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Self-Study Visiting Committee Report
Awfaz Global School
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Visiting Team Chair
Ms. Amal Ahen
Members:
Mr. Mohamed Bedair
Mr. Abdelmoniem Sati
Mr. Hani Ibrahim
Mr. Mohamed Sultan
Mr. Khalifa Almukhaini
Ms. Maqboula Alkuwari
Mrs. Aisha Khanji
Visiting
Team
Members
Qatar National School
Accreditation (QNSA)
SELF-STUDY VISITING COMMITTEE REPORT
FOR
Bright FUTURE Pakistani International SCHOOL
S N
A
Q
4th
- 8th
January, 2015
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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Table of Contents
CHAPTER 1: SCHOOL COMMUNITY PROFILE & DATA .......................................................... 2
CHAPTER 2: SELF-STUDY PROCESS & SCHOOL LEARNING RESULTS ...................... 8
CHAPTER 3: ANALYSIS OF STANDARDS & INDICATORS ................................................. 13
STANDARD 1: SCHOOL MANAGEMENT AND LEADERSHIP .................................................... 13
STANDARD 2: EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT .......................... 23
STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS .................................................... 31
STANDARD 4: RESOURCES MANAGEMENT ...................................................................... 42
STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIPS ................................................ 49
CHAPTER 4: THE ACTION PLAN ....................................................................................................... 53
CHAPTER 5: VISITING TEAM COMMENDATIONS & RECOMMENDATIONS ............... 68
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
2
Chapter 1: School Community Profile & Data
School’s Foundation Data
Bright Future Pakistani International School (BFPIS) was established in 1996 as a private school
catering to students from Kindergarten to Grade 12. It aims to help children be confident and
creative builders of their future, and also aims for an atmosphere of cooperation, with respect for
individual differences and community values.
The school broadly follows the British Curriculum adopting Edexcel for IGCSE, AS Level
(Advanced Subsidiary Level) and A Level (Advanced Level) testing, in addition to the Pakistani
Curriculum (Federal Board Exams). For Arabic, Qatar History and Islamic Studies, the school
follows the National Standards of Qatar as set by the Supreme Education Council.
School’s Characteristics and Facilities:
The school consists of three blocks, including 73 class rooms, administration offices, three
science labs (physics, chemistry & biology), library, four ICT Labs, clinic, two exam halls, three
playgrounds, equipped gymnasium and open shaded areas, and staff rooms.
Data on School Staff:
Staff Numbers and Tteachers’ Qqualifications/Eexperiences:
Qualification No. of Teachers
Master's 87
Bachelor's 21
Faculty/Diploma 05
Total 113
The visiting team confirmed during their visit, that all teaching staff is approved by the SEC.
Moreover, the staff experience ranges from one year up to 18 years.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
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Bright Future Pakistani International School
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Staff Tturnover:
During the team visit, it was confirmed by the school that 64 new teachers were employed for the
academic year 2014-2015. On the other hand, 59 teachers left the school for different reasons
including domestic issues, family relocation, and sponsorship complications.
Data on School Students:
Students’ numbers and nationalities:
Based on data provided by the school, students at the school come from different nationalities and
different cultures. They are in total approximately 1819 students. The majority of them are
Pakistani students, while the rest of them belong to 33 other nationalities, of which 13.6 % Arab
with no Qatari students.
Students’ Turnover:
The school stated that 340 students left the school last year. 71 of them have joined universities
while the rest have left the school due to one of the following reasons:
Parents leave of country.
Moving to another school following another curriculum.
It was observed during the visit and in review of the school’s documents that the number of
admitted students has increased sharply. The school admitted 268 new students the past year.
Data on Sschool Aachievements:
Students’ Aacademic Aachievement:
The British curriculum: (Edexcel Exams)
In review of the school’s data on student performance on Edexcel Exams, the visiting team
observed that there is clear improvement in grades 9 and 10, and stability in performance in
grades 11 and 12.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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BRIGHT FUTURE PAKISTANI INTERNATIONAL SCHOOL DOHA-QATAR
Annual Results Statistics SSC SSC - I 2013
Total Number of
Students
Number of Students
Passed %
Number of Students
Failed % Fail
36 100 0 0
SSC - I 2012
Total No: of Students No: of Students
Passed %
No: of Students
Failed% Fail
34 94.1 5.88 2
SSC - II 2013
Total Number of
Students
Number of Students
Passed %
Number of Students
Failed % Fail
31 100 0 0
SSC - II 2012
Total Number of
Students
Number of Students
Passed %
Number of Students
Failed % Fail
43 97.67 2.32 1
The Pakistani Curriculum: (Federal Board):
It was also evidenced during the visit and through review of the school’s documents, that there
is considerable improvement in students’ achievement in the Federal Exams in all grades as
well.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
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Bright Future Pakistani International School
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Bright Future Pakistani International School Doha - Qatar
Annual Result Statistics 2013-14
Class Total No. Passed Failed Passed % Remarks
I - Blue 29 27 2 93
I - Brown 27 27 0 100
I - Green 27 24 3 89
I - Orange 28 23 5 82
I - Pink 26 25 1 97
I - Purple 28 27 1 97
I - Red 28 28 0 100
I - Silver 28 27 1 97
I - White 28 26 2 93
I - Yellow 28 27 1 97
Class Total No. Passed Failed Passed % Remarks
II - Blue 23 22 1 97
II - Green 25 25 0 100
II - Pink 25 23 2 92
II - Red 21 20 1 97
II - Yellow 23 22 1 97
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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Class Total No. Passed Failed Passed % Remarks
III - Blue 21 20 1 97
III - Green 26 26 0 100
III - Pink 25 24 1 97
III - Red 25 24 1 97
III - Yellow 24 24 0 100
Class Total No. Passed Failed Passed % Remarks
IV - Blue 25 24 1 97
IV - Green 30 30 0 100
IV - Pink 30 29 1 97
IV - Red 24 23 1 97
IV - Yellow 23 20 3 87
Class Total No. Passed Failed Passed % Remarks
V - Blue 26 26 0 100
V - Green 26 26 0 100
V - Maroon 25 25 0 100
V - Pink 26 26 0 100
V - Red 25 22 3 88
V - Yellow 25 24 1 97
Qatar National School Accreditation (QNSA)
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Class Total No. Passed Failed Passed % Remarks
VI - Blue 22 21 1 97
VI - Green 22 21 1 97
VI - Maroon 20 20 0 100
VI - Pink 23 23 0 100
VI - Red 20 18 2 90
VI - Yellow 20 20 0 100
Class Total No. Passed Failed Passed % Remarks
VII - Blue 31 30 1 97
VII - Green 32 31 1 97
VII - Pink 30 30 0 100
VII - Red 28 26 2 93
VII - Yellow 29 28 1 97
School Achievements
Additionally, through interviews and review school documents, the visiting team was assured
that students had the opportunities to participate in different activities and competitions.
However, it was also clear to the visiting team that the school needs to further expanding its
activities and co-curricular programs to support the varied students’ needs.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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Chapter 2: Self-Study Process & School Learning Results
Section A: Self Study Process
The school stated that at the beginning of the self-study process in 2013, an orientation session
was conducted to the whole staff to give them a detailed introduction about the process. Later,
regular meetings were held with committees and the leadership team. Guidance from the SEC was
provided during the process.
The school also conveyed that when conducting its self-study, it involved internal departments
and external stakeholders, top and middle management, teachers, administration, students, and
parents to engage them and attain feedback through formal and informal meetings. Five different
teams were formed and one team of leaders was constituted to overview the entire process.
Based on the school self-study, it was found that Bright Future School completed the compilation
of the self-study chapters covering the main standards and their indicators. The visiting team
appreciates and acknowledges the work put worth by Bright Future School in the compilation of
the self-study and in preparation for the visiting team visit. Furthermore, in review of the school
evidence, the visiting team visit, classroom observations, meetings with various school
stakeholders, the visiting team observed that the school conducted training to staff members,
distributed the standards to staff members for review, analyzed all subjects’ results, and
conducted classrooms observations. The school also formed five focus groups in review of the
five standards who reviewed evidence at each subsequent stage. In meetings with the school staff,
it was clearly apparent that there was a strong awareness by the staff of the self-study process.
The school also involved parents through meetings, orientation, SEC questionnaires, and Parent
Teachers Association (PTA).
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
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Bright Future Pakistani International School
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The visiting team through meetings and reviewing school documents found out that the school has
identified most of the strengths and the areas of growth and that the school monitors the
implementation of its action plan.
Section B: Mission & Vision
BFPIS Mission Statement:
Strive for academic excellence & personality grooming through an integrated curriculum in line
with socio-cultural ethos.
BFPIS Vision Statement:
A student centered education process in consonance with the latest technological advancements
coupled with professional development of faculty in line with the school mission.
The School Objectives
Focusing students to develop into confident, active and thoughtful young people who
leave BFPIS well prepared for education and life beyond the school.
Development of the school’s leadership to operate efficiently in accordance with
professional standards of leaders, so that both the leadership and teaching staff become
leaders in their positions.
Provide a well-rounded program of instruction using the best educational practices
appropriate to the academic, cultural, intellectual and social needs of the students.
Provide educational resources for a safe, challenging, tolerant, and supportive learning
environment in which students are actively encouraged to participate.
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Bright Future Pakistani International School
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Prepare students to be independent thinkers, skillful communicators, lifelong learners and
global citizens
Foster a sense of individual responsibility, self-discipline, self-reliance, and respect for
self and others.
Promote a creative, active lifestyle that can support the students in their whole life as a
built in feature.
Orient students to the world of technology and media, developing familiarity, competence,
and awareness of the tools, which they will need as they continue their learning process.
