abu dhabi grammar school (canada) - annual inspection report nova scotia international...

EducationandEarlyChildhoodDevelopmentAnnualInspectionReport2018-2019

AnnualInspectionReport

NovaScotiaInternationalPrograms2018-2019NAMEOFSCHOOLAbuDhabiGrammarSchool(Canada)ADDRESSOFSCHOOLTouristClubArea,P.O.Box27161AbuDhabi,UAENAMEOFOWNER/OPERATORFatimaAssadDATEOFINSPECTIONFebruary17–21,2019


ANNUALINSPECTIONREPORTNOVASCOTIAINTERNATIONALPROGRAMS

AbuDhabiGrammarSchool(Canada)

February17–21,2019

OnFebruary17-21,theannual inspectionoftheNovaScotiaProgramwascompletedatAbuDhabiGrammar School (Canada), (AGS) AbuDhabi,UAE. The purpose of the inspectionwas to determinewhether the requirements for the Nova Scotia (NS) Program have been met, according to theagreement between the program operator and the Department of Education and Early ChildhoodDevelopment (the Department). The inspection team, appointed by the International ProgramsDivision at the Department consisted of Sue Taylor-Foley, Executive Director, Education InnovationPrograms and Services, and Dale Armstrong, Director International Programs, who served as theteam’slead.Duringthevisittotheschool,theinspectionteamreviewedthecriteriafortheannualinspection,andmetwiththeNSprincipal,NSteachers,theprogramoperator,supportstaff,studentsandparents.TheNovaScotiaprogramatAGShasanenrolmentof1086students,including869studentsingradeprimarytograde9,and217studentsingrade10tograde12.TheschooloperatesasaprivateschoolandprovidestheNovaScotiaprogramtostudentsfromover50nationalities.AGSbeganofferingtheNScurriculumin1994andisNovaScotia’slongestrunninginternationalprogram.Itoffersabroadandcomprehensive NS curriculum, with courses in English and French, in addition to approved locallydevelopedcoursesinArabicLanguageandIslamicStudies.AGSisarichlydiverseschoolandincludesastudentpopulationthatis9%Canadian.AGSimmediatelygreetsyouwithaninvitingandwelcominglearningenvironment.TheNovaScotiaprogramcontinuestostrengthenwithmanypositivecommentsfromparents,studentsandteachers.Thereareavarietyofextracurricularactivitiesforstudentsofferingsomethingforeveryone.AGSvaluestheArabcultureandhasestablishedanenvironmentwhereallculturesarecelebrated.Morningassembliesincludetheentirestudentbodywithmessagesabouttolerance,kindness,wellness,respect,aswellasareadingfromtheQur’anandthesingingofthenationalanthem.The inspection team would like to thank Abu Dhabi Grammar School (Canada) for its hospitality,cooperationandpreparednessfortheinspectionvisit.


ORGANIZATIONALSTRUCTUREANDPROGRAMMANAGEMENT

1. OrganizationalStructure

The management structure at Abu Dhabi Grammar School (Canada) (AGS) reflects a collaborativeapproachtoleadership.AGSisledbyanadministrativeteamcomprisedofaprincipalandtwovice-principals,withcapablesupportfromaguidancecounsellorandanadmissionsteacherleader.Theyhave added grade and subject leads who organize common planning time for teachers when thestudents at each grade are receiving Arabic and Islamic studies instruction. There are teacherassistantsassignedtoeachclassfromgradeprimarytotwo.The administrative assistants, school security, technology support staff and teacher assistants allcontribute to the organizational structure of the school. The rapport and working relationshipbetween Nova Scotia program staff and local support personnel is positive with a collective goalfocusedonthewellbeingofstudents.Astafforientationandprofessionallearningeventisheldpriortotheschoolyearandisintendedtoclarify roles, responsibilities, expectations and provide commonprofessional learning. Teachers areguided through sessions on cultural competency providedby a lead teacher. Professional learningalsotakesplaceonearlydismissaldaysonceamonthandisorganizedprimarilybytheteachers.Therearetwostudentcouncils;oneatthejuniorhighlevelandoneattheseniorhigh.Theyorganizemonthlyassembliesandthemeeventsforthestudents.AGShas a SchoolAdvisoryCouncil (SAC) thatmeetsmonthly and reviews the School ImprovementPlanandassessmentresults.TheSACiscomprisedof4parentswithchildrenatvariousgradelevels,staffrepresentatives,acommunitymember,andadministration.HavingaSACisacommonpracticeinNovaScotiaandarequirementoftheAbuDhabiDepartmentofEducationandKnowledge(ADEK).Theschoolreachesbeyondthewallsofthebuildingtocreateopportunitiesandpartnershipsthatwillbenefitstudentsandteachers.Theschoolislookingforwardtohosting55RomanianSpecialOlympicsathletesinMarchandselectedstudentsatAGSwillhavealeadershiproleasStudentAmbassadors.

