In partnership with SUNY Buffalo

Schedule of Courses:  View full course descriptions

*General Cohort course but required for admin credentials

Program Information:

Overview: Since 2012, QSI has partnered with SUNY Buffalo to provide professional development opportunities to QSI teachers while receiving graduate credit. The benefits of such a program include not only PD opportunities but also opportunities for teachers to fulfill re-certification requirements in an educational environment friendly to mastery teaching principles and other educational philosophies that make QSI a uniquely effective educational institution.

Mission: The mission of the program is to provide graduate-level professional development opportunities to QSI educators –whether they simply wish to grow professionally; to seek a higher degree; or to fulfill re-certification requirements– in an educational environment that stays true to the mission, philosophies, and beliefs held by all QSI schools.

Vision: After establishing the program and demonstrating its value, QSI now wishes to take the program further by providing theme-focused cohorts that specialize in popular areas of education, such as leadership, technology, assessment, etc.

General Cohort: The QSI Graduate Studies Program offers a variety of classes for which students receive graduate level credit through SUNY Buffalo. Typically, 4 classes are offered each calendar year for a total of 12 credit hours possible in a 12 month period. A normal schedule flows as follows:

• Fall:  Online course for 3 credits
• Spring:  Online course for 3 credits
• Summer:  Two courses taught intensively in a classroom environment over the course of two weeks in Kyiv for a total of 6 credits.

The courses offered depend primarily on the demand of the students involved.

Leadership Cohort:  The purpose of the School Leadership Program is to provide the graduate coursework and support that will lead to state-issued leadership credentials. With these credentials, graduates of the program will possess both the theoretical foundation and proper licensing to pursue leadership positions at schools anywhere, including within QSI and outside of QSI.  A normal schedule flows as follows:

• Fall:  Online course for 3 credits
• Spring:  Online course for 3 credits
• Summer:  Two courses taught intensively in a classroom environment over the course of two weeks in Kyiv for a total of 6 credits.

Financial: 

2018:  $600 per course (or $200 per credit hour)
2019:  $660 per course (or $220 per credit hour)
2020:  $735 per course (or $245 per credit hour)

For the summer courses in Kyiv, tuition fees cover the class only and do not include housing, meals, flights, etc. However, affordable options are available in Kyiv.

Register:  You can begin the process here.  Afterwards, be sure to enroll with SUNY Buffalo.  See the FAQs page for more information.

Contact Information: All questions regarding the QSI Graduate Studies Program should be directed to Dr. Mitch Elswick at gradstudies@qsi.org.

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Quality Schools International is committed to the safety and protection of children. This Code of Conduct applies to all faculty, staff, employees, and volunteers. The public and private conduct of faculty, staff, employees, students, and volunteers acting on behalf of the school can inspire and motivate those with whom they interact, or can cause great harm if inappropriate. We must, at all times, be aware of the responsibilities that accompany our work. Additionally, members of the school community, including parents, must be aware of the parameters of the Code of Conduct and the expectation of adult behavior toward children within the school community.

• We should be aware of our own and other persons’ vulnerability, especially when working alone with children and youth, and be particularly aware that we are responsible for maintaining physical, emotional, and sexual boundaries in such interactions. We must not engage in any covert sexual behaviors with those for whom we have responsibility. This includes seductive speech or gestures as well as physical contact that exploits, abuses, or harasses. We are to provide safe environments for children and youth at all school activities, both on and off campus. We ask families to provide safe environments for children at private events as well.
• We must show prudent discretion before touching another person, especially children and youth, and be aware of how physical touch will be perceived or received, and whether it would be an appropriate expression of greeting, care, concern, or celebration. School personnel and volunteers are prohibited from physical discipline of a child.
• Physical contact with children can be misconstrued both by the recipient and by those who observe it, and should occur only when completely nonsexual and otherwise appropriate, and never in private. One-on-one meetings with a child or young person are best held in public area; in a room where the interaction can be (or is being) observed; or in a room with the door left open, and another staff member or supervisor is notified about the meeting.
• We must intervene when there is evidence of, or there is reasonable cause to suspect, that children are being abused in any way. Suspected abuse or neglect must be reported to the appropriate school and local authorities.
• Faculty, staff, employees, and volunteers should refrain from the illegal possession and/or illegal use of drugs and/or alcohol, and from the use of tobacco products, alcohol and/or drugs when working with children. Adults should never buy alcohol, drugs, cigarettes, videos, or reading material that is inappropriate and give it to young people. Staff members and volunteers should not accept gifts from, or give gifts to, children without the knowledge of their parents or guardians.
• Communication with children is governed by the key safety concept of transparency. The following steps will reduce the risk of private or otherwise inappropriate communication between parents, administration, teachers, personnel, volunteers, and minors:
  1. Communication between school adults (including volunteers) and minors that is outside the role of the professional or volunteer relationship (teacher, coach, host, etc.) is prohibited.
  2. Where possible, email exchanges between a minor and a person acting on behalf of the school are to be made using a school email address.
  3. Faculty, staff, and volunteers who use any form of online communications including social media (Facebook, Twitter, etc.) and text messaging to communicate with minors may only do so for activities involving school business.

