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Standard 2 Governance and Leadership

The school provides governance and leadership that promote student performance and school effectiveness.
NOT EVIDENT EMERGING

QUALITY SCHOOL INDICATORS

IN FULFILLMENT OF THIS STANDARD, THE SCHOOL OPERATES UNDER THE JURISDICTION OF A GOVERNING BOARD THAT: 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Establishes policies and procedures that provide for the effective operation of the school Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school Ensures compliance with applicable local, state, and federal laws, standards, and regulations Employs a system that provides for analysis and review of student performance and school effectiveness Fosters a learning community Provides teachers and students opportunities to lead Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership Controls curricular and extracurricular activities that are sponsored by the school

HIGHLY FUNCTIONAL

OPERATIONAL

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2.9 2.1 0

Responds to community expectations and stakeholder satisfaction Implements an evaluation system that provides for the professional growth of all personnel

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2.1. Focus Indicators for Standard 2

The information collected and analyzed in the self-study section (see above) should be considered when answering the following focus questions. The responses to these questions should support the schools self-assessment on the Standards Assessment Report (SAR). Also, these questions will be asked by the review team regarding the processes that are in place to support the schools or schools implementation of the research-based practices outlined in the indicators rubric. 2.1.1. The process for establishing, communicating, and implementing policies and procedures for the effective operation of the school The members of Qimam Al-Hayat School Board of Directors are identified in the By-Laws and on the schools letterhead. The management provides the authority for policy making as they approve and support the vision, mission, philosophy, and core values of the school. The general director provides both written and verbal reports on a monthly basis for all stakeholders. The evidence that the Administrators and the Board work effectively together is demonstrated by honest communication and an open relationship that allows for the discussion of sensitive topics. The Board reports to the administration their satisfaction with the general directors performance and vision for the school to Qimam Al-Hayat School membership. School policy is made available to new and existing Board and staff members. The administrators make stakeholders aware of upcoming Board sessions. The annual school general assembly conference provides another opportunity for Board members to become orientated to their position. The management and guidance program staff leaders ensure the efficient use of the resources appropriate to the program. These resources include information provided through the administrative and other staff channels; materials, equipment, and budget appropriate to the departments; and the talent and time for staff members. 3

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2.1.2. The process the schools leadership use to evaluate school effectiveness and student performance

2.1.2.1. Vocational and Academic Guidance

Although the school does not itself have a professional program for vocational counseling, all possible opportunities are availed to expose the senior students to debates, seminars, presentations etc. by professional vocational and career counselors, either by arranging such presentations during school hours, or by supplying all relevant information to students and parents on such an event being held anywhere in the city. Any relevant material received from universities and colleges by the school through post or e-mail is publicized by distributing leaflets and students are encouraged and supported to make enquiries through the school office Though students at Qimam Al-Hayat School are still relevant to lower and middle grades, but their parents are oriented with the schools efforts to facilitate data base about regional and international universities which students are liable to join after graduation, especially Egyptian and American Universities, public and private, for 95 % of our students are Egyptians temporarily based in Saudi Arabia. Academic guidance to choose relevant and meaningful courses of study starts early at Qimam Al-Hayat School for students in their second academic term of Grade 8 via the Orientation events held by the Principal. Attendance to these sessions by parents and students provides the solid platform on which informed decisions, regarding future courses of study and remotely determining career options, can be based.

2.1.2.2 Personal Mentoring and Counseling

Although provisions for full-time counseling services for students by a professionally trained on-campus Students Counselor do not exist, personal mentoring and pastoral care for all students in age and grade appropriate measure is always available through teachers, office staff, administrators, sectional heads and the Director wherever required. Thus 4

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school staff is encouraged to actively engage in the process of identifying cases where a student requires intervention in order to serve a physical, emotional or social need. Students are counseled on wide-ranging issues related to behavior and conduct, general discipline, cleanliness of appearance and adherence to uniform etc, either individually or collectively, as required by teachers and departments heads, who are ideally suited to gauge their needs and respond to them.