2. Communication

Theincreaseduseoftechnologyhasenhancedcommunicationamongstudents,staffandparents.TheintroductionofaG-Suitedomainacoupleofyearsagohasprovidedconsistentemailaddresses,newwaysforstudentsandteacherstointeractandtoprovidetimelyobservationsandfeedbackonstudent work. It has given parents a new access to the classroom and to the daily work theirson/daughter is engaged in. This has grown to be viewed as a consistent and regular means ofcommunication for all groups. The school website, social media, classroom messaging, teacher


communications,regularstudentprogressupdates,andknowingthatteachersandadministrationatalllevelsatAGSareaccessibleareimportantadditionalinformationandsupportsourcesforparents.Parents and students alike felt that the report card was a confirmation of the progress and workduringthetermandheldnosurprisesforthemintheirNovaScotiacurriculumcourses.Studentsindicatedtheyfeltthattheycouldhaveanexchangeofknowledgewiththeirteachers,andstudents in high school viewed the relationships they were building with their teachers as animportantcomponent intheireducationalsuccess.Studentsandparents felt thatteacherstakethetime to get to know the learning needs of students and to really understand them. The mix ofteacherswasvaluedas itwasrecognizedthattheteachersbringawidevarietyofbackgroundskillsandexperiencetotheschool.Anorientationsessionisarrangedforparentsofstudentsattendingtheschoolforthefirsttimeandinformationsessionsregardingprogramandgraduationrequirementsareorganizedforparentsofstudentsenteringhighschool.Parentsandstudentsappreciatedthesupportofaguidancecounsellorwhenapplyingforpost-secondary.Formalparent-teacherinterviewsreportonstudentprogressandarecarriedoutoverthecourseoftheschoolyearinconjunctionwithreportcards.AGSprovidesparentswithahandbookthatoutlinestheschool’seducationprogramandrelevantschoolpolicies.Students are valued as communicators in the school and they are provided with leadershipopportunities.Theyareselectedtoparticipateinthemorningannouncementsattheopeningoftheschool day. Students continue to comment on the respectful and inclusive daily opening whichinvolvestherecitationofshortversesfromtheQur’an,andtheUAEnationalanthemwiththeraisingoftheflag.Students,staffandparentsallnotedtherespectfulandacceptingclimatethathasbeendevelopedatAGS.Studentsandparents interviewed felt that teachersand the schooladministrationwerevisibleandthattheycouldapproachthemasrequired.Theyviewedtheschoolstaffasproblem-solversandfeltthat everyone works together effectively to resolve any issue that may arise. Several individualsmentioned the family-like atmosphere that has been created at AGS. Parents indicated theyresearchedschools inAbuDhabiandselectedAGSbecauseofthecurriculumbeingofferedandthebalanceofacademicsandwell-being.

