Quality
International School
of Zhuhai is a non-profit, co-educational day school for students from 3
years of age through the secondary level (4 years). The school is for
students of all nationalities. Intensive English instruction is part of
the school’s program.
In addition
to on-site classes, students in the secondary program can be enrolled in
a distance learning program sponsored by the University of Miami On-Line
High School Program if they meet specific language standards. Current
staffing includes teachers who can support instruction in reading,
language arts, mathematics, and science. This program is supplemented by
courses offered within the school such as art, music, physical
education, computer studies, and foreign language study.
Organization
The Board of
Directors of Quality Schools International, the membership of which is
formed as set forth in the By-Laws of Quality Schools International,
governs the school. The school’s Director, with approval from the
President of Quality Schools International, appoints a local Advisory
Board of six to ten members to assist in the operation of the school.
Curriculum
The school offers a performance-based educational
program with a curriculum that aligns specific tasks, learning
materials, and evaluation. Instruction, leading to individual mastery,
takes advantage of small class sizes and the diverse educational
backgrounds of the students. Instruction is in English. Chinese
language study is also offered.
Faculty
There are
nine professional staff members during the 2008 - 2009 school year. All
teaching staff are certified teachers from North America and/or Europe,
and we also have several host-country teachers for Chinese language
classes and the arts. The school hires full time and part time
paraprofessionals to assist in the classrooms. Class sizes are small,
allowing for individual assistance in all areas.
Enrollment
QSI
International School of Zhuhai opened in the fall of 1999, with an
enrollment of 5 students. The current enrollment is 40. We anticipate
increased student numbers in the 2008-2009 school year.
Facilities
In September
2008, the school moved into a beautiful, newly renovated and refurbished
location that offers spacious classrooms and greatly increased
facilities to better support student learning and programs. The new
school facility has large classrooms, a computer lab, an expanded
library area, and special purpose classrooms for Intensive English, art,
music, and Chinese classes. The first floor has a large, multi-purpose
room that is used for lunch and meetings of the school community. The
first floor also offers a huge covered play area that protects the
students during inclement weather days and allows them to hold physical
education classes and have recess time. The building is clean, bright,
and safe. All classrooms are equipped with air conditioners, which can
also be used to heat the rooms during the colder months of
December-March. We also have a large, newly-surfaced playing field that
is lined for soccer and basketball and a running track that encircles
the field.
Statement
of School Specific Conditions
The goal, of
QSI International School of Zhuhai, a caring, multi-cultural enriched
learning environment, provides each student the foundation to achieve
excellence in academic skills, self-respect and moral character.
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Table of Contents
Philosophy & Objectives
The schools
of QUALITY SCHOOLS INTERNATIONAL (QSI) have been founded in order to
provide a quality education in the English language for expatriates
living in the international community. Local citizens who want their
children to be educated in English are also accepted. The schools
recognize that most of the students are enrolled for only two or three
years and have diverse educational backgrounds. The philosophy and
objectives of QSI includes the following:
Attitudes Toward Learning
We believe
that more learning will occur if the student has a desire to learn, has
positive feelings concerning his school environment, and succeeds in his
work. A comfortable atmosphere of caring and acceptance established by
the school is considered important, so that each student is encouraged
to strive for excellence and to be creative. An aesthetically pleasing
environment with a view to appreciation of beauty and order enhances
this. Each student's possibility of success increases when he works at
the appropriate level of difficulty and senses positive expectations
from his teachers. Area objectives include:
Functions of the Administration
·
To recruit
teachers who have a love for children, who have positive expectations of
children, and who are willing to give the time and energy necessary to
meet the needs of individual students.
·
To employ
teachers who have acceptable values and who believe that their life
style should be a positive influence on their students.
·
To employ
teachers directly from outside of the country, if necessary, to provide
experienced and successful teachers for specific positions.
·
To employ
enough teachers to maintain reasonably small class sizes.
·
To help
teachers meet the individual needs of students by employing selected
paraprofessionals.
·
To provide
spacious buildings and classrooms, which are functional, yet include
local architectural designs with a view to blending into the local
environment.
