Permata Bangsa School views complaints as an opportunity to learn and improve for the future, as well as a chance to put things right for the person or organisation that has made the complaint.
At Permata Bangsa School we believe that language forms the basis of all learning and is integral to the complete development of the student.
PBS looks forward to welcoming everyone back to school and improving our learning models in a way that is safe and engaging.
Permata Bangsa School – Global Education is a learning community in which all individuals are expected to have high standards and aspirations and are encouraged to recognise and achieve their true potential, developing.
The Permata Bangsa School Yayasan and SAT (Senior Administration Team) consider the health, safety and welfare of staff and students to be of paramount importance and that creating and maintaining a healthy and safe environment is a responsibility taken seriously. To this end we are committed to achieving the effective implementation of the School’s health and safety policy and the objectives set out below.
21st Century / Lifelong learning blends formal education with continual professional and personal development. As technology advances quickly, lifelong learners have to learn new skills and adapt to rapid changes in professional and personal environments. The PBS Team demonstrate excellence in creating, delivering, monitoring and assessing flexible, research-based programming that meets and accounts for the individual learning needs of each of our students.
The purpose of the following information is to provide some ideas on interventions and strategies to include in the Positive Behavior Intervention Plan (PBIP). This guide was written for the team to use when developing the PBIP.
Here’s a list of options that might be available to you in the event of pupils misbehaving. Which one you choose is up to you, and will depend on the school, the behaviour policy, the type of children, and you department policies.
This is a list of symbols that PBS teachers use of award students positivie outcomes or to identify areas students may have to spend a bit more time working on.
The Permata Bangsa School Behavioral Management Plan builds on its mission to enable our students to be the best they can be—as students and as people. At our plan’s core is an emphasis on promoting respect and building self- esteem. Consistency and collaboration among staff members form the foundation of our plan.
Misi Rencana Pengelolaan Perilaku Siswa Permata Bangsa School adalah mendorong siswa menjadi yang terbaik yang bisa mereka capai – baik sebagai siswa maupun sebagai insan. Inti dari r ini adalah menanamkan rasa saling menghormati dan harga diri. Landasan rencana ini adalah konsistensi dan kerja sama semua staf. click to start editing the text.
The primary purpose of the Cambridge Teacher Standards is to define the range of teacher characteristics and practices needed to deliver Cambridge programmes effectively. They derive from and are consistent with contemporary international research into effective teaching. Teachers who use the standards to evaluate their own practice and guide their continuing professional development should be in a strong position to achieve the desired student outcomes from Cambridge programmes.
"It would be impractical to set forth a list of all activities that are considered to be illegal or contrary to good business practices and good employee-employer relations. This is intended only as a guideline."
"It would be impractical to set forth a list of all activities that are considered to be illegal or contrary to good business practices and good employee-employer relations. This is intended only as a guideline".
We have developed the Cambridge School Leader Standards alongside the Cambridge Teacher Standards, and with the Cambridge Standards for Schools, which are intended to support schools with their self-evaluation processes. Our series of statements about the attributes of Cambridge learners, teachers and leaders have also informed these Standards.
This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the Principal and for supporting their development needs within the context of the school’s improvement plan and their own professional needs and aspirations. Where teachers are eligible for pay progression, ie. From Scale1 through to 6 the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer. Progression from Scale1 through to 6 is dependent on two consecutive, successful Performance Management Reviews.
The design of the programmes aims to sustain the school’s curriculum reform. PDP (Professional Development Plans) to be offered in PBS organised as follows: Teacher preparation for program delivery in five identifies areas, namely: 1) Understanding and Interpreting the Curricula; 2) Assessing Student Learning; 3) Learning and Teaching Strategies; and 4) Whole-school Curriculum Planning and Evaluation 5) Performance Management and Learning Centre.
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