3. StudentRecruitmentandAdmissions

Admissions procedures are posted on signage at the entrance to the school and on the schoolwebsite.Theadmissionspolicyisclearandeffectiveandisoverseenbyadesignatedteacherleaderofthe NS program who acts as a registrar. Students are assessed for placement in language skills,mathematics and Arabic. The teacher/registrar who oversees admissions is developingcomprehensivetrackinginformationthatwillbeusefultotheschoolinreflectingonadmissionsand


studentretention atAGS.Theteacher/registrarhassimplifiedtheworkbycreatingspreadsheetsthatwill show trendsover timeandbycreatingchecklists for routine items required for theapplicationprocess. Throughtheongoingworkoftheteacher/registrarandtheadministration,processeshavebeenrefinedandcontinuetodevelop.High school students transferring to AGS meet with the high school vice-principal and guidancecounsellor to consider credits for transfer and determine appropriate placement. The meetingsprovideanopportunitytoshareinformationonprogramcourseofferings,graduationrequirements,andstudentaspirationsbeyondhighschool.The guidance counsellor and the high school vice-principal have an orientation and informationmeetingwiththeparentsofgrade9studentspriortoenteringhighschool.TheNScreditsystemisoutlined and parents leave with an understanding of the graduation requirements. There aresubsequent parent and studentmeetings in grade 10 and 11. The guidance counsellor does creditchecksandmeetswitheachstudent individuallytoassistwithcourseselectionandtodiscusspost-secondaryoptions.During parent meetings, it was evident to the inspection team they understood the graduationrequirementsandtheimportanceofcourseselectionforpost-secondaryoptions.

4. StudentRecords

Student records are securely maintained by the school. Records are developed beginning with anentranceexamandarestoredinaprotectedmanner.Recordsofstudentswhochosenottoattendtheschoolareretainedforapproximatelyoneyearpriortobeingdestroyed.Permanentrecordsaremaintainedinperpetuitybyschooladministrativesupportstaff.The school maintains electronic records in two databases (ADEK and NS PowerSchool) for thepurposesofstudentdemographicsandreporting.

PROGRAMDELIVERYANDSTUDENTASSESSMENT

5. CurriculumImplementationandResources

Teachers have the required resources and curriculum documents to effectively implement thecurriculum. Teachers source open educational resources to support classroom instruction but areremindedtoreviewthetermsofuseforonlinetoolsthathaveasign-upprocess.


Through classroomvisits itwas evident the students are actively engaged in learning and they areclear on the outcomes being taught. Students were observed working in small groups and someclassroomsweresetuptofacilitatevariedinstructionalpractices.Whilemanystudentsinjuniorandsenior grades have been given Chromebooks to better access and facilitate the transformation ofinstruction, general usewasnot systemically evident, however all groups interviewed spoke to theincreaseduseoftechnology,ChromebooksandGoogleClassroom.Curriculum outcomes are made explicit and/or clearly posted in classrooms to help studentsunderstandwhattheyarelearningandthepurposeofthelessons.Teachersgenerallyuseatemplatefor planning learning experiences and are engaged in common planning by grade/subject level.Common planning time tends to focus on lesson planning, sharing and discussing commonassessments. Each group has a teacher leader who is responsible for organizing andminuting themeetings and reviewing assessment results. Resources are often uploaded to a shared drive tofacilitate co-planning and teacher sharing. High leverage practices intentionally included in thecommon planning time and connected to school goals would continue to elevate the focus onimprovedstudentlearning.AGShasleadteacherswhohavetheroleofaninstructionalcoachandhavefocusedtheirsupportonimprovingstudent learning. A leadteacher ingradePrimaryto3,andtwootherswhosupport thecurriculum through theeffective integrationof technology,workwith their teacher colleagues. Bybeing deliberate and intentional about their instructional role, the lead teachers will help elevateteacher practice and ensure consistencywhen there is staff turnover. The lead teachers continuedfocus on the strategies that support the school improvement plan will continue to build capacitywithin the school. The school improvement plan is very detailed and follows the requirements ofADEK.In the elementary classrooms, it is obvious the teachers are working to create literacy richenvironments.Teachersareengagedinformativeassessmentpracticesandusingrunningrecordstoinforminstructionalpractice.ThesupportforstudentsfromtheresourceteacherandtheEnglishasanAdditionalLanguage(EAL)teacherarevaluedbystudentsandteachers.ThebookroomhasplentifulresourcesincludingrequiredtextbooksandmaterialstosupporttheNScurriculum. Teachers indicated they have the required and necessary resources to support theirteachingassignments.AGS has scheduled early dismissal days once amonth for teacher professional learning as well asduring theweekprior to schoolopening.Manyof the topicsare focusedon thegoalsof theADEKschool improvement plan, healthy eating and food awareness, but there are opportunities forprofessional learning in increasing proficiency in the use of technology to support learning. TheCanadianEmbassyalsosupportsteachertrainingthroughworkshopsaboutlivingintheUAEandArabcultural awareness. There has been a focus from multiple levels of government on occupationalhealthandsafety. Thevice-principalshavetakena lead in thisworkand it isbenefiting theschoolenvironment.


