Professional Documents
Culture Documents
Vision International School (VIS) is a separate gender, college preparatory school located
in Al Wakrah, Qatar. VIS is managed by International School Services (ISS) and uses an
American curriculum. As a start- up school, which opened its doors in the fall of 2014, VIS
embarked on the journey of building a strong school culture, of reaching increasingly higher
levels of student achievement, and implementing rigorous leadership structures. Meeting the
highest school performance standards is an endeavor that cannot be reached in just a few years.
With that being said, I will lay out in this paper the current reality in regards to the professional
learning and school performance at Vision international School, Qatar, which has been in
existence for less than 3 years at this point. Currently, VIS is seeking accreditation from Qatars
Ministry of Education through the Qatar National School Accreditation team, who will visit our
school this spring. The school also applied to the Council of International Schools for
membership.
While the school does not have a vision at this point, its mission is shared publicly on its
website. According to its mission, VIS is committed to preparing students for the 21st century
by providing an academic environment in which students learn how to creatively solve problems
and to learn independently. In addition, students will learn to express themselves through the fine
arts, athletics and a wide range of activities and experiences designed to enrich their lives. We
seek to instill a sense of ethics, care and compassion for others through engagement in
VIS school has a School Improvement Plan, but it is missing a Professional Learning plan.
Through its current School Improvement Plan (SIP), Vision International School (VIS) targets
four important aspects: shaping students who are problem solvers, independent learners, able to
express themselves through fine arts and athletics, and ethical and compassionate citizens. The
SIP has five components and, at this point, technology is a no show. The five critical areas of the
SIP are (1) assessment, (2) school and classroom leadership, (3) student engagement, (4)
curriculum, teaching and learning, and (5) home, school, and community partnerships. To
provide the students with new opportunities for self-expression and for enhancing and expanding
their learning experience beyond the classroom walls, an important step in switching the gear
would be revamping the school improvement plan by including technology as a tool for
addressing curriculum demands. During an interview, last years principal, Terry Factor, posited
that, as a start-up school not having had the benefit of the pre-planning phases typically enjoyed
by the founding administration, the scope of our school's needs was so significant that the role of
technology as part of our school's instructional paradigm was not a top priority. One has to
realize that we literally started from scratch, with nothing, upon opening the school. To say that
technology wasn't important however, regarding all aspects of its use throughout the school for
both instructional and operational purposes, would be misleading (Factor, T., personal
The fact that VIS, Qatar, does not have a clearly defined vision for technology use
generates a lack of consistency in regards to technology integration, and also lack of clear
direction. Various accreditation committees across the school, work towards outlining
expectations for technology use. VIS, Qatar adopted a number software programs focusing on
supporting instruction and skill development along with systematic programs supporting the
operations aspect of the school enterprise. And, as systems and programs were established, the
leadership team started to focus more on professional development for faculty. As a committed
to G Suite, the leadership team utilized technology in a variety of ways that helped our faculty
build the capacity to utilize the applications in G Suite. Now that the school has established the
foundational elements, the school needs to incorporate technology into the SIP as it is an
essential component of the 21st century learning paradigm. On the school website, it says that
one essential element that makes our school different is that fact that technology is used as a
natural extension to enhance learning opportunities and that students are exposed to and
engaged in the use of technology on a regular basis as a means to expand their classroom
experience and provide them new opportunities for self-expression and discovery. (VIS, Qatar
website)
English Language Learners (ELLs), so the benefits of technology integration can be significant
in supporting their language development, in making content accessible, and in shaping the
students as global citizens. A second tenet that makes our school different is the fact that aims at
instilling global citizenship by celebrating the culture and traditions of Qatar and other countries
of the world. By experiencing the world through the eyes of others, and recognizing our
similarities and differences, students become more grounded in their own culture, values, and
traditions while gaining a broader understanding and appreciation of human diversity. (VIS,
Qatar, website). Technology can help teachers develop and implement a culturally responsive
remediation, intervention, as well as gifted students resources and services, and it can broaden
students opportunities for learning and choice. When used strategically, technology can help
build cultural understanding and global awareness by giving students the opportunity to engage
with learners of other cultures. Additionally, while classrooms are becoming more and more
culturally and linguistically diverse, teachers need to narrow the ever growing gap that arises
between native speakers and second language learners by helping the latter approach rigorous
content and increasingly complex tasks in classrooms with ELLs. George, Pope, & Reid, (2015)
noted that, literacy has always been a collection of cultural and communicative practices shared
among members of particular groups. As society and technology change, so does literacy. (p. 8)
Because VIS, Qatar aims at cultivating 21st century learning environments, teachers should also
focus on teaching new literacies. The new literacies have to do with new ways and challenges of
reading, creating knowledge, content creation, and curation of resources (NCTE, 2005).
