SSR 2023 Domain B.docx

Domain B - Governance, ownership and leadership Rubric Use the criteria in this rubric to evaluate the school's practice and identify evidence for alignment with the standard at the appropriate stage. B1 School Response  B1 The respective roles and responsibilities of governance and/or ownership and...

Domain B - Governance, ownership and leadership Rubric Use the criteria in this rubric to evaluate the school's practice and identify evidence for alignment with the standard at the appropriate stage. B1 School Response  B1 The respective roles and responsibilities of governance and/or ownership and leadership are suitably defined in writing, respected in practice, and aligned with the CIS Code of Ethics to enable the sustainable development of the school. (CORE) B1i. The written roles and responsibilities of governance and/or ownership, leadership and management are clearly articulated, well understood, and reflected in operational practice, improving the quality and sustainability of the school. B1ii.  The decision-making, policy- making and practices of  governors and/or owners, as well as leaders, are all fully aligned  with the CIS  Code of Ethics. -- Choose Rating, Only KEEP correct rating: Not met / Partially met / Met / Exceeded RBS Chairs and Co-Chairs, please enter your responses in the space below: EVALUATIVE  SUMMARY:   The roles of Board members and the Director are written and known to the school constituency, dictated in school policy, respective job description, and Articles of Association one, two, three, four, five, and six. The role of each member of the school’s Senior Management (School Director, Deputy Director, and Principals) and Middle Management Teams (Heads of Departments, and Counselors) is defined by a job description and an appraisal tool that are included in the school’s policy documents. During the school’s induction week, the school Director and/or Deputy Director present the Organizational chart to all staff members (B1i).       The Board is directly accountable to (and directly voted in by) shareholders and is entrusted by them to responsibly govern the school's affairs. At the same time, the Board delegates day-to-day school administration and supervision to the School Director. In turn, the School Director delegates responsibilities to division Principals and their Deputies, who coordinate with Heads of Department to execute their respective duties as per their job descriptions (B1i).     The Board approved the latest edition of the policy manual, which included the original document of the CIS code of ethics. These codes are strictly implemented by HR, Student affairs, and the finance department; it is the responsibility of the school director to ensure proper implementation (B1ii). According to Community Survey findings, most faculty members (96%) expressed agreement that the school Board and Director work together to maintain positive professional relationships among staff. Similarly, a high percentage of parents (93%) agreed that the Board and Director collaborate to establish positive relationships with parents. The survey also indicated that both faculty (97%) and support staff (94%) believed that the school effectively reflects the roles and responsibilities of governance, ownership, leadership, and management. Furthermore, most faculty (96%) and support staff (94%) believed that the school's governing body and leadership acted legally and ethically. Standard Evidence: School Policy Part 2 (Board of Directors)  Articles of association  Job Description for : ( School Director, Deputy Director, Principals, Deputy, Heads of Departments, Counselors &  teacher)  RBS School Organizational Chart   Code of ethics  B2 School Response  B2 The head of school is empowered to be the educational leader and, in partnership with the governors and/or owners, has clearly defined responsibility and accountability for student learning, well-being, global citizenship, and the culture of the school as a whole. (CORE) B2i. The relationship  between the head of school and the owners and/or governors is a mutually supportive partnership based on a shared vision and common understanding about roles and responsibilities, thus  empowering the head of  school  to  provide leadership and improvement for student learning, well-being and global citizenship. B2ii. The working relationship between leaders and the  governors and/or owners involves a well-defined appraisal process for both governance and leadership. The alignment of goals, and the effectiveness  of  working relationships are reviewed in order to improve their impact on learning, well- being, global  citizenship  and the school's culture. -- Choose Rating, Only KEEP correct rating: Not met / Partially met / Met / Exceeded RBS Chairs and Co-Chairs, please enter your responses in the space below: EVALUATIVE  SUMMARY:   The school Director (also its Founding Director) has an MA in Supervision and Administration of International Schools (with Principal Certification) and an experience spanning five decades relating to school administration.  