Thereareseventeacher leaders(middle leaders)-mathematics(elementaryandsecondary), ITandscience,specialistteachers(music,PE,art,French),languageartsandsocialstudies(elementaryandsecondary), and Arabic. Teachers share information from subject area groupings to grade levelgroupings as appropriate. The principal and vice-principals meet with the teacher leaders twice amonthtodiscussprogress,whatsupportisneeded,anddatatocollectandexamine.AGS has a clear focus on studentwell-being. Staff, students and parents understand that studentlearning is enhancedwhen there are positive relationships. The school activelyworks to promoterespectforself,forothersandschool,andisachievingtheobjectivesinthisarea.Itwasevidentthereisafocusonculturallyresponsivepractices,andtherewasalignmentinhowthiswasdiscussedandviewedbyall.

6. StudentProgressandAchievement Academically AGS students are achieving well on international and Nova Scotia assessments. InwritingandreadingAGSstudentsaregenerallyatoraboveNovaScotiaprovincialaverages. In therecentmockPISAexams,theschoolperformedabovetheUAEaverage.TheschoolisnowpreparingtotakepartintheTIMSS-TrendsinInternationalMathematicsandScienceStudy. Teacherscontinuetoexercise fairassessmentpracticesandprovide flexibleoptions forstudents todemonstratetheirlearning.Theyuseavarietyofassessmentsandprovidemultipleopportunitiesforstudents to demonstrate their learning and focus on the most recent evidence of learning whenassessing students. Teachers collect assessment data from students through observations,conferences, conversations, tests, experiments, labs, presentations, assignments, projects, groupwork, portfolios, journals, reading records and exit assessments. Teachers are increasingly usingGoogle Forms for formative and summative purposes. The use of Google Sites could be exploredfurtherforuseasatoolforstudentportfolios.It is evident from conversations with students and teachers, as well as through classroomobservations, that formativeassessment is a commonandongoingpractice. Students areawareoftheirownlearning,howtheyareassessed,andtheyreceivefrequentformativefeedbackonhowtoimprove. Assessment rubrics are commonly used and students clearly articulated they are veryfamiliar with rubrics and understand how and why they are being assessed. One student stated‘developingasexpectedmeansyouarelearningitatyourlevel,butitislikegoingfromctob’.The school engages in annual commonmathematics assessments to increase the understanding ofhowstudentsareperforming.TeacherssharefoldersinGoogledrivemakingiteasytoaccess,shareandcomment.Therearetestreviewstohelpstudentsknowwhattoexpect.Testsgetreturnedwithcomments,correctionsandsuggestionsforimprovement.Google classroom is used for assignments and students can submit most tests in English online.SciencetestsatsomelevelsareofteninGoogleforms.Thereareongoingcheck-insandparentsare


requestedtosignoffonresults.Whilestudentsknowhowtheywillbemarked,theyindicatedtheycantalktoteachersiftheyhaveaquestionabouttheirmarkoranythingonthetest.Testsarebasedontheoutcomes,therubricsalignwiththeoutcomesandstudentsstatedtheyknowhowtheyareperformingacademically.AGSparticipatesintheDiplômed'étudesenlanguefrançaise(DELF).Thirty-eightgrade9-12studentswroteandpassedtheDELFexam,withonestudentobtainingaremarkableperfectmarkof100-thefirstandtheonlystudenttoscore100%ontheexam.

