School Development Planning Guide



2628901606555454651119505School Development Planfrom (20__) to (20__)00School Development Planfrom (20__) to (20__) Insert school’s logo here Name of SchoolGEMS WORLD ACADEMY L.L.CADEC eSIS School Number9210School Vision StatementTo provide joyous and meaningful experiences while developing internationally minded students empowered to act both locally and globally in a diverse world.School’s vision School ProfileCurriculum 1/ Curriculum 2International BaccalaureateAmericanAmerican Number of Students515Number of UAE National Students42Grade/Year LevelsKG 1 to Grade 5Number of SEN students 19Extra Curricula Activities offered (if any)After school activities offered from 3 pm - 4 pmSpecial Programs (if any National or International Awards)NoneNumber of Teaching staff (including Principal)44Number of non-teaching staff51Irtiqa’a Inspection Report and School Development Planning OverviewPlease ensure that all required information below is providedIrtiqa’a Inspection report InformationDate of most recent Irtiqa’a Inspection VisitStart- 09/05/16End- 12/05/16Date of Issue of the most recent Irtiqa’a Inspection report13/05/2016Overall Performance (from your most recent Irtiqa’a Inspection report)Very GoodSchool Development Planning DatesDate of your previous School Development Plan submission:1/09/2016Was your previous School Development Plan submission approved by ADEC:Yes / No Approval date: dd/mm/yy:Please select Yes for one of the statements below:The School Development Plan that is being submitted is entirely new:Yes / NoThe School Development Plan being submitted has been updated since the last submission:Yes / NoGEMS World Academy - School Development Committee Core School Development Planning CommitteeEnter Lead Name (Principal) Linda LaPinePerformance Standard 1 leadCatherine ErpenAssistant PrincipalPerformance Standard 2 leadCindy WeurchSchool CounselorPerformance Standard 3 leadLinda LaPinePrincipalPerformance Standard 4 leadCatherine ErpenAssistant PrincipalPerformance Standard 5 leadCindy WeurchSchool CounselorPerformance Standard 6 leadLinda LaPinePrincipalExtra member (if needed)Enter NameEnter Job TitleExtra member (if needed)Enter NameEnter Job TitlePerformance Standard 1: Students' AchievementPerformance Standard 2: Students' Personal Development And Their Innovation SkillsPerformance Standard 3: Teaching & AssessmentCatherine ErpenAssistant PrincipalCindy WeurchSchool CounselorLinda LaPinePrincipalMagz BrayELL TeacherSheila SeilerMedia Literacy TeacherCatherine ErpenAssistant PrincipalAseel MeshirArabic Team LeadRebecca ReedHomeroom TeacherShannon GarrettHomeroom TeacherSarah HughesHomeroom TeacherAlyson DaigneaultHomeroom TeacherFatema JanHomeroom TeacherDiarmuid CreedonLearning Support TeacherKim CrawfordPE TeacherVeronica GarmanELL TeacherKelly DaoICT TeacherJosh RiceHomeroom TeacherAshley LutterHomeroom TeacherChamara AdamsHomeroom TeacherYoonnie TseHomeroom TeacherRayan Safi HarbArabic TeacherManal Al HomsiArabic TeacherBothaina El SalehIslamic TeacherCaitlin HoneyHomeroom TeacherSurindar MorganHomeroom TeacherLisa GeorgeHomeroom TeacherRachel PetersonHomeroom TeacherPerformance Standard 4: CurriculumPerformance Standard 5: The Protection, Care and Guidance & Support of StudentsPerformance Standard 6: Leadership and ManagementCatherine ErpenAssistant PrincipalCindy WeurchSchool CounselorLinda LaPinePrincipalNick SoteriHomeroom TeacherAlbert RoundingPE TeacherCatherine ErpenAssistant PrincipalBonnie JacksonHomeroom TeacherJoe GuerrieriLearning Support TeacherAseel MeshirArabic Team LeadAllison HeatterHomeroom TeacherKirsi IhoHomeroom TeacherLara NicholsonHomeroom TeacherLouise BuckleyMusic TeacherLeah CarterHomeroom TeacherMeyada MouradArabic TeacherKefaya AbusrourUAE Social StudiesMuna JanajrahIslamic StudiesJoanna BudairHomeroom TeacherSharron HigginsHomeroom TeacherCarsley MerrellVisual Art TeacherReyhan ArmourHomeroom TeacherTiffany TollersHomeroom TeacherKaren Al NobaniSchool NurseMariam EkhrewishHomeroom TeacherNick SoteriHomeroom TeacherNajla Al YazdiPREPerformance Standard 1: Students' AchievementPriority(from Irtiqa’a “What the School should do to improve further”)TargetPlanned Start DatePlanned End DateLead Person/team responsibleMonitored byEvidence SourceCostSDP Review datesFurther improvement in students’ learning of subjects taught in Arabic.Most (75%-90%) students in KG1 and KG2 independently use and apply phonetic skills to decode words Most (75%-90%) students in grades 1-5 speak using long and complex sentences in Traditional ArabicMost (75%-90%) students in grades 1-5 read with fluency and expressionMost (75%-90%) students in grades 1-5 read harakat short vowel sounds correctlyMost (75%-90%) students in grades 1-5 identify and relay a sequence of events in textMost (75%-90%) students in grades 1-5 exceed grade level expectations in UAE Social StudiesMost (75%-90%) students in grades 1-5 exceed grade level expectations in Islamic StudiesSeptember 2016September 2016September 2016September 2016September 2016September 2016September 2016June 2018June 2018June 2018June 2018June 2018June 2018June 2018Aseel Meshir and Arabic TeamSenior Leadership TeamEnd of Year Assessment dataIBT Arabic Language Assessment: Grades 4 & 5 (ACER)Trimester 1, 2 and 