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Wide Horizons "

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2013-14
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Table of Contents
Program Overview !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "
M ission Statem ent !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! " Vision !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! " Values !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "

Background Information !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! #

The Students !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! #

Teaching Approach in WE Higher Ed ! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! #

W ide Horizons Culture !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! # Im m ersion Environm ent !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! $ Teaching M ethodology !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! $

Curriculum !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! % WH Suggested Course English & CD Syllabus !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! & Assessment !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ''
Course Standards !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '' Cum ulative Assessm ent !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '' On ( going Assessm ent !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ') Hom ew ork !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ') Participation & Attitude !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ') Out of Class Participation !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ') Report Cards !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ') Report Card Form at !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '*

Teaching Resources & Materials !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '*

PLE Curriculum Netw ork !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '* Organization of the Network !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '" Access to the Curriculum Netw ork !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '# Useful Features on the Netw ork !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '# Textbooks !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '# Technology at W ide Horizons !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '$

Curriculum Feedback & Mapping !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '$

Unit Reflections !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Course Editors !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Curriculum Feedback Sessions !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Curriculum M apping !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '% '% '% '%

Other Key Program Elements !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '&

Guest Speakers and Extra Trainings !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '& Newsletters !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! '+ M ovie Nights !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ), Social Evenings !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ), EIP - W H Exchange W eek !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )' Activities w ith Volunteers and Guests !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )' Students . Council M eeting !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )) CBO Visits !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )) CBO Partnership Day !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )*

Project Management Opportunities !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )*

Com m unity Projects !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )" Superkidz cam p !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )"

School Policy for Students !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )#

English Im m ersion on the W ide Horizons Cam pus !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )# Security and travel outside the W ide Horizons Cam pus !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )# Duties and Responsibilities !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )# M utual Respect !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )$ Acts of Violence !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )$ Sexual Harassm ent !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )$ School Rules !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )$ Student Com plaints - Grievances !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )%

WH Students Discipline Plan !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )&

Guide for Discussions and Intended results !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )& " Steps of Intervention: Discipline M easures for Behavior Change !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )& Purpose of Discipline M easures !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! )+

World Education ( Staff Policy !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *, Benefits for full ( time WH Teachers !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *'

Vacation & Sick Leave !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *' Trim ester Breaks !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *) Holidays !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *) Visa Support / W ork Perm its & Bank Accounts !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *) Professional Developm ent !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ** Teacher observations !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!** Subm ission of Grades & SPLs !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ** M onthly Reports !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ** School M eetings !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ** Student Feedback !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *" Teacher Feedback !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *" End of Year Docum entation & Evaluation !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *"

Monitoring & Evaluation !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! **

Wide Horizons Staff Roles & Responsibilities !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *#

W H School Coordinator !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *# W H Com puter Teacher !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *% W H English and Com m unity Developm ent Teachers !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *& W E Higher Education Program Coordinator !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *+ W E Higher Education Academ ic Support !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ",

World Education Higher Ed ! Support Staff !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! *+

Appendices
Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix

' : W ide Horizons Report Card 0 English - CD - Com puters 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "' ) : W ide Horizons Report Card 0 Out of Class Participation 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!! ") * : Out Of Class Participation Grading Rubric !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "* " : Final Report Card !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "" # : Student Perform ance Level Report !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "# $ : Recom m endation Letter Tem plate !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "$ % : Teaching Observation Form !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "& & : W eekly M eeting Tem plate !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "+ + : M onthly Report Tem plate !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! #, ', : Internship M oU !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! #' '' : PLE Overview !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! #) ') : List of Acronym s !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! #*

Program Overview
This course is designed for adults who have had experience working for a community(based organization 0CBO1 or migrant learning center on the Thai-Burma border! It teaches intermediate to advanced English language skills through an integrated skills approach emphasizing critical thinking/ community development/ and professional development! The aims of the program are to enable students with the capacity to: Communicate clearly and professionally in written and spoken English Manage projects within the scope of their community(based organizations 0CBO1 Translate and interpret various texts encountered in their schools or community(based organizations 0CBO1 Utilize critical thinking/ problem solving/ leadership/ and cross(cultural communication skills in a variety of situations and contexts Reflect and recognize strengths and needs in the learning process in order to become independent learners and achieve their own learning goals outside the classroom Use a computer effectively in order to strengthen the capacity of their CBOs

Mission Statement
Wide Horizons develops young adults displaced from Burma to work for their communities by expanding their English and communication skills/ professional skills and supporting them to initiate a future oriented/ strategic outlook which incorporates an attitude of continuous learning! This is done over two years; a ten month academic and personal development program/ followed by a one year internship in the CBO or migrant learning center that the student came from!

Vision
Building on experience/ Wide Horizons will continuously work together and listen to the community to improve people2s lives! The program will change as needed to deal with the ongoing needs of multiple communities and the ever(changing situation in Thailand! Wide Horizons staff will teach and guide students to fulfill their potential through energetic and creative classes/ shared knowledge/ and relevant experience! Teachers and staff will create opportunities for students to become dynamic/ competent/ and fluent English speakers! Students will use the knowledge and skills they learn at Wide Horizons School in appropriate initiatives/ projects/ and partnerships that ensure positive educational and social development in local/ national/ and international communities!

Values
We believe that students and staff at WH should keep open minds when they make decisions/ when they perform teamwork and when they participate in the community! We believe that students and staff at WH should demonstrate responsible leadership qualities inside and outside the classroom/ during and after the program and especially when dealing with the community! We believe that students and staff at WH should refine and expand their skills and knowledge so they can be transferred in a manner that benefits and empowers the whole community! The WH program and World Education will protect and promote a safe learning environment for students and staff! We support ethnic/ religious/ economic/ and gender equality/ believing/ that when students learn and live together with people from different backgrounds/ they can overcome stereotypes/ and work towards building a more united Burma! 4

Background Information
Wide Horizons was founded in ),,$ by World Education in partnership with the Burmese Migrant Workers. Education Committee 0BMWEC1 as a program where young adults from community(based organizations in Burma and Thailand could come to develop their English language and community development skills while cultivating the intellectual qualities associated with effective leadership! By combining a student(centered/ experiential approach to education with curricular models that emphasize group work/ reflective practice/ and critical thinking/ WE continues to offer a program with impacts that reach beyond the classroom and into the communities it was designed to serve! Over time/ the relationship with BMWEC has shifted/ and currently/ the program operates independently with funding from Danish Church Aid and World Education under the USAID( funded Project For Local Empowerment 0PLE/ See Appendix ''1! Under PLE/ emphasis has been placed on working more closely with CBOs in the Mae Sot community to find a partner who can implement the WH program with WE in the following years! Similarly/ there has been increased emphasis on strengthening the internship component of the program/ so that students can continue to feel supported during their year of practical learning/ and communities can increase the benefits received from these motivated interns!

The Students
Wide Horizons is among the highest forms of education available to young displaced people from Burma! For this academic year ),'*(),'"/ students were tested at ') sites along the border for multiple World Education Higher Education Programs and Minmahaw Higher Education Program 0MHEP1! ',' students applied for WH specifically! Following an academic English 0Reading/ Writing/ and Grammar1 test/ students were shortlisted to take a computer knowledge exam and meet a WH staff representative for an interview! In the interviews students were asked to provide an application letter and reference form from their host organization/ and were asked questions primarily about their interests in community development/ and future plans for community work! WH teachers choose ') women and ') men of varying ethnic groups and backgrounds including: Burman/ Chin/ Karen/ Karenni/ Mon/ Shan/ and others! The WH school coordinator contacts all the candidates and discusses with their CBO supervisors to make sure that they have a genuine commitment to going back and working with their CBO! After a year of academic study at Wide Horizons/ the hope is that these students become valuable assets to their CBOs for their internship year and become strong community builders who have the ability to make lasting changes in their organizations and the Thai(Burma border area!

Teaching Approach in WE Higher Ed!

Wide Horizons Culture
Wide Horizons aims to create culture where people: Value the contributions of each other and are respectful of different opinions Feel comfortable correcting 0critiquing1 each other and receiving corrections 0constructive criticism1 Demonstrate care in their actions Listen/ contribute to/ and participate in the community Demonstrate cultural sensitivity at the micro and macro levels Reflect on their decisions before and after making them Celebrate victories with students/ staff and self Acknowledge mistakes honestly and appropriately with students/ staff and self Recognize that mistakes fuel learning Believe in students and provide guidance for them Demonstrate flexibility/ creativity and energy Take personal responsibility for their learning 5

Immersion Environment

Immersed in English: Students and teachers speak only English while at Wide Horizons! Therefore students are constantly interacting with teachers and peers in English both inside and outside class! As a result/ students2 English skills improve very rapidly! Immersed in democracy: Regardless of gender or ethnicity/ students are given equal opportunity to voice opinions and propose issues to be discussed and voted upon during weekly school meetings! Additionally/ students campaign and elect dorm representatives who relay student issues to WH staff! Immersed in tolerance: There is ethnic equality at WH since all the students come from a variety of different ethnic and religious backgrounds! Guest speakers from a number of different organizations come and speak at WH about discrimination and human rights abuses in Burma! Students are also taught conflict resolution skills during the year and have plenty of opportunities to practice negotiating solutions to conflict and building inter(ethnic cooperation/ both in class and in student meetings! Immersed in critical thinking: At WH/ students are constantly asked to analyze what goes on around them! In class students are encouraged to make connections between what they learn in the classroom and their own lives and communities! Immersed in self!reflection and personal responsibility: Students are asked to reflect on the strengths and weaknesses of their own performances in class as well as their ambitions for the future! In regular one(on(one conferences/ students and teachers identify specific actions that can be taken to improve a skill or achieve a goal! Self(reflection is particularly important in the teacher training process/ where students are encouraged to view mistakes as lessons to learn from and the building blocks to future success!

Students and teachers live and study together over a ',(month period to create an environment where English/ democracy/ tolerance/ critical thinking/ self(reflection and personal responsibility are not only learned/ but put into practice every day! During the year/ while immersed in the WH environment/ students come to adopt these principles as their own/ enabling them to become more effective participants in the development of their communities!

Teaching Methodology
All higher education course content is explored and learned through the philosophy of Experiential Learning ! Through this pedagogical approach students are encouraged to experience/ reflect upon/ and apply skills learned in the supportive classroom environment to authentic experiences outside the classroom! By way of practicing real(life applications/ graduates of the program are able to share their skills and knowledge with their communities in hopes of improving capacity within their community(based organizations 0CBO1 and schools! Opportunities for reflection and application of new skills are identified throughout each unit and in assessment! Other key components of the teaching methodology are: Student centered learning: Student centered learning is a style in which the students take active control of what they learn and how they learn it! 0This should not be confused with activity based learning where the teacher pre(prepares an activity for the students to perform!1 Examples of student(centered learning: o In writing class/ students plan out and design their own newsletter/ creating their own committees/ and choosing their own topics for submission! The teacher assesses the student.s final product and gives guidelines/ but allows the students the freedom to choose what they write about and how they organize themselves! o In reading class students participate in literature circles where small groups read a common novel that they choose! Students identify new vocabulary to practice and create discussion questions on their own based on the novel/ creating a learning environment where students guide their analysis and interpretation of the novel/ while the teacher does check(ins through student journals or final book assessments!

Application of Understanding by Design " UbD # : Understanding by Design/ known as backward design/ is a curricular framework that encourages teachers to lessons and assessment emphasizing various ways we understand and interpret knowledge! The curriculum is adapted from this framework! For more information
http:--www!ascd!org-ASCD-pdf-siteASCD-publications-UbD_WhitePaper,*')!pdf

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Curriculum
In ),',/ World Education hired a curriculum specialist to create a curricular framework for three of its higher education programs: English Immersion Program 0in Umphiem Mai Refugee camp1/ Wide Horizons 0in Mae Sot1/ and the Mon Post(', )nd Year program 0in Sangkhlaburi1! There are four strands of learning in the World Education higher education curriculum! The primary strand is English language/ through which the other three strands of Critical Thinking / Professional Development / and Technical Specialization are explored! The backbone of the curriculum consists of seven English language units with emphasis on a particular critical thinking skill in each unit! It is encouraged that each English unit of Reading / Writing / and Listening & Speaking skills are explored through a particular theme from materials in the Reading and Listening Banks 0ex! class novel/ human trafficking/ human rights/ environmental issues/ etc!1/ to maintain unity in vocabulary being taught by co(teachers! Grammar and Pronunciation units are created separately; however/ they should be integrated within each English unit 0i!e! taught in conjunction with the skills being learned in other English content1! During trimester curriculum mapping sessions/ teachers should select particular grammar points to be taught concurrently with each English unit/ so as to facilitate in students. application of grammar in all skill areas! Suggested grammar points for each English unit are provided in the 3Grammar Course Description4 and 3Cross(curriculum Links4 in each unit; however/ teachers may choose to emphasize points that their particular students have weaknesses in! Pronunciation activities should be integrated throughout Listening and Speaking class! Technical specializations are dependant upon the program and community needs/ and are therefore flexible and can be integrated into the core curriculum at varying levels of intensity! Programs can choose from three technical specializations: Teaching / Translation and Interpretation / and Community Development ! Each of these specializations can be emphasized as a 3Basic Focus4 or an 3Intensive Focus4 depending on the learning goals of each program! Opportunities for integrating a particular technical focus are identified throughout the core English language units! Wide Horizons has an intensive Community Development 0CD1 emphasis/ to prepare students to be leaders in their CBOs when they return! Thus/ CD and Project Management should be taught as the priority/ with English units taught to support those skills! A computer literacy course is in the process of being developed further for the next academic year/ as computer skills have become increasingly important to interns who return to their organizations/ expected to write professional(looking proposals/ manage data/ and perform accounting responsibilities! A Global Issues course is also in the process of being developed/ to include topics/ such as international organizations/ basic political theory/ and democratic transitions! The purpose is to introduce a social studies component to increase the students. general knowledge and understanding of current events/ as well as to put the knowledge gained in the Community Development course into a broader perspective! This course can be taught by either of the two teachers or be split between them! Supplementary trainings are also encouraged to provide students with an intensive focus on a particular skill! Teachers should make an effort to select trainings which complement skills they are teaching! Suggested trainings include Cross(cultural Communication/ Translation/ and Leadership! 7

WH Suggested Course English & CD Syllabus

' st Trimester 5 Confidence & Fluency
Training Topics & Activities to Schedule: Cross(Cultural Communication/ Leading a Meeting/ Time( Management/ Cooperative Problem( Solving/ Visits to a Range of organizations & Guest Speakers on various CD topics 0Ex! Health/ Women.s Empowerment/ Trafficking/ etc!1 Week ' Week ) Getting to Know Each other & Building Classroom Community Student orientation week and Skills Pre ( assessment Introduction to o The experiential learning cycle 0ELC1 o Ways of understanding Community Development o CD Unit ': What is Community Development 0Intro! to CD1 Weeks *(# Unit ' : Explain o Basic reading skills 0novel of Teacher.s choice1 o Writing Process o Listening & Note taking *Reading: Holes$ The Giver$ or other simple novel Community Development o CD Unit ': What is community development? 0cont.d1 o CD Unit ): Introduction to the Project Cycle o Regular visits to and from representatives of a range of organizations Unit ) : Reflect o Critical reading of Short Stories o Story writing 0optional1 o Storytelling 0optional1 Community Development o CD Unit *: Understanding the Community o Conduct group situational analysis in possible project communities & Select target Weeks + 5 ') o Unit o o o o
project communities Regular visits to and from representatives of a range of organizations

Weeks $ 5 &

* : Connect Critical reading of current events Paragraph & Essay writing Basic discussion skills 0w- Literature Circles1 Basic presentation skills

Community Development o CD Unit ": Needs Assessment and Assets Based Approach to CD o Undertake a detailed needs assessment in project communities o Regular visits to and from representatives of a range of organizations Week '* Review and Cumulative Assessments o Portfolio preparation o Student-teacher conferencing

Week '" Trimester Break

) nd Trimester ( Purpose
Training Topics & Activities to Schedule: Conflict Resolution/ Translation & Interpretation/ TOT/ Leadership/ Project(Specific Training 0ex! Financial Literacy/ Water Filter/ Construction/ etc!1/ Forgotten Birthday Party 0October1 Weeks '# 5 '% Unit o o o " : Empathize Identifying Main Ideas Summary Writing Facilitation

*Content: Stereotypes/ Discrimination/ Prejudice Community Development o CD Unit #: Goals and objectives o CD Unit $: Assessment of resources and constraints 0continue into Week '&1 o Identify a suitable project in consultation with project communities Unit # : Question o Reading with Awareness o Persuasive Writing o Persuasive Speeches *Reading & Content: Animal Farm & Democracy Community Development o CD Unit %: Planning/ project design/ monitoring and evaluation
o o o

Weeks '& 5 )"

o Proposal Writing Weeks )# 5 )&

Project Specific Training or Guest Presentation Complete proposals for community projects Working with Children Training & Plan Activities for Forgotten Birthdays?