The school has only one head, the Director, and the Board does not interfere in day-to-day operations (B2i). The Board conducts a self-appraisal; the Board also appraises the Director every two years using multiple sources of data including surveys, MPRs, financial evidence, and an administrative report. (B2ii).     The full responsibility and accountability for students’ achievement and well-being lies with the Director, with Community Survey results confirming that the majority of faculty (98%) and parents (96%) agree that the school director holds the ultimate responsibility and accountability for students' education and well-being.. As per her job description, the Director is responsible for managing the school's day to day operations. (B2i).  The hierarchical structure (organizational chart) and delegation line/line of commands is very much followed through for both academic and administrative operations. Academic school operations are delegated from the Director to the Deputy Director and the school’s four Principals, who then delegate to Heads of Department, while Heads of Department delegate to Teachers and Teacher Assistants. All Senior Managers are accountable to and are monitored by the Director. Principals are expected to submit quarterly monitoring progress reports (MPRs) that demonstrate progress in the different domains of their action plans: KG, Elementary, Middle/High, and SEN. Additionally, administrative school operations are delegated from the Director to the Administrative Manager and Financial Manager (B2ii).     Standard Evidence: Director’s CV  Director Job Descriptions   RBS School Organizational Chart  School Policy Part 2 ( Board of Directors)  B3 School Response  B3 The governors and/or owners and leaders ensure there is educational and financial [strategic and operational] planning to support the school's viability and implementation of the guiding statements, and that these plans are appropriately communicated to the school community. (CORE) B3i. The governors and/or owners, together with leaders, have strategic and operational plans that are formally approved, detailed, and sustainable. The plans have appropriate timeframes with clear financial underpinning to provide sound direction for educational improvement. B3ii. Approved strategic and operational plans are aligned with the guiding statements, appropriately communicated, and widely understood by stakeholders, in order to enhance accountability and the transparency of school operations, governance and/or ownership. -- Choose Rating, Only KEEP correct rating: Not met / Partially met / Met / Exceeded RBS Chairs and Co-Chairs, please enter your responses in the space below: EVALUATIVE  SUMMARY:   School plans are not only communicated to the school community, but they were also created by them. This has been the case since out first three-year Strategic Improvement Plan (2016-2019) and accompanying budget has been approved by the board in May 2016. The entire process involves multiple rigorous meeting with students, parents, and school staff to reach a consensus on the guiding statements and development priorities (B3i).      In June 2022, the Board received a comprehensive strategic improvement plan (2022-2025), drafted with inputs from staff, students, and parents, accompanied by a three-year master budget (2022-2025). The Board approved the plan on the 10th of June 2022, therefore RBS is currently in its third strategic improvement cycle (B3ii).   Senior Management Team members present “Monitoring performance reports” (MPRs), accompanied with data analysis, to the school Director and Deputy Director to ensure that that the strategic improvement plan is implemented as intended. In brief the whole MPR process has been delegated to the Deputy Director where three meetings are made annually with senior management to provide support and monitor progress. Progress in annual goal achievement is compared to each leader’s yearly action plans derived from the strategic plan.   Community survey findings (Item B3) confirm that most parents (96%), support staff (94%), and faculty (98%) agree that the school's plans are effectively communicated to them, while most parents (92%) and faculty (94%) support the school’s financial operations. Standard Evidence: RBS Strategic Improvement Plan   RBS Guiding Statements  Expenditure Budget    Finance Report  B4 School Response  B4 Governance is constituted to enable the school to have a clear and appropriate sense of purpose, direction and continuity. B4i. A legally compliant governance structure is translated into governance policy and procedures, embedded in practice, and subject to systematic review to ensure continued compliance with legal requirements. B4ii. Governors and/or owners, as well as leaders, are able to clearly demonstrate how they would manage continuity in the