3 Assessment dataN/ADecember 2016April 2017January 2018June 2018Further improvement in students’ learning of subjects taught in English.Most (75-90%) students in all grade levels attain levels of performance that substantially exceed the expectations of the UAEAlmost all (greater than 90%) students make better than expected progress in relation to their individual starting points and the curriculum standardsSeptember 2016September 2016December 2017December 2017School Leadership TeamSenior Leadership TeamMAP – RIT (Grades 2-5)DRA2, MAP – RIT growth, DRA2, continuums, assessed writing samples, student work N/ADecember 2016April 2017January 2018June 2018Performance Standard 2: Students' Personal And Social Development, And Their Innovation SkillsPriority (from Irtiqa’a “What the School should do to improve further”)Target Planned Start DatePlanned End DateLead Person/team responsibleMonitored byEvidence SourceCostSDP Review datesPromote innovation and enterprise leading to student initiated action within the local or global communityAlmost all (greater than 90%) students demonstrate innovation and enterprise within the units of inquiry, and respond to learning through taking action in the local or global community culminating in the grade 5 exhibitionSeptember 2016June 2018Innovation TeamSenior Leadership TeamTeacher survey with student work or evidence of actionN/AJune 2017, January 2018,June 2018Develop strong moral and ethical understanding among studentsAlmost all (greater than 90%) students demonstrate respect, understanding, courtesy and empathy September 2016June 2018School CounselorSenior Leadership TeamPASSStudent self-reflectionsCounselor recordsAED per studentN/ADecember 2016, June 2017, January 2018, June 2018Performance Standard 3: Teaching And AssessmentPriority (from Irtiqa’a “What the School should do to improve further”)Target Planned Start DatePlanned End DateLead Person/team responsibleMonitored byEvidence SourceCostSDP Review datesDevelop more consistent use of assessment in lesson planningAll teachers in grades 2-5 use MAP data to analyze the performance of individual and groups of students within specific strands of learningAll teachers use pre-assessment strategies to check prior knowledge and skills to plan differentiated instructionOctober 2016June 2018Team Leaders & their teamsPrincipal and Assistant PrincipalMAP data and associated planningPre-assessment data and lesson plansNWEA N/ADecember 2016, March 2017, June 2017, January 2018, June 2018Regular checking for understanding in lessons All teachers use a range of strategies and tools to accurately and meaningfully check for understanding during lessonsOctober 2016June 2018Team Leaders & their teamsPrincipal and Assistant PrincipalTeacher observationsN/ADecember 2016, March 2017, June 2017, January 2018, June 2018Develop consistent assessment practices within and across grade levels in all subject areasAll teachers keep documented evidence of pre-assessment, formative assessment and summative assessment dataAll teachers engage in assessment moderation regularly with colleaguesOctober 2016June 2018Team Leaders & their teamsSchool Leadership TeamAssessment moderation protocol and calendarAssessment bindersMeeting minutesAssessment policyN/ADecember 2016, March 2017, June 2017, January 2018, June 2018Performance Standard 4: CurriculumPriority (from Irtiqa’a “What the School should do to improve further”)Target Planned Start DatePlanned End DateLead Person/team responsibleMonitored byEvidence SourceCostSDP Review datesEnsure that all students are appropriately challenged within the curriculumAll weekly lesson plans provide clear articulation of differentiation strategies to meet the needs of highly able learnersResources are developed to support curriculum adaptation to meet the needs of all learnersTiered learning activities and assessments are developedOctober 2016October 2016April 2017June 2018June 2018June 2018Team Leaders & their teamsTeam Leaders & their teamsTeam Leaders & their teamsSchool Leadership TeamSchool Leadership TeamSchool Leadership TeamPLPs, ALPs, lesson plans, assessment data (MAP, DRA2, CBA)Classroom resources to support differentiationLesson plans, teacher observationsN/ADecember 2016, March 2017, June 2017, January 2018, June 2018Performance Standard 5: The Protection, Care and Guidance And Support Of StudentsPriority (from Irtiqa’a “What the School should do to improve further”)Target Planned Start DatePlanned End DateLead Person/team responsibleMonitored byEvidence SourceCostSDP Review datesAccelerate the implementation of the gifted and/or talented (G&T) programDevelop a process with accompanying criteria to identify gifted and/or talented learnersDevelop Advanced Learning Plans (ALP) for gifted and/or talented students who are exceptionally exceeding academic expectationsTargeted professional development to ensure a consistent understanding of gifted and/or talented identification and strategies to accommodate student needs October 2016November 2016November 2017June 2018June 2018June 2018Student Support TeamStudent Support TeamPrincipal and Assistant PrincipalPrincipal and Assistant PrincipalPrincipal and Assistant PrincipalSchool Leadership TeamClearly articulated process that includes accompanying criteria