(SIMCEandISA).

9. WorkwithteachersinordertoensurecompliancewiththeinternalrulesoftheRegulationonEvaluationandRegulationsonAcademicIntegrity.

10. Supervise the creation of planners for all subjects in the Managebac platform. Thisincludes schedulingandholdingweeklymeetingswith teachersof levelsand subjects inordertojointlycoordinate,implementandevaluatethePrimaryYearsProgram,planninginvestigationunitsandthosespecificforeachlevel.

11. Evaluate the results of both internal and external tests (SIMCE and ISA, among other)together with Academic Coordination, and Infant and Lower School Principals and thecorrespondingHeadsofAreainordertomonitortheimplementationoftheprogramsandthestudents’learningprocessandproposemechanismsforimprovement.

12. Give classes, act as Home-room Teacher or Head of Subject Department and/oraccompany students to activities in or out of Los Trapenses facilities, according to theschoolneeds.

RESOURCEMANAGEMENT

1. WorkwithInfantandLowerSchoolPrincipalsandtheteachersinthepurchaseanduseofteachingmaterialhelpingtosuperviseandcoordinatetheannualbudget.

2. Coordinate the participation in PYP workshops and plan improvement workshops forteachers in each level, including IB induction seminars for new teachers, informing theAcademicCoordinationDepartmentandtheInfantandLowerSchoolPrincipalsabouttheneedsforimprovement.

3. CoordinatePYPworkshopstobeexecutedintheschool.

4. Take part in the Teaching Development process by observing classes, evaluating ofplanners and the 360 evaluation of teachers, heads of areas, academic coordinator,principalsandeducationalpsychologist.

5. EvaluatetheunderstandingandcommitmentoftheHeadsofAreaoftheIBprograms.

6. ManagethebudgetofPYPCoordination.

7. Managetheteachers’useoftheManagebacplatform.

8. Participate in the recruitment of new teachers and in the process of designation,whenapplicable.

9. ProvideinductiontrainingtonewschoolstaffregardingPYPandschoolprocedures.ORGANIZATIONALCLIMATEANDCOMMUNITYLIFEMANAGEMENT

1. Interviewthoseparentswhorequestinterviewstoclarifyanyquestionsthatmayarise.

2. Ensurethatparentsreceivepromptinformationabouttheprogram,thestudents’learningachievements,uponconsultationwiththeInfantandLowerSchoolPrincipals.

3. Develop instances for a collaborative work among PYP teachers in order to enablehorizontalcollaboration,andbetweenPYPandMYPteachersandMYPandDPteachersinordertoensureverticalcollaboration.

4. KeepcontactwiththeGuidanceDepartment,Principalandteachersinordertoovercomeproblemsorsolvequestionsofstudentsand/orparents.

5. TakeactivepartinACHBImeetingsinordertoensureanadequateimplementationoftheDiplomaProgram.

MYPCOORDINATORANDCOORDINATORFROM6thto10thGRADESREPORTSTO: AcademicCoordination,MiddleandUpperSchoolPrincipalsOBJECTIVESOFTHEROLE

• The Coordinator is responsible for the development, coordination, implementation andevaluationof thecurricularMiddleYearsProgramunder thesupervisionof thePrincipalandAcademicCoordination.

• The Coordinator is responsible for implementing the MINEDUC programs and theircompatibilitywithMYP.

MAINRESPONSIBILITIESThe curricular coordinator, together with the Principal, must inform and implement thephilosophy of Primary Years Program within the school community and ensure that it is fullyintegratedintotheteaching-learningactivities.

LEADERSHIP

1. Help Middle and Upper School Principals in communicating and implementing the IBphilosophyintheschoolcommunity.

2. Ensure the administrative implementationof theMiddle Years Program (MYP) includingcontactwiththedifferentIBoffices(especiallyIBA).

3. Lead, together with Academic Coordination, the biweekly MYP self-evaluation process,obtainingforthispurposethenecessaryinformationfromwhoevermaycorrespond.

4. KeepAcademicCoordinationinformedofthenewcurriculardevelopmentsinMYP.

5. Takeactivepartintheinternationalaccreditationprocessesoftheschool.

6. TogetherwithAcademicCoordinationandthecorrespondingHeadsofArea,evaluatetheresults of both internal and external tests (SIMCE and ISA, among other) in order tomonitortheimplementationofprogramsandthestudents’learningprocessandproposemechanismsforimprovement.

7. TogetherwiththeCoordinatorofMYPPlanningandStrategicCommunications,keeptheschoolwebsiteupdated.

8. Help Middle and Upper School Principals to verify that the MYP philosophy is fullyintegrated into the teaching activities daily applied by teachers, such as class planning,evaluation instruments and didactic processes developed in the classroom. This takesplacethroughobservationsofclasses,periodicalmeetingswithteachersandheadsofareaofeachsubject.

9. InformabouttheMYPProgramandPersonalProjectinparentsmeetings.

10. Attend the Council of Teachers, ordinary and extraordinary meetings on the days andtimesstatedbytheSchoolManagement.

CURRICULARMANAGEMENT

1. Promptly deliver to theHeads of Area and teachers any updated relevant document asnecessary to be applied in the IB programs in the classroom, projects, teaching andlearningapproachesandensureaccesstoallcurricularIBpages(CPEL).