2.1.2.3 Staff Supervision

Teaching staff is supervised through a process of active guidance, support and coordination at various levels of authority. Experienced and senior teachers are appointed as Subject Coordinators to ensure vertical integration of the curricular areas in almost all disciplines across Grades 1 8. In the curricular areas, where a departmental approach is not applicable, the individual teachers co-ordinate directly with the administrators. The administrators coordinate with the Subject Co-coordinators closely to ensure progression and continuity in the academic work between each of the grades starting from KG1 through to Grades 1 to 8. They also coordinate with form teachers grade-wise on a weekly basis and independently with Second Language teachers once in two weeks (Arabic and Quran teachers coordinate directly with the administrators). The Subject Co-coordinators are broadly responsible for: 2.1.2.3. a. Teaching and Learning Manage pupil learning through the effective teaching of the departments schemes of work and policies. Ensure continuity and progression in pupils learning by pitching work at the right level and delivering appropriate levels of challenge

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Use a variety of teaching and learning strategies in order to match curricular objectives and meet the needs of all pupils Set homework regularly, according to the schools Homework policy to consolidate and extend pupils learning and encourage pupils to take responsibility for their own learning Prepare prior discussion and joint work planning with staff to maximize the learning of pupils with Special Educational Needs. Use positive management of behavior to create an environment of mutual respect which allows pupils to feel safe and promotes their self esteem and learning

2.1.2.3. b. Monitoring, Assessment, Recording and Reporting Be responsible for the assessment, recording and reporting for the pupils Mark pupils work according to departmental and school policies Contribute towards the implementation of Individual Education Plans for pupils with special Assess pupils work systematically and use the results to inform future planning, teaching and curricular objectives Set challenging targets for all pupils and ensure that pupils have a clear understanding of how to improve their work Prepare informative and accurate reports to parents in line with the schools reporting policy Keep an accurate register of pupils for each lesson. Report unexplained absence and patterns of absence according to the schools policy

2.1.2.3. c. Professional standards 6

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Have an up-to-date and thorough knowledge of the American International Curriculum program of Study, level descriptors and exam board specifications Keep up to date with research and development in pedagogy and the subject area Be a role model to pupils through professional conduct and personal presentation Arrive at class, on or before the start of the lesson and at class visits Liaise effectively with parents, MOE and other agencies with responsibility for pupils education and welfare Cover for absent colleagues as is reasonable, fair and equitable Take responsibility for Health and Safety matters for the area they supervise and report any matters that are a hazard to those working at or visiting the school Be familiar with and support all departmental and School policies Work effectively as a member of the department, and as a member of other teams within school (where necessary), to improve the quality of teaching and learning Strive for professional and personal development through the active involvement in the schools line management/performance management system Be involved in the extra curricular activities of the school by making a contribution to clubs and trips

2.1.2.3. d. Brief Responsibilities

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Ensure that the teaching and delivery of the syllabus at each grade level corresponds to the term-wise plans, Ensure that the work of parallel teachers at the same grade level is completely co-coordinated, Review the lesson plans of teachers in their departments and discuss any changes/modifications required in them, Plan and co-coordinate all learning activities, in-class, on-stage or outside school (educational trips), in connection with their subject, and Bring any problems experienced by teachers and students in their subject to the notice of the administrators.

A detailed process of staff evaluation for teachers at the end of the year is undertaken by the administrators with the help of the head teachers and these evaluations partially serve to determine the award of the financial bonus, and certificate of appreciation to staff members for meritorious work The support staff is supervised in accordance with the lines of authority shown by the organizational chart in order to make best use of their services. The local Saudi staff, comprising of maids, helpers, and watchman is supervised and guided by the Principal. The rest of the staff, comprising of expatriate proctors, gatekeepers.etc is supervised by the Logistics Manager. However, a functional, authentic open-door policy is maintained by the Principal, and all personnel, ranging from the Principal to cleaners and service personnel, have direct access to him for any special considerations or grievances.

