EVALUATION MANUAL FOR PRIVATE SCHOOLS THE STATE OF QATAR …

EVALUATION MANUAL FOR PRIVATE SCHOOLS

THE STATE OF QATAR (THE FIRST STAGE)

SCHOOL VERSION

School Evaluation Department

Evaluation Affairs

2016

1 Evaluation Manual towards the National School Accreditation (Stage 1)

All rights reserved to School Evaluation Department - The Ministry of Education and Higher Education,

Qatar

In the Name of Almost all ah, the Most Gracious, the Most Merciful

One of the basic requirements for civil and economic growth in Qatar

is giving importance to the field of education. This is due largely in part to

the crucial role education plays in building up the human capacity that is

needed in our future in various areas of development for our country.

Quality learning is observed as one of our highest goals, and as such we have

set up a National School Accreditation System which aims to validate school

programs and ensure that each student in Qatar receives high quality

education.

Having been accredited, a school should commit to ongoing school

improvement and further in developing its performance continuously and

consistently. To start with the accreditation process, it is of high importance

for a school to finish the Evaluation Stage, which mainly aims at ensuring

that a school has achieved the basic educational prerequisites before

applying for school accreditation. Realizing the importance of this stage,

precise regulations and criteria have been developed, upon which almost all

private schools in Qatar will be evaluated on a systematic and unified basis.

This will create better opportunities for identifying strengths and areas of

improvement in schools, before a school embarks on the self-study process

resulting in school accreditation.

The administration of the School Evaluation Department is pleased to

establish an evaluation framework based on three major school areas,

namely: Leadership and School Management, Educational Performance and

Welfare of Learners, and Resources Management. Each of these areas if

followed by correlated standards and indicators of which private schools

will be evaluated and validated in regards to readiness to begin the

accreditation process.



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We hope this ambitious effort, in the immediate future, will impact

positively on the process of evaluating private schools in the State of Qatar,

relying on quality international educational standards with the aim of

ultimate and collective school improvement in education in the State of

Qatar.




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Table of Contents

Glossary................................................................................................... 3

The Main Objectives for Private Schools Evaluation.......................... 4

Evaluation Standards …………………………………………………..4

Brief about the Evaluation Aspects……………………………………5

Rubric for the Three Major Evaluations Aspects ………………….12

Evaluation Procedures………………………………………………32 Code of Conduct ……………………………………………………..34

Attachments ………………………………………………………….36



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Glossary

Decision-making and judgments, after collecting accurate and useful

information and analysis, through an evaluation system that includes

means and methods of scientific objectivity.

Evaluation

Criterion that show the optimum qualities of good practice, how to

test and use the evidence, and provide evaluators with clear

evaluation basis for consistent and accurate evaluation, helping

them to identify weaknesses and strengths in the evaluation areas.

Standards

One of the evaluation tools that use specific criteria for evaluating

performance, or a written correct guide containing performance

criteria described accurately to evaluate performance. Commonly

used tool in evaluation.

Rubric

A planned and purposeful structured process carried out by the

supervisor / head teacher / school principal/evaluator, to observe and

analyze from the work and performance of both teachers and student

performance in the classroom, then providing the teacher with

feedback about aspects of performance for improvement which

reflects positively on teaching and learning processes.

Class

Observation/

Class Visit



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The Major Objectives of Private Schools Evaluation

Improving school performance using established standards to ensure that each child in

the State of Qatar receives an optimal learning experience based on his/her individual

educational needs.

Establishing reliable and independent information about the quality of education in

every school.

Ensure schools are meeting requirements and specifications of the school under

evaluation and accreditation.

Guide schools in developing their work to ensure the development of its academic

learning results.

Help validate school strengths and areas that need improvement.

Private Schools Evaluation Standards in the State of Qatar

This framework defines the criteria used in the evaluation of almost all private schools and

includes three key aspects that form the basis of the evaluation process and the evaluators'

work. Each aspect includes a group of categories, standards, and focus areas that evaluators use

throughout the evaluation process.

The Three Aspects are:

1- Leadership and School Management

2- Educational Performance and Welfare of Learners

3- Resource Management



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Aspect 1: Leadership and School Management

The school leadership, the mechanisms and systems used in the educational process,

management and operation of school work, are the most important elements that distinguish

any educational institution.

Successful management is evident through having a clear vision and administrative and

educational planning, which is implemented through precise internal quality assurance

mechanisms and regulations, and monitoring work accuracy of staff, and developing effective

partnerships with Almost all of the school's stakeholders.

Aspect 1: Leadership and School Management

Category 1: School Vision and Mission

Evidences Focus Areas Standards

School vision and mission

School objectives

Policies that contribute in

achieving the vision and

mission of the school, such as

health documents, behavior

documents, and activities.

Mission dissemination plans.

Ways and means to spread the

mission (i.e. mechanisms of

communication).

Meetings and means of

disseminating school vision and

mission.

Interviews.

Vision, mission and

objectives

Stakeholder participation in

reviewing and updating the

school mission.

The reflection of the school

mission and objectives on

administrative and academic

school aspects.

Vision, Mission, and School

Objectives

Category 2: Planning and Organization


School Plans:

- Strategic Plan

- The annual executive plan

(including programs, projects,

objectives, implementation time

frame, follow up methods, and

success indicators)

- The various remedial and action

Plans are in place (Strategic,

Executive, and Operational)

and the follow-up on the

implementation of these

various school plans.

School Plans (Strategic,

Executive, and Operational) and

the follow-up on

implementation.



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plans (for students and teachers)

- Departmental plans

The school’s approved

organizational structure.

Job descriptions.

Administrative and employees'

distribution plan.

Documents confirming

employees' knowledge of the

structure and job descriptions.

