Standard 5

Qimam Al-Hayat International Schools Study Standard 5 Resources and Support Systems
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The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.
FUNCTIONALHIGHLY NOT EVIDENT EMERGING OPERATIONAL
QUALITY SCHOOL INDICATORS IN FULFILLMENT OF THIS STANDARD, THE SCHOOL:
5.1
Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience) Ensures that all staff participate in a continuous program of professional development Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school Budgets sufficient resources to support its educational programs and to implement its plans for improvement Monitors all financial transactions through a recognized, regularly audited accounting system Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants
5.2
5.3 5.4 5.5 5.6 5.7
Qimam Al-Hayat International Schools Study

5.8 5.9 Possesses a written security and crisis management plan with appropriate training for stakeholders Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning Provides appropriate support for students with special needs
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5.1 0
5.1. Focus Questions for Standard 5

Please respond to the following questions regarding the processes that are in place to support the schools implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the schools self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
5.1.1. The process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff.
5.1.1.1. Recruitment of Qualified Teachers: Every year the school requires a number of visas from the official Labor Office according to the schools need. A committee that includes the school principal, boys school administrator, girls school headmistress and subject heads meets in different countries with subject teachers needed for the new school year. Written and oral tests are made for them followed by interviews with the nominated teachers. Through strategic tie-ups we source the most qualified teachers suited for the job from across the globe. The candidates come from all over the world.
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Some teachers come directly out of college or graduate school, while others may be in mid-career or are very experienced. Great emphasis is placed on qualifications, experience and the willingness to adapt to foreign cultures. "Intelligent" is built on relationships. In essence an application of a potential candidate should have the following: Resume Statement of purpose Reference letters Transcripts
The application though necessary will not always be sufficient to portray the full capabilities of the candidate. To plug this lacuna, personal interviews become necessary. A demo class is conducted to watch the ability and teaching skill to suit the new environment. People from various countries, nationalities and cultures live in KSA, so the faculty members are hired by non discrimination policy. Color, religion and sex discrimination is strictly prohibited in Qimam Al-Hayat School. The school advertises in the local English and Arabic newspaper if staff is required. The teacher is interviewed by the board members and selected on the basis of his/her caliber, educational qualification and experience. The Vice Principal keeps the record and filing of all applications. The applications are always welcomed even if there is no vacancy for future or unpredictable circumstances. It prepares the school to remit staff at short notice.
Subject Teachers Job Description:

5.1.1.1.a. Teaching and Learning Manage pupil learning through the effective teaching of the departments schemes of work and policies. 3

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Ensure continuity and progression in pupils learning by pitching work at the right level and delivering appropriate levels of challenge 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
5.1.1.1.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 4
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5.1.1.1.c. Professional standards 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

5.1.1.1.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.
5.1.1.2. Induction and Placement of Qualified Teachers: During placement and induction of new staff, various CVs are observed, sorted out and called for a demonstration class with a few students and the teachers. After being convinced with the teaching methods, the co-teachers and students opinions are observed. 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.

5.1.1.3. Retention of Qualified Teachers 6
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Timely all teachers teaching is observed by a peer as well as by administrative members, i.e. department heads, general supervisor and the school principal. The overall effective teaching and teaching methods are evaluated. Students and parents opinions are considered in retaining a teacher; after all they are the perfect judge in assessing the teacher. In case of teacher promotion, 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. 7

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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?
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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.

5.1.1.4. Evaluation of Qualified Teachers The teacher is expected to establish relationships will all staff members. and maintain harmonious
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and
cooperative
professional
Teachers should share ideas and techniques for improving instruction with one another and they should be able to accept and offer constructive criticism. Teachers are expected to work together on projects, either in teams or on committees. Teachers must also be involved in the school outside the classroom. They must assume certain responsibilities that relate to their duties and activities. They must follow the prescribed process for communication within the school system. At least twice during the school year, the principal or vice principal will observe and review the services, strategies used and classroom management performed by the teacher. The principal / vice principal will hold a follow-up conference with the teacher subsequent to this observation. During this conference, a copy of the signed and dated Teacher Observation form shall be given to the teacher. Additional visitation/observation will be made and conferences held, if necessary.
The following forms are the tools used for teacher evaluation:
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5.1.1.5. Development of Qualified Teachers
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Subject wise workshops are conducted to train teachers in adapting new teaching strategies. Self appraisal by the teacher / appraisal by the co-subject teacher/appraisal by the principal to improve teaching /learning process and to share the classroom manipulating techniques. All teachers are expected to upgrade themselves by acquiring ICDL, so that more IT is incorporated in teaching methodologies. All English subject teachers must prepare for SAT or TOEFEL examination so as to upgrade them with effective skills. Subject wise meetings are conducted, scheduled every day from 1:35 pm to 2:05 pm, one subject per day. Here teachers discuss the following issues and raise their opinion. Syllabus to be taught, curriculum followed, content to be covered, reference books Teaching methods and techniques adapted Sharing views on question papers/worksheets Difficulty in handling students (critical cases) Issues related to parent queries, assessments, exams Recording marks, marking attendance, regularity of the student Completion of evaluation of answer scripts, report cards
English teachers attended many workshops from Harcourt, and Pearson - U.S - to improve the teaching techniques and to incorporate new vision and direction in teaching English.
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All teachers attended workshops and seminars done by curriculum experts working for CITA and other organizations to help prepare students for standardized tests in the school. Key Teachers attended CITA Five Star Conference held in Riyadh to improve the teaching skills and follow latest educational trends. All Teachers were trained on a course to develop a standardized curriculum guide and syllabus for their subjects.
5.1.2. How the allocation of financial resources is supportive of the schools vision, educational programs, and its plans for school improvement. 5.1.2.1 General Allocations A request letter or a request call is made to the chairman. The chairman visualizes the depth of the requirement and most often decides providing every thing that the school needs. Timely the chairman visits the school and suggests new methods to improve the structure, plans and programs of the school. The schools only regular financial resources are the tuition fees that are received in three installments (Three terms), Admission fees, Book fees, Bus fees, and tuition fees received, after deducting approximately 10% of the total income, towards sibling and special discounts. The school has been in session for the past 13 financial years, fulfilling all its obligations besides providing for any peripheral needs related to student progress. The audited financial details regarding revenue and expenditure, for the financial year 2004-2005 seen in the table below, provides statistics to prove that the revenue generated is sufficient to support all regular expenditures of the school. The Expenditure table lists all the likely costs that are expected to be incurred each year. Each requirement is weighed carefully before a budget is allocated for it. Human resource requirements need to be budgeted first because a substantial amount has to be reserved towards the hiring of teachers. Thus the budget needs to be planned, taking into account, salaries 15
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to be paid to the regular, continuing staff, as well as the newly hired ones. The number of teachers to be hired is dependent upon the anticipated student enrolments in the coming year. Resources (Books, Computers, sports equipment etc) required to support the program, staff development programs, health (clinic) and nutrition (Fun Day Programs) and others that are a regular annual feature all require dedicated funds to be allocated. Another area that needs planned funding is the purchase of Office equipment, building (enhancements or extensions), general maintenance and material required for that, furniture and vehicle purchase or maintenance of vehicles in use. The school functions on a short term plan. There is no strategic planning or long term budgeting plans. The funds for the programs, materials, equipment, personnel and facilities are all generated from the fees received from the students.
TUITION FEES AFTER DISCOUNT 2004 - 05 Description 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. SALARIES & BENEFITS SOCIAL INSURANCE RENT (all buildings) BUILDING MAINTENANCE ELECTRICITY ,WATER & TELEPHONE TRAVELING & HOTEL IQAMA, EXIT RE-ENTRY MEDICAL INSURANCE GIFTS, FUNCTIONS & FESTIVALS STAFF DEVELOPMENT TEXT BOOKS
SR 4,996,983 Amount 3,181,052 11,790 328,538 122,554 71,994 35,880 67,210 4,601 21,755 11,080 175,599 % 63.66 0.24 6.57 2.45 1.44 0.72 1.35 0.09 0.44 0.22 3.51
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12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. REPAIRS & MAINTENANCE PRINTING & STATIONERY REGISTRATION & INTERNET ZAKAT & CHARITY PHOTOCOPYING INSURANCE SAFETY & SECURITY CLEANING - (INITIAL) FUEL, OIL, & SERVICES PROFESSIONAL FEES UNIFORM ADVERTISEMENT CITA ENTERTAINMENT & MEETING VEHICLE MAINTENANCE CITA FACILITATOR MISCELLANEOUS EXPENSES DEPRECIATION BALANCE TO BE UTILISED FOR NEXT ACADEMIC YEARS SCHOOL EXPENSES TOTAL 39,824 55,350 9,651 15,735 12,930 47,581 16,155 83,716 16,494 69,050 14,563 2,881 13,103 19,962 24,327 30,000 42,344 149,672 2,60,230 4,996,983
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0.80 1.11 0.19 0.31 0.26 0.95 0.32 1.68 0.33 1.38 0.29 0.06 0.26 0.40 0.49 0.51 0.85 3.00 5.21 100.00
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How the budget of the annual revenues and expenditures is developed is largely dependent upon the prevailing conditions that rule the Kingdom. As an example, the Ministry of Education requires that, boys and girls must be completely segregated. Accordingly male and female teachers also need to be hired to teach each of the sections. Employment visas are not easily available and the school needs to hire required staff locally. With an increasing number of licensed International schools in the market, teachers shop for better salaries. This results in the school having to allocate a higher amount towards salaries each year. This has to be borne in mind when a budget is planned. The fee structure has remained steady for years and cannot be hiked despite the increase in the sum allocated towards salaries for staff. Since the patrons of the school come from a varied social structure, due consideration has to be given to the point of affordability. Job uncertainty in the Kingdom is common. Often times, due to a job loss, the parent may not pay his fee dues. Sometimes, with no apparent reason too, some parents do not pay their dues. This results in bad debts being incurred consistently. The school also allocates a sum towards discounts in the tuition fees for certain students each year. This discount rises every year. There is no system of grants and donations in the kingdom; hence all expenses major or minor have to be borne by the school. 5.1.2.2 Scholarship Program The school introduced the Scholarship program as an incentive for students who produced exceptional results in their End of Year examinations. Students who will earning merit grades in their SAT exams will be qualified to get a certain percentage taken off their regular fee, in accordance with a structured formula based on grades obtained. While all expenses for the successful running of the school year are provided for, controlling unbudgeted expenses could help build the much needed Reserve Fund. The audited financial figures detailing the revenue and expenditure in the tables provide the balance surplus amount which is almost entirely used up for the succeeding academic year. The percentage of all costs covered by the net fees has also been reflected.
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School Proposed Budget Plan 2009-2010

