Teacher Questions.docx

Theme: Involvement of Teachers and Guiding Statements 1. How does the school involve teachers in the development and implementation of the Guiding Statements (Mission, Vision, and Goals) and strategic improvement planning? The school involves teachers in the development and implementation of the Gui...

Theme: Involvement of Teachers and Guiding Statements 1. How does the school involve teachers in the development and implementation of the Guiding Statements (Mission, Vision, and Goals) and strategic improvement planning? The school involves teachers in the development and implementation of the Guiding Statements through various meetings and surveys. Teachers are given the opportunity to provide their input and perspectives during these meetings, and their feedback is taken into consideration when drafting the statements. In addition, teachers are also involved in the strategic improvement planning process, where they are able to contribute their ideas and suggestions for improving the school. 2. In what ways do the Guiding Statements influence your teaching practices? The Guiding Statements influence my teaching practices in several ways. Firstly, they serve as a guide for the overall direction and goals of the school, which helps me align my teaching with the school's objectives. Secondly, the statements also emphasize the importance of diversity, equity, and inclusion, which has encouraged me to be more mindful and inclusive in my teaching practices. Lastly, the statements are regularly evaluated and updated, which keeps me informed and motivated to continuously improve my teaching to meet the evolving needs of the school community. Theme: Guiding Statements and Curriculum 3. In what ways are the Guiding Statements considered in curriculum planning and revisions? The Guiding Statements are considered in curriculum planning and revisions in a number of ways. The school's commitment to developing global citizenship and intercultural learning is reflected in the School Educational Objectives and the School Strategic Goal. Additionally, the school has updated its Global Citizenship and Intercultural Guideline to match the new program and teachers have received training to support this initiative. The school also integrates digital citizenship and service learning into the curriculum, and has added a "Modesty and Protection Program" to promote modesty and protect students from harm. Overall, the Guiding Statements are used to guide and inform curriculum planning and revisions to ensure a high quality learning experience for students and prepare them for university and life beyond school. 4. How does the school ensure that the curriculum meets the needs and abilities of all students? The school ensures that the curriculum meets the needs and abilities of all students by implementing comprehensive planning which includes targeting students of different learning abilities (gifted, talented, slow learners, inclusion). This is evident in the scopes and sequences, unit plans, and lesson plans. The SEAS unit works with teachers and HODs to devise strategies to challenge and support gifted and talented students. Diagnostic and formative assessments are used to tailor lessons according to student needs and may lead to adopting an inclusion and Individual Education Plan (IEP) for some students. Co-curricular and extra-curricular activities are also planned with students' awareness about global issues in mind. Additionally, the school provides various resources and support for students with different abilities, such as sensory and therapy rooms, vocational programs, and opportunities for students to work in the school community. Teachers also receive professional development training to enhance their skills and use up-to-date teaching and learning resources. Struggling students may be pulled out from classes for additional support, and talented students are challenged through various competitions. Overall, the school prioritizes individualized and differentiated learning experiences for all students. Theme: Admissions Process and Teacher Involvement 5. How do teachers provide input into admissions practices? Teachers provide input into admissions practices through their involvement in the admissions process and their feedback on the effectiveness of the school's programs for students with diverse learning needs. They also provide input through their participation in department and grade level meetings, where they discuss data on student performance and make recommendations for improvement. 6. How do admissions practices ensure a good match between students and school offerings? The school has clear admission policies and procedures in place to identify the varied learning needs of students, both at admission and while enrolled. This helps ensure that all students are able to benefit from the school's programs and offerings. Additionally, the school periodically reviews and updates its admission policies to align with its guiding statements. Admission tests are also conducted to assess students' academic, social, behavioral, language, and motor skills, and counselors are available to assess students with special needs. Furthermore, the school offers a range of programs and activities, such as vocational programs and advanced placement courses, to cater to the diverse needs and interests of students and ensure a good match between students and school offerings. Theme: Child Protection 7. How do school policies guide child protection practices for teachers? The school’s Safeguarding and Child Protection Policy provides clear guidelines and procedures for teachers to follow in the event of suspected or disclosed child abuse. This includes reporting lines, confidentiality measures, and training on recognizing different types of abuse. The policy also outlines the roles and responsibilities of each staff member in the event of child abuse, ensuring that all staff members are aware of their duties to protect students. Teachers are required to report any suspected or disclosed cases of abuse to the school principal and director. This ensures that all cases are handled in a secure and confidential manner, and that teachers understand their responsibility in reporting and addressing potential abuse. Regular training and workshops are provided to teachers and staff on child protection and safeguarding policies, which helps them recognize signs of abuse and understand their role in protecting students' well-being. Theme: Global Citizenship and Intercultural Learning 8. In what ways do teachers promote global citizenship and intercultural learning? Teachers at RBS actively promote global citizenship and intercultural learning by intentionally planning lessons based on the Global Citizenship Integrated Curriculum and OXFAM's criteria. This means that they incorporate global citizenship concepts into their lessons and unit plans, as well as participate in activities