Code of Ethics

Confidentiality and Privacy

At JCS, information about individual children is private and only shared with those staff who have a need to know.
All social services, medical and personal information about a child is held in a safe and secure place which cannot be accessed by individuals other than school staff.
Information about children will be shared with parents but only about their child. Parents should not have access to any other child’s books, marks and progress at any time, especially at parents’ meetings. All personal information about children should be regarded as confidential. It should be clearly understood by those who have access to it, and whether those concerned have access to all, or only some of the information.

JCS shares information with the staff, students, and parents and provides access to it.
JCS clearly communicates laws, regulations, expectations, and possibilities for the teachers.
JCS openly shares point of views with the staff, students, and parents.
JCS regularly gives information on circumstances, facts, processes, or decisions concerning the school.

JCS aims to make a positive change from routine practices into effective variable practices that meet diverse students and teachers’ needs through building a positive collegial culture in the school to promote student learning.
JCS highly encourages implementing differentiated instruction in all classrooms as it is essential to ensure that all students have equal and equitable opportunities of learning.
Our teachers implement differentiated instruction through using different instructional strategies that consider diverse students’ needs and interests.

JCS is committed to equipping students with the tools they need for academic, personal, and social achievements. JCS builds collaborative practices through designing professional learning communities that develop teaching and learning.
JCS aims to implement collaborative and reflective professional learning. This collaborative professional learning aims to change the routine practices into effective variable practices that meet diverse students and teachers’ needs.

JCS adopts a reflective practice which is an active, ongoing process, which opens wide opportunity to think through possible changes and analyze own actions.
Through this reflective practice, the school uses the outcomes to improve learning. It is the process of thinking about own actions, having an improvement plan, and applying that plan on learning process.
JCS implements a reflective practice which is a self-evaluation where teachers search for solutions and opportunities of improvements through reading, asking, consulting, and engaging students in learning process.
This reflective practice empowers teachers’ professional growth and gives them the ability to develop their skills.

JCS designed professional learning communities (PLCs) to improve quality and performance of education, teachers, and students.
JCS teachers collaborate in PLCs (professional learning communities) to design effective learning opportunities for students and build reflective and collaborative practices where all members collaborate, discuss, and reflect on learning.
Weekly workshops and model lessons are held to discuss how to improve the professional practices and students’ performance.
JCS school team works collaboratively in planning, implementing, and evaluating professional development programs that develop our teaching practices and promote student learning.