·
To test each
student in reading and mathematics upon initial enrollment to assure a
proper entry level in these classes.
·
To encourage
parental support of the school with a view to enhancing the learning and
the development of positive attitudes of the students.
Functions of Teaching Staff
·
To
continually assess the student in all areas of learning to assure
appropriate learning tasks leading to challenging work, but work in
which he is capable of experiencing success.
·
To ensure
that the student knows what learning tasks are expected.
·
To provide
appropriate learning experiences and allow each student sufficient time
on a task to be able to experience success.
·
To provide
additional learning experiences, if mastery is the goal and if the task
is not mastered after the initial teaching/learning experience.
·
To reward
students equally for mastering learning tasks regardless of the path
taken to mastery. Not to give a higher reward to one who required a
greater input of energy nor to one who easily and quickly attained
mastery.
·
To evaluate
students in a way in which a student competes against himself rather
than against a fellow student.
·
To inspire
students to help them see what they can be and what they can accomplish
with a view to excellence and creativity.
·
To provide a
positive school atmosphere by working with a cooperative spirit giving
support to one another and encouraging a high morale and efficiency
within the staff.
Areas of Learning
Mastery of
basic skills is considered a vital part of education, essential for
success in studies of other subjects as well as in most situations in
life. A broad and varied program of physical education, fine arts, and
other activities is also considered important to enhance the interest
and education of the students. Area objectives include:
·
To provide
learning situation leading to mastery of appropriate topics in English
and mathematics for all students.
·
To provide
quality instruction in science and cultural studies (geography, history,
economics, etc.) for all students.
·
To offer
quality programs of instruction in physical education, music, and art to
all students.
·
To provide
classes in Intensive English as appropriate.
·
To offer
local and foreign languages as appropriate.
·
To offer
selected courses in national studies (American, British, Dutch, etc.)
including non-English languages as appropriate, with a view to the needs
of particular nationalities and to academic adjustment upon
repatriation.
·
To offer
courses in computer literacy to all students.
·
To offer
varied activities and elective classes which are not part of the regular
academic program.
·
To involve
students in field trips and activities related to their classes, but
away from school.
·
To provide
the appropriate materials, resources, and equipment for all areas.
Social Behavior
For a useful and meaningful life we encourage the
development of personal qualities leading to acceptable values and
harmonious relationships. Area objectives include:
·
To encourage
an understanding of one's self with a view to developing acceptable
values such as patience, kindness, unselfishness, honesty, and
consideration for others.
·
To provide a
positive and secure atmosphere, treating the students honestly and
fairly.
·
To encourage
each student to feel good about himself and to help him promote similar
feelings in fellow students.
·
To provide
guidance in problem solving and decision making situations.
·
To develop a
sense of responsibility and to encourage leadership.
Cultural Awareness
An
understanding and acceptance of the different cultures represented in
the school are considered important. We believe emphasis should be
placed on gaining an appreciation and knowledge of the region and the
local country in particular. Area objectives include:
·
To encourage
each student to recognize in a positive way his own nationality.
·
To provide
an atmosphere of cultural acceptance and understanding with a view to
building healthy international relationships.
·
To integrate
into the curriculum studies of the local region and the country itself.
Environmental Awareness
We believe
it is essential to have an awareness of the value of protecting and
improving our environment. Area objectives include:
·
To develop
an awareness of environmental concerns such as overpopulation,
pollution, waste of natural resources, destruction of wildlife and
natural areas, and personal health.
·
To promote a
concern for the protection of the environment.
·
To provide
activities and projects for students which involve them in improving the
environment.
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School Information
Admission
Admission
requires the submission of a registration form, a copy of passport or
birth certificate, previous school records (if applicable), and payment
of the $100 registration fee (See
Admission Procedures).
Student Placement
Following
official admission procedures, a placement assessment is given to each
student to determine the appropriate level of instruction. The
assessment involves reading, writing and mathematics.
Intensive
English/ESL
Students in
need of Intensive English (IE)/English-as-a-Foreign-Language (EFL)
instruction may receive one-on-one and small-group instruction during
any or all of the following lessons: language arts, reading,
mathematics, cultural studies, science, and foreign languages. The
school’s Intensive English program follows a specially-developed
Intensive English Program-of-Study cooperatively written by specialists
from Quality Schools International.