and use of a range of evidence sources to develop student profiles (MAP, CAT4, PASS, teacher observations, SST),ALPs for identified students, PD calendar, teacher feedbackN/AJune 2017, January 2018, June 2018Performance Standard 6: Leadership And ManagementPriority(from Irtiqa’a “What the School should do to improve further”)TargetPlanned Start DatePlanned End DateLead Person/team responsibleMonitored byEvidence SourceCostSDP Review datesRigorous self-evaluation and improvement planning is an inclusive and transparent process that includes measurable goals and outcomes based on internal and external dataThe SEF includes measurable goals to demonstrate the impact of initiatives in respect to student outcomesThe SDP includes measurable outcomes of key performance indicatorsAugust 2016August 2016February 2018November 2016Principal and Assistant PrincipalPrincipal and Assistant PrincipalSchool Leadership TeamSchool Leadership TeamCompleted SEFCompleted SDPN/ADecember 2016, March 2017, June 2017, January 2018,Establishment of a governing board to include representation as per the Organizing Regulations of Private Schools in the Emirate of Abu Dhabi The governing board includes representatives of the whole school communityThe governing board understands and upholds the school’s vision and valuesThe governing board challenges, advises and supports the school on matters of strategy and policyThe governing board holds the school accountable for standards and performance August 2016June 2018Principal/ Local Governing BoardGEMS School Support CentreBoard membership, Meeting calendar, meeting minutes N/AJune 2017, January 2018, June 2018Establishment of a research based system for teacher evaluation designed to provide evidence based feedback to improve teaching and learningStandards for teaching, in line with UAE and GEMS protocols, provide the basis for evaluationThe teacher evaluation process includes goal setting and regular and frequent classroom observations with specific feedbackSeptember 2016October 2016June 2017June 2018Principal and Assistant PrincipalPrincipalAnnual review, Teacher goals, observation feedback and annual reviewN/AJune 2017, January 2018, June 2018Student Competency Framework Implementation PlanPriority(from Irtiqa’a “What the School should do to improve further”)TargetPlanned Start DatePlanned End DateLead Person/team responsibleMonitored byEvidence SourceCostSDP Review datesN/AContinue to…School Development Plan (SDP) Pre-Submission Checklist CriteriaYes / No1.The School Owner or Authorized Owner’s Representative (as detailed on official license documentation) has signed every page of the School Development Plan 2.The School Principal (as detailed on official license documentation) has signed every page of the School Development Plan3.The school stamp is present on every page of the School Development Plan4.The School Development Committee information is complete with both the names and job titles of all members detailed5.The Priorities detailed within the School Development Plan include all improvement recommendations from the most recent “Irtiqa’a” inspection report6.Targets have been carefully designed so that they are SMART (Specific, Measurable, Attainable, Relevant, Time bound)7.Planned Start and End Dates have been detailed for each Target8.The Lead Person and Team Responsible have been detailed for each Target9.The person responsible for Monitoring has been detailed for each Target10.Evidence Sources have been detailed for each Target11.Both Financial And Time Related Costs have been considered and detailed for each Target12.A minimum of 3 SDP Review Dates have been detailed for each Target13.The Student Competency Framework Implementation Plan is included Please complete the checklist below to ensure that the School Development Plan will be acceptable to Abu Dhabi Education Council for review. Please do not submit the School Development Plan until all criteria below are complete (ie. you have answered “Yes” for all questions).School Development Plan (SDP) Approvals (To Be Completed By Schools And Submitted With The SDP)Please note that Abu Dhabi Education Council, School Development Division will only accept a School Development Plan for review if:Aligning the SDP with the Irtiqaa’ recommendations and filling plan’s terms.All required original signatures are present in the School Approvals table below (please note scanned copies of signatures are not acceptable).All pages bear the school stamp and have been signed by both the School Owner (or their officially authorized representative) and the School Principal.A clear commitment is provided by the Owner and School Principal to support the implementation of the plan and provide the necessary funding to enable this.The school has accurately completed the pre-submission checklist.The Implementation Plan for the Student Competency Framework is included.School ApprovalsOfficialNameDateSignatureOwner (as on ADEC School License) or Authorized Owner’s RepresentativeChairperson of the School Board or Board MemberPrincipalParent RepresentativePSQA School Development Division Approval (for official use only)ADEC PSQA School DevelopmentDivision ManagerDr Maryam Al Ali ................
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