Qatar National School Accreditation (QNSA)...Qatar National School Accreditation (QNSA) S VISITING COMMITTEE REPORT SELF-STUDY FOR Noor al khaleej international school N A Q Visiting

Qatar National School Accreditation (QNSA)

SELF-STUDY

VISITING COMMITTEE REPORT

FOR

Noor al khaleej international school

S N

A

Q

Visiting Team Chair

Mrs. Suha Tahtamouni

Members:

Mr. Mohammed Sultan

Mr. Hani Ibrahim

Mrs. Buthaina Al Ansari

Mrs. Fatin Sulaiman

Mrs. Momena Tayeh

Mrs. Aisha Khanji

Mr. Osama Makki

Dr. Abdullah Ibrahim

Mrs. Mona al Baker

Ms. Maqboula al Kuwari

Visiting

Team

Members

October 19th – October 23rd, 2014


Evaluation Institute – Supreme Education Council

Self-Study Visiting Committee Report

Noor Al Khaleej International School

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Noor Al Khaleej International School 2

Table of Contents

CHAPTER1: SCHOOL COMMUNITY PROFILE AND DATA ...................................................................................3

CHAPTER 2: SELF-STUDY PROCESS AND SCHOOL’S LEARNING OBJECTIVES .............................................7

CHAPTER 3: ANALYSIS OF 5 STANDARDS & INDICATORS-STRENGTHS & AREAS OF GROWTH ...... 11

STANDARD 1: EDUCATIONAL LEADERSHIP ........................................................................................................... 11

STANDARD 2: EDUCATIONAL PERFORMANCE & LEARNING ENVIRONMENT ....................................................... 20

STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS .................................................................................... 26

STANDARD 4: RESOURCES MANAGEMENT ........................................................................................................... 33

STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIP .................................................................................. 38

CHAPTER 4: SCHOOL WIDE ACTION PLAN .......................................................................................................... 41

CHAPTER 5: VISITING TEAM COMMENDATIONS & RECOMMENDATIONS ............................................... 51





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Chapter1: School Community profile and data

School’s Foundation Data:

Noor Al Khaleej International School of Qatar is a private school which was established in

September 2002 to provide education to children from various nationalities. The school

aims to offer education of international standards for students from different backgrounds.

It is supported by its sister school - Al Noor International School in Bahrain.

Noor Al Khaleej International School is located in the Noaija Area, catering to almost

1038 students distributed in classes from the nursery level to grade 12.

The school follows the British Curriculum leading to IGCSE, AS Level (Advanced

Subsidiary Level) and A Level (Advanced Level), as set and regulated by the University

of Cambridge Local Examination Syndicate.

For Arabic and Islamic Studies, the school follows the National Standards of Qatar as set

by the Supreme Education Council.

School’s Characteristics and Facilities

The school consists of three buildings, including the following:

Class rooms

Administration offices

Three science labs (physics, chemistry & biology)

Library

Two ICT Labs

Clinic

Two music rooms

Three basketball courts – volleyball court – two playgrounds

Separate multi-purpose hall

Teachers’ rooms

Store rooms





The visiting team noticed that most of the classrooms are not equipped with technology

resources. The science labs are not utilized effectively. The school’s library environment

does not support students’ learning. There are not enough teachers’ rooms to

accommodate the teaching staff. Moreover, the basketball and volleyball courts need to be

well maintained.

Data on School Staff

Teachers’ Expertise and Qualifications

The school stated that it employs about 93 experienced and qualified teachers with

educational and professional experience. Teachers’ qualifications range between diploma,

bachelor, and master’s degrees. The school also reported that teachers’ experience ranges

from less than 5 years up to more than 20 years.

The visiting team observed that most of the school teachers have adequate qualifications.

The school has approval from the Education Institute of the SEC for employing its local

teachers. However, the visiting team is concerned that the school teachers are in need of

strong and continuous professional development programs to improve their teaching

quality in order to achieve the school’s mission and educational objectives.

Staff Turnover Mobility

The school did not include information about teachers’ turnover. It only mentioned that

the majority of staff has spent more than 5 years at school. However, during the teams’

visit it was confirmed by the school that 39 new staff members are employed for the

academic year 2014-2015.

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

However; teaching staff complained from the job burden and the lack of teaching aids and

resources.





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Data on Students

Students’ numbers and nationalities:

Students at the school come from different nationalities and different cultures. They are in

total about 1038 students at the time of the self-study. About 44% of them are Qatari

students. The non-Qatari students are from different countries as shown in the graph

below.

Students’ turnover:

The school stated that very few students leave the school for various reasons. Most of

them leave the school due to one of the following reasons:

Parents leave country.

Distance of home from school.

It was noticed during the visit and through accessing the school’s documents that the

number of students has increased recently. However; some of the classrooms were

crowded with students with even one class room was observed to be located in the

corridor.

44.9

22.92

4.2 5.56

0.16 0.7

5.27 0.5

3.67

1

0.06

1.23

0.8

1.17

1.3

1.5

1.67

1.46

0.7 1.23

9.03

STUDENTS' ETHNICITY

QATARI

EGYPTION

SYRIAN

JORDANIAN

INDIAN

PAKISTANI

PALESTINIAN





Data on School’s Achievements

The school mentioned that considerable growth has occurred in this area over the past

eleven years. It has resulted in the following as evident:

Introduction of A level.

100 % Pass in IGCSE Exams.

Additional resources for IGCSE, AS and A Level.

The school students participated in many competitions.

The school needs to put greater efforts concerning achieving its objectives in regards to

improving students’ academic results school wide, providing more teaching and

technology resources, developing a reflective assessment plan, setting a comprehensive

extracurricular activities plan, and providing adequate maintenance for its sports

facilities.





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CHAPTER 2: SELF-STUDY PROCESS AND SCHOOL’S LEARNING

OBJECTIVES

Section A: Self Study Process

The school completed in compilation of all of the self-study chapters, except for chapter 5,

covering the five key standards, sub-standards, and most of the indicators. However; it

was noticed that some of the growth areas that had been concluded during the school’s

analysis of some standards in chapter 3, were not included in the list of the growth areas,

nor indicated in the action plan.

The school mentioned that it started working on the accreditation process in September

2013, forming a Central Accreditation Committee made up of the Chairman, Advisor,

Principal, coordinators and senior teachers of the school. Key personnel also from all

departments of the school were tasked with collecting evidence relating to all areas of

school life pertaining to the studies. After collection of evidence, a sub team was formed

to tabulate and analyze the data for feasibility study. While processing, the team identified

the areas of growth for the school.

It is however the visiting team’s conclusion based on the evidence collected from

interviews with various stakeholders, class observations, and review of various school

documents that the school’s self-study does not reflect the full reality of the school and its

programs. Moreover, most of the staff were not involved in the analysis of the five

standards and in collecting different evidences. It was also concluded that only a small

percentage of the staff was in reality responsible for compilation of the self-study report.

Additionally, students and parents were not involved in the process.

The visiting committee also found that the school has critical areas of growth in addition

to what the school has identified that need to be addressed, while modifying and updating

the school’s action plan in order to drive school improvement. The school additionally

needs to exert greater effort in order to have an adequate and proper documentation system

of various evidences.





Section B: Mission & Vision

The Vision Statement:

To preserve and enhance the highest standards of excellence in quality education.

The Mission Statement:

The school mission is to help the students master the expanding horizons of technology and

also become the repository of a deep commitment to the country’s ethos and culture in its

pristine form and equip them to access the best opportunities of growth and advancement by

being prepared linguistically and culturally for them. The concept of enlightened citizens of

the world is the backdrop of all their endeavors.

The School Overall Goals:

The primary objectives of Noor Al Khaleej are:

To provide quality education of an international standard.

To establish a harmonious co-existence of the children of different nationalities and

culture.

To encourage independent thought and action.

To provide a safe and secure learning environment.

To uphold traditional values at the same time adapt to the modern environment.

To inculcate universal human, social and ethical values among students and prepare

them for an effective life as world citizens.

The visiting team found out through meetings with the leadership team, that the school’s

mission and vision were initiated and constructed by the management team when the school

was established and has not been reviewed nor changed since the school’s inception.





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Section C: Learning Objectives

The school’s learning objectives are derived from the school’s mission that allows fruition

of the mission statement. The school stated that they expect their students to succeed in

work and life of the 21st century by demonstrating the following:

Core Subjects

Acquire a sound foundation in core academic areas and to be able to utilize this

information in their working field.