School’s administrative guide.

Minutes of meetings for

employment structure

orientation/school induction and

orientation.

Task distribution and delegation

policy.

Samples of work follow up.

School organizational

structure is in place.

Distribution and delegation

of tasks are in place.

Clear Organizational Structure

Policies and manuals of the

schools (student assessment and

employees appraisal policies,

behavior policy, handbooks,

incentive & reward policy, etc.)

Meeting minutes

School systems, manuals,

and policies are in place.

Systems, manuals, and

policies

Follow up forms

Feedback forms

Lesson Observations

Evaluations

Interviews

Measures of following-up

and staff performance

management.

Monitoring and

Following-up



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Plans and project follow up

forms

Portfolios.

Meeting minutes.

Mechanism of follow up and

evaluation of plans and

programs.

Project evaluation forms

Questionnaires

Students’ academic results

Statistics/Analysis,

Internal Quality Assurance

documents

Procedures for following-up

and evaluation of plans,

programs and projects

through performance

indicators.

Category 3: Parent Involvement and Community Partnerships


Calls and visits records.

Parents' attendance record

Parents' invitations

Interviews

Questionnaires

The National Portal

Ways and means school uses to

communicate with parents.

Enhanced activities and

programs for parents’

participation.

Communication with Parents

Community communication

plan

Teachers' visits record or visits

from other schools.

Universities communication

record

Interviews

School’s participation and

collaboration in programs and

activities of local community

organizations and other schools.

The school's collaboration with

various institutions of the

community (local and

international), and other

schools.



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Aspect 2: Educational Performance and Welfare of Learners

Educational Performance and Welfare of Learners are essential elements of which the entire

educational process is built upon. The role of a school is to provide learners with knowledge

and skills to support them to continuously improve, according to their varied learning needs.

This is best achieved by adopting learning approaches and assessment methods which

contribute to meeting the school's vision, mission and philosophy in a way that is demonstrated

in students' academic outcomes and their behavior as well. Other prominent school practices,

whether in the area of assessment or enhancement of learning are also indicators of quality

teaching offered by the school.


Category 1: Educational Performance


Planning records

Lesson Observations

Co-curricular activities &

worksheets

Interviews

(Daily/ weekly/ termly)

lesson plans which take

almost all students

categories into account that

are aligned with what is

taught in the classes.

Diversified Teaching

Methods

Assessment Methods.

Teaching Strategies

Lesson Observations

Interviews

Quality of relationships

between teachers/ students

and student students

Teacher/Student relationships

and Student/Student

relationships

Category 2: Welfare of Learners


Diagnostic tests

Pre-study programs

Assessment records

Test analysis

Interviews

Lesson observations

Enrollment tests

School assessments

Assessment and follow up on

students' performance

Interviews

students' reports

preparation of students'

reports based on students' Preparation of school reports



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performance and behavior

Category 3: Care for Different Categories of Learners


Plans and programs

Interviews

Preparing plans and support

programs to enhance

learning for almost all and

various types of students

and their needs.

Plans and programs for different

categories of students (talented,

gifted, high achievers, students

with learning needs, non-native

speakers)

Follow up records

Evidence on

implementation

Interviews

Lesson observation

Implementation and follow up

on plans and programs prepared

for different types of learners.

Implementing and following up

on plans and programs prepared

for different types of learners

(gifted, high achievers, low

achievers, students with learning

needs, non-native speakers)



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Aspect 3: Resource Management

The school recognizes that support for human and physical resources motivates and enhances

the teaching and learning process, and meets the different needs of stakeholders. The impact of

recruiting staff according to their qualifications, meeting their professional needs, and the

commitment to safety and security standards lead to positive results which is reflected on the

institution's work in general.

Aspect 3: Resource Management

Category 1: Human Resources Management

Evidences

Focus Areas Standards

Teachers’ and staff files

Recruitment policy

Staff appraisal policy

Students’ numbers

Teachers’ numbers

Teachers’ interviews

Students’ interviews

Parents’ interviews

Recruitment Procedures

Teachers to students' ratio

Oversight and Staff

Distribution

Category 2: Staff Support & Professional Development


Professional development

plans

Teachers’ and staff files

Teachers’ interviews

Staff interviews

Staff questionnaires

Courses attendance records

Training programs evaluation

forms

Staff follow up records

Staff evaluation records

Training courses records.

Lesson observations

Staff professional development

plans

Following up and measuring the

effect of professional

development on teaching and

learning.

Staff Professional

Development



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Category 3:Physical Resources Management

Evidences

Focus Areas

Standards

Direct observation

Procurement budget

Inventory records

Teachers' interview

Students' interview

Learning Walks & School

Tours

The school building (yard,

facilities, classrooms)

Classrooms

School library

Science labs ( primary schools are

excluded)

Computer labs and internet services

Health facilities

Health care unit

Quality of buildings,

school facilities,

technical

preparations and

classrooms

Category 4/ Safety and Security


Safety and security plan

Contracts with companies

Maintenance records

Regular inspection records

Safety and security plans

Training on safety and security

procedures

Facilities maintenance

Classrooms and facilities hygiene

Observance of safety

and security measures



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Rubric for the Evaluation of Schools in Preparation

for the National School Accreditation process in

Qatar

(Stage 1)



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It is important to use the following percentages in this table as a guide when you use the rubric

in the evaluation process and the issuance of final judgments:

Few

(Less than 20%)

Some

(More than 20%

Less than 50%)

Majority

(More than 50%

Less than 75%)

Most

(More than 75%

Less than 90%)

Almost all

(From 90 -

100%)

Aspect 1: Leadership and School Management Category 1: School Vision and Mission

Standard 1: Vision, Mission, and Objectives

1 2 3 4 Focus Areas

The school

vision and

mission are

neither clear nor

comprehensible

to stakeholders.

