elite international school - وزارة التعليم · elite international school 3 chapter 1:...

SELF-STUDY VISITING COMMITTEE REPORT

FOR

Elite International School

May 5th

-9th

, 2013

Visiting Team Chair

Rania Mohamed

Members:

Mr. Abdulmunim Sati

Mrs. Suha Tahtamouni

Mrs. Mashael Al-Tmaimy

Mrs. Manal Bakier

Mrs. Hind Al-Abdulla

Visiting

Team

Members

S Q

A

N

Qatar National School

Accreditation (QNSA)

Qatar National School Accreditation (QNSA)

Evaluation Institute – Supreme Education Council

Self-Study Visiting Committee Report


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Table of Contents

Chapter 1: School Community Profile & Data ........................................................................................ 3

Chapter 2: Self-Study Process & School Learning Results .................................................................... 8

Chapter 3: Analysis of 5 Standards & Indicators-Strengths & Areas of Growth ................................... 10

Standard 1: Educational Leadership ................................................................................................................................. 10

1- School Mission and Vision ......................................................................................................................... 10

2- Planning and Administrative Organization, Empowerment ....................................................................... 12

3- Quality Assurance System: Monitoring and Follow-up of Operations ....................................................... 14

Standard 2: Educational Performance & Learning Environment ......................................................................... 17

1. Methods and Pedagogy ............................................................................................................................... 17

2. Curricular Standards, Quality, and Implementation ................................................................................... 18

3-Learning Environment ................................................................................................................................. 19

4-Assessments ................................................................................................................................................. 20

Standard 3: Development and Care for Learners ........................................................................................................ 22

1- Students’ Academic Achievement .............................................................................................................. 22

2-Differentiated Instruction, Support for Student with Special Learning Needs/Care for Different Categories

of Students ....................................................................................................................................................... 23

3- Students’ Discipline and Behavior ........................................................................................................... 24

4- Student Connectedness ............................................................................................................................... 25

Standard 4: Resources Management ................................................................................................................................ 28

1- Oversight and Distribution of Staff............................................................................................................. 28

2- Staff Professional Development ................................................................................................................. 29

3- Infrastructure, equipment, materials distribution, resource availability and distribution ........................... 30

Standard 5: Parental and Community Partnerships .................................................................................................. 32

1-Parental Involvement and Communication .................................................................................................. 32

2-School Community Partnerships ................................................................................................................. 33

Chapter 4: Schoolwide Action Plan ..................................................................................................... 35

The school’s wide action plan .............................................................................................................. 36

Chapter 5: Visiting Team Commendations & Recommendations and Evidence .................................. 41

The Visiting Team’s Commendations: ............................................................................................................................... 41

The Visiting Team’s Recommendations: .......................................................................................................................... 42





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Chapter 1: School Community Profile & Data

ELITE International School is an international school that follows an educational program

that is based on the American curriculum. It was established in 2009 and is located in Al

Aziziya. The school is open to students from ages three to ten years, serving students from

kindergarten to grade six. ELITE’s mission is “to prepare students to become productive

and successful global citizens,” and the motto of the school is aptly selected as “Tradition

of Excellence”. Members of the school’s board are Chairman Mr. Abdullah bin Saad Al-

Mahmoud Al Sharif, Vice-Chairman Mr. Khalifa bin Abdullah bin Saad Al-Mahmoud Al

Sharif, and School Director Mrs. Fatima Hussain Al-Hussaini.

The school’s management elected to adopt a curriculum that uses Harcourt Publishers,

which has a tailor-made international global version of the American curricula to meet

local Qatari educational standards while preserving its international approach. In the

kindergarten level, ELITE has blended the Montessori Method with Harcourt curriculum

teaching methods where emphasis on teaching is on a hands on approach, cooperative

learning (students in group), conference learning (one to one approach with students), and

play method, which is focused in the majority of teaching sessions. In Key Stage 1 and

Key Stage 2, the curriculum followed in major subjects including English, Math, Science,

Social Studies is from Harcourt Publishers. For the subject of French, ELITE adopts the

Hachette and CLE international. For the teaching of Arabic, the school follows the

Supreme Council of Education’s curriculum and Okoud Al Kalam. In addition, Qatar

History and Religious Studies are taught following the Supreme Education Council’s

curriculum for these subjects.

The different nationalities of students in ELITE for the year 2012-13 include a significant

majority of Qatari children-53% Qatari, in addition to students from other nationalities

including 22% from various Middle Eastern countries, 6% African, 4% European, 3%

American, 3% Canadian, and 2% Australian. The school from its inception in 2009, started

with an enrollment strength of 156 students, with the enrollment of students increasing

slowly and steadily over the years as in 2010-11 there were (294 students), 2011-12 (321

students) and 2012-13 (326 students). The demographic distribution of students for the



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present year (2012-2013) shows a gender distribution of boys (60%) and girls (40%).

Students’ surveys were completed at ELITE for grade 4 to 6 students, and the data

analyzed reflected the following findings which are noted:

- Strengths:

The student surveys reflected that overall students at ELITE feel generally satisfied with

school in many aspects including feeling safe inside and outside of the classroom, the

school respecting all races and culture, and the school providing encouraging them to say

what they think (open communication), in addition to respect by students towards school

management is also very high.

- Growth Areas

The student surveys also reflected that students would like more and varied extra-curricular

activities and facilities, in addition to having less homework.

Extracurricular Activities for Students

Extracurricular activities that are conducted in the school focus on developing personality,

confidence, and interaction skills.

Parent Information

The parents of ELITE students generally belong to a one income family (58%). Parents are

also primarily Arabic speaking. The school consistently tries to encourage greater parent

participation through various methods; however this continues to be a challenge for the

school. The school conducted parent surveys with over 75% of parents replying to the

survey. The survey results reflected an overall sense of high satisfaction by parents towards

the school. An overall growth area reflected from analysis of the parent survey results

showed that parents expressed that due to various reasons on their part, they are unable to

visit the school on a frequent basis and meet up with teachers very often.

Staff Information

The ELITE staff consists of an administration staff which includes the school director,

senior management team (4), coordinators (4), students’ affairs staff (2), school facilities





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coordinator (1), school nurse, school administrative assistants, activity center coordinator,

teachers, teachers’ assistants, other supportive staff which include cleaning company staff,

security, drivers, and PRO.

Teachers’ Expertise and Qualifications

ELITE recruits teachers locally based on their qualification and experience. Teachers are

appointed after two rounds of interviews followed by a class demonstration, where

pedagogical skills and class control are observed. Currently, 18% of teachers at ELITE

possess master’s degrees, 55% have bachelor’s degrees, and 18% have a teaching diploma

and 1% with pre-university diploma. Out of the current 27 teaching staff more than 65% of

teachers possesses 3 or more years of teaching experience.

Professional Development

ELITE is committed to supporting the ongoing development of professional learning of

internationally minded teachers, school leaders, and school administrators. ELITE has an

assigned professional development team that strives to design professional development

workshops for its teachers and staff to deliver maximum impact on students learning

experience and their own personal growth, based on actual needs.

Classroom Aspects

ELITE recognizes that classroom management skills are essential in maintaining a

functional learning environment. As such, ELITE teachers are responsible for creating a

supportive learning environment through seating arrangements according to the various

teaching strategies, setting classroom rules, dealing with problems, and using varied

instructional techniques.