Statement of Acknowledgement of Code of Conduct for Signature

I promise to follow the rules and guidelines in this Code of Conduct as a condition of my providing services to the children and youth participating in QSI programs.

I will:

• Treat everyone with respect, patience, integrity, courtesy, dignity, and consideration.
• Never be alone with children and/or youth at school activities without another adult being notified.
• Use positive reinforcement rather than criticism, competition, or comparison when working with children and/or youth.
• Maintain appropriate physical boundaries at all times and touch children only in ways that are appropriate, public, and non-sexual.
• Comply with the mandatory reporting regulations of the school by reporting any suspected child abuse or neglect to the Director.
• Cooperate fully in any investigation of abuse or neglect of children and/or youth.
• Protect the child and the child’s family by maintaining confidentiality in the case of a report of misconduct, and refusing to share any details about the report with anyone outside of the school’s Child Protection Team and relevant authorities.

I will not:

• Touch or speak to a child and/or youth in a sexual or other inappropriate manner.
• Inflict any physical or emotional abuse such as striking, spanking, shaking, slapping, humiliating, ridiculing, threatening, or degrading children and/or youth.
• Smoke or use tobacco products, or possess, or be under the influence of alcohol or illegal drugs at any time while working with children and/or youth.
• Give a child who is not my own a ride alone in a car, without explicit permission from the child’s parent/guardian.
• Accepts gifts from or give gifts to children or youth without the knowledge of their parents or guardians.
• Engage in private communications with children via text messaging, email, Facebook, Twitter or similar forms of electronic or social media except for activities strictly involving school business.
• Discuss the details of any allegations with anyone outside of the Child Protection Team.

I understand that as a person working with and/or providing services to children and youth under the auspices of Quality Schools International, I am subject to a criminal record background check. My signature on my contract confirms that I have read this Code of Conduct and that as a person working with children and youth, I agree to follow these standards. I understand that any action inconsistent with this Code of Conduct or failure to take action mandated by this Code of Conduct may result in disciplinary action up to and including removal from the school. If a report is made against me, and the allegations are confirmed, the school is bound to share the findings with anyone who inquires for a reference about me.

In order for a student to develop competencies, there must exist a firm foundation of facts and knowledge. Certain facts must be memorized and used as tools in gaining other knowledge and in developing competencies. Other knowledge is gained by building upon and combining fundamental facts and bits of knowledge. This happens by hearing, seeing, and experiencing in learning situations, followed by practice and repeated exposure. This happens by dialogue, questioning, experimentation, risk-taking, and group activities. This happens by reflection, day-dreaming, imagining, visualizing, and inspiration. No one knows all the ways this happens. 

In the modern world, there has been a vast explosion of knowledge which continues today! It is impossible to include all knowledge in a school curriculum. Quality Schools International carefully selects knowledge considered essential for a person educated in modern society and concentrates on mastery of these essentials. The theme “less is more” is employed which means that it is better to engage in the study of less information and gain mastery with a view to proficient use as applied to higher learning, than it is to “cover” large amounts of information superficially and without mastery. 

Each of the following seven areas of knowledge is listed with broad categories of success. These define in general terms the outcomes considered important by Quality Schools International with a view to mastery by all of our students. 

English/Literature 

1. TSW develop a vocabulary in the English language which enables one to pursue higher education. 
2. TSW know the rules of grammar, punctuation, and sentence structure. 
3. TSW know how to spell correctly the vast majority of words used and how to find correct spellings for others. 
4. TSW be familiar with selected literature (English and American) in the English language including fiction, non-fiction, short stories, poetry, and drama. 
5. TSW know how to use the library, internet, and other sources of information in research and report writing. 

