DHAHRAN AHLIYYA SCHOOL

ADVISORY BOARD ORIENTATIONAPRIL 3, 2013

SECTION 1

Welcome&

Introduction to Dhahran Ahliyya Schools

Welcometo the new

DAS Advisory Board

Why have we established this Advisory Board?

Introductions

• 30 seconds (per person)– Name– Current job (if applicable) and connection to DAS– Expectations for the day– Something unique about you

• Notebook contents

Ground Rules…

• Keep an open mind and avoid pre-conceived ideas or expectations.– All current policies have been developed based on

experience…’everything has a reason.’• Honor everyone’s voice.• Topics outside of the agenda will be put in the

‘parking lot’ and addressed later.• 100% attention – (phones, etc.)

Mission Statement

Inspired by the principles of Islam, the mission of Dhahran Ahliyya Schools is:First: To empower each student to be a

compassionate, thinking, lifelong bi-lingual learner, who makes a positive difference locally and globally.

Second: To participate in the development of education in the Arab World.

DAS Vision

We strive to be a pioneering learning community that fosters collaboration, persists in continuous inquiry and development, and utilizes current research and technology in the service of improving student learning.

VISION -

DAS Vision

1. Student learning: the purpose of the school is to ensure all students learn at high levels.2. Collaborative culture: Helping all students requires a collaborative and collective effort. 3. Result orientation: to assess our effectiveness in helping all students learn we must focus on results and use them to inform and improve our professional practice and respond to students who need enrichment or intervention.

PROFESSIONAL LEARNING COMMUNITY:ESSENTIAL ELEMENTS

“Each year we will be better than we were the year before.”

MOTTO

METAPHORSLABORATORY COMMUNITY FAMILY

Four Criteria for evaluating DAS programs

• STUDENTS FEEL safe in the school, confident that they will be respected and not exposed to any kind of bullying – physical or emotional – from adults or fellow students.

• STUDENTS FEEL that what they are studying is useful to them all the time and interesting to them at least 65% of the time.

Four Criteria for evaluating DAS programs

• STUDENTS FEEL that they are being asked to apply higher level thinking skills to their learning and that they are not being asked simply to memorize except in those few instances when it is absolutely necessary.

• STUDENTS FEEL that they are able to succeed in doing the work assigned and are confident that if they have trouble they will be able to find assistance from teachers who can help them LEARN, not simply help them get good grades.

Targeted Characteristics

DAS students will learn to become:• Principled, faithful Muslims• Thinking persons who love learning and

interact positively with the changing world• Open-minded persons who care about others• Successful people who contribute to the

development of society

Continuous Improvement

The DAS strategy for continuous improvement is to fulfill the Schools’ mission by involving all employees in the schools in an ongoing program of professional development that enables them to participate in a process of continuous analysis and evaluation of the results of our work, the development of better systems, methods, and teaching materials and the addition of new programs for our students.

In order to be effective, this strategy requires that parents and students (and Advisory Board Members) be involved in the improvement process whenever possible.

Continuous Improvement

Continuous Improvement

Standards of Professional Development:Continuous, embedded, developmental, based on best practices, differentiated, based on what is known about adult learning

Multiple Strategies:SMART goals, coaching process, workshops, peer coaching, collaborative and support teams, curriculum committees, Plan-Do-Study-Act cycles (PDSA), action research

Plan for Continuous Progress in Learning (PCPL)

Professional Development

Performance AssessmentCompensation

All imbedded in the classroom & based on the Standards of Good

Teaching (SGT)

DAS Organizational Structure

DAS Facilities

• Leased or Rented by DAS– Main building (leased from Aramco)– Pre-school branch building (rented)– Housing for workers and foreign teachers (3 rented buildings)– Business Office building (rented from Alturki)

• Owned by DAS– Land beside Business Office building– Dar AlKitab building– Ibn Khaldoon Building (5 apartments for single female teachers)

– Al Jisr Compound (8 town houses for foreign teachers with families)

– Land (licensed for building a new early childhood building in the Tilal AlDhahran area)

– 2 other pieces of land purchased for building projects

The DAS- Aramco Relationship

• Founding of DAS -1977• First DAS-Aramco agreement – 1983• Moved into current building – 1985 • Current Agreement – 2010-2018– Lease of building in exchange for 50% of the seats

for Saudi Aramco dependents at rate of 35% off (Value this year: SR10,001,565)

– Student enrollment according to Aramco policy

The DAS- Aramco Relationship

• Aramco responsibilities: To provide– Building + cleaning, maintenance, landscaping, utilities– Technology– Leadership for program for mild special needsBenchmark: level of Aramco in-camp schools

• DAS responsibilities: To ensure– 50% of student body and of Advisory Board from Saudi Aramco– Program for children with mild special needs– Accreditation from international body (NCA CASI) and from the

Saudi Ministery of Education– High quality programs

SECTION 2

Advisory Board Responsibilities

Advisory Board Responsibilities

• Works at a strategic level to provide advice, support and stability for the continuous operation and development of the school.