Classroom Distribution

The average number of students in KG1 & KG2 classrooms currently is 24 students, while

the average in grades 1 to 6 is around 18 students in each classroom.



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Staff/Student Turnover, Mobility

Total number of students per academic year

2009-10 2010-11 2011-12 2012-13

Students Enrolled at ELITE 156 294 321 326

Students Left ELITE 14 40 47 28

Total Students 142 254 274 298

Total number of staff per academic year

2009-10 2010-11 2011-12 2012-13

Staff new 68 38 42 20

Staff Left ELITE 16 34 42 25

Total Staff 52 56 56

School Code of Conduct

ELITE has a code of conduct that sets regulations for various aspects of student behavior, drop

off and pick up policies, lateness, absence, uniform infractions, use of electronic devices at

school, and a food and nutrition policy. In addition, the school has set expectations for students

in both the classroom and throughout school day, which is made aware to both students and

parents alike.

Support Programs

The school does not have after school programs at the current time. However, children who need

academic help receive supportive guidance during their break times and non instructional

periods.

Overall Growth Needs as Identified by the School

The school is under process of forming strategies and plans to involve more stakeholders

especially parents and students. The school in its goal of maintaining an open door policy to all

stakeholder groups is in the initiation phases of forming a PTA and a students’ council. The

school is under the process of implementing a more specified systematic plan to cover all

expectations from students in different levels. In addition, they are continuously following up

with the SEC for implementation of TIMMS and PIRLS. In addition the school has





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acknowledged their own needs to introducing greater extracurricular activities and community

partnerships, of which they have begun planning.

School/Community Partnerships

The school states that it is under the process of implementing a parent teachers association. The

first step in this phase was creating job descriptions for president and secretary. In addition the

school administration has met and has begun contacting various local organizations/businesses

to gauge them into services and support they may provide in supporting student growth. The

school has recognized that this is a continuous growth area of the school.

Academic Achievement Data

At ELITE, each department uses an ongoing assessment system to evaluate students at all

stages. Thus they have adopted multiple strategies to appraise student performance on learning

objectives. At the end of each semester, student report cards are given, where data at each

grade level is analyzed for trends and improvements in student performance. This information is

then translated into graphs and charts and distributed to teachers to place in their classrooms as

an incentive for students and teachers alike, and to encourage greater participation, student

motivation, and overall improvement in academic achievement.

Personality Development of Students In order to foster the development of the psychosocial development of its students, ELITE states

that it has participated students in some competitions such as the "Awqaf " Quran competition

but it has appeared that only a small number of student participated in the event. The school

recognizes that it must encourage encouragement in this area, and to develop more programs to

tap into student talents through various programs and co-curricular events and opportunities.



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Chapter 2: Self-Study Process & School Learning Results

The school completed an overall thorough job in compilation for the majority of the self-study

chapters involving standards, engaging school staff, students, and parents in analyzing data,

information, and evidence. This was also reflected in the school surveys that the school

conducted on the various stakeholders for the self-study. However, the visiting team observed

during their analysis of the school’s self-study that the specified strengths and growth areas in

some of the indicators of Chapter 3’s standards were not reflecting the better and positive reality

of some aspects of the school. As was discussed with the school leadership team during the

team’s visit to the school, it was clarified that the school’s comments on some areas in it’s’ self-

study need to specify what plans have taken place rather than specifying the school procedures

regarding these areas. The visiting team supports the various aspects of the school’s areas of

strength and areas of growth which was confirmed to the team through reviewing school

documents, meeting with representatives of all stakeholder groups, , and the visiting team’s

observations.

The school seeks to achieve its mission and vision by hiring qualified staff and offering them

supportive professional development that impacts on their performance, and providing a

curriculum that helps the school attaining its mission and vision. It was observed through the

visit that the stakeholder groups are aware of the school mission and vision, and are empowered

by being encouraged to give their suggestions and opinions. This occurs mostly through surveys

and also through an open door policy where the administration is observed to be approachable.

This engagement of stakeholders supports the school in consistently reviewing what it has

achieved in its mission and vision, and gauge what still needs to be implemented.

The visiting team appreciates and acknowledges the efforts of the school in responding to the

recommendations suggested by the visiting team during the visit regarding reviewing the school

learning results. The recommendation made was for ELITE to clearly state what is already being

implemented and what needs to be worked on to form a future plan. The learning results align

with the school mission and vision which focus on how to offer all students an education for life

to achieve their best spiritually, morally, socially, intellectually and physically. The school

believes that each student should embody themselves as:





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A clear and effective communicator.

A self-directed and lifelong learner.

A creative and practical problem solver.

A responsible and involved citizen.

An integrative and informed thinker.

It was made clear to the visiting team through meetings with representatives of all

stakeholder groups, reviewing of the school documents, and the team’s observations that the

school learning results are supported by the school programs, curricular objectives, and

overall students’ performance. However the school needs to work on implementing its action

plan regarding the ESL program, after school activities, and increasing both the variety and

amount of extracurricular activities, and fostering greater community involvement in order

to provide more support in achieving its learning results.



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Chapter 3: Analysis of 5 Standards & Indicators-Strengths & Areas of Growth

Standard 1: Educational Leadership

1- School Mission and Vision

The school states that the school vision, mission, and objectives have been well defined and

that the stakeholders are aware of it through various means including the parent’s welcome

folder, school website, and student’s planner. ELITE has expressed that it needs to improve the

public relations department to make ELITE more popular among different communities in Qatar

by exposing its strengths in the news media. The mission and vision is well implemented at the

level of administration, teachers, students, and parents’ level. Community level involvement

planning is already under process. The school mission, vision, and objectives are aligned with

state guidelines which can be clearly seen in SEC Approved Scenarios and academic calendar.

ELITE promotes respecting all cultures and promotes local culture by conducting events

including Qatar National Day, Qatar Sports Day, and a special assembly focusing on Qatar

History. The school’s educational mission, vision, and objectives are realistic and attainable, and

are seen clearly in the student’s report cards and overall student’s academic and behavior

growth. In its self-study, the school stated that it needs to reduce staff mobility/turnover during

the academic years. The school’s future growth plans includes expansion of the school to

accommodate higher grades which would encompass moving to a new premises with better and

larger infrastructure, increasing the school transportation facilities etc., and sponsorship

programs from local companies.

The management believes in an open door policy, fostering communication between all

stakeholder groups with the school management which is highly encouraged. ELITE also strives

in providing a safe, healthy, and nurturing environment for all students. CCTV cameras have

been installed throughout the school to monitor the school activities. Classrooms are well lit and

high quality resources are provided in each class. Health and safety workshops, fire drill

procedures, a food policy, and behavior policy are well implemented and made known to all the

stakeholders which is regularly communicated by letters, through student planners, and by

conducting various school activities.





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A well-defined behavior policy is in place and well implemented throughout the school. In

addition, in order to provide high level of teaching to achieve the school mission and objectives

and aspirations, the school has developed a well-defined program for teachers to ensure that

they are able to impart high quality education. The teachers are provided regular orientation

workshops before the beginning of the school year. Professional Development workshops are

conducted both in house and externally. Guides for teachers are provided to understand and

implement the best teaching practices. Yearly plans and daily plans are executed at each grade

level. Classroom observation is conducted regularly by SMT/Coordinators to ensure quality

teaching is maintained throughout the academic year. Feedback about the strengths and growth

areas are given back to the teacher in both verbal and written forms.