2. Ensurean integral implementationofMYPand its consistencywith curricularbasesandMINEDUCprograms.

3. Workincollaborationwithteachers inordertopromotethedevelopmentoftheMiddleYearsProgrammethodologyintheschool.

4. Lead the Personal Project process for 10th grade students, preparing a calendar ofdeliveriesandadvisingandsupportingthetaskofPersonalProjectSupervisors.

5. Coordinate,togetherwiththoseinchargeofserviceactivitiesandtheMiddleandUpperSchoolPrincipals,theserviceprogramsofthedifferentlevels.

6. Organize, togetherwith theMiddle andUpper School Principals, the calendars of tests,includinghalf-termtest,finaltestsandexternaltests(SIMCEandISA).

7. Workwith theHeadsofArea toensurecompliancewith internal rulesof theEvaluationRegulationsandRegulationsonAcademicIntegrity.

8. SupervisethecreationofplannersforallsubjectsintheManagebacplatform.

9. Togetherwiththeeducationalpsychologist,coordinateandensureimplementationoftheATLprogramin8thgrade.

10. Give classes, act as Home-room Teacher or Head of Department of a subject and/oraccompany students to activities in or out of Los Trapenses facilities, according to theschoolneeds.

RESOURCESMANAGEMENT

1. Coordinate the participation in MYP workshops and plan improvement workshops forteachers at each level, including IB induction seminars for new teachers, informingAcademicCoordinationoftheneedsforimprovement.

2. CoordinatetheMYPworkshopstobeheldatschool.

3. EvaluatetheunderstandingandcommitmentbyHeadsofDepartmentofIBprograms.

4. ObserveclassestoensurethattheMYPphilosophyandprogramiscompliedwith inthedifferentsubjects.

5. ManagethebudgetforMYPCoordination.

6. ManagetheusebyteachersofManagebacandTurnitinplatforms.

7. Takepartintheselectionofnewteachersandinthedesignationprocesswhenapplicable.ORGANIZATIONALCLIMATEANDCOMMUNITYLIFEMANAGEMENT

1. OrganizeanintroductionworkshoponMYPfornewstudentsintheschool.

2. Interviewthoseparentswhosorequesttoclearupdoubtsorquestionsthatmayarise.

3. Ensure that parents receive prompt information on the program, both about learningachievementsandevaluationcriteria.

4. Take active part in the Academic Committee and Academic Coordination meetings toensure a coordinated implementation of the three IB programs (PYP, MYP and DP).Likewise, take part in meetings for curricular development at area level whenevernecessaryforanoptimaldevelopmentofMYP.

5. Develop instances for a collaborative work between MYP teachers in order to enablehorizontal collaboration and between PYP and MYP teachers and between MYP andDiplomateacherstoensureverticalcollaboration.

6. KeepcontactwiththeDepartmentofGuidance,PrincipalandHome-roomTeachersof11thgradeinordertoovercomeproblemsorsolvestudents’and/orparents’concerns.

7. KeeptheAcademicCoordinationinformedaboutthenewcurriculardevelopmentsinIYP.

8. Takeactivepartintheinternationalaccreditationprocessesoftheschool.

9. Schedule and holdmeetingswith the heads of areas of each subject in order to jointlycoordinate,implementandevaluatetheMYPimplementationandpractice,planningclassunits, rectifying different evaluation instruments, teachers’ performance in the class,analysisofresults,inordertoexecuterectificationsifnecessaryandcheckanyneedsforimprovement.DiscusschangesandnewmaterialsbothinMYPandMINEDUC.

DIPLOMAPROGRAMCOORDINATORREPORTSTO: HighSchoolPrincipalandAcademicCoordinationOBJECTIVEOFTHEROLETheCoordinatorisresponsibleforthedevelopment,coordination,implementationandevaluationofthecurricularprogramfor11thand12thGradesinSantiagoCollegeunderthesupervisionofthePrincipalandAcademicCoordination.MAINRESPONSIBILITIESThe curricular coordinator, together with the Principal, must communicate and implement thephilosophy of the IB Diploma Programwithin the school community and ensure that it is fullyintegratedintotheteaching-learningactivities.

a) Administrative:1. Haveacopyavailableofallcurriculardocumentssentbythe IBofficeanddistribute

theIBdocumentstowhoevermaycorrespond.

2. Request theHeads ofDepartments andwhoevermay correspond for the necessaryinformationtoprepareDIPevaluationvisits,whenapplicable.

3. KeepAcademicCoordination informedabout thenew curricular developments in IB

Diploma.4. Promote and organize improvement courses permitting to fully comply with the IB

Diploma.5. AdviseandsupportthetaskofMonographySupervisors.6. Organize, togetherwiththePrincipal, theexecutionofMocks (examessays)andthe

sessionofIBexams,andpreparethecalendarsforhalf-termandfinalexamsfor11thand12thGrades.

7. OrganizeandsupervisetheIBexaminations.8. KeepcontactwiththeGuidanceDepartment,PrincipalsandHome-roomTeachersof

11thGradeinordertoovercomeproblemsorsolveconcerns.9. Study, togetherwith thePrincipal,DepartmentofGuidance,HeadsofDepartments,

Home-roomTeachersandAcademicCoordinationthefeasibilityofrequestingchangeofsubjects,accordingtotheprovisionsinthecorrespondingRegulationonChanges.