event of both internal and external changes to the operating environment of the school. -- Choose Rating, Only KEEP correct rating: Not met / Partially met / Met / Exceeded RBS Chairs and Co-Chairs, please enter your responses in the space below: The Board is constituted per legal procedure detailed in the Articles of Association (one, two, three, four, five, and six) of the eleven members of the Board, seven have extensive experience in school management, and school related jobs. A combined experience of these seven members should make any sudden change (in ownership, governance, or administration) a smooth transition (B4i). A quick analysis of the resumes of the 11 members of the School Board shows the following: • They have a mean age of 63, with an age range of 38 to 82 • 9 out of 11 members have university degrees, including three with Masters degrees. • The board members’ university degrees are varied with majors including Math, English, Accounting, Education and Computer Science. • The board members’ combined experience is impressive including, but not limited to, English teachers (in schools and universities), KG teachers, KG principals and University board members. • The board members have collectively established tens of schools, colleges, and training institutes mostly in Kuwait, but also in the region - namely Saudi Arabia, Jordan, and Bahrain (B4ii). Community survey findings confirm that the majority of faculty (99%) and support staff (94%) agree that RBS’s leaders communicate a clear sense of purpose and direction. Faculty (98%) and parents (93%) also agree that actions of the school's leadership are aligned with the school's guiding statements. Standard Evidence: B5 School Response  B5 The leadership of the school has the intercultural competencies, perspectives, and appreciation needed for the school's unique cultural context. B5i. Leaders at all levels demonstrate that they actively enhance school culture through the development of intercultural competencies and an understanding of the cultural contexts of all staff and the community. -- Choose Rating, Only KEEP correct rating: Not met / Partially met / Met / Exceeded RBS Chairs and Co-Chairs, please enter your responses in the space below: RBS’s Director selects qualified school leaders and staff members who are open and sensitive to Kuwaiti culture while, at the same time, show an understanding and appreciation for Global Citizenship. RBS has a diverse staff population with members coming from 13 countries. Furthermore, Community Survey results confirm that the majority of students (97%), faculty (96%), parents (94%), and support staff (94%) believe that the director and leadership team have the intercultural skills needed within the school's cultural context. The Director promotes the selection of international and local curriculum resources as recommended by teachers, heads of department, principals, and curriculum coordinator. The Mainstream division uses international curriculum standards for English (AERO), Math (Common Core), Science (Next Generation Science Standards), and Arabic (Qatar standards). The SEN Division uses Ontario Curriculum standards. Furthermore, RBS purchases resource materials from major international publishers such as Holt McDougall Harcourt, McGraw Hill, and Pearson as well as digital learning resources such as IXL and IQRA. Additionally, the school’s Director oversaw the development process of the school’s Global Citizenship and Intercultural Learning Guideline document, which was updated in May 2023. Standard Evidence: B6 School Response  B6 There are clearly formulated written policies and practices that are implemented consistently and bring clarity to school operations. B6i. The governors and/or owners, as well as leaders, have developed and formally approved, a comprehensive policy manual that is appropriately delegated, brings clarity to school operations, and is well understood by staff. B6ii. The governors and/or owners, as well as leaders, are able to demonstrate effective governance and leadership of child safeguarding policies and procedures through ensuring all its staff and board members understand their roles, responsibilities, policies, and reporting procedures of suspected or disclosed maltreatment, including historical disclosure. B6iii. The school has implemented policy and practices related to the storage and use of data to ensure that the school community is legally compliant and secure, and these policies are reviewed systematically. B6iv. There is a systematic process for the induction and training of new board members, school leaders and staff, which includes policies related to data protection, child protection, and safeguarding. -- Choose Rating, Only KEEP correct rating: Not met / Partially met / Met / Exceeded RBS Chairs and Co-Chairs, please enter your responses in the space below: The Board is fully aware of the importance of having in place proper policies and procedure, as demonstrated