However, at this point in my schools development, addressing new literacies should come up on
future school improvement plans. Technology can also serve the specific needs of second/foreign
language learners by giving these students the opportunity to have access to supplementary
resources that can scaffold learning or address particular needs such as audio/video support,
dictionary resources, language support, or individualized learning programs that allow them to
Mishra & Koehler, 2006, acknowledged the critical interplay of technology with content,
pedagogy. To be able to integrate technology effectively, the teachers need to have specific
development that takes place at my school has been strictly related to the technicalities of using
specific software such as Rediker and there has been no professional development that aimed at
improving teachers technological pedagogical and content knowledge this current year.
Teachers receive every year $1,200 for professional development and they are free to attend any
training of their choice around the world. While last year, all teachers had to set at least one goal
that was related to improving the academic performance of our English Language Learning
(ELL) population as part of their appraisal process, this year no requirement was established in
this regard. Last year, the school followed up by bringing Dr. Virginia Rojas to give a three-day
workshop on ELL strategies and, in addition, the teachers were provided with the opportunity to
take a series of ELL courses via International School Services. In regards to the students with
specials needs, there has been no training offered at the school so far. International schools
typically have a big teacher turnover, and so does VIS. The big teacher and administrative
turnover brings on many challenges such as the struggle to make long-term plans and ensure
Professional learning sessions are typically based on immediate needs and not on strategic
needs analysis. This school year, for instance, there have been only a few professional
development sessions organized at the school level. These sessions revolved around assessment:
learning preferences, the teachers indicated their preference for differentiated professional
2016). However, this school year, no differentiated professional development has been offered.
After school wide professional learning sessions, teachers are not provided with sustained
support because of the fact that the instructional coach position was cut at the end of last year.
The ELL students benefit from the support of ELL specialists either through a pull-out or push in
learning teams, book study groups, coaching teams, or mentoring systems. The teachers have
worked on professional learning communities (PLC) that were led by an instructional coach, up
until this school year. Starting with the fall of 2016, the PLCs have been replaced by common
planning meetings. The common planning meetings are composed of the teachers who are
teaching the same grade level. Teachers are provided with whole school workshops a few times a
year. The professional learning opportunities offered this year seemed to revolve around a single
component of the School Improvement Plan, which is assessment. The other components (school
and classroom leadership, student engagement, curriculum, teaching and learning, and home,
school, and community partnerships) have not been the focus of any professional development.
This school year, almost the entire professional development time was allocated to
working in committees for accreditation purposes. Preparing for the accreditation visits requires
teachers to look closely at and analyze their practice, identify strengths, weaknesses, and identify
next steps. All committees are required to provide evidence and develop sound action plans for
school improvement. Therefore, for the first time since the school opened, the school started
The impact of professional learning is measured through observations, walk through visits,
and Measures of Academic Progress (MAP) data. The girls principal, Ms. Affour, pointed out
that the impact of professional learning is harder to measure, since most international schools
have transient population, and oftentimes, the school reaps professional development benefits for
a limited period of time, before teachers move on to new opportunities. (Affour, interview,
January, 2017). As a concluding remark I would note that, following the evaluation that is being
conducted by various accreditation committees, VIS needs to revamp its school improvement
plan. To achieve the schools mission, long-term goals, and rigorous initiatives and a strategic
plan for their implementation need to be articulated in the SIP. The teachers should be provided
with training and support along the way and the implementation of the initiatives would need to
augmenting, modifying, or redefining learning experiences. The school should also greatly
benefit from building a data-driven culture in order to measure progress towards the realization
of the vision. The data team should foster the use of data-driven instructional decision-making at
the school level. My schools vision depicts a 21st century environment where students can
showcase their creative and problem solving skills, as well as their depth of knowledge and
dispositions in three main areas: general and content specific academic content knowledge,
special area content, and character development and global citizenship. Technology should be
used as a gateway to fostering inquiry learning. The pace of change in our lifetimes has been
rapidly increasing and students and teachers have to learn at the pace of change. George, Pope,
Reid (2015) claimed that, we clearly will still need to be adaptive teachers, ones who both
anticipate and ride the curve. We cannot know all the technologies in advance, but we can do as
we always haveanticipate the future, share the future with our students and our colleagues, and
partner with individuals and organizations who are engaged in similar pursuits. (p.11)
transformational change. Teachers across the school are collecting data and evidence, are
analyzing strengths and barriers, are identifying student learning problems, are establishing
goals, are examining patterns and trends, are reflecting on educational practices, ware designing
and implementing instructional research-based data driven instructional scenarios, and are
promoting data literacy throughout the school. The process of improving teaching and learning
through systematic collaborative inquiry and data driven decision-making has just started and
References:
George, M., Pope, C., & Reid, L. (2015). Contemporary literacies and technologies in English
language arts teacher education: Shift happens! Contemporary Issues in Technology and
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new
framework for teacher knowledge. Teachers College Record, 108, 1017-1054. Retrieved
2006/