10. SendtheIBratestotheFinanceDepartment,sothattheymaybepaidontime.11. Together with the Coordinator of Planning and Strategic Communication keep the

schoolwebpageupdatedregardingtheDiplomaProgram.12. Takepartintheselectionofnewteachers.13. TakeactivepartintheAcademicCommitteeandCouncilofTeachers.14. Supervise, togetherwith the person in chargeof CAS, the programand schedule to

complywiththerequirementsofCASactivities.15. ManagetheManagebacinformationsystem.16. Encourageteacherstokeeptheschoolwebsiteupdated,togetherwiththeplatforms

establishedbytheschoolsuchasManagebacandAlexia(notes,planners,booklets).

b) BeforetheHeadsofAreas:1. EnsuretheyreceivetheDiplomamaterialcorrespondingtotheirsubjects;keepthem

informed about any changes introduced in their subjects and work with them infurtheranceofanadequatefulfillmentoftheDiplomaprograms.

2. Clarifyquestionsandprovidesupportwhenrequested.3. RemindtheHeadsofAreasthatteachersmustdeliverthe learningachievementand

evaluationcriteriatothestudentsatthebeginningoftheyear.4. OrganizeandsendtoIBCAtheadequatedocumentationforaninternalevaluation.5. Analyze, together with the Heads of Areas and Academic Coordination the internal

evaluationreportsandsubjectreports.6. AnalyzeMocksresults (IBessayexamination)with theHeadsofAreas. Evaluatethe

understandingofandcommitmenttotheIBProgramsbytheHeadsofDepartments.7. Work with the academic coordinator, PYP and MYP coordinators to make the

transitionbetweenprograms.

c) BeforeTeachers:1. EnsuretheyhaveaccesstotheIBpublicationsandOCC.

2. InformnewteachersabouttheDiplomacurriculum.3. CoordinatetheparticipationinDiplomaworkshopsandplanimprovementworkshops

forteachersineachlevel.4. Provideupdated informationtoteachers ineach levelandadviseandguidethem in

thedevelopmentoftheirprogram.5. Advise Home-room Teachers, upon request, when informing parents about the

program.6. ObserveclassesinordertoensurethattheDiplomaphilosophyandprogramisbeing

fulfilled.7. PrepareanddeliveradetailedcalendarontheInternalandExternalEvaluationwork.8. Prepare and deliver a detailed calendar of Monographs of students applying to

Diploma.

d) BeforeStudents:1. OrganizeanintroductoryDiplomaworkshopforstudentswhoarenewintheschool.

2. Listenandclarifypossibledoubtsaboutthecurriculum.

3. Informandguide10thGradestudentsabouttheDIPProgram,aspartoftheselectionprocess of their study plan for 11th and 12th Grade together with the Principal,DepartmentofGuidance,HeadsofDepartmentandHome-roomTeachers.

4. Prepareanddeliveradetailedcalendarofinternalandexternalevaluationworks.5. Prepare and deliver a detailed calendar for the delivery ofMonographies by those

studentsapplyingtoDiploma.6. Evaluateeachyear’sresultstorecommendandguidetherequestforre-rectifications.

e) BeforeParents:1. Informaboutthecurricularplansin11thand12thGrades,whetherdirectlyorthrough

theHome-roomTeachers.

2. Interviewthoseparentswhosorequesttoclarifyquestionsthatmayarise.3. Ensure thatparents receiveprompt informationabout theprogram,bothabout the

learningachievementsandevaluationcriteria.

f) BeforeIB:1. KeepcontactwiththedifferentIBoffices,especiallyIBA.

2. Keepcopyofthedocumentssentbysaidoffices.3. RegisterstudentsinIBISontimeforeachsection.4. Send internal evaluation material delivered by the Heads of Department and the

examinationstakenbythemoderatorsandexaminersstatedbytheIB.5. Organizeprogramevaluationvisits.6. OrganizeIBWorkshopsinSantiagoCollege(whenapplicable).

HEADOFACADEMICAREAREPORTSTO: AcademicCoordinatorOBJECTIVESOFTHEROLEThe responsibility of the Head of Area is to ensure that students have an adequate teaching-learning process in the subjects of the relevant area, including implementing the National andInternational Study programs. This requires management and follow-up of planning, dedicatedmethodologyandevaluations. Additionally,he/shemustbeanexample for the teachers in the

area regarding the school expectations in terms of improvement, teaching practices andcompliancewithrules.

I. Dutiesandresponsibilities:LEADERSHIP:

1. Theheadofarealeadsandmanageschangesinsidehis/herdepartment.

2. The head of area clearly informs his/her points of view and understands theperspectivesofothers(management,teachers,andparents).

3. Theheadofareaensurestheavailabilityofinformationtomaketimelydecisionsand

pursueeducationalresultsinhis/herarea.4. Theheadofareaiscapableofmanagingconflictsandsolvingproblems5. Theheadofareaisconcernedwiththedistributionofinformationontheeducational

projectandensuresthatactivitiesaregeneratedincompliancewiththeSCmissioninhis/herarea.

