SIP Al Tomayoz Draft 2

8/4/2019 SIP Al Tomayoz Draft 2

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School Improvement Plan

2011 - 2012

:

Al Tamayouz School for Boys- cycle 2

School Vision Statement

A school that develops and supports student learning and innovation Statement of Purpose

To build the character of future Emirate leaders and citizens with a focus on sustainable development

within a nurturing and caring environment.

School Context ))

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School Profile

Cycle Gender ( ) 2 Male 2Enrolment Grade Levels

1152 6-9 6-9 522

Subjects Offered

Arabic Art English Health & Physical Education Information Technology Islamic Studies

The school has seen continuous improvement in recent years including;

- Improved teaching practices, with some teachers being acknowledged for their teaching skills and winningnational awards such as Hamdan Award and Sharjah Award for distinguished educational performance.

- Students achievements for participation and winning various prestigious national and internationalcompetitions-Arabs Robotics Open Championship.

- Continuous leadership development; For example Hamdan and Sharjah awards for School Administrationexcellence

- Successful whole school-cross curricular science space week, health week and the 3rd creativity exhibition.The Principal, Mr. Abdul Aziz Hassan Shahdad, has the vision to develop the school further and create a positive

learning environment with effective, innovative teaching practices. The significant rise in student numbers presentsthe administration and teachers with a range of challenges. The School Improvement Plan focus is to ensure the school

can continue to develop innovative student learning opportunities and be able to successfully implement the ADEC

Strategic Plan.


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Planning Process

The planning process involved a whole school review where input from a range of stakeholders was included:

- Each department reviewed their specific areas against the relevant ADEC Key performance indicators andcompleted a strengths/weaknesses analysis, including possible action plans for improvement.

- Cluster Manager and Education advisors contributed recommendations to the planning process- The Principal and administration examined the school using the ADEC Key Performance Indicators as a framework

and identified key areas that need to be addressed. Data and information also included EMSA results, PENTA

feedback, research papers and student records.

Following this process, the Strategic Center Executive Officer and the Principal supported by the cluster manager and

Education Advisors, compiled a draft SIP.

This draft SIP was then presented to a SIP Central Committee (representatives from various stakeholders) who reviewed

and discussed the plan.

This plan then went to the Heads of Department and teachers for final comment before being formalized.

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Review Process A Continuous Improvement Model has been integrated to monitor and review the School improvement Plan. This

involves constant monitoring throughout the life cycle of this plan and then in May/June 2012, a complete review will be


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Approvals

Parent Representative

Name Signature Date

Principal Abdel Aziz Hassan Shahdad

Name Signature Date

Cluster ManagerMr.

Name Signature Date

Lead Cluster Manager PatHeenan

NameSignature Date


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STUDENT OUTCOMES

Improvement in Student Academic Achievement Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

The level of Arabic

Language has improved

1

4%

Arabic department to focus on reading Arabic texts

Students encouraged to produce independent writing

Peer observation program introduced across all subjects

taught in Arabic sharing of good practice

(See Arabic Department Action Plan)

3000 Head of Arabic

Departments

Heads of other depts

Teachers

Improved levels of reading and

writing in Arabic.

5% increase in CA

results across all grades

3% increase in EMSA


EMSA results

CA assessments of writing

Lesson observations

Work scrutiny

The level of English

Language has improved

2

4%

To improve the students basic English skills by applying extra

activities

Scheduled lessons in ICT lab for all classes

Focus on reading and visual literacy strategies

Extended use of English Club

Introduction of e-learning strategies

Program of Peer Observation for English teachers

(See English Department Action Plan)

3000 Head of Department

Teachers

Improved results in internal and

external assessments

Students ability to perform short

drama, read and summarize texts

listen to native speaker and

demonstrate understanding

Improved level of ICT skills

5% increase in CA


3% increase in EMSA


EMSA results

CA assessments

ADEC Exam results

Lesson observations

Work scrutiny

The level of

Mathematics has

improved

3

4%

To focus on problem solving approach to teaching

mathematical concepts.