The school

did not specify

objectives

derived from its

mission and

contribute to

achieving it.

The school

vision, mission,

and objectives

have not been

disseminated or

integrated into

the school

activities.

The school

vision, mission,

and objectives are

not clear for some

stakeholders.

Some school

objectives are

derived from its

mission and some

are not achievable

or measurable.

The school

vision, mission,

and objectives

have been

disseminated in

limited ways.

The school has

clear and

comprehensible

vision and

mission for most

stakeholders.

Most school

objectives are

derived from its

mission and are

achievable and

measurable.

The school

vision, mission,

and objectives

have been

disseminated in

various ways

(almost all

correspondence

and the school

website).

The school has clear

and comprehensible

vision and mission

for almost all

stakeholders.

Almost all school

objectives are

derived from its

mission and are

achievable and

measurable.

The school vision,

mission, and

objectives have been

disseminated in

various ways

(almost all

correspondence and

the school website)

as well as displaying

them clearly

throughout school

building facilities.

1.1.1.1 Vision,

mission and

objectives

The school did

not review or

update its school

The school has

involved some

stakeholders in

The school has

involved most

stakeholders in

The school has

involved almost all

stakeholders in

1.1.1.2

Stakeholder

participation in



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mission or

vision. reviewing and

updating its

mission.

reviewing and

updating its

mission.

reviewing and

updating its mission

through

questionnaires and

meetings for

updating the vision

and mission.

reviewing and

updating the

school mission.

The school

mission and

objectives are

not integrated

in school

programs and

activities Or

The school

mission and

objectives are

not reflected on

school work.

The school

mission and

objectives have

been integrated in

a limited way in

school programs

and activities

which has led to

limited impact on

school work.

The school

mission and

objectives have

been integrated in

most school

programs and

activities and

reflected positively

on most aspects of

school work.

The school mission

and objectives have

been integrated in

almost all school

programs and

activities and

reflected positively

on almost all

aspects of school

work.

1.1.1.3 The

reflection of

school mission

and objectives

on

administrative

and academic

school aspects.

Category 2: Planning and Organization

Standard 1: Plans (Strategic, executive, operational) and implementation follow-up.

1 2 3 4 Focus Areas

There are no

plans in place

(Strategic-

executive -

operational).

The school has

incomprehensive

plans and there is

a mechanism to

monitor its

implementation in

a limited way.

The school has

clear plans which

include most the

basic components

(projects - goals -

the time of

implementation -

follow-up

methods -

indicators .of

success) and

there is a

mechanism to

monitor its

implementation

on a regular

basis.


and comprehensive

plans which include

Almost all the basic

components (projects,

goals, the time of

implementation,

follow-up methods -

indicators of success),

and there is a strong

mechanism to monitor

its implementation on

a regular basis, and

the impact of plans

implementation is

clear in supporting

school work.

1.2.1.1 Plans

are in place

(Strategic,

executive,

operational)

and the

following up

on their

implementatio

n.

Standard 2: Clear Organizational Structure

1 2 3 4 Focus Areas

There is no

clear

There is clear but There is a clear

and

There is a clear,

accurate and 1.2.2.1

School



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organizational

structure in

place and/or

there are many

vacancies in

the school.

not comprehensive

organizational

structure and

detailed job

descriptions in

place and has been

viewed and shared

by some staff and

there are some

vacancies in the

school.

comprehensive

organizational

structure and

detailed job

descriptions in

place and has

been viewed and

shared by most

staff and there

are limited

vacancies in the

school.

comprehensive

organizational

structure, and

detailed job

descriptions in place

that determines

almost all levels of

leadership and the

sequence of

instructions and

responsibilities.

This has been

viewed and shared

by almost all staff

and there are no

vacancies in the

school.

organizational

structure.

There is no

mechanism in

place for

distributing and

delegating tasks,

and no

appropriate

procedures or

solutions to fill

in vacancies at

the school

which

negatively

impact on the

organization of

work at the

school.

There is a

mechanism in

place for

distributing and

delegating tasks,

(take into account

the required

qualifications and

organizational

structure for some

of the assigned

staff) and is

followed in a

limited way by

the management,

while taking

appropriate

procedures and

solutions to fill in

some vacancies at

the school.

A mechanism is in

place for

distributing and

delegating tasks,

(clear

&announced, and

takes into account

the required

qualifications and

organizational

structure for most

of the assigned

staff) and is

followed by the

management,

while taking

appropriate

procedures and

solutions to fill in

most vacancies

which facilitates

school work.

There is an effective

mechanism in place

for distributing and

delegating tasks,

(clear, announced,

and takes into account

required

qualifications and

organizational

structure for Almost

all of the assigned

staff) and is followed

by the management,

while implementing

effective procedures

and solutions to fill in

Almost all vacancies

which helps ease and

organization of school

work.

1.2.2.2 Distribution

and Delegation

of tasks.

Standard 3: Systems, Manuals, and Policies

1

2 3 4 Focus Areas

Most of the

school policies

are not in line

with the

Some of the

school policies

are in line with

the regulations of

The school has

clear policies in

line with its

objectives and


policies in line with its

objectives and with

1.2.3.1 School

systems,

manuals, and

policies



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regulations of

the Ministry of

Education and

Higher

Education and

thus the school

is not

committed to

implementing

them, and

stakeholders

are not

informed about

these policies.

the Ministry of

Education and

Higher Education and there is some

commitment to

implementing

some of them,

and the school

has informed

some

stakeholders

about these

policies.

with the

regulations of the

Ministry of

Education and

Higher Education and thus is

committed to

implementing

most of them,

and has informed

most

stakeholders

about these

policies.

the regulations of the

Ministry of Education

and Higher Education

and is committed to

implementing them,

and has effective

procedures in place in

communicating with

stakeholders about

these policies.

