Standard+3+-+Teaching+and+Assessing+for+Learning

Standard 3: Teaching and Assessing for Learning: The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.


 * 3.1 :** The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

As evidenced by Bahrain MS/HS School’s rigorous IB and AP programs, diverse foreign language selections, and a strong AVID program, the curriculum and learning experiences provide all students with challenging and equitable opportunities to develop skills that align with the schools mission and vision. Departments are working on vertical and horizontal teaming to provide a differentiated curriculum that provides like courses to have equivalent learning expectations for each student.
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):


 * 3. 2:** Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

Using data from student assessments and Professional Learning Team programs, Bahrain MS/HS personnel monitor and adjust curriculum to align to the standards and follow the best teaching practices. Departments are working to create horizontal and vertical alignment in curricular and grade levels to ensure they are addressing the expectations laid out in the school vision and mission statements and the Dodea curricular standards. The CSI procedures create the forum to enhance this process.
 * Level: 2**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Teachers at Bahrain MS/HS School plan and use instructional strategies that require student collaboration and self-reflection, and development of critical thinking skills. Specifically, teachers work together through monthly planning and via email to share instructional plans and receive peer feedback. Additionally in the planning stage, teachers commit to ensuring that each lesson includes: a student collaboration activity, a self reflection activity, and a critical thinking activity.
 * 3.3: Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Bahrain MS/HS School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. School leaders need to continue to give clear expectations and feedback to ensure teachers are aligned with the school’s values and beliefs. School leaders are ensuring the approved standards and curriculums are being taught by checking for content- specific standards showing best practices**.**
 * 3.4: School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

The Bahrain MS/HS School has developed over ten professional learning teams that support our CSI goals, professional development, and review student work. Teachers have chosen topics that best served their students needs, curricular needs, and professional career stages. All teams are using differentiated instruction to hone them as practitioners by reflecting on their praxis and student needs. PLTs allow opportunities for teachers to act as teacher leaders.
 * 3.5: Teachers participate in collaborative learning communities to improve instruction and student learning.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

All teachers at Bahrain MS/HS School provide within the first few weeks of school expectations, syllabi, and guidelines to all students. The process includes multiple measures to enhance student performance and achievement. The process provides students with specific feedback through ASPEN, WebPages, conferences, and emails. Exemplars are often provided to guide and inform students. This process of both summative and formative assessments informs and provides the data for possible revision.
 * 3.6: Teachers implement the school’s instructional process in support of student learning.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Some of Bahrain MS/HS School personnel are engaged in peer mentoring, and coaching programs. But this is done on a mostly informal basis. There is the beginning of a mentoring program that assigns new teachers to seasoned teachers mostly in their curricular areas.
 * 3.7: Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.**
 * Level: 2**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Bahrain MS/HS School keeps families informed of their student’s learning in multiple ways: communication networks, ASPEN, Mid-quarterly academic reports, Wiki, monthly newsletters, emails, morning bulletin, principal’s messages, and the calendar. Parents contribute via PTSO, Open House, and Parent Conferences. Other support is given by military volunteers, S2S, and communication through school agenda/planners. Technology contributes via ASPEN, web pages, and blogs.
 * 3.8: The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.**
 * Level: 4**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Bahrain School has a formal structure whereby most students are well known by at least one teacher. This is achieved by having school personnel who are engaged in mentoring, and by giving students long-term interaction with at least one teacher. Seminar teachers remain with students’ year-to-year to monitor student achievement and maintain a consistent bond. The D/F list is accessible to all teachers to enable them to work closely with students and help them develop various life-long skills.
 * 3.9: The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Bahrain MS/HS teachers use school wide common grading and reporting policies based on clearly defined Dodea directives via ASPEN. Bahrain School keeps all stakeholders informed of all policies and processes with daily bulletins, school wide newsletters, parent conferences, web pages, the Wiki, and ASPEN. Through the CSI process the procedures have been evaluated. The Lunch Bunch that reiterates to students the value of their assignments is a change developed from that process.
 * 3.10: Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

At Bahrain MS/HS School, all staff members are participating in Professional Learning Teams that are aligned to support our CSI goals, professional development, and to focus on differentiated instruction’s best practices. These programs are focused on creating teams that provide peer collaboration. The courses were designed based on a teacher survey, and reiterated through exit tickets after a faculty meeting. The teachers freely chose the programs they wanted to participate in. Many of the courses were designed to align to teachers’ PGP requests.
 * 3.11: All staff members participate in a continuous program of professional learning.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Bahrain MS/HS School personnel use data to identify the learning needs of all students at all proficiency levels. School personnel address the specific needs of students by offering support after school in various curricular areas. The school also provides formal programs such as Read 180, ESL, and AVID. Cumulative file reviews and teacher’s records guide student placement and proper support. PLT’s help keep school personnel familiar with latest best practices.
 * 3.12: The school provides and coordinates learning support services to meet the unique learning needs of students.**
 * Level: 3**
 * Evidence/ Proof/ Validation of our rating** (500 characters only!):

Discussion from Spring 2012 : 3.1 | 3.2 | 3.3 | 3.4 | 3.5 | 3.6 | 3.7 | 3.8 | 3.9 | 3.10 | 3.11 | 3.12 