The visiting team supports the school for its vast efforts in order to achieving the school mission

and vision and objectives, through providing a broadly-based curriculum that motivates students

towards learning. This has included the school adopting an effective teaching and learning

methodology in the educational process which the visiting team observed mostly in the

foundation stage and core subjects during classrooms’ visits. The school also supports nurturing

the respect for individuality and differences and fostering self-confidence which was observed

clearly through the visiting team’s meetings with students. The school may however consider

exerting further effort towards integrating information and communication technology in the

educational process and providing a variety of extra-curricular activities for students.

The visiting team observed that stakeholders are aware of the school mission and vision through

a variety of means including a parent’s welcome folder, school website, and student’s planner.

The visiting team recommends however that the school consider distributing the school mission

and vision statements throughout the school including the school gate, classrooms, and other

school facilities, making it more visible throughout the school campus. The school involves

most of the stakeholder groups in implementing its mission and vision mostly through surveys

in order to discover the school strengths and growth areas so as to develop the school’s action

plan. The school provides internal and external professional development for the teachers and

follows up on their performance through classroom observations. The school management



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believes in an open door policy, and it was observed that the staff can easily approach the school

management to discuss issues.

The team highly supports the school for its solid behavior policy as it was reflected in how

students are well mannered and well behaved during school timing. ELITE was observed to

providing a safe, healthy, and happy environment for students. However the school may

consider reviewing its fire drill procedures regarding identifying the assembly points and

emergency exit arrows signs. The visiting team supports the school in its ambitions towards

future school expansion.

2- Planning and Administrative Organization, Empowerment

The school states that its mission, vision, and objectives are aligned with state guidelines which

can be clearly seen in SEC Approved Scenario and academic calendar. The school priorities are

well identified keeping in mind that they are in line with the school’s mission and requirements.

ELITE’s main priority is to prepare students as global citizens, capable of integrating into any

academic system. The school sends re-registration forms to parents at the end of term 2 of each

academic year to ensure enough human and other resources are made available to conduct an

effective learning environment for students. This supports planning by the school administration

for the next academic year which includes planning for the number of extra sections to be

added, extra man power requirements, and other resources. The school organizational chart

shows clear demarcation of levels of hierarchy and proper procedure of reporting. The

organizational flow chart of the school shows clear segregation of duties and the director is

involved at each level. SMT members are responsible for both academic and administration

procedure implementation.

The school has a structural hierarchy of organization that consists of a senior management team

that is responsible for their respective sections. For academic purposes, teachers attain approval

from the coordinators who in turn receive approval from the SMT and the school director.

Laws, bylaws, regulations, job descriptions and policies are well defined in the school

“handbook” which employees receive at the time of recruitment. Student planners have detailed

information regarding expectations from students and policies that they need to follow. Each

parent also receives a “welcome folder” which has all the policies, bylaws and other





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expectations required from parents to give children the necessary support, and a comfortable and

safe learning experience.

The school believes strongly in “team work and team building”; this promotes a strong, healthy,

and positive environment amongst the staff. To support positive learning experiences, classroom

rules and procedures are in place, and students are aware that physical or verbal bullying inside

or outside the classroom is strictly prohibited. Proper protocol is followed when it comes to

communication among the staff members. All official communication is through emails, text

messages and official letters. SMT-coordinator meetings are held weekly where all academic

and administration messages approved by director are conveyed. Coordinators in turn hold

department meetings on assigned days. All staff meetings are conducted as and when required.

The school has implemented a survey system which allows all the stakeholders to express their

suggestions and a detailed feedback analysis was completed. The appropriate suggestions which

work well are effectively implemented. ELITE stated that the board of governors is highly

supportive of all strategic plans that are made for the school and has annual formal meetings

with the school director. Meetings are also held as and when required. The annual report is also

submitted to the board of governors by the school director.

The visiting team highly applauds the school board of governors in their involvement in the

school community, the school’s strategic plans, and in their continuous efforts to improving the

school. The board is seemingly aware of the school strengths and growth areas and its action

plans. The team acknowledges the school commitment to the SEC regulations; however the

school needs to effectively align the SEC’s hiring approval for some teachers with their actual

job descriptions.

In meetings with the school leadership team, the school priorities were discussed. The school

has taken organized steps to formulate clear separated plans that lead to the achievement of the

school objectives. The school may however consider compiling all of its various school plans

into one executive master plan.



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The team also acknowledges that the school has in place clear and announced organizational

structures which identify the level of leadership responsibility and instructional hierarchy. This

then leads to structured work organization amongst staff through a clear mechanism which

facilitates communication among staff when assigning tasks. The school staff is also aware of

the school regulations, bylaws, and policies which directly impact school operations. It was

made obvious to the visiting team, that an atmosphere that of positivity and cooperation between

the school director, management, staff, and students exists. The school considers the staff,

students, and parents’ suggestions and values their contribution in improving the learning

process. This information is regularly welcomed and attained through analyzing surveys’ data

and receiving feedback.

3. Quality Assurance System: Monitoring and Follow-up of Operations

ELITE clarified that it has well developed plans and mechanisms in place to monitor and follow

up on various aspects of school operations. The staff is provided with self-assessment forms which

were then analyzed for the growth requirements. Each department conducts subject specific

meetings every week to discuss different academic requirements of the curriculum. Each

department has well defined pedagogical methods implemented. Learning results, departmental

plan, key performance indicators, yearly plans, and daily plans are executed in each grade level.

Classroom observation is conducted regularly by SMT/Coordinators to ensure quality teaching is

maintained throughout the academic year.

Feedback about the strengths and growth areas are given back to teachers in both verbal and

written forms. In addition, the school regularly conducts self-evaluation surveys for teachers, and

classroom observations, and offers continuous feedback targeting growth and improvement in

teaching strategies for effective learning. The school is presently reviewing and revamping its

internal quality insurance methods to implement a new format of annual performance review and

new appraisal system for teachers which emphasize quality of teaching and teacher dedication.

The school encourages teachers to think about testing and evaluation as an extension of

instruction, not as a separate instructional process.





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To ensure a well- balanced assessment, the students are assessed on a continuous basis. Different

tools and methods of assessments are used for this purpose, including topic/lesson/chapter quiz

(written and oral), projects, homework, group work, etc. However ESL classes needs to be

introduced, as well as special Arabic classes for non-Arabic speakers. The school should also

work on introducing a variety of foreign languages to the curriculum such as Spanish, German,

and Chinese etc. The school evaluates programs such as learning results, key performance

indicators, departmental plans, and yearly plans, weekly and daily plans and makes necessary

changes accordingly. All departments have well defined KPIs.

The visiting team acknowledges the solid monitoring and following up operations at the school, as

the school monitors and follows up on staff performance to contribute to continuously improving

their performance through classroom observations. This is done by SMTs and coordinators giving

necessary feedback that demonstrates to teachers their strengths and growth areas. The leadership

team also monitors and follows up on staff through regular meetings with school departments to

discuss and follow up on their assigned tasks, and to follow up and evaluate school programs as

well. In addition, ELITE has a clear accountability system that the staff follows which reflects on

how the staff is dedicated to the school which leads to organizing of school work.