Sl.No Amount expected New Admission Registration Fees Transport Uniform Books Total Amount to be given out (Expenditure) Salaries Transportation cost (fuel) Vehicle Maintenance School Maintenance + painting Labor card + visa expenses Electricity + Water Telephone + internet Stationary for the school use Books for the students (from the ministry) Furniture Computer related expenses Clinical expenses Land rent and school license expenses Books for the library Total 33,000.00 3,000,000.00 500,000.00 50,000.00 400,000.00 3,983,000.00 2,710,000 120,000 50,000 150,000 100,000 20,000 100,000 25,000 60,000 100,000 25,000 350,000 50,000 3,860,000
5.1.2.3The Budgeting Process: 19
Annual Revenue
Annual Expenditure students an estimate is prepared for the requirements, which range from the hiring of staff to the provision of resources for the entire year.
Who develops it provides the figures (registered students and faculty requirement). On the basis of this plan the Director determines and finalizes the budget.
Who controls it finalized the Director decides how it will be dispensed.
Study
Qimam Al-Hayat International Schools of The administration Once the budget is CITA-AdvancED Self Against the total Against the enrolled number
number of anticipated enrolments and the capacity of classrooms available, it is determined how much revenue can be expected from admission fees, tuition fees, book fees etc. Revenue accruing after the dispensing of student discounts is also calculated.
The expenditure figures over the past year are used to estimate the expense for the coming year. This may vary somewhat from the previous year, depending upon building maintenance costs, vehicle purchase, equipment hire or purchase etc. A Cash fund is allocated for the year, based on a rough estimate of expenses for immediate requirements, usually related to day to day functioning. An amount of SR 10,000 is released to the Head of Logistics who then utilizes this amount for all expenses, excepting salaries and the building rent.
The Director sanctions this amount at the beginning of each year.
The Director may review and revise the budget if required
The Director The Director. sanctions this During the course amount at the of the academic beginning of each year he may review year. it.
There are a number of Approved unbudgeted expenses. These are Director. dispensed as and when the need arises. As an example these could be in the form of loans issued to the staff, salary advances, sudden visa needs etc.
by
the The Director
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5.1.2.3BUDGETED EXPENSE SCHEDULE FOR THE PERIOD AUGUST 2008 TO JULY 2009 2009
EXPENSE HEAD SALARIES & BENEFITS Salaries Bonus - 2% OF SALARY Tickets Vacation SOCIAL INSURANCE (% of salary of Saudi & expatriates paid to the government) RENT (all buildings) FURNITURE BUILDING MAINTENANCE Building Maintenance Maintenance - Sub Contract Maintenance -Others Decoration ELECTRICITY ,WATER & TELEPHONE Electricity Water 29,034 10,655 PREVIOUS YEAR 0425,000 8,000 PREVIOUS YEAR 0497,222 15,230 7,704 2,398 90,000 15,000 5,000 1,800 325,848 2,690 PREVIOUS YEAR 04-05 actual SR SR 3,018,519 61,360 59,745 41,428 3,180,052 PREVIOUS YEAR 04-05 budget SR % 3,006,750 63,300 59,000 40,000 0.35 11,002 0.35
DIFFERENCE
11,790 320,000 3,000
-21.4
(3,210)
-21.4
328,538
1.71
5,538
1.71
122,554
9.62
10,754
9.69
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05 actual SR 31,321 984 05 budget SR 30,000 800
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EXPENSE HEAD Telephone Postage TRAVELLING & HOTEL (Mr. Hamdy & C.M) IQAMA, EXIT RE-ENTRY MEDICAL GIFTS, FUNCTIONS & FESTIVALS Sports Fun Day Teacher's Development Students/Teachers gifts TEXT BOOKS Books ( stores) Library books REPAIRS & MAINTENANCE Main. Cleaning A.C. Repair Computer Repair Science Lab Expenses Carpets PRINTING & STATIONERY
SR
DIFFERENCE
71,994 35,880
12.84 -28.24
8,194 (14,120)
12.84 -28.24
67,210 4,601
12.02 15.03
7,210 601
12.02 15.03
4,707 13,297 11,080 3,751
4,200 10,000 7,000 3,000
32,835
35.68
8,635
35.68
165,101 10,498 175,599
150,000 8,000 11.14 17,599 11.14
14,584 4,770 12,456 4,647 3,367
12,000 6,000 10,000 4,800 2,500
39,824
12.82
4,524
12.82
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Printing Photocopy Paper Stationery REGISTRATION & INTERNET Website Internet ZAKAT & CHARITY EXPENSE HEAD 5,410 16,973 32,967 55,350 7,000 15,000 50,000 -23.125
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(16,650)
-23.13
9,651 15,735 PREVIOUS YEAR 0405 actual SR SR
37.87 31.13 PREVIOUS YEAR 0405 budget SR %
2,651 3,735 DIFFERENCE
37.87 31.13 %
PHOTOCOPY RENTAL CHARGES INSURANCE Vehicle and Medical of Staff SAFETY & SECURITY CLEANING - (INITIAL) FUEL, OIL, & SERVICES PROFESSIONAL FEES ADVERTISEMENT & UNIFORM Advertisements Uniform (NET) CITA Chamber of Commerce CITA
12,930
29.3
2,930
29.3
47,581 16,155 83,716 16,494 69,050
5.74 -19.23 4.65 -17.53 38.1
2,581 (3,845) 3,716 (3,506) 19,050
5.74 -19.22 4.65 -17.53 38.1
2,881 14,565 1,540 13,103 17,446
3,000 15,000 1,200 -3.08 (554) -3.078
16.99
1,903
16.99
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ENTERTAINMENT & MEETING Meeting Ministry Official Staff Refreshment Hiring Charges/ Carpets & Furniture for meetings Meetings VEHICLE MAINTENANCE EXAMINATION FEE MISCELLANEOUS EXPENSES Refunds Sound System Other Miscellaneous Expenses Bus Leasing EXPENSE HEAD Bank Charges Activity Project (Net) - Senior Junior School expenses DEPRECIATION TOTAL
798 15,943 3,221 19,962 24,327 71,360
1,000 12,000 3,000 24.76 21.64 1.94 3,962 4,327 1,360 24.76 21.63 1.94
5,010 5,477 21,142 377 PREVIOUS YEAR 0405 actual SR SR 35 2,281 8,022
4,500 4,000 18,000 PREVIOUS YEAR 0405 budget SR % 100 2,500 10,000 %
DIFFERENCE
42,344 149,672 4,735,753
8.30 6.91
3,244 9,672 91,303
8.30 6.90
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5.1.3. How the leadership ensures a safe and orderly environment for students and staff.
The chairman visits every area of the school to ensure that all student genuine requirements are met. Even the administration visits every corner of the school almost daily to observe the cleanliness and safety of the school. The students are made aware of the hygiene and safety through posters and assembly presentations.
5.1.3.1Climate and Culture in Saudi Arabia. When we think of the school s climate we are really thinking of the people involved; the parent, the teacher, the student, the Principal etcetera. In the context of international schools in Saudi Arabia, improving a schools climate could mean improving people. We are talking about educating the parent community to create a realization of what constitutes a healthy learning environment, providing orientation and training to a fairly big percentage of the staff with the school climate as the focus, and turning stereotypical attitudes around to a more rational approach in the school community at large. This is a daunting task but as educators we strive to do this to prevent the institution from plunging into a state of lifelessness. This Self-study has helped us realize that when we advocate a better learning environment we need to put everything under a microscope to examine the areas that need attention.
5.1.3.2 Examining the degree of Staff motivation at Qimam Al-Hayat