Mathematics 

1. TSW know number facts (addition and subtraction facts, multiplication tables etc.) 
2. TSW demonstrate an understanding of geometrical concepts by solving problems involving geometrical shapes (two and three dimensions), by solving problems involving measurements, and by correctly identifying, defining, and using geometrical terms. 

Cultural Studies 

1. TSW develop a basic knowledge of the political, cultural, economic, and geographic divisions of the world. 
2. TSW be familiar with the development of the great civilizations in history, including Egyptian, Greek, Roman, Arab, and Chinese. 
3. TSW know different forms of government and relate these to countries in the world. 
4. TSW demonstrate an understanding of the economic forces and economic development of the globe and relate them to different areas of the world. 
5. TSW be familiar with the development of the United States of America including the main events of its history. 
6. TSW be familiar with the history and geography of the country of the school’s location and the geographical area surrounding the country. 

Science 

1. TSW know the basics of physical science including the concepts of and descriptions of motion, force, energy, and elementary astronomy. 
2. TSW know the basics of earth science including beginning meteorology, geology, oceanography, and the structure of the earth’s surface. 
3. TSW know the basics of biological science including botany, zoology, anatomy, physiology, ecology, and models of origins of living things. 
4. TSW gain a knowledge of experimental hands-on laboratory procedures which clarify and confirm scientific concepts and which give an ability to make independent laboratory tests and experiments. 

Languages other than English 

1. TSW develop a vocabulary in at least one language other than English at an appropriate level. 
2. TSW know the rules of grammar, punctuation, and sentence structure of the same language at an appropriate level. 
3. TSW know the script, be able to write, and know how to spell correctly the vast majority of words used in the same language at an appropriate level. 
4. TSW be familiar with the culture (including selected literature) in the same language at an appropriate level. 

Creative and Applied Arts 

1. TSW be familiar with the history of the development of classical music including a selection of world composers and their works and that of at least one other type of music from any culture. 
2. TSW be familiar with the development of an international selection of great art and architectural works. 

Personal Health and World Environmental Issues 

1. TSW know how to plan a program of exercise and sports activities with a view to lifetime physical fitness. 
2. TSW know what constitutes a nutritional and balanced diet and will recognize the dangers of eating disorders. 
3. TSW know the facts concerning the harmful effects of tobacco, alcohol, and other drugs. 
4. TSW be aware of the effects of overpopulation, pollution, depletion of the world’s resources, and destruction of wildlife and natural areas. 
5. TSW know the habits of good general personal hygiene with a view to the prevention of disease.  

The Mission, Philosophy, and Belief statements of Quality Schools International (QSI) provide a formal summary of the organization’s core purposes, aims, and values that have stood the test of time for nearly thirty years.  These documents were initially formulated by the founding fathers of QSI, Mr. James E. Gilson, current President, and Mr. H. Duane Root, current Vice President along with the first teachers at Sanaa International School in Yemen in 1987. 

These founding documents are revisited by the QSI Board of Directors annually to re-establish and communicate the relevancy and importance intended to provide direction to the entire QSI organization. 

QSI schools teach and discuss the QSI Mission with all stakeholders in order to align their planning and improvements with the common performance-based goals of the organization. Some schools choose to localize the QSI Mission by developing a Statement of School Specific Conditions which publicizes and aligns specific elements of the unique qualities of an individual school setting and QSI. 

Mission Statement 

Virtually every five year old comes to school eager to learn. The mission of Quality Schools International (QSI) is to keep this urge to learn alive in every child in QSI schools. Our schools are established to provide in the English language a quality education for students in the cities we serve. These students are the children of parents of many nationalities who have come to a foreign country, usually for a limited stay of a year or more. Some students are permanent residents, citizens of the host country. 

Our schools follow a logical model of education which measures success by the accomplishments and attitudes of our students. We believe that all of our students can succeed, that their successes encourage them to continue in a pattern of success, and that it is the schools’ responsibility to provide the conditions for success. These conditions include 

1. developing clear statements in measurable terms of what the student will do to demonstrate mastery of learning, 
2. providing the time and resources needed for each student to attain mastery, and 
3. ensuring that students engage in learning at a level which is challenging and yet a level for which each student has the prerequisite skills necessary for success. 

We believe in providing an aesthetically pleasing physical surrounding under the charge of a caring staff who believe their students will be successful, and who use time with the students as a resource for learning rather than as a boundary condition to determine when a unit of learning begins and ends. We believe in providing resources such as books, learning materials, and educational technology. In the world today children need to become proficient in the use of computers and related technology as tools to accomplish a myriad of tasks. 

