Elite International School - وزارة التعليم · Elite International School 3 Chapter 1:...
Transcript of Elite International School - وزارة التعليم · Elite International School 3 Chapter 1:...
SELF-STUDY VISITING COMMITTEE REPORT
FOR
Elite International School
May 5th
-9th
, 2013
Visiting Team Chair
Rania Mohamed
Members:
Mr. Abdulmunim Sati
Mrs. Suha Tahtamouni
Mrs. Mashael Al-Tmaimy
Mrs. Manal Bakier
Mrs. Hind Al-Abdulla
Visiting
Team
Members
S Q
A
N
Qatar National School
Accreditation (QNSA)
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Elite International School
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Table of Contents
Chapter 1: School Community Profile & Data ........................................................................................ 3
Chapter 2: Self-Study Process & School Learning Results .................................................................... 8
Chapter 3: Analysis of 5 Standards & Indicators-Strengths & Areas of Growth ................................... 10
Standard 1: Educational Leadership ................................................................................................................................. 10
1- School Mission and Vision ......................................................................................................................... 10
2- Planning and Administrative Organization, Empowerment ....................................................................... 12
3- Quality Assurance System: Monitoring and Follow-up of Operations ....................................................... 14
Standard 2: Educational Performance & Learning Environment ......................................................................... 17
1. Methods and Pedagogy ............................................................................................................................... 17
2. Curricular Standards, Quality, and Implementation ................................................................................... 18
3-Learning Environment ................................................................................................................................. 19
4-Assessments ................................................................................................................................................. 20
Standard 3: Development and Care for Learners ........................................................................................................ 22
1- Students’ Academic Achievement .............................................................................................................. 22
2-Differentiated Instruction, Support for Student with Special Learning Needs/Care for Different Categories
of Students ....................................................................................................................................................... 23
3- Students’ Discipline and Behavior ........................................................................................................... 24
4- Student Connectedness ............................................................................................................................... 25
Standard 4: Resources Management ................................................................................................................................ 28
1- Oversight and Distribution of Staff............................................................................................................. 28
2- Staff Professional Development ................................................................................................................. 29
3- Infrastructure, equipment, materials distribution, resource availability and distribution ........................... 30
Standard 5: Parental and Community Partnerships .................................................................................................. 32
1-Parental Involvement and Communication .................................................................................................. 32
2-School Community Partnerships ................................................................................................................. 33
Chapter 4: Schoolwide Action Plan ..................................................................................................... 35
The school’s wide action plan .............................................................................................................. 36
Chapter 5: Visiting Team Commendations & Recommendations and Evidence .................................. 41
The Visiting Team’s Commendations: ............................................................................................................................... 41
The Visiting Team’s Recommendations: .......................................................................................................................... 42
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Chapter 1: School Community Profile & Data
ELITE International School is an international school that follows an educational program
that is based on the American curriculum. It was established in 2009 and is located in Al
Aziziya. The school is open to students from ages three to ten years, serving students from
kindergarten to grade six. ELITE’s mission is “to prepare students to become productive
and successful global citizens,” and the motto of the school is aptly selected as “Tradition
of Excellence”. Members of the school’s board are Chairman Mr. Abdullah bin Saad Al-
Mahmoud Al Sharif, Vice-Chairman Mr. Khalifa bin Abdullah bin Saad Al-Mahmoud Al
Sharif, and School Director Mrs. Fatima Hussain Al-Hussaini.
The school’s management elected to adopt a curriculum that uses Harcourt Publishers,
which has a tailor-made international global version of the American curricula to meet
local Qatari educational standards while preserving its international approach. In the
kindergarten level, ELITE has blended the Montessori Method with Harcourt curriculum
teaching methods where emphasis on teaching is on a hands on approach, cooperative
learning (students in group), conference learning (one to one approach with students), and
play method, which is focused in the majority of teaching sessions. In Key Stage 1 and
Key Stage 2, the curriculum followed in major subjects including English, Math, Science,
Social Studies is from Harcourt Publishers. For the subject of French, ELITE adopts the
Hachette and CLE international. For the teaching of Arabic, the school follows the
Supreme Council of Education’s curriculum and Okoud Al Kalam. In addition, Qatar
History and Religious Studies are taught following the Supreme Education Council’s
curriculum for these subjects.
The different nationalities of students in ELITE for the year 2012-13 include a significant
majority of Qatari children-53% Qatari, in addition to students from other nationalities
including 22% from various Middle Eastern countries, 6% African, 4% European, 3%
American, 3% Canadian, and 2% Australian. The school from its inception in 2009, started
with an enrollment strength of 156 students, with the enrollment of students increasing
slowly and steadily over the years as in 2010-11 there were (294 students), 2011-12 (321
students) and 2012-13 (326 students). The demographic distribution of students for the
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present year (2012-2013) shows a gender distribution of boys (60%) and girls (40%).
Students’ surveys were completed at ELITE for grade 4 to 6 students, and the data
analyzed reflected the following findings which are noted:
- Strengths:
The student surveys reflected that overall students at ELITE feel generally satisfied with
school in many aspects including feeling safe inside and outside of the classroom, the
school respecting all races and culture, and the school providing encouraging them to say
what they think (open communication), in addition to respect by students towards school
management is also very high.
- Growth Areas
The student surveys also reflected that students would like more and varied extra-curricular
activities and facilities, in addition to having less homework.
Extracurricular Activities for Students
Extracurricular activities that are conducted in the school focus on developing personality,
confidence, and interaction skills.
Parent Information
The parents of ELITE students generally belong to a one income family (58%). Parents are
also primarily Arabic speaking. The school consistently tries to encourage greater parent
participation through various methods; however this continues to be a challenge for the
school. The school conducted parent surveys with over 75% of parents replying to the
survey. The survey results reflected an overall sense of high satisfaction by parents towards
the school. An overall growth area reflected from analysis of the parent survey results
showed that parents expressed that due to various reasons on their part, they are unable to
visit the school on a frequent basis and meet up with teachers very often.
Staff Information
The ELITE staff consists of an administration staff which includes the school director,
senior management team (4), coordinators (4), students’ affairs staff (2), school facilities
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coordinator (1), school nurse, school administrative assistants, activity center coordinator,
teachers, teachers’ assistants, other supportive staff which include cleaning company staff,
security, drivers, and PRO.
Teachers’ Expertise and Qualifications
ELITE recruits teachers locally based on their qualification and experience. Teachers are
appointed after two rounds of interviews followed by a class demonstration, where
pedagogical skills and class control are observed. Currently, 18% of teachers at ELITE
possess master’s degrees, 55% have bachelor’s degrees, and 18% have a teaching diploma
and 1% with pre-university diploma. Out of the current 27 teaching staff more than 65% of
teachers possesses 3 or more years of teaching experience.
Professional Development
ELITE is committed to supporting the ongoing development of professional learning of
internationally minded teachers, school leaders, and school administrators. ELITE has an
assigned professional development team that strives to design professional development
workshops for its teachers and staff to deliver maximum impact on students learning
experience and their own personal growth, based on actual needs.
Classroom Aspects
ELITE recognizes that classroom management skills are essential in maintaining a
functional learning environment. As such, ELITE teachers are responsible for creating a
supportive learning environment through seating arrangements according to the various
teaching strategies, setting classroom rules, dealing with problems, and using varied
instructional techniques.