Learning and Innovation Skills

Collaborate with others from diverse background

Recognize, appreciate and respect other’s points of view

Think critically and use new information

Use logical reasoning to draw conclusions

Use imagination to generate new ideas

Use strategies to solve problems and make appropriate decisions

Contribute to group effort with ideas, suggestions and work

Information Media and Technology Skills

Use technology in a knowledgeable and ethical manner

Utilize information systems in personal, vocational and professional contexts

Select appropriate tools and procedures to accomplish tasks

Life and Career Skills Exhibit healthy life style

Exhibit honesty and integrity

Accept responsibility for their own actions

Demonstrate effective leadership skills

Recognize and respond to societal needs

Participate in efforts to preserve the environment for future generation

Recognize that the learning process is a life long journey





It was confirmed during the visit and through meetings with different stakeholders; that

staff was involved in compiling and synthesizing the school’s learning objectives through

meetings and discussions either at the level of departments, or through the leadership

team. However, parents and students involvement in this process was limited through

verbal feedback only.

It was clear to the visiting team that the above mentioned learning objectives are aligned

with the school’s mission and vision, but the school has to develop a set of effective

programs that help in achieving its learning objectives.





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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 mentions that it has a clearly defined mission which is simple and

understandable by all the stakeholders. The school objectives are communicated to

stakeholders during school assemblies, staff meetings, and parent-teacher meetings

The school identifies that regular department meetings of the staff are used as a tool to

obtain feedback and suggestions to further improve the existing methods of attaining the

school objectives. Opinions of parents are communicated to the management, who take it

into consideration when planning and preparing for the next academic year.

The school assures that it follows general SEC guidelines in its syllabi for Islamic Studies,

Arabic, and Qatar History. The works towards promoting the school mission, objectives

with staff, parents, and students towards focusing on them and achieving them.

The school states that the safety and health of students is one of its primary concerns. The

school works on ensuring that proper safety precautions are taken including clearly marked

fire exits and fire safety equipment. CCTV cameras are fitted around the school halls,

corridors, play areas, and parking spaces. The movement of staff, students, visitors, and

vehicles is monitored and recorded to help ensure a safe atmosphere on the school campus.

The school mentions that it has a clinic operated by a professionally trained nurse who is

available to administer medical aid during the school hours. The school maintains a health

records for every student in the school clinic which is updated annually.

The school also states that a qualified counselor is available to provide assistance in issues

involving students’ behavior. Students are encouraged to develop a positive attitude towards

learning. Meetings with parents are arranged to help develop a spirit of cooperation between

them and the school aimed at positive improvement in students’ behavior.





The school states also that it has a well-trained and qualified teaching staff which is well

aware and actively involved in achieving the school’s mission. Department meetings are

conducted to offer an opportunity to teachers to exchange ideas and practices, to support

learning in the classroom.

The school mentions in its self-study, that the school management meets regularly to study

the areas of growth, weaknesses, and put plans in place reflective of the school mission and

vision.

The visiting team observed evidence that the school has in place a school vision, mission

and objectives. It was observed that the school’s vision was displayed in the schools’ halls

and in most classrooms. Through interviews with staff and students, it was also observed

that there is general awareness of the school’s vision as well. However, the school needs to

further develop better ways to disseminate the school’s mission and objectives to all

stakeholders.

The visiting team found through interviews that the school mission and vision have not

changed since the establishment of the school. However, the school has developed a set of

objectives aligned with its mission and to help in achieving it at some level. The school staff

has had some involvement in developing these objectives; through the regular meetings of

the leadership team with the staff. However, parents and students’ involvement in

developing these objectives was limited.

Through meetings with the governing body and finance department and assessing the

financial situation of the school, it was assured that the school has had a budget surplus for

the last two years which means that the school’s mission, vision and objectives are

attainable and appropriate to the school capacity and its financial resources.

During class observations, it was noticed that teachers’ performance in the classrooms

throughout most of the classes does not reflect the school’s mission and objectives.





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Therefore the school is in need to work more on achieving its objectives in support of

raising the quality of teaching across all levels throughout the school.

Moreover, it was found through staff interviews and review of school documents, that there

is a lack of a plan for professional development for teachers and the limited number of

professional development programs provided by the school.

It was also observed that there is a noticeable shortage of teaching resources the school has

provides in order to enhance students’ learning. Most of the teachers stated through

interviews that there is a strong need for more resources and teaching aids that enrich their

teaching for students.

It was clear to the visiting team, the positive impact of the school’s mission, vision and

objectives on the students’ behavior and on creating a healthy environment by the provision

of a health care unit that takes care of the students’ health aspects during the school’s day.

However; this impact was limited on ensuring a safe environment, since the school’s staff

and students confirmed through the interviews that they were not trained on the evacuation

procedures for emergency incidents. Moreover, the school does not have a plan for

evacuation in case of emergency. No assembly points were assigned and some of the

emergency exits were locked. There is no staff on duty to look after students’ safety at the

time of entry and exit from the school, and the limited number of staff on duty to look after

students’ safety during the breaks.

Hence, the school needs to develop, implement, and follow up with more effective plans for

executing the school mission and objectives, and it needs to identify actions to be taken to

measure what has been and what has not been implemented of the its mission and

objectives. The school needs also to conduct regular reviews and continue to update its

mission according to the school aspirations.





2. Planning and Management Organization, Empowerment:

The school states that it is committed to the SEC guidelines and tries to incorporate them in

the school plans. The school follows the text books for Arabic, Islamic and Qatar History

which are provided and recommended by SEC. Moreover, the school management and the

staff participate in meetings and workshops organized by SEC.

According to the school management, it conducts meetings with coordinators, departmental

meetings, and regular Parent Teacher Meetings (PTMs) are conducted and used as platforms

to attain feedback from the stake holders as to the impact of the school plans.

The school adds that it has a well-defined organizational structure, a chain of command

which follows a line-of-communication between the members of the staff and the

management. The administrative structure is identified and roles are assigned to the various

office holders.

The school added that the chairman and the advisor of the school prepare and communicate

the school policies to the principal. The school management regularly informs and updates

all the stakeholders about rules, regulations, and policies of the school. At the time of

admission, parents sign a document with defined policies, rules, and regulations of the

school which are in line with the guidelines provided by SEC. Also, parents are informed

about the school policies, rules and regulations through the school almanac, circulars and the

school website.

The school also states that based on the teachers’ qualification and experience, the

management decides to assign different tasks to the faculty to achieve smooth functioning of

the school and quick accomplishment of goals.

The school states that it values the opinions and feedback from all stakeholders, and takes

them positively.





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Moreover, the school confirms that the teachers are empowered and have the freedom to

prepare lesson plans and activities and develop their own strategies to achieve the

curriculum objectives.

The visiting team appreciates the involvement of the governing body in the school’s

community, through meetings with the leadership team to discuss various matters pertaining

to the school. This involvement has led to the improvement of the infrastructure of the

school but did not lead to the improvement in other necessary and important aspects in the

school including raising the quality of student learning and academic achievements, in

realization of the school’s mission and objectives, in providing teachers with greater

professional development opportunities, in providing more teaching aids and resources in

the classrooms, and measuring students’ and parents’ satisfaction on school efficiency.

These are all critical areas that are in need of further planning and development of the

school in order to support learning and improve the quality of the school overall.

It was also made clear to the visiting team through interviewing the school’s management

and review of the school’s documents that although the school was able to identify some its

priorities, the school did not prepare a comprehensive plan to implement it. Moreover, the

school priorities were not clear nor announced to all stakeholders.

Additionally the team observed during the visit, that the school does not have clear plans in

place (strategic / executive) to enable it achieving its objectives. Additionally the school

also does not have professional development plans for its staff, neither departmental plans

nor remedial plans as well.

The only plans the school has are the curriculum plans for each subject/stage, and the action

plan that was derived from the self-study process. But even though, the school did not

develop a mechanism to follow up on the action plan implementation and its impact on the

school, students and teachers. The action plan also did not identify the critical areas that are

in need of improvement to align with the school mission and vision.





The team also acknowledges that the school has an organizational structure that identifies

the level of leadership, responsibility and departmental hierarchy. However, this

organizational structure does not include the administration jobs in the school.

All members of staff are made aware of the hierarchy and their job description during the

induction/orientation program. The visiting team also observed through staff interviews and

assessing school documents that there are communicated regulations, school rules, and

policies to operate within the school’s scope of work. Stakeholders including staff, students

and parents are seemingly aware of the school’s rules and policies through students’ diaries,

staff meetings and staff/parents meetings. The visiting team confirms that the school has

mechanisms in place to facilitate communication among staff; this includes internal

circulations and staff meetings.

