Global Academy’s system has understanding, commitment, and support of stakeholders.The school opportunities for collaboration and shared leadership among stakeholders are carried out to help students learn and improve. There is awareness among stakeholders regarding the opportunities and school work involvement. GAI attempts to work with stakeholders in order to create a plan and implement it the way it should be done.
One of the basic participation’s of teachers in decisions taken at school campus is the surveys filled by those instructors and that offer a great deal for teachers to suggest change at any aspect at school. Moreover, every teacher is encouraged to pass her or his recommendation or new technique during weekly meetings to the head of department, who is ready for any effort that would result in enriching the school’s practices. Adding to this the fact of having an organization chart helps in maintaining system at campus where every innovative idea is transferred to the person in charge according to hierarchy. Along with all the above, the direct involvement of teachers becomes obvious through the various committees of teachers taking part in the accreditation process. Not to forget that teacher’s demands are submitted to the head of department who in return consults the administration for approval.
School leaders achieve all the legal prerequisites regarding the applicants, starting from examining their certifications with respect to the available vacancies ending with signing the contract knowing that GAI’s candidates are referrals given by a reputable recruitment office that the school regularly consults. First, instructional applicants are submitted to structured interviews that measure their abilities and skills. Second, applicants present work samples to check their actual performance of tasks. Third, they prepare a lesson and explain it in class. On the other hand, administrators and non-instructional staff undergo structured interviews followed by role playing. Once the school leaders find the candidates meet the qualification standards, two copies of the agreement are issued: one to the candidate and the other to the Ministry of Labor.
Consequently and after joining the team, the new staff is informed of GAI’s organizational chart which identifies every staff member’s position and job description and then given a copy of the staff handbook which helps in producing an effective operation at school. Every individual at school campus becomes familiar with his own duties and with school policies that abide by regulations set by the Supreme Education Council as well as the school’s Vision and Mission.
Support to teachers is implemented through promotions, meetings and workshops. The school delegates teachers to participate in workshops to help them achieve and gain more knowledge in order to improve their skills. The school develops a career path or training path for staff to put them in a position of success. Development meetings are held regularly as well to discuss improvements, problems faced, and suggestions to solve any academic or behavioral issue. Staff members are promoted depending on their developing skills and on the available vacancies at school. Such promotions would reflect positively on the school’s environment in which employees know they are appreciated, recognized for their efforts, and rewarded for their productivity which eventually motivate them to maximize their efficiency.
This supportive environment is shown by our staff low turnover. The administration implements policies to attract and retain teachers by providing them with good housing facilities, transportation, round trip tickets to their country of origin, medical insurance, and recommendation letters to facilitate bank loans. The school establishes mechanisms to reward employees, conduct personal discussions with each staff member as to what he or she values in their jobs and why they remain in their positions through surveys. Moreover, GAI includes employees in the decision-making process which boosts their feeling of responsibility being part of the governing and leadership body at school. Furthermore, teachers don’t find it hard to communicate with the administration because many communication tools are available such as phones, e-mails, personal meetings and letters which in return create a respectful and comforting working environment.
GAI recognizes the importance of the school’s climate in producing a comfortable attitude. The school provides new staff with orientation to offer a friendly atmosphere and impose a sense of belonging thus elevate them to a level of professional development.
The Academy values professional development as fundamental to the success of the school. Professional development increases staff’s knowledge and enhances their professional skills, and deepens teachers’ understanding for the varied needs of the students. Professional development plan is designed to provide the structure and means through which teachers enhance their professional competency. The primary aim of this improvement plan is the enhancement of learning for all students. As a means to that end, the procedures and tools of this plan are intended to facilitate the individuals’ collective growth of the staff in our school. This plan recognizes that high quality staff development is driven by results of a regular and systematic analysis of a variety of data rising from the teachers’ skills, styles, needs, and performance to the students’ learning responsiveness, marks, and welfare as a result. Then, the school improvement committee consisting of the academic controller, coordinators, vice principal, and IT controller, and after extensive studying for school findings, construct a yearly plan of required workshop topics to be conducted at campus. The school then specifies a budget to provide necessary and urgent workshops needed whenever possible.
