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The SABIS® Network Schools
Chronological
DUTIES AND RESPONSIBILITIES OF AN
ACADEMIC QUALITY CONTROLLER
(AQC) Infants’ School
Table of Contents
1. BEFORE SCHOOL STARTS .............................................................................................................. 4
1.1 TEACHER TRAINING ............................................................................................................................. 4
1.2 TRAINING THE AQC HELPERS.............................................................................................................. 4
1.3 SYLLABUSES FOR TEACHERS ................................................................................................................ 4
1.4 GUIDING TEACHERS.............................................................................................................................. 4
1.5 MEETING WITH THE SLC...................................................................................................................... 4
1.6 MAKE-UP EXAMS ................................................................................................................................. 5
1.7 DETERMINING THE NUMBER OF SECTIONS ............................................................................................ 5
1.8 PLACING STUDENTS IN SECTIONS.......................................................................................................... 5
1.9 TIMETABLES......................................................................................................................................... 5
1.10 SEATING PLANS .................................................................................................................................... 6
1.11 SELECTING CLASS AND OTHER PREFECTS ............................................................................................. 6
1.12 RECOGNISING AND REWARDING PREFECTS ........................................................................................... 7
1.13 INVOLVE THE TEACHERS ...................................................................................................................... 7
1.14 CLASSROOM DISPLAYS ......................................................................................................................... 7
1.15 DISPLAYING CLASS LISTS ..................................................................................................................... 7
1.16 POINTS FOR TEACHING ......................................................................................................................... 8
1.17 PROVIDING TEACHERS WITH LISTS OF THEIR STUDENTS........................................................................ 8
1.18 WHAT TO CHECK DURING THE WEEK BEFORE SCHOOL STARTS ............................................................. 8
1.19 THE LAST CHECK: DAY BEFORE SCHOOL STARTS ....................................................................... 8
2. STAYING IN CONTROL .................................................................................................................... 9
2.1 KEEPING A HIGH PROFILE ..................................................................................................................... 9
2.2 TIMES TO MOVE AROUND ................................................................................................................... 10
2.3 LATE STUDENTS ................................................................................................................................. 11
2.4 DISCIPLINE SHEETS............................................................................................................................. 11
2.5 CLEANLINESS AND MAINTENANCE ..................................................................................................... 11
2.6 PUNISHMENTS AND REWARDS ............................................................................................................ 11
3. AQC PRIORITIES.............................................................................................................................. 12
3.1 EIGHT TOP PRIORITIES ........................................................................................................................ 12
3.2 ATTENDING CLASSES.......................................................................................................................... 13
3.3 PREVENTING DISRUPTIVE BEHAVIOUR................................................................................................ 13
3.4 INCREASE THE EFFICIENCY OF LEARNING IN CLASS ............................................................................ 13
3.4.1 Memorising Sentences ............................................................................................................... 14
3.4.2 Memorising tables ..................................................................................................................... 15
3.5 THE GRID AND THE PREP-LIST ........................................................................................................... 15
3.6 USING ACAD437 REGULARLY........................................................................................................... 16
3.7 AQCS SEE PARENTS ........................................................................................................................... 16
3.8 HOD OR TEACHERS NEVER SEE PARENTS......................................................................................... 16
4. ESSENTIAL AND USEFUL SSMS REPORTS ............................................................................... 16
4.1 USING THE SABIS 360 ....................................................................................................................... 16
4.2 SIMULATING THE AMS REPORTS (ESSENTIAL, WEEKLY).................................................................... 16
4.2.1 Weekly testing ............................................................................................................................ 16
4.2.2 Comparing teachers .................................................................................................................. 17
4.3 THE ACAD490 REPORT (ESSENTIAL AFTER CAT EXAMS) ................................................................. 17
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4.4 THE ACAD443 REPORT (ESSENTIAL AFTER EVERY SET OF CATS) .................................................... 18
4.5 THE ACAD301 AND DIS580 (ESSENTIAL WHEN MEETING A PARENT) ............................................... 18
4.6 OTHER REPORTS ................................................................................................................................. 18
4.7 PLAY DURING THE DAY ...................................................................................................................... 19
4.8 STUDENT DISMISSAL, END OF DAY 1 AND EVERY DAY ........................................................................ 19
5. ALERTS ............................................................................................................................................... 19
5.1 “MORNING LATENESS” ALERT............................................................................................................ 19
6. WEEK 1................................................................................................................................................ 20
6.1 FIRST DAY OF SCHOOL ....................................................................................................................... 20
6.2 FIRST LESSON IN EVERY SUBJECT: WRITTEN TEST .............................................................................. 20
6.3 ENGLISH AND MATH SPECIAL CLASSES .............................................................................................. 20
6.4 ATTENDING CLASSES ......................................................................................................................... 20
6.5 MEETING WEEKLY WITH TEACHERS OF EACH LEVEL.......................................................................... 21
6.6 SEATING PLAN MUST BE ADHERED TO ................................................................................................ 21
6.7 REQUEST BY PARENTS TO CHANGE SECTION OR SEATING ................................................................... 21
6.8 INFANTS CLASSES: DRILLING ESSENTIALS ......................................................................................... 21
6.9 THE PICTURE PROJECT: AMS............................................................................................................. 22
7. WEEK 2 ONWARDS .......................................................................................................................... 22