Applying cooperative learning strategies

Program of Peer Observation for math teachers

Independent learning through project work

(See Math Department Action Plan)


Teachers

Improved results in internal and

external assessments

Students demonstrate ability to

apply problem solving strategies

Students work collaboratively

5% increase in CA


3% increase in EMSA


EMSA results


Lesson observations

Work scrutiny

The level of Science has

improved

4

4%

To focus on problem solving approach to teaching Science

Applying cooperative learning strategies

Program of Peer Observation for science teachersIndependent learning through project work

(See Science Department Action Plan)


Teachers

Increase in students achieving Band

A and B in EMSA tests

Students demonstrate ability toapply problem solving strategies

Students work collaboratively

5% increase in CA


3% increase in EMSA


EMSA results


Lesson observationsWork scrutiny

Student Support Systems Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

There is an SEN Action

Plan and process which

includes use of a

Learning Support Team

(LST) which identifies

and supports students

with special or specific

needs

as per ADEC

policy

5

3%

Identify SEN students in the school

Create a Learning Support Team who will support the school

in all matters related to SEN

SEN action plan developed communicated to staff

Newly appointed SEN teacher to lead in identifying the needs

of SEN students and liaise with other Heads of Departments

Program of support designed and implemented

PD delivered to staff on supporting SEN students in the

classroom

1500 SEN Teacher

Learning Support

Team

Social Workers

SEN students identified

Learning Support Team created and

schedule of regular meetings

produced

SEN action Plan written

SEN Support Program delivered by

staff

All teachers

differentiate their

lessons to incorporate

SEN students

Reduction on lower

levels of EMSA Band by

1% across all subjects

and grades

Records of LST meetings

Data on SEN students

entered on eSIS

SEN Action Plan

Outline of support program

Lesson Observations

Individual Education

plans (IEP) are created

to help guide learning

and teaching processes

for SEN students

6

5%

To identify students who need an IEP

IEP written

Parents of students with IEP invited into school to discuss

IEP

IEPs communicated to relevant teaching staff

SEN Teacher

LST

Students with IEPs are integrated

into normal teaching lessons

Differentiated work is prepared by

teachers for students with an IEP

Providing a safe and secure learning

environment for SEN students

Students in need of IEP

identified by 3rd

week of

Term 1

IEPs written and

communicated to

parents and staff by end

of Term 1

List of students on IEPs

Documentation

Records of parental

meetings

A system is in place to

support positive

student behaviour

7

3%

Continue and further develop whole school reward system

Awards and certificates presented in morning assembly

Parents invited into school for awards assembly

Ensure behavior policy is consistently applied by all staff

5000

certificates and

awards

Principal

Reward Team

Social Workers

Teachers

Higher level of engagement by

students

Decrease in referrals to SWs for poor

behavior

Increased involvement by parents

50% of each grade to be

awarded a certificate or

prize during the school

year

Behaviour Policy

Outline of reward system

Records of students with

serious incidents

Parental attendance at

assemblies


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A system is in place to

ensure the health and

safety of students

8

3%

Staff have a clear understanding of their role in maintaining a

safe environment for the students

Staff supervision schedule in place

Regular maintenance schedule of school buildings

Cleaners deployed to ensure school remains clean at all times

School nurse is proactive with students on all health issues

Parents invited into school to discuss issues when necessary

Principal

Vice Principal

School nurse

Students feel safe and secure at

school

All teachers

communicate high

expectations of

students. Students

understand that this

demonstrates the

ambition and respect

that the teacher hasfor

them

Health and safety Policy

Records of accidents

Students' survey

Integration of Teaching & Learning Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence SourceArabic and English

teachers cooperate in

implementing the

curriculum and

participating in school

operations

12

6%

Peer observation program initiated between Arabic

and English departments

Shared PD on lesson planning, Pedagogy and

Assessment strategies

1000 Heads of Arabic and

English Department

Teachers

Improved levels of Arabic literacy

across all grades

Teacher Evaluations for both

depts. to improve

Each teacher to observe

2 teachers from the

other dept each term

Shared PD once per

term

Outline of peer

observations carried out

ICT is integrated into

school learning and

teaching operations

13

5%

Applying Promising Teacher project in different

subject areas

Students encouraged to use e-learning websites in

school and at home

Students will use school ICT facilities to solve

problems, carry out research, make investigations and

produce materials using a variety of programs

ICT rooms and Library available for students to access

IT facilities

2000 ICT Teachers

Heads of Department10% of students participate

in Promising teacher project

Increased use of ICT by

students across the

curriculum

All students to use ICT

to produce at least one

piece of CA assignment

each term

Teacher planning

Project outline

Photos

Students results

Student displays show

use of ICT

Lesson Observations

Teachers Implement ADEC Curriculum and Pedagogy Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

There is an annual

school operational plan

9

6%

School Organization Plan produced

Communicated to all staff

Plan reviewed and updated as required

Principal

Vice Principals

Plan produced and distributed Plan in place by 3rd

week

of Trimester 1

Plan in place

The key pedagogical

approaches are evident

in the school learning

environment

10

6%

Timeline of PD program for all teachers in different

techniques and strategies of teaching and learning

styles

Workshops to train teachers according to their needs

All teachers to use arrange of teaching strategies to

ensure all students achieve

3000 Principal

PD committee

Students are more engaged in

their learning

Improved results in both CA and

end of term assessments

Improved learning environment

student displays are stimulating

Lesson observation

data shows:

a range of teaching

styles being used

active learning by

students

PD committee meeting

agenda

Workshops minutes

Lesson Observations

Staff use formative

(continuous)assessment to support

teaching and learning

11

5%

The school has received and developed a continuous

assessment guidelines booklet for teachers to ensurea consistent approach throughout the school

Continuous assessment PD for each department and

whole school

Principal

Heads of

departments

ADEC advisors

Framework is in place and used

by teachers.Applying and activating the CA

framework.

