Enhancing School Reviews Framework in Kingdom of Bahrain

Introduction to the Schools Review Framework in the Kingdom of Bahrain Senior School Leaders

Why are We Changing the Framework? To meet BQA s strategic intention and local needs by: Refocusing and encouraging improvement efforts. 1.Refocusing and encouraging improvement efforts. 2.Raising levels of attainment in Bahrain. Increasing collaboration and partnership. 3.Increasing collaboration and partnership. Increasing BQA efficiency and effectiveness. 4.Increasing BQA efficiency and effectiveness.

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?

Comparison between Review Framework 2022 and Review Framework 2024 2022 Review framework 1.1. Academic standards* 1.2. Progress according to abilities* 1.3. Learning skills Academic achievement 2024 Review framework 2.1. Behaviour and work ethics* 2.2. Citizenship values* 2.3. Self-confidence, leadership and decision making* 2.4. Communication and social relationships* 2.5. Health and environmental awareness 2.6 Competitiveness and innovation 1.1 Students Academic Standards 1.2 Students' Progress and Learning Skills Students Academic Achievement Personal development & social responsibility 2.1 Students Well-being and Inclusion 2.2 Students Behaviour Students Personal Development and Well-being 3.1. Teaching and learning strategies* 3.2. Classroom Management* 3.3. Assessment and learning support* 3.4. Expectations and challenging abilities 3.5. Technology utilisation 3.6. Differentiation 3.1 Use of Effective Teaching and Learning Strategies 3.2 Assessment and Academic Support Teaching, Learning and Assessment Teaching learning & assessment 4.1 Leadership Effectiveness and Continuous Improvement 4.2 Staff Development and Support 4.3 Resilience and Innovation 4.4 Governance, Parental and Stakeholders Involvement in School Life Leadership, Management and Governance 4.1. Academic support* 4.2. Personal development support* 4.3. Reinforcement of experiences, talents and creativity* 4.4. Environment safety, security and appropriateness* 4.5. Meeting and supporting the needs of students with disabilities Empowerment & meeting special needs 5.1. Self-evaluation and improvement* 5.2. Strategic planning* 5.3. Development and monitoring of staff performance* 5.4. Modelling leadership principles* 5.5. Resources and facilities management 5.6. Communication with stakeholders 5.7. Governance (for private schools) Leadership management and governance

New Schools Reviews Framework 1.1 students Academic Standards Aspect (1) Students Academic Achievement 1.2 Students Progress and Learning Skills Aspect (2) 2.1 Students Well-being and Inclusion Personal Development and Well- being 2.2 students Behavior 3.1 Use of Effective Teaching and Learning Strategies Aspect (3) 3.2 Assessment and Academic Support Teaching Learning and Assessment 4.1 Leadership Effectiveness and Continuous Improvement 4.2 Staff Development and Support Aspect (4) Leadership, Management and Governance 4.3 Resilience and Innovation 4.4 Governance, Parental and Stakeholders Involvement in School life Overall Effectiveness

Students Academic Achievement aspect Where to obtain data and Criteria Indicator evidence? 1.1 Student s Academic Standards Pass and Proficiency rates Academic Standards Exam results Achievement Academic Students Exams specificati ons Tracking cohorts meetings with students Students work 1.2 Students' Progress and Learning Skills Progress in lessons and Learning Skills Students skills and knowledge Learning skills

Students Personal Development and Well-being aspect Criteria Indicator Where to obtain data and evidence? Development opportunities Personal support Students work 2.1 Students Well- being and Inclusion Students Personal Development and School activities and programs Well-being Independent learning and leadership Students behavior School behavior policy School records Responsible citizenship Special program s for SEN students Physical resources for students with disabilities 2.2Students Behaviour Restorative discipline Surveys Meetings

Teaching, Learning and Assessment aspect Where to obtain data and Criteria Indicator evidence? Managing conducive learning environment Educational and technologic al resources Classroom managemen t 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 Feedback to students Assessmen t structure Authentic assessment 3.2 Assessment and Academic Support Differentiation and challenge School records Students participation Meetings Constructive feedback Effectiveness of academic support programs Learning situations Surveys Academic support