by the Board members’ commitment to attend regular meetings aimed at revising and editing the current Board Policy documentation (B6i). Such documents provide legal protection (in case challenged in court), and an assurance that employees are treated fairly and consistently. In addition such documents provide clear guidance to what is expected of school staff; and how to deal with specific situations. The following is a list of policies adopted by the school and are available in document, with faculty (98%) and support staff (94%) agreeing in the Community Survey that those written policies are applied consistently: School Policy manual Teachers handbook, a separate handbook for each divisions (KG, elementary, Middle and High school) Parent or Student handbook, a separate handbook for each divisions (KG, Elementary, Middle and High school) SEAS Unit Handbook (B6ii) Child Protection and safeguarding Policy (B6ii) Staff Appraisal and Development Policy (B6ii) Student Assessment Policy Curriculum Policy Language Usage Policy Global Citizenship Policy Chemical Storage and Safety Policy (B6ii) ICT Policy, Procedures, and Guidelines (B6iii) In May 2023 the Board has been part of inhouse training on the following matters: Child Protection and Safeguarding Policy for which the head of the SEAS unit described in details Various types of child abuse, the role of each staff member from teachers to Director in such an event, and Various examples and case studies (B6ii) Data protection policy for which the head of IT described the different levels of protection our IT infrastructure enjoys, from antivirus to firewall (B6iii). The different types of students assessment applied in school (includes the likes of  MAP tests and AP examinations ) and how these assessments are used in influencing the teaching practices and student enrichment Standard Evidence: Domain B Summary – School Maximum 400 words Strengths Identify areas of strength within this domain. Reference standards and criteria with each strength. Positive Working Relationship between Board and Senior Management: The relationship between RBS's founding Director and Board is one of accountability, delegation, and trust. The Board guides ensures adherence to guidance statements, supports strategic improvement logistically and financially, and delegates day-to-day school administration and supervision to the Director. The hierarchical structure and line of commands is followed for both academic and administrative operations, with the Director delegating responsibilities to the Deputy Director as well as other Senior Managers. Follow up on SMT responsibilities takes place through regular MPRs submitted to the Director and Deputy Director. Comprehensive Written Policies and Procedures: School policies at RBS play a pivotal role in ensuring effective leadership and management. By prioritizing these policies, RBS ensures a safe and conducive learning environment for all its stakeholders. Once they are reviewed and approved by the Board, policies are thoroughly understood and consistently put into action. RBS ensures the implementation of policies through a system of accountability that includes a formal appraisal process for all levels of leaders. This process is backed by valuable data, including insights extracted from the MMMRs, MPRs, and the CIS Community Survey. Planned actions Actions to explore Future Aspirations questions Reedit all school’s evaluation forms (including board self-evaluation)  from assigning a specific score to an evaluation that pinpoints where growth is necessary.  The HR department is expected to provide an updated evaluation document to the board for approval, and lead several workshops explaining to the whole school community the significance of these changes. (B1, HR, January 2024) Repurpose the board's advisory committee to be the board’s nonfinancial auditor insuring board approved policies and plans are applied as intended. This will begin by a discussion of the board's priorities for the committee, assigning it's specific members and facilitating the committee to able to serve effectively. (B3, Director and Deputy Director, January 2024) Increase interactions between the Board and the entire school community; this includes but not limited to expanding the cooperation the board has with the PTA (B2, Director and Deputy Director, May 2024) Actions to address outstanding past recommendations Reedit all school’s evaluation forms (including board self-evaluation ) from assigning a specific score to an evaluation that pinpoints where growth is necessary (B1, HR, January 2024) Actions to meet the Team Evaluation Repurpose (The Advisory Committee) to be the board’s non financial auditor insuring board approved policies and plans are applied as intended (B3, Director and Deputy Director, January 2024) Expand the role of the PTA and schedule more frequent meeting with the Board (B2, Director and Deputy Director, May 2024)  LIST DOMAIN EVIDENCE BELOW: 1.