All students to

produce ECART

Examples of assessed

student workExamples of moderation

process


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CURRICULUM IMPLEMENTATION

Availability of Curriculum Documents Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

All current learning

frameworks, standards

and requirements are

available to staff

14

3%

All frameworks, standards and ADEC requirements have been

made available to staff and are continuously reviewed by

departments

ADEC textbooks

Subject frameworks

Heads of Departments Curriculum delivered as per ADEC

requirements

Each student receives

the a[appropriate ADEC

curriculum

Material in school

Discussion with teachers

Use of Instructional Materials Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

Resources are available

and used to develop

rich learning

environments

15

3%

Each department receives the necessary resources to

deliver their curriculum

5000

ICT facilities

Display materials

Principal

Vice Principal

Heads of Department

Well resourced classrooms

Variety of resources used by

teachers to deliver

curriculum increased use of

ICT

Teachers

independently plan

to make effective use

of classroom and

learning spaces

around the school

Resources for each dept

Discussion with teachers

Teacher planning

Lesson Observations

Teachers use age

appropriate resources

to support teaching andlearning

16

3%

PD on where to find the best resources

Peer observations sharing of good practice

5000 Heads of Department

TeachersWell resourced classrooms

Variety of resources used by

teachers to delivercurriculum increased use of

ICT

Subject areas are

well developed and

used effectively.Wide variety of

quality resources

used by teachers.

Teachers planning

Work Scrutiny

Lesson Observations

Assessments and Data Entry Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

All required data in eSIS

is entered accurately

and on schedule

17

3%

Workshop for teachers about how to use eSIS

program and entering data

Clear schedule given to staff on entering data into eSIS

Monitoring of teachers by School Leadership Team

Vice Principal All eSIS data collected by

teachers and entered by set

deadline

All eSIS data entered

accurately and on time

eSIS entries

CAPACITY BUILDING

School Level Professional Development Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

A professional

development process is

available which

supports teaching and

learning practices

18

6%

Each teacher to have an individual Professional Development

Plan

PD Committee designs a PD program for each Trimester

Program of Peer Observations throughout school

3000 Principal Better lessons

Student achievement increases

Staff satisfaction is high

Low staff absence

Each teacher to have an

individual Professional

Development Plan

School CPD plan

produced by Oct 2011

PD plan in place

Staff satisfaction survey

The CPD process has a

positive impact on

school community and

classroom practices

19

5%

Teachers encouraged to be constantly improving their

practice aligned to Teacher Standards

Time given by SLT for teachers to engage in meaningful CPD

3000 Principal

Heads of Department

Teachers

Improved student engagement in

learning

Improved behaviour

PD Plan for each teacher

Each teacher to have an

individual PD Plan by

end of Oct 2011

School CPD Plan

PD Plans for each teacher

Evidence of Impact of PD


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School Leadership Improvement Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

Structures and

processes are in place

to enable distributive

leadership amongst

school staff

20

5%

The strategic center will work with the Education A dvisors to

support the principal in coordination and i mplementation of

The School Improvement Plan.

The strategic center will collaborate with the Award center to

promote and compete in national and international

competitions.

School Meeting structures established weekly meetings of

Heads of Department Group

Principal & CM

Strategic center officer

Award center officer

Coordination of school

improvement plan.

SIP activities are organized

effectively.

Staff know what is in the plan

and how they can contribute to

its success.

Having a clear school

improvement plan that

is communicated to

staff and reviewed

regularly.

School improvement plan is

in place.

Effective SIP which is

integrated into school

processes.

Agendas & Minutes of

meetings

A School Improvement

Plan (SIP) is co-

developed,

communicated and

implemented

21

4%

SLT and Strategic Center group identify school needs through

process of School Self Evaluation

SIP is drafted and discussed with CM and key staff

SIP is re-drafted

SIP communicated to all staff

Each school department to develop and write an Actio n Plan

to outline how their dept will contribute to the SIP

1000 Principal & CM

Vice Principals

Strategic Center

Heads of Depts

SIP developed, written and

communicated to all staff

Department Action Plans written

Staff know what is in SIP and how

they can contribute to its success

1st

draft completed by

15th

Sept.