The school has a policy in place for delegating tasks and dividing them among its staff.

However, in interview with staff, they expressed that they felt that work is not divided fairly

nor according to staff capacities. Some coordinators complained from the pressure of work

and the large number of blocks, which does not allow them to supervise staff performance

in their departments properly.

Through interviews, it was expressed by staff that the school management takes into

account some teachers’ suggestion in the decision –making process especially in the

academic matters. However, this does occur with students and parents, as their suggestions

are limited in the decision making process. The school does not distribute questionnaires for

parents or students to give them an opportunity to express their views and thus do not

contribute in the school decision making process.

It was noticeable to the visiting team, that there exists a positive and cooperative

atmosphere that prevails in the school with the sense of responsibility between the school’s

governing body, principal, management team, staff and students.





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

The school stated that a lot of importance is given to staff accountability. The self-study

stated that staff is held responsible for carrying out the role and duties assigned to them.

They are then monitored, observed, and appraised at what the school considers a regular and

consistent basis by the school management. This forms the basis for individual teacher’s

promotions, salary increment, and continuation of contract.

Teachers are provided with feedback regarding their performance that has been monitored

and areas that need improvement are suggested. The evaluation criteria and evaluation

mechanism is announced to all the teachers.

The school stated that it follows a system of continuous internal assessments of students.

This is achieved through tests and quizzes. The results of these tests are recorded and

updated to provide a grade specific and class specific database utilized for analysis of the

students’ performance. Students are evaluated for their understanding of the syllabus taught,

and improvement measures are planned. Areas of weakness are identified and focused on in

the lesson plans to achieve better learning.

The visiting team acknowledges that the school has plans in place to manage and assess

teachers’ performance, which the teachers are made familiar with. These procedures are

done by the school’s principal and the coordinators through class room visits, evaluation

forms, and feedback sessions. However, the visiting team shares the concern that the impact

of the follow up was not reflected in the performance of most of the teachers observed.

The school principal is also responsible for assessing the coordinators. The school’s

chairman and advisor are responsible for assessing the admin staff, however without clear

criteria or appraisal forms.

The visiting team confirms that students’ results are recorded but not analyzed in a way that

gives the school a clear picture about the students’ academic level or progress in school

assessments. Moreover, these students’ results are not utilized in improving teaching

practices and in developing plans to improve students’ academic outcomes.





Student results are only used to identify the students requiring remediation in specific

subjects, and remedial classes are provided after the school hours. The school does not

provide enrichment programs for high achievers.

Moreover; it was noticed that the school does not analyzing the students’ results in a way

that shows students’ progress or tracks students’ levels over successive periods. In addition

the school does not participate in external assessments that would give the school a clearer

picture of how students are doing across the curriculum standards.

The visiting team emphasizes the need for a school system to assess the impact, results and

the effectiveness of these programs for the purpose of improving its performance.

School’s Stated Areas of Strength:

1. The school has a well-defined mission and objectives, well known to stakeholders.

2. The school mission, vision and objectives are aligned with states, guidelines and SEC’s

programs and plans.

3. The school is well adapted in space and time to attain its mission and vision.

4. The School is committed to SEC regulations and follows up the instructions given by

the SEC consistently.

The visiting team approves point 2 as an area of strength. However, points 1, 3 and 4 are

not considered as strength areas, since the school’s mission and objectives are not well

known to students and parents, the school has not to date achieving all of its educational

objectives and the school is not committed to SEC regulations concerning providing safety

at the school premises.





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School’s Stated Areas of Growth:

1. Need to promote and involve the stakeholders in an effort to realize the school mission

and vision.

2. Need to focus professional development of school faculty through workshops, training,

and seminars .Teacher’s development programs to put in place to enhance continuous

development programs among teachers aiming to build a better teaching learning

environment.

3. Need to be able to do a self-study and self-evaluation, facilitating individual teacher’s

strength and weakness.

The team supports the above mentioned areas of growth, and recommends further critical

areas of growth in chapter 5 of this report.





Standard 2: Educational Performance & Learning Environment

1. Methods & Pedagogy

The school states that it has done extensive work to obtain the mission, the vision, and the

objectives within the teaching strategies in the school planning including worksheets,

interactive board learning, role plays, laboratory activities, demonstrations and group

activities in various subjects.

Similarly, the school states that it applies different assessment strategies using certain

modern methods like assignments, project work, research work, tests, quizzes and terminal

examinations. To assure motivation and challenging student, open ended questions are

provided where the students are required to analyze and research to answer these questions.

The school mentions that it follows the Cambridge guidelines for its curricular planning,

and any further modification in the plan is also highlighted. Additionally, the school stated

that before hiring, teachers have to pass a written test, demonstrate a model lesson in a

classroom and conduct an interview with the school administration and coordinators.. The

school also organizes an orientation programme for career guidance as teachers provide

students with academic guidance to facilitate introducing various universities inside and

outside the state.

During the academic year, and in order to increase their motivation, students participate in

various competitions to improve the students’ moral values and leads to positive

relationships. This provides, as the school stated, a safe and secure learning environment to

build social and ethical values among students and preparing them for an effective life as

world citizens.

However, based on class observations conducted by the visiting team, the visiting team did

not observe consistency between teaching and learning strategies across classrooms with the

school vision and objectives as mentioned in the self-study report. In most of the visited

classes, most of the teachers did not present a high performance in term of teaching





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strategies. Diverse motivating teaching practices and differentiation teaching skills were

absent in most of the visited classes. No or limited activation of the strategies mentioned in

the self-study such as using the investigative approach or even the communicative approach

were observed. Although the school mentioned its great effort in dealing with gifted and

low achievers and using student-centered approach, students, except the nursery stage, were

not seated in groups. They were seated in pairs and no group work was seen in these

classes.

In addition, formative assessment tools were not diversified in most of the observed lessons

as the school mentioned in its report. The oral questions, one-level worksheet and quizzes

were the main tools observed in most of the lessons. Similarly, summative assessment tools

were not applied in most of the observed classes. Furthermore, the school needs to work

hard in order to generate effective output by supplying classes with technology and modern

teaching techniques. Very limited classes had the chance to obtain real use of smart boards

or technology activation. Furthermore, critical thinking and deductive reasoning activities

were absent in teaching strategies in most of the visited classes.

Most of the interviewed students mentioned that the science labs are used as normal classes

for lecturing or quizzes. Hence, science labs should be used effectively to support students’

learning.

Good classroom management skills and good relationships were seen between teachers and

students in most of the visited classes, but teachers also have to employ t positive

relationship strategies in order to motivate students in order to improve the general quality

of learning that is required school wide at Noor Al Khaleej.





2. Curricular Standards, Quality, and Implementation:

The school follows the British Curriculum leading to IGCSE. The curriculum includes

Early Year Foundation Stage for KG, Cambridge International Exam framework for years

1-8, IGCSE from 9-10 and AS levels. The school stated that this curriculum is aligned with

its motto, vision, and purpose.

The school reported that this curriculum challenges, encourages and motivates students’

learning and the extra - curricular activities including sports, art and craft, music are

conducted regularly

The school follows the British Curriculum leading to IGCSE and uses the National

Standards of Qatar set by the SEC for the curriculum of Qatar History, Islamic Studies and

Arabic.

The visiting team observed that the curriculum is taught with no differentiation between

students in class activities and thus was not found to be student-centered nor diversified to

meet learning needs of students. Similarly, no extra activities or resources for gifted

students or effective support strategies for low achievers were seen during class visits. The

library was observed to be still in need of extra resources to suit students’ needs and ages.

3. Learning Environment:

The school stated that the classes are equipped with soft boards to display students’

activities, white boards, and electronic interactive boards with promethean software. The

Science and ICT laboratories are equipped with the number of computers in the ICT

laboratory having been increased this year to suit the growing number of students. The

laboratories have up to date equipment required for the teaching learning process to take

place.

The physical arrangement of the classrooms is done in an orderly manner according to the

grade levels with a seating arrangement plan in place. Classrooms are well lit, ventilated

with air conditioners, have good quality furniture and in good shape. Display boards are





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placed in every classroom and students’ works are regularly updated on the class notice

board.

The visiting team observed that science laboratories are well equipped and most of the

classrooms are well lit and ventilated. The furniture was found to be in good condition and

suitable to students’ ages. Also, in the lower stage, students’ works are displayed in an

organized way which stimulates and encourages them to achieve while the higher stages

need extra care is needed to ensure that there is greater display of students’ works across ll

levels.