When the climate of the school comes under the spotlight, it is perhaps a good idea to examine the degree of motivation that is generated by the school, within the community, for motivation is the key to a positive development. We understand that students need motivation to learn, parents need it to track the educational progress of their children, teachers need it to become better teachers, and school administrators need it to ensure that every aspect of the school they manage continues to improve. Each of these is tied to the other and must co-exist. It is then in the fitness of things to start looking at the degree of motivation beginning at the top. Assuming that motivation provides the impetus to forge ahead, and itself springs from predetermined valued goals, statistics prove that the progress of the school has been a steadily rising graph because the members of the Administrative Council have resolutely dedicated themselves to the achieving of what was the Vision of the founder of Qimam Al-Hayat.
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One might argue that growth in numbers does not necessarily depict the degree of motivation displayed by an individual, but it can certainly be argued that numbers would not show an upward swing, had a sound reputation not accompanied its records. A good reputation has been built on hard work, generated by motivation. Please refer to Student growth chart in School Profile Step, Grade Enrollment Trends. While the Director can be called the Educational leader of the school in so far as the entire operation of the school with all its components is concerned, it would lend more clarity to our study to also look at the other educational leaders who shape the instructional program and oversee the general operation of the school. The following is the survey conducted by the school with the Director, Principal, Senior Vice Principal of the Senior School and the Vice Principal of the Junior School. The data produced through the survey brought to the fore the following noteworthy observations: On a scale of 1-6, each administrator graded the options in order of priority.
Std.10 Graph 1
Scale of Motivation- Management
7 6 5 4 3 2 1 0 A B C D E F DIRECTOR PRINCIPAL SR. VP JR. VP
Rating: Value axis displays rating given with 1 being the lowest and 6, the highest. 26
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Key: A: B: C: D: E: The smooth running of the institution Your focus on goals that develop inter-personal relationships especially amongst staff Your leadership that inspires a desire in the staff and students to excel Being a guide who seeks out the most effective means for achievement . Your desire to enhance the image of the school as a well-reputed institution providing a first grade program. F: Humanitarian reasons- doing a service to the community The Director gives his highest grading to point E: The desire to enhance the image of the school as a well-reputed institution providing a first grade program. As the owner and leader of the school, unless his motivation stems from a desire to advance the standing of the institution as being one that is known for its high-grade education and superior program, the school would lack the required dynamism to keep it flourishing.
The Principal rates point F as the highest: Humanitarian reasons- doing a service to the community The Principal at Qimam Al-Hayat International School is the owner of a benign personality. She is indeed the benevolent head of the school and provides excellent moral and spiritual guidance. She also maintains a liaison between the Ministry and the school in order to maintain the smooth functioning of the school. Appropriately, the survey suggests that her motivation stems from Humanitarian reasonsfrom a desire to serve the community
Highest grading given by the two Vice Principals is to point C: Importance of leadership that inspires a desire in the staff and students to excel The two Vice-Principals, each in-charge of the Senior and Junior sections of the school believe in transferring their own desire and motivation to achieve valued goals to the other participants in the educational process urging them onto the path of excellence. Consequently, it makes the interaction 27
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between them and the staff very important. To successfully achieve this, they coordinate with them regularly, furthering interpersonal relations that instill a confidence between the concerned individuals and the school.
5.1.3.2.a. Survey available as Evidence
While it would be difficult to quantify teacher motivation, the source of this motivation produces interesting statistics. Being residents of a country with varied restrictions, people do not necessarily aim at securing school jobs with the intention of furthering their career. On the contrary, they settle for these jobs for a variety of reasons. Hence their source of motivation may not be directed with the intention of improving the students performance. It is possible though that, inadvertently they get involved and as a consequence get motivated to produce results. Personal factors: Teachers hired at Qimam Al-Hayat may have the following reasons for working: Option 1: With a desire to further their career as a teacher. Option 2: Economic reasons Option 3: A combination of 1 and 2 Option 4: Because they have nothing to do at home and teaching is the only profession they can opt for. (This category never meant to take up teaching as a profession and may not even be qualified for it). Option 5: All of the above. 9 Option 6: Other reasons. 3 Exploring teacher motivation: Survey: Results: 70 teachers Std.10 Graph 2 1
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Opt 1 Opt 2 Opt 3 Opt 4 Opt 5 Opt 6
Opt 1.
Teachers grouped under point 1 are motivated by a desire to give the best of 36 28
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themselves, since the focus is to develop as a teacher. Of course there could be exceptions, but generally, and this is specially applicable to Qimam Al-Hayat, the motivation stems from the desire to achieve certain professional goals.
Opt 2.
While this group may be committed and motivated due to individual qualities, the main focus however may be the remuneration. Since Saudi Arabia is a country with limited job opportunities for women, people may accept a position at a place that pays them the most. A number of men may secure an entry visa and go coldcalling for positions. Where they work is irrelevant. The remuneration decides where it would be.
Opt 3.
Those grouped under point 3 present a blend of needs. Their motivation is sparked off as a result of the coming together of the two combinations.
Opt 4.
Under this option the source of motivation is not clearly defined. A person could be motivated after she/he remains in the environment for sometime. Most times the situation is more of a stop-gap arrangement. How to motivate children, would have to be learned.
Opt 5.
There is a situation where teachers may be influenced by all the above factors ( 1, 2, 4,) There are a few teachers at the school who took up jobs because they wanted to utilize their time constructively, as also make some earning. They may want to develop as teachers but it isnt the driving force behind their intentions.
Opt 6.
Other reasons for working are related to a chance acceptance of jobs.
5.1.3.2.b.School communitys satisfaction with the school climate and morale
Students come to school at 7: 45 am and leave at 12:40p.m ( KG 1 and KG 2) 2:00 p.m. (KG 3- Grade 8). As such, they spend a significant period of time at the school. There is a lot to be said about the environment that they enter into. It could give them a sense of belonging or create reluctance in them to come back to school. Our aim is to make the environment stimulating and inviting so that children enjoy the pursuit of knowledge. The school is committed to and has the responsibility to provide a balanced and broad-based program for a diverse community, where the needs of each individual are duly met. To succeed in this mission it has to: a. Provide equal learning opportunities for both boys and girls. 29