Management Leadership, Management and Governance aspect Where to obtain data and Criteria Indicator evidence? Continuous improvement vision Meetings and surveys 4.1Leadership Effectiveness and Continuous Improvement Self- Leadership awareness evaluation Data-driven action plans and Governance Leadership, Effective resource management Educational physical and financial resources Quality of school policies School plans Safety and risk assessme nt Classroom observatio ns Learning environmen t Capacity building 4.2Staff Professional Development and Support Reflective practices Professiona l developmen t Curriculum accreditati ons Staff satisfaction Positive culture

Management Leadership, Management and Governance aspect Where to obtain data and Criteria Indicator evidence? Swift and effective response Change initiatives School records Agile leadership 4.3 Resilience and Innovation and Governance Leadership, Innovative practices Targeted teaching practices and procedures Surveys Meetings Collaborati on with community Action research Community involvement Electronic platforms 4.4 Governance, Parental and Stakeholders Involvement in School Life Informed Parents Role of Governors (private schools) Leadershi p s continuou s learning Distance learning channels Governance

Training Activity on Review Aspects Activity 1: Discuss with your group the mind map below to answer the following questions 1 What is the name of the review aspect (X) in the mind map? Governance, Parental and Stakeholders Involvement in School Life Criteria A 2 What is criterion (A) which belongs to the aspect (X)? Aspect X What are the aspect s criteria that affect the effectiveness of the Teaching, Assessment aspect, positively or negatively? 3 Learning and Staff Professional Development and Support Resilience and Innovation How do criterion (A) and criterion Staff Professional Development and Support affect the quality of school outputs: Students Academic Achievement and Students Personal Development and Well-being ? 4 Suggest a set of procedures that you will implement as a school principal to develop the aspect of Teaching, Learning and Assessment , employing all its criteria. (It is sufficient to suggest two procedures for each criterion) 5

Training Activity on Review Aspects Activity 2: Discuss with your group the diagram below to answer the following questions 1 What is the name of the review aspect (X) in the diagram? Aspect (x) 2 In which criterion are the two indicators of Independent learning and leadership and Responsible citizenship judged? Students Well-being and Inclusion 3 List three different sources of evidence that the school could use to evaluate Students Behaviour criterion? Suggest four initiatives and procedures to enhance students awareness and understanding of the Child Protection Protocol in school? 4 Students behaviour What are the most important roles and responsibilities assigned to: senior leadership - teachers those responsible for students personal wellbeing (social counsellors - SEN specialist - administrative supervisors); to raise the quality of Students Personal Development and Wellbeing ? 5

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 Inspection 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

Self-Evaluation Form (SEF) A form of school self-evaluation to reflect on its performance, in accordance with the Schools Reviews Framework criteria. It is the common language between the school and the review team to unify visions in evaluating aspects of schoolwork. A starting point for the school performance review process in accordance with the review requirements.

Suggested Procedures to fill the SEF 2)Planning according to Framework aspects 1)Forming a Self-Evaluation team 02 01 STEP STEP 04 STEP 03 STEP STEP 4)Collecting data and information STEP 3)Forming working teams and providing them with training 5)Analysis of data reaching judgments Presenting findings to concerned authorities for approval 05 STEP 06 STEP STEP STEP 6)Filling the Self-Evaluation Form STEP

Main Principles to Successfully fill the SEF Transparenc y Reflecting reality According to criteria Collaboratio n Up-to-date evidence Evaluative Writing

Information and Data Required to fill the SEF Quantitative Descriptive All the numerical data from students' grades: pass and proficiency rates in various assessments, the number of students and their classifications, attendance and absence rates, the number of activities participants, behavioral satisfaction rates.... etc. All descriptive information obtained through reports, analysis of school plans and programs, tracking the impact of their implementation, and analyzing surveys segments of the school community.... etc. for various and problems, their

Do's and Don'ts in filling out the Self- Evaluation Form Activity 3: Classify the following phrases into areas to focus on (Do's) and areas that the school should avoid (Don't) when filling out the (SEF). Base assessments on realistic and actual data Extreme brevity or verbosity Don t Do Evaluate the aspects in a consistent manner and support them with factual evidence Evaluation of aspect without supporting it with factual evidence Focus on schoolwork priorities Very descriptive, not evaluative writing Use evaluative style in writing descriptive paragraphs Include evaluations in descriptive paragraphs Evaluation of aspects is incompatible with one another Focus on procedures without impact

Overall Effectiveness Judgements

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