Encourage students, teachers, administration, and parents to play an active role in
promoting educational excellence at the BFPIS.
Achieve exalted standards of teaching through recruitment of highly qualified and
motivated faculty and staff members, whose skills are polished via rigorous and extensive
training programs.
Provide opportunities for the students and staff of BFPIS to strengthen community bonds
through participation in a range of activities and programs.
Encourage acceptance and tolerance to the diversity of moral, traditional, and religious
values.
To ensure physical and metal growth by arranging target oriented extracurricular activities
for the students according to their physiological and psychological requirements.
To promote social responsibility and sense of trustworthy citizenship among the students
through active involvement in serving the community on the campus and in the society
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
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The school conveyed on the process in which it reviewed its vision and mission in Chapter three
in its self-study report and the school involved parents through questionnaires and the
parent/teacher association (PTA). The visiting team found that the school revised its mission to
facilitate it towards its stakeholders. The visiting team encourages the school to put forth greater
efforts to help parents understand them.
Section C: Learning Objectives
Conducive and beneficial academic atmosphere that facilitates better learning
environment.
Academic excellence in the form of better results of the students in class tests, term exams
and external exams.
Critical thinking, creativity and analytical skills among the students.
Enhanced proficiency to exploit the latest technology in positive manner.
Leadership qualities based on self confidence, determination and improved intellectual
level.
Self discipline and sense of responsibility and tolerance among the students.
Organizing skills leading to better time management and use of mental faculties.
Physiological and psychological progress of the students.
Improved social responsibility and better orientation to global challenges and to meet the
cut throat competition in all walks of the life.
Effective comprehension and communication skills coupled with competence to deal with
taxing environment.
Better orientation to cultural, religious and social adaptability.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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The visiting team observed throughout the visit and in meetings with different stakeholders, that
students and parents are aware of the school learning objectives.
It was assured to the visiting team that the learning objectives reflect the school’s mission and
vision. They are measurable and achievable. Most of the school plans and programs support the
school learning objectives which are known and clear to staff and have the ability of some of the
staff to embody them in activities.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
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Chapter 3: Analysis of Standards & Indicators-Strengths & Areas of Growth
STANDARD 1: SCHOOL MANAGEMENT AND LEADERSHIP
1. School Mission and Vision
BFPIS states that it has well defined mission, objectives, and policies. Comprehensive discussions
and thorough deliberations were done before setting the mission and school objectives. It was also
taken care that the mission and objectives serve as a foundation to formulate school strategies to
achieve its growth and academic targets. These objectives and policies are distributed amongst all
staff members, and discussed to monitor continuous progress.
The school states that all policies at the school are designed in line with the SEC’s directives and
guidelines, which reflect the State’s vision to achieve better academic standards as a whole.
BFPIS conveys that it strives for achieving excellence in all facets of the educational process. The
school maintains an extra focus and effort to hire highly qualified and experienced faculty from
different countries.
The school states that the promotion of the mission, objectives, and values is done not only
through a pedagogical process, but actively at school for which it is designed to lead to the
accomplishment of the school vision. The school acknowledges that the management of the
school is responsible for implementing the health and safety policy within the school. The school
organizes a number of extracurricular activities throughout the year.
In reviewing of the school documents and in meetings conducted by the visiting team, it was
made clear that there is a solid involvement by the stakeholders in reviewing and updating
the school mission and vision. This is conducted through a variety of methods including
surveys, meetings, and the Parents’ Teachers Association (PTA) and analyzing data.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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However, the visiting team recommends that the school further develop the understanding of
the mission by parents.
The school’s mission and objectives align with the regulations and vision of the SEC, which
is striving for academic excellence & personality grooming through an integrated curriculum
in line with socio-cultural ethos. It was clear during review of the school’s documents in
comparison the students’ performance with other schools which follow the same British and
Pakistani curriculum, that there is progress in the students’ academic achievement, and that
they attain high rankings in international competitive exams. Moreover, parents and students
interviewed by the visiting team during the school visit expressed their satisfaction
concerning the educational services provided by the school.
The visiting team also supports the school for its great efforts in order to achieve the school
mission, vision, and objectives, through the curriculum offered that meets the educational
needs of the students and improve their knowledge and skills, as well as employing a group
of teachers who are seemingly qualified and experienced. Moreover, in most of the class
observations conducted by the visiting team, it was observed that the teaching practices
applied throughout the school were observed to be of high quality and motivated to student
learning. However, the teaching and learning strategies across classrooms were not consistent
with the school vision and objectives at a very high level, and is in need of greater
diversification of teaching strategies, to cater to all students’ educational needs.
In meeting with the financial department of the school, it was assured that BFIS’s mission
and objectives are attainable and in the range of the school capacity of human and financial
resources. However, although the school has had a budget surplus since 1996, the visiting
team observed that the school is in critical need in hiring of assistants or support teachers in
junior classes to provide extra support to young learners, as well as developing the school’s
Qatar National School Accreditation (QNSA)
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Self-Study Visiting Committee Report
Bright Future Pakistani International School
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facilities for promoting proper extra-curricular activities to enhance students’ learning such
as providing greater resources in the art room and the school library.
The visiting team supports the school in its endeavour to contribute in achieving a safe and
healthy environment through the maintenance of health and safety regulations, which was evident
in the availability of fire extinguishers and exit signs. However, the school’s staff and students
were not trained on the evacuation procedures for emergency incidents. Moreover, it was
observed that the school nurse is working as teacher, and as a result she is overloaded to be
accessible and be aware of medical issues students may have throughout the school day and year.
Discipline and students’ behaviour are well controlled by the school staff that is responsible in
supervising students, who reinforce behavior management across the entire school. It was
observed by the visiting team that teachers send the behavioural report to the discipline committee
who takes the appropriate action pursuant to the school policies. Although the school affirms that
in its self study there is mutual respect between students and teachers, and teachers are good role
models for students, many students complained during interviews about cases of violence and
verbal abuse that occur from some teachers.
The visiting team supports the school in its effort in fostering of self-confidence and motivation
which were observed clearly through class observations, assembly time, and the visiting team’s
meetings with students.
The Student Council plays an integral role also in helping to nurture a positive impact of the
school’s mission, objectives, and vision. Students choose their own leaders and have meetings to
discuss issues that are important to them.
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Self-Study Visiting Committee Report
Bright Future Pakistani International School
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2. Planning and Organisation, Empowerment
BFPIS affirms that academic excellence and orientation of students has always remained in
focus along with their socio cultural growth. The school states that it hires the best quality
teachers within the capacity of available resources, and arranges the latest technology that
may help to raise academic standards of the school. However, more specific definitions of
the priorities needs to be developed to achieve better results.
The school states that it has a well defined organizational structure which defines the chain of
command and span of control. Job descriptions are distributed amongst all staff members and
allow the school to work effectively.
The school also states that all policies are widely circulated amongst the staff through regular
meetings and training workshops. Every day two departments and their teachers meet with
the Vice Principal and concerned coordinators. The Board of Directors provides policy
guidelines and then facilitates the administration to implement the policies, and regular
meetings are conducted between the Board of Directors and the senior management of the
school to devise strategies for improvement.
The school also has an active Parents Teachers’ Association which meets on a regular basis
to appraise the performance of the school management, staff, and students and to give input
to the school administration on their comments and suggestions. Moreover the student
council participates in the highlighting the areas required improvement in the school.
In meetings with the school’s principal and the school’s focus group, the visiting team
observed that the school strives to prioritize its strategies depending on the hierarchy of its
objectives, the academic excellence and orientation of the students, in focus along with their
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
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Bright Future Pakistani International School
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socio cultural growth. The school has prioritized hiring greater qualified and more
experienced teachers to utilize the teaching hours in a more effective manner. The school has
clear plans for which it believes will lead to the achievement of its priorities. It was evident
to the visiting team that the school’s governing body is involved in the school community and
that they provide support to achieve the school mission, objectives, and priorities. Regular
meetings are held to discuss the overall effectiveness of the school, decision making, and to
discuss improvements, taking into consideration the alignment with Supreme Education
Council objectives and orientation of the State of Qatar. However, the visiting team agrees
with the school concerning developing a differentiated plan and programs for each group of
students.
In reviewing of the school documents and in meetings conducted by the visiting team, it was
made clear that the teaching staff and the non-teaching staff worked cooperatively and
collaboratively in developing policy. Stakeholders are made aware of the school’s policies
through handbooks, school website, and staff/parents meetings. The school also orients
teachers with their expected responsibilities through informing them about their job
descriptions.
The school has a mechanism in place for distributing and delegating tasks, for which work is
divided fairly and according to staff capacities and experience in a way that helps facilitating
an accurate and efficient work. There are separate heads for the junior and senior wing which
work directly under supervision of the Principal. The section coordinators are delegated with
responsibility to manage their sections. It was observed that the coordinators are working as
teachers too, which may be an added burden on them. The school needs to ensure that they
are able to properly follow-up on teachers to provide them with the necessary professional
development.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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Through interviews with the staff, students, and parents, they expressed that school
administration allow participation in the school decisions through varied means through
suggestions, e-mail, surveys, or through communication with the PTA and student council.
The management takes into account their suggestions especially in the academic matters.
However, some students and parents expressed that they had repeatedly relayed requests such
as the school need to provide a variety of extra-curricular activities, and that the school has
not responded to their requests and demands.
3. Quality Assurance System: Monitoring, and Follow-up
The school communicates that there is defined mechanism to ensure quality of teaching,
follows ups, and checking academic improvements. , Staff members are observed and
evaluated by the Principal, Vice Principals, coordinators and HODs. Observations/warning or
guidance are given to the teachers as per requirement. Regular rounds and departmental
meetings are conducted in order to ensure that plans are being implemented.