Classroom Distribution
The average number of students in KG1 & KG2 classrooms currently is 24 students, while
the average in grades 1 to 6 is around 18 students in each classroom.
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Staff/Student Turnover, Mobility
Total number of students per academic year
2009-10 2010-11 2011-12 2012-13
Students Enrolled at ELITE 156 294 321 326
Students Left ELITE 14 40 47 28
Total Students 142 254 274 298
Total number of staff per academic year
2009-10 2010-11 2011-12 2012-13
Staff new 68 38 42 20
Staff Left ELITE 16 34 42 25
Total Staff 52 56 56
School Code of Conduct
ELITE has a code of conduct that sets regulations for various aspects of student behavior, drop
off and pick up policies, lateness, absence, uniform infractions, use of electronic devices at
school, and a food and nutrition policy. In addition, the school has set expectations for students
in both the classroom and throughout school day, which is made aware to both students and
parents alike.
Support Programs
The school does not have after school programs at the current time. However, children who need
academic help receive supportive guidance during their break times and non instructional
periods.
Overall Growth Needs as Identified by the School
The school is under process of forming strategies and plans to involve more stakeholders
especially parents and students. The school in its goal of maintaining an open door policy to all
stakeholder groups is in the initiation phases of forming a PTA and a students’ council. The
school is under the process of implementing a more specified systematic plan to cover all
expectations from students in different levels. In addition, they are continuously following up
with the SEC for implementation of TIMMS and PIRLS. In addition the school has
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acknowledged their own needs to introducing greater extracurricular activities and community
partnerships, of which they have begun planning.
School/Community Partnerships
The school states that it is under the process of implementing a parent teachers association. The
first step in this phase was creating job descriptions for president and secretary. In addition the
school administration has met and has begun contacting various local organizations/businesses
to gauge them into services and support they may provide in supporting student growth. The
school has recognized that this is a continuous growth area of the school.
Academic Achievement Data
At ELITE, each department uses an ongoing assessment system to evaluate students at all
stages. Thus they have adopted multiple strategies to appraise student performance on learning
objectives. At the end of each semester, student report cards are given, where data at each
grade level is analyzed for trends and improvements in student performance. This information is
then translated into graphs and charts and distributed to teachers to place in their classrooms as
an incentive for students and teachers alike, and to encourage greater participation, student
motivation, and overall improvement in academic achievement.
Personality Development of Students In order to foster the development of the psychosocial development of its students, ELITE states
that it has participated students in some competitions such as the "Awqaf " Quran competition
but it has appeared that only a small number of student participated in the event. The school
recognizes that it must encourage encouragement in this area, and to develop more programs to
tap into student talents through various programs and co-curricular events and opportunities.
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Chapter 2: Self-Study Process & School Learning Results
The school completed an overall thorough job in compilation for the majority of the self-study
chapters involving standards, engaging school staff, students, and parents in analyzing data,
information, and evidence. This was also reflected in the school surveys that the school
conducted on the various stakeholders for the self-study. However, the visiting team observed
during their analysis of the school’s self-study that the specified strengths and growth areas in
some of the indicators of Chapter 3’s standards were not reflecting the better and positive reality
of some aspects of the school. As was discussed with the school leadership team during the
team’s visit to the school, it was clarified that the school’s comments on some areas in it’s’ self-
study need to specify what plans have taken place rather than specifying the school procedures
regarding these areas. The visiting team supports the various aspects of the school’s areas of
strength and areas of growth which was confirmed to the team through reviewing school
documents, meeting with representatives of all stakeholder groups, , and the visiting team’s
observations.
The school seeks to achieve its mission and vision by hiring qualified staff and offering them
supportive professional development that impacts on their performance, and providing a
curriculum that helps the school attaining its mission and vision. It was observed through the
visit that the stakeholder groups are aware of the school mission and vision, and are empowered
by being encouraged to give their suggestions and opinions. This occurs mostly through surveys
and also through an open door policy where the administration is observed to be approachable.
This engagement of stakeholders supports the school in consistently reviewing what it has
achieved in its mission and vision, and gauge what still needs to be implemented.
The visiting team appreciates and acknowledges the efforts of the school in responding to the
recommendations suggested by the visiting team during the visit regarding reviewing the school
learning results. The recommendation made was for ELITE to clearly state what is already being
implemented and what needs to be worked on to form a future plan. The learning results align
with the school mission and vision which focus on how to offer all students an education for life
to achieve their best spiritually, morally, socially, intellectually and physically. The school
believes that each student should embody themselves as:
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A clear and effective communicator.
A self-directed and lifelong learner.
A creative and practical problem solver.
A responsible and involved citizen.
An integrative and informed thinker.
It was made clear to the visiting team through meetings with representatives of all
stakeholder groups, reviewing of the school documents, and the team’s observations that the
school learning results are supported by the school programs, curricular objectives, and
overall students’ performance. However the school needs to work on implementing its action
plan regarding the ESL program, after school activities, and increasing both the variety and
amount of extracurricular activities, and fostering greater community involvement in order
to provide more support in achieving its learning results.
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Chapter 3: Analysis of 5 Standards & Indicators-Strengths & Areas of Growth
Standard 1: Educational Leadership
1- School Mission and Vision
The school states that the school vision, mission, and objectives have been well defined and
that the stakeholders are aware of it through various means including the parent’s welcome
folder, school website, and student’s planner. ELITE has expressed that it needs to improve the
public relations department to make ELITE more popular among different communities in Qatar
by exposing its strengths in the news media. The mission and vision is well implemented at the
level of administration, teachers, students, and parents’ level. Community level involvement
planning is already under process. The school mission, vision, and objectives are aligned with
state guidelines which can be clearly seen in SEC Approved Scenarios and academic calendar.
ELITE promotes respecting all cultures and promotes local culture by conducting events
including Qatar National Day, Qatar Sports Day, and a special assembly focusing on Qatar
History. The school’s educational mission, vision, and objectives are realistic and attainable, and
are seen clearly in the student’s report cards and overall student’s academic and behavior
growth. In its self-study, the school stated that it needs to reduce staff mobility/turnover during
the academic years. The school’s future growth plans includes expansion of the school to
accommodate higher grades which would encompass moving to a new premises with better and
larger infrastructure, increasing the school transportation facilities etc., and sponsorship
programs from local companies.
The management believes in an open door policy, fostering communication between all
stakeholder groups with the school management which is highly encouraged. ELITE also strives
in providing a safe, healthy, and nurturing environment for all students. CCTV cameras have
been installed throughout the school to monitor the school activities. Classrooms are well lit and
high quality resources are provided in each class. Health and safety workshops, fire drill
procedures, a food policy, and behavior policy are well implemented and made known to all the
stakeholders which is regularly communicated by letters, through student planners, and by
conducting various school activities.
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A well-defined behavior policy is in place and well implemented throughout the school. In
addition, in order to provide high level of teaching to achieve the school mission and objectives
and aspirations, the school has developed a well-defined program for teachers to ensure that
they are able to impart high quality education. The teachers are provided regular orientation
workshops before the beginning of the school year. Professional Development workshops are
conducted both in house and externally. Guides for teachers are provided to understand and
implement the best teaching practices. Yearly plans and daily plans are executed at each grade
level. Classroom observation is conducted regularly by SMT/Coordinators to ensure quality
teaching is maintained throughout the academic year. Feedback about the strengths and growth
areas are given back to the teacher in both verbal and written forms.