Standard 4: Monitoring and Following-up

1 2 3 4 Focus Areas

There is a

system for

following-up

and monitoring

the

performance of

some

employees, but

it is not active

and did not

contribute to

the

improvement

of staff

performance.

The school

leadership has a

system for

monitoring the

performance of the

majority of

employees, which

contributes to

improving the

performance of

some

employees.(both

new and returning)

The school

leadership has a

system for

monitoring

continuously the

performance of

most employees

(both new and

returning), which

contributes to

improvement in

performance of

most employees.

The school leadership

has an effective

system for consistent

and continuous

monitoring on the

performance of

almost all employees

(both new and

returning), which

contributes to the

improvement of

Almost all staff

performance.

1.2.4.1

Measures of

following-up

and staff

performance

management.

The school

does not have a

mechanism for

following-up

and evaluating

its plans,

programs and

projects.

The school has

no database.

The school has

a mechanism for

following-up and

evaluating its

plans, programs

and projects in a

limited way to

drive school

planning.

The school has a

limited system in

place to review

and analyze

survey results of

The school has

a mechanism for

following-up and

evaluating its

plans, programs

and projects

regularly that

drives school

planning.

The school has in

place a system to

review and

analyze most

The school has an

effective mechanism

for following-up and

evaluating of its

plans, programs, and

projects continuously

that drives school

planning.

The school has a

robust system to

review and analyze

perception data of

1.2.4.2 Procedures for

following-up

and evaluation

of plans,

programs and

projects

through

performance

indicators.



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stakeholders

and/or the results

of internal and

external students’

academic

assessments, or

various statistics

perception data

of stakeholders,

the results of

internal and


academic

assessments, and

other various

statistics) that

drives school

planning.

major stakeholder

groups, the results

of internal and


academic

assessments, and

other school

statistics that drives

school planning.

Category 3: Parental Involvement and Community Partnerships

Standard 1: Communication with Parents

1 2 3 4 Focus Areas

The school

communicates

with parents in a

very limited

way.

The school

does not

measure the

degree of

parents’

satisfaction of

the school.

The school

communicates

with parents to

pursue academic

and behavioral

aspects in limited

ways.

The school

measures the

degree of

parents’

satisfaction of

the school in a

The school

communicates

with parents to

pursue academic

and behavioral

aspects, and

informs them of

school policies

and regulations

periodically and

in various ways,

which

contributes to a

positive

relationship with

them.

The school

measures the

degree of

parents’

satisfaction of

the school

The school

communicates with

parents to pursue

academic and

behavioral aspects

and effectively and

informs them of

school policies and

regulations. School

takes into account

their proposals and

suggestions

regularly and

consistently in

various ways, which

contributes to

creating an effective

positive relationship

with them (high

attendance rate,

satisfaction and

participation in

school life and

varied activities). The school

measures the degree

of parents’

satisfaction

regularly and

consistently and

1.3.1.1

Modes and

methods for

communicating

with parents.



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limited way. periodic ally.

empowers them in

the decision-making

process. The school

does not

organize

activities and

programs to

promote

parents’

participation.

Parents are not

involved in

school events

and its various

activities.

The school

organizes

activities and

programs to

promote parents’

participation in

school life in a

limited way.

Some parents are

involved in the

school events

and its various

activities.

The school

organizes

activities and

programs to

promote parents’

participation in

school life

periodically.

Most parents are

involved in

school events

and its various

activities.

The school

organizes a variety

of activities and

programs to

promote parents’

participation in

school life regularly

and consistently. Almost all parents

are involved in

school events and its

various activities.

1.3.1.2

Enhanced

activities and

programs for

parents’

participation.

Standard 2: School's Partnership with Various Institutions in the Community (both local and

international), and with other schools.

1 2 3 4 Focus Areas

The school does

not participate

in community

events and

activities (local

and

international) or

with other

schools.

The school

participates in

community

events and

activities (local

and international)

and with other

schools in a

limited way.

The school

participates in

community

events and

activities (local

and international)

and with other

schools in

various ways to

benefit from its

various activities.

The school

participates in

community events

and activities (local

and international)

and with other

schools in various

ways regularly and

consistently to

benefit from its

various activities.

1.3.2.1

School’s

participation

and

collaboration

with programs

and activities

of community

organizations

(local and

international),

and other

schools.



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Category 1: Educational Performance

Standard 1: Teaching Strategies

1 2 3 4 Focus Areas

The plans the

school prepares

are not clear and

do not take

different

categories into

account.

The school

prepares clear

and

comprehensive

daily and

termly plans

which cater to

some categories

of students.

The lessons

reflect what is

in the lesson

plans to some

extent.

The school

prepares clear

and

comprehensive

daily and

termly plans

which cater to

most and

different

categories of

students.

The most of

lessons reflect

what is in the

lesson plans in

an effective

way.

The school

prepares clear

and

comprehensive

daily and

termly plans

which cater to

Almost all and

various

categories of

students.

Almost all

lessons reflect

what is written

in the lesson

plans in an

effective way.

2.1.1.1 The

preparation of

(daily/weekly/termly)

lesson plans takes

into account Almost

all student categories

into account, and is

aligned with lesson

objectives and

teaching strategies

implemented.

No various

teaching methods

are used, which thus

does not support

students' learning.

Teachers use

limited teaching

approaches

which relate to

lesson

objectives and

hardly

contribute to

students'

learning in the

sense that most

students lack

understanding.

