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The respective roles and responsibilities of governance and ownership, and leadership and management, are suitably defined in writing and respected in practice for the sustainable development of the school.
Self Ratings: Met
Evaluator Ratings: Exceeded
Evaluator Response
The APG School Board Policy Manual and related job descriptions have clearly defined roles and responsibilities as a result of the CIS membership and accreditation process.
Conversations with representative stakeholders indicated that communication is clear and quick within the greater school community. Members of the board and higher leadership team clearly articulated the roles and responsibilities of each. The head of the board (HOB), who is the owner of the school, clearly explained the way the leadership and governance function. There was no ambiguity regarding the leadership and governance roles. The new governance and leadership structure has been communicated to the community. The school's leadership and governance members understand why the changes were recommended and are pleased with the restructuring that came from CIS recommendations during the membership and self-study process.
The evidence suggests an improved rating from that indicated by the school.
Commendations
Domain B Standard 1 - The owner, the board, and the leadership team for embracing the recommendations of CIS and restructuring the roles and responsibilities of governance and leadership, and implementing the new structure so it is clearly understood by the school stakeholders.
Recommendations: None
The Head of the School is empowered to be the educational leader of the school, implementing the mission and has ultimate responsibility and accountability for the students' education and well-being.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
Conversations with the board and higher leadership team (HLT) and review of the school documents revealed that the head of school's (HOS) role is clearly defined and implemented. In this newly-created position, she also serves as the vice-chairman of the board. She is the link between the administration of the school and the board. Prior to becoming the head of school, she was the high school principal and has a long history with the school during which time she developed a shared understanding about her roles and responsibilities.
Commendations: None at this time.
Recommendations : None at this time.
The Proprietors/ Governors ensure there are educational and financial plans to support the school's viability, the mission, the programmes used to fulfil that mission, and that these plans are explained to the school community.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
Conversations with the board and the HLT detailed both short- and long-term educational plans. Strategic plans are registered with the government and major changes must be reported and approved. There are detailed plans for the school's viability that include succession plans and insurance policies. In case of an inability of the school to sustain itself, the government would operate the school in the short-term until a long-term plan was approved, in order to maintain the education of the students. All planning is closely aligned with the school's mission, vision, and values.
Commendations : None at this time.
Recommendations: None at this time.
Governance is constituted to enable the school to have a clear and appropriate sense of direction and continuity.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
The school is a private institution with its own by-laws, registered with the government and compliant with rules and regulations from the Ministry of Education (MOE), Bahrain Education and Training Quality Authority (BQA), the IB and CIS, as well as other government agencies. Directions and initiatives are mandated (e.g. AI and digital citizenship) and incorporated into the school's planning, in addition to directions decided by the school.
The HOB spoke of his passion for the school and has instituted measures to ensure the continuity of the school, including preparing for succession and financial contingencies that include insurance policies. The owner's children are included in the succession plans.
Members of governance and leadership have long tenures with the school. The MOE would temporarily maintain the school until a permanent solution were found, if the school was unable to sustain itself.
Commendations: None at this time.
Recommendations: None at this time.
The Guiding Statements drive strategic planning and the school's strategic decision-making.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
The strategic plans and other documents include the guiding statements and indicate their strong influence on the planning. The governance and leadership referred to the school's mission, vision, and values frequently, as well as other guiding statements, including the IB learner profile. In addition to pushing the school to improve on behalf of its students, members of the board believed that the school is working to change the mentality of education in Bahrain.
Commendations
Domain B Standard 5 - The board and leadership team for their clear commitment to the school's purpose and direction, and embedding the guiding statements in the planning and decision-making of the school.
The leadership of the school has the inter-cultural competencies, perspectives and appreciation needed for the school's unique cultural context.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
Conversations with the HOS clearly indicated she has the qualifications and appropriate perspectives to lead the school. Her tenure with the school provides a strong foundation on which future planning is made. She had a deep knowledge of the school, its purpose, and function. Given the cultural context of the school, she embraces the intercultural competencies that the school strives to develop in its students. Her position as the HOS and vice-chairman of the board provides her with broad perspectives of the board, together with the daily operations of the school and its programs.
Commendations: None at this time.
Recommendations : None at this time.
The working relationship between the Proprietors/ Governors and the Head of School is established to sustain high morale, positive professional relationships, and a conducive climate for teaching, learning, and students' well-being.
Self Ratings: Met
Evaluator Ratings :Met
Evaluator Response
Conversations with the board and HOS clearly indicated the strong working relationship between them. Each spoke confidently and consistently about both the history and future initiatives of the school. The HOB has a clear vision for the direction in which the school will move in the future, of which CIS accreditation is a driving force. The HOS is fully aligned with his vision and has the experience and understanding to fulfill his commitment. The roles of individual board members and school administrators are clearly articulated and understood. These relationships provide a positive environment in which all divisions within the school thrive, from student learning and well-being to the administrative functions of the support staff.
Commendations: None at this time.
Recommendations: None at this time.
There are clearly formulated written policies and practices which are applied to bring consistency and clarity to school operations.
Self Ratings: Met
Evaluator Ratings: Not Met/Partially Met
Evaluator Response
The comprehensive board policy manual includes procedures and policies in place for reflection and evaluation, but conversations revealed that it is informal at the governance level. Members of the HLT and HR department spoke of annual formal evaluations of employees by coordinators and principals, but the evaluation team did not see evidence of formal board and HOS evaluations.
Despite the school rating indicated, the evidence suggests that the school does not yet meet the team evaluation stage criteria and should address the recommendation.
Commendations: None at this time.
Recommendations: Domain B Standard 8 - The board develop a formal reflection and evaluation process of itself and the HOS based on its approved policies in the Board Policy Manual to maintain consistency and clarity to the school's functions.
There is a clear roadmap for the storage, access and use of data to enhance learning.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
Conversations with the staff revealed that the data protection plan and strategy support the government regulations and meet the standards of CIS. Conversations with the HOB and HOS indicated that data, feedback, and recommendations are taken seriously and acted upon quickly. Conversations with the middle leadership team verified that IGCSE and IBDP results are analyzed and used to improve the program.
Commendations: None at this time.
Recommendations: None at this time.
As a result of the self-evaluation, the school identifies the actions necessary to strengthen this aspect of school life. The Self-Study should be action-orientated, with evidence-based evaluation leading to informed planning and proposed actions, in line with the school's Guiding Statements.
Self Ratings: No Rating
Evaluator Ratings: No Rating
Evaluator Response
The roles and responsibilities of ownership, governance, and leadership in the school are clearly defined and executed. Further actions are required to develop plans to self-evaluate governance and evaluate leadership by the governance
Commendations
Please refer to commendations under individual standards for this domain.
Recommendations
Please refer to recommendation under individual standards for this domain.
The school uses the Essential Questions and Guided Development Questions to inform its investigation and support the gathering of evidence and self-evaluation against the Standards in the Domain.
Self Ratings: No Rating
Evaluator Ratings: No Rating
Evaluator Response
No response was provided for the Evaluative Commentary.
Commendations
Recommendations