This course introduces participants to quality standards and instruments applied in schools globally and in Bahrain. It covers the emergence of quality systems in education and frameworks that schools must operate within. The course examines key aspects of schools that will be evaluated, including teaching, curriculum, student achievement and development, leadership, and management. It provides guidance on preparing for school reviews conducted by Bahrain's School Review Unit. The course aims to help participants understand quality standards and prepare their schools for review through assignments such as a self-evaluation form and group presentation analyzing quality standards.

1. Page 1 of 12
PD Course Outline Form ‫المقرر‬ ‫تخطيط‬ ‫وثيقة‬
1. Course Title
‫المقــــــــرر‬ ‫اســـم‬
Application of Quality Standards and Instruments
2. Course Code
‫رق‬‫ــــــ‬‫م‬‫المقــــــرر‬ GR4009
3. Course Credit Value
‫المعتـــمــــدة‬ ‫الساعات‬ ‫عـــدد‬
2
4. Course Coordinator
‫منس‬‫ــــــــــ‬‫المق‬ ‫ق‬‫ـــــــــــــــ‬‫رر‬
Mr. Michael
5. Course Description
‫وص‬‫ــــــــــ‬‫المق‬ ‫ف‬‫ـــــــــــ‬‫رر‬
This course is designed to introduce the participants to the ways in which quality
standards and instruments are applied to schools in different parts of the world and here
in Bahrain. It will look at the emergence of quality systems in education and the review
frameworks within which schools need to operate. The course will deal with the key
aspects of the school’s work which will be scrutinised and provide the participants with
the range of quality indicators for which schools need to provide evidence. The course
will consider the quality standards applicable to individual lesson observations as well as
those covering the whole school issues, such as management and administration. The
course is designed to help the participants prepare for their school review by the SRU of
the QAAET.

2. Page 2 of 12
6. Learning outcomes:
‫م‬ّ‫ل‬‫التع‬ ‫مخرجات‬:‫ما‬ ‫ّح‬‫ض‬‫تو‬‫المق‬ ‫هذا‬ ‫لتعلم‬ ‫المرصودة‬ ‫األهداف‬ ‫حقق‬ ‫أنه‬ ‫على‬ ‫يبرهن‬ ‫لكي‬ ‫المقرر‬ ‫هذا‬ ‫نهاية‬ ‫في‬ ‫أداءه‬ ‫من‬ ‫الطالب‬ ‫يتمكن‬ ‫سوف‬‫رر‬.
By the end of this course participants will be able to:-
1. Discuss how the emergence of quality standards has influenced the operation of school
inspection and review regimes;
2. Apply quality standards and instruments to their teaching and their curriculum area;
3. Recall the range and extent of the evidence necessary for each quality indicator;
4. Identify the appropriate sources for evidence;
5. Evaluate the quality of the evidence presented;
6. Design an action plan in preparation for a review of the teaching in the participants’
school.
7. Course prerequisites (if available)
‫للمقرر‬ ‫السابقة‬ ‫المتطلبات‬‫وجدت‬ ‫(إن‬) None
8. Grading Policy: Clearly describes the course assessment and evaluation of each graded task
that will be given during the semester and defines its grading weight.
‫ال‬ ‫توزيع‬‫درجات‬:‫توزيع‬ ‫طريقة‬ ‫ح‬ّ‫ض‬‫يو‬‫الدرجات‬‫ر‬ّ‫ر‬‫للمق‬ ‫واالمتحانات‬ ‫األعمال‬ ّ‫ل‬‫ك‬ ‫على‬
Course assessment and evaluation
‫المقرر‬ ‫لهذا‬ ‫التقييم/التقويم‬ ‫سياسة‬
Assessment criteria include:
70% Tasks and assignments
10% Attendance
20% Classroom participation
There will be twoassignmentsto completeforthe assessment.One will be assessedasa groupproject,the other
will be anindividual assignment.The gradingrubricsare listedonthe followingpages.