(Most of the

students ‘answers

are incorrect.)

Teachers use

various

teaching

approaches

which relate to

the lesson

objectives and

contribute to

students'

learning in the

sense that the

majority of

students learn.

(The

majority of

the students’

answers are

incorrect )

Teachers use

various

teaching

approaches

such as

(brainstorming,

cooperative

learning,

discussion,

analysis and

synthesis, self-

learning,

critical

thinking, etc.).

These strategies

almost support

the school

vision, and

reflect the

lesson

objectives.

2.1.1.2 Teaching

Methods



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Such methods

should

contribute

effectively to

students'

learning in the

sense that a

student real

most all y

forms the center

of the process,

which aids in

students

learning

effectively.

Most of the

students’

answers are

correct

No suitable

assessment methods

are used by teachers

to measure students'

learning, and

minimal feedback is

provided.

Teachers use

some formative

& summative

assessment

methods.

Assessment

methods enable

the measuring

of learning of

some students.

(Focus is on a

certain group of

students).

Feedback is

rarely provided.

Teachers use

various

assessment

methods

(formative &

summative).

Assessment

methods

enable the

measuring of

learning of

most students

who are

provided

feedback by

teachers.

Teachers use

effective and

various

assessment

methods

(formative &

summative) in

an effective way

observed

through

(engaging

questions, depth

of knowledge

and relation to

the lesson).

Assessment

methods enable

the consistent

measuring of

learning for

Almost all

students, who

are Almost all

provided proper

feedback.

2.1.1.3 Assessment

Methods



Qatar

Standard 2: Teachers/Student Relationships & Students/Student Relationships

1 2 3 4 Focus Areas

Minimal positive

relations between

teachers and

students or

amongst peer

students, which

causes incapacity

of teachers to

manage their

classrooms.

Some teachers

are able to

manage their

classrooms,

which are

reflected by

their relations

with students.

Relations

between most

teachers and

students as

well as among

peer students is

one of respect,

which helps

most teachers

to manage their

classrooms

properly.

Relations

between

teachers and

students as

well as among

peer students

are positive.

There is a high

level of

respect, which

supports

almost all

teachers to

manage their

classrooms

effectively.

2.1.2.1 Teacher –

student

relationships and

student-student

relations.

Category 2: Welfare of Learners

Standard 1: Assessment and Follow up of Students' Performance

1 2 3 4 Focus Areas

No placement

tests

(admission/diagn

ostic) are carried

out for students

before enrolment

into school.

The school carries

out placement

tests, but does not

analyze or make

use of them in

classifying

students or

identifying their

levels.

Enrolment

procedures

include students

taking

placement tests

(admission /

diagnostic).

However, the

benefit from

these tests is

limited and

restricted ways

in preparing

programs that

meet the

individual

needs of some

categories of

students.

Enrolment

procedures

include

prospective

students being

given

placement tests

(admission /

diagnostic),

which are

analyzed and

benefitted from

in preparing

educational

programs that

meet the

individual

needs of most

categories of

students.

Enrolment

procedures

include

prospective

students being

given

placement tests

(admission /

diagnostic),

which are

analyzed and

benefitted

from in

preparing

educational

programs that

meet the

individual

needs of

Almost all

categories of

students

effectively.

2.2.1.1 Assessment

of students when

enrolling into

school.

The school carries

out some scholastic

assessments. The

The school

carries out

some scholastic

The school

carries out

regular

The school

carries out

regular and

2.2.1.2 School

Assessments



Qatar

school does not

carry out proper

international

assessments.

The school does

not provide

analysis to assess

and follow up on

students’ progress

in the school tests

.

and

international

assessments

which cover

different school

subjects.

The school

provides

an unclear

analysis to

assess students’

progress in

school and

international

tests .

scholastic and

international

assessments

which cover

different school

subjects.

The school

provides

data analysis to

assess

students’

progress in

school and on

international

test .

varied scholastic

and

international

assessments

which cover

different school

subjects and

school's

curricula.

The school

provides

organized and

clear data and

accurate

analysis to

assess students’

progress

successively in

school and

international

tests to compare

students'

performance

over successive

periods.

Standard 2: Preparation of Various School Reports

1 2 3 4 Focus Areas

The reports the

school prepares on

students'

performance and

behavior are not

clear, and though

sent to parents, are

not discussed and

do not support

students'

improvement in

behavioral or

academic issues.

The school

prepares clear

but not

comprehensiv

e reports on

students'

performance

and behavior

and sends

them to

parents to

briefly discuss

students'

progress,

which

provides

limited

support to

students.

The school

prepares clear

and

comprehensiv

e reports on

students'

performance

and behavior

and sends

regularly

them to

parents to

discuss

students'

progress,

which

supports most

students’

academically

and improves

their

The school

prepares clear

and

comprehensive

reports on

students'

performance

and behavior,

and sends

them regularly

and

constituently

to parents to

discuss

students'

progress which

benefits and

supports

almost all

students

academically

2.2.2.1

Preparation of reports

on students'

performance and

behavior



Qatar

behavior.

improves their

behavior.

Category 3: Care for Different Categories of Learners

Standard 1: Plans and Programs for Different Categories of Students

1 2 3 4 Focus Areas

The school does

not provide plans

or programs to

support different

categories of

students.

OR

The school

provides unclear

plans and programs

to support different

categories of

students.

The school

prepares

limited plans

and programs

to support

some

categories of

students.