7. ProgrammingandSupportforStudents

AGS has a well-developed functioning school planning team that meets weekly, comprised ofadministration,guidance,andteachersrepresentingdifferentgradelevels.Theschoolteamprovidessuggestionsforinterventionsandstudentsupport,andtheymaximizetheresourcesavailable.There is a referral process to identify students whomay need additional support or intervention.Possible interventions, supports and strategies are discussed to support the student. Teachersconduct their own classroom assessments to identify areas for support and programming needs.Someexamplesofsupportandinterventioninclude:

● teachersworkingwithsmallgroupsofstudentswhomayrequireextrasupport ● differentiatedmathgroupings ● programsupport(resource)andEALsupport ● studentsprovidedextratimetofinishorwritetestsinaquietoralternatesetting

Thereweremany favourable comments about EAL support, particularly in the AGS context wheremanystudentsrequirethisadditionalsupport.CurrentlyEALsupport isonlyavailabletostudents intheelementary.ThereshouldbeconsiderationtoextendEALandprogramsupporttostudentsinthejuniorandseniorhighastheywouldbenefitgreatly.

8. FacilitiestoSupportLearning

Theschooliswell-equippedtosupportandmaximizestudentlearning.Whilethereislittlespaceforgrowthinthecurrentfootprintoftheschoolallavailablelearningspacesarefullyutilized.Studentsintheelementary,middleandseniorhigharegrouped in theirowndesignatedwings.There isaplayspacefortheyoungerstudentsbutitislimitedanditisindoors.Thereisanopenareafortheolderstudentsandwithoutpropersoundproofing,thenoiseinthatareacanbeexcessive.Withnearly1100studentsintheschool,noiseisafactorthatcaninterferewiththelearningatdifferenttimesoftheday.Therearemanyscheduledbellstosignalbreaksorclasschangeswhichcontributetothenoise.


While challenging, the school should continue to look at the issue of noise baffling and noisereductionwherepossiblethrougheliminatingorreducingbells,andaddingsoundbaffling.The school facility is supported bymany local staffwho support AGS in security, a health clinic, acafeteria, in technology,andclericalandadministrativesupport.Theschoolhas learningspaces forphysicaleducation,includingaswimmingpoolandyoga/dancestudio,agymnasiumandasciencelab.There is a comprehensive video surveillance system throughout the building, and the school has agatedentrancewithsecuritystaff.Thelibraryiswellstockedwithreadingmaterialsofalllevels,andas one student noted ‘there is something in the library for everyone’. The library was recentlyexpanded to include a growing collection of books in Arabic and the inventory of books has beenautomatedtoimprovecirculation.Thelibraryiswellusedbythestudentsandhasfulltimededicatedstaff.Classroomarespaciousenoughtoallowforvariousconfigurationsandgroupings.Intheelementaryclassrooms,studentsaregroupedinpairsorrows,withanopenspaceforwholegrouporsmallgroupinstruction.There isaclassroomforstudentprogrammingsupportandEALsupport.Theschoolhasspace for administrationoffices, a guidanceoffice, a clinic, and rooms for the specialist subjectsofmusic,PEandart.Extracurricular activities are abundant and there is awide rangeof options for students to choosefrom.Allteachingstaffareinvolvedinprovidingandsupervisingextra-curricularactivities.

9. TechnologyIntegration

Theexpandeduseoftechnologyisevidentintheschool.Theintegrationoftechnologyiscontinuingtoexpandandismovingbeyondaproductivitytooltobealearningtool.Studentscommentedontheinfusion and integration of technology as away of being and doing, not as something separate oraddedon.There isdedicatedstudentwifiandthereweremanypositivecommentsthatwifi isverygoodandcontinuestogetbetter.Teachers,studentsandparentsdescribedusagethat illustratedtechnologywasbeingused insometransformativeways. Someexamplesincludepeerediting,formativefeedback,reviewingofwritingdevelopmentandprocessthroughversionhistory.Teachersusetechnologyforgradingandtrackingtheeditingprocess;itisveryusefulintrackingcommonmistakesornotingtrends,andteacherscandesign lessons to address questions and issues. The process of editing becomes very evident andteacherscanassesstheskillsinthewritingprocessusingthetoolsprovided.AGSisadesignatedGoogleschool.WiththeintroductionofChromebooksforstudents ingrade7–12, teachers indicated how it has changed their practice. Teachers access online resources, digitaltextbooks, videos, and the use of G-suite as a helpful way to assist students whomay have beenabsentorwhomayrequirefurtherreview.In senior high mathematics and science, Chromebooks are used to access online texts, the Khan