The visiting team supports the school for its vast efforts in order to achieving the school mission
and vision and objectives, through providing a broadly-based curriculum that motivates students
towards learning. This has included the school adopting an effective teaching and learning
methodology in the educational process which the visiting team observed mostly in the
foundation stage and core subjects during classrooms’ visits. The school also supports nurturing
the respect for individuality and differences and fostering self-confidence which was observed
clearly through the visiting team’s meetings with students. The school may however consider
exerting further effort towards integrating information and communication technology in the
educational process and providing a variety of extra-curricular activities for students.
The visiting team observed that stakeholders are aware of the school mission and vision through
a variety of means including a parent’s welcome folder, school website, and student’s planner.
The visiting team recommends however that the school consider distributing the school mission
and vision statements throughout the school including the school gate, classrooms, and other
school facilities, making it more visible throughout the school campus. The school involves
most of the stakeholder groups in implementing its mission and vision mostly through surveys
in order to discover the school strengths and growth areas so as to develop the school’s action
plan. The school provides internal and external professional development for the teachers and
follows up on their performance through classroom observations. The school management
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believes in an open door policy, and it was observed that the staff can easily approach the school
management to discuss issues.
The team highly supports the school for its solid behavior policy as it was reflected in how
students are well mannered and well behaved during school timing. ELITE was observed to
providing a safe, healthy, and happy environment for students. However the school may
consider reviewing its fire drill procedures regarding identifying the assembly points and
emergency exit arrows signs. The visiting team supports the school in its ambitions towards
future school expansion.
2- Planning and Administrative Organization, Empowerment
The school states that its mission, vision, and objectives are aligned with state guidelines which
can be clearly seen in SEC Approved Scenario and academic calendar. The school priorities are
well identified keeping in mind that they are in line with the school’s mission and requirements.
ELITE’s main priority is to prepare students as global citizens, capable of integrating into any
academic system. The school sends re-registration forms to parents at the end of term 2 of each
academic year to ensure enough human and other resources are made available to conduct an
effective learning environment for students. This supports planning by the school administration
for the next academic year which includes planning for the number of extra sections to be
added, extra man power requirements, and other resources. The school organizational chart
shows clear demarcation of levels of hierarchy and proper procedure of reporting. The
organizational flow chart of the school shows clear segregation of duties and the director is
involved at each level. SMT members are responsible for both academic and administration
procedure implementation.
The school has a structural hierarchy of organization that consists of a senior management team
that is responsible for their respective sections. For academic purposes, teachers attain approval
from the coordinators who in turn receive approval from the SMT and the school director.
Laws, bylaws, regulations, job descriptions and policies are well defined in the school
“handbook” which employees receive at the time of recruitment. Student planners have detailed
information regarding expectations from students and policies that they need to follow. Each
parent also receives a “welcome folder” which has all the policies, bylaws and other
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expectations required from parents to give children the necessary support, and a comfortable and
safe learning experience.
The school believes strongly in “team work and team building”; this promotes a strong, healthy,
and positive environment amongst the staff. To support positive learning experiences, classroom
rules and procedures are in place, and students are aware that physical or verbal bullying inside
or outside the classroom is strictly prohibited. Proper protocol is followed when it comes to
communication among the staff members. All official communication is through emails, text
messages and official letters. SMT-coordinator meetings are held weekly where all academic
and administration messages approved by director are conveyed. Coordinators in turn hold
department meetings on assigned days. All staff meetings are conducted as and when required.
The school has implemented a survey system which allows all the stakeholders to express their
suggestions and a detailed feedback analysis was completed. The appropriate suggestions which
work well are effectively implemented. ELITE stated that the board of governors is highly
supportive of all strategic plans that are made for the school and has annual formal meetings
with the school director. Meetings are also held as and when required. The annual report is also
submitted to the board of governors by the school director.
The visiting team highly applauds the school board of governors in their involvement in the
school community, the school’s strategic plans, and in their continuous efforts to improving the
school. The board is seemingly aware of the school strengths and growth areas and its action
plans. The team acknowledges the school commitment to the SEC regulations; however the
school needs to effectively align the SEC’s hiring approval for some teachers with their actual
job descriptions.
In meetings with the school leadership team, the school priorities were discussed. The school
has taken organized steps to formulate clear separated plans that lead to the achievement of the
school objectives. The school may however consider compiling all of its various school plans
into one executive master plan.
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The team also acknowledges that the school has in place clear and announced organizational
structures which identify the level of leadership responsibility and instructional hierarchy. This
then leads to structured work organization amongst staff through a clear mechanism which
facilitates communication among staff when assigning tasks. The school staff is also aware of
the school regulations, bylaws, and policies which directly impact school operations. It was
made obvious to the visiting team, that an atmosphere that of positivity and cooperation between
the school director, management, staff, and students exists. The school considers the staff,
students, and parents’ suggestions and values their contribution in improving the learning
process. This information is regularly welcomed and attained through analyzing surveys’ data
and receiving feedback.
3. Quality Assurance System: Monitoring and Follow-up of Operations
ELITE clarified that it has well developed plans and mechanisms in place to monitor and follow
up on various aspects of school operations. The staff is provided with self-assessment forms which
were then analyzed for the growth requirements. Each department conducts subject specific
meetings every week to discuss different academic requirements of the curriculum. Each
department has well defined pedagogical methods implemented. Learning results, departmental
plan, key performance indicators, yearly plans, and daily plans are executed in each grade level.
Classroom observation is conducted regularly by SMT/Coordinators to ensure quality teaching is
maintained throughout the academic year.
Feedback about the strengths and growth areas are given back to teachers in both verbal and
written forms. In addition, the school regularly conducts self-evaluation surveys for teachers, and
classroom observations, and offers continuous feedback targeting growth and improvement in
teaching strategies for effective learning. The school is presently reviewing and revamping its
internal quality insurance methods to implement a new format of annual performance review and
new appraisal system for teachers which emphasize quality of teaching and teacher dedication.
The school encourages teachers to think about testing and evaluation as an extension of
instruction, not as a separate instructional process.
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To ensure a well- balanced assessment, the students are assessed on a continuous basis. Different
tools and methods of assessments are used for this purpose, including topic/lesson/chapter quiz
(written and oral), projects, homework, group work, etc. However ESL classes needs to be
introduced, as well as special Arabic classes for non-Arabic speakers. The school should also
work on introducing a variety of foreign languages to the curriculum such as Spanish, German,
and Chinese etc. The school evaluates programs such as learning results, key performance
indicators, departmental plans, and yearly plans, weekly and daily plans and makes necessary
changes accordingly. All departments have well defined KPIs.
The visiting team acknowledges the solid monitoring and following up operations at the school, as
the school monitors and follows up on staff performance to contribute to continuously improving
their performance through classroom observations. This is done by SMTs and coordinators giving
necessary feedback that demonstrates to teachers their strengths and growth areas. The leadership
team also monitors and follows up on staff through regular meetings with school departments to
discuss and follow up on their assigned tasks, and to follow up and evaluate school programs as
well. In addition, ELITE has a clear accountability system that the staff follows which reflects on
how the staff is dedicated to the school which leads to organizing of school work.
The leadership team and subjects’ coordinators regularly assess staff throughout the academic year
to ensure the quality of performance. The school also monitors and follows up on students’
performance by assessing their work continuously throughout the academic year, and providing
them additional support during classes and differentiated tests according to students’ levels.