The school

prepares plans

and programs

to support most

categories of

students

(gifted, high

achievers, low

achievers, non-

native

speakers,

students with

learning needs)

The school

prepares a

variety of

effective and

specific plans

and programs to

support Almost

all categories of

students (gifted ,

high achievers,

low achievers,

non-native

speakers, and

students with

learning needs)

2.3.1.1

School plans and

programs for different

categories of students

(talented, high

achievers, low

achievers, non-native

speakers, and students

with learning needs)

Standard 2: Implementation and Follow up on Plans and Programs for Different Categories of

Learners

1 2 3 4 Focus Areas

The plans for

different types of

students are not

implemented nor

followed up on.

Some plans for

different

categories of

students are

implemented

and followed

up in a way that

shows

improvement in

the

performance of

some students.

Most of the

plans for

different

categories of

students are

implemented

and followed

up in a way

that shows

improvement

in the

performance

of most

students.

Plans in place

for different

categories of

students are

implemented

and followed up

in a way that

shows

improvement in

the performance

of almost t all

students.

2.3.1.2

Implementation and

follow up on the

plans and programs

prepared for different

types of learners.



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Aspect 3 : Resource Management

Category 1: Human Resources Management

Standard 1: Oversight and Staff Distribution

1

2 3 4 Focus Areas

Staff

qualifications

(administrators,

teachers , support

teachers) do not fit

the distributed

responsibilities

and tasks and

teaching hours are

unsuitable for

teachers.

Some staff is

not approved

by the Ministry

of Education

and Higher

Education.

Some staff

(administration,

teachers, and

support teachers) is

experienced, the

distribution of

responsibilities and

tasks is delegated to

them according to

their specialties and

the qualifications

required. They are

approved by the

Ministry of

Education and

Higher Education.

However teaching

hours are unsuitable

for teachers.

Most staff

(administration,

teachers, and

support teachers)

is qualified and

experienced, the

distribution of

responsibilities

and tasks is

delegated to most

of them

according to their

specialties and

the qualifications

required. They

are approved by

the Ministry of

Education and

Higher Education

and teaching

hours are suitable

for teachers.

Almost all

staff

(administration,

teachers, and

support teachers)

is highly qualified

and experienced.

The distribution of

responsibilities and

tasks is delegated

according to their

specialties and the

qualifications

required. They are

approved by the

Ministry of

Education and

Higher Education

and teaching hours

are suitable for

teachers.

3.1.1.1

Recruitment

Procedures

Teacher numbers

are not aligned

with the number

of students

Numbers of teachers

are aligned, to some

extent, with

students' numbers in

different

departments.

Recruiting

enough staff

aligned with the

students'

numbers and

teachers are

distributed fairly

according to

most

departments'

needs.

Recruiting

enough staff

aligned with the

students' numbers

and teachers are

distributed fairly

according to

Almost all

departments'

needs

3.1.1.2 Teachers to

students' ratio



Qatar

Category 2: Professional Development

Standard 2: Staff Professional Development

1

2 3 4 Focus Areas

The

professional

development

plan does not

meet staff

actual needs.

Setting up of a

(internal and

external)

professional

development

Plan but it does

not not meet

the staff’s

actual needs.

Setting up of a

(internal and

external)

professional

development

plan that meets

the individual

needs of some

employees.

The

implementatio

n of some of

the plans

workshops

and training

programs with

limited

follow-up

Setting up a

comprehensive

(internal and

external)

professional

development

plan that meets

the individual

needs of most

employees

(both new and

returning)

The

implementati

on of most of

the plans

workshops

and training

programs

with regular

follow-up

Setting up a

comprehensive

(internal and

external)

professional

development

plan that meets

the individual

needs of almost

all employees. ( both new and

returning)

The effective

implementation

of professional

development

plans through

workshops and

training with

consistent and

regular follow

up.

3.2.1.1 Professional

development

plans for staff,

its

implementation

and follow up

There is no

mechanism to

follow and measure

the impact of

training and

professional

development

programs on staff

The school has

unclear mechanism

to monitor and

measure the impact

of training and

professional

development

programs ا to some

staff

The school has a

mechanism to

monitor and

measure the

impact of

training and

professional

development

programs on

most staff.

The school has

an effective

mechanism to

monitor and

measure the

impact of training

and professional

development

programs on

almost all staff.

3.2.1.2 Measuring the

training and

professional

development effect

on staff

Category 3 : Financial Resources Management

Standard 1: Buildings, School Facilities, and Classrooms

1 2 3 4 Focus Areas

The school

building facilities

Some of the school

building facilities

Most of the

school building

Almost all of

the school

3.3.1.1 School building,



Qatar

does not

commensurate

with the number

of students and

staff, and the

needs of the

school.

commensurate with

the number of

students and staff,

and the needs of the

school (to serve the

mission and

objectives).

facilities

commensurate

with the number

of students and

staff, and the

needs of the

school (to serve

the mission and

objectives).

building

facilities'

commensurate

with the

number of

students and

staff, and the

needs of the

school (to

serve the

mission and

objectives).

yard, facilities, and

classrooms

Disorganized

classrooms

and

unequipped

with devices

and aids. Rare

display of

students'

work.

Some of the

classrooms are

organized, well

ventilated, lighted

and fitted with

equipment and

teaching aids.

Limited display of

students' work and

achievements

(students' own

work, ready-made

works)

Limited use of

equipment and

teaching aids.

Most

classrooms are

organized, well

ventilated,

lighted and fitted

with equipment

and teaching

aids. Students'

work and

achievements in

most subjects

are also

displayed

(students' own

work)

Appropriate use

of equipment

and teaching

aids.

Almost all

classrooms are

organized, well

ventilated,

lighted and

supported with

equipment and

supportive

teaching aids.

Students' work

and

achievements in

almost all

subjects are also

displayed in

classrooms and

throughout the

school.

(Students' own

work)

Effective use

of equipment

and teaching

aids.

