About Us

OVERVIEW

IBNU HAZMI INTEGRATED SECONDARY SCHOOL Is a day integrated school, where Madrasa is also prioritized, there will also be Tahfidhul Quran for those students who wills. We will also participate in Qur’an competition (Musabaqah)

ABOUT US

Ibnu Hazmi Integrated Secondary School is an educational institution that is able to compete and contribute to accelerate improvement of the quality of human resources in general. In order to improve better educational outcomes, it would require the presence of an educational innovation as a process of implementing new ideas to transform creative concepts into reality. Integrated Islamic Elementary School is a public school model that combines Islamic teaching system and intensive public schools hours by providing an extra time for students to deepen their religious understanding. Integrated Islamic Primary Schools are considered to have the capacity as Anasirit Taghyiir (agent of changes), precede and direct the changes in social and cultural. This is because the concept of integrated schools is based on the values of the Qur’an and the Hadith that tends to be futuristic. It means the orientation of the schools is to prepare the students in facing the challenges and changes in the future. Therefore, the concept and teaching material are useful concept for the future of the students’ life.

OBJECTIVES

1. Recognize the existence of God, and the interconnectedness of creation in all the things related to a person think, feel, and do (tahud, unity and systems)
2. Having Principle: embrace the principles of moral judgment and a commitment to self-reflection,
3. Self-direction, and moral action, with an emphasis on integrity, honesty, compassion and justice.
4. Knowledgeable, has particularly deep understanding of the main examples and troubleshooting problems of mankind are repeated and the impact of important events and discoveries in the context of human development.
5. Understanding the scope and importance of balance and well-being in one’s personal life and social life and are actively working to build balance and well-being in two lives.
6. have an understanding about the role of good society, cooperation, justice, and friendship in building and maintaining relationships, meaningful relationships among individuals and groups
7. A commitment to a lifestyle consistent with the principles and practice of Islamic practice, especially in their daily interaction with others.
8. has a great sense of care, serve and manage social activities, and is committed to utilizing the life of the world to the hereafter.

METHODOLOGY

• Using creative, innovative and interactive techniques and approaches
• Adopting instructional, investigational and experiential learning approaches
• Applying the 3 Rs: Reading, wRiting and aRithmetic as foundations of learning
• Using the collaborative approach to encourage collective learning through the spirit of brotherhood (Ukhuwwah) and teamwork (Jemaah)
• Technology aided tools and techniques
• Learning is Made To Be Interesting and Easy
• Small student-teacher ration 15:1
• The Tarbiyyah process as the Main Thrust of the Total Student Development

 

OBJECTIVES OF INTEGRATED SCHOOL

• To provide an integrated educational programme suitable for the early development of the child from pre-school to secondary level that produces a wholly practicing Muslim
• To provide a broad spectrum of avenues and opportunities for maximum potential growth to help individuals achieve excellence in all aspects
• To develop the human potential and impart the necessary knowledge in order to build an excellent Ummah.

 

TEACHER’S ETHICS

Performance Character

• Commitment to   continuous improvement
• Goal setting
• Work ethic
• Determination
• Self-confidence
• Initiative
• Creativity

 

Moral/Ethical Character

• Respect
• Responsibility to others
• Love (Compassion)
• Humility
• Integrity
• Justice
• Moral courage

 

Teachers shall understand the meaning of tarbiyah in Islam

Being with the students: they are entrusted with the role of providing a quality of combination between Islamic values and general subjects to all students in the classroom. As a part of ethics, they cannot exhibit favoritism towards any particular student or even show discrimination against any of them. He/she ought to interact with the pupils in an appropriate manner without taking any advantage. They must keep minimum contact with students outside the school premises, and if need arises, it must be related to some school event or function.

Role model and assists the students to be pious muslim and muslimah who are able to understand and practice the Qur’an and Sunnah in their daily life in school, at home, and in their community.

Safety for all student: Apart from making the learners understand the basics of different subjects, it is the teacher’s responsibility to ensure students’ safety by gaining their trust. They have to understand needs of each individual student and report incidences of harassment and bullying that occur within the school premises. Also, if there is a strong doubt of neglect or abuse at home, or when a student discloses any such case, then it must be immediately notified to the right authorities even if the involved student refrains from any such action.

Commitment towards the profession: Anyone who aspires to work in this field must understand ethics related to this profession. They must represent accurate information about their qualifications, certifications of undertaken courses or workshops and required licenses. Representing misleading information just to get entry into this profession can shatter your chances to a great extent. The teachers must report the progress of students and be fair in giving grades for assessments. Manipulating it or purposefully reconstructing student responses can land them with fraudulent charges thus leading to loss of job.

