DHAHRAN AHLIYYA SCHOOL

1. DHAHRAN AHLIYYA SCHOOL ADVISORY BOARD ORIENTATION APRIL 3, 2013

2. SECTION 1 Welcome & Introduction to Dhahran Ahliyya Schools

3. Welcometo the new DAS Advisory Board Why have we established this Advisory Board?

4. Introductions • 30 seconds (per person) • Name • Current job (if applicable) and connection to DAS • Expectations for the day • Something unique about you • Notebook contents

5. Ground Rules… • Keep an open mind and avoid pre-conceived ideas or expectations. • All current policies have been developed based on experience…’everything has a reason.’ • Honor everyone’s voice. • Topics outside of the agenda will be put in the ‘parking lot’ and addressed later. • 100% attention – (phones, etc.)

6. Mission Statement Inspired by the principles of Islam, the mission of Dhahran Ahliyya Schools is: First: To empower each student to be a compassionate, thinking, lifelong bi-lingual learner, who makes a positive difference locally and globally. Second: To participate in the development of education in the Arab World.

7. DAS Vision We strive to be a pioneering learning community that fosters collaboration, persists in continuous inquiry and development, and utilizes current research and technology in the service of improving student learning. vision -

8. DAS Vision Professional Learning Community: Essential elements 1. Student learning: the purpose of the school is to ensure all students learn at high levels. 2.    Collaborative culture: Helping all students requires a collaborative and collective effort. 3.    Result orientation: to assess our effectiveness in helping all students learn we must focus on results and use them to inform and improve our professional practice and respond to students who need enrichment or intervention.

9. “Each year we will be better than we were the year before.” Motto metaphors LABORATORY COMMUNITY FAMILY

10. Four Criteria forevaluating DAS programs • STUDENTS FEEL safe in the school, confident that they will be respected and not exposed to any kind of bullying – physical or emotional – from adults or fellow students. • STUDENTS FEEL that what they are studying is useful to them all the time and interesting to them at least 65% of the time.

11. Four Criteria for evaluating DAS programs • STUDENTS FEEL that they are being asked to apply higher level thinking skills to their learning and that they are not being asked simply to memorize except in those few instances when it is absolutely necessary. • STUDENTS FEEL that they are able to succeed in doing the work assigned and are confident that if they have trouble they will be able to find assistance from teachers who can help them LEARN, not simply help them get good grades.

12. Targeted Characteristics DAS students will learn to become: • Principled, faithful Muslims • Thinking persons who love learning and interact positively with the changing world • Open-minded persons who care about others • Successful people who contribute to the development of society

13. Continuous Improvement The DAS strategy for continuous improvement is to fulfill the Schools’ mission by involving all employees in the schools in an ongoing program of professional development that enables them to participate in a process of continuous analysis and evaluation of the results of our work, the development of better systems, methods, and teaching materials and the addition of new programs for our students. In order to be effective, this strategy requires that parents and students (and Advisory Board Members) be involved in the improvement process whenever possible.

14. Continuous Improvement

15. Continuous Improvement Standards of Professional Development: Continuous, embedded, developmental, based on best practices, differentiated, based on what is known about adult learning Multiple Strategies: SMART goals, coaching process, workshops, peer coaching, collaborative and support teams, curriculum committees, Plan-Do-Study-Act cycles (PDSA), action research

16. Plan for Continuous Progress in Learning (PCPL) Professional Development Performance AssessmentCompensation All imbedded in the classroom & based on the Standards of Good Teaching (SGT)

17. DAS Organizational Structure

18. DAS Facilities • Leased or Rented by DAS • Main building (leased from Aramco) • Pre-school branch building (rented) • Housing for workers and foreign teachers (3 rented buildings) • Business Office building (rented from Alturki) • Owned by DAS • Land beside Business Office building • Dar AlKitab building • IbnKhaldoon Building (5 apartments for single female teachers) • Al Jisr Compound (8 town houses for foreign teachers with families) • Land (licensed for building a new early childhood building in the TilalAlDhahran area) • 2 other pieces of land purchased for building projects

19. The DAS- Aramco Relationship • Founding of DAS -1977 • First DAS-Aramco agreement – 1983 • Moved into current building – 1985 • Current Agreement – 2010-2018 • Lease of building in exchange for 50% of the seats for Saudi Aramco dependents at rate of 35% off (Value this year: SR10,001,565) • Student enrollment according to Aramco policy

20. The DAS- Aramco Relationship • Aramco responsibilities: To provide • Building+ cleaning, maintenance, landscaping, utilities • Technology • Leadership for program for mild special needs Benchmark: level of Aramco in-camp schools • DAS responsibilities: To ensure • 50% of student body and of Advisory Board from Saudi Aramco • Program for children with mild special needs • Accreditation from international body (NCA CASI) and from the Saudi Ministery of Education • High quality programs

21. SECTION 2 Advisory Board Responsibilities

22. Advisory Board Responsibilities • Works at a strategic level to provide advice, support and stability for the continuous operation and development of the school. • Reviews the affairs and business of the school and enacts such policies as are needed consistent with the mission and strategy. • Assists in ensuring the following: • Long-term financial stability of the school • Compliance of the school with relevant laws and regulations • Provision of facilities that adequately support the program • Continuous improvement of the schools’ instructional programs • Develops and monitors the long and short range strategic plans. • Cultivates and maintains good relations with school constituents as well as the broader community.