The visiting team’s observations on school’s areas of strength:
1. ELITE has in place effective involvement of the school governing authority in the school
community.
2. ELITE leadership team had a receptive and welcoming attitude towards the visiting team’s
observations during the visit.
3. ELITE is committed and has shown that it continuously works on achieving most of the school
mission and learning objectives.
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4. The school mission, vision, and objectives are reflected through quality and effective teaching in
the foundation stages and KS1&KS2 core subjects.
5. There are effective communicated regulations, bylaws, and policies to operate school work.
6. The school atmosphere is positive, cooperative and with a sense of responsibility.
7. ELITE has effective monitoring and follow up procedures on school operations.
The visiting team’s observations on school’s areas of growth:
1. The team supports that ELITE continue its plans to distribute and display the school mission and
vision statements throughout the school facilities.
2. The team supports ELITE’s efforts in identifying the school priorities.
3. The team encourages ELITE to consolidate and organize its separated school plans into one
master/strategic/executive plan.
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Standard 2: Educational Performance & Learning Environment
1. Methods and Pedagogy
The school states that teaching and learning strategies are aligned and consistent with the school
mission. Thus students are nurtured to be self-directed and lifelong learners, creative and
practical problem solvers, responsible and involved citizens, and integrative and informed
thinkers. Modern and differentiated teaching methods are observed in the majority of classroom
observations. Daily plans also include differentiated curriculum to tap into the various learning
styles in the classrooms. There are some forms of modern technology and tools that are used in
teaching including educational CDs/DVDs, PowerPoint presentations, portable projectors and
other manipulative.
The school administrates placement tests for students to assess their level so that they may be
admitted. This identifies the student’s knowledge and skill base, and prepares them to enter the
program suitable to their level and individual needs. Parental commitment is encouraged to
ensure that students attain enough parental support to bring them up to the required level if they
are not up to their academic level. The school also utilizes various test results in lesson planning
and preparing activities that considers individual differences.
ELITE also has a well-defined homework policy and evaluation system. Students’ academic and
behavioral expectations from the school is effectively communicated in various ways including
student planners, website, and reinforced verbally in classrooms. Teaching methods in the
majority of subjects promotes critical thinking. Mutual respect between students and teachers is
evident throughout the school, and the SEC school reports reflect as well that there is mutual
respect between students and teachers.
Teachers use different resources such as visual aids, pictorial dictionaries, and peer aids to
assess students’ ability and skills in learning new languages that are introduced in the classroom.
At ELITE, students are encouraged to be responsible and independent learners by assigning
varied tasks such as completing research for projects, and encouraging active participation in
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different activities which enhances their confidence, oratory, and presentation skills. Academic
activities support students to becoming critical thinkers.
Report cards are sent to parents at the end of each term and parents are encouraged to meet to
discuss their child’s academic progress. ELITE is working on providing special ELS programs
for non -native English speaking students, and developing plans for a new site for the school to
accommodate its growing student population, and on plans to reducing teachers’
mobility/turnover during the academic year.
The visiting team supports the school in their exertion of solid and effective efforts in
encouraging teachers to use modern and differentiated methods and pedagogy. In addition, the
visiting team observed positive and respectful relationships between students and teachers inside
classrooms which allows students to feel comfortable and safe, which then reinforces students’
learning. The teachers in the foundation stage and a majority of the core subjects (e.g. English,
Math, and Science) use a variety of teaching and differentiated strategies that allow students to
speak, listen, read and write effectively. Subjects’ content is reflected through problem-solving
exercises, case studies, role playing, and other activities that promote student engagement.
On the other hand, it was observed through the team’s class observations that the non-core
teachers need to put more effort to address the students’ different levels of learning by also using
a variety of teaching methods to meet the individual needs of their students. The school may
consider providing more supportive educational programs that align with the mission, values,
learning objectives, and targets to enhance the student's educational experience.
2. Curricular Standards, Quality, and Implementation
The school states that the school curriculum is aligned with the school’s mission, vision, and
objectives. The Harcourt curriculum in its interdisciplinary design and well definition supports
strength in teaching and overall learning schoolwide. In its design, the curriculum follows a spiral
learning technique, thus covering at each grade level, and as such follows a path of building the
foundation knowledge in lower grades and as they move up more information is added as per the
age capacity and ability. Focus is placed on activity based learning, paired learning, and research
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based learning using technology. Each subject has resources available in the school library which
helps the teachers to cater to different learning levels and styles of their students. The school has in
place a documentary center (library), activity center, science lab, and ICT lab that are well equipped
with all resources required. Their implementation and support in the learning process for teachers
are clearly included in teachers’ daily plans. Teachers are provided with necessary materials and
support that are required for developing and implementing the teaching aids.
The visiting team observed that the Harcourt curriculum is effectively implemented schoolwide,
enabling students to improve their knowledge and skills by providing different types of activities
that motivate students learning. In addition, effective differentiated instruction in classrooms was
observed in alignment with supporting school mission and learning objectives. ELITE also provides
suitable resources that support effective implementation of the curriculum. In the area of French
instruction at all stages, the school may consider supporting the development of the French
teachers’ skills in providing more classrooms’ activities in order to implement the curriculum
effectively.
3-Learning Environment
The school states that classrooms are provided appropriate and comfortable furniture as suitable for
the age group of students. This organization is based on maximum effective utilization of class roll
call, classroom space, seating plans, and management of resources for effective teaching. All
classrooms are well lit and ventilated. Evidence reflective of students works are displayed
throughout inside and outside classrooms in an organized and aesthetic manner, and are updated
consistently after various classroom activities. Students are grouped in order to facilitate peer
tutoring, maintaining discipline, and also to foster teamwork. Seating provides enough space for
teachers to move around and assist students in their written work and various activities for
understanding of concepts taught in the classroom.
The visiting team observes that the school supplies the classrooms with appropriate furniture and
resources to provide a positive classroom learning environment which supports the learning process.
The school is aware of the need for effective use of technology in the classrooms to support students’
learning and has plans in place to develop this area to provide greater impact.
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Evaluation Institute – Supreme Education Council
20
4-Assessments
The school states that teachers use approved, well defined assessment methods to measure
student learning towards specific skills and knowledge. The primary aim of assessment is to
foster learning of important and critical academic content for all students. ELITE uses
assessment results in a formative way to determine how well they are meeting instructional goals
and how to alter curriculum and instruction so that goals can be better met. The students are
assessed on a continuous basis. Different tools and methods of assessments are used for this
purpose, including topic/lesson/chapter quiz (written and oral), projects, homework, group work,
etc. Analysis of various student works is measured through a rubric system. ELITE also provides
report card analysis for each class which is displayed in respective classes to encourage further
growth. ELITE states that it is also looking to encourage more parental involvement in children’s
academic growth to provide more support from home.
The visiting team confirms that the school has a system to assess all subject areas to ensure that
they are meeting targets outcomes, and most of the school’s teachers use varied tools of
assessment to measure student performance including formative and summative assessment, in
addition to strategies that drive high order thinking. Assessments are directly correlated to both
curricular objectives and learning outcomes.
The visiting team’s observations on school’s areas of strength:
1. The visiting team observed that the school provides a relevant curriculum that is aligned
with its' mission, vision, and learning objectives enabling students to improve their
knowledge and skills, and meet their academic goals.
2. Modern and differentiated teaching methods are applied for students in the foundation stage
and most core subjects.