CURRICULARMANAGEMENT

1. Theheadof area informsabout theeducational project inhis/her areaandensuresparticipationoftheteachersinitsdevelopment.

2. The head of area efficiently organizes the times for implementing the curriculum inclass.

3. The head of area supports and implements the established mechanisms to ensure

qualityofthedidacticstrategiesintheclassroom.4. The head of areamonitors and evaluates the implementation of the curriculum, as

well as the learning results, all this in accordancewith the Institutional EducationalProject.

RESOURCEMANAGEMENT

5. Theheadofareamanagesandorganizestheresourcesofthesubject(s)underhis/herresponsibilitybasedontheinstitutionaleducationalprojectandthestudents’learningresults.

6. Theheadofareasencourages, supportsandmanages teachersand theareastaff toincreasetheeffectivenessoftheeducationalestablishment.

7. The head of area takes part in recruiting, selecting, evaluating and developing the

facultyandotherpersonnelinhis/herarea.

ORGANIZATIONALCLIMATEANDCOMMUNITYLIFEMANAGEMENT

1. Theheadof areapromotes institutional values, togetherwitha climateof trust andcollaborationinhis/herteamincompliancewiththeschooleducationalproject.

2. Theheadofareapromotesaclimateofcollaborationinhis/herdisciplineandwiththestudentsandparents.

3. The head of area deals with other participants of the internal and external school

communityinordertoenhancethestudents’learningresultsandthedevelopmentofcurricularprograms.

4. TheheadofareareportstotheAcademicManagementabouttheachievementsand

needsinhis/herarea.SUBJECTTEACHERREPORTSTO: HeadofAreaOBJECTIVESOFTHEROLEThesubjectteacherisresponsiblefordevelopingtheofficialSantiagoCollegeprogramscomplyingwiththeinvolvedobjectives,skillsandevaluationsandcontributingtotheintegraldevelopmentofstudents.MAINRESPONSIBILITIES

1. Teachhis/hersubjectinthedesignatedtimeandplace.

2. Planhis/herclassestomeetthegroupandindividualneedsofeachstudent.

3. Create a suitable and encouraging environment for learning adequate to the studentsmaturityandinterest.

4. Incentivetheachievementofself-disciplineinstudents.

5. Guide the learning process towards the achievement of goals in the school curricularprogramsandinaccordancetheretoestablishclearobjectivesforeachunitorprojecttobecommunicatedtostudents.

6. Usevarioustechniquesandmethodologiestomeetthestudents’differentlearningstyles.

7. Transmittheschoolvaluesineachgoalorobjectiveofhis/hersubject.

8. Regularly evaluate the students and promptly register their marks so that they aredeliveredtotheparentsatthecorrespondingtimes.

9. InformtherelevantHome-roomTeacherabout thestudents’ learningand/oremotional,

problemsaswellasinsufficiencyand/ordisciplinedifficulties(intheabsenceoftheHome-roomTeacher,thentothePrincipal).

10. Takeanynecessarysafetyprecautionstoavoiddamagetostudents,equipment,materialsandgeneralinfrastructure.

11. Implementandkeepdisciplineinandoutoftheclassroomwithhis/herownstudentsandallschoolstudents.

12. Improvehis/herprofessionalknowledgeconstantly.

13. Attendallsummonedmeetingsandworkcommittees.

14. Constantly evaluate his/her performance together with his/her colleagues and Head ofDepartmenttoimprovetheteachingprocess.

15. Carryadailylogofattendance,activitiesandannotationsinAlexia.

16. Knowandassumehis/herroleinSchoolEvacuationDrills(Deyse).

17. ComplywiththeRegulationsonevaluationandtestscalendar.

18. Enter marks in the corresponding operational systemwithin the established periods oftime.

19. PlanaccordingtotheeachIBprogramplanner,usingtheManagebacPlatform.

20. Createsupportingstrategiesforstudentswithdifficultiesinhis/hersubject.

21. Promptlycommunicateanyabsenceandsendthecorrespondingplanning.

22. KeeptheHeadofAreainformedoftheaveragemarksinhis/hersubjectandtherelevantproblemsinhis/hersubject.

23. Cooperate with the Head of Department and take part in the different Departmentactivities.

24. Be responsible, together with the students, of the order, tidiness and maintenance ofsuppliesintheclassroom.

25. BeresponsibleforthedailyregistrationofattendanceandcontentsofeachclassinAlexia.

PRE-SCHOOLTEACHERREPORTSTO: PreschoolTeachingCoordinatorOBJECTIVESOFTHEROLEResponsible for implementing the Pre-school teaching program in a flexible way and within afavorableatmosphere for learningandpersonalgrowth;establishanadequaterelationshipwithstudents, motivate students to develop skills, abilities and the necessary knowledge to have asound basis for secondary school, according to each student’s abilities. Establish a goodrelationship with the parents andmembers of the school community; execute his/her tasks incoordinationandteamworkwiththoseparticipatingorcollaboratingwiththeachievementoftheSantiagoCollegeeducationalobjectives.MAINRESPONSIBILITIES

1. Teach the abilities of language, understanding of the social and natural media, andmathematicsbyusing theguidelinesapprovedbySantiagoCollegeanddeliveredby thecurricularcoordinator,usingtheEnglishlanguage.