Unit $ : Take Perspective o Integrating Information 0intro!1 o Debate *Reading & Content: Non(fiction books on global issues Unit % : Adapt & Apply o Professional E(mails Community Development
o o o o o Identifying & Contacting Potential Donors Submitting Proposals to Potential Donors Translation & Interpretation TOT & Content(Specific Training 0ex! Financial Literacy1 Prepare & conduct training module to take into a community or school

Week )+ Week *, Week *'(*)

Review and Cumulative Assessments o Portfolio preparation o Student-teacher conferencing WH - EIP Exchange Week in Mae Sot Trimester Break

* rd Trimester 5 For Life

*Note: The focus of this trimester is for students apply their learning from Trimester % & & to real life' Students should be completing a final project "or multiple projects# that gives them experience that is beneficial for their internship year' That may change the timeframe and order of activities' Teachers should supplement project!work with relevant selections from Professional Development units that are beneficial to their students( individual needs and future plans'

Training Topics & Activities to Schedule: Project(Specific Topics/ Interpersonal Communication/ Administrative(Focused Topics to prepare for internships 0ex! Accounting/ Record(keeping1/ Interpersonal Communication/ World Children.s Day 0January w- STTC1/ Superkidz Camp 0End of March w- BMWEC1 Weeks **(*" Unit $ : Take Perspective 0 cont . d 1 o Integrating Information 0cont.d1 o Report(Writing *Content: Human Rights Community Development o CD Unit &: Project implementation o Prepare to Implement Community Projects o Begin preparing an individual proposal for host organization o Begin preparing for Superkidz Camp Weeks *# 5 *$ Week *%("' Community Development o Implement Community Projects Unit o o o o % : Adapt & Apply 0 from English & Prof ! Dev ! Units 1 Field-Internet Research & Report Writing Resumes & Cover letters Professional Interviews Post(Assessments

*Reading: Biographies of Famous Leaders)Activists Community Development o CD Unit +: Documenting and reporting o CD Unit ',: Organizational structure and design o Post(implementation evaluations of projects & reporting to donors! Review and Cumulative Assessment o Final Assessments & Projects o Final portfolio preparation Re ( Orientation Week o Year reflection o Transitioning back into the community o Student-teacher conferencing o Internship contracts with CBOs Superkidz Camp? 0Dicuss w- BMWEC to choose a week1 Higher Education Programming Closing Ceremonies

Week ") Week "*

Week ""("#

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Assessment
Assessment throughout the program is another opportunity for teachers to be creative to assess students in a way that reflects how students learned the material! This is highly dependent upon the teacher/ their methodology/ and their learners; however/ assessments should be created to in alignment to course standards!

Course Standards
When the curriculum specialist conducted the needs assessment in ),',/ curricular frameworks from various adult education programs with similar goals were reviewed and evaluated in terms of rigor/ specificity/ comprehensiveness/ clarity/ measurability/ and manageability! As a result of the needs assessment/ the curriculum.s framework is largely based on Equipped for the Future 0http:--eff!cls!utk!edu-fundamentals-1 and the Massachusetts Department of Education/ Adult and Community Learning Services 6ABE English for Speakers of Other Languages "ESOL# Curriculum Framework 0December ),,#17! The standards for the Higher Education English curriculum are also aligned with those of the English Standards for the Thai high school Grade ',(')/ in order to enhance the curriculum.s validity and potential of accreditation! The English Curriculum is based on Student Performance Levels 0SPLs1 derived from these curricular frameworks! During the needs assessment/ it was determined that the majority of the target student population for EIP/ WH/ and MNEC fell between SPLs of " to % for all English subjects 0Reading/ Writing/ Listening/ Speaking1; thus/ SPL descriptors for levels " to % were created for each of these subjects/ based on the Thai/ EFF/ and ESOL standards! Since then/ teachers of MNEC have identified the need for the development of an SPL * descriptor for Speaking and Writing/ which will be implemented this year! In order to track students progress against English course standards/ teachers are asked to give Pre and Post Assessments at the beginning and end of the year for the four subjects to measure growth in students. SPL development to submit to WE Academic Support 0See Curriculum Network/ Higher Ed! Course Resources1! However/ it has been noted by former teachers that it is challenging to get an accurate measurement of students. growth with only a pre and post assessment/ and the scores can sometimes feel de(motivating to students if they don.t improve! Thus/ it is recommended that teachers keep the numbers primarily for their own use/ and emphasize to the students the skill areas that they should focus on! Teachers should also aim to align their assessments throughout the year to the SPL standards/ as a more comprehensive way of monitoring student progress! This can be done by using course rubrics to assess Writing and Speaking/ that are already aligned to the SPLs/ and by assessing the SPL(outlined Reading and Listening skills through periodic quizzes and tests! At the end of the year/ teachers can complete the SPL Report Card in Appendix $ to give the students their growth and a descriptor of their performance level!

Cumulative Assessment
Cumulative assessment is providing feedback on students. performance once a unit of work is completed to determine if identified objectives were met! Cumulative Assessment can take the form of written-oral exams/ evaluation of student portfolios/ unit reflections/ student(teacher conferences/ or projects! In the past teachers have used exams as a way to test students. ability to apply their skills in authentic contexts by facilitating a community meeting or inter(group conflict/ presenting their work from the trimester or the year using speaking and Power Point skills/ and reporting on a community project which encourages students to apply learned skills! There are usually two(three days of exams at the end of each trimester!
Learning Portfolios Ways to provide ongoing assessment over the course of the entire program and cumulative assessment after each unit are learning portfolios! A learning portfolio is a purposeful selection and compilation of students. work that exhibits students. efforts/ progress/ and achievements throughout the entire program! This is an optional form of assessment; however/ previous teachers have found portfolios to be very useful for encouraging their students to be self(directed and reflective learners! It is also a meaningful way for students to compile their best work to take with them when they finish the academic year!

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On ( going Assessment
On(going assessment includes periodic quizzes/ activities/ observations/ or small projects throughout each trimester! Projects are a really good opportunity to get students learning and doing things outside the classroom; however they usually involve a lot of planning/ preparation and marking time on the part of the teacher! Projects can be cross(disciplinary/ involving information and grading in several classes!

Homework
Teachers may decide together how they wish to grade their homework! In order to provide clear and meaningful feedback to the students/ it is suggested that teachers use the same homework grading system and so that students know what they need to do to receive ',,8 on homework! In the past/ teachers have used systems like a zero to * scale/ or a zero to $ system! There is a large amount of homework given at WH/ so whatever system the teachers decide on should help to mark assignments quickly and allow for more qualitative feedback on the student.s work! Teachers should keep record of homework marks for their own classes on an Excel spreadsheet 0available on Curriculum Network under Higher Ed' Course Resources1 and use it to calculate students. end(of trimester homework grade! Students should be informed of the homework grading system during orientation week and should be reminded when discussing their trimester grades with teachers! Students should be encouraged to ask questions about the grades they receive/ particularly if they don.t understand why or how the teacher arrived at that mark!

Participation & Attitude

Participation includes attendance! Teachers should keep track of attendance for each class! It is important to be able to note when a student has fallen below the acceptable number of missed classes and warn this student before taking disciplinary action! Attitude means that we require more than a mere presence in the classroom/ the quality of the presence is also important! This is the place where students who are not as academically strong but who put in a lot of effort really shine and where students who may be very bright but aren.t reaching their full potential can be pushed! Participation and attitude is about asking questions/ volunteering in class/ speaking out in group(work/ making presentations/ treating other students and the teachers with respect/ etc!

Out of Class Participation

The school Coordinator should make this grade for the students because s-he they has the opportunity to observe students much more than the teachers do! This mark is about the student.s participation in WH life outside the classroom! Initially it measures the student.s participation in their cooking groups/ in student projects and penalizes any instances of speaking non(English languages! As the year goes on/ the expectation should rise to include going above and beyond duties and responsibilities! Does the student show initiative and step up? Does the student make an effort to practice English/ speak a lot outside class? How well does the student perform in leadership roles? etc! There is a rubric in Appendix * for coordinators to use to assess the students multiple times throughout the trimester! The school coordinator should record the grades on the format from Appendix ) and present the report card and verbal feedback to each student at the end of the trimester!

Report Cards
Report cards come out three times a year at the end of the trimester! Report cards show grades for each of the classes 0Reading-Writing/ Listening-Speaking/ Community Development/ and Computers1 broken down into the four categories below! At the beginning of the year/ teachers should identify what the cut(off for a passing grade should be and communicate that with the students! 12

Teachers may choose their system of grading students/ but each of the following categories should be given some emphasis: Homework / On ( going Assessment / Cumulative Assessment / Participation and Attitude ! Co(teachers should use the same system for assessing and grading in order to provide clarity and consistency for the students!
Here is a suggested Grading Breakdow n used in previous years 0 available in Excel Spreadsheet 1 for Calculations:

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!"#$%"&'()*+,-( ./01"2/1(344$44#$/5( )*+,-( 67#789:;$(344$44#$/5( )*+,-(

Participation & Attitude: 10% Daily Participation 10% Attitude 5% Attendance

Listening and Speaking / Reading and Writing / Community Development and Computers are assessed in terms of homework/ on(going assessment/ cumulative assessment/ and participation and attitude! Grammar is assessed within all English skills/ and Pronunciation is assessed within Listening and Speaking class!

Report Card Format

Every student should receive one report card at the end of each trimester; teachers and students should meet to discuss students. grades and performance so far during tri(mesterly student( teacher conferences! The report card should include the final grade for each academic class of that trimester 0Appendix One1/ as well as a grade for out of class participation 0Appendix Two1! At the end of the year/ the student should receive a final report card 0Appendix Four1/ which shows their final grades from each tri(semester/ a copy of this should be kept in the students. file! All teachers should write qualitative feedback about the strengths and weaknesses of each student/ and discuss this with the student verbally in their conference! Teachers and students should both sign report cards after the student(teacher conferences!

Teaching Resources & Materials

PLE Curriculum Network
The curriculum is hosted on an online network 0http:--wecurriculumnetwork!dyndns!org-1/ which allows for teachers to collaborate across programs and continue to update and improve upon it! In addition to the * Higher Education programs/ the PLE Curriculum Network houses resources for the Teacher Preparation Center 0Mae Pa1/ and IRC.s Payap University 0Chiang Mai1 Certificate courses! All materials are considered 3open(source4 and teachers are welcome to use resources and teaching sequences from other courses under 3Browse All Courses4 if they seem relevant; however/ it is requested that teachers avoid using assessments from non(HE courses!

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Organization of the Network

There are currently '# Courses designated as Higher Education Programs courses! These will be assigned to Higher Ed! teachers/ so that they will show up under 3Home ! My Courses4: '! HE Staff Resources ( Background Info! about the HE programs/ curricular framework/ sample assessments/ and resources for teacher professional development )! Critical Thinking 5 Experiential Learning Cycle & Ways of Understanding Unit Themes *! Professional Development 0 HE 1 5 A collection of trainings & resources to be used throughout the year to prepare students for careers & further education "! Listening & Speaking 5 Units '(%/ Listening Activities & Movie Units 0for ongoing use1 #! Reading ( Units '($/ Novels-Longer Readings & Reading Resources Bank 0for ongoing use1 $! Writing 5 Units '(% %! Pronunciation 5 For integration with Listening & Speaking Content &! Grammar 5 For integration within all English course content +! Community Development 0 HE 1 5 Units '(', of CD-Project Management 0for WH1 / Concepts & Content/ and CD Short Course 0for EIP1 ',! Translation - Interpretation 5 Units '(* 0for EIP1 & Short Course 0for WH & MNEC1 ''! Teaching 0 HE 1 5 Units '($/ special trainings/ Teaching Practicums & Teaching Resource Bank 0for ongoing use1 & Teaching Short Course 0for EIP1 ')! Education Management 5 For use in conjunction with Teaching 0primarily for MNEC1 '*! Computer Literacy 0 Advanced 1 5 For use at WH 0separate Computer Class1 '"! Computer Literacy 0 Basic 1 5 For use at EIP & MNEC 0separate Computer Class1 '#! Intern Workshops 5 Used by Academic Support for trainings during Internship Year! Each Course includes: Course Description ( Summary of the Course/ Course Resources & Pre-Post Assessments Course Summary 5 Summary of Course 9 Outline of all units Learning Targets 5 Course Standards & Indicators Unit Calendar 5 Bar Graph of the Time Frame for Units in the Course Units 5 Published : Approved Version/ Editing : Newest Version Each Unit includes: Overview 5 Summary of the Unit/ Suggested Time Frame for teaching the unit Stage ' : Big Picture 5 o Learning Targets 0standards for students/ with indicators to 3D:Do4 and 3K:Know41/ o Essential Questions 0big questions for students to think about1/ o Cross(Curriculum Links 0How does this unit connect to other units?1/ o Key Terms 0What terms are important for the students to understand?1 Stage ) : Assessment 5 Ongoing & Cumulative Suggested Assessments Stage * : Learning Activities 5 Teaching Sequences/ Activities/ Teaching Resources Resources ( Background information/ Student Sample work Unit Reflections 5 Feedback from former teachers! To be completed after teaching a unit!