such as International Day and cultural exchange programs. In order to monitor student progress and the impact of these efforts, teachers use various assessment techniques such as self-assessment, monitoring, and observation reports. This ensures that students are well-prepared for life beyond school and are equipped with the necessary knowledge, skills, and values to be global citizens. Theme: Communication and Collaboration 9. How do teachers engage with school leaders, both formally and informally, to align with the school's goals? Teachers engage with school leaders through formal and informal means to align with the school's goals. Formally, teachers meet with the senior management team three times a year to discuss progress and receive support. They also collaborate during department meetings and in-service days to stay updated on technology usage and pedagogical approaches. Informally, teachers engage with school leaders through ongoing communication and collaboration, such as celebrating special days together and discussing student progress. Additionally, teachers have access to professional development opportunities and training that are aligned with the school's priorities, needs of staff, and contribute to student learning and global citizenship. This is all done to ensure a culture of learning and development for both teachers and staff, ultimately supporting the school's goals. 10. How do teachers collaborate and align their curriculum with other grade levels and disciplines? Teachers at Al-Resala Bilingual School collaborate and align their curriculum through various practices such as vertical alignment, horizontal integration, the curriculum development cycle, and co-curricular and extracurricular activities. Vertical alignment meetings are held at the beginning and end of the academic year to compare and analyze the different skills taught in each grade level. Horizontal integration meetings are held weekly to ensure connections between skills and content across subjects. The school also uses a systematic three-year curriculum development cycle to review, apply, and assess the curriculum. Teachers also collaborate on co-curricular and extracurricular activities to develop students' knowledge, understanding, skills, and values. 11. How are teachers encouraged to engage in dialogue with school management and leadership? Teachers are encouraged to engage in dialogue with school management and leadership through ongoing professional development sessions, department meetings, and in-service days. They also have the opportunity to provide feedback through the school's Appraisal Policy, which is based on a 360 evaluation system. Additionally, the school regularly hosts experts and endorses educators to deliver and conduct professional webinars to enhance teaching and learning strategies. Theme: Curriculum and Student Assessment 12. How do teachers use student assessment data to inform curriculum and teaching approaches? Teachers use student assessment data to inform curriculum and teaching approaches by analyzing the data collected quarterly, using it to identify areas of accomplishment and learning gaps, and designing action plans to refine and enhance instructional procedures. They also use the data to check the effectiveness of their practices and provisions for students' specific needs during department and grade level meetings. Additionally, teachers use the data to plan and prepare lessons and activities to reinforce concepts and learning with more practice, and to modify assessments and provide special provisions for students with special needs. The school also uses assessment data to establish clear goals and objectives, which are monitored and addressed through action plans written by the principal (MPR) and heads of departments (MMMR). Theme: Teacher Support and Resources 13. How does the school support teachers' professional development needs? The school supports teachers' professional development needs through an annual PD plan, which is based on the school's Appraisal Policy and 360 evaluation system. The plan includes workshops, conferences, and webinars conducted by experts and educators to enhance teaching strategies, use of technology, and global citizenship. Teachers also receive training on pedagogical approaches and 21st-century teaching technologies based on their individual needs. The school also provides resources and training in areas such as growth mindset, leadership skills, child protection, and first aid. The results of the survey show that 90.4% of supporting staff received relevant training. Additionally, there is a clearly defined performance evaluation system for all faculty and staff, which is linked to professional development and identified school priorities. 14. How does the school ensure that it provides adequate resources to support teaching and learning? The school ensures that it provides adequate resources to support teaching and learning by having a well-equipped campus with various facilities such as a gym, swimming pools, playgrounds, and computer labs. They also have a SEN (Special Educational Needs) Division with well-equipped classrooms and therapy rooms. Additionally, the school has a sufficient number of qualified teachers and support staff, with a ratio of 1 teacher to 8 students in most classes. They also provide professional development training for teachers to keep them updated with new pedagogical approaches and technologies. The school also uses various learning resources and technologies in the classrooms to engage students and enhance their learning experience. Finally, the school has a clear admission policy in place to identify and address the varied learning needs of students both at admission and while enrolled. 15. How does the school ensure that all students have smooth transitions into the school, from one division to another, to university, and from the SEN division into mainstream? The school has a comprehensive plan and policy in place to support students and families during significant periods of transition. This includes collaboration and communication among staff members across different divisions, regular meetings and updates, and a focus on planning, implementing, and evaluating transition activities and programs. The school also provides opportunities for students to visit their new classrooms, hosts information sessions for families, and uses admission assessments and diagnostic reports to determine individual abilities and needs. The SEN division also has relevant curricula, programs, and therapeutic services in place to support students with special educational needs, and promotes social inclusion and generalization of skills through various activities and communication between teachers and parents. The school also delegates vocational responsibilities to students and implements dynamic, authentic assessments to ensure that all students benefit from the school's programs.