• Reviews the affairs and business of the school and enacts such policies as are needed consistent with the mission and strategy.

• Assists in ensuring the following:– Long-term financial stability of the school– Compliance of the school with relevant laws and regulations– Provision of facilities that adequately support the program– Continuous improvement of the schools’ instructional programs

• Develops and monitors the long and short range strategic plans.• Cultivates and maintains good relations with school constituents as

well as the broader community.

Advisory Board Responsibilities

• Appoints new members of the advisory board• Reviews and recommends an annual balanced

budget, tuition rate, and scale of salaries for School personnel for the following year

• Identifies risks and takes appropriate steps to protect the school from the same

• Regularly evaluates the quality of its own work and takes steps to improve it when necessary.

Divided Responsibilities

Advisory Board

Focuses at strategic level

Ensures presence of appropriate policies and processes

Performance evaluation of Board and COO

Approves policies for dealing with parent concerns but does not intervene

Approves admissions policies but does not intervene

Advises and proposes legal and finance matters

Administrative

Focuses on implementation of strategy

Responsible for outcomes of policies and processes

Performance evaluation of staff

Responsible for parent / school relationships

Implements admissions policies and procedures

Final legal and finance decisions (President)

Anticipated questions to you from parents and people in the community…

Q: My child / relative is a perfect fit for DAS. Can you help me make sure they get accepted?

A: Sorry, I can’t help you, the Advisory Board has nothing to do with admissions. The school has very specific procedures and policies that they use to select students.

Anticipated Questions…

Q: I am not happy with my child’s teacher… something must be done. Can you help me?

A: Sorry, I can’t help you, the Advisory Board doesn’t get involved in parent / teacher interactions or advocate for parents. I would suggest you talk directly to the teacher, or the teacher’s supervisor.

Advisory Board Standing Committees

• Three Standing (permanent) Committees– Governance– Finance and Risk– Development

• Each board member will be a member of at least one Standing Committee

• Meet as often as necessary, usually not less than three times per year.

Advisory Board Task Forces

• Formed to deal with a specific task and then disbanded in a specific period after clear expectations are met

• Deal with specific projects or issues– For example: publications, athletics,

curriculum selection process, etc.• Report to the Advisory Board

Governance Committee (GVC)

• Responsible for the identification, cultivation recruitment and orientation of new members and selection of members of the various committees from within the Advisory Board and outside it.

• Shall consist of a total of four members – Chairman of the Board– One designated by the Chairman of the Board– Two designated by the Advisory Board at large

• Performance Evaluation responsibilities – Chief Operations Officer– Advisory Board (annually and for accreditation)

Finance and Risk Committee (FRC)

• Responsible to – Review the financial affairs of the school including

monitoring of the budget.– Oversee audit processes for financial and other

issues, e.g.,identification and management of the school’s major business and operational risks.

– Direct and monitor management of School funds.• Chairman appointed by the Advisory Board and

will include Director of Business Affairs as an ex-officio member.

Development Committee (DVC)

• Responsible for – Increasing and strengthening the financial base of

the school through fundraising, alumni relations, and public relations.

– Oversight of website, annual report, and other means of improving relations with parents and community

– Development and oversight of alternative income projects, including The Educational Book House (Dar AlKitab Atterbawi).