Mainstreaming
Students who
are ready to move out of the Intensive English program are mainstreamed
into regular core subjects no lower than one level below their age level
and continue to receive, as needed, individualized instruction within
the classroom. Once mainstreamed, students often continue to receive
one-on-one and small-group instruction from the IE teacher and classroom
teachers during select afternoon sessions to assist their progress in
English-language acquisition.
Entry Ages
To enter the
5-year-old class, a child must be 5 years old no later than 31 October,
2008. This pattern is applied to the other classes in the school. Any
exceptions require a meeting leading to the approval of both the parents
and the school administration.
Progress Reports
Student
“Status Reports” are sent home five (5) times a year. Student progress
or mastery of the curriculum is reported as either “A” or “B”.
Individual narrative reports are sent home three (3) times, once each
term. Parent-teacher conferences are scheduled two (2) times, after the
first and third quintile.
Parent – Teacher
Conferences
Parent –
Teacher Conferences will be held after the first and third quintile. A
letter will be sent to each family announcing the scheduled conference
and the school schedule during those days. The office will schedule
conferences with times as convenient as possible. Additional conferences
may be requested at any time by contacting the office.
Transportation
Currently,
parents are responsible for transporting their children to and from
school. A bus service for families is currently being reviewed and is
expected to be implemented this year.
Governance
Quality
Schools International, a nonprofit educational organization, governs the
school. A School Director administers QSI International School of
Zhuhai. The director supervises the educational program. An appointed
Advisory Board supports the school in the community.
Professional
Membership
Quality
Schools International is a member of the Association for the Advancement
of International Education (AAIE).
Accreditation
QSI
International School of Zhuhai is an internationally-accredited school,
having been recognized and certified by Middle States Association of
Colleges and Schools since 10 November, 2006. The school is constantly
reviewing, updating, and implementing programs in all aspects of the
school to better meet the needs of its students.
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School Calendar
2008-2009
First Term
First Day: September 4
Last Day: December 12
|
21-22 Aug |
All Staff Meeting 9:00 am –
4:00PM |
|
3 Sep |
Parent Teacher Informational
Meeting, 1:00 pm |
|
4 Sep |
First day of school is a half
day—dismissal at 11:30 am |
|
12 Sep |
World Day of Peace
Celebration |
|
25 Sep
|
Open House 6:00 pm |
|
30 Oct |
End of
First Quintile |
|
2-3 Nov |
Status Reports sent home |
|
21-27 Oct
|
QSI Fall Directors’
Conference |
|
6-7 Nov
|
Parent Conferences - half
day, dismissal at 11:30 |
|
9-11 Nov |
QSI China Regional
Conference, Shekou |
|
21 Nov
|
School Picnic and Sports Day |
|
4 Dec |
Holiday Celebration of
Learning and Performance ,6:30 PM |
|
07 Dec |
Read for 2008…Read for Life |
Holidays
September 29-October 3: Chinese National
Day
November 10-11: Teacher Professional
Development
December 13-January 4: Winter Break
Number of School Days: 75
Second Term
First Day: January 6, 2009
Last Day: March 27
|
13 Jan |
End of
Second Quintile |
|
15 Jan |
Status Reports sent home |
|
11 Mar |
End
of Third Quintile |
|
13 Mar |
Status Reports go home |
|
19-20 Mar |
Parent Conferences half day,
dismissal at 11:30 |
|
07 Mar
|
Learning Expo 6:30 |
Holidays
January 26-30: Chinese Lunar New Year
Number of School Days: 55
Third Term
First
Day: March 30
Last Day: June 26
|
10 Apr
|
School Picnic and
Sports Day |
|
07May
|
End of
Fourth Quintile |
|
11 May
|
Status Reports sent home |
|
18 Jun |
End of Year Celebration, 6:30
pm |
|
26 Jun |
End of
Fifth Quintile; Status Reports go home |
Holidays
April 27 - May 1: Chinese Labor Week and
May Holiday
Number of School Days: 60
Total Instructional Days 180
There may be holidays added which are not
known at this time.
