Enhancing School Performance: Bahrain's New Framework Explained

Introduction to the Schools Review Framework in the Kingdom of Bahrain For Teachers

Why has the Schools Review Framework been changed? To Meet the local need and achieve the strategic objectives of the Education and Training Quality Authority (BQA) through: Refocus and encourage development efforts 1. Refocusing and encouraging development efforts 2. Raising Schools Performance in the Kingdom of Bahrain 3. Increasing cooperation and partnership between BQA & Schools 4. Increasing the efficiency of BQA operations

Starter for Discussion How many aspects are there in the new Framework? Which aspect has been merged with others? Have new criteria been added to the new Framework aspects?

General Framework for School Performance Review Aspect (1) 1.1 Students Academic standards Students Academic Achievement 1.2 Students' Progress and Learning Skills Aspect (2) 2.1 Students well-being and sense of belonging Personal Development and Well-being 2.2 Students Behaviour Aspect (3) 3.1 Use of Effective Teaching and Learning Strategies Teaching, Learning and Assessment 3.2 Assessment and Academic Support 4.1 Leadership Effectiveness and Continuous Improvement Aspect (4) 4.2 Staff Development and Support Leadership, Management and Governance 4.3 Resilience and Innovation 4.4 Governance, Parental and Stakeholders Involvement in School Life Overall Effectiveness

Teaching, Learning and Assessment aspect Where to obtain data and Indicator Criteria evidence? Managing conducive learning environment Educational and technologic al resources Classroom management 3.1 Use of Effective Teaching and Learning Strategies Active learning Teaching, Learning and Assessment Technology and resources utilisation Lesson plans Assessmen t policy Students work Assessme nt structure Feedback to students Authentic assessment 3.2 Assessment and Academic Support Differentiation and challenge Students participati on School records Meetings Constructive feedback Effectiveness of academic support programs Learning situations Surveys Academic support

Training activity on reviews aspects Activity (1): Discuss with your group members the indicators of Teaching, Learning and Assessment Criteria in the diagram below, to answer the following questions 1 Write criteria A and B? Criteria B Criteria A 2 What is meant by the "active learning" indicator in Criterion A? Authentic Active learning assessment 3 How does constructive feedback affect student progress and learning over time? Managing a productive learning environment Feedback How does the teacher benefit from the indicators of: managing a conducive learning environment, and authentic assessment, in improving the effectiveness of classroom practices and procedures? 4 What are the teacher's proposed roles to improve the quality of evaluating the criteria of: student inclusion and well-being, and academic standards? 5

Stages and procedures of the review After Review Before Review review Stage 3 Stage 1 Stage 2

Review Stages and Procedures Stage 2 Stage 3 Post review Stage 1 Pre-review During the review 3-5 days depending on school size 5 weeks post review 2 weeks pre-review Lesson observation Meeting with school staff, parents and students Scrutiny of sample tests and exams Observation of students behaviour analysis of school data and documents Scrutiny of students electronic and written work Inspection of students safety and security measures according to the Child Protection Protocol Iinspection of school s resources and premises utilisation Provide daily feedback Holding team meetings Provide final feedback The Directorate concerned sends a copy of the draft report to school for factual accuracy School comments- if any- taken into consideration in 3 Working days after receiving the Draft Report . School informed about review date. 1 week pre- review 4 weeks after receiving the draft report Lead visits the school to discuss review plan and its requirements The school submits an action plan implementing the recommendations. Quality assurance manager visits the school to ensure the quality of review procedures

Aspects of focus in lessons Activity (2): What are the most important aspects that teachers should focus on or avoid to ensure the effectiveness of lessons? Don t Do

Aspects of focus in lessons Ensure that learning takes place with effective assessment methods Planning according to the depth of competencies Focus on procedures without effectiveness Focus on a specific group of students Focus on quantity without quality and depth Effectively manage lessons Random transition between activities Focus on added value Don t Do Utilise the results of assessment to support students Moving Implement effective strategies and resources Lowering expectations in the content provided between lesson activities without effective evaluation

Features of an Outstanding Lesson Activity (3): What are the features of an outstanding lesson? Features of Outstanding lesson

Features of an Outstanding Lesson Students are engaged in effective strategies and resources Students are responsible and work independently Features of an Outstanding Lesson Students show evident progress in acquiring knowledge and skills Students learn in a productive classroom environment Students are competitive and innovative Students participate effectively and assume leadership roles Students are given differentiated and challenging tasks Students are assessed effectively

Teaching, Learning and Assessment aspect will be judged on a four-point scale as follows

For more information, kindly visit the below platforms of the Education and Training Quality Authority