The leadership team and subjects’ coordinators regularly assess staff throughout the academic year

to ensure the quality of performance. The school also monitors and follows up on students’

performance by assessing their work continuously throughout the academic year, and providing

them additional support during classes and differentiated tests according to students’ levels.

The visiting team’s observations on school’s areas of strength:

1. ELITE has in place effective involvement of the school governing authority in the school

community.

2. ELITE leadership team had a receptive and welcoming attitude towards the visiting team’s

observations during the visit.

3. ELITE is committed and has shown that it continuously works on achieving most of the school

mission and learning objectives.



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4. The school mission, vision, and objectives are reflected through quality and effective teaching in

the foundation stages and KS1&KS2 core subjects.

5. There are effective communicated regulations, bylaws, and policies to operate school work.

6. The school atmosphere is positive, cooperative and with a sense of responsibility.

7. ELITE has effective monitoring and follow up procedures on school operations.

The visiting team’s observations on school’s areas of growth:

1. The team supports that ELITE continue its plans to distribute and display the school mission and

vision statements throughout the school facilities.

2. The team supports ELITE’s efforts in identifying the school priorities.

3. The team encourages ELITE to consolidate and organize its separated school plans into one

master/strategic/executive plan.





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Standard 2: Educational Performance & Learning Environment

1. Methods and Pedagogy

The school states that teaching and learning strategies are aligned and consistent with the school

mission. Thus students are nurtured to be self-directed and lifelong learners, creative and

practical problem solvers, responsible and involved citizens, and integrative and informed

thinkers. Modern and differentiated teaching methods are observed in the majority of classroom

observations. Daily plans also include differentiated curriculum to tap into the various learning

styles in the classrooms. There are some forms of modern technology and tools that are used in

teaching including educational CDs/DVDs, PowerPoint presentations, portable projectors and

other manipulative.

The school administrates placement tests for students to assess their level so that they may be

admitted. This identifies the student’s knowledge and skill base, and prepares them to enter the

program suitable to their level and individual needs. Parental commitment is encouraged to

ensure that students attain enough parental support to bring them up to the required level if they

are not up to their academic level. The school also utilizes various test results in lesson planning

and preparing activities that considers individual differences.

ELITE also has a well-defined homework policy and evaluation system. Students’ academic and

behavioral expectations from the school is effectively communicated in various ways including

student planners, website, and reinforced verbally in classrooms. Teaching methods in the

majority of subjects promotes critical thinking. Mutual respect between students and teachers is

evident throughout the school, and the SEC school reports reflect as well that there is mutual

respect between students and teachers.

Teachers use different resources such as visual aids, pictorial dictionaries, and peer aids to

assess students’ ability and skills in learning new languages that are introduced in the classroom.

At ELITE, students are encouraged to be responsible and independent learners by assigning

varied tasks such as completing research for projects, and encouraging active participation in



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different activities which enhances their confidence, oratory, and presentation skills. Academic

activities support students to becoming critical thinkers.

Report cards are sent to parents at the end of each term and parents are encouraged to meet to

discuss their child’s academic progress. ELITE is working on providing special ELS programs

for non -native English speaking students, and developing plans for a new site for the school to

accommodate its growing student population, and on plans to reducing teachers’

mobility/turnover during the academic year.

The visiting team supports the school in their exertion of solid and effective efforts in

encouraging teachers to use modern and differentiated methods and pedagogy. In addition, the

visiting team observed positive and respectful relationships between students and teachers inside

classrooms which allows students to feel comfortable and safe, which then reinforces students’

learning. The teachers in the foundation stage and a majority of the core subjects (e.g. English,

Math, and Science) use a variety of teaching and differentiated strategies that allow students to

speak, listen, read and write effectively. Subjects’ content is reflected through problem-solving

exercises, case studies, role playing, and other activities that promote student engagement.

On the other hand, it was observed through the team’s class observations that the non-core

teachers need to put more effort to address the students’ different levels of learning by also using

a variety of teaching methods to meet the individual needs of their students. The school may

consider providing more supportive educational programs that align with the mission, values,

learning objectives, and targets to enhance the student's educational experience.

2. Curricular Standards, Quality, and Implementation

The school states that the school curriculum is aligned with the school’s mission, vision, and

objectives. The Harcourt curriculum in its interdisciplinary design and well definition supports

strength in teaching and overall learning schoolwide. In its design, the curriculum follows a spiral

learning technique, thus covering at each grade level, and as such follows a path of building the

foundation knowledge in lower grades and as they move up more information is added as per the

age capacity and ability. Focus is placed on activity based learning, paired learning, and research





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based learning using technology. Each subject has resources available in the school library which

helps the teachers to cater to different learning levels and styles of their students. The school has in

place a documentary center (library), activity center, science lab, and ICT lab that are well equipped

with all resources required. Their implementation and support in the learning process for teachers

are clearly included in teachers’ daily plans. Teachers are provided with necessary materials and

support that are required for developing and implementing the teaching aids.

The visiting team observed that the Harcourt curriculum is effectively implemented schoolwide,

enabling students to improve their knowledge and skills by providing different types of activities

that motivate students learning. In addition, effective differentiated instruction in classrooms was

observed in alignment with supporting school mission and learning objectives. ELITE also provides

suitable resources that support effective implementation of the curriculum. In the area of French

instruction at all stages, the school may consider supporting the development of the French

teachers’ skills in providing more classrooms’ activities in order to implement the curriculum

effectively.

3-Learning Environment

The school states that classrooms are provided appropriate and comfortable furniture as suitable for

the age group of students. This organization is based on maximum effective utilization of class roll

call, classroom space, seating plans, and management of resources for effective teaching. All

classrooms are well lit and ventilated. Evidence reflective of students works are displayed

throughout inside and outside classrooms in an organized and aesthetic manner, and are updated

consistently after various classroom activities. Students are grouped in order to facilitate peer

tutoring, maintaining discipline, and also to foster teamwork. Seating provides enough space for

teachers to move around and assist students in their written work and various activities for

understanding of concepts taught in the classroom.

The visiting team observes that the school supplies the classrooms with appropriate furniture and

resources to provide a positive classroom learning environment which supports the learning process.

The school is aware of the need for effective use of technology in the classrooms to support students’

learning and has plans in place to develop this area to provide greater impact.



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4-Assessments

The school states that teachers use approved, well defined assessment methods to measure

student learning towards specific skills and knowledge. The primary aim of assessment is to

foster learning of important and critical academic content for all students. ELITE uses

assessment results in a formative way to determine how well they are meeting instructional goals

and how to alter curriculum and instruction so that goals can be better met. The students are

assessed on a continuous basis. Different tools and methods of assessments are used for this

purpose, including topic/lesson/chapter quiz (written and oral), projects, homework, group work,

etc. Analysis of various student works is measured through a rubric system. ELITE also provides

report card analysis for each class which is displayed in respective classes to encourage further

growth. ELITE states that it is also looking to encourage more parental involvement in children’s

academic growth to provide more support from home.