3. Page 3 of 12
Reflective Essay Rubric (20%)
Unsatisfactory
10%-35%
Needs Improvement
35%-55%
Good
55%-75%
Excellent
75%-100%
Content The writer simply restates facts
rather than reflectingon his or her
own experience. The writer’s point
of view is not evident.
Contains some interestingideas,
but the writer does not explore
them thoroughly. Lacks detailed
explanation or supporting
examples.
Essay shows thoughtful reflection.
Writer’s pointof view is apparent.
Demonstrates fresh, original
thought and ideas.Pointof view
is thoroughly explored and clearly
expressed.
Organization No clear direction.Main ideas are
vague and connections are
confusingor incomplete.
Includes an organizational skeleton
(intro, body, conclusion),butoften
strays fromthe main idea.Lacks
transitions.
Organization is generally good,but
there may be some extraneous
details or unclear transitions.
Organization enhances the main
ideas.Supportinginformation is
presented logically,with no
extraneous details.
Knowledge and
awareness of
Quality Assurance
Framework from the
SRU
The accountmakes no reference
to the writers pointof view in the
context of the Review Framework
The writer’s knowledge of the
Review Framework is evident and
some references are made to it in
the narrative
The accountis framed in the context
of the Review Framework and most
aspects arereported upon
Complete coverage of all aspects
of the Review Framework. The
writingshows inciteand real
understanding
SRU= School Review Unit of the Quality Assurance Authority for Education and Training

4. Page 4 of 12
Class Participation Assessment Rubric (20%)
Unsatisfactory
10%-35%
Needs Improvement
35%-55%
Good
55%-75%
Excellent
75%-100%
* Never prepared for class.
Evident that individual has
not completed reading
assignments prior to class.
* Usually exhibitsnegative
attitudes toward courseand
class members.
* Mostly does not contribute
to classdiscussions or in-
class activities.
* Mostly prepared for class.Evident
that individual has completed most
of the readingassignments prior to
class.
* Mostly exhibits positiveand
supportiveattitudes toward course
and class members.
* Generally does not contribute to
class discussionsor in-class activities.
* Sometimes prepared for class.Evident that
individual hascompleted some of the reading
assignments prior to class.
* Occasionally exhibitspositiveand supportive
attitudes toward courseand class members.
* Generally contributes to class discussions or
in-class activities.
* Always well prepared for class. Evidentthat
individual hascompleted all readingassignments
prior to class.
* Exhibits positiveand supportiveattitudetoward
courseand classmembers consistently throughout
the course.
* Consistently contributes to classdiscussionsand in-
class activities.
Part A: Group Work Rubric (25%)
Requirement Unsatisfactory
10%-35%
Needs Improvement
35%-55%
Good
55%-75%
Excellent
75%-100%
Contributions,
working with others
Not cooperative at all.Never
offered useful ideas.Rarely listens
to, shares with,or supports the
efforts of others. Very often is nota
good team member.
Occasionally
cooperative.Occasionally offered
useful ideas.Occasionally listens to,
shares with, or supports the efforts
of others. Most times is not a good
team member.
Sometimes offered useful ideas.
Often listens to, shares with,and
supports the efforts of others.
Seldom not a good team member.
Always willingto help and do
more. Did more than others.
Routinely offered useful ideas.
Always listens to, shares with,
and supports the efforts of
others. Tries to keep people
working together.
Focus on task
Does not focus on the task and
what needs to be done. Let others
do all the work.
Most of the time does not focus on
the task and what needs to be
done. Let others do most of the
work.
Group members sometimes need to
give reminders to keep this person
on task.
Almost always focused on the
task and what needs to be done.
This person is very self-directed.
Quality of ideas and
thoughts
Seldom met the objectives. Quality
of ideas and thoughts are poor or
incomplete.
Sometimes met the objectives.
Quality of ideas and thoughts are
sometimes poor or incomplete.
Generally met the objectives.Quality
of work is average.
Met the objectives all the time.
Quality of work is excellent or
superior.