It also states that academic results and other statistics are prepared to assess the quality at the
school. A regular observation and monitoring system is in place and an annual performance
report is also prepared.
Random checking of lesson plans; result analysis of teachers after every exam helps
management to monitor teachers’ performance. Additionally, the regular inspection of
classes is conducted to find out growth areas in an individual’s performance.
The school states that student performance is monitored by their attendance, class tests,
homework, and examination results. Remedial classes are offered to low achieving students.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
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Each teacher focuses on these students in the class. Parents’ teacher meetings are organized
to discuss the progress of a student.
It has been observed by the visiting team through classroom observations, interviews with
stakeholders, and review of school documents that the school has a clear system for
evaluation and appraisal in place, and that it consistently works on monitoring and following
up on school operations. These procedures for monitoring and following up on operations for
teachers and school efficiency are done by the principal, the vice principal, the coordinators
and the subjects’ heads on staff performance to contribute to continuously improving their
performance through parents’ feedback forms, classroom visits, and appraisals. In addition,
new teachers serve a probationary period and are evaluated for performance. Moreover, they
regularly assess the impact of follow-up on the performance to guide in making decisions
concerning the professional development and other aspects of the school’s work. However, it
was clear to the visiting team that teachers are in further need to develop to their skills in
differentiation and using summative assessment in teaching.
The visiting team acknowledges that the school monitors and follows up on students’
performance by assessing their work continuously throughout the academic year, through
assessment records, student reports, interim reports, conducting, analysis and special support
programs. The school also analyzes results of external exams for students. The school also
develops plans to improve students’ performances through different remedial programs.The
principal also reviews the analysis of students’ results on a regular basis, receives feedback
from parents, and utilizes their results to allow teachers to discuss more meaningfully student
progress over the year. This has had a positive impact on improving the academic
achievement of students.
Qatar National School Accreditation (QNSA)
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Self-Study Visiting Committee Report
Bright Future Pakistani International School
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The school also follows up and evaluates school programs, plans, and projects through key
performance indicators and regularly executes, reviews, and amends plans to achieve the
school mission and objectives. However, the visiting team recommends that the school
develop more expansive procedures to measure the success in applying the mission, vision,
and objectives.
School’s Identified Areas of Strength:
1. The school educational mission, vision and objectives are aligned with the State’s
guidelines and the SEC’s plans and programs.
2. The school mission, vision and objectives are supportive of setting up a healthy, safe
and happy environment for all students.
3. The school is committed to the SEC’s regulations, and follows up the work
instructions precisely.
4. There is clear and announced organizational structure, which identifies the level of
leadership, responsibility, and instructional hierarchy.
5. There are clearly communicated regulations, by laws and policies to operate school
work.
6. There is a mechanism for assigning tasks, which contribute in work improvement and
quick accomplishment.
7. There are mechanisms, which facilitate communication among staff.
8. The school atmosphere is positive, cooperative, and with a sense of responsibility.
9. The governing body, while making policies and strategically plans for school,
authorizes the school administration to implement its decisions.
Qatar National School Accreditation (QNSA)
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10. The school leadership ensures that staff are empowered in shared responsibility,
school input, collaborative decision-making, and accountability for teaching and
learning to support students.
11. The quality and efficiency of the regulations of staff accountability is good.
12. The school applies an assessment system for management, staff and school
efficiency.
13. The school monitors and follows up on staff performance to contribute to
continuously improving their performance.
14. School monitors & follows up on student performance.
The visiting team supports points 1, 3, 4, 5, 7, 8, 9, 11, 13 and 14 as areas of strength, and
encouraging the school to maintain the use of good practices regarding these areas so that
they are maintained. However the visiting team strongly recommends that the school
consider all other contended areas of strength as growth areas, as the school is in need to
improve on these points.
School’s Identified Areas of Growth:
1. Design plans for radiation of mission and objectives
2. Stakeholders’ involvement in developing the strategic objectives, which realizes
the school mission and vision.
3. Attainability and reality of school objectives within school capacity –both with
human and financial resources
4. The school priorities are identified and executed effectively to improve and
achieve its mission.
5. There are clear plans (strategic, executive, and/or operational) which lead to the
achievement of the school objectives.
6. The school management involves all stakeholders in decisions-making.
Qatar National School Accreditation (QNSA)
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Self-Study Visiting Committee Report
Bright Future Pakistani International School
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The visiting team agrees with all of the growth areas mentioned in the school self study, in
addition to other areas that are recommended for the school to address in Chapter 5 for this
standard, and encourages the school to further implement its action plan to improve these
areas.
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STANDARD 2: EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT
1. Methods and Pedagogy
According to the school’s self-study, the teaching style and strategies of the teachers is
aligned according to the school’s mission. There are regular meetings and training workshops
which keep the teachers up to date. Teachers maintain their planning files, which includes
daily plans, term plans, and yearly plans. Student assessment records are maintained by
teachers and are sent to parents of senior classes at the end of the month. Teachers involve
students in classroom activities and also in doing worksheets which enhances student’s
creativity and learning abilities. This area needs some further improvement as the school
aims to develop more activities
The school administration concentrates on discipline keenly. There is a discipline committee
which ensures the discipline of the students and who also counsel students if they create
disturbance in classes. This committee communicates discipline issues that arise to the
concerned parents.
Student Assessment is a regular feature of the school. It is recorded by the teachers and
submitted to the exam cell. Parents receive these at the end of each month by e-mail, and at
the end of each term in the form of Result Card.
The visiting team observed that at the beginning of each academic year, the school guides
teachers to be aware of the school’s mission, vision statement and urges them to align
teaching strategies so that they are consistent with the school's mission and vision. In this
aspect, the visiting team observed that the indoor activities, related to teaching and learning,
which are conducted from Kindergarten to year 12 reflect the school mission and vision.
Qatar National School Accreditation (QNSA)
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Teachers follow daily lesson plans for the subjects that are taught. A yearly syllabus plan is
followed and is uploaded in the school portal for student and parent access. Seemingly
Experienced and qualified teachers are recruited from different nationalities. This was
observed to have a positive impact on teaching especially in the core subjects such as
English. Chemistry, Physics, Biology, and ICT.
The school stated that teaching and learning are made effective by the use of a variety of
teaching and learning styles. However in most classes observed by the visiting team, teachers
neither varied their teaching methods to address the needs of the students, nor applied varied
differentiation strategies, even in the lesson plans. This was clearly observed in lower
classes, (years 1- 3).
Teachers are provided with laptops to access school portal for uploading syllabus,
homework, preparing lesson plans and presentations for classes. Moreover, all classrooms
have projector facility where teachers may display presentations, and videos to aid teaching
and learning. The school is equipped with ICT labs which help students to enhance their ICT
skills and use computers for their research in other subjects. Though the school has smart
boards for interactive learning, and there is internet connection in all classrooms the visiting
team members observed that the smart boards were not used effectively.
All classes have mixed ability students therefore the school states that teachers are expected
to produce different sets of worksheets depending on students’ levels. Moreover, the
visiting team members observed that in senior classes, teachers encourage the students to be
independent and responsible learners by asking them to respond to some tasks related to the
subjects they study, learn at their own pace, use ICT, complete homework, or coursework
assignments.
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The visiting team also observed that students are motivated to take part in the lessons'
activities and interschool competitions both academically and in physical education. For
example, in senior classes it has been observed that teachers motivate students to use higher
order thinking skills during the classes in discussions, debates, solving problems, making
suggestions and delivering academic presentations.
During the school visit, it was also observed that the school follows a strict procedure to
maintain discipline and regularly conducts assemblies addressing morals issues. Moreover,
during Islamic lessons teachers teach religious beliefs and morals to Muslim students. As a
result, it has been noticed that the students' behavior during the lessons is good and there is
mutual respect between the teachers and the students in the majority of the observed lessons.
However, some students in junior classes complained of the mistreatment of some teachers
with them during some lessons.
The visiting team observed that the student counselor at the school arranges visits of different
Pakistanis and international universities to guide students towards their future studies. The
school also guides students about acceptance conditions and other requirements to get in to
universities. The school is working on the academic guidance files to guide students for their
future universities according to their abilities. There are regular parents-teachers meetings. In
these meetings, the parents are aware of the aptitude of their child and can discuss with
teacher and Principal about the future plans of the child.
2. Curricular Standards, Quality, and Implementation:
The school conveyed in the self-study, that the curriculum is aligned according to the
students’ future requirements. The curriculum meets the students’ physical, social and
psychological needs as it is methodically set to develop and grow students’ learning abilities
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The school also expressed that each teacher has Term Plan which is submitted in the starting
of each Term but Yearly Plan is submitted at the start of each year to the coordinators, VP's
and Principal. These plans are made by the teachers under the supervision of concerned
HOD. Students are sent to different competition during the academic year to where they have
fared well in most of the Inter School Competitions. Students are also tested by assigning
them different educational projects. There are different educational competitions which are
organized by the school.
The visiting team observed that the curriculum delivered meets the student’s physical, social,
and psychological needs with the different educational levels/programs offered. The school
offers a British Curriculum (testing by EDEXCEL LONDON UK), and a Pakistani
curriculum (Federal Board of Intermediate & Secondary Education Islamabad-Pakistan),
Islamic Studies (Muslim Students only), and Urdu and Pakistan Studies (Pakistani students
only). This is in line with the school mission, vision, and learning results. Furthermore, to
enhance teaching and learning, the school states that it provides both teachers and the
students with the needed resources (text books- CDs- references-extra-curricular activities).