Academy,andasdigitalcalculators.Technologyisusedtoreviewlabsortoconductvirtual labsandsimulations.Injuniorhighmathematicsstudentsuseonlinetoolsandinteractivecomponents.Students commented that technology has changed and improved significantly over the years.Studentsareeditingtogetherandworkingongroupprojectsorassignmentsinthecloud.Studentsareable to work independently at home with little need for parental home support. Students gaveexamples of creating slide decks, keeping notes in the cloud, and using google classroom as eco-friendlyandsustainable. It is their tool forwriting. Itwasencouraging tohear fromstudents thatthey write frequently in all subject areas. The students at AGS participated in the Hour of Code.TechnologyintegrationatAGShascreatedadifferentwayofthinking.Teachersusegoogleformsanddigitalquizzes,exitslipsandformativeassessments.Thereisaplanforevery grade 7-12 student to keep working with the same device year after year. AGS is nearingcompletionof thatgoal.Studentswork in thecloudwhere theirwork isalwaysaccessible.Parents,students and teachers applauded this plan and spoke of the benefits for learning opportunities intoday’sworld.Studentsarecoding integratedwithphysicaleducationusingspheros;theyaremapping;measuringfloortilesanddistance.Studentsaredevelopingthemindsetof logic,collaboration,sequencingandproblem-solving.Studentsintheelementarygradeshaveaccessto120iPadsand30Chrometablets.Theyareusedforworkingandcollaboratingtogether,incentres,inguidedreadingandmathematics.TheITteachersupportstheearlyelementaryteachersandactsasaninstructionalcoachtohelpwithtechnologyintegrationandlessonplanning.Teachers use PowerSchool and PowerTeacher Pro in the upper elementary and high school forattendance, for Gradebook and for report cards. PowerSchool is used for creating the high schoolschedule. It shouldbenoted thatNovaScotiahas aPowerSchool consultant specifically to supportteachers and principals in the international programs. AGS should be accessing the PowerSchoolconsultanttoprovidesupporttohighschoolschedulingandforotherquestionsorneedsrelatedtothis program. In addition, the school should explore if any efficiencies can be gained by having allteachersrecordtheirownattendanceinPowerSchool.The Nova Scotia curriculum is the first in Canada to introduce a coding strategy P-12. WhileimplementedingradesP-6,codingisstillbeingpilotedinNovaScotiaingrades7and8,andplanningis underway to offer high school graduates with specific competencies the opportunity to earn acodingcertificateupongraduation.AGSiswellpositionedtobe leaders inthisareaandincludethecodingstrategyintheprogram.Suggestionstofurtheradvancetechnologyintegration:

• Continuetobuildoncoding• Consider teacher training connected to and aligned with instructional goals, and with the

supportoftheITteacherleadersascoaches• FollowupwithaplanforparenttrainingontheuseofG-Suite• AccesstheNSPowerSchoolconsultantforsupportinschedulingthehighschool


• Connect with the Executive Lead for coding at the NS Department of Education and EarlyChildhoodDevelopment

• Considercreatingamakerspaceaspartofthecurriculumorasanextracurriculartopromotestudent skill development in technology, coding, mathematics, science and arts in aninterdisciplinarymanner.