5. Page 5 of 12
Part B
Quality Standards Final Group Presentation Rubric (25%)
Requirement
Unsatisfactory
10%-35%
Needs Improvement
35%-55%
Good
55%-75%
Excellent
75%-100%
Class:
Group Members:
1.
2.
3.
4.
5.
6.
Total:
/25
Topic/Content
Includes some essential
information with little
elaboration or understanding
of the purpose for which the
SEF will beused
Includes essential
information . Some
elaboration impliesan
understandingof the
process involved in
producinga SEF and its
uses
SEF is accurateand covers most
aspects in sufficientdepth. There is
evidence that the candidatehas
consulted widely in completingthe
SEF
SEF is accurateand covers all school
aspects completely and in depth.
Includegood elaboration that
demonstrates good understandingof
the processes involved in producinga
SEF and its uses
Technology/Media
Ideas and
Inclusion
Little evidence to showhow
the group uses technology
/media ideas in the activities.
Their use does not promote
any higher order thinking.
Technology/media ideas
are used to a small extent
to demonstrate the
candidates’analytical
skills and problem
solving.
Technology/media ideas are
incorporated into the presentation to
good effect. The use of these media
promotes analysisand problem
solvingskills.
Technology/media ideas areoptimally
adopted and fully demonstrate that
candidates can usetechnology/media
to develop concepts and skillsthrough
empirical analysis and problemsolving.
Oral Presentation
Skills
Some difficulty
communicatingideas,lack of
preparation,or incomplete
work
Communicates ideas.
Adequate preparation
and delivery.
Communicates ideas effectively;
adequate preparation,but some flaws
in the delivery.
Communicates ideas with enthusiasm,
good preparation and clear delivery.

6. Page 6 of 12
9. Sessional outline: )Briefly outlines material covered on a session by session basis(
‫األسبوعي‬ ‫الجدول‬:.‫أسبوعيا‬ ‫مة‬ّ‫س‬‫مق‬ ‫تكون‬ ‫أن‬ ‫على‬ ‫ر‬ّ‫ر‬‫المق‬ ‫في‬ ‫ى‬ّ‫ط‬‫ستغ‬ ‫التي‬ ‫المادة‬ ‫توضيح‬
Session Title Session Content
Session1
QualityStandards – where dotheycome
from?
The worldagendafor accountabilityof publicservicesfrom
1990s.
The adventof international comparisonsviaTIMSSand PISA
The emergence of standardisednational inspectionregimes
OFSTED inthe UK; otherworldmodels –eg.DSIB, QAAET
Comparisonwiththe traditional MENA practice of supervision
of teachers
Session2
Applicationof QualityStandards Lookingat the applicationof qualitystandardsinthe contextof
cycle of continuousreview andimprovementeg.The
Singapore NIEmodel
The detailsof evaluationmodels –the commongroundwhich
theyall cover– an outcome / inputmodel;
the outcomes:students’academicachievement; their
behaviourandpersonal development.
The inputs:Teaching &learning;Curriculum;Support&
guidance;Leadershipandmanagement
 Introduce the SRU Handbookfor School Review –
workingonthe “guidance”sectionmake ajudgement
of theirschool inparticularcategories
 Introduce the Self EvaluationFormandinstruct
participantsabouthow theyshouldcomplete itasan
assessedactivity

