Work at CAISL

CAISL seeks to blend the best from the United States model of education with the best from a variety of national systems. Students take Portuguese as either a foreign or a native language through 10th grade. We have an EAL program for students Grades 1 through 8 and at varying levels of fluency. We are accredited by the Middle States Association (MSA) Commission on Elementary and Secondary Education, and by the International Baccalaureate Organization and operate under permanent license from the Portuguese Ministry of Education.

Almost all of our students go on to university either immediately after high school or after a gap year. This means that we work to challenge the students academically. We don't expect all of the students to achieve A's; we do expect them to learn how to be responsible, to become giving members of the school community, and to push themselves intellectually. Our academic program reflects these goals.

Teachers are actively involved in curriculum writing and there is room for curricular innovation and adaptation at all levels in consultation with colleagues and administrators. Teachers are expected to reach the curricular goals in the ways they deem effective and to communicate their objectives and assessment procedures in a timely and professional manner to students, parents, colleagues, and administrators.

All classes place a premium on communicating effectively and learning the skills of finding and assessing information rather than have having the information handed to them by the teacher.

The IB Diploma Program is available for students in grades 11 and 12 in addition to the American High School Diploma.

Primary/Elementary classes are self-contained for core classes (reading, writing, spelling, math, social studies, science). Specialists teach Portuguese as a Foreign language, Portuguese as a Native Language, Music, Art, Computers, and Physical Education.

As part of their regular assignment, teachers also have lunch/recess duty, attend at least one meeting each week after school, and meet frequently with parents, usually either during their preparation periods or immediately after school.

The first class of the day starts at 08h20 and the last class ends at 15h45.

At CAISL, each teacher strives to exhibit the following 

Expectations of Professional Excellence:

KNOWING

• Has extensive depth and breadth of content knowledge in his/her teaching field allowing him/her to respond to student interest and questions “on the spot.”
• Has extensive knowledge of the academic, social, and emotional development of children and/or adolescents providing him/her with the basis for adapting lessons and providing support.
• Has extensive knowledge of the current developments not only in his/her own academic discipline but in related disciplines, allowing him/her to provide a multi-disciplinary approach to lessons. 
• Has extensive knowledge of current developments in the area of academic, social, and emotional development of children and/or adolescents and applies selected developments to his/her own work
• Demonstrates personal commitment to life-long learning

PLANNING

• Planning includes Goals, Assessments, Learning Activities, Resources, Content, Character Counts, and Reflections. 
• Ensures student learning of the standards and benchmarks adopted by CAISL and takes students beyond them.
• Organization of classroom and lessons shows expertise in planning and adaptability whether working with full-class activities or individualized instruction within the classroom setting.

MANAGING

• Demonstrates mission-consistent discipline in all instances. 
• Sets high—but not uniform—behavioral standards and expectations for all students.
• Develops and maintains a classroom atmosphere in which students are self-directed and which inspires learning.
• Models and promotes well-mannered and respectful interactions with students.
• Provides a caring and safe environment that supports diverse learner needs.

Specific expectations related to the Division of the School are:

Early Childhood Teachers

• To be available IN CLASSROOM from 8:15a.m to supervise children and greet parents
• To attend extra-curricular student-based events
• To have a specific area supervision (break/duty/bus) as assigned
• To have a full-day schedule of student supervision and/or instruction as needed with the youngest students
• To periodically attend extra-curricular events coordinated by colleagues or Parent Support Group.

Elementary Teachers

• To attend Winter Concert, Spring Show, and other extra-curricular student-based events
• To chaperone the  week-long Gredos trip (5th grade teachers and others as needed)
• To periodically attend extra-curricular events coordinated by colleagues or Parent Support Group.
• To have a specific area supervision (break/duty/bus) as assigned
• To have five or six 45-minute periods of instruction including scheduled/emergency subbing as assigned

Middle School Teachers

• To participate in the planning and chaperoning of MS trips and activities which include:

  • "Week without Walls" (6th Grade goes 3 days to Évora, 7th Grade does a five-day trip to the Iberian Peninsula, and 8th Grade goes five days to Gredos)

  • One MS Camping Trip

  • Three MS Dances per year

  • Environmental or community service projects

• To coordinate and plan activities for an Advisory group (as assigned)
• To have a specific area supervision (break/duty/bus) as assigned
• To have five or six periods of instruction including scheduled/emergency subbing as assigned
• To periodically attend extra-curricular events coordinated by colleagues or Parent Support Group.

High School Teachers

• To participate in the planning and chaperoning of HS Trips and that include:

  • Environmental or community service projects

  • Student club(s) or activities such as National Honor Society, Student Council, Community Service, Pi Day, MUN, Scavenger Hunt, etc.

  • Overnight trips when needed.

• To coordinate and plan activities for an Advisory group (as assigned)
• To have a specific area supervision (break/duty/bus) as assigned
• To have five or six periods of instruction including scheduled/emergency subbing as assigned
• To periodically attend extra-curricular events coordinated by colleagues or Parent Support Group.

• Having students of different nationalities
• Great kids
• Supportive colleagues, administration, staff, and parents
• Great Facilities!
• Positive/creative curriculum that allows teacher input and flexibility
• Great outdoors just outside of school with the beautiful Sintra mountains and it's trails and beaches along the Cascais and Sintra shores.

Portugal is an excellent place to live. Outdoors people have beaches, mountains, superb camping and hiking, and a climate among the best in Europe. City people have museums, concerts, medieval villages, and a wide array of cultural activities.

Portugal is a country of contrasts. There are ultra-modern housing developments and shopping malls, with US, British, and German products for sale and first-release movies in English.

There are also quaint villages, breath-taking churches, medieval monuments, and sections of even the capital city in which you will believe you are back 500 years. The night life is active with discos open until the wee hours of the morning.

An excellent meal in a mid-range restaurant will cost about 20-30 euros per person. The stores have everything you could wish to buy, although you will pay a premium for some imported goods. The best food for the lowest prices is found in the weekly farmers’ markets. The public transportation system is excellent with trains, buses, and trolleys taking you anywhere in the country you could wish to go.

Of course, every country has its frustrating elements. Although Portugal is one of the least expensive countries in Europe, some things are expensive relative to salaries. Portugal is also “wrapped in red tape” (to quote one of our teachers). Getting any documents is a lengthy and frustrating process because the procedure for getting “legal” tends to change regularly and without warning.