In addition to the planning of the curriculum and associated activities, the school further
designs extension activities for gifted students and low achieving students to support the
curriculum and increase their knowledge base and develop their skills. It was also observed
that there is a plan for the extra-curricular activities to support students’ overall development;
however this plan is not implemented in an effective way. Moreover, although Arabic is a
compulsory subject through grade 7, the syllabus is not designed according to the standards
of the Supreme Education Council., Instead the school has prepared the syllabus based on its
objectives, vision, and mission.
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3. Learning Environment
A large number of classrooms at BFPIS were observed to be spacious well organized, illuminated
& well equipped, with walkways are wide and airy. The classrooms are wide and have enough
capacity to accommodate the number of students. However, some classrooms are not well
organized in terms of enough space to allow for group work and make cooperative learning more
available. Separate areas are available for recreation and entertainment activities.
The visiting team observed that the school provides appropriate and necessary resources to
implement the curriculum. Teachers are given laptops to create lesson plans, assignments,
create power point presentations, make use of online resources and access the school portal.
Classes are equipped with projectors and smart boards to enrich the learning environment.
The labs are provided with the resources that adequately support the curriculum.
The visiting team observed that some samples of students' achievements are displayed;
however some of them are neither varied nor updated at regular intervals. There is a plan for
making use of the school library where the students attend lessons in it based on a timetable.
However it has been observed that the library is not well resourced with a sufficient variety
of reading material, such as books and other resources.
4. Assessments
The school conveyed in its self-study, that it uses various assessment methods to analyze the
level of students’ skills and the success rate of the implied teaching methodologies. The self-
study also stated that various curricular and extracurricular competitions are organized to
foster critical thinking skills to plan objectives. Additionally, teachers are responsible for
varying class activities, assignments, tests, and projects which become part of tools teachers
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use as assessment to measure students’ learning, including formative and summative
assessment.
The school also expressed in its self-study that there is a strong relationship between
curriculum objectives, students’ outcomes, and teaching strategies. Teachers include in their
lesson plans learning outcomes and set t curricular goals which are examined on regular basis
in the weekly tests and also in the Term exams. PTM is a triangular face-to-face meeting
between Parents, Teachers and Students which is organized at regular intervals. It is meant
to ensure appropriate follow-up and feedback to improve students’ performance and
outcomes.
The visiting team observed that there is an assessment policy and the school is keen to
review most of the programs delivered and conduct modifications based on the actual
identified needs of students. Assessment strategies include units and lessons multiple-choice
tests, projects, debates, presentations, oral and written assessments, problem solving
assignments essays, reports, and research. Oral participation is graded in most classes.
Some teachers use appropriate assessment strategies to measure student progress toward
acquiring a specific knowledge or skill. However it was observed that these assessment
strategies were limited in other classes. Some teachers carry out informative assessments in
most of the lessons observed, however, summative assessment was rarely observed in the
majority of the classrooms which the members of the visiting visited. The members of the
visiting team observed that the school reviews examination results each term and the areas of
concern are identified and addressed.
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School’s Identified Areas of Strength:
1. Education Plans.
2. Varied assessment strategies are used.
3. Policy of preserving resources.
4. Student assessment record.
5. Extra-curriculum activity record.
6. Daily plans, term plans and yearly plans.
7. Teachers planning files.
8. Maintenance documents.
9. Worksheets.
Based on what the school stated in the self study and its observations on its own strengths in
this standard,, and after the school visit, the team supports the strengths listed in 1-3-6-8 as
strong areas however, points 2-4-5-7-9 should be reconsidered from the side of the school
because they are observed to be in need of improvement by the visiting team.
School’s Identified Areas of Growth:
1. Providing appropriate and necessary resources to implement the curriculum.
2. Supporting motivation, learning enjoyment in lessons Academic guidance file.
3. Student portfolios and achievements.
4. Distribution of students in the groups according to their Levels.
5. Tours and visit to laps and learning centers.
6. Academic guidance files.
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7. Application of students’ learning and effective use of their knowledge.
8. Provision of appropriate resources to implement the curriculum.
The visiting team supports the school’s identified areas of growth correlated to this standard
in addition to other areas by the visiting team that the school should consider as well as
listed in Chapter 5 of this report.
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STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS
1. Students' Academic Achievement
The school states that it has an organized admissions policy which helps to evaluate the
academic standards of students at the time of admission. An admission test corresponds to
the student age, mental development and level of intellect. This area needs some further
improvement to use the results of admission tests in designing different teaching options for
different levels of the students in the same class.
The school also conveys that teachers use various ways of assessments to identify students’
levels, knowledge, and skills. Formative assessments are used to monitor student learning
and to provide ongoing feedback that is used by instructors. The school examination calendar
consists of two Mid Term Exams and two Term Exams, which provide teachers information
on assessing the academic learning at the end of a specified period. Formal results are
communicated four times in an academic year to parents and the students.
The school states that students are involved in different work projects to improve their
advanced thinking.
The detailed analysis of the results and the student’s performance over a span of time on
internal and external exams shows gradual improvement over the period of time.
Internal and external results are analyzed and weak areas are identified and the management
plans with the teaching faculty in order to rectify and adjust teaching strategies for the
different levels in the school. Formalization of changes in the curriculum is based on the
outcomes of the evaluations.
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The visiting team confirms that students are evaluated when they jointhe school to identify
their academic level
The school has a detailed and comprehensive assessment policy The school examination
cycle consists of two mid-term exams and two end term exams, and teachers assess student
performance regularly through class tests, home assignment, quizzes, worksheets, oral tests,
and end of unit tests which provide an opportunity for teachers to monitor student learning.
The worksheets, written tests and curriculum exercises include higher-order thinking skills
which challenge and develop students’ skills.
Teachers use regular tools of assessment, including quizzes, tests, assignments, discussions,
mid-term and end term exams to measure learning outcomes and monitor students
achievement and by test results from external standardized tests from grade 9 to grade 12.
The exam department analyzes students’ results in all subjects and compares them with
previous ones to measure progress and provide organized testing data with grading systems
after analyzing assessments results for the school academic management and all teachers.
Teachers often revise their plans based on test data and student performance. These data have
been useful to teachers in showing the areas teachers need to modify teaching strategies. Also
teachers use the grading system to design plans for weak students.
Student performance on school assessments is reported to parents four times a year, and
monthly for senior classes. Through class observations, the visiting team observed that most
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of students have solid language and mathematics skills. Students’ results in internal exams
show high level of achievement. Also the results in most external standardized exams with
the Federal Board of Intermediate and Secondary Education, Islamabad-Pakistan and
Edexcel, London from grade 9 to grade 12 show continuous improvement. The school
utilizes the results of international tests in preparing support plans and in improving learning
in the school by providing regular Saturday classes for students from grade 9 to grade12.
However teachers need to use the evaluation results further to improve teaching methods and
taken into greater consideration in lesson planning development and activities planning, to
increase students centered learning.
2. Care for Different Categories of Students
The school expresses in the self-study that the curriculum which is adopted across grade
levels in classes caters to the needs of all, but this area needs significant improvement as
greater modified and differentiated work is needed to instil learning to mixed abilities
classes. Setting individual targets for students on the basis of their academic level is required,
so separate plans for different groups are required to be introduced.
The school clarifies that the Subject Head and Coordinator monitor the implementation of the
syllabus during the monthly subject meetings and the conduction of exams is under the direct
supervision of Vice Principal. The school observed that planning for greater differentiated
learning is needed in addition to greater monitoring across all grade levels and subject areas
The school states that continuous teachers’ sessions are conducted every month to discuss
general areas of improvement in academics and overall learning standards. Along with this,
the staffs also attend external training workshops. However the school observed that more
concerted efforts are required to train the existing and new teachers on acquiring
differentiation skills.
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The results of students with learning difficulties in external and internal examination have
shown significant improvement. At the same time, it is assessed that more concerted effort
and effective planning is to be opted to bring the desired outcomes for students with
disabilities and learning difficulties.
The school also conveyed that it has procedures to appreciate and acknowledge students,
who show excellent academic results. Along with this, students showing good behavior and
active participation in co-curricular activities are also rewarded to set an example for other
students.
This area needs some further improvement as the school aims to introduce more rewards for
to students in order to achieve its objectives of setting high learning standards among
students.
The visiting team observed that the school develops special plans for students with learning
difficulties. Analysis of the assessment results help teachers to identify low achieving
students. Teachers are expected to design a program that includes special worksheets and
assignments for these students. The school also provides optional remedial classes during the
academic year after the school day, three times weekly.
Additionally, talented and gifted students are engaged in extracurricular activities with other
students. These activities are meant to promote and develop their skills in activities such as
debates, mental math, and essay competitions. However the school needs to provide special
programs with clear objectives for talented and gifted students and greater support to students
who are deemed low achieving. The school also needs to evaluate these programs to measure
the effectiveness of these plans and programs on students’ performance.
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The visiting team observed that in most classes, that most teaching strategies are teacher-
centered lessons, and hence the visiting team supports the school’s identified growth area
toward developing teachers’ performance on acquiring and applying differentiation skills in
all subject areas.
The visiting team confirms that the school rewards students who show excellent academic
results, good behaviour, and active participation in co-curricular activities to appreciate and
encourage them.
3. Students’ Discipline and Behavior
The school stated that it has detailed and comprehensive behavior policies, which are
consistently followed in all aspects of the school. Students are informed of these
expectations. Procedures and consequences are also in place for any violations of the school
rules. Parents are informed about any behavior issues.
Stakeholders are also made aware of the discipline policy. It is also incorporated in the
School’s Prospectus, and displayed on notice boards and published on the school website,
and emailed to parents as well.