7. Page 7 of 12
Session3
Evaluationof Students’Achievement Considerationof achievementasa functionof bothattainment
( absolute performance) andprogress( relativeperformance)
The challenge of comparisonthroughinternationaltesting
The needforobjective measuresof how students’attainment
inrelationtoexpectednorms,locally,nationally,and
internationally;andhow theyare achievinginrelationtotheir
ownstartingpointsand abilities
Session4
Evaluationof Students’ Personal
Development
Thissessionwill provide participantswithagoodoverviewof
whatthe school reviewersinBahrainare lookingforinrespect
of the students’personal development –notably,howdo the
studentsbehave inlessonsandaroundthe school;whatis
theirattitude towardslearning?
The focus forschool reviewersandevaluatorsisonthe
followingquestions:
What are the ratesof attendance?
Are there any patternsof absence?
How dostudentsbehave inlessonsandaround
the school?
Are theyrespectful towardseachotherand
towardstheirteachers?
Are theyable to take responsibility?
What isthe incidence of violentbehaviour
and/ortemporaryexclusionfromthe school ?
Session5
Evaluationof TeachingandLearning Thissessionwill focusuponIdentifyingthe featuresof good
qualityteachingandlearning
How are lessonobservationsrecorded?

8. Page 8 of 12
What are the criteria?
What isthe situationinBahrainwiththe SRU?
What are they lookingfor?
Lookingat examplesof lessonobservation
forms
How bestto prepare school colleaguesfor
lessonobservationsbyreviewersfromthe SRU
Lookingat examplesof lessonobservationforms
Session6
Evaluationof Curriculum –quality,range and
implementation
The sessionaimstohighlightthe featuresof agoodcurriculum
and how it isimplemented.Whilst,ingovernmentschoolsthe
reviewerscannotcriticisethe contentof the curriculum,they
make judgementsastohow well the curriculumis
implemented.
 What is the quality of cross curricular links?
 Is the curriculum reviewed regularly?
 Is there are programme of extra-curricular activities?
 Is the curriculum relevant and is it preparing the
students for the next stage in education or life?
Session7
Evaluationof the Arrangementsfor
Students’Welfare ie.the Supportand
Guidance AvailabletoStudents
The sessionwill concentrate onthe evidencerequiredto
demonstrate thatthe studentsare well supportedandguided.
In arrivingat a judgement,reviewerscheckwhether:
 recordsare keptof students’personal
and academicprogressandthe advice
theyreceive
 informationaboutcurriculumand
otherchoicesisprovidedforstudents
 studentshave accessto staff for
guidance andsupport
 regularinformationissenttoparents
abouttheirchildren’sprogress
 the school has rulesandroutines

9. Page 9 of 12
definingacceptable behaviour
 the school carriesout riskassessments
relatingtohealthandsafety.
Session8
Evaluationof School Leadershipand
Management
Checkingonthe qualityof the developmentplanning.Whatis
the educational visionof the school?Isthere a realisticand
achievable School Development/Improvementplan?Howhas
the planemergedandhow isits implementationmonitored
and tracked?
Session9
Evaluationof School Management How isthe school organised? – distributionof responsibilities
and accountabilities.Doesthe principal delegate responsibility
effectively?How empoweredare the headsof departmentand
othermiddle managers?Isthe school runina systematic,
organisedandefficientway,orisitrun in a state of crisis
management?How aware isthe principal of the qualityof
teachingandlearninginall of the subjects?
Session10
BeingPreparedfora QualityAudit Preparingfora visitfromthe School Review Unitof the QAAET.
Knowingwhatthe qualityauditors ( inspectorsorreviewers)
are lookingfor.
Preparationof sufficientandappropriate documentationand
evidence.