3. Teaching strategies promote student participation, motivation, and challenging them on a
consistent basis in the in foundation stage and the core subjects.
4. Positive and respectful relationship between students and teachers during classes is fostered.
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Self-Study Visiting Committee Report
Elite International School
21
The visiting team’s observations on school’s areas of growth:
1. Continue providing supportive educational programs that align with the mission, values,
learning objectives, and academic targets.
2. Continue supporting the implementation of a variety of teaching methods and differentiated
instruction strategies to address individual learning needs in non-core subjects.
3. Increase the effective use of technology inside classrooms to support student learning.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
22
Standard 3: Development and Care for Learners
1. Students’ Academic Achievement
The school states that a variety of methods are used to assess the students throughout the
academic year. These assessments include entrance and diagnostic tests, which are applied at
the beginning of the year in order to assess students’ prior knowledge. Further summative and
formative tests are applied throughout the year to check the understanding of all the delivered
skills. In this area, the school has mentioned that different tests are applied especially in the area
of differentiation to give special attention to students in need and specific individualized
assessing methods. Students are evaluated by using different techniques and skill areas. The
overall result is an accumulation of analysis of topic quizzes, chapter quizzes (both oral and
written), homework assignments, projects, reflection of student behavior and participation, and
other subject specific skills. The daily planning evaluation cycle forms an integral part to
improving teaching methods and meeting teachers’ needs. Question papers are prepared to
emphasize on critical thinking growth in students.
In addition, students participate in taking international exams of TIMMS and PRILS, of which
the school is waiting to receive tests results from the SEC. The school has stated also that all
teachers prepare their specific score-sheets regarding the different subjects. These are regularly
updated in the school system and supervised by the coordinators. Report cards are submitted by
the end of every semester. Students’ report card analysis is provided to each class in order to
monitor the overall improvement.
During the team's visit to the school and through reviewing of the school’s documents, it was
clear that the school has an assessment policy that identifies the type of assessment and the mark
assigned for each. Students are assessed regularly during the academic year. Entrance and
diagnostic tests are applied and analyzed; the results of these tests are communicated with the
parents. Special remedial programs during school hours are applied in order to meet the specific
needs of each student.
Qatar National School Accreditation (QNSA)
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Self-Study Visiting Committee Report
Elite International School
23
Although students participate in taking the TIMMS and PRILS international tests, the school is
still in need to measure its students’ academic level in comparison with other students’ level in
different schools using the same curriculum. This includes measuring student skills against other
students using other American curricula. The school should look into reviewing standardized
testing options, and other international testing that will give a stronger reflection of assessment
of students in subject content and objectives at each grade level.
As there is a low teacher to student ratio in the classrooms overall, it was clearly observed while
meeting with the teachers that they are aware of the academic level of their students, and are
able to utilize assessment results in identifying students’ different levels and consider student
assessments in lesson planning and in developing lesson activities and worksheets especially in
math, science, social studies and English departments. It was also made clear during review of
the school’s documents that modified tests are applied to students requiring differentiation,
which was also evident in their school reports.
The school regularly sends out reports to parents with information on students’ overall
performance in each subject. These performance grades encompass both a student’s academic
and behavior level. Thus the school may consider separating the students’ academic
performance from their behavior performance in order to give a clearer picture of the students’
true academic levels. Analysis completed on students’ collective performance does not give
clear information about students’ academic performance in each subject separately. However an
analysis of these results does indicate the presence of relative stability in students’ academic
level in general.
2- Differentiated Instruction, Support for Student with Special Learning Needs/Care for
Different Categories of Students
The school states that it has resources to support academic plans for the various levels of students
they serve, and that there are no special needs students identified in the school. The school also has
in place differentiated yearly plans to accommodate the various learning styles identified in the
classrooms. Weekly planners including specific learning methods and activities for differentiating
students are effectively implemented. Students are divided into small groups as needed, according
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
24
to their skills. Students with low academic levels are given extra support through individualized
attention and supplementary assignments to reinforce concepts and skills. Daily reports are sent
daily by teachers in order to follow up on all student academic and behavioral performance. In
house and outside professional development workshops are applied throughout the year, in order
to train and improve teachers’ performance to meet differentiation needs in the classroom.
Students are rewarded for overall growth shown, using various incentive measures.
During the team’s visit, review of school documents, and throughout observation of various
classes it was made evident to the visiting team, that the school develops plans and programs to
address students with different abilities. The school has developed a mechanism for implementing
and following up on these plans through teachers’ daily reports to the senior management team.
These reports evaluate and assess teaching and learning processes in general and give detailed
information about what was covered in the curriculum and students’ academic and behavioral
performances. Based on these reports, departmental meetings are set on a weekly basis to make
various decisions and develop strategies to improve students’ learning.
The school however does not provide records for tracking students with different categories to
measure their progress. Through meetings with staff and reviewing school’s documents, it was
evident that the school has trained and developed teachers’ skills in dealing with the various
categories of students. This was observed to impact clearly on most of the core subject teachers’
performance. Although the school mentioned that students are rewarded in through various ways
to provide encouragement and incentives to perform, some high achieving students mentioned in
interviews with the visiting team, that they were not satisfied with the school’s reward program as
the school rewards them only at the end of the academic year.
3- Students’ Discipline and Behavior
The school’s behavior policy is communicated in various ways including the student planner,
parent’s welcome folder, and the school’s website. Students’ behavior and academic reports are
sent to parents and kept in students’ files. The school states that there is equality in the treatment
of all students, and that infractions are dealt with uniformly. School encourages positive behavior
and participation through various means including reward charts. The school also states that it has
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Elite International School
25
in place etiquette and protocol sessions that are implemented daily, for all classes, in order to
ensure students are learning the best methods of good discipline and respect.
It was evident during the team’s visit to the school, that the school has a comprehensive and
detailed behavior policy. Policies that regulate students’ behavior are clear and made known to all
students and staff. Relationships between teachers and students as well as among peer students
were observed to be positive. The school has implemented an etiquette and protocol curriculum on
daily basis at the beginning of the first period, of which it continues to evaluate for its
effectiveness and value to students. It was clear through meetings with students and in observing
them in classrooms and the school yard, that they are overall well mannered.
In addition the school staff is encouraged to be good role models to students by applying behavior
consequences consistently, impartially, and firmly to all students. Reward and behavioral charts
are displayed in all classrooms and are used effectively. Rewards are given for good students’
behavior by choosing the student of the best behavior on a regular basis and publishing his/her
name on the school’s bulletin board, giving him/her the logo (ELITE of the Week). The social
worker has records for some students’ negative behavior cases, which show that negative behavior
is addressed firmly. It is also confirmed that students’ negative behaviors are rare cases.
4- Student Connectedness
The school states that it has in place strategies to nurture self-esteem, confidence, personal
growth, and character development. This is supported by having a well-designed academic
curriculum that fosters academic and personal growth, in addition to extracurricular activities.
ELITE also states that students participate every morning in the morning assembly in order to
share thoughts of the day and read the daily news, in front of their peers. In addition, it has also
stated that it provides personalized support to students to support their achievement of curricular
goals by using a differentiated curriculum. Students’ survey results show that student perceptions
of school, events, and support services are generally positive.