23. Advisory Board Responsibilities • Appoints new members of the advisory board • Reviews and recommends an annual balanced budget, tuition rate, and scale of salaries for School personnel for the following year • Identifies risks and takes appropriate steps to protect the school from the same • Regularly evaluates the quality of its own work and takes steps to improve it when necessary.

24. Divided Responsibilities

25. Anticipated questions to you from parents and people in the community… Q: My child / relative is a perfect fit for DAS. Can you help me make sure they get accepted? A: Sorry, I can’t help you, the Advisory Board has nothing to do with admissions. The school has very specific procedures and policies that they use to select students.

26. Anticipated Questions… Q: I am not happy with my child’s teacher… something must be done. Can you help me? A: Sorry, I can’t help you, the Advisory Board doesn’t get involved in parent / teacher interactions or advocate for parents. I would suggest you talk directly to the teacher, or the teacher’s supervisor.

27. Advisory Board Standing Committees • Three Standing (permanent) Committees • Governance • Finance and Risk • Development • Each board member will be a member of at least one Standing Committee • Meet as often as necessary, usually not less than three times per year.

28. Advisory Board Task Forces • Formed to deal with a specific task and then disbanded in a specific period after clear expectations are met • Deal with specific projects or issues • For example: publications, athletics, curriculum selection process, etc. • Report to the Advisory Board

29. Governance Committee (GVC) • Responsible for the identification, cultivation recruitment and orientation of new members and selection of members of the various committees from within the Advisory Board and outside it. • Shall consist of a total of four members • Chairman of the Board • One designated by the Chairman of the Board • Two designated by the Advisory Board at large • Performance Evaluation responsibilities • Chief Operations Officer • Advisory Board (annually and for accreditation)

30. Finance and Risk Committee (FRC) • Responsible to • Review the financial affairs of the school including monitoring of the budget. • Oversee audit processes for financial and other issues, e.g.,identification and management of the school’s major business and operational risks. • Direct and monitor management of School funds. • Chairman appointed by the Advisory Board and will include Director of Business Affairs as an ex-officio member.

31. Development Committee (DVC) • Responsible for • Increasing and strengthening the financial base of the school through fundraising, alumni relations, and public relations. • Oversight of website, annual report, and other means of improving relations with parents and community • Development and oversight of alternative income projects, including The Educational Book House (Dar AlKitab Atterbawi).

32. Advisory Board Meetings • First Meeting • Plans and progress toward the year’s objectives reviewed • Presentation made for election of new members • Other current business • Second Meeting • New members and officers elected and membership in standing committees determined • Annual report of previous year approved • Priorities, plans, budget, and tuition rates agreed upon for the following year

33. Advisory Board Meetings • Third Meeting • Both new and old members in attendance • Reports heard regarding progress and challenges during the present year • Personnel decisions for the following year reviewed • Fourth Meeting • Plans completed for the new annual report and other PR materials • Long term strategy and challenges discussed • Other current business studied

34. Advisory Board Meetings This year only: Third meeting in May instead of March • Reports on progress • Discussion of current challenges Fourth meeting in June? • Guidance for Annual Report • Agree on goals for the coming year • Prepare for accreditation in early 2014

35. SECTION 3 Accreditation

36. Accreditation • What is Accreditation and why is it important? • Provides a process for institutional evaluation • Promotes, strengthens, and assures the operation of quality educational programs for all students • Gives license for having an international program • North Central Association Commission on Accreditation and School Improvement (NCA CASI) /AdvancED • First accredited in 2009 • Should be renewed every 5 years --2014

37. Accreditation Five Standards of Accreditation (NCA CASI) • Purpose and Direction • Governance and Leadership • This is very Advisory Board focused • Teaching and Assessing for Learning • Resource and Support Systems • Using Results for Continuous Improvement

38. Accreditation • Two Parts: • Internal review – Self study • External review – External committee • Both based on: • Observations • Evidence • Surveys • Interviews

39. Board Standards(For Accreditation) • Establishes policies and supports practices that ensure effective administration of the school. • Operates responsibly and functions effectively. • Ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. Also, three standards for leadership

40. SECTION 4 Board Business

41. Board Business • Variable service requirements for the first Advisory Board • 2 years / 3 years / 4 years • Straws • Committee Selection (May) • Advisory Board Announcement at Graduation – please attend Boys – May 9 Girls – April 18

42. SECTION 5 Responsible & Exceptional Boards

43. Responsible Boards • Responsible Boards • Are competent stewards • Honor their fiduciary (legal, fiscal, ethical) duties. • Operate both effectively and ethically. Is ‘Responsible’ enough?

44. Exceptional Boards • Exceptional Boards are responsible AND • Focus on strategic issues - the future • Actively build their knowledge base • Communicate often, honestly, positively • Foster a genuine partnership with the head • Are value, mission and vision driven How do we get from Responsible to Exceptional?

45. Exceptional Boards 12 Principles of Governance that Power TWELVE EXCEPTIONAL BOARDS

46. 1. Constructive Partnership Exceptional boards govern in partnership with the head, recognizing that the effectiveness and success of the board, the head – and the school – are interdependent. 1 ONE

47. 2. Mission Driven Exceptional boards know and affirm the school’s mission, articulate a compelling vision, and ensure the congruence between decisions and core values. 2 TWO

48. 3. Strategic Thinking Exceptional boards delegate the operation of the school to the head and devote their time to what matters most: continuously engaging in long-term, strategic thinking. 3 THREE

49. 4. Culture of Inquiry Exceptional boards institutionalize a culture of inquiry, mutual respect, and constructive debate which leads to sound, shared decision making. 4 FOUR

50. 4. Culture of Inquiry