7.1 TESTING EVERY CHILD EVERY WEEK .................................................................................................. 22
7.2 WEEKLY MEETINGS ............................................................................................................................ 22
7.3 CHECK THE CLASS-WORK COPYBOOKS/WORKBOOKS ......................................................................... 22
8. WEEK 3 ONWARDS .......................................................................................................................... 23
8.1 REMINDER: A SUMMARY OF THE ROUTINE DUTIES ............................................................................. 23
8.2 THE ‘CORE’ OF THE SABIS® SYSTEM: BRIDGING GAPS ...................................................................... 23
8.3 USING AMS AND STUD437 TO SOLVE ACADEMIC ISSUES ................................................................. 24
8.4 DISCIPLINE ......................................................................................................................................... 24
8.5 SCHOOL RULES AND POLICIES............................................................................................................. 25
8.6 MAKE-UP EXAMS AND RETAKES......................................................................................................... 25
8.7 DEMONSTRATING THE POINTS METHOD.............................................................................................. 25
8.8 STUDENTS SHOULD HAVE ACCESS TO THE AQC ................................................................................. 25
8.9 PARENTS SHOULD HAVE ACCESS TO THE AQC ................................................................................... 25
8.10 SOLVING DAY-TO-DAY PROBLEMS OF CHILDREN ................................................................................ 26
8.11 KEEPING AN EYE ON CHILDREN OF VIPS ............................................................................................ 26
8.12 CALLING PARENTS.............................................................................................................................. 26
8.13 ORGANISE CAT EXAMS...................................................................................................................... 26
8.14 CLASSROOM DISPLAYS ....................................................................................................................... 27
8.15 STUDENTS ABSENT FROM EXAMS ....................................................................................................... 27
8.16 STUDY THE RESULTS OF CAT EXAMS: ACAD490.............................................................................. 27
9. END OF WEEK 5................................................................................................................................ 27
9.1 STUDY ACAD347 .............................................................................................................................. 27
10. BEFORE END OF TERM .............................................................................................................. 28
10.1 TERM MEETING WITH DIRECTOR ........................................................................................................ 28
10.2 BEFORE REVISION WEEK: END OF TERM REPORTS ............................................................................. 28
10.3 BEFORE END-OF-TERM EXAMS .......................................................................................................... 28
10.4 AFTER END-OF-TERM EXAMS ............................................................................................................ 29
10.5 DURING ‘WINTER’ HOLIDAY ............................................................................................................... 29
11. MEETINGS...................................................................................................................................... 29
11.1 MEETING WITH PROSPECTIVE PARENTS .............................................................................................. 29
11.2 MEETING WITH CURRENT PARENTS .................................................................................................... 29
11.3 MEETINGS INVOLVING PROBLEM STUDENTS....................................................................................... 30
11.4 MEETINGS PARENTS TO DISCUSS TERM REPORTS ................................................................................ 30
12. OTHER ASPECTS.......................................................................................................................... 30
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12.1 PLACEMENT OF NEW STUDENTS.......................................................................................................... 30
12.2 BASICS OF THE SABIS® SYSTEM ....................................................................................................... 30
12.2.1 The design.................................................................................................................................. 30
12.2.2 The construction process ........................................................................................................... 31
12.3 ANSWERING TEACHERS’ QUESTIONS .................................................................................................. 32
12.4 REQUISITION OF ART MATERIAL, LIBRARY BOOKS, SUMMER READING BOOKS.................................... 32
12.5 TESTING PROCEDURES........................................................................................................................ 32
12.6 COVERING CLASSES............................................................................................................................ 33
12.7 ROLES OF SCHOOL EMPLOYEES........................................................................................................... 33
12.8 CLEANLINESS AND STATE OF BUILDINGS AND GROUNDS .................................................................... 33
12.9 SCHOOL REPORTS AND END-OF-TERM RECOMMENDATIONS................................................................ 33
12.10 PLANNING FOR THE FOLLOWING YEAR ........................................................................................... 34
12.11 PREPARING FOR SUMMER SCHOOL.................................................................................................. 34
12.12 END OF YEAR RESULTS ................................................................................................................... 34
12.13 SUMMARY LIST OF COMPUTER OUTPUTS USED BY THE AQC .......................................................... 34
13. HOW TO STAY ON TOP .............................................................................................................. 34
13.1 DETECTING ACADEMIC FAULTS .......................................................................................................... 34
13.1.1 Types of academic faults............................................................................................................ 35
13.1.2 Faults that develop in students. ................................................................................................. 35
13.1.3 Faults relating to teachers......................................................................................................... 35
13.1.4 Faults due to SABIS® material. ................................................................................................ 36
13.1.5 Tracking local students.............................................................................................................. 36
13.2 CORRECTING FAULTS/ERRORS THAT DEVELOP ................................................................................... 37
13.2.1 Correcting faults that develop in students. ................................................................................ 37
13.2.2 Correcting faults relating to teachers........................................................................................ 37
13.2.3 Correcting faults due to SABIS® material. ............................................................................... 37
13.3 DETECTING BEHAVIOUR PROBLEMS.................................................................................................... 38
13.4 MAKING SLO WORK .......................................................................................................................... 38
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CHRONOLOGICAL DUTIES AND RESPONSIBILITIES OF AN
ACADEMIC QUALITY CONTROLLER
(AQC) Infants’ School
1. Before School starts
1.1 Teacher Training
Academic Quality Controllers (AQCs for short) follow the procedures outlined for them
in the Training Programme. During this period the Director will organise duties between
administrators so everything that needs to be done is actually done.