TEACHINGANDADMINISTRATIVESTAFF

10. Leadership

The principal at AGS has established a trusting relationship with students, teachers and parentsduringher8yearsasprincipal.Shebrings35+yearsofexperienceineducationtoAGS,bothinNovaScotiaand internationally.Theprincipalhasadeepunderstandingofculturalcompetencyandshemodels culturally responsive pedagogy in her practice. Her focus on inclusion of all ethnicities,backgroundsandnationalitieshascreatedasafeandinclusivelearningenvironment–asentimentthatwas repeatedly echoed by students, teachers and parents. The principal is highly visible andapproachableanditisevidentshehastakenthetimetotrulygettoknowthestudentsatAGS.Sheistobecommendedforcreatingalearningenvironmentwherestudentsfeelasenseofownership,belongingandwell-being.Theprincipalisrespectedbytheparentsanditisevidentshehasawell-established relationship with students and teachers. The principal has established trustingrelationships with the school community as evidenced by comments from parents. Parents feelwelcomeandcommentedpositivelyontheopencommunicationbetweenhomeandschool.TheprincipalhastheoverallresponsibilityforthedeliveryoftheNovaScotiaprogramfortheentireschool, and she is supported by the vice-principals in an administrative team environment. Shecollaborates and works closely with the vice-principals and the guidance counsellor to supportstudents. There is ongoing and frequent communication, and the school administration workscollectivelyandcohesivelyasateam.The principal is responsible to conduct teacher appraisals; a process that is sharedwith the vice-principals.Teachersareengagedingoal-settinglinkedtothegoalsoftheschoolimprovementplan.Teachersareprovidedwithopportunitiesforongoingformativefeedbackthroughouttheappraisalprocess.The principalmaintains strong relationships with ADEK, the Canadian Embassy, and the programoperatorwhosupporttheteachersandstudentsofAGS.

11. TeacherRecruitmentandRetention


Teacherrecruitmentbeginsearlyinthespringandisongoingthroughouttheyear.Theprincipalisactively engaged in teacher recruitment and uses social media as a platform for advertisingpositions. She conducts inperson interviewsaswell as interactive video calls. Theprincipal has aclear understanding of AGS staffing needs and what is required to build a strong program withqualifiedteachers.Teacher retention is enhanced through the provision of incentives such as accommodations, theoptiontoupgradeaccommodationsaftertwoyears,andcompetitivesalaryandbenefits.Many teachersatAGS returnyearafteryearbringingstabilityandcontinuity to theprogram.Theprincipal is to be commended for her ongoing efforts to recruit and retain teachers. Parentscommentedfavourablyontheeffortsmadetomaintainstaffstabilityandcontinuity.Inaddition,theparents and students commented on the quality of teachers that the principal has been able toattractandrecruittotheschool.On a staff of over 60, nearly every teacher has obtained Nova Scotia teacher certification. AllteachersmustobtainNovaScotiacertificationtoteachintheprogram.

SUCCESSFULPRACTICESTheinspectionteamrecognizestheprincipalandstaffofAbuDhabiGrammarSchool(Canada)forthefollowing:

● Providingschoolexperiencesthatgivestudentstheopportunitytoparticipatein leadership

development, demonstration of skills, talents and learning objectives, authenticopportunities to use their oral andwritten language skills, and showcase this learning forothers including parents. This was evident at the Cultural Day where students hadresearchedacountry,createddisplays,activities,sharedfood,danceandmusic.Theeventsin the gymwere student led and a studentwas video recording for later use in Film andVideoclass.

● Another event thatwasmentionedbymanywas the annual Public Speakingevent. ItwasevidentthepridethatindividualshadasstudentsacquiredincreasingfacilitywithEnglishanddisplayedthiswithconfidenceintheirspeeches.

● Theschoolprovidesawiderangeofextracurricularactivitieseachtermofferedandrunbythe teachers. These experiences provide invaluable opportunities to build more informalrelationshipsbetween students and teachers. Bothparent and student groupsmentionedthe school forges friendships and provides opportunities inside and outside of thecurriculum.

● Theschoolhasawelcomingfeelandonestudentdescribeditas“CanadainsideAbuDhabi.”It iscleartheschooltakestheresponsibilitytoteachtheNovaScotiacurriculumandADEKresponsibilitiesseriously.ThishasledtoconfidenceintheeducationbeingprovidedbyAGS


totheirstudents. ● ThereisanEALsupportteacherwhoprovidesnecessaryandneededadditionalsupportto

students.Thisextrasupportshouldbemaintainedandextendedtostudentsinjuniorandseniorhighasnecessary.