b. c. d. Set targets for learning. Use appropriate assessment approaches Create an environment that is conducive to learning.
CITA-AdvancED Self
Teacher satisfaction survey:

Std. 10 Graph 3
80 70 60 50 40 30 20 10 0 A B C D E F G H I J K L
Agree Neutral Disagree Do not agree at all
Key: A-Teachers believe they are active participants in developing the Staff policy B-Teachers satisfied with Staff policy C-Teachers play a major role in curriculum development D-Work load is fairly divided E-Teachers get enough time to prepare for teaching 30

F-Teachers benefit from coordination G-Teachers are satisfied with their interaction with parents H-Teachers are satisfied with their interaction with sectional heads I-Teachers believe that funds provided for work are adequate J- Teachers believe that the school offers freedom of expression K-Employees are satisfied with their jobs L- School provides for sound student morals
5.1.3.2.c.Degree of Parent Satisfaction Std. 10 Graph 5
Parents satisfaction - Child dev. Senior School 12 No. of parents
No. of parents 25 20 15 10 5 0
CITA-AdvancED Self
Std. 10 Graph 4
Parents Satisfaction - Child dev. Junior School
10 8 6 4 2 0 1 2 3 4 5 SA/A N SD/D
SA/A N SD/D
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CITA-AdvancED Self
1 2 3 4 5
The school provides direction for moral and ethical behavior The school provides an environment that is conducive to learning: The school helps develop critical thinking and decision making skills Extra-curricular activities offered to children are adequate The rules and regulations of the school are a sound guide to a well-structured and responsible student life
5.1.3.3.The Qimam Al-Hayat Environment
This has been examined under two sections: 1. Tangible environment 2. Intangible environment
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5.1.3.3.1.Tangible Environment 5.1.3.3.1.a. School
CITA-AdvancED Self
The Senior and Junior schools are housed in three different buildings. These buildings have a limited capacity. The playground has been segmented due to the segregation directives from the Ministry of Education. Under the circumstances, the school landscape is not what one would typically call, inspiring, but efforts are made to keep it as serviceable as is possible.
5.1.3.3.1.b. Classroom
Equipped with the knowledge that the development of cognitive skills is contingent upon the environment, most KG 1 and KG 2 classes do provide a moderately tasteful learning environment. Furnished with a number of activities that are conveniently placed on shelves that are easily accessible to children, the classrooms invite children to explore. The sizes of classrooms vary, from spacious, to comparatively small. As we progress upwards, the ambience becomes more matter of fact. Care is given to the mounting of relevant, instructional and informative material on these boards. Teachers have motivational charts, classroom rules of conduct, Timetables, and information that enhances the childrens knowledge, mounted on the boards. The student seating could vary from teacher to teacher. Most times the seating is teacher-centred; at other times groupcentred. Students are permitted a degree of movement which is an asset to the process of learning. Most desks and chairs are age appropriate; however about 20% of them may not be adequately sized.
5.1.3.3.1.c. Teacher
Rules related to the duties and conduct of the teachers are clearly laid down in the Staff Guidelines. An in-house evaluation system has been devised to monitor every aspect of the teachers personality.
5.1.3.3.1.d. Resources
The quality of resources available impacts student learning in a big way.
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5.1.3.3.1.e. Books
CITA-AdvancED Self
Course books are loaned to students out against a fee. They are replaced every three years. The Library provides a wide range of literature.
5.1.3.3.1.f. Manipulative aids
The Junior sections have been equipped with age-appropriate learning aids that are an ideal support to the establishing of concepts. They are well-maintained, accurate and have in-built points of interest.
5.1.3.3.2.Intangible Environment 5.1.3.3.2.a. Instruction
We have observed that the quality of instruction has a direct impact on the quality of the outcomes; more importantly on how these outcomes are produced. The morale of students is directly affected by their academic standing. The volume of work is substantial because the curricular needs are such. Expectations from teachers are accordingly great too. Although teachers try to maintain a steady pace of work to meet these needs, sometimes time constraints may prevent them from doing additional exploratory work that. To evoke excitement in the students learning the school promotes a lot of interactive work, brainstorming, and project work. On a general scale it appears that children enjoy their learning experience.
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Student Opinion about Learning: Grades 2- 4
Std. 10 Graph 6
145 125 105 85 65 45 25 5 -15
CITA-AdvancED Self
Always Sometimes Never
A: I like to participate in all class activities B: I learn a lot from activities I do in school
Value axis displays number of students who responded. B A Student Opinion about Learning: Gr. 5- 8
70
Std. 10 Graph 7
60 50 40 30 20 10 0 SA A N D A B
A: The activities I am offered at school are stimulating and Informative B: I feel welcome in most student activities
SA - Strongly Agree
A Agree
N - Neutral
D - Disagree
Value axis displays the number of students who responded 5.1.3.3.2.b. Extra and co-curricular activities Refer to Standard 4 35
CITA-AdvancED Self
5.1.3.3.2.c. Spiritual & Moral guidance
This forms the fabric of the schools character. It is visible in all areas of the school and produces an understanding of tolerance, patience, sharing and ethical behaviour.
5.1.3.3.2.d. Social events
A variety of events where children have the opportunity to intermingle and have more communication are extra-curricular activities, fund raisers, picnics, field trips, and other school functions.
5.1.3.3.2.e. Humanitarian missions
Students are provided with a platform to contribute in kind and through verbal expression for the victims of natural disasters, calamities etcetera. The Pakistan Earthquake and Tsunami are some of the recent examples.
5.1.3.3.2.f. Emotional ambience
Kinetics It is important for teachers to have a pleasant bearing - one that keeps the children engaged. Some teachers at the school have a restrained, self conscious approach; short on the much needed spontaneity. A more inter-active approach is required. Attitudes & Expectations Teachers are instructed to maintain a positive approach towards each child. Rewards motivate students. Teachers are liberal with verbal acknowledgement wherever it is due.
In the lower sections praise comes in many forms- it could be a hand-shake, a chance to do a chore for the teacher, a sticker or a trip to the Vice Principals or Assistant Vice-Principals office, for appreciation. In the higher grades it has to do with appreciation from the teacher and the Senior and Assistant Vice Principals. Parent expectations are a major contributor to whether the learning is constructive (qualitative as well as joyful) or not. Most parents stress children out with their expectations. Few parents see education as a broad-based medium used to develop, besides academic skills, social, moral, spiritual and physical skills too. The entire focus is on academics alone. 36
CITA-AdvancED Self
That is also not to say that there isnt a percentage of informed parents who actually support the school in its endeavours.
Humor While teachers display a great degree of care and compassion for the children, they also need to develop a sense of humour to deal with some problems; instead of taking personal affront. Admitting to have committed an error and apologising to a student is gradually being accepted by the teacher psyche.
An animated teacher has the ability to fetch amazing results; something that is observed in a handful few in the environment. Others need to cultivate it.
Self-Esteem Teachers are usually aware of the close relationship between performance and the childs self-esteem. Most times teachers are sensitive to the needs of children. Orientation is provided by sectional heads, which is then followed up with class observations. Teacher evaluations, ensure that untrained teachers understand the dos and donts of teacher-student interaction.
At the Junior school, where frustrations can sometimes mount while engaging with a class of irritable children, the teacher is asked to step out of the class for five minutes, while an assistant goes in and takes charge. The teacher subsequently returns, thus averting any irrational reaction to a perfectly child-typical environment.
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Student satisfaction: Interaction with teachers Gr. 2 - 4 Grades 2-4
140 120 100 80 60 40 20 0 A B
CITA-AdvancED Self
Std. 10 Chart 8
Always Sometimes Never
A: Teachers help me make wise decisions B: Teachers make school fun.
Student satisfaction: Interaction with teachers Gr. 5 - 11