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2.1.2.4 Staff Follow-up and Hiring Criteria

The Board does an in-depth review of any interested and qualified candidate for the positions needed every year. The Board carefully examines the spiritual, academic and professional characteristics and qualifications necessary to lead and implement the policies and procedures determined by the Board and school membership. The Board also does an extensive face-to-face interview to determine if the candidates communication style and personality are a good match for the needs of Qimam Al-Hayat School. Personal interviews are held with working staff including questions like: Do you think students feel comfortable coming up to you with a personal problem? Have you experienced at least one episode where you dealt extensively with the personal problem of any student and was it hindering your teaching schedule? Was it a controllable situation for you, or/and did you help the student by coming up with a solution and were you satisfied with it? Are you aware that you are not allowed to make any suggestions of your own? Students need to come up with the possible solutions themselves because you are in no position to decide for them? How do you define counseling, do you keep it separate from teaching? Does your personality depict a positive role model for the students? What evidence would you like to present (please keep in mind that the students should not; at any point at all, have told you that they want to be exactly like you, that is not a positive role model definition and that is not building up of character) Do you watch out for trouble makers in class, how do you handle it? Do you watch out for problems besides the classroom environment, and besides the students that you teach personally? e.g. play ground fights, littering the school halls or stairs, behavior analysis in places like if you share the same means of transportation.

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Do you take the opportunity to tell the students that social norms apply to them when residing in a country they may not belong to? Do you teach them to respect the social culture of others and not ridicule it? Are you well oriented with the social teachings/background of every student that you teach and/or do you think it is necessary? Are there any suggestions in your mind?

Responses to the individual interviews and questionnaire were as follows: Most respondents felt that:

Counseling services are a necessity in school, and should be provided to students. They should be considered a necessary feature of students educational program. Counseling services are essential for students academic success. School counseling increases students ability to concentrate, study, and ultimately learn. Counseling decreases classroom disturbances. Counseling services support teachers in the classroom in order to enable them to provide quality instruction. School counselors help students and families to overcome mental, emotional, social, developmental, and behavioral problems. School counselors are trained to recognize early warning signs in students with deviant social behavior.

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Final Statement:
The School Board is considered to be the Schools' palpitating heart that follows up programs planning, and their accurate application through the Schools' Administration. Therefore it supervises in general, the Schools' performance. It has wide administrative and financial authorities. This includes governing and controlling other staff members to ensure that department goals and objectives are accomplished.

2.2 Artifacts
2.2.1 School Organization Chart See the School Handbook. 2.2.2 School policy manual See Staff Handbook provided with attached documents of the SAR. 2.2.3 Examination Proctor Policy Final examinations are to be administered to you by an approved proctor on a date that is mutually convenient. The student is responsible for selecting a qualified proctor that must be approved by the University. Your proctor must be a responsible and reputable third party. CSU reserves the right to verify proctor qualifications, require additional evidence of eligibility, or require a different proctor be selected. All proctors are subject to approval.

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The following may serve as proctors:

Supervisors School Testing Center Embassy Education Office Full-time Librarian, Teacher, or School Counselor Human Resource and Training Officer

Proctor Approval and Examination Procedure

Students must only have an individual proctor approved once. Students may have up to three approved proctors. School provides the desired proctor with the Final Examination Proctor Policy. Students and Proctors may assume the Proctor is approved unless otherwise notified by the school.

Proctor Responsibilities
Provide the student with a private area conducive to testing. If the exam is to be taken / submitted online, provide the student with access to a computer with Internet access. Check student photo ID to ensure the examinee is actually the person scheduled to test. Ensure no copies of the exam are made.

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Ensure that the student does not access notes, articles, or other information beyond the course textbook and a calculator (unless otherwise specified in exam instructions). Time the exam and stop the examinee when time has been expended. Four hours is allowed for the exam unless otherwise specified in exam instructions. Keep the exam secure and only allow the student to access the exam in your presence. If the exam is online, keep the exam password secure.

2.2.4. Personnel manual Provided with attached documents of the SAR 2.2.5.Student and parent handbook Provided with attached documents of the SAR 2.2.6. Personnel evaluation plan See 2.1.2.