Commentsfromstudents

● Curriculumisthesamebutmanycountriesarehereandweareallfriends ● CanadaisinsideAbuDhabi ● Theschoolisaculturepot ● YougetasenseofwhatitwouldbeliketobeinCanada ● Teachersarewelcomingandtheyarenicetoyou.Theyteachyouhowtowork

withothers ● Chromebookswereagoodchoiceandnowyoucanhaveyourown ● Studentemailshasmadecommunicationeasierforallandyoucanemailyour

teacher ● Yougeta1to4scalebasedonpredeterminedcriteria.Teachersknowifyou

plagiarize ● Yougetarubricwithlevelssoyouknowwhattheteacherislookingforandit

helpsyoutoknowandguideyoutogetareasonablemark ● Rubricsshowarangefrompoortoexcellent/theyguidethestudent ● Teacherstelluswhattoexpect;teachersgooverthetest;theyexplain;youcan

talktotheteachers ● WedoourassignmentsonGoogleclassroom;candoschoolworkfromhome ● Wegetprogressreports;weknowwhatwillbeonourreportcards

Commentsfromparents● LearnEnglishfromanativespeaker● ItfeelslikefriendsandfamilyatAGS ● Itisawelcomingenvironment;opencommunicationwithteachers ● AGSbuildsconfidenceinstudentsTheyarenotafraidtoshareideaswith

peopleliketheprincipal ● Teachershelpstudents;wecanemailanyquestionsanytime;theteachers

alwayshavetime ● Thestudentsarehappyhere ● Notsoimportantaboutthemarkbutreallyaboutthestudiessoyoucangeta

goodlifeandcareer

CONSIDERATIONSFORCONTINUOUSIMPROVEMENTInstructional

o Highleveragepracticesintentionallyincludedinthecommonplanningtimeandconnectedtoschool goals will continue to elevate the focus on improved student learning. By being


deliberate and intentional about their instructional role, the lead teacherswill help elevateteacher practice and ensure consistency when there is staff turnover. The lead teacherscontinuedfocusonthestrategiesthatsupporttheschool improvementplanwillcontinuetobuildcapacitywithintheschool.

o ConsiderextendingEALandprogramsupporttostudentsinthejuniorandseniorhighastheywouldbenefitgreatly.

o Whilechallenging,theschoolshouldcontinuetolookattheissueofnoisebafflingandnoisereductionwherepossiblethrougheliminatingorreducingbellsandaddingsoundbaffling.

Technology o theuseofGoogleSitescouldbeexploredfurtherforuseasatoolforstudentportfolios o AGS should be accessing the PowerSchool consultant to provide support to high school

schedulingandforotherquestionsorneedsrelatedPowerSchoolo Continuetobuildoncodingo Consider teacher training connected to and aligned with instructional goals, and with the

supportoftheITteacherleadersascoacheso FollowupwithaplanforparenttrainingontheuseofG-Suiteo ConnectwiththeExecutiveLeadforcodingattheNovaScotiaDepartmentofEducationand

EarlyChildhoodDevelopmento Considercreatingamakerspaceaspartofthecurriculumorasanextracurriculartopromote

student skill development in technology, coding, mathematics, science and arts in aninterdisciplinarymanner.

Requirement

o AllteachersmustobtainNovaScotiacertificationtoteachintheprogram.

ADHERENCETOTHEAGREEMENTFORTHEDELIVERYOFTHENOVASCOTIAPUBLICSCHOOLPROGRAM

The programoperator, FatimaAssad, is responsible for adhering to theAgreement for theDelivery of the Nova Scotia Public School Program. The program operator is furtherresponsible for ensuring that the Nova Scotia program at Abu Dhabi Grammar School(Canada)isofferedinaccordancewiththeNovaScotiaPublicSchoolProgramandmeetstherequirements and expectations described in the Nova Scotia International ProgramsOperationsandProceduresManual.


CanadaboothonCulturalDay


CulturalDay-danceperformance


Studentwork


Morningassembly


Examplesofstudentwork

abu dhabi grammar school (canada) - annual inspection report nova scotia international...

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