In any case, the school will ensure at
least 175 school days.
The school week is Monday through Friday.
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Table of Contents
School Schedule
3-4 Year Old
Students
School
Begins at 8:30 AM
Mid-morning
snack and recess
Lunch
School ends
at 3:00 for Full-Day Students
5 to 11 Year
Old Students
School
begins at 8:30 AM
Mid-morning
snack
Lunch and
Recess 11:30-12:15
School ends
at 3:00 PM
Students are
welcome to remain for scheduled optional activities until 4:00 p.m. on
the days they are offered.
12, 13 Year
Old Students, and Secondary Students
School
begins at 8:30 AM
Mid-morning
snack
Lunch and
Recess 11:30-12:15
School ends
at 3:30 PM
First Day of
School
Thursday,
August 21, 2008, will be a half-day for everyone
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Educational Program
3 and 4 Year
Olds Program
Students at
this level engage in discovery learning activities through the use of
learning centers, math manipulatives, story time, calendar,
environmental awareness, music, nursery rhymes, drama, computer-assisted
instruction, physical coordination activities, and social exchange.
Pre-reading and pre-writing activities are emphasized at this level.
5 Year Old Program
This
academically-oriented program develops the skills and attitudes children
need for academic disciplines. A variety of experiences develop eye /
hand / body coordination, and reading readiness. The program introduces
Reading, Mathematics, Oral and Written Language skills, Science, and
Cultural Studies. Emphasis is
placed on closely monitoring students in small groups with students of
similar ability to stretch, but not overwhelm, each student in the
process of learning to read, write, carry out introductory mathematical
operations, and positively interact with one another. There is a
continued emphasis on personal development through varied classes of
Music, Computers, Art, and Physical Education.
Age Levels 6
through 11 Years
Elementary
School students take a full program of Mathematics, Reading and Language
Arts, Science, Culture Studies, Art, Music, Physical Education, and
Drama. Computer usage is integrated with the curriculum at all levels.
Chinese language instruction for native and non-native speakers is also
part of the curriculum as a foreign language. Specialist teachers teach
all non-core subjects.
Students are
placed according to achievement, not necessarily age level, in each core
subject. This is made possible because the core subjects of
mathematics, language arts, and reading are all taught at the same time
in the elementary school. Running parallel to the standard core lessons
is a pull-out Intensive English and Special Needs program for those not
ready for mainstreaming into the regular school program.
Age Levels
12 through 13
This program
meets the needs of students in the 12-13 year old age group. Students
take a rigorous academic program of Mathematics, Reading and Language
Arts, Science, Cultural Studies, Art, Music, Physical Education.
Chinese language instruction is offered as a Foreign Language.
Students are
placed according to achievement, not necessarily age, in each core
subject. This is made possible because the core subjects of
mathematics, language arts, and reading are all taught at the same time
in the elementary school. Running parallel to the standard core lessons
is a pull-out Intensive English program for those not ready for
mainstreaming into the regular school program.
Belief in
oneself, responsibility, and a strong work ethic is emphasized by the
middle-school level teachers through close monitoring and encouragement.
Secondary
Levels I-IV
The
secondary program prepares students for colleges and universities in the
United States and other English speaking countries. The rigorous
academic program consists of the traditional disciplines of Mathematics,
Laboratory Science (Biology, Physics, and Chemistry), World Cultural
Studies and History, World Literature, English Grammar, Art, Music,
Physical Education, Chinese, and Computer Literacy. Three Diplomas are
offered – Academic with Honors, Academic, and Practical.
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Summary of Educational Model
Success Oriented Learning
The school’s
educational structure is based upon student performance or learning.
The Performance-Based/Mastery Learning approach recognizes human
characteristics and enables the student to be placed in learning
environments according to achievement levels. This approach facilitates
matching the students’ skills and needs with the academic program. The
implications are profound for student attitudes and learning. The
school is dedicated to this concept.
Performance-Based
The
curricular model used is a “Performance-Based” approach to education.