The school states that, the behavior policy is applied to all students fairly. Moreover, an
electronic data base has been developed to record any discipline violation and behavioral
digressions, so the record is available to all stake holders.
The school identified that there is a need to develop plans for rewarding outstanding students
which will not only encourage but also become a source of motivation to improve their
academics and discipline.
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The school stated that negative behavior is treated firmly and fairly to prevent repeated
infractions. Students’ counselling sessions are also available to students to support behavior
modification when necessary. In case of extreme misconduct, a student is expelled from the
school. Mutual respect is fostered between students and there is a code of conduct for
teachers as well, while interacting with students.
The school states that students are engaged in different in class and outside activities that
promotes discipline, mutual respect, and harmony. Regular morning assemblies are
conducted; speeches and skits are presented by the students themselves in order to promote
the good discipline and high behavioral standards. Different house based co-curricular
activities are also arranged by school, which play an important role to promote positive
behavior.
The visiting team observed that the student behavior policy is in place and most regulations
are being implemented by staff in the school. Class rules are displayed in classrooms and the
behavior policy is informed to parents through the admission process.
The negative behavior is addressed in a systematic way through the discipline committee and
parents are included as necessary. Student council members are involved in monitoring and
tracking students’ behaviors.
In spite of the different nationalities and cultures of students, it was observed during break
time and through lesson observation the mutual respect among students that exists, and that
students behave in a positive way most of the school day time, However the visiting team
was told in students’ meeting that some teachers deal roughly with some students, which was
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also seen by the visiting team. As a result this affects the respect relation between students
and teachers.
Rewards are used frequently to reinforce good behavior and effort. This comes in many
forms including: verbal praise, letters to parents, recognition in assemblies, certificates,
prizes, and the end of year Awards Ceremony.
4. Student Connectedness
The school stated that orientation programs and guided tours, career guidance, and personal
planning activities are arranged in different sessions. Different universities are invited to
come to the school and offer introduction to the senior students regarding the choice of
career. However the school clarified that this area needs some further improvement, as the
school aims to develop a more effective strategy where a formal career guidance and
academic counseling can be provided to students.
The school states that co-curricular activities are on high priority. Various clubs are active
school wide attracting students of various abilities, talents, and interests
The school offers good facilities of indoor sporting activities but lacks a playground due to
non-availability of land.
The school clarifies that the available programs support confidence building and self-esteem
amongst students. In addition, science based projects help students to exhibit talent/ skills
and creativity.
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The school states that each student is provided with an open opportunity to discuss his
academic and other issues with the class teachers and with management as well. Evening
coaching classes are offered to students if there is a need to focus on specific subject areas, as
personalized attention is offered in these sessions. Special classes are offered on Saturdays, at
free cost to students to support pursuit of their academic goals. Records for extra classes are
available in the Coordinator office.
The school aims to encourage students’ participation in different activities which are held at
school. Students’ council has been formulated to ensure students’ involvement in various
school events and extracurricular activities. Students’ support has been availed in
maintaining discipline by arranging different activities such as science and environment
related projects, recreational trips, Sports Day, Qatar National Day and Pakistan Day. BFPIS
has an active students’ council that represents the student body.
The visiting team confirms that the school designs a yearly extra-curricular activities plan.
The plan includes a variety of activities and programs such as inter house sport competitions,
inter-school environmental project, essay writing competition, and painting activities. The
school facilities and resources support the implementation of t most extracurricular activities.
The visiting team commends the school effort towards providing extra playground for
outdoor sporting activities.
The visiting team confirms that the school designs special activities to promote personal
growth and confidence building activities, such as sports competitions, moral sermons which
are delivered by students in the morning assembly, in addition to programs that support
student learning and character development such as mental math competitions, debates
activities, class discussions, and science projects.
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These provide students with valuable opportunities for personal development, for showing
initiative, taking responsibility, and promoting positive behavior, self-esteem and personal
growth.
The school promotes an ‘open door policy’ towards student counseling and professional
career counselors from the universities are invited for career counseling of students.
The school evaluates student involvement, interest and perception by regularly talking to
students; however the school needs to evaluate these programs in systematic ways. It was
observed during the meeting with students and the student council, that the students need
more extra-curricular activities for more numbers of students.
School’s Identified Areas of Strength:
1. Students’ results in international tests show continuous improvement.
2. The school uses evaluation processes regularly to make decisions and develop strategies to
improve students’ learning.
3. The school uses evaluation results to improve teaching methods and meet teachers needs.
4. The school regularly analyses data to evaluate students progress and make informed
decisions related to continuous improvement
5. The student has detailed and comprehensive and behavior policies.
6. The students’ behavior policy is clear and well known to students, parents and staff.
7. The school applies the behavior policy to all students fairly and all times.
8. Students’ negative behavior is treated firmly and fairly to prevent such repeated infraction
of behavior.
9. There is mutual respect between students and teachers and teachers are good role models for
students.
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10. School has in place strategies to nurture self-esteem, confidence, personal growth and
character development.
11. School regularly evaluates the level of student involvement in various school events and
extracurricular activities and student use of support services available to students
12. Student perception of school, events, and support services are generally positive and school
regularly gauges students for their perception of the school and its events
The visiting team supports most of the school’s strength areas; meanwhile there are good efforts in
the points' numbers 2,3,9,11,12 but not as outstanding to be strengths.
School’s Identified Areas of Growth:
1. Introduction of a system to use the evaluation result in differentiation of instruction catered
to all students
2. Development of assessment tool for teacher’s use to identify students' level and skills.
3. Devising ways to facilitate advanced thinking skills for students.
4. Achieve clear and continuous improvement in all subjects over consecutive time spam.
5. Development of positive procedure to report behavior.
6. Develop differentiated plan and programs for each group.
7. Execution and follow up plans to improve students’ performance.
8. Develop plans to improve teachers’ differentiations skills.
9. Design program for students with disabilities and learning difficulties.
10. Develop layout plan for improvement in student’s reward system.
11. Introduction of rewards and incentives for good behavior.
12. Develop activities and programs to promote positive behavior and dealing with negative
behavior
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13. Formulate documentation system for positive student behavior.
14. Develop effective support systems to help students in need of intervention, referral and for
students in general towards career and personal guidance
15. Introduce additional support services in school including extra- curricular activities, support
for students with special needs, that support learning
16. Provision of personalized support for students to support their achievement of curricular
goals.
The visiting team supports the above areas of growth, and recommends more areas of growth in
chapter five of this report.
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STANDARD 4: RESOURCES MANAGEMENT
1. Oversight and Staff Distribution
The school expressed in its self-study, that it has a recruitment policy that enables its Human
Resources, and Academic Council to keep in view the needs of the time regarding academic
growth in the school, and to avoid unnecessary recruitments or to cater the shortage of
teaching staff.
The school also mentions that its classes are assigned according to teachers’ basic
qualification and proficiency levels
The school also stated that it has a salary increments policy, motivation processes, and
allowance policy of which staff is given additional allowances according to the number of
additional tasks assigned to them. The school added that it has developed a proper appraisal
policy as the staff is appraised by 360 degree appraisal method in order to evaluate and
develop efficiency of school staff.
The school states that it has recruited teachers according to the number of students. However,
as the schools mentions it needs to hire assistant /support teachers in junior classes to provide
extra support to young learners as one of the growth targets.
The school states that it has clear leave rules and policies and the rules are strictly followed
in this regard and there are Manual and Computerized Records in possession of every
member of the staff duly issued by the management. Moreover, the school declares that
substitute teachers are arranged from the same department to reduce the academic loss to
students and the burden from the teachers of other departments if such a situation arises.
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The visiting team confirms that the school has a clear staff recruiting policy based on
qualification and skills. In reviewing of school documents, the visiting team found that most
teachers are well- qualified with a master’s degree that was reflected in teachers’
performance and student learning. The school has a committee of subject coordinators, head
of departments, the academic career counselor, the vice principal and the principal to
evaluate the school staff efficiency and provide individual feedback to seek performance
improvement.
It was found that the teacher/student portion is balanced however; there is a need for
providing assistant teachers in the KG stage.
2. Preparation and Staff Professional Development
The school states that it follows a term wise professional training program in which senior
faculty members, school leaders, and external trainers deliver training lectures. Staff
members of the school attend these training sessions in order to enhance their pedagogical
skills. Moreover, along with internal training, the teachers are sent to different training
sessions arranged by the Supreme Education Council, Edexcel, British Council, and other
related agencies as the school declares.
The school also states that it provides induction and on the job training sessions to the new
teachers in the school, and that new teachers are given brief descriptions of the school
policies, rules, and procedures by either the subject head, coordinator, and vice principal. The
school also acknowledges that it also prepares an orientation package for new teachers
guiding them on how to use new technology in class rooms and the school system, and
enables them to gain quick familiarity with the school and its academic process. The school
expressed that it measures the impact of professional development on the academics and their
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respective results using Teachers’ evaluation forms, different follow ups, courses, and
attendance records.
It was clear to the visiting team through staff interviews and reviewing school documents,
that the school has an internal professional development plan in addition to some external
training programs in cooperation with the Supreme Education Council, Edexcel, and British
Council, for a limited number of staff.
The school brings new staff to the school culture by an orientation package that includes;
teachers circular, teacher’s responsibilities, school official forms, and the support provided
from coordinator and heads of departments. It was clear that this orientation program was
well reflected on their performance.
It was also evidenced that teachers are followed up by the principal, the vice principal, and
academic career counselor through formal and non-formal observations to measure the
impact of professional development on their performance. It was observed through class
visits and meetings with teaching staff that most senior classes’ teachers have benefited from
PD session concerning classroom management. However, they still need further professional
development sessions on differentiation and summative assessment.