It was also observed during the school tour and in review of the school documents

provided, that the school is in greater need of sufficient and various resources, as well as

educational materials in both classrooms and the learning resources center which is in need

of appropriate furniture for students’ numbers and ages. Moreover, the school needs to

provide all classes with greater facilities such as “data show” devices besides reorganizing

most of the classrooms in a way that helps students to learn and practice various activities

that is conducive to the various learning types.

4. Assessment:

The school states that a system for analysis is in place to review school programs, their

effectiveness and that modifications are made accordingly. These are then meant to be

highlighted in the teachers’ lesson plans in the form of class assignments, quizzes, home

assignments, tests, and research work, formative and summative assessments.

The school clarifies that it ensures a strong correlation between assessment of learning

outcomes and the curricular objectives. Student performance portfolios are maintained in the

school records. If the set targets for the term are not met, then specific modifications are

made in the planned curriculum and identified in the plan.

The school management studies and analyses the data of both collective and individual

performance as a major resource for bringing in modification when necessary.





The visiting team acknowledges that the school monitors and reviews its curricular

programs through departments and leadership team meetings. Teachers use yearly, monthly,

and daily plans to ensure the covered curriculum areas.

The visiting team observed through class observations that most teachers need to use varied

tools of assessment to measure student learning and understanding of the lesson objectives

as this is a critical area in the school that requires follow-up and improvement as

assessments are not being used effectively to measure student performance nor in curricular

planning or personalizing learning needs for the varied learners.

The visiting team observed that the school is not utilizing the collected data from the

different assessments to drive the school towards improving its programs.


1. Modern technologies and tools are applied in class room teaching – use of E board,

internet connectivity, projectors and computer are examples to showcase this

achievement of school.

2. The school has on board a highly qualified faculty with excellent educational

background and rich experience and is appointed to conduct teaching relative to

their subject expertise.

3. The school curriculum allows for and encourages critical thinking and deductive

reasoning thereby inculcating responsible and independent learners.

4. The school provides appropriate and necessary resources to implement the

curriculum.

The visiting team did not observe that any of the above stated school strengths in the

correlating standard were effective, and hence are all areas that require an action plan

in order to elevate and support student learning.





25

25

School’s Stated Areas of Growths:

1. Since the school has grown to “A” level there is a need to develop a comprehensive

strategy for providing career counseling and academic guidance to students in order to

help them to identify their future directions.

2. To create more opportunities inside and outside the class for students to show the

knowledge they have acquired, through the school curriculum.

3. To develop more avenues for students to put in public domain their acquire

knowledge.

The visiting team supports that all of the above mentioned are areas of growth, and

recommends more areas of growth in Chapter 5 of this report.





STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS

1. Students’ Academic Achievement

The school states that procedures are in place when registering the applicants at the school.

The school added that, remedial classes are conducted to support these applicants also as

well as the students who have performed poorly at semester examinations.

The school states that it has an assessment policy which is followed by all subject teachers.

The school has identified assessment methods such as the interviews and classroom

observations Students’ written work is regularly checked and comprehensive comments are

given by the teachers. The IGCSE results are also analyzed and sent by the Cambridge

board, which the school stated was used in the school by the higher grade teachers to

identify the students’ level and the areas that need to be improved in teaching with more

careful attention for IGCSE.

The school also mentions that it follows the University of Cambridge Local Examination

Syndicate (UCLES) for conducting these International tests as it is currently following of the

British Curriculum leading to International General Certificate of Secondary Education

(IGCSE).

The school clarifies that students are subjected to examinations, the Midyear examination

and Annual examination, besides being assessed through Class tests 1 and Class 2

Checkpoint exams are administered to Year 6 and 8; the External Examinations of Year 10

and 11 are set by Cambridge. Subsequently, teachers are expected to conduct analysis of the

assessment results, and provide recommendations on how teaching-learning can be

conducted better. The school added that individual subject analysis reports are then

submitted to the Academic Coordinators and School Management on a regular basis

showing overall progress of students. Report cards are handed down to students along with

circulars requiring parents to come for a Parent Teacher Meeting (PTM).

It was assured to the visiting team that an entrance test is given to students when enrolling in

the school and marked to identify the students' prior knowledge and level. However, the





27

27

school needs to utilize the test results to address the students' individual differences through

suitable activities.

Formative assessment is also applied through daily assignments, weekly and monthly tests.

Summative exams are followed through semester exams.

It was evident to the visiting team that the written tests include higher order thinking skills.

IGCSE students are trained on model exams that encourage students to use these skills.

Meanwhile, it was noticed through class visits that higher order thinking skills need to be

more emphasized in class activities.

It was also observed that the students are selected to have the check point exams. A clear

concern is that all students need to participate in taking the external exams related to the

British curriculum. Additionally, the school needs to review its assessment policy further in

order to include greater external assessment measures in order to analyze student

performance of curricular objectives across all grade levels.

The visiting team in review of school documents observed found that the school neither

analyzes the exams' results to gauge the students' improvement over a consecutive time

span, nor does it have action plans in place in order to improve students' levels. The school

also needs to utilize the results to improve teaching methods to meet the learners' needs.

The visiting team confirms that school sends different report formats for different grade

levels regularly to parents with the information on students' performance and behavior and

holds meetings to discuss the students' performance level with parents.

2. Care for Different Categories of Student

The school states that it has plans and programs in place for gifted and talented students,

which the visiting team did not find evidence for. Since the school has no cases of students

with Special Needs, the Academic Coordinator and the Principal take notes of the progress

of these two categories – Gifted/Talented students and students with Learning Difficulties.





The school reports that awards granted to students professing outstanding performances for

the academic year including excellence in Academics, Sports, Arts, Science, 100%

Attendance, etc. Students also receive certificates, medals, trophies, plaques, extra

responsibilities or leadership opportunities demonstrating their excellent performances over

the academic year particularly during Annual Day and Sports Day.

In review of school documents and interviews, it was assured that the school engages

students in some extra-curricular activities such as "Talent Week" and sports competitions

but these activities are not enough to satisfy students’ needs. The school also does not

develop any plans or programs to address the different categories of students, talented, gifted

and learning difficulties.

The visiting team observed through class visits that the school needs to train and improve

the teachers' differentiation skills in order to be able to deal with the various categories of

students.

Meanwhile, the school still needs to find more ways to honor and recognize top students

with different accomplishments.

3. Students Discipline and Behavior

The school has declared that it has detailed and comprehensive behavior policies. The

policy includes unacceptable behaviors and the penalties each behavior entails. The

behavior issues are recorded, documented and maintained as files for the students with

specific reference to behavior concerns. The parents are also informed about the general

behavior of misbehaving students. The school states that it applies the behavior policy to all

students fairly and at all times.

The school states that the relationship between students and the teachers is positive and

regularly growing and teachers are good role models for students. Their organized work,

preplanning, positive attitude helps students to guide themselves in the correct path and

learn lessons for a better life.





29

29

The school adds that good behavior is admired so that all the other students are also

prompted. The school explains that all the documents related to students’ negative behavior

are filed and kept with the counselor and the Arabic and Academic Coordinator for future

reference and to be used in meetings with parents.

It was assured through the team’s visit that the school has a comprehensive behavior policy.

Policies that regulate students’ behavior are known to parents through the students’ diary

and to staff but during class visits and the tour, it was not found in the classes or in the

corridors. The visiting team noticed that the policy is applied fairly to all students. The

visiting team also noticed the students’ commitment to discipline and behavior rules during

the lessons and in the break time.

Through meetings it was evident that the school records and tracks the negative behavior

and develops solutions which show that negative behavior is addressed firmly but it was

also noted at the time of the visit, that the school did not have a social worker since the

beginning of the year. In addition, the school staff is encouraged to be good role models to

students by respecting and treating them equally. Moreover, the relationship between

teachers and students as well as among peer students was noticed to be positive.

It was evident through interviews that school needs more efforts to develop a suitable

reward and incentive system to honor students. The school also is advised to engage

students in adequate activities and programs that promote positive behavior and avoid

negative ones.

4. Student Connectedness

The school indicates that it has referral services for the subject teachers and subject leaders

and enrichment opportunities to support student growth such as guiding them to select the

most appropriate stream either Commerce or Science for them in Grade 9. Orientation

programs are conducted by both streams subject leaders with help of coordinators and the

Principal. Career counseling is given by subject teachers in terms of various courses to be

followed after A Level for the students.





The school reports that the major support systems in the school are the remedial and extra

classes conducted by the teachers to help students in need of intervention and referral. The

school confirms that development plans are set up in advance toward this to have a better,

systematic and effective system in the school. The school reported that it provides its

students with several extra-curricular activities opportunities.