3.3.1.2 Classrooms

Facilities

Books and

educational

resources do

not meet

students'

needs and/or

there is no

librarian

Books, materials

and educational

resources vary

to meet some

students' needs

and there is a

librarian.

Books,

materials and

educational

resources vary

to meet most

students' needs

and there is a

librarian to help

students.

Books, materials and educational resources vary to meet almost all students’ needs, and there is an effective librarian

to support students’ learning .

3.3.1.3

School Library



Qatar

Students,

staff and

employees

do not

benefit from

the library

Some students,

staff and

employees benefit

from the library in

a limited way

Most students,

staff, and

employees

benefit

appropriately

from the library

Almost all

students, staff,

and employees

benefit

effectively from

the library.

There is a lab shortage in quantity and quantity, in educational resources and aids. There are no lab responsible personnel.

Materials, resources and devices varied to some extent in the quality and quantity, and there is a lab technician responsible.

Students benefit from the labs in a limited way.

There is high quality and varied aids and educational resources, and there is a lab technician to help students

Students benefit from the labs appropriately.

There is a large number of high quality and varied aids and educational resources, and there is an effective lab technician to support students’ learning

Students benefit from the labs effectively.

3.3.1.4

Science Labs

(Primary stage

schools are

excluded)

The computer

devices do not

meet students'

numbers. There is

an uncontrolled

internet

connection and

there is no lab

person in charge.

The computer

devices available are

not sufficient

enough to meet

students' numbers.

Although there is a

safe and controlled

internet connection,

students use it in a

limited way. There

is a computer lab

person in charge.

Enough devices are available that meet most students' numbers. A safe and controlled internet connection is available and most of students use it appropriately. There is a computer lab person in charge.

Suitable devices are available that meet almost all students’ numbers. A safe and controlled internet connection is available in the school facilities and almost all students use it effectively. There is a computer lab person in charge.

3.3.1.5 Computer Labs

and Internet

Services

Health facilities are available but they do not commensurate with students' numbers, their gender, and or the needs of school staff.

Some health facilities (toilets and water taps commensurate with students' numbers, their gender, and the needs of school staff.

Most health facilities (toilets and water taps) commensurate with students' numbers, their gender, and the needs of school staff.

Almost all health

facilities (toilets

and water taps

commensurate

numbers, their

gender, and the

needs of school

staff.

3.3.1.6

Health Facilities

No health care

unit is available.

Or

There is no

A specialized nurse

and a health care unit

is provided with

some medicines and

A specialized

nurse and a

health care unit

are provided with

A specialized

nurse, and health

care unit are

provided with

3.3.1.7 Health Care Unit



Qatar

specialized nurse.

Health facilities,

devices and

medicines are not

properly supplied

and/or cleanliness

is not followed up

on.

suitable devices are

available. Some sick

cases, devices,

medicines, water

coolers, canteen

services and health

facilities are

followed up on a

limited way.

most of the

medicines and

suitable devices

are available.

Most sick cases,

devices,

medicines, water

coolers, canteen

services and

health facilities

are followed up

on regularly.

almost all

necessary

medicines and

suitable devices

are available.

Almost all sick

cases, devices,

medicines, water

coolers, canteen

services and

health facilities

are followed up

regularly and

consistently.

There is an

isolation room for

ill students.

Category 4: Safety and Security Standard 1: Safety and Security

1 2 3 4 Focus Areas

Unclear and

incomprehensiv

e plans are in

place.

The school has a

clear plan but

incomprehensive

and not

announced to

most students,

staff, and

employees.

The school has

a clear and a

comprehensive

plan

announced to

most students,

staff and

employees

.which

includes the

necessary

formal

approvals.

The school has

a clear and a

comprehensive

plan announced

to almost all

students, staff

and employees

which includes

the necessary

formal

approvals.

3.4.1.1 School safety

and security

plan

The school

community are

not regularly

trained on

safety and

security

procedures.

The school

community is

trained on safety

and security

procedures (mock

evacuation and

first aid) in a

limited way.

The school

community is

trained on

safety and

security

procedures

(mock

evacuation and

first aid)

effectively and

regularly.

The school

community is

trained on

safety and

security

procedures

(mock

evacuation and

first aid)

effectively,

regularly, and

systematically

Almost all y

3.4.1.2 Security and

Safety Procedures

Training



Qatar

Unclear

emergency

exits. Invalid

fire

extinguishers

are distributed

in most of the

school buildings

and facilities.

Emergency exits

are available.

Some invalid fire

extinguishers are

distributed in

some of the school

buildings and

facilities.

Clear and safe

emergency

exits are

available.

Valid fire

extinguishers

are distributed

in most of the

school

buildings and

facilities.

Clear and safe

emergency

exits are

available. Valid

fire

extinguishers

are distributed

in almost of the

school building

and facilities.

Maintenance and

the school

building and its

facilities' safety

are not regularly

maintained.

The school

guarantees the

buildings, some

facilities, devices,

fire extinguishers

and furniture are

maintained.

The school

guarantees the

buildings, most

facilities;

devices; fire

extinguishers

and furniture

are regularly

followed up and

maintained.

Keeping regular

maintenance

records and

contracts with

specialized

companies.

The school

guarantees the

buildings,

almost all

facilities,

devices, fire

extinguishers

and furniture are

effectively,

regularly, and

systematically

followed up on

and maintained.

Keeping regular

maintenance

records and

contracts with

specialized

companies.

3.4.1.2

Facilities and

Buildings

Maintenance

School building

and various

facilities are not

clean.

A limited number

of cleaning

personnel is

available

The school

building and some

of its facilities

cleanliness is

followed up in a

limited way

Sufficient

number of

cleaning

personnel is

available

The school

building and

most of its

facilities

cleanliness is

regularly

followed up on.