The content of each academic discipline is divided into specific student
expectancies or “Essential Units”. An “Essential Unit” contains
specific concepts or skills. Teachers give instruction and guidance for
the essential unit using appropriate materials and activities, and when
the essential unit is completed, test for student mastery. Records are
maintained documenting individual student progress and credentialing.
Objectives, instruction, teaching materials, and evaluations are
aligned. Curriculum is reviewed periodically for relevance and
validity. All curricula are available for parents to review.
Mastery Learning
In this
research-validated model each Essential Unit is taught with a view to
excellence. When students demonstrate mastery of the essential unit,
they move on to the next essential unit. If the student does not
achieve mastery, the teacher re-teaches and the student revises as
necessary. Additional conferencing and extended practice may be given to
demonstrate proficiency at the appropriate level before testing again.
When the students demonstrate mastery they are rewarded with an “A” or
“B”. Thus a student never “fails” in the traditional sense. Instead
he/she proceeds logically through the curriculum at a pace determined by
his/her mastery of the material.
Success Orientations
“Success for
All “ is the motto of QSI Schools. Personal habits and the ability to
interact successfully with others are deemed as valuable as the
knowledge and competencies students learn. Success orientations are
actively encouraged in virtually all areas of the school curriculum with
the view of making them a vital part of ones life pattern. Evaluations
of the success orientations are limited to situations within the
jurisdiction of the school and are made by a consensus of the
professional staff members. They are grouped under the headings of:
l
Responsibility
l
Trustworthiness
l
Group Interaction
l
Aesthetic Appreciation
l
Kindness and Politeness
l
Independent Endeavor
l
Concern for Others
SUCCESS IN THESE AREAS LEADS TO SUCCESS IN LIFE!!
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Student Evaluation
The
Evaluation System is designed to support the school’s educational
philosophy and success-orientation model of education. Thus, all
students are expected to achieve mastery grades of “A” or “B”. The
school does not accept mediocre work. Student evaluations, called
“status reports”, are issued five times each year at the end of each
“Quintile”. However, data is entered in the computer daily and a parent
may request a status report at any time.
Evaluations written on "Status Reports"
"A"
All
essential parts of the unit were mastered at an appropriately high
level. The student consistently demonstrated noteworthy achievement of
a high quality, particularly in the higher order thinking or performance
skills.
"B"
All
essential parts of the unit were mastered at an appropriately high level
in which the student successfully engaged in higher order thinking or
performance skills.
"P"
The student is “in
progress” in the outcome. (Normal)
"H"
The outcome
is “on hold” for a legitimate reason. The student has begun the outcome
but is currently not pursuing it.
"D"
The student
has not made reasonable effort and is therefore “deficient” in attaining
mastery of the outcome.
"E"
‘Exposure’.
The student made a reasonable effort in the outcome and attained a level
of mastery consistent with his/her capabilities. (Elementary classes
only, but not in the areas of mathematics, reading, or language arts.)
"W"
The student has
withdrawn from this outcome.
"Carnegie Unit"
In the
Secondary School Program students are granted one credit for each
Outcome mastered. Ten credits correspond to one “Carnegie Unit” used by
many American secondary schools.
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Special Services, Programs,
Facilities
School Website
You can view our web page and other information
about the school at
http://www.qsi.org.
Click on China and then Zhuhai.
Library
Library
skills are an integral part of the QSI curriculum. The library contains
over 2000 volumes, which are available for the children to use for
reading and resources. The library is fully automated and the students
can do computer searches for individual titles and specific information
for resource projects.
Science Laboratory
The school
has a well-equipped science lab available for the students in the 5-13
year-old programs. All teachers have access to the lab for use in their
lessons.
Computer Laboratory
There are
twelve computers available in the computer lab for student use during
computer class and core subject time when research or word processing is
necessary. The Dell computers are Internet accessible and available to
all students. Educational software is on hand to support educational
outcomes in the classroom as well as in the computer lab.
Extra-Curricular Activities
After school
activities are available for students on Tuesday and Thursday. These
activities are available to the students in the 5 year-old and above
classes. The school offers actives such as Chinese dance, Gung Fu,
swimming, bowling, tennis, etc.