3. Infrastructure, Equipment, Materials’ Resources Management and Distribution
The school states that its courtyards are being used to offer different sporting activities. The
school also has smart and Interactive Boards in each classroom, science and computer labs, a
school gym, basketball court, out -door play area for juniors, and Intranet and internet are
also available. There are four computer labs available which have 78 computer system
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connected with supervised internet connectivity. The school also has two examination halls,
a conference hall, library, a language center, and new computer labs.
However, the school confirms its struggles due to the absence of a proper playground. The
school also needs to develop a pick up and drop off area for students to ensure their safety,
but is currently limited due to financial restraints. Moreover the E-book facilities in the
school are available for students and teachers references as the school states.
The school has in place safety and security policies. Water sprinklers, fire blankets, fire
extinguishers and all other necessary tools are in place. CC TV cameras have been installed
in classes and corridors to ensure the safety of students and their belongings. Emergency
signs have been indicated and collection points. Also the school mentions that regular
maintaining and inspection records are kept.
The school confirms that it has an emergency room for students’ health care. It organizes
health care programs in order to improve hygienic needs of students. The school’s health care
unit provides medical records of students with chronic ailments for reference as the school
confirms.
The school mentions that it needs further improvements as it needs to provide licenses to the
doctor or nurse, and to keep computerized medical data and updating data on a regular basis.
During the visit and tour around the school, the school was observed to have well-furnished
classrooms provided with appropriate education resources and teachers computers. However,
the ICT laboratories are not equipped with the suitable number of computers and furniture
compared to the number of students. However, the art room is still in need for more facilities.
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The sport facilities include three shaded playground areas. The school provided a gymnastics
hall equipped with all the facilities and tools which has an effective impact on students’
behavior and improving their skills. It was found out through meetings with teachers and
students and direct observation that the library needs to be improved by providing sufficient
number of updated resources and paying attention to the resources in Arabic.
It is also observed that the school maintenance is in place in most of the school areas. The
school has a special technician for computers and technology tools, and contracts with
maintenance. The visiting team found in reviewing of the school’s documents, that the school
has not trained students and staff on evacuation procedures, and has distributed the fire
extinguishers around the school which includes the located assembly points, emergency exits
in the school.
The school does have a nurse who is not licensed, who takes care of the health aspects during
the school day. However, it has assigned the role to a teacher who does not have a license
from the Supreme Health Council, in addition to her classes. The clinic is well equipped and
the required medicines are available.
School’s Identified Areas of Strength:
1. Regular basis updated staff files will help to keep proper track of records of available staff
in school.
2. Properly developed recruitment policy always helps to recruit qualified staff according to
existing vacancies.
3. School uses 360 Degree Appraisal method for evaluation of teachers, which provides
individual feedback to seek improvement in their performance.
4. Proper numbers of teachers are available according to the existing students’ number.
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5. Proper follow up and coverage lessons are available in case of teacher absence which ensure
students’ are learning process is not disturbs due to teacher absence.
6. Regular training lessons improve quality of the teachers and quality of teaching methods
and it help to improve results of students.
7. Proper training sessions are available in order to trained new staff and this will help new
staff to properly adjust to existing system in school.
8. Follow up records and professional developments training records help to evaluate the
teacher’s affectivity.
9. Available facilities in the school premises are in high standard and help to meet students’
educational needs and wants.
10. Fully equipped class room with interactive smart boards, Library with latest technology,
Computer labs with internet facilities, fully facilitated science labs help to meet learning
need of students ‘while having three outdoor play areas and fully equipped gym with latest
electronic play items help to spend students’ leisure time more effective way.
11. Regular maintenances of buildings, furniture and cleaning have arranged pleasant
environment for students in the school.
12. Fully equipped library allow students to gather knowledge using latest technology and help
to increase reading habit among students while getting experience in lending book facility.
13. Safety equipments are well maintained and placed in appropriate places and sign boards are
placed to guide the proper directions.
14. Health care unit in school functioning properly with available doctor.
The visiting team confirmed points (1-2- 3-5 and 10) as areas of strengths but does support the
other points as shown in the report, and will be shown in chapter 5.
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School’s Identified Areas of Growth:
1. Designing of promotion and motivation policy for the staff.
2. Hiring of assistant /support teachers in junior classes to provide extra support to young
learners is one of the growth targets which the management has at its hand.
3. Development of Teacher’s Portfolio.
4. Developing procedures for recording building maintenance.
5. Introduction of book lending system in the library.
6. Developing fire drill practices and maintenance records of safety equipments.
7. Establishing regular playground for school.
8. Hiring of licensed doctor / nurse at medical room.
9. Developing computerized medical data for each student.
The visiting team supports the above areas of growth, and has added more areas of growth in
Chapter 5 of this report.
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STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIPS
1. Parental Involvement and Communication:
The school states that it has an organized communication system with parents to assure that all
future schemes, upcoming plans, and schedules of school are communicated to parents timely
through e-circulars, face to face interaction, Parents’ Council, Board of Trustees, annual open
houses, newsletter, school website, annual open houses and regular Parents – Teachers Meetings,
and phone calls.
The school conveyed that it holds regular parents-teachers conferences which are organized to
provide a platform to parents familiarizing themselves with the progress of their child. Through
these meetings, parents’ feedback is encouraged and kept in records for remedial strategies.
The school added that its mission and objectives were made as component parts in some issues of
newsletters and updated on the school website. To assure that all parents are familiar with the
mission and objectives, the school tried different means like, by printing it on school books and
notebooks, making it an integral part of all school circulars, displaying banners, and stand ups in
the school, etc.
The school states that it organizes a number of activities and programs to involve parents as much
as they can in order to coordinate their efforts with school community. A number of activities are
organized throughout the year such as sports day, annual result day, etc. Orientation sessions are
also arranged to foster better cooperation and understanding amongst parents highlighting the
significance of Pakistan and UK stream of studies.
It was clear to the visiting team that the school communicates with parents using different means
of communication such as emails, circulars, paper invitations, the interactive website, and the
students’ diaries. The school holds four annual regular meetings with parents regarding the
academic aspects of their children to discuss their academic reports and the visiting team was
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assured that the school encourages parents to follow up the academic levels of their students
which positively increased students’ high performance. Moreover, the school organizes
orientation sessions for parents to give both the students and parents the chance to compare and
contrast between the British and the Pakistani curriculum and the advantages of studying each of
them as the school provides both of them.
It was clear to the visiting team that although the school held orientation sessions for parents to
introduce its mission, objectives and policies, parents are still in need to increase their awareness
concerning school’s mission. Moreover, new parents are notified about the school policies and
regulations upon registering their students.
On the other hand, the visiting team observed that although the school has a specific plan for
organizing special activities to increase parents’ involvement, parents’ partnership may be
enhanced, and needs extra efforts. In addition, after reviewing of the school documents, the
visiting team observed that parents’ involvement in the school activities was limited and
recommends the need to provide more activities to encourage parents to participate in different
activities.
The visiting team agrees with the school concerning providing the chances for parents to present
their opinions, and the school’s response to parents complaints, but the school is still in need to
overcome some complaints especially those related to teachers’ turnover.
2. School Community Relations:
The school states it encourages its students and staff to take part in events which may foster
school community partnerships.
The school confirms that its members participate in academic and sports, various activities and
celebrations in the country, such as national day celebrations and Quran competition and Traffic
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Week, Diabetes Walk, School Olympics Program, Anti Doping Campaign, Scouts and Girls
Guides Jamborees and other events. Also, it encourages students to take part in various athletic
events organized by schools and other Olympic organizations.
The school has some activities to communicate with the local institutions mentioned in its
calendar besides the immediate participation with different academic and sports competitions in
the local community.
Similarly, the school organizes orientation sessions for parents to acknowledge them with the
opportunities of taking one of the school curriculums.
The visiting team observed that there should be clear strategies to communicate with various
organizations although some events with the local community are in place and mentioned in the
school calendar. The school has close communication with universities such as Weil Cornell in
order to organize introductory meetings for students. The school also follows the British
curriculum and has a close relation with Edexcel London University. On the other hand, the
school partnership with other schools to exchange experience needs extra effort. Communication
with staff in other schools is still limited and needs to be more active.
The visiting team has recognized that the school communicates with local communities and
participates in some activities held by various state organizations such as the Quran competition,
School Olympic Day, as well as other celebrations such as the National Day of Qatar. Hence, the
school needs to encourage various community organizations to support the school in achieving its
educational goals. Companies and organizations’ attending and sponsoring the school activities
will serve and support it to achieve its educational goals.
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School’s Identified Areas of Strength:
1. Regular communication with parents in different ways.
2. The school organizes activities and programs to promote parental participation in school
life.
3. The school responds quickly to parents complaints.
4. The school encourages parents to follow up on their children academic levels.
5. Parents participate in the different school activities and events.
6. Parents’ satisfaction on school efficiency and competency are overall positive.
7. The school has an effective strategy to encourage community involvement.
8. The school promotes local community activities.
9. There is an effective communication between school staff and community institutions.
The visiting team agrees with the school that points 1 and 4 are strength areas, while other points
are considered as areas of growth, and are in need of being included in the school’s action plan.
School’s Identified Areas of Growth:
1. Increased communication of school’s mission, policies and objectives with parents.
2. The school provides opportunities for parents to discuss their opinions and suggestions
before making any important decisions.
3. Community institutions support the school in achieving the educational objectives.
The visiting team supports the above mentioned areas of growth, and recommends more areas of
growth in chapter 5 of this report.
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Chapter 4: The Action Plan
The school action plan has addressed the growth areas that were mentioned in chapter three after
the analyzing of the main five standards. Most of the growth areas are addressed in the plan and it
contains specific strategies that designed to ensure accomplishment of each part of action plan and
to improve the finding growth areas.