Std. 10 Chart 9
Student satisfaction Grades 5 - 11
60 50 40 No. of students 20 10 0 30
SA A N D
Student problems are adequately solved by the A) teachers B) class Teachers C) management and administration
B
Survey questions
SA - Strongly Agree A Agree N - Neutral D Disagree SD Strongly Disagree DNA DNA Do Not Apply or Do Not Know Safe and Secure Environment:
SD
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CITA-AdvancED Self
In terms of safety within the environment, the school does not really have to contend with problems that may be commonly encountered in other parts of the world. There is little fear of gun-toting miscreants, or problems of substance abuse etcetera. However, like all public domains, the school too requires careful monitoring of security standards:
5.1.3.4.Security
1. Emotional security 2. Physical security

5.1.3.4.1. Emotional Security
Emotional security, we believe, is being able to act, think, feel and express without fear. All students and the rest of school community have easy access to Teachers or Sectional heads, and even, if they so desire, the Director himself. Freedom of expression is encouraged, however within limits of what decorum demands. The following survey was conducted with a total of 168 students from Gr. 2 Gr 4 out of which133 said they could always go to the teachers with their problems, 31 said they could do so sometimes and 4 said that they could never do so. A total of 172 students from Grades 5 8 responded; out of which 93 said they strongly agree/Agree that they could always go to their teachers with their problems; 25 students were neutral, and 50 students disagreed/strongly disagreed, and 4 students said they did not know. Gauge: I can talk to my teachers if I have a problem.
Grades 2-4
4 31
50
Grades 5-11
4
Std. 10 Graphs10 & 11
SA/A Neutral 93 SD/D DNA 25
Always Sometimes Never 133
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CITA-AdvancED Self
The emotional composition of the students and the community is dominated by sentimentalism. Students seek the teachers attention, teachers seek the attention of the management, and parents seek the attention of the teachers and management. It is in this attention that they find security. Failure to get such attention results in disheartenment, displeasure and discontentment. Emotional attachments are common amongst younger children and teachers have the task of turning this into a positive connection to replace dependence. Teachers are expected to take care of the following: There may be no corporal punishment No one must cost the child his or her self-esteem The student must be heard out before he or she is reprimanded. No bullying may be allowed. No student may be ridiculed The emotional needs of the range of students must be kept in mind The school, through individual and collective meetings with parents advises them to: Monitor the internet sites being browsed by children. Monitor the TV programs being watched. Keep communication open with children about their needs, their concerns, and their problems- really listening. Following up on their behavior if the school has reported any inconsistency.
5.1.3.4.2. Physical Security
Parent Involvement Measure: Beliefs: Close communication with parents plays a vital role in optimising student learning.
40
CITA-AdvancED Self
The school believes that it takes more than a good school to educate children. It also takes more than a good home to educate them. It takes the coming together of these two forces to make things work. A positive school climate can be achieved with the constructive involvement of the parent. We have observed that when parents keep a productive communication open with the teachers, they are able to help their children attain greater academic success. Greater student achievement leads to a positive school climate, almost causing a cycle to set in. In favour of the school, it restores confidence among parents in their children's schooling. The following has been observed at the school Positive School Climate Student Achievement Parent Involvement
Improved Outcomes A randomly selected Parent group comprising of those parents who had indicated the desire to be part of the Self Study process were given a survey to check the level of their satisfaction with the school and its operation. 32 Parents out of 60 approached, responded. 12 responses were from the parents of Senior school and 20 from Junior school. Questions included all aspects of their association with the school.
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CITA-AdvancED Self
5.1.3.4.3. Parent Satisfaction
Std 10. Graph 12 & 13
Junior School
20 18 16 14 12 10 8 6 4 2 0 A B C D E SA/A N SD/D 4 2 0 A B 12 10 8 6
Senior School
SA/ A N SD/ D
A. B. C. D. E.
KEY: Parents feel welcome in the school There are sufficient opportunities for parent involvement Teachers regularly communicate with parents The school promotes Parent-Teacher communication Teachers are responsive to Parental concerns and requests
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5.1.3.4.4. Parent involvement
CITA-AdvancED Self
The school thinks: That it is important to be a part of the childs life, even if it means asking the child How was school today? However, parents are asked to be consistent in their attitude to produce positive results. We would and do record better results from students whose parents help them in organising and monitoring their childs time, oversee their homework (not actually do it for them) and closely discuss the day to day school routine with them. Parent participation in school activities provides positive results that affect the child and his/her performance. When they discuss their childs progress with the teachers it helps improve the childs performance. Positive results of parental involvement have reduced absenteeism, improved general behavior and student achievement. At Qimam Al-Hayat connection with the parents is established through:
Written communication Personal interaction

5.1.3.4.4.a WRITTEN COMMUNICATION
Circulars The school provides parents with up-to-date information about all changes; indeed every decision that involves the life of the student is shared with the parent through this interaction. Newsletters A monthly newsletter from KG 1 and KG 2 gives a comprehensive account of all that the children have been doing and achieving through the month. A Mid-term and End-of-the-year newsletter endeavours to provide parents with a detailed report of the period corresponding to that particular academic term.
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CITA-AdvancED Self
Surveys Clearly endorsing the belief that parent opinion plays a vital role in our planning, the school sends surveys home to parents intermittently, before taking any decisions. Magazine A school magazine released every 3 years is a splash of colourful accounts of the school community. Website: The schools website provides the community with expansive information about the school. Email The contact mailing source is accessed regularly to respond to queries. Fax Communication is established through fax. Telephone Parents can make contact with teachers or administrators through two telephone lines. Face to face Appointments are made for parents with teachers and administrators, as required.
5.1.3.4.4.b PERSONAL INTERACTION
Open House This occasion is organized in the early days of the first academic term and is usually open to the mothers of the children enrolled in the Junior School. It is a platform to familiarize the mothers with the curriculum. Teachers of each grade level are introduced to them after which they proceed to their childs class to get a more detailed account of the syllabus, the homework, class work, and assessments that will be conducted through the year. Teachers are expected to clear any doubts that they might have, as also help them understand the day to day work routine. In the academic year 2006-07 an Open House was also conducted for the mothers of children in Grades 3 - 5
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CITA-AdvancED Self
Orientation Night: This event is organized for the parents of the students in Grade 8. This takes place in two parts. Part 1 is conducted by the Senior Vice-Principal of the Upper School, duly assisted by the Registrar and Office Administrator. This is to orient the parents with the American Diploma features and offer them course guidance. The second part is conducted several weeks later between students, parents and teachers. It is a consultation session where teachers discuss student aptitude and performance in order for them to effectively make course selection. The booklet there is a response form- asked to be submitted after a month where parents send their selection of the courses for the children. This is conducted during the month of April - May Parent-Teacher Consultations Two days are assigned for this event and is usually held a few weeks before the exams (Mid-year and Final). Both parents attend the meeting and get an update of their childs performance and also receive guidance about the measures to be taken to improve his/her standard. Observation Week A week is reserved for in-class observations, that are attended by the mothers of children in KG 1, KG 2, G1. Mothers are given appointments, according to which they are given an hour in the classroom, where they observe their child working, take notes if they want to, and then later speak with the teacher to understand anything they need to know. Field Trips The field trips organized for the Junior school also provide opportunities to the mothers of the children to volunteer their services, thus engaging them in an activity that helps further constructive interaction between parent-child and school.
In the academic year 2007-08 the mothers of children in G1 were taken on a picnic with their children to a park where funfilled activities were organized, and mothers freely participated in these, with their children.
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5.1.3.4.4.c Competition
CITA-AdvancED Self
Mother & I In this annual event, usually held during the winter months, the children of Grade 1 get together with their mothers on the grounds of the Junior School and produce a creative piece of work. The work (Painting or craftwork) produced with the joint efforts of Mother and child, is then judged by two judges who take into consideration the percentage of contribution on the part of both the mother and her child before deciding the winner. Read to the Father Event In 2007 the Reading to Father Event took place, where fathers are exclusively invited to the Grade 2 childs class for a reading of his/her or creative writing sample. Fathers listened to other childrens work as well. Concert A stage show was organized, again for the mothers of the children in Grade 1. Portfolio Night A collection of the childrens work (KG 1, KG 2 and KG 3) showing work progression is put together in the form of a portfolio. Mothers are invited to sit together with their children to go through each page of the work. Graduation This will be the graduating class that will move on to the Upper school. This ceremony will be attended by the parents of students of Grade 12 and will usually be organized in the months of May or June. Book Fair This is an event eagerly attended by parents. A variety of publishers or their agents display a wide range of books/instructional material and provide discounts to the parents and the school on the purchase of these items. Debates Parents of participating students are invited to witness the debate in the senior school. Quiz Competition Parents of participating students are invited to watch the quiz competition
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Students observation of Parent involvement Gauge: I would like my parents to attend more school events.
Std. 10 Graph 14 & 15
CITA-AdvancED Self
Grades 2 4
Grades 5 - 8 100 90 80 70
140 120 100 80 60 40 20 0
Always 60 Sometimes 50 Never 40