It was observed during the visit that the school has an early detection program which identifies
students that require referral services. This monitoring/intervention program includes enrollment
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
26
tests, diagnostic tests, and teachers’ observations. The school uses pull-out programs in
classrooms with low achievers in which they are supported through remedial classes and
reinforcement of concepts. After-school remedial programs is an area that was identified and
shared with the school leadership team as necessitating to be further developed to school. This
would also alleviate pulling students from other classes, which students value such as art and
physical education. Involvement and engagement of parents and teachers for these students was
observed to be ongoing, in the school’s documents.
It was also clear during the visit that the school and classroom’s environment supports student’s
personal growth, nurturing self-esteem, and character development. Although students are
provided with extra-curricular opportunities, it has been observed through reviewing students’
surveys and meetings with them that they still wish to see more activities during both school
hours and after school. The student council has been formed this year giving a greater voice to
students. These students meet with the school administration share concerns and encourage
activism. The students expressed that they felt that their voices are being heard at the school.
The visiting team’s observations on the school’s areas of strength:
1. The school assessment policy enables the use of advanced thinking skills.
2. The school applies modified tests to differentiate students.
3. The school has a detailed and comprehensive behavior policy which reflects on the positive
relationships that exist between teachers and students; as well as among peer students.
4. The implementation and following up on the school’s plans contribute to developing students’
performance through teachers’ daily reports.
The visiting team’s observations on the school’s areas of growth:
1. A need exists for greater analysis of students’ data in order to assess their true academic
progress in each subject.
2. School needs to look into other measurements of academic performance to reflect on how
ELITE students compare and fare with other students that adopt the same curriculum (e.g.
SAT/CAT testing).
3. Providing more extra-curricular activities for students.
Qatar National School Accreditation (QNSA)
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Self-Study Visiting Committee Report
Elite International School
27
4. Consider modifying students’ report cards to distinguish the academic progress from behavioral
level.
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Evaluation Institute – Supreme Education Council
28
Standard 4: Resources Management
1. Oversight and Distribution of Staff
ELITE states that it has a clear recruitment policy which is also detailed in the staff handbook.
Staff is recruited on the basis of qualification and experience. School planning is drawn for the
next academic year with requirements addressed in advance to ensure human resources are
efficient. Candidates who are short listed based on their qualification and experiences undergo a
panel of interviews and based on the position offered are required to give a demonstration class
or appropriate testing procedure. Yet it has been that the school concern is in reducing
mobility/turnover of staff during the academic year. ELITE also provides handbooks to all new
employees as a part of their orientation program which details their job description and other
policies they need to adhere to.
The school ensures that staffs are given appropriate positions based on their qualification and
experience. However, ELITE is also looking to have a pool of available qualified substitute
teachers in case of emergencies. It also states that school scenarios are drawn for the next
academic year per requirements far in advance to ensure sufficient number of teachers are
recruited to commensurate with student numbers and to ensure the distribution of teaching hours
are fair. The school also encourages in house promotion. All senior management team (SMT)
members that are promoted after the first year have been selected from the teaching faculty
which clearly shows that the school provides fair and equal opportunity of growth to its staff.
According to ELITE however, a more defined appraisal system needs to be further
implemented. It is also mentioned that a substitution schedule is in place to overcome any
absenteeism. Staff is aware and follows the policy of informing the school in advance by
telephone and email. Teachers are required to send their daily plan variation which is given to
the substitute teachers to ensure student’s learning is not affected. However, ELITE states that it
is also looking to have a pool of qualified substitute teachers in case of emergencies.
The visiting team confirms that ELITE has a clear and solid recruitment policy which is detailed
in the handbook that is given to the staff and also through meetings with the whole staff.
However it is observed through reviewing of the school’s documents that some of the staff are
not given compatible positions commensurate according to the SEC hiring approval and to their
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Elite International School
29
qualifications. It is also observed that the recruitment scenario is clear. However action plans
need to be in place to reduce the mobility of staff during the academic year.
The visiting team is assured that all teachers undergo a three-month trial period, including
interviews and demonstration classes etc. It is also confirmed that most of the staff have a clear
knowledge of the handbook and its details, including their job description and school’s policies.
It is also confirmed that the school has teachers’ recruitment schemes to commensurate with
student numbers. The school has a clear in house promotion policy which is well implemented
as all SMT members are promoted after the first year working at the school. ELITE also has a
plan to implement an appraisal system at the end of this year which is confirmed through
reviewing of school documents.
2-Staff Professional Development
The SMT of ELITE Intentional School states that it has the overall responsibility for
formulating the Professional Development (PD) Plan for the school in consultation with the
Managing Director. The PD plan is submitted to the Governing Board for approval. The content
of the plan is based on organizational needs. For continuous improvement, the yearly focus is on
the following categories:
1) Instructional practice
2) Assessment
3) Curriculum development
4) Understanding the learning process
5) Differentiation
However, ELS is looking for more active participation in external workshops for teachers and to
adding effective topics of training for staff that can be conducted internally. ELITE has also
mentioned that it offers an Induction Program to orient, support, assist and train new teachers and
administrators in their first year at ELITE Intentional School. Orientation familiarizes teachers and
administrators with paperwork and procedures, encourages development of knowledge and skills,
and brings new staff to the school culture. Training assists new teachers and administrators with
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
30
school organization, teaching methodologies, curricular requirements, and classroom management
and students’ assessments. Also, support is given from a mentor via a one-on-one relationship.
The strategies used to implement the Induction Program includes workshops, peer coaching and
informal peer observation, collaborative teacher planning, section/departmental meetings, study
groups, and off-site visitations. The school states that professional development coordinator
conducts classroom observation and follows up on implementation. Teachers are also provided with
oral and written feedback about their classroom teaching. The school also conducts surveys to
gather information from the teachers about what they would like to include in the workshops to help
them grow further as teachers.
The visiting team observed and was assured that staff is participating actively in appropriate and
effective professional development including workshops focusing on needs through reviewing
school documents, professional development plans, and meetings. The visiting team encourages the
school in their identified growth area in seeking out greater internal and external PD workshops to
support the learning process at their school. It is clear that the school has well-implemented the
induction program to orient and train new employees through workshops, peer coaching, etc. It was
also evidenced that the teachers are followed up on by the coordinators to measure the impact of
professional development and workshops on their performance.
3- Infrastructure, equipment, materials distribution, resource availability and distribution
ELITE states that facilities including the IT lab /science lab /library/activity center are well
equipped and consistently updated. The school location, yard, facilities, services, and furniture are
appropriate, adequate, and meet the educational needs of the school. Yet the school states that it is
in need of more technical facilities including the addition of smart boards and projectors in each
class. Maintenance/cleaning are on site and extra cleaning staff are provided during school events
or when required. It also states that a gate security system in place and CCTV is installed
throughout the school. Two security guards are always deployed. However, the school states that
more CCTV cameras in the upper grade classes are needed. ELITE states that Health and Safety
procedures are already in place. Regular health and safety workshops are conducted for staff and
students. Schedule is followed to check hygiene and health of the students. At the time of
admission, a detailed medical form is obtained from the parents and nurse is notified of any health
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Elite International School
31
concerns. Any major health concerns is immediately notified to the administration and parents
contacted. School also follows a strict no verbal or physical bullying policy to keep the
environment safe.