Note: The Banks of Ongoing Resources "ex' Listening & Speaking: Movie Unit# are not laid out this way'
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Access to the Curriculum Network

Each teacher is given a username and password to access materials! They should keep this for themselves/ and not share with students or other colleagues! If other individuals wish to have access to the network/ they can contact WE Academic Support for a Guest User Log(in! Users can download materials and with 3Editor4 privileges can upload their own resources and unit reflections after teaching a unit! With an ever(evolving curriculum/ it is suggested that teachers access the network at least once a week to see if other teachers have added new resources that they.ve found helpful!

Useful Features on the Network

Listed in order of use for teachers: o Site Resources 5 Listed under the top tab 3Resources/4 this can teach you how to use the network! o 3View PDF 4 5 Located at the top of each unit/ this allows users to save a PDF version of the page/ if they wish to plan without use of Internet at a later time! o 3Download Zip 4 5 Located at the top of each unit/ this feature downloads all resources within a Unit! However/ it does NOT separate them into different Stages or Sequences! o Key Word Search 5 Listed under 3Search4 from the top tab ! 3Big Picture4 ! under 3Show Me All Units From4 control select all of the courses you want to search from 3My Courses4! type in your word0s1 ! 3Show4 o Calendar Search 5 Listed under 3Search4 from the top tab ! 3Calendar4 ! control select all of your courses ! Input Start & End Date ! 3Show!4 For use when you want to see all Units that should be taught within a time frame! o 3Evaluation 4 5 Teachers can create and fill out their performance evaluation forms here! More instructions will be given in the third month of teaching prior to the teacher.s first performance appraisal!

Textbooks
The following textbooks are reference throughout the curriculum and are available for teachers in the school library! Teachers may also use other supplementary texts as they see fit! English:

Azar/ Betty S! & Hagen/ Stacey A! 0),,+1 Understanding and Using English Grammar "*th Ed# Folse/ Keith S!; Solomon/ Elena Vestri; Clabeauz/ David 0),,%1! From Great Paragraphs to Great Essays McCarthy/ Michael/ & O.Dell/ Felicity 0'+++1! English Vocabulary in Use Gajanayake/ Stanley & Jaya 0'++*1! Community Empowerment: A participatory training manual on community project development Hancock/ Mark 0),,&1! English Pronunciation in Use: Intermediate Mattessich/ Paul; Monsey/ Barbara; & Roy/ Corinna 0'++%1! Community Building: What makes it work The Center for Development and Population Activities 0CEDPA1 0'++"1! Project Design for Program Managers$ Volume &

Community Development:

Additionally the WH Library carries the following books that teachers can draw upon in their classes Class Sets of Novels o Sold by Patricia McCormick o Animal Farm by George Orwell o Persepolis by Marjane Satrapi
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CD!focused o Asset Building & Community Development 0Gary Green1 o Development in Context Book & 0Editor Janet Stuart1 o A Guide to Careers in Community Development 0Paul Brophy1
Non(fiction Adapted Text Topics 0for use in Global Issues Class1: Developing Nations Religious diversity United Nations Recycling Coffee Trade Terrorism

There are also various biographies about famous leaders/ fiction with contextually relevant themes/ and graded readers that can be used for independent student reading or literature circles! If teachers wish to copy more books/ they can discuss with coordinator to see if there is budget/ or coordinate with teachers from EIP/ MNEC Post(', )nd Year/ or Global Border Studies 0GBS1 in Nupo Refugee Camp to see if they would be willing to do a book swap for a trimester 0See the Curriculum Network: Novels & Longer Readings for a list of books available at each school1! The World Education Library also has an extensive collection of books related to teaching English/ development/ teacher training/ and reports from various organizations on the border! Teachers in Mae Sot/ also are lucky to have the Curriculum Project in town/ where they can borrow resources/ as well/ or download them 0http:--curriculumproject!org-1!

Technology at Wide Horizons

Computers: WH currently has a computer lab at Hsa Htoo Lei School 0managed by BMWEC1 within a # minute walk! There is one computer for every ) students! Students have computer class on the weekend for * hours each day! During the week students can use the computers until $PM 0school curfew1! If teachers want students to use the computer lab during their class time/ they should check with the coordinator! There are a few computers at the school compound/ but with less functionality! Currently/ we have a proposal being reviewed to build a computer lab at the WH campus with one PC desktop computer for each student! Internet: Currently there is no internet at the school; however/ if our proposal is granted/ it will be installed! The computer lab at Hsa Htoo Lei does have internet! Projector: Teachers can use the school projector for their classes if they wish or use it for movie nights! "Note: You will need a DVI to VGA adaptor in order to use the projector with Apple Products'# Camera: WH has a professional camera that can be used for taking videos/ as well! It.s a good idea to document student projects throughout the year/ but make sure to check with students about whether they allow their picture to be used for advertising and presentations for the program! Also/ be conscious of taking pictures of people in the community/ and make sure that students ask permission!

Curriculum Feedback & Mapping

During the first few years of Wide Horizons/ the curriculum was an ever(changing/ evolving aspect of the school! There is still space within the curriculum for teacher discrepancy; it.s entirely possible to replace some topics or texts with others or add a new aspect to the curriculum! However/ since the creation of the Curricular Framework in ),''/ the overall goals of each class and standards for the whole program have remained more or less consistent in accordance with the identified needs of WH and the students! We still believe that curriculum is an ever changing/ and evolving aspect of any program and encourage students and teachers to play an active role in the curriculum development process; however/ we encourage teachers to evaluate the adherence of new content to these standards and course teaching philosophies 0i!e! student(centered and experiential1!
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Unit Reflections
One of the positive aspects of using the same curriculum for three different schools 0MNEC/ WH/ and EIP1 is that teachers can collaborate across schools to provide each other/ as well as Academic Support/ with useful feedback regarding the curriculum! Current teachers can also view feedback from previous teachers/ which can be useful for planning how to teach an upcoming unit! At World Education/ we feel that reflection is an important process of teaching/ and thus after teachers have taught part of the curriculum/ it is important that they take time to reflect on the parts that went well and areas that might need some changes! As a teacher/ you will be given the access level of a Course Editor on the curriculum network' While you are teaching a unit and afterwards/ you will have the ability to upload your feedback under the Unit Reflections section! While you are free to give feedback on whatever component of the curriculum you wish/ it is encouraged that teachers upload feedback within ) weeks of teaching the material so that it is still fresh in their mind! Teachers can also upload helpful materials that they.ve used in the Resources section! These have been found to be invaluable resources to teachers at other schools!

Course Editors
The curriculum is founded on the idea that it will continue to be edited and updated in order to maintain it.s relevance and usability for teachers in the following years! During the first trimester/ each of the $ full(time English-Technical Specialization teachers from the * Higher Education programs will be given one of the six courses 0Reading/ Writing/ Listening & Speaking/ Community Development/ Translation & Interpretation/ Teaching & Education Management1 that they will have the responsibility to edit and update in collaboration with WE Academic Support! This may include creating new teaching sequences and assessment tools/ adding new resources and examples of student work/ and editing and removing unit reflections that become irrelevant!

Curriculum Feedback Sessions

At the end of each trimester/ WE Academic Support collects feedback from students at all * schools regarding their opinions on the curriculum taught! This feedback/ along with teachers. unit reflections are discussed between teachers and WE Academic Support at end of the trimester sessions in order to identify main changes for course editors to make!

Curriculum Mapping
While WH has a Suggested Syllabus and suggested time frames for teaching the curriculum units 03Unit Calendar4 on the Curriculum Network1/ it is the responsibility of the teachers to decide how to break up the teaching of course content and in what order they want to teach the content of a Unit! While the CD teacher will primarily teach CD/ there is notably less CD content than all of the English Units combined! Thus/ it.s important for teachers to discuss what content would make sense for the CD teacher to address in addition! For example/ the CD teacher could individual units from the English course that connect to CD! For example/ The CD teacher might cover Unit *: Critical Reading of Current Events or Unit *: Discussion & Presentation skills/ Unit ": Facilitation/ Unit $: Report Writing/ and Unit %: Professional E(mailing & Interviewing! Or the CD teacher could focus on all of the Critical Thinking themes! At the beginning of new trimesters/ and throughout the trimester/ co(teachers can use the Suggested Syllabus and the Curriculum Network Calendar Search feature to create a general weekly plan of content to be taught using the Sample Unit Weekly Planning Doc 0under Higher Ed' Course Resources1! Note/ that a crucial aspect of the teaching methodology is identifying cross(curriculum links 0i!e! connections between different course content1! Students often are most familiar with learning content in memorized chunks/ rather than thinking of how new skills can build upon previously learned skills! As an important critical thinking skill/ it is essential for teachers to emphasize Cross( curriculum links with students in order to encourage them to adapt skills that they learned in one unit to apply them in another unit!
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English Units are designed with that thought in mind! For example/ in English Unit )/ students learn critical reading of short stories in Reading class/ story writing in Writing Class/ and storytelling in Listening & Speaking class! Suggested cross(curriculum links are listed within the Units for Grammar & Pronunciation integration/ and Technical Specialization topics/ as well; however/ teachers may identify other cross(curriculum links that are more relevant/ and may choose to include those in their Weekly Plans / as well! Another way to link classes is by choosing unit content themes that run across both teachers. classes! Some themes are somewhat established into units already! For example/ with the Unit # Reading with Awareness/ Animal Farm$ The Russian Revolution/ and exploration of political systems is a natural theme for all Unit # English skills! However/ other units/ such as Unit '/ are more focused on skill(development/ and thus/ it is encouraged that teachers choose a common theme across their classes! A unit theme could be based on the themes of a class novel 0ex! migration in The Circuit$ or could be generated based on resources in the Reading Resource Bank and-or Listening Activities Bank such as 3The Environment/4 3Diversity/4 etc!1! These themes could be the global issues content! Teachers may wish to consult with their students to find out what themes they would like to learn about! One important idea to remember when choosing a theme/ is that the standards of the English curriculum are primarily designed around the skill acquisition/ thus/ it is encouraged that teachers choose themes that give students content at an appropriate level for engagement in order to allow them to practice the necessary skills! After all/ if for example a student is supposed to learn how to summarize a text in Unit "/ they must be able to understand the content of the texts they are reading in order to summarize them!

Other Key Program Elements

Inside the Classroom: Community Development & Project Management English Reading-Writing English Listening-Speaking Computer Literacy Professional Development Critical thinking Content Global Issues Translation-Interpretation training Guest Speakers - trainers Donor visits & discussions Outside the Classroom: Student Leadership Positions 0ex! President/ Dorm Leaders/ etc!1 Weekly student meetings School Compound Projects Community living 0cooking groups etc1 Project planning and implementation in communities/ boarding houses & schools Visiting CBOs in Mae Sot Social Exchanges with other schools ' Year Internship in host CBO 0see internship MoU in Appendix %+1

In addition to the core curriculum at WH/ there are a variety of other aspects which make the program especially successful/ hands(on and effective at preparing students to return to their host organizations! Each additional program gives students an opportunity to practice and refine different skill(sets/ which are taught during the year! Ideally/ even by the end of ', months 0a relatively short period of time1/ the students will have sufficient practice with and exposure to a variety of skills and different ways which those skills can be put to practical use in their organizations!

Guest Speakers and Extra Trainings

Background: Students need exposure to accents and speakers other than their two foreign teachers! Students also need additional skills or information not supplied by regular teachers! They moreover need exposure to more relevant skills and information to help broaden their knowledge and understanding of the situation and organizations working on the border/ inside Burma and in Thailand!
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Description: During the course of the year/ there are many opportunities for guest speakers to come to WH! At times/ WH staff will see needs where they can bring in WE staff or members of other organizations to give trainings to complement areas of the curriculum! At other times guest lecturers will contact WH and offer to give a talk! The important thing to remember is not to overload the schedule with lots of guest speakers/ particularly guests who don.t contribute to the program! Guest speakers should be able to address cross cutting issues/ or management issues or topics requested by the students as important for their learning! Occasionally/ people are able to do extended workshops! Where these fit into the program and don.t take away unduly from the teaching schedule/ they are good! It is a good idea to speak with the guest speaker beforehand and work out their objectives within the time limits imposed! If guests are just going to speak/ then it is perhaps an idea to limit the time to an hour/ as it is difficult for students to maintain attention! It is also important to give the guest speaker a good idea of the English level for which they must speak! Sometimes guest speakers are great opportunities for teachers to get time to plan and document their curriculum map/ or do some strategic planning with the entire staff! Examples of valuable guest speakers and informal workshops: An Australian university lecturer gave a presentation on censorship while students were studying a unit on propaganda! A former political prisoner from Assistance Association for Political Prisoners 0AAPP1 held a question and answer session A member of United Nations Women gave a talk about advocacy A series of Public Health professionals spoke on current health concerns along the Thai( Burma border/ such as human trafficking and communicable diseases/ while the students were reading a class novel about human trafficking An Irish Professor gave a motivational leadership presentation Examples of Trainings: World Vision gave a * hour workshop about Tuberculosis 0TB1 after a student was infected Khom Loy Development Foundation gave a training of trainers & financial literacy training for ' week that the students implemented in the community World Education management team gave a short training on networking with donors World Education gave a translation - interpretation training for ' week World Education gave a time management training for ' day Burma Video Journalist 0Burma VJ1 gave a video shooting training during the week of EIP-WH exchange Teachers can also give trainings themselves if they are unable to arrange for an outside trainer! There are materials on the curriculum network for short trainings under 3Professional Development ', There are also many trainings available through Mae Tao Clinic 5 it.s best to speak with them early in the year as most of their trainings are *(# days long! Note that it is recommended to organize a sexual harassment training and cross(cultural training for the first trimester/ when students are learning how to live together! Teachers may consider organizing a reproductive health training for the last trimester when students would be most comfortable discussing sensitive issues around sexuality!

Newsletters
Background: Students need a forum to practice journalism and writing skills and opportunities to interact with the community/ and many take great pride in getting their writing published into a document that others will read! Newsletters are also a great way to get students from different schools to interact by sharing their newsletters across! Description: The goal is to produce one newsletter per trimester/ however the newsletters can sometimes be quite time consuming to produce/ so two per year is perhaps a more realistic estimate! The newsletters can be focused on any topic/ however it should get the students out in
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the community! The newsletters can be worked on as part of Writing class/ or as extra(curricular homework! It should be as student centered as possible in that students should do the majority of the work writing/ editing and selecting pieces for the newsletter! That said/ the newsletter still needs to be edited to some degree by a teacher and typed before being laid out and copied! Teachers need to decide how involved they want to be in editing the newsletter/ and it is recommended that in the third trimester/ students should be able to do much of the project themselves! Previous work has involved interviewing community members/ researching local news/ traditional folk legends/ crosswords/ advice columns/ etc!