Finally we believe in working with parents to encourage our students to adopt qualities of living which lead to success long after formal schooling has ended. These include universally accepted “success orientations” of trustworthiness, kindness/politeness, responsibility, independent endeavor, concern for others, group interaction, and aesthetic appreciation. 

Adopted by QSI Board of Directors Feb. 1996 

Reviewed and reaffirmed by the QSI Board of Directors Feb. 2019

In recent decades there has been a tremendous information explosion along with scientific and technological advances. Thus it becomes increasingly important for young people to develop competencies which give the tools to cope with this age. To become productive participants in modern society, our students need to gain skills related to these advances. 

Particularly important are the higher order thinking skills. Skills related to the arts and physical fitness are also important with a view to beauty and quality of life. 

These competencies are taught and evaluated in the school’s curriculum. 

Each of the following seven competencies is listed with broad descriptions of demonstrations of success. These define in general terms the outcomes considered important which will be taught and encouraged in Quality Schools International. 

Verbal and Written Communication Skills 

1. The Student Will demonstrate effective speech by using correct grammar and sentence structure. 
2. TSW demonstrate effective speech by employing reasonable depth in the use of vocabulary. 
3. TSW demonstrate effective writing skills in essays, reports, and other written work by using correct grammar, sentence structure, punctuation, and spelling. 
4. TSW demonstrate effective writing skills in essays, reports, and other written work by careful organization of thoughts and paragraph structure. 
5. TSW demonstrate the use of a language other than English by speaking, reading, and writing at a level appropriate for at least two years of secondary level instruction or the equivalent. 
6. TSW enhance two-way communications by demonstrating effective listening skills. 
7. TSW demonstrate the ability to prepare neat and efficient written communications online. 
8. TSW demonstrate the ability to obtain information from the library, internet, and other sources by conducting research and report writing which reflects sound library, online, and other information-gathering skills. 

Numeracy and Mathematical Skills 

1. TSW demonstrate facility in the use of numbers in counting, measuring, estimating, and telling time. 
2. TSW demonstrate computational skills by correctly adding, subtracting, multiplying, and dividing real numbers. 
3. TSW demonstrate computational skills by using an electronic calculator for addition, subtraction, multiplication, division, finding square roots, and finding percentages. 
4. TSW correctly use the metric system in measuring length, mass, and volume. 
5. TSW use the concepts of fractions, proportions, ratios, decimals, and percents, in practical situations. 
6. TSW correctly gather information from graphs and tables. 

Psychomotor Skills 

1. TSW participate in physical development activities and demonstrate an appropriate level of coordination, strength, and general physical fitness. 
2. TSW participate in one or more life-time sports and/or physical activities and demonstrate an appropriate level of proficiency. 
3. TSW participate in one or more team sports and demonstrate an appropriate level of proficiency. 
4. TSW demonstrate a working proficiency in entering data on a keyboard. 
5. TSW demonstrate success in using equipment (scientific, etc.) and tools in accomplishing the task or experiment for which the equipment is designed and in avoiding damage or injury. 

Commercial Skills 

1. TSW correctly use decimal money systems in practical situations (buying, selling, etc.). 
2. TSW demonstrate the ability to use a keyboard (with proper typing techniques) in preparing neat and organized written communications and in managing information through the use of computer software. 
3. TSW apply knowledge of percents to calculate interest on loans, discounts on purchases, and various taxes. 
4. TSW demonstrate proficiency in personal finance skills including banking and budgeting. 

Fine Arts Skills 

1. TSW develop music reading and instrument playing skills at an appropriate level aligned with the student’s interest, cultural background, and innate talent. 
2. TSW develop skills in art and in crafts at an appropriate level aligned with the student’s interest, cultural background, and innate talent. 
3. TSW develop skills in drama at an appropriate level aligned with the student’s interest, cultural background, and talent. 

Thinking and Problem-Solving Skills 

1. TSW develop logical thought patterns in solving problems. 
2. TSW correctly translate word problems to mathematical terms and equations and then solve the problems. 
3. TSW separate information into components and evaluate the use of each component in leading to conclusions or solutions. 
4. TSW evaluate various input information and combine the data to lead to conclusions or solutions. 
5. TSW build upon facts and knowledge using logical thought patterns in creating new ideas. 