30 20 10 0
SA/A Neutral D/SD DNA
Std. 10 Graph 16, 17 & 18
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Measure: The school provides an environment that is conducive to learning: Quality assurance is all about ensuring the environment is providing the right balance that is important for the students learning. The beliefs endorse the fact that our decisions are based on what is in the larger interests of the students Parents Opinion Junior School
1
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Senior School
2
SA /A N SD/D
SA/A N SD/D
1 9
10
Teachers Opinion
40 35 30 25 20 15 10 5 0 SA Agree Satisfactory Not at all
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A review of the Conduct, Attendance and Dress related to the Student Measure: Conduct Findings
CITA-AdvancED Self
1. Students are required to greet teachers, visitors and fellow students alike. 2. Students are required to be polite and courteous in their language and behavior. 3. They must knock and seek permission to enter. 4. They are required to raise their hand before they speak. They may not interrupt. 5. They may not take things that belong to other people without prior permission. 6. They may not damage school property or other peoples property. 7. They may not use foul language or display any disruptive behavior 8. They may not bring toys and
Approximately 50% of the students can be found greeting their teachers. They rarely, if ever, greet their fellow students. Most students are respectful and polite. Inappropriate language however needs to be checked intermittently. Most children try most times to knock at the door before entering. Most children do make a serious effort to raise their hands to answer questions. At the primary level children have to be checked frequently for this offence. There is a lack of awareness about the sanctity of anyones property. The school is trying to inculcate this sense Behavior monitoring is required frequently. Frequent offenders are 49

games to school unless the school has advised them to. 9. They may not run, play or shout in the building or disturb anyone. 10. They must help to keep the environment clean. usually boys. Toys and games, unless otherwise advised by the teacher to be brought to school, are confiscated. More checks are needed where primary children are concerned.
CITA-AdvancED Self
11. They must take responsibility for their belongings. 12. Be honest and truthful, whatever the cost. 13. Speak in English at all times, except during Quran and Second Language classes.
Children through the grades are given awareness through frequent reminders about maintaining a clean environment. The Grade 2s have a Cleaning tour woven into their timetable. They are required to go around the school and clean up the campus. Despite teacher monitoring, children leave their belongings at school. Older children do show responsibility. This is found lacking. A number of children may not speak the truth out of fear of being reprimanded. This is adhered to, most times.
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Measure: Attendance Findings A very small percentage may be tardy. Under certain special circumstances they may be allowed in.
CITA-AdvancED Self
1. All students are expected to be in school before 8:00 am. The gates close at 8:00 am sharp and no child is allowed in after that. 2. Students are not allowed to leave the premises during work hours. 3. In the event of a sickness or emergency, the school needs to be informed before 9:00 am. 4. Students absent for a period of more than a day need to furnish a sick certificate. 5. If the parents go on a vacation leaving the child behind to attend school, complete details about the guardian must be furnished to the school. 6. If a student has an appointment during the work day the parent needs to advise the office in advance. 7. Students who need to take time off during the work period are required to furnish a letter stating the reasons.
There are rare or no incidents of children leaving the premises during work hours. This is not always monitored. Parents do not always inform the school In the event of a test or exam, if a sick certificate is not furnished then the child is given a zero. Parents do inform the school in the event that they need to travel without the child. Parents do keep the school informed.
A phone call in advance is acceptable.
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Parents are aware of this rule and there have been instances when the rule is applied.
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8. If a student is absent for a period greater than 15 days then his/her name may be removed and the seat allotted to another child without notice.
Measure:
Dress
Findings Occasionally children need to be checked and letters sent home for ensuring they come in the required uniform. Despite constant efforts children are found lacking in the completeness of the uniform.
1. All students are required to wear the complete uniform to school everyday. Ref: Student-Parent Handbook for uniform code. Students are required to wear the PE uniform on days that the timetable expects them to. Ref: Student-Parent Handbook for PE Uniform 2. Prior information advising the school about why the uniform could not be worn or is incomplete is required for the school not to take action. 3. Children in the Middle and Upper school are issued a reminder slip upon non-compliance 3 times after which they are sent home. 4. Children in the Junior school are spoken to and advised that they
Rarely done. The school also does not follow up closely.
This is followed most times. Most times a reminder helps. Parents do try to comply.
Most times a reminder helps. Parents do try to comply. 52

should remember to wear a complete uniform and then a letter is sent to the parents to advise them that the uniform is incomplete. 5. Girls are not allowed to wear jewellery to school
CITA-AdvancED Self
They have to be reminded frequently not to wear these items to school.
Review of Conduct, Attendance and Dress related to Teachers. Measure: Conduct Findings Most of the staff is of a pleasant temperament and perform their duties cheerfully. Teachers maintain a fairly good contact with parents, specially addressing and discussing the concerns. If found guilty they are severely reprimanded. If this mistreatment continues she/he may be asked to leave. There are occasional breaches and teachers are reprimanded.
1. The staff is required to have a friendly and pleasant attitude towards colleagues and visitors alike. 2. They are required to keep in touch with the parents of the children in their class and guide them as required. 3. They may not physically or verbally abuse any child. They may not cost any child his/her self respect. 4. They are required to speak in English at all times except the teachers in-charge of second language studies.
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5. They may not smoke on the school premises. 6. They may not eat or drink during the class, supervision duties or lunch duties. 7. They may not behave or speak in a manner that may diminish or undermine the reputation of the school. 8. Leaving the classroom without any legitimate reason is prohibited. The teacher may ask for a substitute if there is such a need. 9. Timely signing of the contract is mandatory. 10. Corrections are required to be timely and error free. 11. The school internet service may not be used except for school purposes. 12. They may not violate general guidelines with respect to work time and work performance. 13. Forming groups and alliances on the basis of nationality, religion or Strictly adhered to. Not strictly adhered to. Sometimes this needs to be checked. No evidence of the contrary
CITA-AdvancED Self
There are breaches in the primary sections- teachers have to be checked.
There are cases of non-compliance due to a variety of reason A check has to be maintained. Some teachers are likely to commit errors. Some monitoring of this is required to ensure there is no abuse. Some monitoring is required on a regular basis but there are no major violations. No evidence of any prohibited alliances. As a matter of fact the staff maintains a healthy interaction.
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language are strictly forbidden. No evidence that this happens. 14. Coercing and inciting others to limit work performance or engaging in any practice in violation of school rules is disallowed. 15. Misguiding children and encouraging any kind of behavior that is against Islamic norms is disallowed. 16. Unauthorized removal of school records or divulgence of any confidential information is strictly prohibited. 17. Taking of private tuitions for the children of Qimam Al-Hayat must be in compliance with the schools rules. 18. Mobile phones may not be used during the work day.
CITA-AdvancED Self
No evidence that this happens.
No evidence that this has occurred or occurs. Teachers do seek permission prior to accepting tuitions. This rule is abused frequently and teachers have to be reprimanded.
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CITA-AdvancED Self
Measure:
Attendance
Findings Unless teachers are required to come on a Thursday, or to stay back after school for some work, they do not put in more than 36 hours of work. 2. Several teachers do arrive beyond the 7:45 expected arrival time. The teachers survey about the attendance policy reveals the following:
Std. 10 Graph 19
45 40 35 30 25 20 1 5 1 0 5 0
1. Work for 36 42 hours per week is mandatory. (SaturdayWednesday)
All staff must be in school no later than 7:45 am.
Attendance:
A B C D
A. B. C. D.
The attendance policy needs to be revised: Needs to be revised 41% Is satisfactory 29% Good 20% Very good 9% 56
CITA-AdvancED Self
As is evident, the above statistics reveal a degree of dissatisfaction with regards to the attendance policy. The contentious issue here is the bonus policy and how it is affected by the enforcement of the attendance regulations. Most teachers are of the opinion that it is difficult to prove that they have truly been sick and have had to take days off for a genuine reason thus having lost grounds in spite of valid causes.
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CITA-AdvancED Self
Measure:
Dress
Std. 10 Graph 20
Findings
The uniform is required to be conservative and professional in accordance with the dress code outlined by the school as per the Saudi Arabian rules and regulations. Saturday Tuesday: Long skirts, and loose, nontransparent, full/three quarter sleeved long shirts in combinations of plain or conservative designs and colors, scarves, color optional. Wednesday: casual dress, with full or three-quarter sleeves. Trousers are not allowed, unless specifically stated for a particular purpose, for example, Sports day, field trips etcetera. Saturday-Wednesday: Male: Conservative shirt and trousers. Jeans are not allowed. Official FunctionsFemale: A combination of white shirt and black skirt must be worn, black jacket is optional. Male: A combination of white shirt and black trousers must be worn with
The teachers survey revealed the following:

40 35 30 25 20 1 5 1 0 5 0 A B C D
A. B. C. D.
1. The uniform of the school is Uninteresting 16% Smart 24% Dignified 35% Should be changed 24% Points B and C statistics together make up a little over 50% of the opinion in favor of the uniform. Statistics of point A suggest that teachers find the uniform uninspiring but they do not have a major issue with it. However opinions reflected through point D emanate from that section of the staff who would like to 58

a tie.
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wear shirts with shorter sleeves, be allowed to wear trousers or jeans and not be penalized for not wearing a head scarf. A small percentage does not like the idea of a uniform. Intervention: The once mandatory head scarf is not compulsory any more
5.1.4. The process used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student. There is specific time allotted for each class to visit the library, IT labs, play grounds, media centers so that students are forced to utilize the resources available in the school. 5.1.4.1. Medical Services A qualified nurse is on duty during school hours i.e.8.00a.m - 1.45 a.m. The clinic is a small room in every building. The medical services are adequate, although the clinic would benefit additionally from a: Bigger room so that at least two beds can be accommodated. Wash basin with proper drainage Oxygen cylinder Exhaust fan Wheel chair
5.1.4.2. Vocational and Academic Guidance
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CITA-AdvancED Self
Although the school does not itself have a professional program for vocational counseling, all possible opportunities are availed to expose the senior students to discussions, 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. Some examples are: A presentation was given to students on October 2007 about overseas higher studies by representatives from Study World Ltd. A presentation was given to students in Riyadh Schools on March 2009 about overseas higher studies by representatives from the American Embassy, Riyadh. Millennium Institute Technology & Management, Riyadh (MITM) is an educational institution that offers various programs that leads to award of diplomas. School circulated their prospectus for parents to review.
Academic guidance to choose relevant and meaningful courses of study starts early at Qimam Al-Hayat for students in their second academic term of Grade 8 via the Orientation Evenings held by the Senior Vice Principal. Attendance to these two 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. 5.1.4.3. 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 school staff are 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.
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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 and when required by teachers and sectional heads, who are ideally suited to gauge their needs and respond to them. 5.1.4.3. Janitorial Services While Ms. Salwa has resigned, Ms. Sufiya and Mrs.Safiya have joined the janitorial staff. Initial Maintenance Company along with Mr.Zakir and Mr.Younus are responsible for keeping the Boys Section clean. 5.1.4.3. Security Guards/ Gate Keepers/Helpers Mr.Ahmed and Mr.Sherif have been moved to the Boys Section. Mr. Mohsin and Mr. Akram have joined as the guards in the Girls Section. 5.1.4.3. Drinking Water Supply Services Mr.Zakir has been moved to the Boys Section. Mrs. Sharifa and Ms.Aisha follow up the drinking water coolers in the Girls Section 5.1.4.3. Playground Since the Boys Section has been re-located to a new premise, the wall that divided the playground into two halves has been removed and the playground has been re-paved for smoother surface. 5.1.4.3. Photocopying Services Photocopy room is now located under the library, and is therefore more centrally located. Two new photocopying machines have been added.
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5.1.4.3. Stationery and Book Supply Services Mr. Sayed is in charge of the fee management system. 5.1.4.3. Secretarial Services
CITA-AdvancED Self
Mrs.faten has been with the school, and was mainly involved with the preparation of the report cards. Now she has additional accounts and secretarial responsibilities, which includes Mr. Ahmed has joined the Boys Section. 5.1.4.3. Cashier Mrs. Nagwa has left the services of the school and has been replaced by Mrs. Samiha. 5.1.4.3. Administrative Officer Mr. Ahmed Raabea, the IT teacher, now has the added responsibility of providing data for the school self study. 5.1.4.3. Librarian Mr. Dawood is in charge of the library in the Boys Section. 5.1.4.3. Clubs Karate club has been stopped. A swimming club has been introduced as an after school activity in compliance with Riyadh Schools swimming program. Efforts are underway to start swimming lessons for senior girls as well. 5.1.4.3. Prayer facilitator Mrs. Mohammed has taken over as the prayer facilitator. 5.1.4.3. Security Guard Mr. Mansoor and Mr. Zakir have been moved to the Boys Section where they functions as Security Guards. Mr. Mohsin and Mr. Akram have joined as the guards in the Girls Section.
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5.1.4.4. Library Media Services
CITA-AdvancED Self
The library has an assigned librarian to the department. She communicates frequently with the department heads and keeps the faculty informed of new resources. She is provided with a timetable that furnishes her with the students daily schedule (Grade 1 8). She is available to the visiting students through the work day.
5.1.4.4.a. Location and Size
The school library is situated on the ground floor, adjacent to junior classes
Size:
Length= 10 meters Width= 4.5 meters