Movie Nights
Background: Students generally have not had many opportunities to see a lot of movies 5 especially ones with English speaking and English subtitles! Movies provide a great opportunity for students to practice their listening skills and critical thinking! Movies are also an excellent way to highlight or expand on themes from class and give students greater insight and exposure to culture and various points of view on the same issue! Description: Movie nights are good to do on the weekends or when it fits in with the curriculum 0students can also watch movies just for fun on the weekends1! If the movie is challenging/ teachers can stay and pause the movie to ask comprehension questions! Otherwise the teachers can give questions or a writing prompt for homework! Teachers can decide if a movie night is mandatory or not! Some movies could be viewed more than one time/ focusing on a different theme each time! Several movies and documentaries are available through the Curriculum Project! Finally/ it is recommended that teachers from time to time use movie clips from www!youtube!com etc! during classes! It often increases the students. comprehension/ especially of complicated issues like the ones presented during Global Issues and CD classes! Moreover / it simply adds a bit of variety to the presentation of information in the classroom!

Social Evenings
Background: WH is an intensive/ full(time program and can cause students to feel stressed/ overwhelmed/ overworked and sometimes lonely and homesick! In order to ensure students. high energy levels/ low stress/ comfort with each other and WH staff and to relieve stress all around/ it is necessary to intentionally spend time doing something playful/ relaxing and fun! Social Evenings tend to happen naturally at WH/ however/ time can pass quickly and papers can pile up and a night of fun and games can easily be shoved aside until later! Social Evenings grew out of this need to keep everyone.s morals and energy high throughout the year! It.s essential for community health/ strong relations among students and staff and students. overall performance during the program to make sure Social Evenings are a regular occurrence! Description: Social Evenings should ideally occur at least two(three times per trimester! In the beginning of the year it.s best for staff to plan the evenings all together 5 but later into the program the responsibility can be handed over to students/ the best way to do this is for a staff member to work closely with the students responsible/ give deadlines and set a date for the Social Evening which the students must then be prepared for! Social Evenings can be as long or short as fits the activity! Teachers should be aware of Social Evenings and try to assign a slightly lighter load of homework so students can really enjoy the activities without needing to rush off to their studies! Staff must check the budget to see if it is possible to buy snacks! It can be useful for teachers to divide the responsibility to attend these and other out(of(class events between them! Examples of ways to spend Social Evenings:
Exchange nights with Minmahaw GED & TPC Quiz Night Talent Show 0with a theme?1 Model Show 0note: there will be drag!1 Fundraising event Music Night Storytelling Night Drama Activities Dancing 0Salsa/ Ballroom/ or different groups choreograph & perform for others1 Halloween party 0including costume competition

Sporting Competitions 0make sure the girls get a chance to play too!1
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EIP - WH Exchange Week

Background: WH and EIP were developed as ;sister schools. but are separated by the distance between town and camp/ and the complications that come with transporting students! The schools are similar in their goals and methods of teaching/ and curriculum/ but the culture of each program is quite unique! There are also some skills/ such as movie capturing and editing/ that EIP 0and WH1 students enjoy learning and benefit from the exposure to/ but which are impractical in camp! Therefore/ it.s a great opportunity for EIP and WH students to spend a week together/ network 0even before they go back to their organization1 and build more community ties! Description: Exchange week is a week long before the December trimester break! EIP students come out of Umphiem camp and live at WH school with WH students! It.s best to start the week with some getting to know you games 5 which are best if taught and led by the students! The whole week is the most successful if it.s organized and conducted by the students! Teachers and staff should decide together about the trainings 5 and provide students with a schedule of free time and goals besides that! Teachers and staff should discuss what students have studied 0and will study1 at each program and what might be interesting-appropriate for students to teach/ and guide students accordingly! In the past/ students have taught each other: games and activities/ how to run democracy council/ songs and dances! Students have had: culture groups 0create a culture and present it1/ leadership(song contests and thematic drama shows! Moreover/ a debate evening is usually arranged/ where students can try out the debate skills they have learned during )nd trimester in front of a wider audience! Even though the students can themselves divide the 0mixed school1 teams and choose suitable topics/ it is advised that one teacher assists them during the planning and the actual debate! The theme and the skills taught during the exchange week are based on what the teachers decide is most useful and interesting for the students! In the past years the training has been focused on video shooting and editing because it was one subject that both schools were interested in learning and one that was difficult for EIP students to access in camp; however/ if students have other interests/ teachers can arrange accordingly! The majority of the days are set aside for the training/ but it is important that there is also plenty of time for the social exchange component! Therefore/ the late afternoons should be kept open to allow students from both schools to teach something to each other! It.s best to split the responsibilities for facilitating-teaching equally between EIP and WH! Note that in preparation for the exchange week/ it is necessary to organize any equipment that might be needed 0e!g! video cameras1 by asking to borrow from World Education and others! During the week/ students and staff are responsible for cooking and cleaning together/ as usual! Cooking and cleaning groups should include a mix of EIP and WH students! At least one EIP or WH staff is expected to be present on the compound at any time throughout the week! Teachers aren.t teaching/ however they should be present/ support the trainers and be actively involved in any activities led and taught by students! Exchange week usually ends with a day picnicking/ playing games and taking pictures at a waterfall and with a talent show on the Friday evening! The talent show is a nice way to connect with the rest of the community and should be a public event!

Activities with Volunteers and Guests

Wide Horizons receives a number of requests from volunteers/ students and others/ who are eager to visit the school and engage in some form of activity with the students! These types of visits can be a useful way to allow students to engage in informal conversation with foreigners and enhance their speaking skills! Description: It is important that the teacher remains critical of these types of requests since they can often be quite time consuming and not always particularly useful! However/ if done in the right way these visits can be very valuable both to teacher and students! In the past visitors have for example assisted teachers by mock(interviewing students for jobs/ or reversing the roles and having students interview the volunteers in preparation for community interviews! This can
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give students valuable oral practice and extra feedback/ as well as freeing up the teacher! These visits can also be used to provide an audience for student presentations!

Students . Council Meeting

Background: Students should be part of the decision(making of the school and taking a leadership role by facilitating and note taking in the student.s council meeting! The best way to go about this should be discussed by all WH staff at the start of the year and then with the students to ensure that everybody can communicate any issues they have during the year! In the past students held a meeting every Friday and raised any issues they had with the coordinator/ teachers/ or another member of the support staff! Description: In the past/ students have elected a president/ women.s-men.s dorm leader/ and in( class and out(of(class representatives! These roles serve as representatives of student issues in all aspects of WH! Students meet once a week 0without teachers or coordinators present1 to discuss an agenda they create! After students had made decision/ the student representative at the weekly school meeting reported the issues! The following are issues that may be discussed at the weekly meeting: o Program development o Materials needed for school and dormitory o Setting dates into the schedule o Confirmation of any guest speakers/ workshops or trainings/ extra(curricular activities o Approval of plans for any student project o Deciding on and enforcing consequences for any minor out of class behavior infractions o Classes ( content and delivery o Living conditions ( dorm/ bathroom/ cooking/ cleaning etc! o Community involvement o Cultural issues Further topics for discussion and decision making after the first trimester include: o Student projects o Organization requests for students o School beautification o Use of food budget o Additional workshops on top of scheduled ones o Student activity days *Students may also need some guidance in proposing issues and solutions! They are unsure of what they can propose and how to propose something! The most common problems were proposals that addressed an issue but didn.t offer any solutions/ or proposals which suggested extra(curricular activities or ways to develop the program/ but didn.t include ideas about how to do that or with what money! An additional warning: Democracy Council meetings can go on quite long! It is suggested to tell students to have a timekeeper and note(taker for each meeting the help with this problem!
*Note: it is important to explain to students that it is the coordinator and WH management team.s responsibility for dealing with serious infractions 0and these issues should be brought up in Monday management meetings1!

CBO Visits
Background: In the past WH students towards the end of the year went to visit various CBOs & NGOs in Mae Sot to assess them using the tools that they learned in CD class! Students were divided into groups and prepared questions to ask the CBOs on how they run their organization/ aims/ objectives/ mission statement and dealing with various donors! In their groups/ students wrote a report everyday on the organization they visited! They were asked to write their comments on how effective that organization was! WH students gave positive feedback on these
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visits! It gave them an insight into the different organizations within Mae Sot and also strengthened links between the WH school and CBOs in the area! CBO visits can moreover prove useful during the Global Issues course on CBOs/ NGOs and International Organizations as examples that the students can easily relate to! Description: Feedback from previous years/ has advised that these instead be conducted at the beginning of the year to introduce Community Development and to give students a better understanding of the work that CBOs are doing in the area! Furthermore/ feedback from local CBOs suggests that these visits are a vital component in maintaining good relations with the Mae Sot CBO community/ which is in many ways 0internships/ projects/ trainings etc!1 very important!

CBO Partnership Day

Background: After students complete their year at Wide Horizons/ they return to their CBO for a year(long internship! The internship year of Wide Horizons is equally important as the academic year! Thus/ it is important to ensure that students and CBOs will benefit from the internship year as much as possible! In order to improve communication and understanding between stakeholders/ WH has for the past couple of years held two CBO partnership days per year! Description: A CBO Partnership day at the beginning and end of the year gives the opportunity for CBO representatives/ students and World Education staff to come together to clarify the stakeholders. responsibilities in order to ensure a productive and positive internship experience for all parties! It gives clear expectations for all parties that provide a more beneficial internship year! It is important to give the CBOs as much advanced notice as possible in order to ensure good attendance at the event! Scheduling a half rather than a full day may also increase the likelihood of CBO staff attendance! However/ these partnership days will continue to be re(evaluated for their effectiveness/ with the thought of trying to build up relations with CBOs through visiting their organizations/ rather than asking them to visit WH!

Project Management Opportunities

Because the focus of Wide Horizons is on Community Development and Project Management/ it is important to give students as much real project management experience as possible!

School Compound Projects

Background & Description: The goal of the school compound projects is to give students the chance to work together/ exhibit leadership skills/ and practice planning and implementing projects in the more controlled environment of the WH campus and neighboring community! School compound projects are not academically assessed/ so they are distinct from community projects/ which are much larger and are coordinated by the Community Development teacher/ School Compound projects should be facilitated by the Coordinator twice in first trimester and twice in second trimester/ and assessed as part of Out of Class Participation/ independent of Community Development class; however/ as the year progresses/ students should be encouraged to apply skills they have learned from their community development class when they conduct their school compound projects! For example/ if the students have learned how to conduct a needs assessment in CD class/ the coordinator should suggest that the students apply this skill before they plan their project! WE provides a budget of '/,,, baht per month towards projects/ and students should put together a budget and brief overview of what they will do for the project before they receive this funding! Below are some examples of past compound projects 0note: projects do not need to be construction based1: The WH students conducted needs assessments for issues that needed repair and improvement on their campus! They shared their ideas and students voted on the ones they liked the best! Some of the issues that they voted on/ were building a library at the WH school/ a fence to make it a safer/ cleaner environment/ and repairing the roof over the washing area and kitchen!
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Student worked with the Hsa Thoo Lei community 0across the street form WH1 on a sanitation project! WH students built two toilets within the Hsa Thoo Lei Community! A sanitation project had been implemented by the ),,$ WH students! However/ this toilet was not sustainable and was no longer used by the community! Therefore/ WH students built a cement toilet 0) toilets1 over the course of ' week! This project was very effective and gave the students experience in managing/ empowerment and team work! For World Children.s day/ the WH students worked together with the neighboring Science and Technology Training Center 0STTC1 students to plan activities for the Hsa Htoo Lei children for World Children.s day!

Community Projects
Community Projects are one of the most involved elements of the WH program( often presenting some of the largest benefits to students/ as well as some of the greatest challenges to teachers! As part of the experiential learning process/ after students learn a new step of the Project Management cycle/ they apply their newfound skill and principles of community development as they conduct projects in migrant communities! It is important for the Community Development Instructor and Coordinator to begin identifying potential communities for working in early in the year in order to have enough time to find funding for projects/ implement them/ and conduct some monitoring and evaluation! It is very important for the teacher and coordinator to find a community with a good understanding of what will happen and that landlords are truly in favor of the potential of the students. working there! In previous years/ teachers have found the greatest challenges were with interactions with getting the landlord on board with the projects! For more information on potential challenges that may arise with Community Projects/ and suggestions for how to overcome them/ see WH Community Project recommendations in Community Development Course Resources under 3Course Description!4 One way to overcome some of these challenges is for teachers and coordinators to look for opportunities to work with organizations that can help facilitate this experience for the students based on their connections! For example: In ),''(),')/ and ),')('*/ the students learned about and delivered a Financial Literacy Training for women at the landfill community and in the Cattle yard/ respectively/ as part of Project Inspire with Khom Loy and Room to Grow Foundations! In ),''(') students also built a toilets and a well with the help of Solidarite In ),')('* students built bridges and bio(sand water filters/ with the help of Solidarite for doing Monitoring and Evaluation for the water filters!

WH students worked closely with ;Hands on Learning Team. 0a small CBO from Australia1 to organize and create a safe/ sustainable playground at Agape school! Since the students intern in many different types of CBOs it is good to give students some variety in projects!

Superkidz camp
Background & Description: Every year/ BMWEC organizes the funding/ accommodation and security for around *,, to ",, Primary/ Secondary and some high school students and teachers from the migrant schools to participate in the event! It lasts three days and three nights and allows a diversity of students to integrate together through activities and teamwork! In the past WH students have organized the event logistics 0food/ bathing/ etc!1/ games/ and storytelling! Each year has a theme/ and WH students must prepare their activities for the students to connect to that theme! In ),,&(),,+/ students prepared a book of activities to implement/ and this may be useful for next year.s students!
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It is important to liaise closely with BMWEC on this to find out when it will take place! This often occurs during the month of March since the migrant schools usually finish by the ),th of March! This is usually a very busy time for WH students/ thus it is crucial to plan ahead for this activity because it is a great opportunity for WH students to interact with the community! During ),')('*/ WH did not participate in this project/ as the schedule did not allow time for it! Securing dates for the project as early as possible will help to maximize the chances of being able to participate! However/ if it is not possible to get the dates/ it is a good idea to have students start planning for their activities during *rd Trimester/ potentially even going through the whole project cycle to do a needs assessment in order to identify what theme should be emphasized!

School Policy for Students

Wide Horizons students will be expected to follow these rules as best they can while attending the program! Failure to follow these rules can mean the student will have to leave the school! These standards for academic and campus conduct and behavior are in place to insure quality learning and responsible living at Wide Horizons School! Every member of the Wide Horizons School has the right to expect that his or her academic and social life at the school will take place in an environment free from threats/ danger/ harassment/ or unwanted disruption!