Moreover, the school’s professional improvement committee continuously evaluates the progression of teachers’ skills through the students’ data. Students’ assessments are reviewed thoroughly to decide whether the implemented training was effective and resulted in students’ progress or not in order to change strategies or training topics to seek the nonstop development on all levels.
New non-instructional employees are paired with their direct chief for a brief job introduction regarding the school’s culture, vision and mission and finally their own job description. As employees need to take more control of their careers, they must develop new and better personal skills of self assessment career planning which is implemented in our school. However, since self assessment is not sufficient to provide the complete career development, chiefs interfere to supply the needed guidance after practicing observation protocols and filling up evaluation forms. These are followed by meetings that are concerned with upgrading staff profession. On-the-job training is another way of how these chiefs assist administrators, bus drivers, and various laborers, where the trainer may watch over the trainee to provide guidance during practice with the presence of various job aids. Typically, the trainee follows a prescribed order of course work and hands on experience to assure better application.
Students’ assessment system does not only include students’ academic progress but also takes into consideration their daily behavior log that is documented on daily basis in the anecdotal record and on monthly basis in the workshop literature. Moreover, students’ daily attendance and tardiness record is used by the discipline supervisor to keep track of students’ absence or presence. Afterwards, these collected information might require the intervention of the social worker that would work on determining the exact causes of students’ drawbacks by contacting and communicating with their parents and discussing their issues and the ways for solving their problems. Adding up to the mentioned, students’ exam results whether done internally as in regular assessments, taken outside school borders such as standardized tests Tofel, SAT 1, SAT 2, or even Assessment Locally Developed are surveyed through the histogram or assessment chart to investigate causes and cures for pupils’ objectives delays.
Moreover, employees develop multiple networking and peer learning relationship to maintain a continuous learning process where employees exchange experiences in peer meetings that would result in implementing strategies for the betterment of the organization.
Accordingly, stakeholders meet periodically and discuss students’ performance and come up with secondary plans that are documented (during meeting minutes) to assert the students’ content knowledge of the curriculum. Nonetheless, teachers are given a comfortable load, where every teacher has enough time to update the parents with their child’s achievement (calling tree/contacting information).
On the other hand, instructional staff are evaluated and assessed with regard to the hierarchy depicted in the organizational chart. As a result, regular class observations by heads of departments take place to monitor teachers’ lesson and assessment preparations, class presentations, methodologies, and pedagogies.
This observation is followed by department meetings to suggest improvement strategies to enhance the learning process not to forget the regular collection of lesson plans from instructors and the feedback given to them afterwards in order to develop the techniques used.
Moreover, these preparation notebooks are compared by the end of each term (to the annual action plan) to determine the pace instructors are using and come up with alternative resolutions in case of delay or lag in curriculum. Consequently, these evaluations are revised by coordinators who are also guided by the Academic controller. Eventually, staff members attend workshops on regular basis concerning areas to be improved.
As a result of students’ performance data, schemes are set by heads in charge to provide the necessary resolutions. Such resolutions include in-house training for teachers to sharpen their skills in areas needed or arranging for outside experts for guidance noting that these external workshops provide a range of choices and are selected by teachers as to their needs to improve their pupils work.
In addition to the above, surveys filled by stakeholders highlight the diverse issues to be developed gradually. School leaders as well receive feedback on surveys sent by SEC to parents. This feedback decides the improvement on strategy to be followed. SEC’s regular visits to school campus provide stakeholders with continuous targets to improve. Noting that an improvement team is available at school and works on setting goals during meetings to be achieved for the betterment of student’s performance and school effectiveness. Improvement for various facets of the school arises as an outcome of a chain of several phases starting from examining stakeholders, directing them, and lastly evaluating stakeholders to determine requirements and suitable mechanism.