1. Standard Three المعيار الثالث

2. T HE 13 CRITERIA AND P ROCESS TO ATTAIN THEM

3. 2. THE IMPACT THAT TEACHING HAS ON STUDENTS ’ ACHIEVEMENT, PROGRESS, ENGAGEMENT AND PERSONAL DEVELOPMENT 2. HOW WELL STUDENTS LEARN, THROUGH LISTENING TO TEACHERS; INTERACTING WITH EACH OTHER; THINKING FOR THEMSELVES; ASKING QUESTIONS AND WORKING INDEPENDENTLY مدى تعلم الطلاب، من خلال الاستماع للمدرسين؛ التتفاعل مع بعضهم البعض. التفكير لأنفسهم. تطرح أسئلة، والعمل بشكل مستقل 3. HOW WELL TEACHERS MAKE CLEAR THE PURPOSE OF LESSONS SO THAT STUDENTS KNOW WHAT THEY NEED TO LEARN مدى نجاح المعلمين فى توضيح الغرض من الدروس بحيث يعرف الطلاب ما يحتاجون إلى تعلمه

4. Schools should look at: a. Curriculum and see how it tailors for students. This is determined through diagnostic tests and results analysis b. ينبغي على المدرسة أن ننظر في : c. المناهج الدراسية و ترى كيفية تعديل بعض النقاط لتلائم احتياجاتا لطلاب. يتم تحديد ذلك من خلال تحليل نتائج الاختبارات المستمرةو التشخيصية d. How curriculum is mapped and planned e. كيف تخطيط المنهج f. Teaching strategies which cater for different needs and different learning styles g. استراتيجيات التدريس التي تلبي احتياجات الطلبة وأساليب التعلم المختلفة h. Strategies that engage all students in all activities at all i. times. (AAA) j. الاستراتيجيات التي تؤدى إشراك جميع الطلاب في جميع الأنشطة طوال الوقت How will the school collect evidence on the previous three criteria. كيف سيتم جمع المدرسة دليل على المعايير الثلاثة السابقة a. Lesson and curriculum planning b. Lesson observation c. من خلال الخطط الدرسية و خطط المناهج d. من خلال ملاحظات الدروس

5. L ESSON PLAN FORMAT We looked at our lesson plan format and content. Standards and benchmark: Objectives TimeTeacher’s roleStudent’s role Activating Prior Knowledge Presentation Practice Assessment

6. W E DECIDED TO CHANGE IT TO SHOW EVIDENCE OF HOW TEACHERS PLAN TO MEET STUDENTS ’ NEEDS Standards and benchmark: Objectives: Understand Know Do TimeTeacher’s roleStudent’s role Activating Prior Knowledge Presentation: a. Auditory b. Visual c. Kinesthetic Practice : a. high achievers b. Middle achievers c. Low achievers Critical thinking skills/ questioning Assessment

7. Teachers should knowhow to plan, how to write their objectives and how the objectives should be aligned with instruction and assessment. يجب على المعلمين معرفة التخطيط، وكيفية كتابة ألأهداف وكيف يجب أن تنسجم مع المخرجات والتقييم There was a focus on communicating objectives to students and revisiting them through the lesson. هناك تركيز على توصيل لأهداف للطلبة مراجعتهم من خلال الدرس Teachers were made aware of the learning pyramid. وعى المعلمين هرم التعلم.

8. L EARNING P YRAMID Lecturing 5% Reading 10% Audio – Visual 20% Demonstration 30% Discussion Group 50% Practice by Doing 75% Teach others 90%

9. HOW WELL TEACHERS TAKE ACCOUNT OF INDIVIDUAL STUDENTS ’ PRIOR ATTAINMENT LEVELS IN THE PLANNING AND DELIVERY OF THEIR LESSONS Schools will have to look at: a. Diagnostic tests and analysis b. Diagnosis of students’ prior knowledge in every period c. Plan and modify according to students’ knowledge and needs. d. Methodologies used based on students’ needs. e. Feedback

10. HOW WELL THE TEACHING ENSURES THAT ALL STUDENTS ARE CHALLENGED AND SUPPORTED, SO THAT ALL CAN BENEFIT FROM IT School will have to look at: a. How differentiation is applied in every lesson b. How high achievers are challenged in daily lessons c. How low achievers are supported and how remedial plans are set and followed d. What Plan is set for gifted and talented students e. How classroom environment is set to support students f. How activities are differentiated to encourage and stimulate every child for work This can be proven in: A. Lesson plans B. Daily lesson observations C. Remedial plans D. Gifted and talented programs

11. THE QUALITY OF CLASSROOM RELATIONSHIPS AND THE EFFECTIVENESS OF MANAGING BEHAVIOR As a school you should consider: a. What you have in place as rules that students have to abide by. What we did to improve in this area is: A. Set a new code of conduct B. Had an orientation session with parents and explain it to them and made them sign it C. Communicated it to students D. Had collaborative classroom rules setting with students E. Have an incentive chart and reward good behavior

12. THE USE OF ASSESSMENT, INCLUDING SELF - ASSESSMENT BY STUDENTS, SO THAT STUDENTS KNOW HOW WELL THEY ARE PROGRESSING AND UNDERSTAND THEIR TARGETS FOR IMPROVEMENT Schools should look at; a. Different types of assessment (diagnostic, formative, summative) b. End of lesson feedback c. Make students aware of the lesson objectives and how to attain it d. Explain to students the criteria based on which they are evaluated e. Give students rubrics to help them do self- evaluation f. Support students with tips for every task to give them a clear understanding of what is expected from them

13. WHETHER TEACHERS HAVE ACCESS TO TARGETED AND EFFECTIVE PROFESSIONAL DEVELOPMENT TO IMPROVE THEIR KNOWLEDGE AND SKILLS As a Schools a. We did a diagnostic evaluation for teachers’ performance b. We set a professional development plan based on the needs over a period of two terms c. After each PD, middle leaders attend classes to follow up on improvement d. Some individual support plan were driven based on needs.

14. T O CONCLUDE SEF can’t be done by an individual person in the school it is the work of a whole team. Concerning the quality of teaching standard, it was looked at by our primary coordinator and her team. After analyzing this standard they come up with the following self evaluation rubric which helped them as teachers to evaluate their own performance and set their own self improvement plan.