Decision-making and Judgment Skills 

1. TSW develop a logical approach in making decisions. 
2. TSW critically evaluate source materials and ask questions such as ‘how?’ and ‘why?’. 
3. TSW develop habits of carefully weighing evidence on all sides of a dispute, problem, or controversy before making a judgment. 
4. In making a judgment, TSW carefully examine the evidence with a view to eliminating effects of unfounded prejudices. 
5. In making a decision or a judgment, TSW carefully examine information with a view to eliminating effects of unfounded information produced by the famous, the media exalted, or by those swept along in the current of popular appeal. 
6. TSW make reasonably accurate estimations for numerical problems and measurements.  

The schools of Quality Schools International (QSI) use a model of education based upon premises of successful student performance. A description of performance-based education implementation in the QSI schools follows: 

The success-oriented QSI Educational Model has Three Core Beliefs: 

1. QSI believes that all students can experience success in their learning, including the application of higher-order thinking skills such as critical thinking and problem-solving. 
2. QSI believes that success breeds success. 
3. QSI believes that it is the school’s responsibility to provide the conditions for success. 

This success oriented way of operating schools leads to optimum learning and to happy and motivated students. Using knowledge of educational research, these schools are student performance-based rather than ‘time-based’ or ‘calendar-based’. Teachers and students in QSI schools use time as a resource to reach mastery of clearly-defined objectives (unit outcomes) rather than using time as a boundary condition to determine when learning begins and ends. Students are given the time needed to achieve success. Our teachers are expected to employ instructional practices of excellence. However, the measure of success is not how well the teacher teaches, but how well the students learn. 

The implications of QSI’s Three Core Beliefs: 

1. All students can experience success in their learning. 

1. QSI defines academic success as performing at a level that would traditionally earn a “B” grade. The system for evaluation is mastery at an “A” or “B” level, or a “P” (the student is still in progress toward mastery in a particular unit). 
2. Rather than employing an extensive grading system, such as A, B, C, D, E, or 1, 2, 3, 4, 5, etc. to record varying performance levels, QSI believes that the amount of time each student spends on a unit of study can vary considerably as each works toward achieving an “A” or “B” mastery level. A student performing at the “B” mastery level has full understanding of course content. A student performing at the “A” mastery level is able to apply course content with higher order thinking skills. 

2. Success breeds success. 

1. QSI believes there is a connection between student perception of their own performance in a subject and their actual performance in that subject. Students who consistently experience failure are unlikely to see themselves as successful. QSI believes it is important to break cycles of failure. Placing students in situations where they will begin to experience success is the QSI goal. 

3. It is the responsibility of the school to provide the conditions for success. 

1. QSI believes that more learning will occur if students have a desire to learn, have positive feelings concerning the school environment, and have success in their work. A comfortable atmosphere of caring and acceptance is considered important to QSI. Possibility for success increases when students work at the appropriate level of difficulty and sense positive expectations from well-qualified, experienced, and caring educators. 

To achieve these Core Beliefs, QSI takes on the responsibilities: 

• To provide educators who have a love for children, who have positive expectations of children, and who are willing to expend the time and energy necessary to meet the success of individual students. 
• To employ educators who maintain core values and who believe their life style should be a positive influence on their students. 
• To clearly define in measurable terms what students need to do in order to be successful. This is mastery learning, not mystery learning. 
• To employ enough educators to maintain reasonably small class sizes. 

• To provide facilities that support academic and activity programs. 
• To assess each student in reading, mathematics, and writing upon initial enrollment to ensure proper placement and instructional achievement level in these courses. 
• To encourage parental support of the school with a view toward enhanced learning and the development of positive student attitudes. 

To achieve these Core Beliefs, the staff at QSI schools takes on the responsibilities: 

• To continually assess students in all areas of learning to ensure mastery. 
• To ensure students know what they need to do for success in a learning outcome. 
• To provide appropriate learning experiences, allowing students sufficient time on tasks to be able to experience success. 
• To provide reteaching experiences if mastery is not achieved. 
• To reward students equally for mastery, regardless of the time taken for achievement. 
• To evaluate students in a way that encourages self-growth rather than competition against other students’ achievements. 
• To encourage students to use higher-order thinking skills and to apply them to real-world situations. 
• To provide a positive school atmosphere by working with a cooperative spirit, supporting one another, and encouraging a high morale and efficiency within the staff. 
• To incorporate differentiated teaching methods and styles within the classroom. 