Cooperating with colleagues: To provide a safe environment in the school, all teachers, administrator’s and non-teaching staff that must collaborate to give a rich learning experience for the learners. Every teacher associated with the institution must adhere to the guidelines set by administrators. They must bear in mind to follow expected rules; however, unreasonable it may occur to create a right example in front of students and not disrespect the authorities. In case of disagreement with a colleague over any trivial issue or a topic, the educators must sort out their differences in private. They should not speak negatively for their fellow employees and maintain appropriate relationships with them. In addition to this, the teachers must keep personal and professional life different and abstain from indulging in any adult behaviors.

Interaction with parents and community: Apart from colleagues, the educators must engage in positive interactions with parents or guardians for the child’s future. In case of troublesome parents, the meetings must be conducted under the supervision of administrator or with the help from other teachers. They must not give into unduly demands by parents. Teachers can be regarded as a guiding light as they play an important role in shaping the life of many individuals. They are strong role models and need to have a rational behavior towards the students. Following above ethics will help them in being impartial in their field and do the job honestly with professionalism.

THE ETHICS OF TEACHING

As most people think about their favorite teachers, “ethics” probably does not enter their minds. But ethics is a critical element in teaching and plays an important role in a teacher’s personal and professional life.  A teacher’s ethical stance will govern how he or she instructs and assesses students.  Ethics also will play a role in how a teacher interacts with students, with colleagues, with administrators and with the community at large.  While ethics may not be the first consideration in identifying our favorite teachers, we see the derivatives of a teacher’s ethical stance in our selection.  We may identify a teacher as being “fair” because he or she is ethically dedicated to promoting equality or motivated by concepts of justice. We say that a teacher really “cared” because he or she had a universal respect for human life.

As a beginning teacher, it is important to identify the role that ethics plays in the profession.  It is also critical that you begin to reflect on your own beliefs and consider whether the ethical responsibilities of teaching align with your personal belief structure and values.  Teaching can be a difficult profession.  It requires that individuals be moral exemplars in and out the classroom.  In this module, we will explore the ethical responsibilities of all educators.

Moral Development: There are many ways to examine ethics philosophically. Individuals have the capacity to develop morally over their lifetime.  Individuals initially base their ethical decisions on rules and regulations and act in ways to avoid punishment.   As individuals develop morally, they may eventually reach a stage where their actions are based on universal principles of justice and respect for human life.

Moral Teacher: Teachers should be motivated by a universal respect for human life and also be guided by principles of caring.  In fact, teachers have a fiduciary duty to act in a way that is in the best interest of their students. Teachers stand in a fiduciary position in relationship to their students. Inherent in a fiduciary relationship is an imbalance of power where the students place their trust /confidence in the teachers, who are responsible for caring for their students and respecting their needs.  This overarching responsibility of teachers provides an ethical standard of professional practice to which professional educators must abide and has powerful practical and legal implications for their personal and professional lives.

Professional expectations do not always distinguish between teachers’ on or off-duty conduct.  Accordingly, teachers must act in their private lives in a way that does not undermine their efficacy in the classroom, demean their employing school entity or damage their position as a moral exemplars in the community.  These expectations can be difficult for some new teachers.  For some individuals who are fresh out of college, it may mean changing behaviors that may have been acceptable in a university environment.  Teachers are held to a higher moral standard and must behave in ways that are consistent with community and professional standards as codified in the Pennsylvania’s Code of Professional Practice and Conduct for Educators and the Professional Educator Discipline Act.

Besides being moral exemplars, teachers are also expected to model ethical principles through their pedagogy. Ethical lessons are implicitly communicated by the culture of caring and respect that the teacher creates and enforces as well as by his or her academic decision-making and interactions with students, colleagues, parents and community members.

DRESS CODE

Teachers and staff (muslim and non muslim):

1. Clothing must cover the entire body, only the hands, face and feet may remain visible.
2. The material must not be so thin that one can see through it.
3. The clothing must hang loose so that the shape of the body is not apparent.
4. The design of the clothing must not display any symbols of other faiths.
5. All clothing must be full sleeved and all lower body garments must be loose and covering to the ankles.
6. Skirts must be ankle length and must be loose and flowing.
7. Teachers should not wear overt jewellery or clothing accessories.

Males: According to Islamic teachings, a male must cover what is between his navel and knees at all times while in public. Wearing of casual clothes is not permitted for teaching and non-teaching staff. Jeans and jean style trousers and/or shorts are not permitted. i.e. Suit and ties are expected. Sandals/slippers/thongs must not be worn.

Females: According to Islamic teachings, females are expected to cover their whole body except their face, hands. Our female students wear a hijab therefore as role models, the female staff also wear a hijab or type of head covering and keep their chest area covered at all times. Dress (including footwear) is to be of an office environment standard.