The school declares that students are actively involved in organizing events such as

assemblies and the school fair which help them to become more responsible individuals.

The school added that seminars conducted by senior children promote confidence and self-

esteem.

The school states that the school administration utilizes students' concerns to make

necessary changes when applicable to elevate student pride in the school. The school also

added that students are rewarded for positive achievement. The school confirmed that active

participation in curricular as well as co-curricular activities shows the positive approach

towards the system. Informal interactions and the questionnaires from SEC help the school

to identify how student perceptions are satisfied with the methodology, vision, and mission

of the school.

It was observed during the visit that the school does not have a strong support system to

help students with their career and personal guidance as the school doesn’t have a career

counselor while subject teachers, coordinators, and academic coordinators try to help

students to choose the subjects for IGCSE based on their personal guidance.

It was however assured that the school provides free extra classes to low achievers but

needs to find more ways to gauge their improvement and find different ways to support

their progress.

Additionally, the school does not have an extra-curricular activities plan in place. Most of

the activities provided depend on the sport competitions. The school needs to develop more

extra-curricular activities to engage all students and support their learning.





31

31

The visiting team observed that the school does not have a “Student Council” to engage

students in decision making and nurture self-esteem. It was also noticed that the students’

prefect system at school is not effective and does not represent the students in any of the

school decisions.

The school is also advised to gauge students’ perception of the school events and services

through formal surveys and benefit from the results to improve these services and encourage

students to have a positive attitude towards the school and its services.


1. Student’s performance demonstrates a clear and continuous improvement in all

subjects over the years. Of particular mention, is the student’s performance in

International Examination IGCSE and AS level exams conducted under the UCLES.

2. The school uses evaluation results to improve teaching methods thereby improve

teaching methodology leading to empowerment of the school faculty.

3. The school communicates with the major stake holders with reports on the student’s

performance and behavior on a regular basis.

4. School has in place a very effective result oriented policy and procedures in place to

provide personalized support for students to work towards their achievements of

curricular goals.

The visiting team supports the school in area no. 3, whereas all other perceived school

strengths are areas of growth that the school needs to include in an action plan in order

to elevate and improve student learning experiences.






1. To implement differentiated learning all across the school in order to cater to

different abilities of students within the same classroom.

2. To develop different teaching strategies and assessment policy so as to focus on all

students learning abilities and capability.

3. Conduct regular assessment to identify the student’s level, knowledge and skills.

Need to develop multiple and frequent assessment tools for all students to fulfill

their objectives.

4. Need to strengthen proper documentation of student’s behavior and action taken by

school.

5. Need to enhance and encourage good behavior more publically bringing pride,

responsibility and accountability as key factors to focus on. The aim is to nurture

self-esteem, confidence and personal growth.

The visiting team supports the school in all the growth areas and identifies more areas in

chapter 5 of this report.





33

33

STANDARD 4: RESOURCES MANAGEMENT

1. Oversight and Staff Distribution

The school mentions that it follows a well- defined recruitment policy that enables the

hiring of qualified professional staff. The school states that it stresses upon subject

specification to provide quality education of an international standard. The school also

mentions that efficiency is awarded through an effective promotion policy where

performance of past employees is considered when suitable situations arise.

The school indicates that it works effectively to maintain a balanced student - teacher ratio.

It adds that sufficient support is provided to teachers in all areas to ensure that maximum

potential levels are worked at prioritizing student benefits. Assistant teachers are provided

in certain grade levels.

The visiting team confirms that the school has applied a clear and fair employment policy to

determine the most vacancies, but the visiting team noted that the school did not have a

social worker; one of the school administrators was carrying out the responsibilities of the

social worker. Most of the staff responsibilities are aligned with their qualifications. In

addition to the teaching responsibilities, some members of the teaching faculty are also

assigned tasks like being House, Club, Discipline, Floor and Subject in charges.

Through interviews and analysis of school documents, the visiting team found out that the

school implements an effective motivation policy, where employees' salaries are increased

annually. The school also promoted the employees who have completed five or ten years at

the school by presenting checks, certificates and trophies. At present, there are no staff

shortages; nevertheless, many teachers have a lot of responsibilities.

The visiting team confirms that the staff absence is followed up precisely; furthermore, each

staff member has clear instructions in case of absence. It was observed during the visit that

the school put a daily substitution list; in contrast, it was not applied accurately. As the

visiting team noticed through classroom visits that some classes were not covered properly.





2. Staff Professional Development

The school clarifies that it identifies teacher training needs on an individual basis through

constant evaluations and observations. Carrying forward the professional development plan,

the school states there are regular training sessions with the Academic Coordinator and the

School Principal as well.

The school mentions that new joining staffs undergo an intensive orientation program

conducted by the Academic Coordinator and the Subject Head In Charge. The Subject Head

In Charge, brief the new staff member on syllabus tracking, examination deadlines, and

assessment procedures.

The school confirms that class observations are carried out in both informed and uninformed

patterns. This evaluation is recorded and shared with the teacher.

Through interviews and in reviewing of the school documents, the visiting team found that

the school does not have a comprehensive plan for professional development. In addition to

the orientation day at the beginning of the year; one training program had been presented to

all teachers in the year 2013-2014, where a professional development trainer from Bahrain

had visited the school and presented a workshop about differentiation and collaborative

learning.

Moreover; the visiting team observed during the visit, that the school does not have an

appropriate development plan for new staff.

3. Infrastructure, Equipment, Material’s Distribution, Resources Availability & Distribution

The school states that appropriate classrooms are assigned to grade levels depending on the

strength of each group. Keeping in line with this view, the safety requirements of the lower

grade levels the students of grade Kindergarten, Grade 1 and Grade 2 have been placed on

the ground floor. The school states that most of the class rooms are designed to

accommodate a minimum of 25 students, meant to leave enough room for teacher-student

movement.





35

35

Additional facilities include smart boards in some classes, a portable TV, a portable

projector, maps, globes etc. which the teachers use as teaching aids to facilitate learning. A

fit to purpose gym has been established this year to encourage physical education for

students. The school now has designated play areas, both covered and uncovered, to

facilitate multiple sporting activities. The school also has two computer labs, a music room,

art room, and separate labs for Physics, Chemistry and Biology. The school mentions that, it

has hired professionals for maintaining and cleaning services.

The school also mentions that, it has a well-equipped library to meet the growing needs of

the school, which is updated regularly. The school clarifies that, wireless internet facility is

available all over the school to be used by IGCSE and AS Level teachers.

The school declares that, it has monitored entry and exit procedures for students and

teachers to ensure maximum safety. It also stated that mock evacuation drills are carried out

to make the students aware of emergency exits which have been clearly marked throughout

the school building. Fire extinguishers are installed and regularly checked. Security

personnel are posted in designated areas to ensure teacher- student safety.

The school adds that, there is a clinic available and a licensed nurse by the Supreme Council

of Health has been hired, to assist with health issues.

It was observed during the visit that, some of the classrooms space is not appropriate with

the students’ numbers, as it hinders the movement of students while doing classroom

activities. The furniture in some of the classrooms is not compatible. Moreover; most of the

classrooms need to be supplied with extra educational resources.

Although the school mentioned that “Each building has two staff rooms to facilitate the

growing number of teachers”, the visiting team noticed that most teachers’ offices are placed

in hallways, and not in specialized office rooms.





The school has two computer labs one of them was provided with smart board, two music

rooms, an art room, and separate labs for Physics, Chemistry and Biology. The visiting team

found out through direct observation and meetings that, the art room is small with limited

resources. The science teachers do not utilize the labs in teaching either chemistry and

biology or physics.

The school also has three sports outdoor playgrounds, two of them non shaded and covered

with industrial green grass, and the third on, is shaded but the floor is covered with hard

non-standard tartan; moreover it is located in an unsuitable place, where teachers and

students constantly pass between the main building and building number three. Two extra

outdoor basketball courts are assigned for the lower grades, however they were too small.

The multipurpose gym that the school has is provided with some sport tools which do not

commensurate with the number of students.

The school hired a maintenance officer to continue the periodic maintenance of the facilities

and to repair the damaged ones; still, some of the facilities need to be maintained, such as

some of the service coolers, and the exposed electrical power points.

Moreover; the school has contracted with two cleaning companies, but the cleanliness of

hygiene services provided is not sufficient for the size of the school and the number of

students.