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A Brief History of
Sanaa International School and Quality Schools
International
Sanaa International School
Sanaa
International School opened in September 1971 with four students and grew to 25
students in the first year of operation through the excellent educational
program and philosophy brought by the first teachers, Mark and Jill Boyd. This
successful beginning made it possible for Mr. and Mrs. Gilson and their two
sons, Marcus and Kevin, to move to Yemen in July 1972.
In
1974 members of the Advisory Board composed of leading expatriates and Yemenis
plus a few others in Sanaa, met and formulated the school's Articles of
Organization and By-Laws. This established the school as a non-profit
organization and lead to forming a Board of Directors. As a non-profit entity,
the school was then able to receive grants, loans, and land.
As early as
1972 it was foreseen that a proper school building should be constructed. After
three years of discussions and meetings at many levels, the Yemen Government
granted the school its present 35 acres (about 14 hectares) gratis for a period
of fifty years. Many individuals of the Yemen Government, the American
Government, the United Nations, and the German Government gave considerable
assistance in time and influence to obtain this land that was occupied on 22
December 1976. Construction began on 1 January 1977. A formal agreement with
the Yemen Government was signed on 7 May 1977 that included the land grant.
The
building program and site development cost over two and one half million
dollars. This cost includes the school buildings, two water wells, one
residential home, a workshop building, and playground development. In the fall
of 1992 a new domed carpeted auditorium/sports area was put into use. This
building stands today as an example of the cooperative efforts of many people
and provides a high quality facility and educational model for all QSI schools.
The educational
program also progressed from the educational philosophy first brought to SIS by
the first teachers to a structured performance-based model first implemented in
the fall of 1987 in the secondary program of SIS. By the autumn of 1989 the
entire school was performance-based. On 24 April 1987, the Middle States
Association of Colleges and Schools granted SIS formal accreditation. SIS
continues with a dedicated and caring staff, the most important key to the
school's success. Then after 20 years of successful education experience in Sanaa International School, 1971 to 1991, QSI was launched.
Quality Schools
International
Quality Schools
International has a more recent history. By 1991 great changes had taken place
in the former USSR and in areas formerly under its sphere of influence. The
political structure of the world began a rapid transition, opening many new
countries and the need for educational opportunities. Thus, in 1991 Mr. Duane
Root and Mr. Gilson co-founded Quality Schools International with a view to meet
the educational opportunities and provide an excellent educational model
guaranteeing “Success for All” for all students.
In May of
1991 Mr. Gilson traveled to Albania to see a country just emerging from over 45
years of dictatorial suppression. During his time there, he met some key people
in the Tirana community and made a decision to begin Tirana Int'l School. Tirana Int’l School also proved to be a success story and the catalyst for 32
QSI schools in 26 different countries of Eastern Europe, Central Asia, the Far
East, South America, and the Middle East.
QSI
headquarters first began in Sanaa, Yemen. However, it became apparent that the
growing organization needed to be more centrally located in the world. Thus,
the QSI headquarters moved from Sanaa to Ljubljana, Slovenia, in December of
2003. The QSI headquarters provides offices for QSI executives as well as the
finance and technology departments
President
The President of
QSI, Mr. James E. Gilson, was the Director of Sanaa International School
(1971-2002) that he founded in 1971. From 1969-71, he was Principal of Nairobi
International School in Kenya. Mr. Gilson received his bachelor’s degree in
Physics from Seattle Pacific University (1956) and his master’s degree in
General Science from Oregon State University (1968). He has over 30 years of
experience in the administration of international schools.
Vice-President
The Vice-President of QSI, Mr. H. Duane
Root, has been a member of the Board of Directors of Sanaa International School
since 1974. He joined the staff of Sanaa International School as Director of
Instruction in 1979, returned to the same position in 1985 and joined for the
third time in 1990 as Director of Development. He was the Director of Kiev
International School from 1994-97. Mr. and Mrs. Root now operate QSS (Quality
School Services) in the USA and order, collect, and ship materials and equipment
to all QSI schools. Previously, in the USA Mr. Root has nine years of experience
as a High School Principal and District Superintendent in the State of Idaho.
