School Support Organizations

Helping Train Teachers In-House

Until last year, Yousif Al-Bassam, the operator-principal

of Abu Baker Asedeeq Boys Independent Primary School, could sum up his philosophy toward teacher training with the Arabic saying, “No one scratches your skin like your own fingers can.” He preferred to handle such a crucial area on his own.

But that changed after he began working with the Supreme Education Council’s School Support Organizations (SSO), a group of international experts contracted by the SEC to help schools implement suitable teaching practices. Mr. Al-Bassam was impressed by the SSOs’ work ethic and enthusiasm, even weeks before the school year started, when they organized training courses for new teachers and staff. The SSOs remain a visible presence in his school, holding workshops for teachers, making class visits, videotaping lessons and conducting curriculum reviews.

“Now I say, ‘Touching the sky is possible with professionals like these,’” said Mr. Al-Bassam.
SSOs support schools at all levels of education, from kindergarten through secondary school, during the first year of converting to an Independent School. There are currently four school support organizations and each has its own task and deliverables clearly spelled out by the SEC.

Although the number of consultants may vary from one school to another, there are normally four consultants available in the school. The School Management Advisor (SMA) is responsible for assisting the management team - the operator-principal - prepare the groundwork, action plan and professional development programs for the teachers from the start-up phase through to the end of the academic year. During the operational phase when school commences, subject advisors for mathematics, science and English join the management advisor to provide assistance to the teaching staff. Usually support is provided to individual teachers on-site but they may be asked to attend workshops within the school or at the SEC.
“School support organizations are only here to support the Independent Schools’ teachers to do better. They provide teachers with new approaches and the knowledge required in order for them to improve their performance to achieve the goals and ensure the success of the reform,” said Simone Morschel, in-country coordinator for the German-based organization German Technical Cooperation (GTZ) International Services. GTZ is a non-profit organization that has decades of experience in providing consultancy and support services to governments, in complex change and reform processes.

Multi Serve’s Country Manager Denis Cocks agrees

with his counterpart. “The reform involves international best practices and methodologies which we are already familiar with. Our main task is to provide flexible professional support and guidance for teachers, aimed at meeting identified needs of classroom teachers.”

Multi Serve was established in 1989 when New Zealand began its education reform. It has over 15 years experience in providing professional and administrative services to the education sector both in New Zealand and internationally. The two other SSOs working for the SEC are Mosaica and the Academy for Educational Development (AED), both from the United States.

The traditional view of teachers in Qatar was that they basically delivered content and lesson plans while leaving decision-making to higher levels of authority. The reform, along with living in an ever-changing society that deeply influences school events, requires that teachers’ understanding and knowledge keep pace. Qatari and non-Qatari teachers who were prepared for their professions prior to the reform now have to learn new practices. They are expected to learn and understand the emerging standards and change their roles and practices accordingly.

“Professional development for teachers is a continuous, lifelong process and a great deal of our time is invested in the day-to-day coaching and training of teachers,” said Ms. Morschel.

Throughout the academic year, teachers receive

continuous training on planning, group work, how to use multiple resources, and curriculum standards. Everything is tailored to a school’s needs.

Different schools have different needs and the consultants take action accordingly. A girls’ primary school required help with, and confidence in, strategic planning, performance management, and middle management training to knit the reform process together within the school. Now, the school has advanced in these areas and gives every appearance of unity and moving in the right direction in a collaborative manner.

In another instance, a secondary school required differentiated learning programs and information and communication technology (ICT) integration. To begin with, the idea was not well understood and a series of workshops and individualized training sessions were necessary. Considerable progress with both understanding and good practice has been made in this area of the curriculum, the consultants say.

“Our objectives are to create a successful reform, to provide the best service in the education of its younger generation and to help build the future leaders of this country,” said Mr. Cocks. “It is also the idea of working in a different geographical area and the prospect of working with a different group of people that is intriguing.”

“Our overall objectives are to contribute to the reform process and the transition as a whole. At the individual school level, we would like to contribute to the mission and vision of the school operators and to ensure they are realized,” said Ms. Morschel.

School support organizations also share good practices across schools. Information is shared at weekly meetings, at professional development meetings run in-house and consultants visit each other’s schools to exchange ideas.

ICT is an example of information sharing. The curriculum advisor sets up cluster meetings for male and female ICT teachers. Another group is made up of ICT technicians. These groups meet regularly to share information, best practices and problem solving within their schools. Another group comprising consultants and the librarians of the schools share good practices and hold seminars/demonstrations on library software. This group meets regularly in a different school each time to discuss issues that are common to all.

Just as the SSOs keep a close eye on schools, the SEC keeps a close eye on the SSOs. The SEC has a clearly defined monitoring and evaluation process whereby the SSOs are required to submit monthly reports of their accomplishments. A team from the SEC pays regular visits to the schools and speaks to the management and staff to check their progress and whether they are obtaining the skills and knowledge required.

At the same time, each organization runs its own internal quality control at the schools. Each consultant writes reports on the progress and queries, and receives individual responses with suggestions and ideas. Monthly school visits are made by the SSO and schools or consultants can call on help at any time. They are also judged against a series of criteria which must be adhered to and fulfilled.

When the system works, everyone stands to benefit. “The SSO team at Abu Baker School is one of the best groups I have ever worked with and benefited from,” concludes Mr. Al- Bassam.