The visiting team confirms that the facilities, services, technical supplies are adequate and meet
the educational needs. Yet the school is supported in considering providing more technical
resources including smart boards and projectors in each class. It is also evidenced that the school
maintenance for the facilities, services, and equipment is in place and regularly checked up and in
good condition. It is clear that the school library contains resources, audio visual materials, etc.
suitable for teachers, students, and staff needs. It is also confirmed that the gate security system is
in place, gate pass procedure for parents, and CCTV is installed throughout the school except for
the upper classes which is under school’s consideration, and security guards are deployed. Yet the
school may consider its fire drill procedures regarding clearly identifying the assembly points and
emergency exits signs. The school has health and safety procedures which are already in place
including workshops, schedule to check hygiene and health of students, and daily reports by the
school nurse at the end of each day explaining the medications administered and any health
concerns that have arisen during the day.
The visiting team’s observations on school’s areas of strength:
1. The school has a clear recruitment policy, which is implemented properly to assure human
resources' efficiency.
2. Teacher's absenteeism is followed up rigorously.
3. The school prepares and train new employees.
4. The school follows up and measures the impact of professional development.
5. The school ensures maintaining the location, facilities, services, and equipment and keeps it clean at
all times.
6. The school provides resources and references suitable for teachers, students, and staff needs in
school library and lab.
7. Safety and security are maintained in school facilities.
8. Sufficient numbers of teachers are recruited to commensurate with student numbers.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
32
The visiting team’s observations on school’s areas of growth:
1. Ensure that staffs in all positions reflect both experience, and meet proper given the right
qualifications and abide by the SEC hiring policy.
2. Devise plans and incentives to reduce mobility of the staff.
3. Provide more internal and external workshops to cover all staff needs.
Standard 5: Parental and Community Partnerships
1- Parental Involvement and Communication
ELITE states that it maintains regular communication with parents in various ways including
messages in the student planner, SMS, telephone, surveys and circulars. The school also holds
three parent meetings each year, and one to one parent-teacher meetings are also held upon
request by either party. The school also actively communicates its objectives, mission, and
policies with parents through the parent’s welcome folder, website and student planners. The
school states that parent’s opinions, suggestions, and complaints are taken into consideration in
decision-making processes that affect students. The school also clarifies that it organizes
activities and programs to promote parental participation in the school. Parents are invited as
guests, judges and volunteers. ELITE International School encourages parents to follow up on
their children’s academic level. Based on school surveys from parents, parental satisfaction on
school efficiency and competency are overall positive.
The visiting team observed that the school has developed a bilingual communication system
with parents to encourage greater participation and involvement. Yet complete parent
participation still remains a challenge. The school plans to involve parents in the school’s trips
as an initial stage to increase parent participation. The school is looking into promoting more
activities to increase the number of parental participation. In the case of students with low
academic levels, full parental involvement still remains a challenge. As some students lack
academic support at home, the school has plans to implement after school remedial programs to
overcome this problem.
Qatar National School Accreditation (QNSA)
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Elite International School
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Up to the time of this report, the school implements remedial programs for students with low
academic level during school hours infringing on classes through a pull-out program. As the
school has an open door policy, parents’ opinions, suggestions, and complaints are taken into
consideration in the decision-making process. The parental survey analysis shows overall
satisfaction on school operations, curriculum, and overall matters by parents towards the school.
The main concern shared by the majority of parents responding to the survey is the need for
varied after-school and extracurricular activities.
2- School Community Partnerships
The school states that it has started implementing effective strategies to encourage community
involvement by planning to visit and interact with different community programs including
visiting orphanages, homes for the elderly, Qatar welfare animal society, etc.
The visiting team confirms that the school is in the initial stage of forming community
partnership programs. The school has started implementing a plan for service community trips
in the month of May. The school is already in the verbal process of interacting with different
community clubs like Aspire, El jaish and Al saad waiting for their approval to involve students
in different after school activities. In addition the school needs to seek out ways to forge other
community partnerships for varied sponsorships and for providing other support systems to the
school.
The visiting team’s observations on the school’s areas of strength:
1. Varied and effective ways of school communication with parents exists currently in the school.
2. The school considers parents’ opinions, suggestions, and complaints in the decision-making
process schoolwide.
3. An open door policy is in place that encourages parents’ voice, parent meeting with teachers,
and involvement in school activities.
4. Parent satisfaction is overall positive.
Qatar National School Accreditation (QNSA)
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34
The visiting team’s observations on school’s areas of growth:
1- Promoting more activities to increase the number of parental participation.
2- Continue to develop greater and effective communication between the school staff and
community.
3- Strengthen community partnerships with the school.
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Self-Study Visiting Committee Report
Elite International School
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Chapter 4: Schoolwide Action Plan
The school has addressed most of its growth areas clearly and formed an action plan to drive
school improvement in their self-study. The visiting team acknowledges that there was strong
involvement in deriving the action plan to drive the school forward based on assessment from
various stakeholder groups. The visiting team highly appreciates the immediate school response
towards the recommendations given by the team to develop the school’s action plan, which was
reflected in the school modifying their action plan to include these recommendations. However
the school may consider developing its action plan further in order to cover all procedures in
greater detail that the school will take to improve some areas like “increasing community
participation” and “introduction of school year book“, aligning some tasks to its procedures like
“indoor gym/auditorium”, specifying tasks’ timeline separately from tasks’ procedures.
It was observed that one of the growth areas the school has mentioned in the action plan which
is “students’ strength to be increased” hasn’t been clearly clarified and also the learning results
that the action plan supports hasn’t been detailed. The school may also consider including some
other areas in its future action plan including developing the skills of non-core subjects’ teachers
regarding differentiated skills, and the use of modern teaching methodology.
The action plan is attainable and realistic and the school resources are seemingly sufficient in
supporting the implementation of the tasks necessary for the action plan. The main area that the
school may not be able to execute in its action plan at this time due to resource limitation is its
plans for the school gym and auditorium as it was confirmed through the team’s meetings with
the school leadership team that this task can’t be attained in the present time and only if the
school changes its location.
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The school stated its wide action plan as follows:
Growth Area Action Plan #
Student’s demographic shows school needs to increase students¡¦ numbers from
various other communities.
Public Relations procedures to be reviewed and modified to increase the student¡¦s
numbers.
Interactive website development.
School media exposure to be increased.
Community participation to increase.
Remedial program to be formulated and introduced to all students.
Students¡¦ strength to be increased.
Online access to academic programs to reach the different stakeholders.
Rationale:
To support the mission-vision of ELITE and to ensure responsibilities towards stakeholders
are attained
Growth Target: To be achieved within the next three academic years.
Learning Results Supported: Please refer to chapter 2 (explaining details).
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Elite International School
37
Tasks/Strate
gies
Personnel
Responsible Resources Timeline
Means to
Assess
Improveme
nt/Follow-
Up
Means to
Report
Student’s
demographic
shows school
needs to
increase
students’
numbers
from various
other
communities.
Public
relations
Meeting with
different
communities,
Media
Advertisements
2013-14
School has already
included the profile
in Qatar Education
directory published
by Media Vision.
School is already
working with
English department
to include school
event news in
leading newspapers
in Qatar.
Data
Analysis Management
Public
Relations
procedures to
be reviewed
and modified
to increase
the student
numbers at
each level.
Public
relations
Meeting with
different
communities,
Media
Advertisements
2013-14
More advertisements
in the newspapers.
Increase media
exposure of school
events and activities.
Data
Analysis Management
Interactive
website
development
IT
department
Study of various
products
available in the
market.
2014-15.
School has already
started working on it.