The school identified the personnel responsible and the suitable resources for the implementation
of the strategies and the timeline is mentioned to assess the progress of each task. The school has
a system to follow-up the action plan procedures that leads to achieve most of the goals set by the
school itself. Most of school stakeholders share the responsibility of implementation and follows
up process.
It was also observed that the action plan is attainable and realistic, and the school has a healthy
financial situation as revealed in its latest audited financial statement. The positive financial
position supports the school towards implementing most of the action plan strategies by providing
sufficient resources.
The school has already started implementing most of the action plan tasks within the expected
timeline and still it is following up the achievement of the other tasks of its action plan.
The action plan has been updated three times; in September, October and December 2014,
however the school needs to modify it to consider the visiting team recommendations in Chapter
Five by suitable procedures to improve some areas such as differentiated instruction and
supporting programs for different categories of students.
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ACTION AREA I: EDUCATIONAL LEADERSHIP
Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Radiation and
Promotion the
school mission,
objectives and
its values to
the students,
staff, parents
and
community by
the school
management.
Strategic and
executive
plan to
achieve
objectives
need to be
developed
BOD, and
Principal
Assessing the
Term
Results,
Annual board
Results,
Detail of
students
going to
different
Universities.
June
2015
Flexible Syllabi
for each
Academic year
to achieve
maximum
objectives
Stakeholders
involvement in
developing the
strategic
objectives,
which realizes
the school
mission and
vision
Forming
parents and
stake holders
committee,
BOT
Principal
and vice
Principals
Questionnair
e and
surveys for
parents and
BOT
June
2015
Feedback from
parents,
Attendance of
BOT, Survey
feedback
Minutes of
Board of
Trustees
meeting
Attainability
and reality of
school
objectives
within school
capacity –both
with human
and financial
resources
Setting
priorities
plans Staff,
BOT,
academic
council, HOD
meetings,
evaluation of
mission and
objectives
Principal,
Vice
Principal,
Wing
coordinators
and HODS
Planning of
syllabus for
academic
session,
Weekly
planners,
Planning of
Co curricular
activities
Dec
2014
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Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Creating
positive
impact of
vision and
objectives on
student
behavior and
its attainment.
KPI’s for
school needs
to be
developed
Wing
coordinators
, Discipline
Committee
Records of
Students'
behaviour
Sep 2015 Counseling and
guidance
departments
Impact of
school mission,
vision and
objectives
which are
reflected
through
teaching
quality and
teacher’s
dedication.
Teachers'
Training
programs,
Using
modern
Teaching
Resources
Principal,
Vice
Principal
External
Resource
persons for
seminars
Follow up by
principal,
Vice Principal
and Wing
Coordinators
Clear
strategic,
executive plan
which lead to
the
achievement
of school
objectives
Strategic and
executive
plan to
achieve
objectives
need to be
developed
BOD and
Principal
N/A Sep2015
Setting
priorities to
execute
effectively and
achieve its
mission
Setting
priorities
plans Staff,
BOT,
academic
council, HOD
meetings,
evaluation of
mission and
objectives
Principal,
Vice
Principal,
Wing
coordinators
and HODS
N/A Dec
2014
Minutes of
meetings
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Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Follows up
and evaluation
of the
programs,
plans and
projects
through KPI’s
KPI’s for
school needs
to be
developed
Wing
coordinator
Plans and
projects.
Follow up
forms.
Student’s
portfolios.
Mechanism
of follow up
and
evaluation of
plans and
programs
Sep 2015
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ACTION AREA II: EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT
Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Providing
appropriate
and
necessary
resources to
implement
the
curriculum.
Introducing
more
interactive
teaching
exercises,
Increasing
students –
teachers
contact hours
Vice
Principals
Internet
Provision in
classrooms
Activity
Books
May2015 Academic
Plans
Seminars
Presentations
Home
assignments
Term Wise
performance
reports
Supporting
motivation,
Learning and
enjoyment in
the lessons
Introducing
students
rewards
Appointments
Vice
Principal
Subject
Heads
Quizzes,
Interactive
exercises,
Creative
work
May, 2015 Teachers
Lesson
Plans,
Yearly
syllabus
Term
syllabus
break down,
Weekly
dairies
Student
portfolios
and
achievements
Keeping a
details record
of students to
group them
and then form
academic plans
according to
their needs
Exam Cell
Secretary
Coordinators
Students
File
Evaluation
Results
March,
2015
Collection of
students data
Class
teachers
records
Distribution
of students in
the groups
according to
their levels
Use evaluation
results to
differentiate
students
Exam Cell
Academic
Advisor
Students
Results
Differentiati
on Policy
May, 2015 Academic
Meetings
Academic
Advisor time
line chart
More tours
and visit to
labs and
learning
centers
Giving more
orientation and
practical
outcome to
learning
process
Coordinators
Activity
Committee
Additional
working
hours,
Extra
finances
March,
2015
Calendar of
Events
Number of
proposed
visits
Lab time
table
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Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Academic
Guidance
File
Academic
Councilor is to
be hired to
provide
academic
guidance to
students and to
deal with
universities for
their further
education
Principal Government
approvals,
Hiring
Committee
Dec, 2014 Job
Description
Office File
Data for
counseling
sessions
Application
of students’
learning and
effective use
of their
knowledge
Educational
trips
Presentation
Seminars
Exhibitions
Projects
HODs Lab
Equipment
Interactive
Boards
Study trips
March
2015
Students’
Participation
Record
Students’
Projects
Awards in
competitions
Provision of
appropriate
and
necessary
resources to
implement
the
curriculum.
Introducing
more
interactive
teaching
exercises,
Increasing
students –
teachers
contact hours,
Vice
Principals
School
budget,
Latest IT
facilities,
Activity
Books
Sep 2015 Academic
Plans
Seminars
Presentations
Home
assignments
Term Wise
performance
reports
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ACTION AREA III: DEVELOPMENT AND CARE FOR LEARNERS
Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Introduction of
a system to use
the evaluation
result in
differentiation
of instruction
catered to all
students
Introducing
1.Diffrentiati
on policy
2 Grading
scale in each
subject
3.Problem
solving
method
4.Home
Assignment
Teachers
Class
coordinators
HOD,S
1.Diffrentitate
d lesson plans
2.Activity
Books
3. Separate
home
assignments
May,
2015
1.Lesson Plans
2.Seminar
3.Presentation
4.Evaluations
Term wise
performanc
e reports
Development of
assessment tools
for teacher’s
use to identify
students level
and skills.
Home
assignments,
Workbooks,
IT based
projects
Academic
Committee,
Coordinator
HODS
IT
Department
Computer labs,
Printing
materials,
May,
2015
Quizzes
Term wise
lesson plans
Monitoring
proforma,
Evaluation
reports
Devising ways
to facilitate
advanced
thinking skills
for students.
Ensuring
creativity by
making it
integral part
of
curriculum.
Mental Math
Puzzle and
activity based
exercises
HODs
Subject
Teachers
Internet
facility,
Library
May,
2015
Yearly
planning
Time line
chart for
activities
Achieving clear
and continuous
improvement in
all subjects over
consecutive
time spam.
Revision
programs
Crash courses
Additional
support
classes
Coord
Exam Cell
Subject
teachers
Additional
teaching hours,
Teachers
reference
books,
Revision
guides
Sep,
2015
HODs
meetings,
Coordination
Meetings
Syllabus
coverage
report
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Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Development of
positive
procedure to
report behavior.
Develop
norms to
determine
positive
behaviors.
Reward
system,
Develop
records for
positive
beahviour
Discipline
Committee
Class
Teachers
Point system
Rewards
Data storage
system for
positive
improvements
Dec,
2014
Fortnightly
performa,
Discipline
Committee
Meetings
Develop
differentiated
plan and
programs for
each group.
1.Orientation
Sessions
2.Training
Workshops
Vice
principal
HODS
Resources
from across the
section
May
2015
1.Acadamic
plans
2.Presentations
Term wise
performanc
e reports of
teachers and
students.
Execution and
follow up plans
to improve
students’
performance.
Develop
students’
regular
assessment
data,
Define
performance
indicators
Exam Cell,
Academic
Advisor
Worksheet
Differentiated
lesson plans,
Additional
academic
support,
May,
2015
Departmental
meetings,
Follow up
performa
Term wise
academic
plans
Develop plans
to improve
teachers’
differentiations
skills.
Teachers
training,
Orientation
workshops
Academic
Advisor
Funds for
trainings,
Specific
training plans,
IT Equipments
May,
2015
Training
Schedules,
Presentations,
Follow up
of training
schedule
Design program
for students
with disabilities
and learning
difficulties
Identifying
students with
special needs
and learning
disabilities,
Special
syllabus
designing
Coordinator
, HOD
Resources
from across the
academic
department
May,
2015
Analysis of
student’s
results,
Term wise
progress
report
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Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Improvement in
student’s
reward system.
Describing
positive
beahviour
legends,
Setting
minimum
standard of
quality work
by the
students
Internal and
External
results
rewarding
system
Academic
Council
Additional
funds,
Point Scoring
system,
Certificates,
March,
2015
Allocation of
budget,
Approvals
from BOD
Printing
material
Academic
council
meetings
Introduction of
rewards and
incentives for
good behaviour.
Setting
benchmarks
for good
behaviour,
Introducing
point system
for excellent
beahviour,
Appreciation
and
incentives for
good
behaviour
Discipline
Committee
1Additional
funds
Certificates
Sashes
May
2015
1.Behavioural
performa
Point System
for students
Term wise
reports
Development of
activities and
programs to
promote
positive
behaviour and
dealing with
negative
behavior.