Sufficient

number of

cleaning

personnel is

available.

The school

building and

almost all of its

facilities'

cleanliness is

regularly and

effectively

followed up on.

3.4.1.3 Classrooms and

School Facilities

Cleanliness



Qatar

Evaluation Procedures:

The final evaluation of the school is built on its overall performance. This assessment is used

to determine the readiness of the school to apply for the national school accreditation (QNSA).

A. Evaluation Date and Preparation for the Visit:

- The school will be visited after two academic years after operation.

- The Evaluation Department will determine which schools will be visited, and a team of

approximately 3 evaluators will be assigned to each school. .

- Visit day will consist of two to three days depending on the size of the school.

- Schools will be informed one week prior to the visit.

- The school will be required to complete correlated forms with school data and send it to

School Evaluation Department a week before the scheduled date for the visit.

B. The Evaluation Visit:

The visiting team will spend between 2 to 3 days at the school, depending on its size and other

aspects, to study the system of education and care available.

The visit will include meetings with various stakeholder groups, review of evidences, and a

school tour of almost all school facilities, and Lesson Observations of approximately 30% to

40% from the total number of teachers in the school.

The Responsibilities of the Evaluating Visiting Team are to:

Ensure the availability of the following requirements at the school:

a. Clear vision and objectives.

b. A clear curriculum to achieve the school vision, mission, and objectives.

c. Review of the administrative system ensuring that school leadership provides appropriate

support, guidance, monitoring, and supervision of almost all school programs in general.

d. The necessary facilities and development programs for school employees.

e. School plans are in place to achieve the school mission and objectives, and other plans to

evaluate students of almost all levels. The evaluation visiting team will provide the school



Qatar

management with feedback that includes a summary of its findings and evidence of the visit,

and with recommendations for the school o to improve and develop its performance.

f. A safe and supportive learning environment.

C. Recommendations:

General school performance and its readiness to introduce the self-study for the accreditation is

determined by using a rubric, where:

- If the school has passed the evaluation stage by obtaining a total of 2.5 points or above, it

will be required to apply for school accreditation, and is given the opportunity of up to 18

months to present the self-study to the national school accreditation stage (QNSA).

- Schools that have already attained national accreditation must present a new self-study

before the expiration of their accreditation to be visited to renew the accreditation granted to

them. In case of accreditation denial, the school is awarded an academic year to carry out the

recommendations and to be visited by an evaluation visit after that .

- Schools that have already obtained current international accreditation from one of the

recognized organizations by the Ministry of Education and Higher Education, must complete

the renewal of their accreditation with the concerned authority before the expiry of the

accreditation, or apply for the national accreditation procedures.

- Schools that have national or international accreditation and have failed to complete to

renew their accreditation procedures will be required to go through the mandatory evaluation

stage and visit.

- However, if the school fails to pass the evaluation stage by obtaining a score of less than 2,

it will be:

Given a maximum opportunity for an academic year, to carry out the recommendations and

to make the necessary improvements and then to be visited by another evaluative visit.

a. If the school has failed to pass the evaluation stage more than once, An action will be taken

with the school depending on the recommendations and how many times it fails to pass

the evaluation stage.



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Qatar

Ministry of Education & Higher Education, Qatar


Private School Information Form

School:

School Address:

Phone number:

School Website: School Email:

School Owner: Owner Contact:

Head of School: Phone/Email:

Contact Person: Phone/Email:

School Type/Program Offerings (circle Almost all that apply):

Primary School

Secondary School

Private Arabic School

Arabic Curriculum: Specify which type:

American Curriculum

British Curriculum



Qatar

Indian Curriculum

IB Curriculum

Other Curriculum, specify:

Accreditation Information:

Is your school currently accredited by any international school accrediting commissions?

Yes/No

If Yes, list accreditation commissions, and term of expiration of accreditation:

----------------------------------------------------------------------------------------------------

Please attach accreditation certificate and relevant visiting team reports to this form upon

submission.

Types of External Assessments:

Which external assessments does your school use in assessment student performance/levels?

--------------------------------------------------------------------------------------------------------

List Grade Levels and Assessment Types:

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

To better help the school evaluators understand your school, briefly write and give descriptive

information in regards to the following aspects of your school, using the following prompts:

1. Brief History including:

When the school was founded, major purpose for why the school was founded, and any relevant

changes and growth that school has gone through since its inception?

2. Mission & Vision & Learning Objectives

Briefly describe what the major aspects of the school's mission, vision, and learning

Current Number of Students Enrolled:………………………………………………

Number of Qatari Students:………………………………………………………….

Major Demographic Groups:…………………………………………………………

Number of Teaching Staff: …………………………………………………………..



Qatar

objectives/outcomes:

3. Curriculum, Teaching Strategies, and Co-curricular Programs:

Briefly describe the school's adopted curriculum, classroom teaching strategies, and co-curricular

programs that are currently in place.

4. Professional Development Plans & Support Programs for Students

-Briefly describe how the school supports staff in developing their professional development needs.

-Briefly describe the support programs and plans that are in place to support Almost all learning

needs of students, including identification of students in need.

5. Internal Quality Assurance and Monitoring

-Briefly describe what processes are in place school wide to ensure that effective monitoring of

students, staff, and programs are in place to ensure that there is accountability, feedback, and

monitoring throughout for the various facets of the school.

6. School wide Improvement and Strategic Plans

-Attach Almost all school wide improvement plans, action plans, strategic plans, or any other school

wide planning to this form.

7. Major Academic Achievements, Academic Results, and/or other school wide achievements

Discuss any major academic trends, academic results, and major school wide achievements in this

section.

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