Advisory Board Meetings

• First Meeting– Plans and progress toward the year’s objectives reviewed– Presentation made for election of new members– Other current business

• Second Meeting– New members and officers elected and membership in

standing committees determined– Annual report of previous year approved– Priorities, plans, budget, and tuition rates agreed upon

for the following year

Advisory Board Meetings

• Third Meeting– Both new and old members in attendance– Reports heard regarding progress and challenges

during the present year– Personnel decisions for the following year reviewed

• Fourth Meeting– Plans completed for the new annual report and other

PR materials– Long term strategy and challenges discussed– Other current business studied

Advisory Board Meetings

This year only: Third meeting in May instead of March

• Reports on progress• Discussion of current challenges

Fourth meeting in June? • Guidance for Annual Report • Agree on goals for the coming year• Prepare for accreditation in early 2014

SECTION 3

Accreditation

Accreditation

• What is Accreditation and why is it important?– Provides a process for institutional evaluation– Promotes, strengthens, and assures the operation of

quality educational programs for all students– Gives license for having an international program

• North Central Association Commission on Accreditation and School Improvement (NCA CASI) /AdvancED – First accredited in 2009– Should be renewed every 5 years --2014

Accreditation

Five Standards of Accreditation (NCA CASI)1. Purpose and Direction2. Governance and Leadership• This is very Advisory Board focused

3. Teaching and Assessing for Learning4. Resource and Support Systems5. Using Results for Continuous Improvement

Accreditation

• Two Parts:– Internal review – Self study – External review – External committee

• Both based on:– Observations– Evidence– Surveys– Interviews

Board Standards(For Accreditation)

• Establishes policies and supports practices that ensure effective administration of the school.

• Operates responsibly and functions effectively.• Ensures that the school leadership has the

autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

Also, three standards for leadership

SECTION 4

Board Business

Board Business

• Variable service requirements for the first Advisory Board– 2 years / 3 years / 4 years– Straws

• Committee Selection (May)• Advisory Board Announcement at Graduation

– please attendBoys – May 9 Girls – April 18

SECTION 5

Responsible & Exceptional Boards

Responsible Boards

• Responsible Boards– Are competent stewards– Honor their fiduciary (legal, fiscal, ethical) duties.– Operate both effectively and ethically.

Is ‘Responsible’ enough?

Exceptional Boards

• Exceptional Boards are responsible AND– Focus on strategic issues - the future– Actively build their knowledge base– Communicate often, honestly, positively– Foster a genuine partnership with the head– Are value, mission and vision driven

How do we get from Responsible to Exceptional?

Exceptional Boards

Principles of Governance that Power12TWELVE

EXCEPTIONAL BOARDS

1. Constructive Partnership

Exceptional boards govern in partnership with the head, recognizing that the effectiveness and success of the board, the head – and the school – are interdependent.

1ONE

2. Mission Driven

Exceptional boards know and affirm the school’s mission, articulate a compelling vision, and ensure the congruence between decisions and core values.

2TWO

3. Strategic Thinking

Exceptional boards delegate the operation of the school to the head and devote their time to what matters most: continuously engaging in long-term, strategic thinking.

3THREE

4. Culture of Inquiry

Exceptional boards institutionalize a culture of inquiry, mutual respect, and constructive debate which leads to sound, shared decision making.

4FOUR

4. Culture of Inquiry

5. Independent Minded

Exceptional boards are independent-minded. When making decisions, board members put the long-term welfare of the school above all else, especially special interests (e.g. individuals, pressure groups).

5FIVE

6. Ethos of Transparency

Exceptional boards promote an ethos of transparency by ensuring that the school’s various constituencies have appropriate access to accurate and significant information.

6SIX

7. Compliance with Integrity

Exceptional boards actively promote strong management values and disciplined compliance by establishing appropriate mechanisms for fiduciary oversight.

7SEVEN

7. Compliance with Integrity

8. Sustaining Resources

Exceptional boards promote sustainability by linking bold visions and ambitious plans for the school with reliable and long-term financial support, expertise and networks of influence.

8EIGHT

9. Results-Oriented

Exceptional boards are data-driven and results-oriented. They measure the school’s advancement towards its vision and evaluate the performance of major programs and services.

9NINE

10. Intentional Board Practices

Exceptional boards intentionally structure themselves to maximize effectiveness and efficiency in fulfilling essential governance duties and supporting the school’s values, mission and vision.

10TEN

10. Intentional Board Practices

11. Continuous Board Learning

Exceptional boards embrace the qualities of a continuous learning organization, evaluating their own performance and assessing the value they add to the school and its operations.

11ELEVEN

12. Revitalization

Exceptional boards reenergize themselves and promote the school’s sustainability through planned turnover and thoughtful recruitment of new board members in light of the school’s needs, mission and vision.

12TWELVE

12. Revitalization

SECTIONS 6 & 7

Q&AThanks

Q&A Panel

What are your questions about the school?

What questions are you going to be asked?

PLEASE REMEMBERTHE GROUND RULES

THANK YOU!