5.1.4.4.b. Computer Laboratory
Length= 8 meters Width= 5.00 meters

5.1.4.4.b. Circulation Activity
Library Students from Grade1 to Grade 7 visit the library once a week. For the Grade 8 the use of the library for reference purposes is allowed as and when Grade 9 to 12 will be scheduled everyday.
required.
Rules: All students are allowed to read a book of their choice guided by the librarian, and may borrow it for a week. They are required to pay a fine of SR.2 (per day) in case of a delay. An assistant accompanies the GR1 classes to maintain discipline and enable the children to select books.
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CITA-AdvancED Self
Process: The librarian maintains students and teachers records on her computer. Folders are created by their names on excel sheets. Entries are made into their records each time they borrow a book and the same is recorded into the Reading Logs. Similarly, students visit the Library, Computer laboratory and the Audio-visual room according to their timetables.
Std. 8 Graph 1
90 80 70 60 50 40 30 20 10 0 Daily Weekly Monthly No not visit at all Students- How often do you visit the library?
Std. 8 Graph 2
35% 30% 25% 20% 15% 10% 5% 0%
No. of students
Teachers - How often do you visit the library?
% of teachers Daily Weekly Monthly Less than a month Do not visit at all
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5.1.4.4.Computer Laboratory The computer laboratory is supervised by three I.T. Teachers:
1. Ms.Amira 2. Mrs.Samira 3. Mr.Ahmed Rabea Grades 1 & 2 Grade 3 to 8 Girls Grade 1 to 8 Boys
CITA-AdvancED Self
Students visit the computer laboratory according to their time tables.
Std. 8 Graph 3
How satisfied are you with the no. of computers/printers provided to you in the lab and other places of work throughout the school?
50% 40%
% of participants
30% 20% 10% 0%
Students Teachers
Very often
Mostly
Some what
Not at all
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CITA-AdvancED Self
Std. 8 Graph 4
How often do you use computers/other technical resources in the school to support the educational program? 50.0% No of participants 40.0% 30.0% 20.0% 10.0% 0.0% Very often Mostly Some what Not at all Students Teachers
Std. 8 Graph 5
How adequate is the internet facility provided in the school?
50% 40%
No. of students
30% 20% 10%
Students Teachers
0%
Mostly
Some what
Not at all
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5.1.4.5.Internet networking
5.1.4.5.a. Server
CITA-AdvancED Self
A centralized storage of data has been created, which runs on SQL database. Each teacher possesses a password and an ID code through which she/he can enter the assessment data.
5.1.4.5.b. Fee Management System
This software program called Qimam Al-Hayat School Management System was introduced in the year 2004. This system has simplified the process of maintaining student records. It has the following features: Student information, including parents name, nationality, date of birth, contact numbers, address, date of admission, etcetera. Class lists. Allocation of class Details of new admissions. Generating Invoices & printing receipts. All payment details by: invoices, date, student, receipt no. and daily, monthly, yearly revenue details. Outstanding payment details Bus routes Discounts Inactive student lists.
5.1.4.5.c. Multimedia projector
The multimedia projector is now being widely used to support student learning. Teachers plan projects, prepare presentations for any or all subjects as required, conduct quizzes, competitions etc, putting the resource to good use. Amongst other things, it is also actively used for workshops conducted for staff development purposes.
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CITA-AdvancED Self
5.4. Important Findings

The school tries to provide a moderate environment in which all those within feel safe, secure and respected. The school will not tolerate behavior by students or staff that insults, degrades, or stereotypes any race, gender, disability, physical condition, ethnic group, religion, intelligence, or economic status. Penalties for such behavior include suspension and/or expulsion/dismissal. All the acts against morals like cheating, lying, abusing, stealing etc. are strictly prohibited and the school works against them. Teachers will be required to dress professionally. Teachers would refrain from wearing anything that may be disruptive to the school atmosphere. Students attend most of the school days and the teachers are very punctual. Community feelings about conduct are very satisfactory. Parents give hand in many school activities and projects: The school is not sanctioning any kind of bias or prejudice. Emphasis upon acceptance of diversity is practiced and inculcated. The school makes no difference among foreign students and Saudis. Many lecturers from all over the world are invited to school. The library is satisfactorily equipped with enough books and an audio-visual collection. Most of the faculty members are satisfied with the resources provided in the computer laboratory as well as the library. Our major constraint is the limited space. 68

CITA-AdvancED Self
Survey results reflect that the teaching faculty does not access the resources available frequently. Teachers and students are not satisfied with the network connections and internet facility provided. The seating arrangement in the library is not satisfactory. The Self-study and surveys have provided important input that has led to the improvement in the library services.
5.5. Major Strengths
The school Director is highly involved in the day to day working of the school and is accessible to staff, parents and students. We have strong parent involvement through the Parent Teacher Fellowship organization. We partner with community agencies to offer such classes as art and IT for our student population. We also utilize existing sports facilities for student activities and to provide fitness opportunities for students' and teachers' families.
The speed of the DSL internet connection has been increased from 256 K. Bits/sec to 4000 K. Bits/sec which has improved the services.
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CITA-AdvancED Self
5.6. Needed Improvements

1- The High School population needs to increase. It is lower than capacity and we attribute that to the system being new to families and students, fewer choices of electives, and a need to further develop the sports program. Objective: To increase enrollment through more consistent advertising and better community relations with our parents and the surrounding centers. Person Responsible: Board, Administration, Faculty, Staff, Parents, and School Leaders. Plan for Monitoring Its Accomplishment: We are tracking enrollment, discussing options for advertising, meeting with local school leaders, and inviting ninth grade students to the Junior High/High School campus for a visitation day. Resources Necessary To Carry Out the Plan: Time, Funding, and Administrative Vision.
2- We have a business plan to develop a community wide centralized Saudi American high school for several feeder schools. Objective: To further develop marketing strategies to recruit small and large businesses and interested parties to help join us in identifying property and financing the vision. Person Responsible: School Board with the leadership of Board member Dr. Abdulilah Al-Mosharraf to supervise the building and development committee. Plan for Monitoring Its Accomplishment: Periodic review of progress and monthly reporting at board meetings. Resources Necessary To Carry Out the Plan: Time, Cooperation, Working Relationships, Grant and Funding Resources. 70
Qimam Al-Hayat International Schools Study 5.7. Interventions
CITA-AdvancED Self
List of needs/weaknesses More resource centres are required due to segregation Faculty not well informed.
Improvement Intervention A resource centre has been created in Bldg. B for Gr. 9, 10, 11 and 12 students which is equipped with two computers providing internet facility. Library catalogue has been created and placed at the reception counters of all the 3 buildings for reference. The library orientation program was an attempt to update the faculty about the developments in the library and technology department. The librarian has more time to guide and monitor the students due to computerization of the circulation process. After the introduction of the Bar code system the need for an assistant has been eliminated. Efforts are being made to find a location that will suffice the space needs of the school. The speed of network has been increased as also the number of computers. The immediate goal is to move the boys section of the school to another building. Sub-Committee Members Member Amany Samir Samiha Ahmed Sayed Sahloul Ahmed Rabeaa
Librarian needs assistance.
Limited space Inadequate internet facility Boys suffer a restricted use of the library due to segregation.
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
Position English Teacher KG Headmistress English Teacher IT Teacher 71

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Qimam Al-Hayat International Schools Study Standard 5 Resources and Support Systems

QUALITY SCHOOL INDICATORS IN FULFILLMENT OF THIS STANDARD, THE SCHOOL:

5.3 5.4 5.5 5.6 5.7

Qimam Al-Hayat International Schools Study

5.1. Focus Questions for Standard 5

Qimam Al-Hayat International Schools Study

Subject Teachers Job Description:

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat School.

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

School Proposed Budget Plan 2009-2010

5.1.2.3The Budgeting Process: 19

Who controls it finalized the Director decides how it will be dispensed.

The Director sanctions this amount at the beginning of each year.

The Director may review and revise the budget if required

the The Director

Qimam Al-Hayat International Schools Study

11,790 320,000 3,000

Qimam Al-Hayat International Schools Study

4,707 13,297 11,080 3,751

4,200 10,000 7,000 3,000

165,101 10,498 175,599

150,000 8,000 11.14 17,599 11.14

14,584 4,770 12,456 4,647 3,367

12,000 6,000 10,000 4,800 2,500

Qimam Al-Hayat International Schools Study

9,651 15,735 PREVIOUS YEAR 0405 actual SR SR

37.87 31.13 PREVIOUS YEAR 0405 budget SR %

2,651 3,735 DIFFERENCE

47,581 16,155 83,716 16,494 69,050

5.74 -19.23 4.65 -17.53 38.1

2,581 (3,845) 3,716 (3,506) 19,050

5.74 -19.22 4.65 -17.53 38.1

2,881 14,565 1,540 13,103 17,446

3,000 15,000 1,200 -3.08 (554) -3.078

Qimam Al-Hayat International Schools Study

798 15,943 3,221 19,962 24,327 71,360

42,344 149,672 4,735,753

3,244 9,672 91,303

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Scale of Motivation- Management

7 6 5 4 3 2 1 0 A B C D E F DIRECTOR PRINCIPAL SR. VP JR. VP

Qimam Al-Hayat International Schools Study

Qimam Al-Hayat International Schools Study

Opt 1 Opt 2 Opt 3 Opt 4 Opt 5 Opt 6

Qimam Al-Hayat International Schools Study

Other reasons for working are related to a chance acceptance of jobs.

5.1.3.2.b.School communitys satisfaction with the school climate and morale