The visiting team confirms that the school has a system to assess all subject areas to ensure that

they are meeting targets outcomes, and most of the school’s teachers use varied tools of

assessment to measure student performance including formative and summative assessment, in

addition to strategies that drive high order thinking. Assessments are directly correlated to both

curricular objectives and learning outcomes.


1. The visiting team observed that the school provides a relevant curriculum that is aligned

with its' mission, vision, and learning objectives enabling students to improve their

knowledge and skills, and meet their academic goals.

2. Modern and differentiated teaching methods are applied for students in the foundation stage

and most core subjects.

3. Teaching strategies promote student participation, motivation, and challenging them on a

consistent basis in the in foundation stage and the core subjects.

4. Positive and respectful relationship between students and teachers during classes is fostered.





21


1. Continue providing supportive educational programs that align with the mission, values,

learning objectives, and academic targets.

2. Continue supporting the implementation of a variety of teaching methods and differentiated

instruction strategies to address individual learning needs in non-core subjects.

3. Increase the effective use of technology inside classrooms to support student learning.



22

Standard 3: Development and Care for Learners

1. Students’ Academic Achievement

The school states that a variety of methods are used to assess the students throughout the

academic year. These assessments include entrance and diagnostic tests, which are applied at

the beginning of the year in order to assess students’ prior knowledge. Further summative and

formative tests are applied throughout the year to check the understanding of all the delivered

skills. In this area, the school has mentioned that different tests are applied especially in the area

of differentiation to give special attention to students in need and specific individualized

assessing methods. Students are evaluated by using different techniques and skill areas. The

overall result is an accumulation of analysis of topic quizzes, chapter quizzes (both oral and

written), homework assignments, projects, reflection of student behavior and participation, and

other subject specific skills. The daily planning evaluation cycle forms an integral part to

improving teaching methods and meeting teachers’ needs. Question papers are prepared to

emphasize on critical thinking growth in students.

In addition, students participate in taking international exams of TIMMS and PRILS, of which

the school is waiting to receive tests results from the SEC. The school has stated also that all

teachers prepare their specific score-sheets regarding the different subjects. These are regularly

updated in the school system and supervised by the coordinators. Report cards are submitted by

the end of every semester. Students’ report card analysis is provided to each class in order to

monitor the overall improvement.

During the team's visit to the school and through reviewing of the school’s documents, it was

clear that the school has an assessment policy that identifies the type of assessment and the mark

assigned for each. Students are assessed regularly during the academic year. Entrance and

diagnostic tests are applied and analyzed; the results of these tests are communicated with the

parents. Special remedial programs during school hours are applied in order to meet the specific

needs of each student.





23

Although students participate in taking the TIMMS and PRILS international tests, the school is

still in need to measure its students’ academic level in comparison with other students’ level in

different schools using the same curriculum. This includes measuring student skills against other

students using other American curricula. The school should look into reviewing standardized

testing options, and other international testing that will give a stronger reflection of assessment

of students in subject content and objectives at each grade level.

As there is a low teacher to student ratio in the classrooms overall, it was clearly observed while

meeting with the teachers that they are aware of the academic level of their students, and are

able to utilize assessment results in identifying students’ different levels and consider student

assessments in lesson planning and in developing lesson activities and worksheets especially in

math, science, social studies and English departments. It was also made clear during review of

the school’s documents that modified tests are applied to students requiring differentiation,

which was also evident in their school reports.

The school regularly sends out reports to parents with information on students’ overall

performance in each subject. These performance grades encompass both a student’s academic

and behavior level. Thus the school may consider separating the students’ academic

performance from their behavior performance in order to give a clearer picture of the students’

true academic levels. Analysis completed on students’ collective performance does not give

clear information about students’ academic performance in each subject separately. However an

analysis of these results does indicate the presence of relative stability in students’ academic

level in general.

2- Differentiated Instruction, Support for Student with Special Learning Needs/Care for

Different Categories of Students

The school states that it has resources to support academic plans for the various levels of students

they serve, and that there are no special needs students identified in the school. The school also has

in place differentiated yearly plans to accommodate the various learning styles identified in the

classrooms. Weekly planners including specific learning methods and activities for differentiating

students are effectively implemented. Students are divided into small groups as needed, according



24

to their skills. Students with low academic levels are given extra support through individualized

attention and supplementary assignments to reinforce concepts and skills. Daily reports are sent

daily by teachers in order to follow up on all student academic and behavioral performance. In

house and outside professional development workshops are applied throughout the year, in order

to train and improve teachers’ performance to meet differentiation needs in the classroom.

Students are rewarded for overall growth shown, using various incentive measures.

During the team’s visit, review of school documents, and throughout observation of various

classes it was made evident to the visiting team, that the school develops plans and programs to

address students with different abilities. The school has developed a mechanism for implementing

and following up on these plans through teachers’ daily reports to the senior management team.

These reports evaluate and assess teaching and learning processes in general and give detailed

information about what was covered in the curriculum and students’ academic and behavioral

performances. Based on these reports, departmental meetings are set on a weekly basis to make

various decisions and develop strategies to improve students’ learning.

The school however does not provide records for tracking students with different categories to

measure their progress. Through meetings with staff and reviewing school’s documents, it was

evident that the school has trained and developed teachers’ skills in dealing with the various

categories of students. This was observed to impact clearly on most of the core subject teachers’

performance. Although the school mentioned that students are rewarded in through various ways

to provide encouragement and incentives to perform, some high achieving students mentioned in

interviews with the visiting team, that they were not satisfied with the school’s reward program as

the school rewards them only at the end of the academic year.

3- Students’ Discipline and Behavior

The school’s behavior policy is communicated in various ways including the student planner,

parent’s welcome folder, and the school’s website. Students’ behavior and academic reports are

sent to parents and kept in students’ files. The school states that there is equality in the treatment

of all students, and that infractions are dealt with uniformly. School encourages positive behavior

and participation through various means including reward charts. The school also states that it has





25

in place etiquette and protocol sessions that are implemented daily, for all classes, in order to

ensure students are learning the best methods of good discipline and respect.

It was evident during the team’s visit to the school, that the school has a comprehensive and

detailed behavior policy. Policies that regulate students’ behavior are clear and made known to all

students and staff. Relationships between teachers and students as well as among peer students

were observed to be positive. The school has implemented an etiquette and protocol curriculum on

daily basis at the beginning of the first period, of which it continues to evaluate for its

effectiveness and value to students. It was clear through meetings with students and in observing

them in classrooms and the school yard, that they are overall well mannered.

In addition the school staff is encouraged to be good role models to students by applying behavior

consequences consistently, impartially, and firmly to all students. Reward and behavioral charts

are displayed in all classrooms and are used effectively. Rewards are given for good students’

behavior by choosing the student of the best behavior on a regular basis and publishing his/her

name on the school’s bulletin board, giving him/her the logo (ELITE of the Week). The social

worker has records for some students’ negative behavior cases, which show that negative behavior

is addressed firmly. It is also confirmed that students’ negative behaviors are rare cases.

4- Student Connectedness

The school states that it has in place strategies to nurture self-esteem, confidence, personal

growth, and character development. This is supported by having a well-designed academic

curriculum that fosters academic and personal growth, in addition to extracurricular activities.