He received his bachelor’s degree in Music Education from Seattle Pacific
University (1957) and his master’s degree in Educational Administration from
College of Idaho (1968).
Director of
Operations
The Director of Operations
of QSI, Mr. E. Michael Tewalthomas, was Director of Instruction at Kiev
International School in 1996-97 followed by six years as the Director of Kiev
International School. Prior to coming to Kiev, he has had teaching and school
administrative experience in the US, Venezuela, Pakistan, and Bolivia. Mr.
Tewalthomas received his bachelor’s degree in science education for physics and
chemistry from University of Wisconsin (1974), and his master’s degree in
Educational Administration from the University of Wisconsin-Superior (1988).
Director of
Development
The
Director of Development of QSI, Dr. Frank Underhill, first joined QSI in 1992 as
Director of Development in Yemen. In 1994 to 1997 he was the Director in Almaty,
Kazakhstan. He returned to Sanaa Int’l School as Director of Instruction
between 1997-99. From 1999-2002 he was QSI Vice-President/Development. He
rejoined QSI in July 2005 as QSI Director of Development in Slovenia. Dr. Frank
Underhill received his BA and MA degrees in English (1972/1977) and a Master in
Education in 1981. In 1990 he completed a Doctorate in Policy, Governance, and
Administration. All degrees were from the University of Washington.
Vision
It is an exciting
time to be in the world and to be involved in education! QSI looks forward to
providing excellence in education for international children living in many
countries and to providing career opportunities for caring and competent
educators.
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Table of Contents
Admission and Withdrawal
Procedures
Admissions
1.
Get information
about QSI International School of Zhuhai.
2.
Make an appointment with the QSI administrator to learn more about the
school and its educational programs.
3.
Schedule an appointment through the school office to visit classrooms to
visually understand the school.
4.
Complete the application form accurately. The office will verify the
name of the passport and the name the school will use. Make sure three pictures
are included. Include supporting information such as report cards from previous
schools.
5.
Submit the application to the office and pay the 100 USD registration
fee.
6.
Visit the finance officer to receive the “Invoice” and “Receipt.”
7.
Call the school office to schedule an appointment for placement testing
if your child is in the 6 year old classroom or older.
8.
After the school has evaluated the placement testing and all other
information, the child may enter the classroom for instruction.
9.
Pay tuition and Capital Funds Fee.
10. Enjoy the
benefits of Quality Education.
Withdrawal
1.
Notify the administrative office that you are leaving the school and the
last date your child will be in attendance.
2.
Schedule an “exit interview” with the Director or Director of
Instruction.
3.
Contact school office to request special letters needed for the next
school.
4.
The office will inform your child’s teacher(s) of the exit plan.
5.
Visit the school financial officer to verify that all payments are
up-to-date and if a refund is due, to allow a few days for the financial officer to
prepare.
6.
Remind yourself of the Capital Fund Deposit Policy and prepare any paper
work necessary for that aspect of withdrawal.
7.
The office will send each teacher a sign off form to verify that your
child has returned all books, including library books, in good condition. If
not, payment will need to be made in the office.
8.
The parent needs to sign this form, as well, and give an email address on
the form for future contact. This is usually done during the exit interview.
9.
We
thank you for allowing us to help educate your child and wish you the best in
the future.
Back to
Table of Contents
Contact
Information
Email
General Information or Inquiries:
zhuhai@qsi.org
Matthew Farwell – Director:
matt-farwell@qsi.org
QSI International School of
Zhuhai Contact Information
Address: GuiHua Bei Road 2001
Hengxin Industry District
Gongbei, Zhuhai 519000
Office: 86.756.815.6134 (School)
86.756.818.9031 (Director)
Fax: 86.756.815.6134
Director’s Mobile: 13600363672
Web Site:
http://www.qsi.org/zhu_home/zhu_home.htm
QSI Contact Information
Address: QSI Headquarters
Langusova 16
1000 Ljubljana
Slovenia
Contact: Mr. James Gilson / President
Office: +386 1 2007870
Fax: +386 1 2007871
Email:
qsi@qsi.org
Website:
www.qsi.org