English Immersion on the Wide Horizons Campus

Students must speak only the English language when in the classroom/ the computer room/ the Hsa Thoo Lei campus/ and the dormitory! This means English is expected to be spoken both inside the classroom and outside the classroom! Students can speak other languages under special circumstances! For Example: When they buy food from the market When they have friends or family visit them who cannot speak English When they are doing translation and interpretation work! During community projects 0during which it is recommended that the teacher encourages this to limit the distance to community members1!

Security and travel outside the Wide Horizons Campus

Students who leave the Wide Horizons School for personal or school business need to be careful and responsible! The following steps should be followed when students leave Wide Horizons: Step ' : Contact the Coordinator( Students must contact the coordinator before they leave the school campus! They are required to tell him the reason they are going/ where they are going to and where will they stay/ how will they travel there/ and when will they return to Wide Horizons! Students who leave the school on school business will be the responsibility of Wide Horizons staff! Students who leave the school on organizational business will be the responsibility of their organization! Students who leave the school on personal business will be responsible for themselves! Step ) : Carry your Identification( Students must carry their Wide Horizons Student Identification Card with them at all times when they leave the school! Step * : Absence and duties( Students who leave campus for whatever reasons are still expected to fulfill all their responsibilities both inside and outside the classroom! Leaving school does not excuse the students from completing their homework and other duties!

Duties and Responsibilities

Students are expected to do their duties and responsibilities both inside and outside the classroom! Inside the classroom/ students will be expected to complete assigned homework/ participate in class work and various kinds of class activities as an individual or member of a group/ to attend classes in a timely and routine manner! Outside the classroom/ students are expected to do dorm duties/ cooking duties/ cleaning duties and other tasks given by the coordinator and WH staff!
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Mutual Respect
Disrespect for teachers/ school staff or visitors by students at the school will not be tolerated! Disrespect includes behavior such as inappropriate tone or language toward teachers/ students or staff/ failure to listen to the directions of teachers or staff/ or behavior thought to be antisocial or reckless in character! Examples of unacceptable behavior include: Making inappropriate jokes Bullying Ethnic-racial slurs Epitaphs or ugly language Negative comments about physical character or academic ability of another student Stealing Using another2s property without permission!

Acts of Violence
Acts of violence by students to themselves or toward fellow students will not be tolerated on campus or in the Mae Sot community! Hitting/ striking/ and pushing students will not be tolerated! Likewise/ any instances of bullying 0repeated verbal or physical attacks of a person for bad reasons1 will also not be accepted! Threats to hurt somebody will not be accepted! Examples: If you tell the teacher that I stole a pen/ I will hurt you! Spray painting the dorms with hateful language

Sexual Harassment
Sexual harassment/ whether verbal or physical/ will not be tolerated on campus! This may involve making inappropriate jokes/ using inappropriate words/ inappropriate touch or other related behavior! There is a sexual harassment workshop during the school year 5 this should be scheduled into the first semester!

School Rules
It is important to have clear rules and disciplinary plan/ so that students are clear about what they can and cannot do! During student orientation week it is important for the students/ teachers/ and coordinator to decide together on a list of rules for the students in a democratic manner! It is important to have rules that the students can agree on following and that are respectful to the learning community! It is also suggested that the teachers and coordinators to allow the students to create rules for them/ as well to instill equality within the learning community! The following is a list of mandatory rules that have been created based on problematic experiences in past years! While some of the rules may sound old(fashioned/ they are vitally important for maintaining the security of the students and reputation of the school! '! Student ID cards Students will be given one identification card from Wide Horizons! If they lose it/ they will have to pay a fee to replace the card! When they leave the school/ they should carry the card with them at all times and use the contact phone numbers to call the school coordinator and head teacher as needed! )! Academic Probation During each semester/ students who fail more than two classes will be on academic probation! During their next midterm or final exams/ respectively/ they are expected to pass at least one of these classes in order to deactivate probation!
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*! No Dating Students at Wide Horizons cannot date each other! This means they cannot have boyfriends or girlfriends who are students at Wide Horizons School or Hsa Thoo Lei School! Male students and female students cannot visit each other2s dorms! While WH can be an optimal place for these young adults to meet potential partners/ students are asked to keep their relationships to a 3friends only4 basis/ and pursue romantic relationships after they finish the school year! Teachers and coordinators are encouraged to mix groups and seating arrangements regularly to promote good friendships between all students and minimize opportunities for dating to occur! "! No Drinking 0 Beer / Alcohol / etc !1 while a student of WH ! This policy applies both on campus/ in the surrounding neighborhood/ and during school holidays/ when some students may return to their own communities! WH students represent the school wherever they go/ and thus must uphold a good image for community members! #! Visitors are not permitted to sleep at the dorm Only relatives are allowed to stay at the teachers. room! However/ WH school will not take responsibility for him-her! The one exception is during Exchange Week/ when EIP students will stay together in the dorms with the WH students/ or on the occasion that foreign guests may request to visit and stay at the school! During the last year visitors affiliated with Danish Church Aid 0one of WH.s funders1 stayed in the dorms with the students to build better relationships! However/ it is suggested that if this is to happen again/ that WH staff 0with the input of the students1 provide a cultural orientation for visitors to ensure that everyone feels comfortable staying together!

School Policy to be negotiated by students and coordinator:

'! )! *! "! #! $! %! &! +! Smoking on Campus Beetlenut on Campus TV-movies on the weekends Cell phone usage on Campus Computer & Internet Usage Lights out in the dorm 5 school nights-weekend nights 5 hours WH library checkout and return Attendance Policy Other suggested issues from students

Student Complaints - Grievances

Any student at Wide Horizons who feels that he or she has been treated unfairly has the right to voice a complaint to Wide Horizons teachers and staff! They will receive a prompt hearing of the grievance! The problem can range from something as small as miscommunication to extreme harassment! Students have several choices if they would like to voice a grievance! These include: Talking with the person causing the problem directly! 0the best/ and most obvious choice/ though not always an option that students think of1 Discussing the problem with the teacher to get advice on the best way to handle the problem! Asking the teacher to help solve the problem by having the teacher contact the person causing the problem In writing/ either anonymously or in a signed note!

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In dealing with a problem concerning a teacher or staff member/ student can voice their grievance by: Talking with the Coordinator during the weekly meeting! Speaking directly with the teacher/ perhaps with another teacher or student present/ if necessary! In writing/ either anonymously or in a signed note! Inappropriate ways to deal with problems between students or with teachers include: Starting gossip or rumors about someone Speaking negatively about anyone involved in the program in the community Instigating an act of revenge Harassing or abusing the student either physically or verbally 0see Respect for more details1

WH Students Discipline Plan

Guide for Discussions and Intended results
In order to promote an image of fairness and transparency/ all action plans following discipline need to be clear/ specific and observable to both students and teachers and/ at times/ the school community

Good examples of clear$ specific$ and observable action plans are: Student turns in all homework complete and on time Student is not absent from class Student will put up hand and ask or volunteer to answer a question at least once every class! Bad examples of action plans: Student will be respectful in class! 0How will this be measured? How is respect defined?1 Student will try harder! 0What will this be measured against? In what way?1

" Steps of Intervention: Discipline Measures for Behavior Change

If the students are unable to solve problems on their own/ on site(staff 0i!e! teachers and coordinator1 should immediately take action in order to promote positive behavior change and reduce the likelihood of the negative behaviors reoccurring! '1 Call behavior as you see it ( Used for small problems can be used several times before the next step! Action Taken: Verbal Warning Consequence: If behavior change is not seen then go to Step Two! Desired Results: The behavior identified by the teacher and pointed out clearly to the student occurs less frequently! Teacher continues to call the behavior-s as seen and sets a meeting time with the student for a one(on(one discussion! *Teacher-Coordinator takes time with student to point out if improvement was seen )1 One ( on ( One discussion with an on ( site staff member ( Used for first time medium level infractions and repeated small problems! Action Taken: Set plan and date for improvement/ set a date for second meeting on this point for reflection and check(in! Consequence: If change was not seen or not adequate go on to Step Three! Desired Results: Plan for improvements can fit the infraction or strategies for modifying behavior! Student can follow the plan and recall specific times when they had success and difficulty following the plan! *Teacher can recall specific instances where the student succeeded in following the plan! *Modification and further support for the plan can be added as required!

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*1 WH Staff Meeting with Student ( Option to include WE Leaders ( Used for serious infractions and second time meetings for medium level infractions! Action Taken: Set plan and date for improvement/ set a date for follow(up on this point/ Contract is signed by student clearly outlining actions to be taken and results to be seen by self/ teachers and peers Consequences: If no result is seen/ then go to the Step " OR If results are seen/ yet infractions occur again and again/ then go to Step "! Desired Results: Contract is developed as a tool to guide student improvement/ consultation by WE staff and WH coordinator! Contract understood/ agreed upon and signed! Plan and strategies for improvement as identified in the contract are observable to student and teachers! Specific instances of success or failure in following this plan are recorded by student and teachers/ then discussed at the follow(up meeting! "1 WH Staff and World Education Leaders Meeting ( Used for very serious infractions and third time infractions and expulsion! Action Taken: Possible expulsion from school/ Make plan with WH Staff and WE leadership Consequences: WH staffs submit report after one to two weeks giving recommendation to leaders for continued enrollment or expulsion of student/ Student is also on probation until the end of the school year/ where any significant infractions are subject to be submitted in a report by the WH staff recommending expulsion to the camp leaders and WE staff Desired Results: Contract is brought out and reviewed! Possible expulsion of student! If continued enrollment/ probation is defined for the student! Probation period after this lasts until the end of the year/ but there will be a review after three months to decide if student can be taken off of probation! Discipline committee and WH staff can make suggestions for continued enrollment under a watch period of one to two weeks to determine if student stays on at the school under probation or is expelled!

Purpose of Discipline Measures

The reason for the discipline measures is so that on(site staff engage the student in discussion and prevention for future behavior problems! The teacher-coordinator addresses the student in an appropriate/ constructive and caring manner/ where teacher-coordinator and student problem solve to make corrections and a schedule for this! Also the advantages of making this correction are clearly shown and seen by the student as well as the disadvantages in continuing problem behavior! What to know first / before engaging the student: Student background Cultural background Appropriate time and place for meeting Incidents from other teachers Reflection of teacher2s own emotions regarding the issue Perspective from another staff member on the seriousness of the behavior problem and suggestions Give it time to settle ( if you have time Have prepared a plan for growth for the student if the student has no ideas on the next steps/ or if the students2 ideas are incomplete Steps in for the One ( on ( one talk: Identify the behavior Identify the cause of this behavior Identify the consequences of this behavior Identify strategies to avoid this behavior Consequences and next steps clearly laid out
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When student leaves the meeting they are clear on expectations and are positively engaged! Identify the cause to see if other factors are taking part in this! Example: Student misses class for two days with no note! It turns out that this is the anniversary of his father2s death when the village was burnt down! This should be dealt with seriously/ although the strategies to avoid this behavior and get the student back on track will be quite different from a student who misses class due to leaving camp to see a girlfriend-boyfriend! Special Cases with specific consequences: If materials are broken or lost the student must replace these! If the infraction causes damage to community relations then the student must repair this!

World Education ( Staff Policy

World Education has an Employee Handbook which all new teachers and staff employed by World Education should make themselves familiar with! The information included here is a brief summary of each person.s daily/ weekly/ monthly/ semester end and general responsibilities! Everybody is responsible for ensuring that the programs reach their goals and in order to do this/ they should also be aware of the basic World Education policy/ failure to follow these rules will result in a meeting with senior staff members and the possibility of probation or other disciplinary procedures! These standards of behavior are in place to ensure an environment of quality learning and responsible living at the World Education schools! Every member of the school from staff to students has a right to expect that his or her educational experience will take place in an environment free from threats/ danger/ harassment or unwanted disruption! '! Confidentiality and Security Teachers have a responsibility to maintain the confidentiality and security of students as much as possible! This means requesting student permission to use photographs of any kind in any way as well as getting permission for the publication or dissemination of student work! Particular attention should be made to student names and other student information and care should be taken to who has access to this information! When in doubt/ ask the person concerned! )! Student Relationships Teachers are expected to maintain normal student(teacher relationships at all times! Teachers must behave in an appropriate and culturally sensitive way! They must not hit/ physically assault/ or inappropriately touch students; use language/ make suggestions or offer advice which is inappropriate/ offensive or abusive; behave in a manner that is sexually provocative; act in ways intended to shame/ humiliate/ belittle or degrade students/ or otherwise perpetrate any form of emotional/ physical or sexual abuse! Teachers of the opposite sex should not be alone in the dorm with a student! *! Teacher Relationships Students at the school are expected not to engage in romantic relationships while participating in World Education educational programs! As teachers are role models for student behavior/ the same expectation is extended to the teachers while they are employed by World Education! Teachers should refrain from romantic relationships with each other during the school year! They should also refrain from discussing their romantic life at school/ particularly in the hearing and presence of students! "! Drugs and Alcohol As per World Education staff policy/ staff members and representatives of the organization are expected not to use or be under the influence of drugs or alcohol while working or during work hours! For WH staff/ work hours are considered to extend to all time spent on the school compound/ whether within 3work hours4 or not!
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#! Attendance & Lateness Teachers are expected to spend ) nights on the WH compound each week during the first trimester 0in )nd & *rd trimesters/ this is optional1 and be on time for all classes! Wherever possible plans for teacher absence 0for personal days/ etc1 should be made in advance in coordination with other teachers and staff! In the case of illness/ teachers should make their best attempt to advise other teachers and staff as soon as possible! It is/ however/ recognized that this is not always possible! There are recognized CCSDPT holidays throughout the year! Sometimes these holidays do not correspond with the Karen holidays observed by our students and partners and it will then be necessary for the teacher to work on these days! However/ there are usually additional Karen holidays observed which are not on the CCSDPT calendar! When the school has made the decision to observe these additional days/ teachers are expected to take holidays in compensation! $! Performance appraisal and grievances Performance appraisals provide opportunities to reflect on the teacher.s work/ focus on areas of strength and development/ review the supervisor(employee relationship and devise strategies for improving job performance! World Education teachers will receive their first performance appraisal approximately two weeks before the end of the three month probationary period! Please note that serious issues warranting attention will and can be addressed at any time! Please consult Academic Support for more details! %! Child Protection World Education is fully committed to safeguarding the well(being of all children and youth and as such promotes the rights of the child/ including promotion of safe environments in which children and youth can grow and develop free from exploitation and abuse! World Education2s current Child Protection Policy 0CPP1 is derived from experience on the Thai(Burma border and around the world and was developed in a participatory manner in conjunction with program staff! All WE staff and sub(grantee teachers are obligated to read and sign the WE CPP! This will be provided for you during orientation week!