10. Page 10 of 12
10. Required Texts and recommended reading ‫المقرر‬ ‫لهذا‬ ‫المقترحة‬ ‫المراجع‬ ‫و‬ ‫المصادر‬
Session1
Pdfsin course resource bank:-
AccountabilityinpublicServices –Gosling,P.2010
Frameworkforthe Inspectionof Schools,QAAET2012
2011 Annual Reportof the QAAET,QAAET 2012
Session2
Documents andPdfs incourse resource bank:-
Stufflebeam, DL(2002) The CIPPEvaluationModel Evaluationin EducationandHumanServices,2002, Volume 49,III,
279-317, DOI: 10.1007/0-306-47559-6_16
CIPPChecklist
AQMCycle fromSingapore
BlankIllustrative SEF
SEF for SANSimaginaryschool
Session3
Documents andPdfs incourse resource bank:-
Achievementsectionfromthe SRUHandbook
NEU sectionfromQAA Annual Report
TIMSS and Gender– paperby Wiseman
Session4
SessionResources
videos
http://link.brightcove.com/services/player/bcpid940636289001?bckey=AQ~~,AAAA2uzqQrE~,6OG0BmXJ4lLjPBIrsIprn
JtmkHdesQfW&bclid=0&bctid=942847114001
last accessed 1/10/12
http://www.tes.co.uk/teaching-resource/Establishing-the-Ground-Rules-Tough-Love-6044201
last accessed 1/10/12
Docs and Pdfsin course resources:-
BlankLessonobservationforms

11. Page 11 of 12
Succeedwiththe NoisyClass –special report
Session5
SessionResources
PreparingforlessonobservationvideofromTeachersTV ( 20 minutes)
http://storage.tes.co.uk/teacherstv/Download_WMV/C1118002_500k.wmv
last accessed 1/10/12
Pdfs:-
Evidence formfromQAAET( Arabic)
Evidence formfromOFSTED( English)
Quality Standards for teaching and learning taken from the QAAET Framework:-
In arriving at a judgement, reviewers consider the extent to which teachers:
 Have strong knowledge of the subjects and courses they teach and how to teach them
 Enable students to acquire skills and understanding as well as knowledge
 Enable students to develop higher order thinking
 Manage lessons effectively so that they are orderly and productive
 Secure students’ engagement, motivate, encourage and support them
 Challenge students so that they make at least the expected progress in relation to their prior attainment
 Use teaching and learning strategies and resources that lead to effective learning
 Set tasks for students to be undertaken out of lesson time that consolidate and extend work done in class
 Use assessment, including marking, effectively to diagnose students’ needs and to make the teaching match
them
Session6
References:-
Brady,L (1995) Curriculumdevelopment(5th
Ed.) pp.75-91, Sydney:Prentice Hall
Glatthorn,AA,Boschee,FandWhitehead,BM(2006) CurriculumLeadership
and Developmentandimplementations.LondonSage
Ornstein,AC& Behar,LS ( 1995). ContemporaryIssuesinCurriculum, Singapore:Allyn&Bacon
Session7
Documents andPdfs:-
Relevantpagesfromthe QAA SRU handbook
Model Healthand Safetyauditformtobe completed

12. Page 12 of 12
Session8
Documents andPdfs incourse resource bank:-
Relevantextractsfromthe SRUhandbook
SDP template fromHongKongas handout
SDP explanatorydocumentfromthe UK(as electronicresource tobe
shared)
Session9
Documents andPdfs incourse resource bank:-
As forSession8
Session10
Document:-
Managing yourSchool review –a guide to principals
References
“School Reformandthe Possibilityof Schooling”Chapter9 inBint,S (2006).
SchoolsandSocieties,Stanford,StanfordUniversityPress.
ImprovingSchoolsandInspection:the Self-InspectingSchool.Ferguson,N ;
Earley,P;Fidler,B;Ouston,J(2000) London,Sage Publications
Websites
School ReforminBahrain www.education.gov.bh/pdf/projects/edu-dev-trn.pps
last accessed 1/10/12
Dubai School Inspection Bureau http://www.khda.gov.ae/en/dsib/InspectionBureau.aspx
last accessed 1/10/12
The Quality Assurance Authority for Education and Training http://en.qaa.bh/
last accessed 1/10/12
The Office forStandardsinEducation – http://ofsted.gov.uk
last accessed 1/10/12
Inspection framework2011 - http://www.ofsted.gov.uk/resources/evaluation-schedule-of-judgements-for-schools-
inspected-under-section-five-of-education-act-2005-sep
last accessed 1/10/12