Arrange
group and
individual
counseling,
Lectures and
seminars,
House based
activities
House
Masters &
Mistresses
Activity
periods,
House based
competitions
Sep,
2014
House
appointments
Time line
chart for
activities
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Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Formulate
documentation
system for
positive student
behavior.
To record
positive and
appreciable
attitude and
aspects of
students in
formal
manner
Discipline
committee
IT based portal
on school
management
system
Feb,
2015
Design for IT
portal,
Point
scoring
system on
good
behaviour
Development of
effective
support systems
for career and
personal
guidance
Appointment
of Career
Counselor,
IT based
Career
assessment
program,
Schedule of
delegations
from leading
universities.
Principal,
Academic
Advisor
Lectures and
presentations,
IT based career
assessment
software,
Dec,
2014
IT software
development,
Recruitment
procedures of
Academic
Counselor
Career
counseling
activity
chart,
Schedule of
visit to
different
universities
Provision of
personalized
support for
students for
achievement of
curricular
goals.
Identification
of weaker
students,
Specialized
plans,
Additional
time to
overcome
academic
issues
HOD
Subject
Teachers
Guide books,
Helping
material and
worksheets
Sep,
2015
Academic
plans
Coordinatio
n meetings
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ACTION AREA IV: RESOURCE MANAGEMENT
Growth
Area Strategies
Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Designing
promotion
and
motivation
policy for
staff
Introducing
appreciation
letters,
certifications,
awards.
Cash Bonuses,
BOD
Academic
Council
Evaluation
reports,
personal files,
Different
activities and
records
Students
questionnaire
s
Dec,
2014
Internal and
External
results o the
students
Extra
curricular
activities
Teachers
interviews
Monthly
evaluation,
Annual
Appraisals
Hiring
assistant /
support
teachers
for Junior
Classes
Acquiring new
visas for teachers,
Increasing school
revenues to pay
for additional
staff,
Introduce
internees
BOD,
Recruitment
Committee
Volunteer
students who
pass out from
the school,
Training
teachers ,
Teacher hired
on temporary
basis
Sep,2015 Academic
Trainings,
Annual
Budget
Number of
Students in
junior classes
Staff
strength,
Recruitment
Committee
Follow ups,
Annual
Workforce
Planning
Developin
g teacher
portfolio
Introducing
computerized
system to update
the records then
and there as
needed,
Introducing direct
involvement by
teachers to update
information
through electronic
data collection
system
Vice
Principal, IT
In charge,
PRO
School
Management
System
Dec,
2014015
Online data
collecting
system
Teacher data
base
Computer
training
Teacher’s
Data Report
on quarterly
basis
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
64
Growth
Area Strategies
Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Developing
procedures
for building
maintenanc
e records
Introducing
electronic and
manual forms to
maintain good and
standard building
environment, and
atmosphere,
Replacing the old
equipments with
the new one
Admin
Office
Equipments
purchasing
records for
cleaning and
maintenance,
Local area
network
system
Man power
Dec,
2014
Development
of data forms,
Inspection
schedules
Term wise
maintenance
reports
Introductio
n of books
lending
system
from
library
Improvement in
students’, reading
habit through
lending books
from library,
Introducing online
system in lending/
borrowing books,
Story Telling
Competitions,
Book Reading
Weeks
Librarian
English
Department
Local area
network
Manual
record
maintenance
register
Variety of
books
available in
library
May
2015
Reading plans
Assignments
Rewarding
system
Weekly
Plans for
Library,
Number of
books
borrowed by
a student on
average
Developing
fire drill
practices
and
maintenanc
e records of
safety
equipments
Identifying
personnel’s
responsible for
Safety and
Security, Fire
Drills,
Safety Equipment
Checks,
Developing
maintenance
records
Admin, PRO,
Coordinators
Fire alarm
system
Sprinkle
water system
Guided sign
boards
Assembly
point
Safety
equipments
maintenance
forms
Dec,
2014
Training staff
and students
for facing any
emergency
Term wise
Fire drill
practice
Monthly
maintenance
report
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
65
P a
g e
Growth
Area Strategies
Personnel
Responsible Resources Timeline
Means To
Assess
Improvement
Means To
Report
Establishin
g regular
play
ground for
the students
Acquiring
additional land,
Generating
additional
revenues
BOD,
Principal
School
revenues
Expansion
plans
Dec,
2015
Progress of
land request
with
government
authorities.
School budget
Letters sent
to
concerned
authorities/
Follow up
of Meetings
Hiring
licensed
Doctor or
Nurse and
Developin
g Medical
Data of
Students
Introduction more
efficient and
better health care
facilities for
student.
Students Health
Check in each
term
Admin
Coordinator
Necessary
primary
health care
equipments
Dec
2014
Organizing
seminars on
primary health
care,
Frequent
medical check
ups
Hiring of
the required
staff,
Plans for
medical
check-ups,
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
66
ACTION AREA V: SCHOOL COMMUNICATES ITS OBJECTIVES, MISSION AND
POLICIES WITH PARENTS
Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Access
Improvement
Means To
Report
Increased
communicati
on of
school’s
mission,
policies and
objectives
with parents.
Communicating
school’s
objectives and
policies with
parents through
multiple means
including
printed materials
(newsletter,
circulars,
agendas...etc)
electronic
communication
(Emails,
school’s official
website) and
Standing boards.
Vice
Principal,
Coordinator
s, Admin
Office
and teachers
Newsletter,
agendas,
Emails,
website
Dec,
2014
Conducting
survey
Providing
feedback to
regular
parent-
teacher
conference.
Enhancing
support of
community
institutions
in achieving
educational
objectives
progress.
Arranging more
parent-teacher
conference
participation
Staging more
Seminars,
Community
Fairs,
Enhancing
interaction with
community
through active
participation in
community
events, PTA
Meetings.
Principal,
Vice
Principal,
Activity In
charge
School News
Letter,
Calendar of
Events
Sept,
2015
Number of
events
participated
by the school,
Events
arranged at
school
involving
community
Activity
Committee
records
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
67
P a
g e
Growth Area Strategies Personnel
Responsible Resources Timeline
Means To
Access
Improvement
Means To
Report
Offering
more
Parental
involvement
in school
activities
Putting surveys
on the school
website or in the
newsletter to get
parents talking
with their
children.
Assigning
homework that
requires parents
involvement and
support
IT
department
School
Secretary
Questionnair
es in parent-
teacher
conferences
Parents
Feedback
Portal on
website
Dec,
2014
Conducting
survey
Parents
Feedback
Performas
Data on
parental
queries and
suggestions.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School
68
Chapter 5: Visiting Team Commendations & Recommendations
Standard 1: School Leadership
A) Commendations:
The visiting team has commended the school on the following areas:
The involvement of the school’s governing body in the school community.
The school showing commitment and work towards achievement of most of its priorities.
Utilizing the assessment results to assess students’ progress.
Positive impact of the school’s mission and vision on students’ behaviour.
B) Recommendations:
The visiting team has recommended the school to consider the following areas in their
action plan:
Professional development should be strengthened school wide specifically in the areas of
differentiation.
Taking necessary action to ensure that it is providing a safe and healthy environment.
Developing greater procedures to measure the success in applying the mission, vision, and
objectives.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School 69
Standard 2: Educational Performance & Learning Environment
A) Commendations:
The visiting team has commended the school on the following areas:
Teachers are well qualified and knowledgeable of the subjects they teach.
Teaching motivates students' participation during the lessons.
Students can apply what they have learned and use their knowledge and skills actively.
The follow up of the students' work and the right feedback.
B) Recommendations:
The visiting team has recommended the school to consider the following areas in their
action plan:
Using varied teaching methods and making the lessons more student-centered.
Using summative assessment in teaching.
Considering differentiation in the lesson plans and in teaching.
Implementing the plan of the extra-curricular activities that support learning more
effectively.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School 70
Standard 3: Development and Care for Learners
A) Commendations:
The visiting team has commended the school on the following areas:
The assessment processes enable teachers to identify students’ levels, knowledge, and skills.
Students’ positive attitude and commitment to school behavior policy and regulations have a
positive impact on their learning.
The school provides programs that promote self- esteem, personal growth, and confidence.
Students’ results in internal and external exams show continuous improvement.
B) Recommendations:
The visiting team has recommended the school to consider the following areas in their
action plan:
Utilize evaluation results to improve teaching methods in order to meet learners’
requirements.
Develop more programs that care for gifted and talented students.
Improve the evaluation and follow up procedures for students, supporting programs, and
extracurricular activates.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School 71
Standard 4: Resources Management and Distribution
A) Commendations:
The visiting team has commended the school on the following areas:
Hiring good teachers with solid background and experience in teaching
Teachers are followed up, and procedures are in place so as not disturb student learning.
Providing technology in classrooms and school facilities.
Most senior classes’ teachers benefit from PD session concerning classroom management.
The school management provides a gym hall for developing the students’ skills.
B) Recommendations:
The visiting team has recommended the school to consider the following areas in their
action plan:
Providing the library with more resources and materials to meet the school educational
needs.
Conducting evacuation training to school staff and students.
Providing assistant teachers for KG.
Providing a nurse for student health care.
Providing more PD sessions on differentiation and summative assessment
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Bright Future Pakistani International School 72
Standard 5: Parental and Community Partnerships
A) Commendations:
The visiting team has commended the school on the following areas:
Encouraging parents to follow up students’ academic achievement.
B) Recommendations:
The visiting team has recommended the school to consider the following areas in their
action plan:
Increasing parents’ participation in different school activities.
Motivating community institutions to support the school in achieving the educational
objectives.
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