2. EncouragestudentstolivetheSchoolvaluesandmission.

3. Developamethodology–planningbyusingdidacticmaterialthatpromotesindividualandcollectiveteachinginordertoadjustthecurriculumtoeachstudent’sneeds.

4. Promote and keep the desired behavioral standards in students in order to reach apleasantandfunctionalenvironmentintheclassroomandsobenefitlearning.

5. Evaluatethestudents’academicandsocialgrowth,keepadequateregistriesandprepareprogressreports.ThesereportsmustbeenteredinAlexiatwiceperyear.

6. Hold interviews with parents to discuss the student’s progress according to the schoolprogramatleastonepertermforeachstudent.

7. Identify the individual needs of the child and work coordinately with the otherprofessionals in order to help the student regarding problems of health, attitudes andlearning.

8. Create an attractive environment for learning, through visual display and centers ofinterest.

9. Keep professionally updated through improvement courses given by the school or anyotherentityand/orcarryonprofessionaldevelopmentactivitiesindividually.

10. TakeparttogetherwiththePrincipal,CurricularCoordinatorandGuidanceintheprocessof professional performance evaluation according to the guidelines established by theSchool.

11. Supervisethestudentsinactivitiesoutoftheclassroom,duringthetimeassignedforwork

(Duties).

12. Takepartinthereviewandupdateofthecurriculumdevelopmentprogram.

13. TakepartintheSchoolcommitteesandsupportthestudents’activities.

14. AttendweeklyplanningandcoordinationmeetingswiththePre-schoolCoordinator.

15. Workwithteachersofthelevelasateamintheexecutionofrequestedactivities.

16. KeepconstantcommunicationandpermanentjointworkwiththeprofessionalsfromtheGuidanceDepartment.

17. Take part in the planning and execution of Personal and Social Development (PSD)activities.

18. Knowandassumetherespectiveroleintheschoolevacuationdrills(DeyseOperation).

19. Plan, according to the actual planner of each IB program, by using the ManageBacPlatform.

20. EnterthedailyattendanceinAlexia.PRIMARYSCHOOLTEACHERREPORTSTO: PrincipalofInfant/LowerSchoolOBJECTIVESOFTHEROLECreatea flexibleprimary schoolprogramanda favorable atmosphere for learningandpersonalgrowth; establish an adequate relationshipwith students, encourage students to develop skills,abilities and the necessary knowledge in order to have a sound basis for secondary schoolaccordingtoeachstudent’sabilities;establishgoodrelationshipswithparentsandthemembersoftheschoolcommunity.MAINRESPONSIBILITIES

1. Teach the abilities of language, social science, mathematics and science, using theguidelinesdeliveredbytheMinistryofEducationandinaccordancewiththeprinciplesputforward by the PYP program guiding the primary education and the School CurricularCoordinator.

2. IncentivethestudentstolivetheSchoolvaluesandmission.

3. Prepare and develop a program using didactic material that promotes individual and

collectiveinstructiontoencouragetheacquisitionofknowledgewherethestudentisthemaincharacterofhisownlearningprocess.

4. Establish and keep the desired standards of behavior in students, in order to have apleasantandfunctionalenvironmentintheclassroom,thusfavoringlearning.

5. Evaluatethestudent’sacademicandsocialgrowth,keepadequateregistriesandprepareprogressreports.

6. Communicatewithparentsthroughinterviewstodiscussthestudent’sprogressaccordingto the school program and take joint steps supporting the integral development ofchildren.

7. Identify the child’s individual needs and work coordinately with other professionals inordertohelpthestudentregardingproblemsofhealth,attitudesandlearning.

8. Createanattractiveenvironmentthatiseffectiveforlearningbyusingaudiovisualmediaandcentersofinterestsandinnovatingmethodologies.

9. Keepprofessionallyupdated through improvementcoursesgivenby theSchoolorotherentitiesand/orcarryonprofessionaldevelopmentactivitiesindividually.

10. Take part, together with his/her corresponding superior, in the development of themethodtobeusedintheteacher’sevaluationaccordingtotheschoolguidelines.

11. Supervisethestudentsintheactivitiesoutoftheclassroomduringthetimeassignedforwork.

12. Takepartinthecurriculumdevelopmentprograms.

13. TakepartintheSchoolcommitteesandsupportthestudents’activities.

14. Plan,accordingtotheplannerofeachIBprogram,byusingtheManageBacPlatform.

15. EnterthedailyattendanceinAlexia.HEADOFGUIDANCEDEPARTMENTREPORTSTO: HeadmistressOBJECTIVESOFTHEROLETheHeadoftheGuidanceDepartmentisresponsibleforcoordinatingandleadingtheactivitiesoftheGuidanceDepartment,bycreating thenecessary instanceswithin thebudget toprovide the

most opportunities permitting his/her collaborators to comply with the School philosophy andpurposes.MAINRESPONSIBILITIES

1. CoordinatetheactivitiesoftheGuidanceDepartment.

2. Organize,coordinateandparticipateinperiodicalmeetingsoftheGuidanceDepartment.

3. PrepareanagendaandperiodicallyattendthemeetingsoftheGuidanceDepartmentwiththeManagement.

4. Dealwithlearning,social-affectiveand/orbehavioralproblemspresentedbythestudents.

5. Guidethestudentsintheirschooladjustment.

6. InformparentsofanyreferraltoexternalprofessionalsofthosestudentswhoseproblemsexceedthefieldofcompetenceoftheGuidanceDepartment.

