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Effective communications foster a productive home-school partnership and a positive learning community.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
There is significant evidence that home-school communication is considered a strength of the school both in frequency, quality, and methods. School staff and parents express the importance of the home-school partnership based in a commitment to the school's mission and vision.
New parents are oriented to the school through the registration process and specific orientation meetings. All parents are invited to open days and special events, and parents visit the school as guest speakers in their areas of expertise. Parents access SIMS, the electronic platform to monitor real-time academic and behavior data of their children, and receive announcements from the school also through WhatsApp groups and social media.
Parents express particular satisfaction with the school's APG Digital Learning (ADL) platform. While its development predated COVID-19 virtual schooling, ADL was launched in time to sustain clear and supportive home-school communication during this challenging period. As one staff member commented, “ADL is used for teaching and learning among the APG community.” Parents found it convenient and easy to use, where they were able to exchange two-way communication directly with teachers and have access to all learning resources and plans. While it is recognized that communication channels naturally change as students return to on-campus learning, parents expressed a desire to continue to use ADL to streamline and maximize home-school communication.
Commendations
Domain H Standard 1 – The higher leadership team and technology team for the development of the ADL platform which facilitates clear and prompt communications between school and home to enhance students' education.
Recommendations
Domain H Standard 1 – The higher leadership team explore ways to maximize use of the ADL platform to enhance and support home-school communication in the post-COVID era.
The school establishes partnerships and networks with other schools, locally and beyond the country, to enrich the learning opportunities available to the students, including, for example, service, mentoring, internships and the development of students' leadership.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
As noted under Domain H Standard 1, there is significant evidence that the school uses appropriate technology and digital resources to facilitate home-school communication. Dedicated staff manage communications on behalf of the school, and parents are aware of the designated people and methods to address any questions or concerns.
While somewhat curtailed under COVID-19 restrictions, evidence suggests that significant partnerships exist between the school and external organizations. Examples were noted such as Bahrain TV, the Ministry of Culture, the ECO bus tour, NASA Bahrain, and INJAZ program for economics education, UNESCO, and the International Global Citizenship Award (IGCA) program among others.
In middle and high school, and particularly as part of the IBDP CAS program, students receive invitations to participate in service learning opportunities arranged by external organizations. Students also initiate CAS activities based on personal interests. However, there is less evidence of school-initiated service programs, or service learning in the lower primary section.
Interviews with both students and staff reveal that although external opportunities are plentiful, there is little integration between these external programs and the school's curriculum.
Commendations : None at this time.
Recommendations :
Domain H Standard 2 – The pedagogical leadership team explore ways to broaden and integrate community partnerships and service learning opportunities within the school's curriculum, to enrich and deepen student learning at all age levels.
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
APG School excels in its communication among community members, particularly through the use of the ADL and other online platforms. Unanimous enthusiasm and appreciation for the clarity and ease of communication through ADL is evident. Beyond this, parents express appreciation for the level of individual care and attention their children receive at the school, and are well-informed of the school's mission, policies, and procedures. The school regularly reaches out to parents for feedback through frequent surveys, which are then promptly followed up to inform school improvement.
The school has well-established and varied partnerships with external organizations to extend and enrich student learning and community service. The school recognizes a need to expand these opportunities through all age levels in the school.
As noted by the school, there is community interest in optimizing the continued use of the ADL platform to streamline home-school communication which was such a benefit to stakeholders during the COVID-19 era.
Commendations : Please refer to commendations under individual standards for this domain.
Recommendations : Please refer to recommendations 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
The Evaluative Commentary has been read and factored into the Domain Summary.
Commendations
Recommendations