Benefits for full( time WH Teachers

Vacation & Sick Leave
If WH teachers want to request leave for vacation/ personal/ or professional days/ they must fill out a Leave Request and get approval from Academic Support and the director-deputy director ) weeks prior to departure/ and then submit the form to the Logistics Officer! If the coordinator wishes to take vacation/ he must fill out a leave request form and submit to his supervisor/ as well! Vacation Days World Ed! Staff are given '!# vacation days per month! Teachers should use these during the semester breaks/ and at other times of the year when they do not disrupt teaching 0such as in the months of April or May1! If teachers cannot avoid missing class during the teaching term/ they must arrange cover for the lessons and give two weeks. notice to school coordinator and Academic Support! Holiday forms should also be completed and given to Pi Nan in the WE office! Sick Days At the beginning of the year/ WH full(time teachers will be required to create- select * back up lessons that can be taught at any time/ in case there are unforeseen circumstances which prohibit them from teaching class! WH full(time teachers are given ' sick day per month! If teachers are sick/ they must inform the school coordinator and give their co(teacher their back up lesson plans! During the sick teacher.s classes/ the healthy teacher can choose to either teach something connected to his-her regular lessons/ teach one of the back up lessons/ or organize a training-guest speaker-independent work for the students to do during that time! If a teacher is sick for an extended period of time/ they should consult WE Academic Support and the coordinator to determine if a substitute teacher can come to the school or if an extended training is needed!

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Personal Choice Days Full(time teachers are given ) personal days and ) professional days to use at any time of the year after asking their co(teacher/ the Coordinator and WE Academic Support! External Trainings If an external training is being delivered to the students/ then the teachers must either attend the training/ if appropriate/ or use the time to plan/ mark/ take care of visa renewals/ etc! If the teachers want to take one of these days off then they must use one of their personal choice days!

Trimester Breaks
The school will be closed during the following breaks! Teachers are encouraged to use this time for course planning or take their vacation days during this time: Monday )$th of August to Friday *,th of August 0# work days1 Monday )*rd December to Friday *rd of January 0% work days 1

Holidays
Teachers 0and students1 are entitled to the following public holidays during the school year: ),'* ),'" )"th May Visakha Bucha Day th 'st January 5 New Year.s Day ') August 5 Queens birthday '"th 5 '$th April 5 Songkran 0observed1 #th December 5 King.s birthday #th May 5 Coronation Day )#th December( Christmas day *'st December 5 New Year.s Eve

Note: WE staff are entitled to '* public holidays per year/ following the CCSDPT calendar 0subject to change1! As WE staff/ WH teachers do not take all of these holidays off/ since they should be at the school when it is open! However/ they are allowed to take a total of * additional days during the school breaks as compensation for the holidays that they worked! 0i!e! '* WE staff holidays : ', holidays listed above 9 * compensation days1!

Visa Support / Work Permits & Bank Accounts

WE Administrator can provide full(time teachers with paperwork to apply for a Single(Entry Non( Immigrant visa and a work permit after arrival in Thailand! The procedure takes a few months to process the paperwork after the individual has arrived in Thailand! After the paperwork has been procured/ a trip to the Bangkok Immigration office is required for the visa/ and a trip to the Ministry of Labor in Mae Sot is required for the work permit! Visas are valid for approximately +, days/ and if the individual desires to leave the country/ they must apply for a re(entry permit and return to Thailand before their visa expires! Throughout the year/ the WE Administrator will contact teachers when paperwork is needed for visa renewal! It is important to check e(mail regularly/ and respond quickly to these requests! Additionally/ a few times a year/ teachers must present themselves at the Mae Sot Immigration office to renew the visa! WE will reimburse visa costs for coming to Immigration as long as you keep all of your receipts! After getting a work permit/ teachers are able to open a bank account 0or potentially sooner( discuss with the WE Finance team1!

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Professional Development
World Education encourages the professional development of staff! Teachers are granted ) professional days per year for use to attend a conference/ workshop etc! WE Academic Support will try to inform teachers of opportunities for professional development in the region/ when they arise! Additionally/ World Education highly encourages teachers to collaborate across programs and share resources in order to improve the quality of education at all PLE higher education programs! If teachers are interested in taking a teacher study visit to observe-participate in classes with teachers and students in another program/ they can discuss this with WE Academic Support! Finally/ the Curriculum Network has many resources in the - HE Staff Resources ! General Teaching Resources , section that provide teachers with theoretical backgrounds on teaching approaches/ as well as practical tools that teachers can use to differentiate/ create practical assessments/ and use activities to keep students engaged!

Teacher observations
As part of professional development/ teachers will be observed throughout the school year 0Appendix %1! The purpose of these observations is to help teachers improve their teaching and provide any instructional support in terms of curriculum and classroom management! During the first trimester of teaching/ the WE Academic Support and the MNEC Administrator will observe the teacher once/ and following that the teacher can discuss with support staff about how frequently s-he would like to be observed! Another option is for teachers to observe each other! Observing co( teachers has proven highly beneficial due to the fact that they are more familiar with the students and it provides them with the opportunity to understand what and how their co(teacher teaches! This year/ the Mon National Health Committee and MNEC would like to set up cross(program observations with each other.s English classes in order to improve the teaching skills of teachers in both programs!

Monitoring & Evaluation

WE takes great pride in the quality of the Wide Horizons program/ and likes to be informed of the progress being made towards standards/ as well as learning of new innovations and partnerships that are fostered throughout the school year! The following categories are the main ways in which WE and WH monitor and evaluate the school and student progress!

Submission of Grades & SPLs

At the beginning and end of the year/ after teachers have conducted their Pre and Post(Assessments/ they should report these scores to the Coordinator and WE Academic Support and in the SPL Tracking Sheet 0see Curriculum Network 3Higher Ed! Resources41! At the end of the trimester/ teachers should also submit their grades to the Coordinator and Academic Support to check that all students are on track/ and that teachers are given abundant opportunities for students to display the skills they.ve gained!

Monthly Reports
Every month/ the WH Coordinator/ in collaboration with the teachers/ writes a monthly report to be submitted to the WE HEWG! The report provides an opportunity for the WH Staff to share their successes and challenges/ in order that HEWG support staff can help with problem(solving/ and use the information in reporting to their donors! Reports should be submitted in first week of the following month! See Appendix + for Report Template!

School Meetings
Regular meetings are a helpful way for staff members and students to keep each other updated and problem(solve together! This is a suggested list for meeting schedule and topics to be discussed! Some of these meetings are not always feasible based on scheduling/ and as WH builds up partnerships with other organizations 0ex! Khom Loy/ etc!1 and plans outside events 0Student recruitment/ exchange week/ etc!1 the need for other regular meetings-agenda items might arise!
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W hen W eekly

W ho and w here Teachers/ WH coordinator/ WE HE Program Coordinator/ student representative and student note( taker 0at the school/ Mon! "(#:*,1 All participants from weekly meetings plus WE Academic Support 0at school/ Mon! "(#:*,1

W hat

*See Appendix . for Note!taking Discussion Topics & Template' Notes should be submitted to all WH & support staff after each meeting' *See Appendix . for Note!taking Discussion Topics & Template' Notes should be submitted to all WH & support staff after each meeting'

M onthly

'! WE Academic Support 9 Students )! WE Academic Support 9 Individual Teachers *! WE Academic Support 9 Both Teachers

'! Feedback on Curriculum & Teachers )! Observation & Students Feedback 09 Performance Evaluation in *rd month & end of first year1 *! Curriculum Feedback 0from Teachers/ i!e! unit reflections1 & Mapping Session to plan out the next trimester & course editor responsibilities

Student Feedback
WE values the voice of the students and encourages them to take an active role in their learning by providing regular feedback on teachers/ administrative staff/ and curriculum! At the end of each trimester/ Academic Support administers surveys for feedback on course content and teachers for students to complete and compile! Academic Support conducts verbal follow(up sessions with students after receiving the compiled data/ and provides relevant feedback to teachers during their reviews! While these sessions allow for students to raise issues anonymously/ it is also encouraged that teachers provide opportunities throughout the year for students to give feedback! Previous teachers have kept a comment box in the class/ or have done this through student journal reflections!

Teacher Feedback
MNEC and WE also value the voice of their teachers and recognize that the teachers have one of the best windows into the analyzing the effectiveness of the inner(workings of the classroom! Feedback from teachers on the curriculum and course is very helpful as we continue to make improvements! Teachers are encouraged share their feedback in unit reflections on the curriculum network/ in feedback sessions with Academic Support/ and in their performance reviews!

End of Year Documentation & Evaluation

There are quite a few things to do at the end of the school year and on until the new year begins! After closing ceremony at the school/ teachers are expected to work during regular office hours 0&AM(#PM1! In addition to checking in with the WH Coordinator and the WE Support staff/ teachers should be: Assisting with student recruitment 0starting from January-February/ approximately "(# weekends1 Submitting final report cards/ grades/ and final assessments/ and assisting with final monthly report Completing End of Year Evaluation & meeting with Academic Support for final curriculum and course feedback session Completing and meeting with Academic Support for end of year performance evaluation Completing Editor responsibilities on their designated Course of the curriculum! Submitting Contact information for interns and community partners to Academic Support Updating Pre(Orientation Materials and the MNEC Hello Teacher! Guide Preparing handover for new teachers - staff
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Trimester Feedback

Teachers can also assist the School Coordinator in maintaining and organizing student files! This should include: o Student application and all materials o Internship Placement Agreement from recruitment/ including reference o Student final report card o Student contact information o Student SPL card o Copy of student ID - UNHCR number o Recommendation Template from WH staff o Student WH contract At the end of the year it.s necessary to collect student contact information 0including contact information for * next of kin1! It.s best to discuss with the support staff/ however it.s not necessary to keep everything from the students. files after the year is over! For long(term records/ it.s only necessary to keep students. final report card 0with all * semesters1/ contact information and basic stats!

Wide Horizons Staff Roles & Responsibilities

*Note with the aims of PLE/ the following job descriptions may still be modified/ so the responsibilities should be seen as flexible/ and all staff are encouraged to assist where they are needed to create a supportive working community!

WH School Coordinator
Daily Check WH emails Monitor students health & safety 0arrange hospital- police1 Check teachers and students are on time Be willing to teach if necessary School hour 5 Monday to Friday 0from &:,,(+:*, am and *:*,($:*,pm1 Office hour 5 Monday to Friday 0)hours per day between +:*,am(*: *,pm1 as necessary On call/ on campus in case of emergency or discipline needed 5 Monday to Friday 0from $:*,pm 5 &:,,am1 Be at compound 5 Saturday 0+:,,am to ):,,pm1 and Sunday 0):,, to $:,,pm1 Observe students and ensure duties are being completed 0make notes/ records/ and grade1

Weekly Manage the weekly food budget Check with all teachers what materials are needed 0teaching and basic living supplies1 and purchase Coordinate transportation 0trucks with logistics admin for WH as needed1 and visitors At WH ( have a meeting each week with teachers/ student representatives/ and WE HE Program Coordinator 0and WE Academic Support once per month1 to discuss - review and evaluate students behavior/ school issues and check curriculum Monthly Write monthly report/ collect information from all teachers to include/ and e(mail to WE HE Program Coordinator and teachers the first week of the month! Do finances and report to WE Finance Director 0On '# and )# of every month1 Prepare monthly financial advance for food budget/ student projects and local staff salaries Organize guest speakers - trainings/ if necessary Communicate holidays - important dates to teachers - WE HE program coordinator Maintain records - reports on student school projects Organize school compound projects- community involvement 0 ) times in 'st trimester and ) times in )nd trimester1
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Trimester duties Assist students to publish newsletter 0' 5 * times per year1 Grade students on out of class participation Collect report cards - exam results from English and Computer teachers and submit all grades to WE Academic support Plan CBO Partnership day together with WH teachers and WE Higher Education Support Staff Send invitations for CBO Partnership Day Assist teachers with project management class 5 especially organizing logistics 0buying and transporting materials1 for student projects Be available for community project site visits to act as cultural liaison Coordinate the Students in facilitating SuperKidz Camp Organize extracurricular events with school staff/ including EIP - WH students exchange activities Assist with organizing student internships in community organizations Coordinate with the distribution of invitations for opening and closing ceremonies and prepare certificates and diplomas Assist with student recruitment 0'st interviews/ reference check and second interviews1/ Result should be decided on the 'st week of May Assist with teacher recruitment 0if needed1 General Promote positive student behavior and act to prevent and manage negative student behavior Ensure good communication between teachers/ students & local community Support new teachers/ including acting as a cultural advisor to the teachers/ orienting them to life in the migrant community and acting as an interpreter where necessary Maintain old and new students. files and keep records on WH graduates Update school resources/ inventory records/ files and documents Coordinate renovations and rebuilding of school facilities as needed 5 budget Attend Migrant School Headmaster meetings-trainings 0when available1 To organize students. card Hours & Leave It is expected that the WH Coordinator is available to work at all times 0including weekends1/ unless following the protocol below: Must inform WE HE Program Coordinator and all WH staff and students when taking vacation To have a contact person 0who will take care of school compound1 if coordinator is going to take vacation ), Vacation Days Per Year Must take # of these holiday days during Songkran Can take weekends off from end of *rd Trimester until the start of 'st Trimester 0i!e! summer break1 Can take consecutive days off during 'st trimester when teachers are sleeping at the school 0ex! can take off Monday/ Tues/ Wed!/ Thurs! in one week/ but not Fri!/ Sat/ Sun!1

36

WH Computer Teacher
Weekly Teach computer skills $ hours per week 0Microsoft Office/ desktop publisher/ Photoshop/ video editing/ basic website building/ data management/ online search functions/ basic computer care and maintenance1 Prepare lesson plan for every class Take attendance record every class Prepare weekly homework assignments/ examination question papers/ and do marking of all assignments on time Keep statistics of each student.s grades and submit to Coordinator and Academic Support each trimester Document taught lesson plans and resources and e(mail to Academic Support after teaching Attend weekly management meetings with WH staff and student representatives 0Monday "(#:*,PM1 to discuss topics covered in class/ upcoming topics/ and work with English-CD teachers to review ongoing and future curriculum overlap possibilities and upcoming extra( curricular programs or events Meet with students during office hours ) hours per week and answer student e(mails Organize computer files and computer area Check computers to maintain up(to(date virus software and other software-hardware updates as needed and upload new programs! If problems occur/ notify WH coordinator as soon as possible to arrange repairs! Trimester duties Check computers and get security updates/ cleaning/ and send computers to coordinator if repairs are needed Write/ administer and deliver end of trimester exam Write end of trimester report cards for students and submit final grades to Academic Support and coordinator Give students feedback one on one at the end of each trimester based on their exams/ homework/ participation and group work General Act as a supportive member of the WH community & as a role model - mentor for WH students As educator on campus/ model interactive/ cooperative learning with staff and students through a participatory leadership style Represent WH as a respectful member of the migrant community Maintain and promote positive student behavior and act to prevent and manage negative student behavior During class monitor student computer use 0chatting/ Facebook/ downloads/ etc!1 Take disciplinary action with students according to the school discipline plan both individually and with the WH team as needed Suggest improvements for the school Document all curriculum to handover past work and advice to new teachers/ as well as work together with Academic Support to develop the computer curriculum! If absent/ arrange with students/ English-CD teachers/ and coordinator to hold a make(up class If resigning/ give * months advanced notice to Academic Support and participate in recruitment/ orientation/ and training for new computer teacher/ if needed! 37