The school library contains some teaching aids, maps, cassettes, CDs and about 8,000

books. Part of the books is references, function and curricula, but they do not commensurate

with the number of students, and it needs to be updated. Moreover; the Arabic resources are

limited. In addition, the library has one computer and one printer. The internet is sometimes

out of service.

It was observed during the visit that the school buildings were provided with many

Emergency exits; whereas, some of them were locked. The fire extinguishers are distributed

in school facilities, and are tested periodically. The visiting team discovered that the school





37

37

does not have a plan for emergencies and it did not conduct any training for students and

teachers on the fire drill. However; the visiting team emphasizes that the health care unit is

available in the school and takes care of the health aspects during the school day.


1. The school has a clear employment policy involving well defined requirement

policy, uniform procedures, assigning tasks to the faculty in accordance to their

qualification, ability and experience. The school has a transparent promotion policy

for the staff.

2. The school has an effective health unit within the school and is operating under the

guidelines of supreme council of health.

The visiting team supports all the school’s strength areas, encouraging the school to

maintain the use of good practices regarding these areas.


1. Recruitment of Assistant teachers at Kindergarten and Grades 1 and Grade 2.

2. Professional development plan to be established.

3. Addition of resources to support the introduction of differentiated learning at all

grade levels.

4. Addition of resources-reference materials, library resources.

The visiting team supports the school in all the growth areas and identifies more areas in

Chapter 5 of this report.





STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIP

1. Parental Involvement and Communication

The school states that it has a policy to communicate with parents through official letters,

circulars, invitations, diaries, emails, and phone calls.

The school mentions that it holds regular meetings to have a good rapport with parents,

and it informs parents with any issues and also to keep parents aware of all proceedings in

the school.

The school added that its vision is well exhibited and spoken out as well in prominent

places so that, it does not go unnoticed and it is looked into deeply. The school holds

periodical parents teachers meetings that aims at opening doors to parent to discuss

different issues

The school states that parents take part in various events conducted at the school like the

sports day, and they coordinate well with the teachers during the Annual Day celebrations.

However; the school states that it is looking into promoting more activities to increase

parental participation as yet; complete parent participation still remains a challenge. The

school added that the surveys could play much better role to ensure maximum

participation.

In addition, the school mentions that parents’ concerns and suggestions are summed up in

a report and handed to the administrative department.

It was clear to the visiting team that the school communicates with parents using circulars,

invitations, and the students’ diaries. The school holds regular meetings with parents

regarding the academic aspects of their children to discuss their academic reports.

It was evidenced to the visiting team that the school does not hold regular parents’

meetings in regards to introducing its mission and objectives, and discussing matters in

relation to different school issues. However; new parents are notified about the school

policies and regulations through a meeting at the beginning of the academic year.





39

39

In addition, the visiting team observed that the school does not have a specific plan for

organizing special activities for parents. However; the school executes some activities to

reinforce its relationship with parents such as; the annual day, the school fair, and the

sports day. Hence the school needs to provide more events and activities to encourage

parents’ participation in the school life.

The visiting team agrees with the school concerning the need for providing chances for

parents to present their opinions, and to deliver their suggestions to be more involved in

decision making process. The school needs to measure parents’ satisfaction about the

school through questionnaires and surveys.

It was also evident through parents’ interviews that parents’ complaints are not resolved

quickly; most parents expressed their dissatisfaction regarding the lack of a clear

mechanism to receive their complaints and the way to resolve them. Also, parents

expressed their dissatisfaction regarding the extra- curricular activities provided to their

children.

2. School Community Partnership

The school states that it encourages teachers to interact with the staff of other schools.

Lesson plans, yearly plans and other resources for AS Level are discussed with the staff of

Al Noor International School in Bahrain.

The school confirms that it participates in the various activities and celebrations in the

country, such as national day celebrations and Quran competition and various other

competitions conducted by the Supreme Education Council. Also, it encourages the

students to take part in various athletic events organized by the School Olympics.

The visiting team observed that the school has no clear plans or strategies to communicate

with various organizations. However; it encourages teachers to interact with the staff of Al

Noor International School at Bahrain during professional development sessions.

The visiting team has recognized that the school communicates with local communities

and participates in some activities such as the Quran competition, School Olympic





program, and the art competition in Katara. However; the school is not communicating

with the state universities in order to organize introductory meetings for its students.

Hence, the school needs to encourage various community organizations to support the

school in achieving its educational goals.


1. The school communicates effectively with the parents, keeping them informed about

all the academic and nonacademic events.

2. The school provides chance to the parents to present their opinions, voice their

concerns and raise issues that are important to them.

3. The school introduces parents to its targets, policies and mission so as to keep the

parents conscious of school activities and events.

The visiting team approves point no. 1 as an area of strength only in regards to inviting

parents to discuss their children’s reports. However; points 2 & 3 are not considered as

strength areas, and are in need of being included in the school’s action plan.

School’s Stated Areas of Growth

1. The school needs to increase the number and occasions of activities for encouraging

the parent involvement and participation.

2. The school hopes to ensure that the parents become a part of and a party to their

child’s academic performance and issues on a regular basis.

3. The school hopes to plans reach out more with community organizations, thereby

strengthen its relations with Qatar’s wide community.

4. Need to create channels to deal with the parent’s concerns, issues and complaints on a

fast track.

The team supports the above mentioned areas of growth, and recommends more areas of

growth in chapter 5 of this report.





41

41

CHAPTER 4: SCHOOL WIDE ACTION PLAN

Noor Al Khaleej International School action plan was developed as a part of the Self-

Study process that focuses on addressing the growth areas that the school has discovered

and supported from the various standards analyzed in Chapter 3 of the Self-Study.

It was noticed that not all the growth areas that the school has identified in chapter 3 were

addressed in the school’s action plan. Moreover, the components of the action plan are not

clearly indicated and are not inclusive of the critical areas that are needed for the actual

improvement of the school and in the quality of learning provided for all students. For

example, the stated strategies for most of the growth areas do not give a clear description

of the activities/tasks the school needs to apply in order to achieve the required

improvement for most of the growth areas. The strategies need to be more specific and

detailed. The time line needs to be more specific according to the priority of the growth

area. Furthermore, the resources, both financial and human, mentioned in the action plan

are not aligned with the mentioned strategies. Also, the means to assess the improvement

have to be more accurate. The visiting team observed that the action plan was not built

with direct participation of all stakeholders, nor does it address all of the critical needs of

the school.

Hence, the school still needs to work on modifying, developing, and updating its action

plan based on its priorities, results, and follow up reports.

Moreover, the school has to consider the visiting team recommendations as indicated in

Chapter 5 of this report.

Qatar National School Accreditation (QNSA) Evaluation Institute – Supreme Education Council



The School’s Action Plan

1- EDUCATIONAL LEADERSHIP

MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF

GROWTH REASONING STRATEGY TARGET TIMELINE

RESPONSIBI

LITY

PERSON

RESPONSIBLE

The strategic

plan will be

prepared by

Subject in-

charges,

school

Administrati

on and

academic

Coordinator

and reported

to the

principal

The plan

submitted will be

analysed and

amended if

needed

To

develop a

more

strategic

and

priorities

plan

Monitor the

progress

growth

All

stakeholders

will get an

opportunity to

engage in the

school-building

process

To prepare,

document and

analyses a report

based on the

feedback received

from all stake

holders

Stakeholders will be

involved in all

stages of the plan

The school is

operating with an

elementary plan

which involves the

school management

and administration

The need to

establish a more

detailed plan as the

school has registered

a growth in terms of

infrastructure,

strength of students

and addition of high

school classes

To be

developed,

implemented

and reviewed at

the end of every

Academic Year

To prepare a

strategic plan

for every key

stage (key

stage 1to 4)

School

Administratio

n

To plan for

Infrastructural

development

to strength of

students and

addition of

‘A’ level.

Led by the School

Principal

Followed by the

Academic

coordinator

Subject In

charges

School

Administration

Report is

prepared by

coordinators

, school

administratio

n and

submitted to

the school

Management

The school

management

will have to

approve the

various action

that the school

needs to take to

implement the

school Mission.

The school

management

can conduct

meetings, also

have an

physical check

of the changes

being brought

in the school in

SEC mails

from Supreme

Education

Council, SEC

Survey Report

Procedure

of

measuring

the extent

of

implement

ation of

the

schools’

mission

and its

impact

To have

tangible

measurable

data and

statistics to

help

understand the

extent of

implementatio

n and its

impact

At NAKIS , the

management and the

administration is

convinced of the

need to develop,

implement and

follow up with plans

of executing the

school mission

To plan and list

out the action to

be taken by the

school to measure

what has or not

been achieved in

terms of

implementing the

school mission To

To ensure that the

procedures are

established by the

school management

and administration.