The pursuit of these Core Beliefs results in enhanced student learning and high student motivation as students are rewarded for their successes. 

Developed and adopted by QSI Board of Directors May 2009 

Reviewed, revised, and reaffirmed by the QSI Board of Directors Feb. 2019 

When a student leaves Quality Schools International, it is purposed that each student demonstrate success in specified general outcomes or behaviors. When a student graduates from QSI, these outcomes are built into the graduation requirements and are reflected on both the graduation diploma and the student transcript. These outcomes are also reflected on a continual basis in the student evaluation reports at all age levels. 

These Exit Outcomes fall into three categories: Success Orientations, Competencies, and Knowledge. Although there are related and overlapping issues and interdependencies among these three categories, they may be identified by the verbs ‘to be’ (Success Orientations), ‘to do’ (Competencies), and ‘to know’ (Knowledge). They are organized as follows: 

Success Orientations 

• Trustworthiness 
• Responsibility 
• Concern for Others 
• Kindness/Politeness 
• Group Interaction 
• Aesthetic Appreciation 
• Independent Endeavor 

Competencies 

• Verbal and Written Communications Skills 
• Numeracy and Mathematical Skills 
• Psychomotor Skills 
• Commercial Skills 
• Artistic and Musical Skills 
• Thinking and Problem Solving Skills 
• Decision Making and Judgment Skills 

Knowledge 

• English/Literature 
• Mathematics 
• Cultural Studies 
• Science 
• Languages other than English 
• Creative and Applied Arts 
• Personal Health & World Environmental Issues 

Quality Schools International considers these success orientations to be primary indicators of future success in advanced education, employment, and life in general. Recognition for success in these seven orientations will be given five times during the school year. Teachers, students, and parents will be constantly aware that these are important components of a student’s development. 

Responsibility for success in these orientations rests first and foremost in the home; however, they will be actively encouraged and taught in virtually all areas of the school curriculum, with a view to making these success orientations a vital part of the students’ life patterns. The school’s role is to reinforce the parents’ efforts. Thus, the home and school, working together, can enhance progress in these universally accepted characteristics of success. 

In an attempt to separate academic evaluations from behavioral evaluations, the success orientations will be evaluated independently. Thus, the academic outcomes will be evaluated solely on the basis of student performance on the specified outcomes of the academic areas. 

Evaluations of the success orientations will be limited to situations in which the student is under the jurisdiction of the school and will be made by a group of the professional staff for each student. If there is no evidence that a student is unsuccessful in a particular success orientation for an evaluation period, he will be awarded with one success orientation credit which will appear on the status report as an ‘S’, which denotes ‘success’. A student who demonstrates noteworthy or exemplary positive behavior in a success orientation will also receive one success orientation credit, which will appear on the status report with the letter ‘E’, which denotes ‘exemplary’. A student who is not yet successful in a success orientation will not receive the due credit for that period. This will appear on the status report as an ‘N’, which denotes ‘not yet’. The awards given for each student will be reached by a consensus of the appropriate group of professional staff members. 

Each of the following seven success orientations is listed with specific related behaviors. These behaviors are to be used as guides to define the meanings of the orientations and to assist the professional staff in issuing awards in the broad categories. The written evaluations will only include the seven broad categories 

Trustworthiness 

1. The Student Will demonstrate honesty by 

1. habitually telling the truth and avoiding deception. 
2. telling the truth when negative consequences may follow. 
3. bringing lost items or money to the teacher or the office. 
4. being a person who does not cheat on tests. 
5. being a person who is not involved in theft. 

2. TSW demonstrate trustworthiness by 

1. following a commitment with the appropriate action. 
2. promptly accomplishing an errand when requested by a teacher. 
3. displaying acceptable behavior when not under teacher supervision. 
4. being a person who is not involved in vandalism. 

Responsibility 

1. TSW demonstrate responsibility by 

1. coming to school and to each class on time except when ill or otherwise excused. 
2. bringing appropriate books and materials to class. 
3. consistently completing assigned schoolwork in a timely manner. 
4. showing organization and cooperation in completing assigned schoolwork in the prescribed manner (such as name, date, and layout included as directed). 
5. contributing ideas, reports, research, materials, and/or out-of class involvement which are not assigned. 
6. taking proper care of materials and equipment. 
7. taking appropriate action to avoid accidents, to avoid misdeeds, or to aid in a situation of need. 
8. being careful in making commitments. 