WH English and Community Development Teachers

Daily Deliver student(centered lessons * hours a day/ # days a week Take attendance record everyday 0or delegate to a student leader1/ and follow(up on absences Give and administer homework daily Deliver supplemental curriculum as agreed upon in weekly meetings and arranged with WH team As educator on campus/ model interactive/ cooperative learning with staff and students through a participatory leadership style Provide links between English and CD curriculum Evaluate students and lessons Act as a role model - mentor for WH students 6at all times7 Be supportive to students needs - concerns - wishes 6at all times7

Weekly Meet with co(teacher to discuss weekly curriculum to maintain cross(curriculum emphasis Hold office hours twice a week for students to check in with the teacher individually Stay in the dorm )(* nights a week 0mandatory for 'st trimester/ optional for following trimesters1 Attend weekly meetings w- WH Coordinator/ teachers/ WE staff/ & student representatives to discuss topics covered in class and topics to be covered next week/ reviewing ongoing and future curriculum overlap possibilities and extra curricular programs - events E(mail Meeting Notes to WH staff and WE support staff Check with WH Coordinator for budget to purchase supplies as school needs Monthly Maintain records for each student in Excel and routinely check - update Complete unit reflections on units taught in the curriculum Supervise and assess students. community development and in(class projects Document/ prepare and administer exams- assessments Coordinate guest speakers and trainers from NGOs and CBOs Submit a summary of the previous month.s classes 0or ' impressionable class1 to WH Coordinator at the end of the month for inclusion in WE monthly report Trimester duties Write/ administer and deliver end of trimester exams & final assessments Write end of trimester report cards with quantitative 0grade1 and qualitative feedback Give students oral feedback in one(on(one sessions at the end of each trimester based on their exams/ homework/ participation and group work Participate in Curriculum Feedback and Planning Sessions with WE Academic Support Make edits to curriculum for completed units of assigned course for editing! Organize and participate in activities/ such as CBO Partnership Day/ Exchange Week with HEWG End of the Year duties Prepare final report cards for WH Coordinator and submit all final results to WE Academic Support Contribute to student recommendation templates Assist coordinator and Academic Support in finalizing student internship placements Participate in the recruitment of students for EIP/ WH/ and GBS for the ),'" ( ),'# school year 0including administering and marking entrance exams and conducting interviews1 Participate in the recruitment of teachers for the ),'"('# school year 0including reviewing resumes and cover letters and conducting interviews with WE Academic Support1 Document and update WH curriculum & orientation materials 0including Hello Teacher! Guide1 General Tutor and counsel students outside of class as needed/ especially in your subject area Develop and instill strong campus culture based on WH values 0openness to work with others & respecting other cultures/ critical thinking and problem solving/ flexibility/ pride/ dedicated work ethic/ creativity/ energy/ English immersion/ etc1 among staff/ students/ community Assist in the management of school life in the WH compound Participate in extra curricular programs and events Facilitate disciplinary action with WH staff to students as needed following the WH Discipline Plan Help maintain meaningful partnerships between local CBOs-NGOs-schools and the Wide Horizons Program through correspondence/ meetings/ joint projects/ and campus events Represent WH and WE as a respectful member of the migrant community

38

World Education Higher Education Support Staff

WE Higher Education Program Coordinator
Sum m ary: The Program Coordinator will work as 3operations manager4 for the implementation of EIP/ and WH! The position will be supported by KRC(EE Academic Support for EIP and WE Academic Support for WH! The Program Coordinator will be responsible for the 3day to day4 decisions concerning budget and logistics for EIP in collaboration with KRC(EE Department of Higher Education 0DHE1! The Program Coordinator will also be responsible for program reporting to World Education Director under PLE and will support the coordination of EIP/ and WH/ program staff and activities! The Program Coordinator will report to World Education Director under the Project for Local Empowerment! Key Responsibilities and Tasks include: '! Coordination / Logistics and Finance: Coordinate regular student transport for EIP and assist KRC(EE DHE in the co(ordination of GBS student transportation Advise & co(operate with KRCEE DHE on the management of EIP budget/ including purchasing supplies and processing receipts Liaise with WE finance department and KRCEE DHE finance department on budgetary issues pertaining to EIP Act as a focal point at WE for issues concerning EIP budget Coordinate logistics for EIP transport of materials and EIP staff in communication with KRC(EE DHE Operate in consultation with KRC(EE DHE & HEWG to ensure planning and coordination of EIP events like exchange week/ closing and opening ceremonies and student certificates/ with the support of the higher education teachers and the HEWG Academic Support Staff Collect weekly meeting notes from MNEC and attend weekly meetings at WH and EIP/ and ensure EIP minutes are disseminated to KRC(EE DHE On behalf of WE/ attend monthly meetings at WH and EIP! Act as primary contact for WH school coordinator/ and for EIP school coordinator in co( operation with KRC(EE DHE )! Reporting and m onitoring Report HEWG activities at WE weekly staff meetings! Follow up with new students to ensure their positive transition into EIP and WH Meet with WH and EIP students monthly to collect feedback regarding teachers. and coordinators. behavior and performance Collect WH intern reports 0sending reminders one week before they are due and following up with students who fail to send them in on time1 and give to WE Academic Support Collect monthly reports from EIP/ WH/and MNEC/ school coordinators-academic staff Write quarterly report for HE Working Group 0capacity development report provided by WE Academic Support in order to be able to complete this task1 *! Support Support HEWG and KRCEE DHE Academic Support in student recruitment Support HEWG and KRC(EE DHE in teacher orientation for EIP and WH Together with HEWG & KRC(EE DHE/ collaborate with teachers to identify and address operational issues such as holiday time/ weekly work hours for teaching staff at EIP and WH Support and advise on the placement of EIP internships Assist with publishing of school newsletters for EIP Assist KRC(EE DHE and WE Academic Support in supporting new teachers for EIP and WH programs/ including acting as a cultural advisor and interpreter if necessary

39

WE Higher Education Academic Support

Summary: The WE Academic Support will report to World Education Director under the Project for Local
Empowerment 0PLE1 and work closely with the KRCEE Academic Support and the WE Higher Education Program Coordinator! The WE Academic Support will be directly responsible for the higher education curriculum for the WH/ EIP/ and MNEC Post(', )nd Year schools and teacher development and intern support for WH/ and MNEC schools! Other responsibilities include CBO development for MNEC/ and program coordination/ evaluation/ documentation/ and reporting for WH and MNEC!

Key Responsibilities and tasks regarding Academic Support for WH & MNEC:
'! Teacher Developm ent Organize and facilitate teacher orientation Provide daily academic support to WH & MNEC teachers as requested Conduct performance appraisals within the first * months of teaching and at the end of year teacher review with WH & MNEC teachers Observe WH & MNEC English and Computer teachers in the classroom at least once in the first * months and then as agreed upon with teacher & facilitate peer observations Collect written student feedback and facilitate feedback sessions with MNEC & WH students at the end of each trimester regarding teacher performance and relay this information to teachers )! Curriculum Developm ent Collect feedback from teachers/ students/ interns/ and CBOs to guide revisions to the existing curriculum Facilitate collection of teacher unit reflections and conduct trimester curriculum feedback meetings with teachers/ discussing plans of action for Course Editors Develop technical specialization curriculum 0Computers/ CD/ T-I/ and Teaching1 with input from teachers/ students/ interns and CBOs Assist MNEC Post(', 'st Year Technical Advisor in the development of curriculum for Post(', 'st Yr! *! Intern Developm ent Provide daily professional support to interns as requested Update and manage the database of interns Review WH quarterly intern reports for completeness and identify problems that need to be addressed or curricular changes that should be made Design and deliver intern workshops * times per year for WH on topics from intern feedback Follow up with remotely located interns Work together with WH Coordinator and WH teachers to plan WH(CBO partnership days Administer and analyze intern and CBO questionnaires/ and continue to update intern policy "! CBO Developm ent Liaise between English teachers and MNEC Administrative Staff daily as requested Work together with MNEC in hiring process for new teachers Assist MNEC in drafting employee contracts and employment policies Meet with MNEC Administrative staff in Sangkhlaburi " times per year to monitor the progress of PLE Handover Collaborate with the Post(', 'st Year Technical Advisor in developing systems for improved teacher and curriculum quality in Mon State! Advise MNEC staff in Nyisar on the developments of new innovations and program improvements Search out potential sub(grant partners to co(implement WH and work with WE director to create a strategic plan for handover of WH responsibilities to sub(grant partner #! Program coordination and docum entation Attend WH weekly meeting once per month and collect weekly meeting notes from MNEC Support teachers/ school coordinators and WE HE Program Coordinator to ensure planning and coordination for academic events like exchange weeks/ ceremonies Support the Teachers and WH Coordinator in the recruitment of new students for WH

40

Appendix One:

Wide Horizons Report Card

Student Name: Subject: Teacher: Year: Trimester:
Homework !!"#! On(going Assessment !!"#!

_______________________________ ' ) *
Cumulative Assessment !!"#! Participation and Attitude !!"#!
TOTAL

Strengths:

Areas for Improvement:

Signed by Student: ___________________________________

Signed by Teacher: ___________________________________ Date: 41

Appendix Two:

Wide Horizons Report Card

Student Name: Subject: Coordinator: Year: Trimester:
Cooking Duty !5! Speaking English !(!

Out of class participation _______________________________ ' )

Community Service !(!

*
Cleaning Duties !5! Respect
TOTAL

Student Projects !5!

!5!

Strengths:

Areas for Improvement:

Signed by student: ________________________________

Signed by Coordinator: ___________________________________ Date:

42

Appendix Three

Out Of Class Participation

'
Cooking Duty Student often misses his-her cooking duty

)
Student sometimes misses his-her cooking duty Student sometimes speaks Karen or Burmese on the school compound Student attends meetings but does not give any suggestions! The student is just filling a seat!

*
Student regularly participates in his-her cooking duty Student regularly speaks English on the school compound

"
In addition to his-her duty/ student helps other groups when asked Student always speaks English/ even off campus when with friends and on weekends! Student actively participates in student project meetings by asking questions/ giving his-her opinion and suggesting new ideas! The student is not often absent from EIP and always seeks permission and notifies the staff when absent! Student participates in community service hours with enthusiasm and develops positive relationships with the community! In addition to the completion of his-her own duties/ student helps other groups when asked! Student speaks with guests when asked! Student helps teachers when asked! Student helps other students when asked!

#
In addition to his-her duty/ student helps other groups without being asked Student actively seeks opportunities to speak English 0example: talking more with teachers etc!1 Student actively participates in meetings/ brings new ideas/ motivates others to participate and provides leadership! The student is not often absent from EIP/ always notifies staff when leaving and works for the school.s benefit when present! Student acts as a role model and demonstrates responsible leadership qualities while enthusiastically participating in community service! In addition to the completion of his-her own duties/ student helps other groups without being asked! Student volunteers to speak with guests! Student provides help to students and staff without being asked!

Speaking English

Student often speaks Karen of Burmese on the school compound

Community Service

Student is sometimes absent from project meetings and does not fulfill his-her responsibilities or complete assigned tasks! Student is off campus for more than three nights a week! Student often leaves without permission or without notifying staff! Student often misses community service!

Student Projects

Student attends meetings and gives his-her opinion when asked!

Presence on Campus

Student sometimes forgets to notify staff when leaving campus!

Student leaves once a week or on weekends and always seeks permission and notifies staff when absent! Student regularly completes community service hours!

Student sometimes misses community service!

Cleaning Duties

Student often does not participate in cleaning duties on the school compound! Student uses impolite words! Student acts inappropriately during guest visits and towards students and staff!

Student sometimes does not participate with his-her cleaning group! Student uses disrespectful language towards friends! Student does not help friends when asked!

Student regularly completes his-her cleaning duties! Student is respectful towards staff/ students and guests and always speaks in a polite manner!

Respect

43

Appendix Four:

Wide Horizons
Final Report Card Student Name: Year: ___________________________
1st Trimester Listening and Speaking Reading and Writing Community Development Computer Class Out of Class Participation 2nd Trimester 3rd Trimester Final Grade

Signed by Student: Signed by All Teachers:

___________________________________ ___________________________________ ___________________________________ ___________________________________

Signed by Coordinator: Date:

___________________________________

44

Appendix Five:

Wide Horizons
Student Performance Level Report Student Name: Year:
Entering Exiting

___________________________
Descriptor of Exiting SPL
Reads and understands a variety of authentic texts on unfamiliar topics related to work or surrounding environment and can determine tone and biases within texts. Interprets most specialized vocabulary using context and word analysis and some figurative language. Understands the difference in meaning for complex verb tenses. Skims and scans a variety of authentic texts and uses a variety of strategies to increase comprehension, including posing and checking predictions, adjusting reading pace. Uses a variety of print and online resources (various websites, reports). Organizes ideas around a familiar topic in a well-developed paragraph, or a few short paragraphs to express opinions, plans, and detailed sequence of events. Writes using familiar vocabulary including words or phrases related to current or world events, compound and complex sentences, intermediate grammatical structures (simple past, some modals, present perfect, comparative adjectives and adverbs) with errors. Uses appropriate punctuation (commas, full stops) with errors. Utilizes pre-writing strategies to organize ideas in a simple outline. Makes several simple grammar, spelling, and punctuation edits, as well as some structural and content changes based on teacher and peer feedback. Notices different writing styles from well-written or exemplary texts for continued learning. Understands more lengthy conversations on familiar topics and some non face-to-face conversations (a telephone call) but with great difficulty. Recognizes vocabulary in everyday conversation and some common idiomatic language. Seeks clarification by requesting clarification or summarizing what was understood. Focuses on chunks of meaning, rather than on individual words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

Reading

Writing

Listening

4-5

Speaking

Signed by Student: Signed by Coordinator: Date:

___________________________________ ___________________________________

Signed by English Teacher: ___________________________________

45

Appendix Six:

Wide Horizons Program (WH) 2013-2014 Academic Year

Recommendation Letter
This letter of recommendation is provided for ____________________Students Name _____________________________

on completion of the academic component of the Wide Horizons Program 2013-2014.

The Wide Horizons Program is a one-year academic and one-year internship program delivered in Mae Sot, Tak, Thailand. The aim of the program is to prepare students to work effectively in community and non-governmental organizations. Students complete an intensive program centered on Community Development, Advanced English language, and Advanced Computer Skills, with an emphasis in areas such as Project Management, Report and Proposal-Writing, Critical Reading, Active Listening and Presentation/ Public Speaking Skills, Excel, InDesign, and basic website-building. Additionally, students complete shortcourse trainings on: Translation and Interpretation and Training of Trainers, and manage multiple projects within the migrant communities. Leadership and Critical-Thought skill development is nurtured throughout the program.