7. Follow-upexternaltreatments.

8. Interviewparentsandteachers,whennecessary.

9. PlanguidanceactivitieswithHome-roomTeachers.

10. Advise Home-room Teachers and subject teachers about any problems arising in thestudentsasindividualsorasaclass.

11. Keep permanent communication with the principal, inspectors and offer professionaladvicewhennecessary.

12. Attend theordinaryandextraordinarymeetingsof theCouncilofTeachersoranyothermeetingrequiringhis/herpresence.

13. Proposetalksandworkshopsforteachersaboutsubjectsrelatedtoguidance.

14. InterviewparentsofapplicantstoPre-Kinder.

15. AttendandtakepartinweeklymeetingswithPrincipalsandHome-roomTeachers.

16. KeeppermanentcommunicationwiththePrincipal, InspectorsandHome-roomTeachersandofferprofessionaladvicewhennecessary.

17. Ensure an effective application, in class and school levels, of the personal and socialdevelopmentprogrambywayofanadequateplanningandpreparation.

18. Proposeactivities, suchas classes, seminars, counseling sessions, thatmaybeuseful forparents.

19. Verifythateachstudent’sfileiscarriedwithcompleteinformationandupdatedaboutthestudent’sparticularsituation.

20. Adviseandsupporttheeducationalpsychologistinplanningandexecutingtheworkshopsimpartedtostudents.

21. Define togetherwith the Academic Coordinator and Principal the type of differentiatedevaluationforstudentswhenitisrequired.

22. TakepartinthemeetingsoftheSchoolExecutiveCommittee.HOME-ROOMTEACHERREPORTSTO: PrincipalOBJECTIVESOFTHEROLEUnder the Principal’s supervision, theHome-Room Teacher contributes to the education of thestudents of the Santiago College Educational Foundation according to the Philosophy andObjectivesofboththeinstitutionandthesocietywheretheylive. He/sheisdirectlyresponsiblefor his/her class before the Principal at all times, both regarding education and administrationissues. For an adequate compliancewith his/her duties, theHome-RoomTeachermust keep apermanent communication with the corresponding Principal and professionals of the GuidanceDepartmentabouttheperformanceofhis/herclass,ingeneralterms,asindividuals.MAINRESPONSIBILITIES

A) Educational:1. Knoweachstudent.

2. Promote and guide the social, intellectual and emotional development of each

student,teachingthemtothink,liveinacommunityandtakedecisions,accordingtotheSchoolvaluesandmission.

3. Keepupdatedaboutthecharacteristicsofthedevelopmentphaseofhis/herstudents.4. Recognize and approach social, emotional and academic conflicts in the class as a

group.5. PlanandimplementtheschooleducationalprogramduringtheweeklyPSDhourand

withthesupportoftheGuidanceDepartment.

6. Promote autonomy of students, assigning home-works and responsibilities thatcontributetothecommonwell-beingoftheclass.

7. ComplywiththeeducationalroutineestablishedforHome-RoomTeachers.8. Hold at least two meetings with each student’s parents in the year in order to

implement an educational work together with the family in terms of values andacademicmatters.

9. InformSubjectTeachers,whennecessary,about thepersonal, socialand intellectual

progressofthestudents,sothattheymaysupporttheactionplansthatthestudenthasproposedtogetherwithhis/herHome-RoomTeacher.

10. Act as agent for the resolution of conflicts among students, as well as between

studentsandsubjectteachers.11. Supervisethecorrectpersonalpresentationanduniformofthestudents,insistingon

hygieneandthevaluesoforderandrespect.12. InformthePrincipaland/ortheGuidanceDepartmentabouttheproblemsinhisclass

inordertoagreeonthemostconvenienttreatment.

B) Administrative:1. Prepareandleadthegeneralparentsmeetings.

2. Keepfluentcommunicationwithparents,carryingthecorrespondingwrittenrecords.3. Actasalinkbetweenclassteachersandparents.4. Prepare the Councils of Teachers according to the instructions given by the

correspondingPrincipal.5. Takeactivepartinthemeetingsofthelevel.6. ComplywiththeadministrativeroutineoftheHome-room.7. KeepanyrequiredinformationupdatedintheAlexiasystem.8. DraftasummaryintheStudents’FilesbasedontheguidelinesdeliveredbyGuidance.9. Preparestudentsreportswhenrequired.10. FillouttheSheetofMarksintheAlexiaPlatform.11. Reviewandapprovetherecordsofhis/herclass.

12. Supporttheorganizationofclassactivitiesduringtheschoolyear.13. Attendofficialschoolactscorrespondingtohis/herlevel.14. Knowandassumehis/herroleintheschoolemergencyplan.