Concern for Others 

1. TSW demonstrate tolerance for those of other nationalities, races, religions, cultures, ages, and mental and physical abilities by 

1. being a person who does not make disparaging remarks concerning those different from themselves. 
2. joining in group activities with those different from themselves. 
3. having friendly associations with those different from themselves. 

2. TSW demonstrate acceptance of others, particularly newcomers, by 

1. including them in informal social groups. 
2. being a person who does not actively exclude individuals from group activities. 
3. approaching newcomers with a view to making them feel welcome. 

3. TSW demonstrate concern for others by 

1. avoiding actions or words which hurt another person. 
2. actions and/or words of support and/or sympathy for those who are unhappy or sad. 
3. helping others to be successful in their schoolwork, activities, and play. 
4. displaying unselfish behavior. 

Kindness/Politeness 

1. TSW demonstrate kindness by 

1. being a person who does not make remarks which put down another. 
2. being a person who does not physically abuse others. 
3. displaying acts of kindness (sympathy, encouragement, helpfulness, patience, etc) toward others, particularly fellow students. 
4. giving time and resources to help another in need. 

2. TSW demonstrate politeness by 

1. being a person who does not exhibit rudeness. 
2. using socially acceptable language. 
3. displaying acts of courtesy toward others. 

Group Interaction 

1. TSW demonstrate group involvement by actively participating in activities. 

2. TSW demonstrate support of leadership by 

3. TSW demonstrate support of group activities by 

1. contributing ideas which are related to the goals of the group. 
2. being a person who does not make negative comments which are not constructive. 
3. controlling emotions when discussing different points of view. 
4. displaying kindness when expressing an opinion. 
5. displaying a cooperative attitude. 

Aesthetic Appreciation 

1. TSW demonstrate an appreciation of nature by 

1. not damaging trees and flowers. 
2. making positive comments which show appreciation for the beauty of wildlife, mountains, trees, flowers, stars, etc. 
3. creating artwork which illustrates nature. 

2. TSW demonstrate an appreciation of orderly surroundings by 

1. voluntarily picking up unsightly litter. 
2. putting litter in proper receptacles rather than throwing it on the ground. 
3. keeping areas of work and play reasonably neat. 

3. TSW demonstrate an appreciation of the beauty of ideas; musical, artistic, and theatrical creations; mathematical and scientific concepts; and literary works by 

1. making positive comments or written reports. 
2. being a person who does not display negative remarks or actions which show a disrespect for such beauty. 

Independent Endeavor 

1. TSW show initiative in engaging in tasks other than those assigned with a view to ‘in-depth’ study or activity. 
2. TSW consistently set goals which include more than the minimum effort needed to complete a task. 
3. TSW have the opportunity to pursue a particular interest in an area not in the curriculum or to pursue a curricular area in depth, having a unit outcome created, evaluated, and credentialed. 
4. TSW show initiative in using the library and other resources in assignments, projects, and homework. 
5. TSW show reasonable self-sufficiency in completing assignments, projects, and homework. 

It is not intended that a student must demonstrate all of the specific behaviors of a particular success orientation in a positive way in order to receive a credit in it. Rather, they are used as guides in defining acceptable behavior and in providing consistency in issuing awards. Some are used to identify exemplary success while others are helpful in identifying when a success credit is to be withheld. A success credit is not withheld for some minor discrepancy. A student must habitually display negative behaviors or have a major behavioral problem in order to have a success credit withheld, and this must be agreed upon by consensus in the appropriate group of professional staff members. 

QSI Schools adhere to the CEESA Safeguarding and Child Protection Statement and Commitments as written below.

CEESA Safeguarding and Child Protection Statement

• Safeguarding and Child Protection is a priority for every CEESA School.
• CEESA commits to supporting school environments that safeguard children through both prevention and intervention.
• CEESA works in cooperation with international agencies to ensure standards associated with best practices are regularly reviewed, revised, and applied in all operations, activities, and events.
• CEESA leaders honor and uphold child protection guidelines and procedures, in partnership with all stakeholders in their respective school communities.

All CEESA schools will:

• Actively uphold the CEESA Safeguarding and Child Protection Statement.
• Implement school-based Safeguarding and Child Protection Policies and Procedures that include regular onsite training.
• Employ safe recruitment practices consistent with Safeguarding and Child Protection Policies.
• Educate students and adults on Safeguarding and Child Protection.