To be reviewed

in the middle of

January

To conduct a

review of

mission

statement in

accordance

with vision

statement

2030

To list out

action to be

taken to

measure the

level of

achievement

Coordinators

School

Administration

School

management


Self-Study Visiting Committee Report Noor Al Khaleej International School 43

MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF


RESPONSIBI

LITY

PERSON

RESPONSIBLE

order to comply

with SEC and

Qatar

government

document

“VISION 2030

conduct regular

reviews of the

mission statement

according to the

report generated

by the survey

results, the

guidelines laid by

the SEC and the

Qatari government

document

“VISION 2030

Staff Self

Evaluation

carried out

by the

individual

staff and

submitted to

the

administratio

n to be

discussed by

the Principal

and

Academic

Coordinator

The school

principal and

academic

coordinator study

the self-evaluation

study done by the

teachers and

compare it with

teacher’s

Evaluation and

prepare a

comprehensive

report to be

submitted to

individual

teachers

Self-

Evaluation

Form

Self-

study/

Appraisal

by the

administra

tion and

school

faculty

To be able

to do a self-

study and

self-

evaluation.

To allow

each

member of

the staff to

identify the

areas of

their own

strength and

weaknesses

The procedure be

carried out at

appropriate

intervals during

the academic year

The school

management will

work on the formal

plan to administer

that the procedure of

self-evaluation is

carried out

effectively

1st submission

in January

2nd submission

in June

To

individually

identify their

own areas of

strength and

weaknesses

Administration

School faculty





2-DEVELOPMENT AND CARE FOR LEARNERS

MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF


RESPONSIB

ILITY

PERSON

RESPONSIBLE

Subject teachers

and subject in

charges will

develop

strategies to

implement

different learning

and will be

guided by

academic

coordinator.

The implementation

of differentiated

learning will

reference to records

and results

documentation. In

class evaluation and

observations will be

conducted to

oversees the

implementation of

strategies..

Internal

workshop,

worksheets and

audio visual

aids

Implementati

on of

differentiated

learning at a larger scale

To review the

framework for

effective teaching

that involves

providing

students with

different abilities

(often within the

same class) to

understand the

concept and content.

Also to develop

more teaching

materials and

assessments so

that all students

within a

classroom can

learn effectively

regardless of

difference in abilities.

The school will

focus and take into

account the

standard for

performance required for a

particular age level

Teachers would be

trained to break the

students into small

ability groups based on their

understanding of the

subject content and concept.

Preparation of an

Academic Plan with

the input from the

subject teachers,

subject in charges

and academic

coordinator,

incorporating

teaching methods,

assessments,

evaluation

techniques (work

sheets, class

activities) and also

develop system to

record and

document the

results.

Initial steps

have been taken

towards

achieving this target.

Expansion

strategies that

will implement

differentiated

learning across

the board in a

coherent and

consistent manner.

Stakeholders

will include

students,

parents, teachers

and the school management

Beginning

of

Academic

Year 2014 –

2015

To prepare

Academic

plan

incorporating

Teaching

methods ,

Assessment,

evaluation

techniques

Develop

system to

record and

document the

result.

Subject teacher

Subject In charge

Academic

Coordinator

School

Administration



MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF


RESPONSIB

ILITY

PERSON

RESPONSIBLE

Class teachers

and subject

teachers will

maintain the

record of reward

policy being

implemented in

the class.

To receive feedback

from subject

teachers and class

teachers on the

impact that the

reward system has

had on effectively

motivating and

encouraging

students installing

value ensured in

school vision and

mission statement.

Bulletin Board

displaying

charts and

skills and

ability of the

students. A

clear policy

procedure and

guidance of the

reward system

to be

implemented

across school

More of a

positive

behavior

reward

system to

encourage all

students to

excel and

have an all-

round

development.

Motivate students

and instil values

of responsibility

and

accountability.

Engage more

students in school

activities and

programs.

To encourage

them to work

harder to excel

and achieve

school values

In keeping with the

school mission and

vision the school

will develop a

detailed plan to

work towards this

target area involving

the key stakeholders.

To develop

procedures and

guide lines and

ensure that the staff

is adequately aware

and equipped to

deliver.

Stakeholders

will include

teachers to

propose more

rewards for

students.

Throughout

the

Academic

Year 2014 –

2015

Motivate

students with

reward system

Involve

students in

school

activities and

programme

Class Teacher

Subject In

charges

Filled survey

report has to be

collected,

analysed and

report prepared

based on data

statistics

collected

Based on the

feedback received

from parents and

students the school

will try to access the

benefits and

advantages of such

interaction has

resulted in

Survey

Questions for

Parents,

teachers and

Students

The use of

surveys to

receive

feedback

from the

relevant

stakeholders.

To get regular

feedback from all

stake holders

regarding the

expectations from

the school

To develop a

well- defined

report which

enables the

school

management and

administration to

take educated

decisions, and

plan in

accordance with

the survey result

A more detailed

plan to be developed

and put in place

procedures and

systems to

effectively carry out the surveys.

The school will

involve all stake

holders at scheduled

times during the

academic year

creating committees

to develop

questionnaire to

analyses, document

and prepare a report

for the school

management.

Current

feedback is

received from in

house informal

surveys, SEC

feedbacks,

parent-teacher

meetings and

one on one

meeting with

the Principal

and members of

the school

faculty.

NAKIS

management is

committed to

establishing a

formal system

Conduct a

survey in

the month

of

November,

February,

April

To prepare a

survey

questionnaire

for parents,

students and

teachers

To compile

the result of

survey and

prepare a

report for

submission to

school

management.

Survey committee

School

administration

School Principle.

School

Management





MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF


RESPONSIB

ILITY

PERSON

RESPONSIBLE

and study.

This will enable

the school to

analyses the

progress made

towards

achieving the

school mission,

vision and

objectives.

of conducting

surveys

involving the

parents, teachers

and students.

This would be

conducted by

sending

questionnaires

to the relevant

stakeholders

and arranging

for on line

surveys via the

school website.



3-EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT

MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF


RESPONSIBI

LITY

PERSON

RESPONSIBLE

The coordinators

will prepare a

report and

submitted on a

regular basis to

school

administration for

documentation

purpose. The

school

management will

use these as a

resource and

applied to take

decision about

identifying

specific areas of

development and

training for school

faculty.

The coordinators

will prepare an

individual teachers

report based on in

class observation

focusing on

identifying the

teachers strength

and weakness and

highlighting the

impact that the

professional

development has

had in bring about

the required

changes.

School

administration,

subject in

charges,

coordinators

and school

principal are

focus on

developing a

professional

development

plan.

Liaison with

external

corporate and

academic

organizations

to create

awareness in students

As an ongoing

process of the

expansion plan.

Need to introduce

different

initiatives as we

move up grade

levels and expose

our students to

community of

Qatar at large.

Contact to be

established with

organizations

like:-

Qatar Biomedical

Research

Institute/Sidra

Medical

Research Center

Qatar Foundation

Qatar Diabetes

Association

Al Jazeera News

Channel

Plan being

developed

to identify

an approach

to reach

these

organization

s. Some

have

already

been

conducted.

Throughout the

Academic Year

2014- 2015

to the events

listed in

Academic

calendar

To contact and

connect with

corporate and

academic

organizations

School

counsellor

Music in charge

Art In charge

Well-defined

leadership

training

programme

to be put into

place for

students.

Exploring the

oratory skills and

providing the

students with a

platform to

express their

opinion to project themselves.

To adopt a

holistic approach

to an all-round

development of

the students.

More school

participation in

interschool competitions

To arrange inter

school

competitions

which allows

other schools to visit

Further develop

the role of the

Student Council

Class

monitors

already identified.

Developme

nt in this

regard to be

given more

priority by

the admin

department

To arrange for

an expansion of

intra- school

activities and

events

To enhance the

interschool

participation

To create a

personality

development

plan

English

Department

Activity In

charge

School Health

Unit

School

Counsellor





4-RESOURCE MANAGEMENT AND DISTRIBUTION

MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF


RESPONSIBI

LITY

PERSON

RESPONSIBLE

Teachers

lesson

planning will

focus on

enrichment

and

remediation

assignments.

The students annual

results will be

analysed student

and a report

prepared with

reference to the

grade level, subject

and the terms of the

school academic

year.

The subject

department

meetings will

focus on

developing and

expanding the

strategy of

differentiated

teaching in all

grade levels

through

teaching

material

Recruitment

of Assistant

teachers at

Grade levels

1 and 2

More support

staff required to

facilitate the

growing

strength of

students.