PSYCHOLOGISTREPORTSTO: HeadoftheGuidanceDepartmentOBJECTIVESOFTHEROLEThePsychologistisresponsiblefortryingtomakestudentsobtainthemostbeneficialeducationalexperienceaccording to theschoolphilosophyandobjectives,bydetectinganypsychologicalormentalhealthproblemthatmayhinderit.MAINRESPONSIBILITIES

1. Diagnosesocial-affectiveand/orbehavioraldifficultiesthroughinterviews.

2. Manageadmissiontests.

3. Carryaregistryofreferredstudents(confidentialfile).

4. Recommendinter-consultationsand/ortreatmentsforthosestudentswhosorequireandinformparents.

5. Follow-uptherecommendedtreatments.

6. Interviewparents,teachersandexternalprofessionalswhennecessary.

7. SupporttheValuesCoordinatortaskintalksandworkshopsforparentsandteachers.

8. Coordinate and organize talks for parents and teachers about the role of the GuidanceDepartmentandotherrelevantissuesforthechildrenandtheirfamilies,whennecessary.

9. DevelopthePersonalandSocialDevelopment(PSD)Programandsupportthehome-room

teacherinitsimplementation.

10. Guidenewstudentsintheirschooladjustment.

11. Answerindividualquestionsfromteachersregardingtheirstudents’behavior.

12. Organize talks and workshops to train teachers in relevant issues related to guidanceand/orhandlingofstudents.

13. InterviewparentsofPre-Kinderapplicants.

14. AttendordinaryandextraordinarymeetingsoftheCouncilofTeachers.

15. AttendperiodicalmeetingswiththemembersoftheGuidanceDepartment.

16. Take part in periodical meetings of the Guidance Department with the Managementand/orPrincipals.

17. KeepinpermanentcontactwithPrincipalsandHome-RoomTeachers.EDUCATIONALPSYCHOLOGISTHeadoftheGuidanceDepartmentOBJECTIVESOFTHEROLEDevelop a parallel and complementary program permitting the students who have learningdifficultiesintheclassroomtoreachaperformancelevelaccordingtotheircapacities.MAINRESPONSIBILITIES

1. HoldmeetingswithHome-RoomTeachersandSubjectTeacherstoidentifythosestudentswhohavelearningdifficulties.

2. Observeclassesofstudentswhocouldbeshowingdifficulties.

3. Determineactions to follow inmeetingswithPsychologist toanalyzediagnostic- relatedmatters.

4. Organizestudentsinworkgroupsaccordingtotheirdifficulties.

5. Inform the corresponding parents that their children are receiving or need psycho-pedagogical support in the School. Guide them about how to support their children athomeandkeeptheminformedoftheprogressoftheirchildren.

6. Follow-up students to evaluate their progress and determine whether or not they arereceivingatreatmentadequatetotheirdifficultiesandinformtheHome-RoomTeachers.

7. Guideteacherstohandlestudentswithlearningdifficulties.

8. Preparespecialmaterialtoworkwithstudentsaccordingtotheirneeds.

9. Makeapsycho-pedagogicaldiagnosticofspecificareas,onlywhennecessarytocompletethediagnosticmadebythePsychologist.

10. AttendmeetingsoftheCouncilofTeachers.

11. AttendmeetingsoftheGuidanceDepartment.

12. Attendparentsmeetings.INSPECTORREPORTSTO: PrincipalOBJECTIVESOFTHEROLEThemain responsibility of the Inspector is to support the Principal, Home-Room Teachers andSubjectTeachers.TheInspector’sroleconsistsof:

• Keepingasafeandorderedenvironment.• Creatingaclimateoftrustandrespect.• Ensuringanexpeditious,harmoniousandefficientcourseofdailyoperations.

MAINRESPONSIBILITIES

1. ProvideimmediatecollaborationtothePrincipal.

2. Collaboratewithhome-roomteachers,subjectteachersandheadsofdepartmentsintheirdailytasksintheirarea.

3. Develop tasks of control, coordination, supervision and registration of activities underdirectordersfromthePrincipal.

4. ImplementtheSCphilosophyandobjectivesinthetaskofeducatingstudents.

5. Prepareprogramsaboutshiftsandduties.

6. Registeranyextraordinaryexitofstudentsfromschool,previouslyauthorizedbyInfirmaryorthePrincipal.

7. Registerandauthorizepermitsforstudentstogototheinfirmaryinspecialcases.

8. Ensure together with Home-Room Teachers, Subject Teachers and Principal compliancewiththerulesofdisciplineandthecorrectuseoftheschooluniform.

9. Controlattendancetoactivitiesandreinforcements.

10. CheckAlexiaattheendofeachtermandinformthePrincipal[1].

11. Check every other week the contents of subjects and class timetables made by everysubject informing the Principal when this is not complied with. This will take place inAlexia.

12. Attend the meetings of the Council of Teachers and any other meeting that may berequested.

13. Preparerequestsforrepairsintheareaandsend,withtheauthorizationofthePrincipal,towhomevermaycorrespond.

14. Support with his/her presence the control and order in corridors, yards, civic acts,assemblies,concerts,etc.Control thepunctualstartandendofclassesby informingtheprincipalaboutanyworryingcases.