2.3. Impact Statement Qimam Al-Hayat School is successful in meeting this standard as it has leaders who are advocates for the
schools vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The schools policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

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2.4. Important Findings

1. The school complies with all applicable statutes and governmental regulations. 2. All legal documents that define and describe the corporate status of the school are on-site and readily available. 3. The school started in 2006 and since then, it has been operating successfully. 4. The members of the School Board Directors are identified in the By-Laws and on Qimam Al-Hayat

Schools letterhead.
5. The Board of Directors provides the authority for policy making as they approve and support the vision, mission, philosophy, and core values of the school. 6. Appointments to and dismissals from the Board will be handled by the Appointment Panel of the General Assembly. 7. The Appointment Panel consists of all Board members (or remaining Board members in the case of dismissal) 8. "School for the Future" is our slogan seeking "Growing In Future Leadership: Strengthening Leaders in Education" 9. The Board does an in-depth review of any interested and qualified candidate for the position of general director. 10. The Board carefully examines the spiritual, academic and professional characteristics and qualifications necessary to lead and implement the policies and procedures determined by the Board and School membership. 11. The Board also does an extensive study to determine if the candidates communication style and personality are a good match for the needs of Qimam Al-Hayat School. 12. According to the Bylaws, the Boards primary function includes operating the American Diploma Division which implements the American Educational system and standards.

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13. The Board continues to move forward to accomplish the details of the long range business plan which includes this years accreditation process. 14. The Board is interested in performing an annual written review for the administrator. 15. The general director utilizes a survey and an informal meeting to gather feedback from employees on a large variety of issues. 16. The general director consolidates the faculty and staff survey answers and reports them to the Board using a bar graphs, charts, or narrative data. The Board has developed a long-range plan for the development of several accomplishments in the educational field. The plan is reviewed periodically.
17. The Board of Directors provides the authority for policy making. 18. The chief administrator provides both written and verbal reports on a monthly basis for all Board members. 19. The Board reports to the administration their satisfaction with the chief administrators performance and vision

for the school to Qimam Al-Hayat School membership.

20. The administrator makes Board members aware of upcoming Board training sessions.

21. The annual school board conference provides another opportunity for Board members to become orientated to their position.

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2.5. Major Strengths

1. The schools organizational chart is in effect that clearly defines lines of authority, relationships, and accountability. 2. There is a system to supervise all personnel that is aligned with the leadership mission and improvement efforts. 3. The administrators of the school allocate and organize the human, instructional, financial, and physical resources in support of the mission, beliefs, and the expectations for student learning. 4. The school leadership maintains a positive learning and working environment. 5. Internal and external communications and relationships are effective and support the schools mission and the beliefs.

2.6. Needed Improvements

1- An actionable formal orientation policy: We need to validate our formal written orientation policy. 2- A more extensive employment policy: We need to develop a more extensive policy regarding the employment of qualified candidates and offer them more attracting advantages. The greatest change that needs to be made is the implementation of the process laid by the school board members. The groundwork has been laid for an annual formal review. This kind of review process has not been implemented to date and the Board realizes the importance of putting this process in place. The Board is 16

3- Process implementation: 4- Annual formal review:

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interested in performing an annual written review for the administrator. 5- Frequent data collection: Data is collected annually on a regular basis; however, data can be collected more frequently when situations arise needed an outlet for feedback.

6- Written job description to all stakeholders: There should be written job descriptions for all school personnel now some are written - that clearly describe the assigned duties. 3- Documents translated: Some documents needed to be translated into English. 4- Supervision yearly survey: A yearly survey should be conducted to measure the effectiveness of our supervision role.

2.7. Interventions
1. The Board is in the process of reviewing a written evaluation form to be used for administrator review. 2. The school has developed a special handbook for students and the employees and made the school's organizational matters clear to all.

Steering Committee Members Member Position Mr. Hamdy Abdelrazek General Manager Mr. Ibrahim Mousa Deputy Manager Mr. Abdulhamid Al-Fadaly CITA Accreditation Facilitator Mrs. Mona . Girls Section Manager

Sub-Committee Members Member Position Nasser Ahmed Science Teacher Mohammad Bahazat Science Teacher Mohammad Saber Math Teacher Ahmed Rabea IT Teacher

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