ELITE also states that students participate every morning in the morning assembly in order to

share thoughts of the day and read the daily news, in front of their peers. In addition, it has also

stated that it provides personalized support to students to support their achievement of curricular

goals by using a differentiated curriculum. Students’ survey results show that student perceptions

of school, events, and support services are generally positive.

It was observed during the visit that the school has an early detection program which identifies

students that require referral services. This monitoring/intervention program includes enrollment



26

tests, diagnostic tests, and teachers’ observations. The school uses pull-out programs in

classrooms with low achievers in which they are supported through remedial classes and

reinforcement of concepts. After-school remedial programs is an area that was identified and

shared with the school leadership team as necessitating to be further developed to school. This

would also alleviate pulling students from other classes, which students value such as art and

physical education. Involvement and engagement of parents and teachers for these students was

observed to be ongoing, in the school’s documents.

It was also clear during the visit that the school and classroom’s environment supports student’s

personal growth, nurturing self-esteem, and character development. Although students are

provided with extra-curricular opportunities, it has been observed through reviewing students’

surveys and meetings with them that they still wish to see more activities during both school

hours and after school. The student council has been formed this year giving a greater voice to

students. These students meet with the school administration share concerns and encourage

activism. The students expressed that they felt that their voices are being heard at the school.

The visiting team’s observations on the school’s areas of strength:

1. The school assessment policy enables the use of advanced thinking skills.

2. The school applies modified tests to differentiate students.

3. The school has a detailed and comprehensive behavior policy which reflects on the positive

relationships that exist between teachers and students; as well as among peer students.

4. The implementation and following up on the school’s plans contribute to developing students’

performance through teachers’ daily reports.

The visiting team’s observations on the school’s areas of growth:

1. A need exists for greater analysis of students’ data in order to assess their true academic

progress in each subject.

2. School needs to look into other measurements of academic performance to reflect on how

ELITE students compare and fare with other students that adopt the same curriculum (e.g.

SAT/CAT testing).

3. Providing more extra-curricular activities for students.





27

4. Consider modifying students’ report cards to distinguish the academic progress from behavioral

level.



28

Standard 4: Resources Management

1. Oversight and Distribution of Staff

ELITE states that it has a clear recruitment policy which is also detailed in the staff handbook.

Staff is recruited on the basis of qualification and experience. School planning is drawn for the

next academic year with requirements addressed in advance to ensure human resources are

efficient. Candidates who are short listed based on their qualification and experiences undergo a

panel of interviews and based on the position offered are required to give a demonstration class

or appropriate testing procedure. Yet it has been that the school concern is in reducing

mobility/turnover of staff during the academic year. ELITE also provides handbooks to all new

employees as a part of their orientation program which details their job description and other

policies they need to adhere to.

The school ensures that staffs are given appropriate positions based on their qualification and

experience. However, ELITE is also looking to have a pool of available qualified substitute

teachers in case of emergencies. It also states that school scenarios are drawn for the next

academic year per requirements far in advance to ensure sufficient number of teachers are

recruited to commensurate with student numbers and to ensure the distribution of teaching hours

are fair. The school also encourages in house promotion. All senior management team (SMT)

members that are promoted after the first year have been selected from the teaching faculty

which clearly shows that the school provides fair and equal opportunity of growth to its staff.

According to ELITE however, a more defined appraisal system needs to be further

implemented. It is also mentioned that a substitution schedule is in place to overcome any

absenteeism. Staff is aware and follows the policy of informing the school in advance by

telephone and email. Teachers are required to send their daily plan variation which is given to

the substitute teachers to ensure student’s learning is not affected. However, ELITE states that it

is also looking to have a pool of qualified substitute teachers in case of emergencies.

The visiting team confirms that ELITE has a clear and solid recruitment policy which is detailed

in the handbook that is given to the staff and also through meetings with the whole staff.

However it is observed through reviewing of the school’s documents that some of the staff are

not given compatible positions commensurate according to the SEC hiring approval and to their





29

qualifications. It is also observed that the recruitment scenario is clear. However action plans

need to be in place to reduce the mobility of staff during the academic year.

The visiting team is assured that all teachers undergo a three-month trial period, including

interviews and demonstration classes etc. It is also confirmed that most of the staff have a clear

knowledge of the handbook and its details, including their job description and school’s policies.

It is also confirmed that the school has teachers’ recruitment schemes to commensurate with

student numbers. The school has a clear in house promotion policy which is well implemented

as all SMT members are promoted after the first year working at the school. ELITE also has a

plan to implement an appraisal system at the end of this year which is confirmed through

reviewing of school documents.

2-Staff Professional Development

The SMT of ELITE Intentional School states that it has the overall responsibility for

formulating the Professional Development (PD) Plan for the school in consultation with the

Managing Director. The PD plan is submitted to the Governing Board for approval. The content

of the plan is based on organizational needs. For continuous improvement, the yearly focus is on

the following categories:

1) Instructional practice

2) Assessment

3) Curriculum development

4) Understanding the learning process

5) Differentiation

However, ELS is looking for more active participation in external workshops for teachers and to

adding effective topics of training for staff that can be conducted internally. ELITE has also

mentioned that it offers an Induction Program to orient, support, assist and train new teachers and

administrators in their first year at ELITE Intentional School. Orientation familiarizes teachers and

administrators with paperwork and procedures, encourages development of knowledge and skills,

and brings new staff to the school culture. Training assists new teachers and administrators with



30

school organization, teaching methodologies, curricular requirements, and classroom management

and students’ assessments. Also, support is given from a mentor via a one-on-one relationship.

The strategies used to implement the Induction Program includes workshops, peer coaching and

informal peer observation, collaborative teacher planning, section/departmental meetings, study

groups, and off-site visitations. The school states that professional development coordinator

conducts classroom observation and follows up on implementation. Teachers are also provided with

oral and written feedback about their classroom teaching. The school also conducts surveys to

gather information from the teachers about what they would like to include in the workshops to help

them grow further as teachers.

The visiting team observed and was assured that staff is participating actively in appropriate and

effective professional development including workshops focusing on needs through reviewing

school documents, professional development plans, and meetings. The visiting team encourages the

school in their identified growth area in seeking out greater internal and external PD workshops to

support the learning process at their school. It is clear that the school has well-implemented the

induction program to orient and train new employees through workshops, peer coaching, etc. It was

also evidenced that the teachers are followed up on by the coordinators to measure the impact of

professional development and workshops on their performance.

3- Infrastructure, equipment, materials distribution, resource availability and distribution

ELITE states that facilities including the IT lab /science lab /library/activity center are well

equipped and consistently updated. The school location, yard, facilities, services, and furniture are

appropriate, adequate, and meet the educational needs of the school. Yet the school states that it is

in need of more technical facilities including the addition of smart boards and projectors in each

class. Maintenance/cleaning are on site and extra cleaning staff are provided during school events

or when required. It also states that a gate security system in place and CCTV is installed

throughout the school. Two security guards are always deployed. However, the school states that

more CCTV cameras in the upper grade classes are needed. ELITE states that Health and Safety

procedures are already in place. Regular health and safety workshops are conducted for staff and

students. Schedule is followed to check hygiene and health of the students. At the time of

admission, a detailed medical form is obtained from the parents and nurse is notified of any health





31

concerns. Any major health concerns is immediately notified to the administration and parents

contacted. School also follows a strict no verbal or physical bullying policy to keep the

environment safe.