15. Makeaninventoryofthesector(rooms,corridors,etc.)

16. Lookaftertheclasseswhentheteachersareabsent,withthePrincipal’sauthorization.

17. Occasionallyaccompanystudentsinoutingsortotheclinic,whenevernecessary.

18. Receive and distribute information to parents and teacher’s supporting materials,whenevernecessary.

19. SupportemergencyactionsintheDeyseOperation,alsoconfirmingtheevacuationtothePrincipal.

20. Follow-upanyincompletenoteattheendofeachterm[3],andinformthePrincipal.

21. Requestteacherstosignrecordsattheendoftheyear.

22. Ensure that the Principal and the heads of department are daily informed about theabsenceanddelaysofteachersandcarryamonthlysummarizedregistry.

23. CheckAlexiadaily,supervisingthecorrectentryofattendanceandkeepthestudents’filesupdated.

24. PrepareadailynotefortheHome-RoomTeacherwithinformationdirectlyrelatedtotheclassorlevel.

25. Distributeroomsforspecialsituations.

26. Coordinateandcontroltheweeklydisciplinarysanctions(DetentionsandSuspensions).

27. Collaborateintheholdingofdelayedtests.

28. Inform the Home-Room Teacher, Guidance and/or Principal, as applicable, of anytranscendentalsituationorimportanteventinvolvinganystudentofhis/hersection.

# The School personnel is governed by the Internal Regulations on Health and Safety that inaccordancewiththelaborregulations.

- Allworkersof SantiagoCollegeEducational Foundationmustknow thehigheducationalobjectivesoftheSchoolandapplytheirbesteffortsandinterestsinaccordancewiththespecific roles corresponding to each thereof, so that said objectives are reached. Eachworker’scollaborationandpersonalsurrenderisessentialforsuchpurpose.

- Allworkersmustknow,respectandenforcetheSchoolObjectivesandValuesestablishedinPart IoftheManualonSchoolCommunityLife,Evaluation/PromotionandAcademicPolicies,understandingthattheyaretheframeworkwithinwhichtheirworkperformancemust develop and – consequently – that they are general natural obligations stated intheiremploymentagreements.

- TheworkermustknowandassumetheSchoolVisionandMission.

- TheSantiagoCollegeobjectivesownedandmanagedbytheEducationalFoundationare:

a) Encourage in the student his/her spiritual growth and understanding of his/herrelationshipwitheverythingaround.

b) Formabalancedandintegralindividualwhocanfirmlyfacetriumphsanddefeats,whoknowshowtoadequatelyusehis/herknowledgeandbeing loyal tohis/herideals,andrespectsandvaluesthoseofothers.

c) Developinthestudentareflective,criticalandcreativethoughtandthespiritof

investigationandlearningcapacity.

d) Encourage development of physical capacities to form healthy and happystudents.

e) Developattitudestoworkwithloyaltyandperseveranceinthepursuitofgoals.

f) Acquire understanding and appreciation regarding artistic creations in all itsexpressions.

g) Createinthestudentthecapacitytodiscoveranddevelophis/heraptitudesand

vocationalconcerns.

h) Reach an adequate commandof the English language andunderstanding of theculturesbasedonit.

STUDENTSPupils4.2.1 RightsThestudentsareentitledto:

• Receiveaneducationprovidingthemwithopportunitiesforanintegraldevelopment.

• Receiveanadequateandtimelycareincaseofhavingspecialeducationalneeds.

• Nottobearbitrarilydiscriminated.

• Studyinatolerantenvironmentalofmutualrespect.

• Express their opinions and have their physical andmoral integrity respected, not beingsubjecttohumiliatingordegradingtreatmentsandpsychologicalabuse.

• Have their personal freedom and freedom of conscience respected, also their religious,ideologicalandculturalconvictions,withintheframeworkoftheSantiagoCollegevaluesandprinciples.

• Beinformedofevaluationguidelines.

• BeevaluatedandpromotedaccordingtoanobjectiveandtransparentsystemestablishedintheInternalRegulationsonCommunityLifeandaccordingtothecurrentregulations.

• Participateinthecultural,sportsandrecreationalSchoollifeandassociateamongstthemthroughtheStudentsAssociations.

Santiago College provides the same opportunities to its students, protecting the right to betreatedwiththesamerespectandvaluationandrejectinganyculturalroleconstructionimplyinganunequaltreatment.4.2.2 Duties

Students’dutiesare:

• Becomeresponsible for their rightsandcomplywiththeirschool,civil,citizenandsocialduties.

• RespecttheInternationalEducationalProject,CommunityLifeRegulations,RegulationsonEvaluationandPromotion,SchoolPoliciesandProcedures.

• Provide a dignified, respectful and non-discriminatory treatment to all members of theeducationalcommunity.

• Attendclasses.

• Studyandstrivetoreachthemaximumdevelopmentoftheircapacities.

• Collaborateinimprovingtheschoolcommunitylife.

• Lookaftertheschoolinfrastructure.EVALUATION§Follow-upandProjections:TheSantiagoCollegeEducationalProjectisrevisedannuallyasfollows:

- ParentsAssociation:WorkMeetinginNovember.- StudentsCouncil:ReflectiondayinDecember.- TeachersandAdministrativeStaff:ReflectionmeetinginJanuary.- HigherCouncil:DocumentvalidationinJanuary.