Once completely
developed it will be
published and test
run will be
conducted in 2013-
14 to find any
glitches. It will be
completely
functional by 2014-
15.
Financial
feasibility
study
Management
School media
exposure to
be increased
Professional
Development
coordinator
Newspapers,
Magazines,
Website etc
2013-14
School has already
included the profile
in Qatar Education
directory published
by Media Vision.
Print Media,
Feedback
from stake
holders
Management
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
38
Tasks/Strate
gies
Personnel
Responsible Resources Timeline
Means to
Assess
Improveme
nt/Follow-
Up
Means to
Report
School is already
working with
English department
to include school
event news in
leading newspapers
in Qatar.
The new school
interactive will be
completely
functional by 2014-
15.
To increase
Community
participation
Management
Team &
Event
coordinator
Meeting with
different
community
groups.
In term 3 of 2012-13
school has already
drawn up the
schedule for
community
participation by
arranging school
family trips to
different
communities. School
has re-launched the
formation of parents’
committee to include
more parents’
participation. School
has also
implemented
programs which will
expose the students
to different charity
organizations.
Events,
visits and
formation of
parent’s
community
Management
Remedial
program to
be formulated
and
introduced to
all students.
Coordinators
and
Management
HR (To appoint
support teacher)
School has
successfully
implemented
differentiated
programs at each
level in all subjects.
School is looking
into feasibility study
Academic
data
analysis
Management
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Elite International School
39
Tasks/Strate
gies
Personnel
Responsible Resources Timeline
Means to
Assess
Improveme
nt/Follow-
Up
Means to
Report
to provide ESL, after
school homework
club etc in 2014-15
Online access
to academic
programs to
reach the
different
stakeholders
IT
department
Study of various
products
available in the
market.
The market studies
of different programs
available are in
progress. It may be
implemented in
2014-15 based on the
financial feasibility
to justify the needs
of stakeholders
Financial
feasibility
study
Management
Introduction
of School
year book
and news
letters
English and
Art
department
Print Media
School is already in
the process of
designing the year
book layout and
English department
is in the process of
making students’
editorial committee.
School is in process
of formulating job
description of the
members. It will be
implemented in
2013-14
Feedback
from
stakeholders
Management
Introduction
of after
school
activities
Management Survey and
Feasibility study
School is already in
the process of
interacting with
different clubs like
ASPIRE, El JAISH,
AL SADD. Verbal
communication is in
progress. It will be
implemented only if
we get justifiable
number of
participants.
Survey data
analysis and
participatio
n
Management
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
40
Tasks/Strate
gies
Personnel
Responsible Resources Timeline
Means to
Assess
Improveme
nt/Follow-
Up
Means to
Report
More
extracurricula
r activities
Management Survey and
Feasibility study
In addition to the
ongoing events and
other extra -
curricular activities
school will be
training and
participating in inter
school competitions
in 2013-14
Survey data
analysis and
participatio
n
Management
Indoor
Gym/Auditor
ium
Management Survey and
Feasibility study
It will be
implemented only if
we get justifiable
number of
participants.
Survey data
analysis and
participatio
n
Management
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Elite International School
41
Chapter 5: Visiting Team Commendations & Recommendations and Evidence
The suggested visiting team commendations and recommendations were derived based on varied
evidence provided through analyzing the school self-study before the school visit, and further by
meetings with all involved stakeholders, reviewing of the school documents, classroom
observations, and the team’s overall observations during the school visit which took place from 5th
to 9th
of May 2013.
THE VISITING TEAM’S COMMENDATIONS:
1. The effective involvement of the school governing authority in the school community.
2. The receptive leadership team’s attitude towards the visiting team’s observations during the
visit.
3. The school has clarity in its mission and objectives, and consistently works to implement
programs, a school culture and environment to ensure that it is meeting its mission and vision..
4. The school mission, vision, and objectives are reflected through the overall high teaching quality
in the foundation stage and KS1&KS2 core subjects.
5. There are effective communicated regulations, bylaws, and policies to operate the school’s
work.
6. The school atmosphere is positive, cooperative, and with a collective sense of responsibility and
pride by stakeholder groups.
7. Effective systems are in place for monitoring and following up on school operations.
5. The school provides a solid curriculum that is aligned with its' mission, vision, and objectives.
This is reflected in the enabling of students to strengthen and widen their knowledge and skills.
6. Modern and differentiated teaching methods are applied for students in the foundation stage and
core subjects.
7. Teaching promotes students’ participation and motivation, challenging them on a consistent
basis in the foundation stage and the core subjects.
8. Positive and respectful relationships exist schoolwide between students and teachers.
9. The school assessment policy enables the use of advanced thinking skills.
10. The school applies modified tests to differentiated students.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
42
11. The school has a detailed and comprehensive behavior policy which reflects on the positive
relationships fostered between teachers and students; as well as among peer students.
12. School plans are implemented and followed up on effectively contributing to the development of
students’ performance through teachers’ daily reports.
13. The school has professional development plans in place that identifies real needs of which it
works on rigorously, following up, and measuring the impact of professional development.
14. The school facilities and overall environment is inviting, with facilities, services, and equipment
maintained and kept clean at all times.
15. The school provides resources, necessary supplemental materials and references suitable for
teachers, students, and staff needs in the school library and lab.
16. Safety and security are maintained across the school’s facilities.
The school has solid communication modes with parents, and welcomes parent suggestions,
with an inviting open door policy. It takes into consideration parents’ opinions, suggestions, and
complaints in driving decision-making processes at the school.
17. Parent satisfaction is observed to be overall positive on the various aspects of the school.
THE VISITING TEAM’S RECOMMENDATIONS: 1. Distributing the school mission and vision statements throughout the school facilities, so it is
more clearly visible. In addition, ensure that school mission and vision statements are embedded
throughout the school curriculum and adopted programs.
2. Identifying the school’s priorities more clearly so there is greater organization in its attainability.
3. Compiling the school separated plans into one executive strategic plan.
4. Provide further for greater supportive educational programs that align with the mission, values,
and targets.
5. Monitor and work further to ensure that varied learning strategies are used in the teaching
methods to address individual learning needs in non-core subjects for greater differentiated
instruction in non-core subjects.
6. Increase the effective use of technology inside classrooms to support student learning, such as
the identified need of inclusion the effective use of smartboards and projectors in the classroom.
Qatar National School Accreditation (QNSA)
Evaluation Institute – Supreme Education Council
Self-Study Visiting Committee Report
Elite International School
43
7. Further analyzing student data in order to assess the academic progress in each subject. This
includes separating student grades so as academic and behavioral performance are measured
separately.
8. Measuring students’ academic level in comparison with other students’ levels in other schools
that adopt the same curriculum. This should be done at both the national and international level
of schools.
9. Include international/standardized testing (e.g. CAT/SAT) into the school assessments to reflect
on student performance to assess further student performance on the standards and skills of the
school’s adopted curriculum.
10. Provide more and varied extra-curricular activities for students.
11. Ensure especially in the non-core subjects that teachers are appropriately placed in the proper
positions reflecting on their experience, qualifications, background, and in alignment with the
SEC hiring policy.
12. Devise plans and incentives to reduce mobility/turnover of staff.
13. Provide more internal and external workshops to cover all staff needs.
14. Promote greater activities to increase parental participation schoolwide.
15. Develop further plans to drive greater community participation and involvement to include
service learning, sponsorships, support and guidance.