The visiting team confirms that the facilities, services, technical supplies are adequate and meet

the educational needs. Yet the school is supported in considering providing more technical

resources including smart boards and projectors in each class. It is also evidenced that the school

maintenance for the facilities, services, and equipment is in place and regularly checked up and in

good condition. It is clear that the school library contains resources, audio visual materials, etc.

suitable for teachers, students, and staff needs. It is also confirmed that the gate security system is

in place, gate pass procedure for parents, and CCTV is installed throughout the school except for

the upper classes which is under school’s consideration, and security guards are deployed. Yet the

school may consider its fire drill procedures regarding clearly identifying the assembly points and

emergency exits signs. The school has health and safety procedures which are already in place

including workshops, schedule to check hygiene and health of students, and daily reports by the

school nurse at the end of each day explaining the medications administered and any health

concerns that have arisen during the day.


1. The school has a clear recruitment policy, which is implemented properly to assure human

resources' efficiency.

2. Teacher's absenteeism is followed up rigorously.

3. The school prepares and train new employees.

4. The school follows up and measures the impact of professional development.

5. The school ensures maintaining the location, facilities, services, and equipment and keeps it clean at

all times.

6. The school provides resources and references suitable for teachers, students, and staff needs in

school library and lab.

7. Safety and security are maintained in school facilities.

8. Sufficient numbers of teachers are recruited to commensurate with student numbers.



32


1. Ensure that staffs in all positions reflect both experience, and meet proper given the right

qualifications and abide by the SEC hiring policy.

2. Devise plans and incentives to reduce mobility of the staff.

3. Provide more internal and external workshops to cover all staff needs.

Standard 5: Parental and Community Partnerships

1- Parental Involvement and Communication

ELITE states that it maintains regular communication with parents in various ways including

messages in the student planner, SMS, telephone, surveys and circulars. The school also holds

three parent meetings each year, and one to one parent-teacher meetings are also held upon

request by either party. The school also actively communicates its objectives, mission, and

policies with parents through the parent’s welcome folder, website and student planners. The

school states that parent’s opinions, suggestions, and complaints are taken into consideration in

decision-making processes that affect students. The school also clarifies that it organizes

activities and programs to promote parental participation in the school. Parents are invited as

guests, judges and volunteers. ELITE International School encourages parents to follow up on

their children’s academic level. Based on school surveys from parents, parental satisfaction on

school efficiency and competency are overall positive.

The visiting team observed that the school has developed a bilingual communication system

with parents to encourage greater participation and involvement. Yet complete parent

participation still remains a challenge. The school plans to involve parents in the school’s trips

as an initial stage to increase parent participation. The school is looking into promoting more

activities to increase the number of parental participation. In the case of students with low

academic levels, full parental involvement still remains a challenge. As some students lack

academic support at home, the school has plans to implement after school remedial programs to

overcome this problem.





33

Up to the time of this report, the school implements remedial programs for students with low

academic level during school hours infringing on classes through a pull-out program. As the

school has an open door policy, parents’ opinions, suggestions, and complaints are taken into

consideration in the decision-making process. The parental survey analysis shows overall

satisfaction on school operations, curriculum, and overall matters by parents towards the school.

The main concern shared by the majority of parents responding to the survey is the need for

varied after-school and extracurricular activities.

2- School Community Partnerships

The school states that it has started implementing effective strategies to encourage community

involvement by planning to visit and interact with different community programs including

visiting orphanages, homes for the elderly, Qatar welfare animal society, etc.

The visiting team confirms that the school is in the initial stage of forming community

partnership programs. The school has started implementing a plan for service community trips

in the month of May. The school is already in the verbal process of interacting with different

community clubs like Aspire, El jaish and Al saad waiting for their approval to involve students

in different after school activities. In addition the school needs to seek out ways to forge other

community partnerships for varied sponsorships and for providing other support systems to the

school.

The visiting team’s observations on the school’s areas of strength:

1. Varied and effective ways of school communication with parents exists currently in the school.

2. The school considers parents’ opinions, suggestions, and complaints in the decision-making

process schoolwide.

3. An open door policy is in place that encourages parents’ voice, parent meeting with teachers,

and involvement in school activities.

4. Parent satisfaction is overall positive.



34


1- Promoting more activities to increase the number of parental participation.

2- Continue to develop greater and effective communication between the school staff and

community.

3- Strengthen community partnerships with the school.





35

Chapter 4: Schoolwide Action Plan

The school has addressed most of its growth areas clearly and formed an action plan to drive

school improvement in their self-study. The visiting team acknowledges that there was strong

involvement in deriving the action plan to drive the school forward based on assessment from

various stakeholder groups. The visiting team highly appreciates the immediate school response

towards the recommendations given by the team to develop the school’s action plan, which was

reflected in the school modifying their action plan to include these recommendations. However

the school may consider developing its action plan further in order to cover all procedures in

greater detail that the school will take to improve some areas like “increasing community

participation” and “introduction of school year book“, aligning some tasks to its procedures like

“indoor gym/auditorium”, specifying tasks’ timeline separately from tasks’ procedures.

It was observed that one of the growth areas the school has mentioned in the action plan which

is “students’ strength to be increased” hasn’t been clearly clarified and also the learning results

that the action plan supports hasn’t been detailed. The school may also consider including some

other areas in its future action plan including developing the skills of non-core subjects’ teachers

regarding differentiated skills, and the use of modern teaching methodology.

The action plan is attainable and realistic and the school resources are seemingly sufficient in

supporting the implementation of the tasks necessary for the action plan. The main area that the

school may not be able to execute in its action plan at this time due to resource limitation is its

plans for the school gym and auditorium as it was confirmed through the team’s meetings with

the school leadership team that this task can’t be attained in the present time and only if the

school changes its location.



36

The school stated its wide action plan as follows:

Growth Area Action Plan #

Student’s demographic shows school needs to increase students¡¦ numbers from

various other communities.

Public Relations procedures to be reviewed and modified to increase the student¡¦s

numbers.

Interactive website development.

School media exposure to be increased.

Community participation to increase.

Remedial program to be formulated and introduced to all students.

Students¡¦ strength to be increased.

Online access to academic programs to reach the different stakeholders.

Rationale:

To support the mission-vision of ELITE and to ensure responsibilities towards stakeholders

are attained

Growth Target: To be achieved within the next three academic years.

Learning Results Supported: Please refer to chapter 2 (explaining details).





37

Tasks/Strate

gies

Personnel

Responsible Resources Timeline

Means to

Assess

Improveme

nt/Follow-

Up

Means to

Report

Student’s

demographic

shows school

needs to

increase

students’

numbers

from various

other

communities.

Public

relations

Meeting with

different

communities,

Media

Advertisements

2013-14

School has already

included the profile

in Qatar Education

directory published

by Media Vision.

School is already

working with

English department

to include school

event news in

leading newspapers

in Qatar.

Data

Analysis Management

Public

Relations

procedures to

be reviewed

and modified

to increase

the student

numbers at

each level.

Public

relations

Meeting with

different

communities,

Media

Advertisements

2013-14

More advertisements

in the newspapers.

Increase media

exposure of school

events and activities.