Amended SIP completed

by 26th

Sept and

discussed/approved by

Principal & CM

Week 3 SIP

communicated to HoDs

Dept Action Plans

written by 6th

Oct

SIP document

Department Action Plans

Evidence of it being

communicated to staff

Reviews of SIP notes of

any amendments as school

year progresses

Principal and Vice-

Principals allocate

financial resourceseffectively to advance

strategic priorities in

the SIP and

demonstrate effective

financial control

22

3%

Principal, Vice Principal and Cluster Manager meet on a

regular basis to allocate funds to meet identified school

priorities as outlined in SIP and Dept Action Plans.

Financial resources are monitored and reviewed at regular

intervals throughout the year.

Principal

Vice Principals

Cluster Manager

SLT

Finance Officer

School budgets aligned to meet

all identified school priorities

Clear system in place of

recording actual spend and

procurement of goods.

SIP has clear costings

allocated to each

priority.

Procurement policy in

place.

School manages its

budget and stays within

its ADEC allocation

School budgets aligned with

operational and strategic

priorities as outlined in SIPand as needs arise.

Home/School Relations Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence SourceThe school regularly

initiates engagement

with parents to nurturehome-school

relationships

23

4%

Parent consultation meetings to be held once per Trimester

Parents invited into school to attend morning assemblies

when awards are being given

To get feedback from parents about school issues.

Regular brochures and handouts to parents about

what is going on in school.

1000 Principal

Social workers

Mr.Medhat

Ibrahim

Parent meetings to take place

each Trimester

Committee established and

meets regularly

Participation of parents in

school matters

Good relationship

with the local

community

70% attendance at

parental meetings

Records of home school

events organized

Attendance records ofparents at events

Evidence of communication

with parents

Parents surveyParents display a high

rate of satisfaction in

their relationship with

the school

24

3%

To form a parent committee to establish a direct

connection with parent community.

Carry out a Parent Survey to find out what they think

of the school and how it can be improved.

1000 Principal

Social workers

Mr.Medhat

Ibrahim

Parent committee established

Schedule of meetings

Survey results show a high level

of satisfaction with the school

Parent committee

in place by end of

October 2011

Parent Survey

completed by end

of Trimester 1.

65% participation

rate.

Parent Survey


9/10

OTHER

School Priority Outcome KPI Key Strategies for Plan Period Budget/Resources Responsible Performance Indicators School Target Evidence Source

A system is in place of

Learning and Teaching

Leading Center to

support new teaching

strategies.

Encouraging teachers to apply new and different techniques

and strategies while teaching.

Invites teachers to demonstrate model lesson for groups of

teachers.

A leading team for teaching and learning created and schedule

of regular meetings produced.

An action plan written and monitored.

Differentiated lessons are observed.Design a tool to measure teachers' skills (e.g. teachers' ability

to do differentiation lessons )

1000 Principal

LTLC team

LTLC team meetings to take

place each week.

Model lesson demonstrated

and attended.

Improved results in internal

and external assessment.Improved pedagogical

approaches applied by

teachers.

80% teachers

apply 21st

century

skills in all their

lessons.

Records of meetings.

LTLC action plan.

Observation tools.

Results of EMSA and CA.

A center was created to

support gifted and

talented students skills

and capacities in

challenging activities

Identify Gifted and Talented students in the school

Create a Learning Support Team who will support the school

in all matters related to Gifted and Talented

Gifted and Talented action plan developed communicated

to staff

Newly appointed SEN teacher to lead in identif ying the needs

of Gifted and Talented students and liaise with other Heads of

Departments

Program of support designed and implemented

PD delivered to staff on supporting Gifte d and Talented

students in the classroom

SEN Teacher

Learning Support

Team

Social Workers

Gifted and Talented students

identified

Learning Support Team created and

schedule of regular meetings

produced

Gifted and Talented action Plan

written

Gifted and Talented Support

Program delivered by staff

All teachers

differentiate their

lessons to

incorporate SEN

students

Increase on higher

levels of EMSA Band

by 10% across all

subjects and grades

Records of LST meetings

Data on Gifted and

Talented students entered

on eSIS

Gifted and Talented Action

Plan

Outline of support program

Attendance policy is in

place to follow up

students.

Continue and develop the attendance system used by the

social workers.

Regularly late students identified and monitored.

Case studies applied on those students.

Certain procedures are taken to communicate with parents..

Social workers.

teachers

A record is in place to follo w up the

late students.

Absentees is registered twice a day.

Letters of communication with

parents.

Reduce the percent

of students

absentees and

lateness by 10%

Copy of the record.

Parents' letters and SMS

Parents' call log


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