Singapore International School of Bangkok
Overall GradeHow are scores determind?
- 4.4Professional Development
- 0.7Settling In
- 2.7After Arrival
The facilities of the school adequately provide for a positive learning/working experience.
School provides adequate access to teaching materials without any extra expense by the teacher (books, lab supplies, art supplies, materials, copying, etc.
School is well funded to provide students and faculty with adequate materials to support their course offering.
Parent community is actively involved in supporting the school's mission and their child's education endeavors.
Classroom student to teacher ratios are kept low.
Students are generally of high aptitude.
Student interactions with faculty are primarily characterized by respectability.
Students are of diverse ethnicity.
Administration positively supports faculty in a professional manner.
Administration actively encourages a dialogue concerning school related issues.
Administration is actively engaged in developing/supporting/maintaining a clear school vision.
Administration makes sure that the financial stability and integrity of the school is well maintained.
Administration/Ownership uses school funds to support the well being of the school.
Salary scale is competitive.
Salary provides the opportunity to save appropriately.
Salary provides the opportunity to travel during vacation.
Salary scale provides for vertical and horizontal movement based on years of experience and/or units/degree's earned.
School provides a quality health insurance plan that covers all major medical (health, vision, dental.
School provides retirement benefits that are competitive.
School provides a health insurance plan that covers international travel/coverage.
School provides for faculty child tuition benefits.
School provides strong support for maternity benefits.
School provides an adequate amount for end of contract airfare cost.
School provides an adequate shipping allowance.
School provides quality available housing or a housing stipend that affords quality housing.
The proximity of housing in relation to school location is within an acceptable distance of travel.
Options of moving housing during the course of contract is acceptable.
Colleagues foster a welcoming environment to new faculty.
School hires a diversity of family structures (Singles, couples, families.
Colleagues foster a professional environment that supports growth.
Colleagues foster a personal support structure in place of family.
City the school resides in provides opportunities for things to do without having to travel
City the school resides in provides easy opportunities to travel to other places.
Local culture is apparent in the city/country in which the school resides.
Local culture of in which the school resides is open to integrating expats into local customs and traditions.
City/Country in which the school resides does not exact personal restrictions on lifestyle choices.
City/Country in which school resides provides for potential tax benefits.
Quality of local health care is excellent.
Cost of living in the city/country where school resides is reasonable.
City the school resides in has excellent infrastructure for mass transportation (e.g. - is a car required.
City/Country in which the school resides provides for adequate personal safety.
School makes available a variety of professional development opportunities.
School makes available funds to support continued development.
Time is specifically set aside in the calendar for faculty and staff formation.
Faculty and Staff are encouraged to professionally grow by the school.
Faculty and Staff are encouraged to experiment, implement, and bring up new ideas for classroom innovation.
School meets you on arrival and escorts you to accommodations.
School provides an adequate orientation to the school and local culture upon arrival.
School provides an allowance to support the transition.
Facilities of the school were well represented during the hiring process.
Contract is honored based on what was agreed upon during the hiring process.
School actively maintains a dialogue and support structure to make sure basic needs are being met.
SISB is a 'private for profit' educational consortium, which seeks to be a leading international school in Bangkok. It would seem however that it has some 'distance' to travel, in terms of delivering quality educational outcomes, with what arguably is a high profile Singapore Curriculum brand. As a school in transition and as a developing Prachit-Utit campus, it needs to address the way in which it treats and values its employees and delivers a balanced holistic curriculum. SISB has a school curriculum which is exam driven. It is a teaching for testing class environment, with little or no differentiation in terms of providing for individual student needs. Students commencing from P1 are effectively/subjectively judged on failure or success in their academic progress, at the end of every term. No consideration is given to student effort in qualitative formative assessment with on-going completed class work. A small percentage is allocated to whole school themed 'project work'. Due to the constraints of a rigid, inflexible academic program and an intransigent, imperious academic principal, there is simply no time to deviate from the prescribed scheme of work or for effective pastoral care to be implemented at HRT level. Scant attention is given to a balanced holistic education, which includes active student representation in school sport teams or comprehensive ASA opportunities. 'Old School' is one phrase that comes to mind, when thinking about students, who lack the opportunity to develop creativity and critical thinking skills, due to enforced teaching practices which focus on worksheets, exercise books, 'drill and rote'. Other than ICT classes, students at school are discouraged from using modern technology in the classroom, to assist and extend their learning. The SISB library is modern and functional, with a range of resources for both student and teacher use, including library desk-top computers available for use. SISB policy restricts parents on-campus. Parents are kept for educational reasons at a distance. Parents consequently resort to gossip and innuendo. Other than text book feed-back, end of term SISB Report Cards, SISB newsletters and Parent-Teacher interviews, ill-informed parents remain clueless and blissfully ignorant as to how their child is educated. Parents with perceived influence, whether pecuniary or quasi-political, do interfere and/or complain to SISB Administration with little/no support given to academic staff. Any disgruntled parents who threaten to remove their child/children are always given client priority over any 'offending' staff member, as money speaks volumes. The Prachit-Utit campus of SISB has NK, Primary and High School sections. SISB employs domestic and international staff, who are dedicated qualified professionals with varying degrees of teaching experience. Employed academic staff have comprised nationalities from: Singapore, Australia, UK, India, The Philippines, Canada, USA, China and France. Singaporeans have favoured teaching status with leadership positions, as western English teachers at SISB are simply not trusted implicitly by administration. SISB teaching references are given only at the discretion of the academic principal. Staff are encouraged by some HOD to write their own reference, as 'TIT' (This is Thailand). Prevailing systemic failure, despite the best intentions of staff, do nothing for the ethos of the school. Staff at SISB deserve better and have often lacked empowerment and input into the decision making process, both at departmental and whole school based levels. In what is a clarion call to SISB, present and prospective staff look forward to a vastly improved work environment, which empowers staff to teach effectively. The present management model, which is one of micro-management effectively stifles and restricts quality educational outcomes.