Appropriate

candidates to be

identified.

Data base being

updated and CV’s

being scrutinized

May –July for

the Academic

year

2014-15

To provide

support to

teachers in

relation to

growing

strength of

school

School Principal

Time table In

charge

coordinator

Professional

developmen

t plan to be

established

Growing staff

members and

growing needs

of the school as

we move up

grade levels.

Identification of

specific areas of

development and

training programmes

that can be used.

The formal plan will

include:-

Teachers being sent

for professional

development

conferences and

workshops.

More tie-ups with

parent school.

Having teachers

enroll for online

courses.

Hiring academic

specialists to train

faculty.

Academic year

2014-15

(September to

March)

1.To identify

specific areas

of development

and training for

school faculty

Coordinators

Subject In charge

School Admin



MEANS TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF


RESPONSIBI

LITY

PERSON

RESPONSIBLE

Addition of

resources to

support the

introduction

of

differentiate

d leaning at

all grade

levels

Prioritizing

differentiated

teaching in

order to be able

to work with

students with

differentiated

abilities within

the same

classroom

More resources

Worksheets

Assessments

Learning material

Review the existing

plan to ensure that

differentiated

teaching is

implemented across

the board in a

consistent manner.

Academic year

2014-15

April - June.

September-

November.

2014-15

1.To develop

teaching

material

(assignments,

worksheets,

Assessments)

for

differentiated

teaching.

1.To add

library books

in

English/Arabic

2.Teacher”s

resources

Subject

Coordinators

Subject teachers

Librarian in

consultation with

principal

Subject teachers

The teachers

provide

feedback

regards to the

need and

requirements.

The subject

department will

prepare a report

with reference to

their needs, how the

addition of such

resources helping

them in their

teaching.

Books, Library

reference

material,

online teaching

methods

resources in

library

Addition of

resources-

reference

materials,

library

resources

etc.

To support the

growth of

school.

Introduction of

additional levels

and more

sections as

number of

students grow.

Adding Library

books both in

English and Arabic

language

New reference material

Teachers resources

Past paper booklets

The school is

already working on

adding resources in

various areas of the

school. Recently the

Book Fair was

attended and new

material has been

added for student reference.

Further need based

identification is

under development.

May –July for

the Academic

year 2014-15

1.To provide

support to

teachers in

relation to

growing

strength of

school

School Principal

Time table In

charge

coordinator





5-PARENTAL AND COMMUNITY PARTNERSHIP

MEANS

TO

REPORT

MEANS TO

ASSESS

IMPROVEMENT

RESOURCES AREA OF

GROWTH REASONING STRATEGY TARGET TIMELINE RESPONSIBILITY

PERSON

RESPONSIBLE

Already

mentioned

Already mentioned Already

mentioned

Liaison with

external

corporate and

academic

organizations

to support

school activities

Need to connect

with

organizations so

that the school

can be a part of

different

initiatives

Contact to be

established with

organizations like

Cancer Foundation

in Qatar etc.

The School

Counsellor, School

Nurse and

Academic

Coordinator will

be involved in

establishing a

procedure that will

enable contact with

desired

organizations

February

2015

November to

March 2015

To encourage

parental

communication with

regards to their

feedback on various

issues that concern

them

To encourage

activities, events that

allow for interactive

and direct

relationship between

school and parents.

School Admin

Class teachers

Co-curricular

committee In

charge

The school

will

maintain

records of

events and

opportunitie

s that

allowed for

parental

participation

with the

school

Parents feed back

will be taken on

their level of

satisfaction with

reference to their

interaction and

participation in

school activities and

events

The school

administration

and school

principal will

develop ways

and means for

more interactive

and direct

relationship

between school

and parent

Parental

survey

To encourage

parental

communication

to move from

need based to a

uniformed

continuous

process.

Plan to develop an

online process

which encourages

parents to give a

regular feedback to

identify areas of

strength and

weaknesses

Plan under

discussion. Initial

process may

include physical

surveys sent home

and consolidation

of results

February

2015

November to

March 2015

To encourage

parental

communication with

regards to their

feedback on various

issues that concern

them

To encourage

activities, events that

allow for interactive

and direct


school and parents.

School Admin

Class teachers

Co-curricular

committee In

charge

Counselor

Parent’s

representative.

Increase in

activities that

allow parent

participation

Develop a more

interactive and

direct

relationship

between school

and parents

Identify a team

which can develop

on ideas for

allowing parents to

be an active part of

the school

Plan under

discussion.

Appropriate team

will be identified.

November to

March 2015

To arrange activities

events that allow for

inter active and direct


school and parents

Co-curricular

committee in

charge



Chapter 5: Visiting Team Commendations & Recommendations

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 October 19th

to October 23rd

of 2014.

Standard 1: Educational Leadership

A) Commendations:

The receptive leadership team’s attitude towards the visiting team’s observations

during the visit and their acceptance and enthusiasm to adopt the team’s

recommendations to improve the school.

The positive impact of the school’s mission and vision on students’ behavior.

The involvement of the school’s governing authority in the school’s community.

B) Recommendations:

Identifying the school’s priorities more clearly, having a plan to implement it in a

way that contributes in developing the school.

Clear plans to be in place (strategic & executive) and to be implemented in a way

that contribute in achieving the school’s objectives.

The school to continue working on and updating the school’s action plan based on

the results and follow up reports.

The school needs to have clear procedures to enable it measure its own success in

implementing its mission and objectives.

Use the better means to disseminate the school’s mission and objectives.

The school to take necessary actions which help in providing a safe environment.

School to provide high level teaching to achieve the school’s mission and

objectives.

To apply clear evaluation system for the administrative staff.





More involvement of all stakeholders in decision making.

The school to have a proper documentation system for all processes, and programs

school wide.

Standard 2: Methods & Teaching Pedagogy

A) Commendations:

Displaying students’ works in an organized way that supports students’ learning in

lower stages.

B) Recommendations:

Applying effective and differentiated teaching strategies to meet the varied

learning needs in classrooms.

Activating higher thinking and critical skills in classrooms’ activities.

Activating the use of technology in the classes in a better way to support students’

learning.

Setting class activities that promote student participation and that are engaging.

Applying various formative and summative assessment tools to measure students’

learning to check for understanding of lesson objectives.

Re-organizing classroom capacity to provide suitable space for performing

different class activities to suit all learning styles.

Displaying students’ works in the higher levels in a way that supports students’

achievement.

Standard 3: Development and Care for Learners

A) Commendations:

Positive relationships between students and teachers.



53

B) Recommendations:

The school to analyze the students’ evaluation results to gauge students’ progress.

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.

Develop plans and programs for different categories of students )gifted, talented

and learning difficulties(.

Utilizing assessment results in improving teaching methods to meet learners’

requirements.

Develop a comprehensive reward and incentive system to promote students’

behavior.

Develop varied tools to nurture students’ voice to ensure the active involvement of

students in school life.

Provide a comprehensive extra-curricular activity plan that supports students’

learning.

Regular evaluation for students’ satisfaction about the school’s services.

Engaging students in greater external assessment opportunities in order to measure

effectiveness and impact of the school curriculum across all grade levels.

Standard 4: Resources Management

A) Commendations:

The school has a promotion and motivation policy applied fairly.

Staff absence is followed up precisely.

B) Recommendations:

Develop and implement a professional development plan that considers the

individual needs of employees.

Providing an appropriate orientation program for the new staff.





The school to guarantee that the school buildings and facilities are well

maintained and cleaned.

To maintain safety and security in the school premises.

Work on increasing the appropriate educational resources and modern technology

to support teaching and learning processes.

Provide equipped rooms for the teachers.

Improving the library environment in a way that supports students’ learning.

Provide a safe online service for teachers and students in the school facilities.

Standard 5: Parental Involvement and Communication

A) Commendations:

The regular communication of the school with parents regarding the academic

reports of their children.

B) Recommendations:

The school needs to use better strategies that make parents aware enough of the

school’s mission, vision and objectives.

To take parents opinions and suggestions into consideration when taking important

decisions.

Parents’ complaints are to be answered and resolved quickly.

Providing more activities and events for parents to ensure their involvement and

participation in the school life.

Engage various community organizations in the school activities to support the

school towards achieving its educational goals.

Documents

Qatar National School Accreditation (QNSA)...Qatar National School Accreditation (QNSA) S VISITING COMMITTEE REPORT SELF-STUDY FOR Noor al khaleej international school N A Q Visiting