Data

Analysis Management

Interactive

website

development

IT

department

Study of various

products

available in the

market.

2014-15.

School has already

started working on it.

Once completely

developed it will be

published and test

run will be

conducted in 2013-

14 to find any

glitches. It will be

completely

functional by 2014-

15.

Financial

feasibility

study

Management

School media

exposure to

be increased

Professional

Development

coordinator

Newspapers,

Magazines,

Website etc

2013-14

School has already

included the profile

in Qatar Education

directory published

by Media Vision.

Print Media,

Feedback

from stake

holders

Management



38

Tasks/Strate

gies

Personnel


Means to

Assess

Improveme

nt/Follow-

Up

Means to

Report

School is already

working with

English department

to include school

event news in

leading newspapers

in Qatar.

The new school

interactive will be

completely

functional by 2014-

15.

To increase

Community

participation

Management

Team &

Event

coordinator

Meeting with

different

community

groups.

In term 3 of 2012-13

school has already

drawn up the

schedule for

community

participation by

arranging school

family trips to

different

communities. School

has re-launched the

formation of parents’

committee to include

more parents’

participation. School

has also

implemented

programs which will

expose the students

to different charity

organizations.

Events,

visits and

formation of

parent’s

community

Management

Remedial

program to

be formulated

and

introduced to

all students.

Coordinators

and

Management

HR (To appoint

support teacher)

School has

successfully

implemented

differentiated

programs at each

level in all subjects.

School is looking

into feasibility study

Academic

data

analysis

Management





39

Tasks/Strate

gies

Personnel


Means to

Assess

Improveme

nt/Follow-

Up

Means to

Report

to provide ESL, after

school homework

club etc in 2014-15

Online access

to academic

programs to

reach the

different

stakeholders

IT

department

Study of various

products

available in the

market.

The market studies

of different programs

available are in

progress. It may be

implemented in

2014-15 based on the

financial feasibility

to justify the needs

of stakeholders

Financial

feasibility

study

Management

Introduction

of School

year book

and news

letters

English and

Art

department

Print Media

School is already in

the process of

designing the year

book layout and

English department

is in the process of

making students’

editorial committee.

School is in process

of formulating job

description of the

members. It will be

implemented in

2013-14

Feedback

from

stakeholders

Management

Introduction

of after

school

activities

Management Survey and

Feasibility study

School is already in

the process of

interacting with

different clubs like

ASPIRE, El JAISH,

AL SADD. Verbal

communication is in

progress. It will be

implemented only if

we get justifiable

number of

participants.

Survey data

analysis and

participatio

n

Management



40

Tasks/Strate

gies

Personnel


Means to

Assess

Improveme

nt/Follow-

Up

Means to

Report

More

extracurricula

r activities


Feasibility study

In addition to the

ongoing events and

other extra -

curricular activities

school will be

training and

participating in inter

school competitions

in 2013-14

Survey data

analysis and

participatio

n

Management

Indoor

Gym/Auditor

ium


Feasibility study

It will be

implemented only if

we get justifiable

number of

participants.

Survey data

analysis and

participatio

n

Management





41

Chapter 5: Visiting Team Commendations & Recommendations and Evidence

The suggested visiting team commendations and recommendations were derived based on varied

evidence provided through analyzing the school self-study before the school visit, and further by

meetings with all involved stakeholders, reviewing of the school documents, classroom

observations, and the team’s overall observations during the school visit which took place from 5th

to 9th

of May 2013.

THE VISITING TEAM’S COMMENDATIONS:

1. The effective involvement of the school governing authority in the school community.

2. The receptive leadership team’s attitude towards the visiting team’s observations during the

visit.

3. The school has clarity in its mission and objectives, and consistently works to implement

programs, a school culture and environment to ensure that it is meeting its mission and vision..

4. The school mission, vision, and objectives are reflected through the overall high teaching quality

in the foundation stage and KS1&KS2 core subjects.

5. There are effective communicated regulations, bylaws, and policies to operate the school’s

work.

6. The school atmosphere is positive, cooperative, and with a collective sense of responsibility and

pride by stakeholder groups.

7. Effective systems are in place for monitoring and following up on school operations.

5. The school provides a solid curriculum that is aligned with its' mission, vision, and objectives.

This is reflected in the enabling of students to strengthen and widen their knowledge and skills.

6. Modern and differentiated teaching methods are applied for students in the foundation stage and

core subjects.

7. Teaching promotes students’ participation and motivation, challenging them on a consistent

basis in the foundation stage and the core subjects.

8. Positive and respectful relationships exist schoolwide between students and teachers.

9. The school assessment policy enables the use of advanced thinking skills.

10. The school applies modified tests to differentiated students.



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11. The school has a detailed and comprehensive behavior policy which reflects on the positive

relationships fostered between teachers and students; as well as among peer students.

12. School plans are implemented and followed up on effectively contributing to the development of

students’ performance through teachers’ daily reports.

13. The school has professional development plans in place that identifies real needs of which it

works on rigorously, following up, and measuring the impact of professional development.

14. The school facilities and overall environment is inviting, with facilities, services, and equipment

maintained and kept clean at all times.

15. The school provides resources, necessary supplemental materials and references suitable for

teachers, students, and staff needs in the school library and lab.

16. Safety and security are maintained across the school’s facilities.

The school has solid communication modes with parents, and welcomes parent suggestions,

with an inviting open door policy. It takes into consideration parents’ opinions, suggestions, and

complaints in driving decision-making processes at the school.

17. Parent satisfaction is observed to be overall positive on the various aspects of the school.

THE VISITING TEAM’S RECOMMENDATIONS: 1. Distributing the school mission and vision statements throughout the school facilities, so it is

more clearly visible. In addition, ensure that school mission and vision statements are embedded

throughout the school curriculum and adopted programs.

2. Identifying the school’s priorities more clearly so there is greater organization in its attainability.

3. Compiling the school separated plans into one executive strategic plan.

4. Provide further for greater supportive educational programs that align with the mission, values,

and targets.

5. Monitor and work further to ensure that varied learning strategies are used in the teaching

methods to address individual learning needs in non-core subjects for greater differentiated

instruction in non-core subjects.

6. Increase the effective use of technology inside classrooms to support student learning, such as

the identified need of inclusion the effective use of smartboards and projectors in the classroom.





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7. Further analyzing student data in order to assess the academic progress in each subject. This

includes separating student grades so as academic and behavioral performance are measured

separately.

8. Measuring students’ academic level in comparison with other students’ levels in other schools

that adopt the same curriculum. This should be done at both the national and international level

of schools.

9. Include international/standardized testing (e.g. CAT/SAT) into the school assessments to reflect

on student performance to assess further student performance on the standards and skills of the

school’s adopted curriculum.

10. Provide more and varied extra-curricular activities for students.

11. Ensure especially in the non-core subjects that teachers are appropriately placed in the proper

positions reflecting on their experience, qualifications, background, and in alignment with the

SEC hiring policy.

12. Devise plans and incentives to reduce mobility/turnover of staff.

13. Provide more internal and external workshops to cover all staff needs.

14. Promote greater activities to increase parental participation schoolwide.

15. Develop further plans to drive greater community participation and involvement to include

service learning, sponsorships, support and guidance.

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