Students noteworthy strengths: -

Students areas to develop:

Recommended on behalf of WH Staff under World Education : WH English Instructor, 2013-14 Name: Signature: Email: WH Computer Instructor, 2013-14 Name: Signature: Email: WH Community Development Instructor, 2013-14 Name: Signature: Email: WH On-site Coordinator, 2013-14 Name: Signature: Email: 46

Appendix Seven:

!"#$%"&'()*"&+#,-./'#/0'1""0)#$2'3%"$24-*,
Teachers Name: Subject: Check List Classroom Environment: 1. Teacher has control of the classroom 2. Students feel comfortable (ask questions, correct the teacher, share ideas) 3. Students listen to each other 4. Students are sitting in mixed groups 5. Everyone can see the board / hear the teacher 6. Teacher is enthusiastic and positive, through tone and body language 7. Students and teacher are engaged Input / Presentation: 1. Objective / learning goals are clear 2. Teaching materials are relevant and helpful 3. Connects the lesson to what students already know, activates prior knowledge 4. Helps students connect material to their lives 5. Content is delivered logically and step by step students have time to process it piece by piece 6. Information is presented in an interesting way that is appropriate for more than one type of learner Process / Understand: 1. Gives clear directions for activity 2. Activity has a clear purpose which relates to the lessons objective 3. Multi-sensory strategy is used for students to process information 4. Gives individual support 5. Checks for understanding (using concept check questions and other assessment tools) 6. Students have time to use new information / material with support (and freedom) 7. Students are encouraged to ask questions (peerpeer especially) Location: Date: Comments / Description

47

Output / Apply: 1. Encourages self-assessment 2. Uses peer assessment 3. Uses multiple assessment techniques (observation, oral, writing etc.) 4. Assessment is focused on the objective of the lesson 5. Gives clear feedback focused on learning throughout class 6. Students are given time / space to use material on their own 7. Adjusts lesson based on information received from formative assessment 8. Allows students to reflect on what theyve learned (follows experiential learning cycle) Areas for improvement Action plans for improvement

48

Appendix Eight:

Weekly Meeting Template

School: Individuals Present: Topic '! Student Issues
0raised by students1

Date:

Discussion Points

Action Plan

)! School materials budget issues

0raised by students or teachers or coordinator1

*! Discipline issues 0in relation

to students/ raised by teachers or coordinator1

"! Update on projects 0any

additional support needed/ logistical or materials wise?1

#! Upcoming extra curricula events Trainings / exchanges $! Curriculum

0Overlaps/ updates/ problems etc!1

%! Upcoming holidays &! Community Updates

0Surrounding community important dates etc!1 +! AOB 0Any Other Business1

49

Appendix Nine:

Monthly Report Format

Wide Horizons Monthly Report by

Date: 1. Introduction: (Coordinator) this should be a paragraph or summary about the migrant environment/ factors affecting the migrant community/ the school/ security etc) 2. Students: (Coordinator) in this section we want to give concrete examples of successes among the students, they can range from test scores, to simple signs of improvement / learning e.g. speaking English outside of the school compound / signs of relationships developing between the students / signs that the students are settling in / attendance rates / etc. It does not need to only focus on inside the classroom. Information for this section will require discussion at a weekly / monthly meeting] Signs of development this month Areas to be improved 3. Teachers: (English Teacher, CD Teacher, and Computer Teacher EACH CONTRIBUTE ONE PARAGRAPH ) Teachers should provide a brief overview of the curriculum taught this month; also something short here for example, something funny in class/ student achievements/ a challenge they faced or the most memorable class they had this month] English Teacher: Community Development Teacher: Computer Teacher: 4. Local Community: (Coordinator) report briefly on MNEC and the local community/ students involvement in the local community/ activities/ events/ collaborative projects/ community involvement in school activities) 5. Extra Curricular Activities:(Coordinator) report briefly if the students have had any extra curricular activities/projects/guest speakers/trainers]
#

6. Challenges & lessons learned: (Coordinator) Information for this section will require discussion at a weekly / monthly meeting) Challenges experienced during this month. Solutions/measures taken or planned. Lessons learned 7. What are the highlights in coordination between the school and the communities/organization/school during this month? (Coordinator)Information for this section will require discussion at a weekly / monthly meeting) Times when you worked together effectively with other groups. 8. (AOB) Any Other Business to report? [in this part you can report if there is anything that has not been covered. ] 50

Appendix Ten: MoU for Students ( WH ( Host Organization Letter of agreement between

*Students$ their host organization and WH must complete this agreement before students are allowed to attend WH'

Wide Horizons, ____________________________, and ____________________________________. (name of student) (name of organization)

Wide Horizons program develops young adults displaced from Burma with the capacity to work for their communities by expanding their English, critical thinking, community development, project management, computer and professional development skills, and supporting them to initiate positive change while maintaining an attitude of continuous learning. The program duration is two years in order to receive a diploma. The first 10 months will be an in-class and practical learning experience where students are guided and supported by teachers. The second year students will work at their mother (original/ host) organization or community to gain the diploma from our program.

In order for students to successfully graduate from the Wide Horizons program, Wide Horizons, students, and host organization agree to the following:
Wide Horizons must1: Provide instructional support for the 10-month in-class course Provide food and accommodation (not including pocket money) for the 10-month period Read student reports and questionnaires to find ways to support students in their work environment Provide periodic trainings/workshops and follow-up visits for students working in their organizations during the second year of the program Students must: Complete the 10-month in-class course, Actively participate in all program activities, Complete the one year internship in their mother/host organization to graduate from the program Submit completed and timely quarterly reports during internship (4 times/year) Attend intern workshops during the internship year (interns in remote locations may be unable to attend) Give program feedback when requested Assist in promotion of the program to future potential students and organizations Host organizations must: Allow student to attend the 10-month course Identify a representative responsible for the student during their internship in the organization Provide appropriate work for the intern during the second year of the program Agree upon an appropriate stipend/benefits for the intern (determined by the organization) Attend a one-day orientation session at Wide Horizons at the beginning of the school year in June 2013 Attend a one-day closing session at Wide Horizons to create a work and evaluation plan for students work in the organization in March 2014 Allow intern to attend intern workshops during the second year of the program Submit a final evaluation of students work upon completion and feedback for the WH program If students should fail to meet the requirements above, they will not receive a diploma from our program. If host organization fail to meet the requirements above, members of that organization will not be considered for acceptance in future student recruitments. We understand our responsibilities and agree to complete the requirements outlined above: ____________________________ Wide Horizons Date- __________________ ___________________________ _________________________ Student Host Organization ________________ _______________

Wide Horizons is not responsible for providing medical care for students or interns who suffer severe injuries or illnesses, or security in case of arrest.

51

Appendix Eleven:

Project for Local Empowerment 0 PLE 1 Overview

Under United States Agency for International Developm ent 0 USAID 1 funding/ the Project for Local Em pow erm ent 0PLE1/ is a four(year initiative/ that was implemented by the International Rescue Committee 0IRC1/ in partnership with Mae Tao Clinic 0MTC1/ the Thailand Burma Border Consortium 0TBBC1/ and W orld Education 0WE1 in December ),''! The objective of the project is to provide impactful and cost(effective humanitarian assistance along the Thailand(Burma border by building the technical/ management/ and leadership capacities of Community(Based Organization 0CBO1 partners to deliver health/ education/ legal/ and protection services/ distribute food and cash transfers/ and advocate for lasting positive change for displaced Burmese! Over the course of the four(year period/ PLE partners will support a staged transition of project leadership and management of service delivery systems to self( sustaining local partners! PLE efforts cover five provinces and nine refugee camps in Thailand and four states and two regions in eastern Burma! W orld Education Thailand under PLE World Education has worked with displaced people in Thailand since '+%# and with displaced Burmese/ camp(based refugees/ and internally displaced persons 0IDPs1 since '+++! In the last '' years/ WE has effectively trained/ supported/ and empowered Burmese refugee schools/ Migrant Learning Centers/ communities/ and CBOs to provide education for ),,/,,, displaced children! In Thailand/ WE has trained more than +/,,, teachers in methodology and skills; ",, school directors; and more than &/,,, parents from more than ', ethnic groups from Burma! Sub(grants and technical assistance have been provided to more than ), education CBOs along the border! W E Higher Education W orking Group under PLE Following on the successes of the USAID(funded and IRC(led Support to Health/ Institution Building/ Education/ and leadership in Policy Dialogue 0SHIELD1 project/ the World Education Higher Education Working group under PLE seeks to help to develop further the skills and knowledge necessary to empower young adults from Burma to be active leaders in their communities and CBOs through its Adaptive Learning Centres 0ALCs1 in Higher Education! The W orld Education Higher Education team supports " ALCs on the Thai ( Burm a border: EN GLISH IM M ERSION PROGRAM 0 EIP 1/ Umphium Mai Refugee Camp EIP has been operating for over + years in Umphium Mai refugee camp! It was started at the request of the camp leadership/ who recognized the need to provide training for the ;best and brightest. refugees from the seven camps along the border! Curriculum is similar to Wide Horizon.s but oriented to the refugee context with an emphasis on translation/ interpretation and teaching! W IDE HORIZONS 0 W H 1 Mae Sot WH started in ),,$ with a vision to develop young adults from CBOs to be able to initiate/ design/ develop/ and manage projects for their communities! English skills are emphasized so that young CBO workers can better communicate with international organizations and funders! Curriculum focuses on community development skills including critical thinking/ computer skills/ translation/ proposal writing/ project design/ human resource management/ and monitoring and evaluation! M on National Education Com m ittee 0 M NEC 1 POST ( Ten / Mon State & Sangklaburi The MNEC Adaptive Learning Center/ partnering with World Education since ),,+/ is a )(year program < in the first year students study in Nyi Sar/ Mon State/ Burma; in the second year students come to Sangkla( buri to attend a rigorous English immersion and teacher training program! Curriculum focuses on school administration/ language teaching skills/ critical thinking/ lesson design/ educational psychology and education in the community! GLOBAL BORDER STUDIES 0 GBS 1/ Nu Po Refugee Camp GBS was founded in ),', by WE/ the Karen Refugee Committee Education Entity 0KRCEE1 and Dundalk Institute of Technology! GBS aims to provide an online program of study to adults from Burma who seek a deeper understanding of human rights issues/ issues of ethnicity/ conflict and peace in order to strengthen the development of their communities! Over the next ) years/ under PLE/ management of the four ALCs will transition across under the complete control of local CBO partners/ through a process of institutional capacity building/ which seeks to build on the successes of SHIELD to raise service delivery/ organizational development/ and local ownership to the next level!

52

Appendix Twelve:
AAPPB ALC ALD ASEAN ASM BGET BGF BHMP BHW BMA BMWEC BPHWT CBO CCSAS CCSDPT CHP CHV CHW CIDKP CoP CPI CPI/ GHAP CRPP CSO CTDCE P DHE DKBA DPRP EGMA EGRA EIP FCOB FP GBV HEWG GBS ICC IDF IDP ILO Assistance Association for Political Prisoners-Burma Adaptive Learning Center Arakan League for Democracy Association of Southeast Asia Aor Sor Mor Border Green Energy Team Border Guard Force Border Health Master Plan Border Health Worker Burma Medical Association Burmese Migrant Workers Education Committee Back Pack Health Worker Team Community-Based Organization Clinical Care for Survivors of Sexual Assault Committee for Coordination of Services to Displaced Persons In Thailand Community Health Post Community Health Volunteer Community Health Worker Committee for Internally Displaced Karen People Chief of Party China Power Investment Community Partners International/Global Health Access Program Council Representing the Peoples Parliament Civil Society Organization Coordination Team for Displaced Childrens Education and Protection Department of Higher Education Democratic Karen Buddhist Army Attorney Generals Department of Peoples Rights Protection and Legal Aid Early Grade Math Assessment Early Grade Reading Assessment English Immersion Program Forum for Community-Based Organizations, Burma Family Planning Gender-Based Violence Higher Education Working Group Global Border Studies International Criminal Court Institutional Development Framework Internally Displaced Person International Labor Org. INEE (I)NGO IR IRC KDA KDHW KED KHRG KIA KIO KnHD KNDP KNLF KNLP KNPLF KNPP KORD KRC

List of Acronyms
Inter-Agency Network for Education in Emergencies (International) NonGovernmental Organization Intermediate Result International Rescue Committee Kachin Defence Army Karen Department of Health and Welfare Karen Education Department Karen Human Rights Group Kachin Independence Army Kachin Independence Organization Karenni Health Department Karenni National Democratic Party Karenni National Liberation Front Kayan New Land Party Karenni National Peoples Liberation Front Karenni National Progressive Party Karen Office for Relief and Development Karen Refugee Committee Karen Refugee Committee Education Entity Karen State Education Assistance Group Karenni Social Welfare and Development Center Karen Teachers Working Group Legal Assistance Center Lawyers Council of Thailand Leadership Development Program Local Empowerment Addressing the Rights of the Displaced Local non-Governmental Organization Level of Effort Migrant Education Monitoring and Evaluation Monitoring and Evaluation Coordinator Migrant Health Network Migrant Learning Center Mon National Education Committee Mon National Health Committee Ministry of Education Ministry of Justice Ministry of Public Health Mon Relief and Development Committee Mon Social Development MRPW G MTC MWAF MWG NDAK NFE NLD OCHA PAC PHO PJO PMG PMP PTA PY RCO RTG SAW SEC SHC SHIELD SHN SDHPH SNLD SPDC SRDC SSA TBBC TCC ToT TPC TPDC UN UNDP UNICEF USAID USDA VOA WE WH YC Network Migrant Rights Promotion Working Group Mae Tao Clinic Myanmar Womens Affairs Federation Migrant Working Group National Defense Army Kachin Non-Formal Education National League for Democracy Office for the Coordination of Humanitarian Affairs Project Advisory Committee Provincial Health Office Provincial Justice Office Project Management Group Performance Management Plan Parent-Teacher Association Project Year Resident Coordinators Office Royal Thai Government Social Action for Women Shan Education Committee Shan Health Committee Support to Health, Institution Building, Education, and Leadership In Policy Dialogue School Health Network Sub-Division Health Promotion Hospital Shan National League for Democracy State Peace and Development Council Shan Relief and Development Committee Shan State Army Thailand Burma Border Consortium Tak Community College Training of Trainers Teacher Preparation Center Township Peace and Development Council United Nations United Nations Development Program United Nations Childrens Fund United States Agency for International Development Union Solidarity and Development Association Voice of America World Education Wide Horizons School Youth Connect

KRCEE KSEAG KSWDC KTWG LAC LCT LDP LEAD LNGO LoE ME M&E M&EC MHN MLC MNEC MNHC MoE MoJ MoPH MRDC MSDN

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