New teachers come at least 15 and up to 20 days before school starts (in August).
The AQC must help in preparing for and running the Training Programme of new
teachers during the two weeks before school starts.
1.2 Training the AQC Helpers
You should train your helpers to make sure they know what do to. It is also good to give
them a written test after telling them what they should be doing.
1.3 Syllabuses for teachers
AQCs place timetables, copies of syllabuses and breakdowns (pacing charts) in folders
to be given to the new (and old teachers when they arrive.) Infants AQCs act as Heads of
Departments as well as AQCs.
Helpers involvement: Help in completing folders.
1.4 Guiding teachers
During the training period before school starts, the AQC guides the teachers and organises
meetings in which, among other things, (s)he reminds teachers (old and new) of the
importance of using drilling, repetition and the points method of teaching, using mentors
and group leaders to check, and practicing good classroom management.
1.5 Meeting with the SLC
Academic Quality Controllers (AQCs for short) meet with the Student Life
Coordinator (SLC for short) then agree on when to meet regularly in order to coordinate
activities and provide prefects for track, for helping weaker students, etc., and to exchange
information and suggest common “actions” to the Director. They will always keep the
Director and Regional Director informed of what is happening.
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1.6 Make-up Exams
Obtain the dates for the makeup exams for levels C & D in your school. Find out how many
students are to appear for each exam.
You need to make sure that the exam papers will be marked on the same day and the results
given to the office so that final placement can be made without delay. By which date do
you plan to have all class lists ready?
1.7 Determining the number of sections
In consultation with the Regional Office (Mr Antoine), two weeks before school starts, the
AQC, together with the Director and the computer room staff, use the “Expectations”
XL sheet to confirm the prediction of the number of students for the current year. The AQC
keeps in touch with the Director and Regional Director who will determine number of
sections. We do not open sections simply because we have teachers timetabled for
these sections. We start only enough sections to accommodate registered students.
1.8 Placing students in sections
The following part is done in the computer room and it is not the direct job of the AQC.
Once the Regional Director gives the go-ahead with respect to the number of sections,
students are placed in sections. One way to do it is to sort students by age, and then make
the divisions so that we have 28 students per section.
The following is done by the AQC:
Study these sections to see if:
(1) Numbers of boys and girls are around the same in all classes.
(2) Twins or siblings are not together in the same section.
(3) Seating Plan are alright: Half the class are mentors, sitting next to buddies.
(4) Average of every student of previous year in noted on seating plan
The next step is to get the approval of the Director. Once these sections are announced,
no change of section can take place (parents may try, but our answer is always the same:
No changes. We only make changes when academic situations force us to change. If you
need to have an explanation please discuss with the Director)
1.9 Timetables
Once the number of sections is determined, post in each classroom, on the pin-board, the
class timetable, the exam timetable, school rules and school-uniform rules, and cover
this part of the pin-board with Plexiglas. A second copy may be placed in the corridor or
on pin-boards outside the classroom building.
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1.10 Seating plans
Students must sit according to a seating plan where (1) all students face the board and (2)
every four are very close together to make one group. One of every pair of students is
assigned to be a mentor, looking after his mentee, or “buddy”. The group later looks after
both pairs in the group. With time, the teachers will be able to select the best students to be
mentors and group leaders.
The computer room should provide you with section class-lists, showing boys alone and
girls alone sorted by rank, showing grades and behaviour of the previous year.
Study the previous year’s overall results of the students. Locate the students that may
have academic or disciplinary problems. Place them in seats where it is easier to
control them.
Nothing may be announced or finalised without the approval of the Director.
1.11 Selecting class and other prefects
Study the sections for next year before you answer the questions of this section.
The class lists should be basically agreed upon before you can select prefects, but a
deadline date must be set.
The AQC, and the supervisors (and those who know the students from the previous year)
in coordination with the Student Life Coordinator (SLC) select anti-bullying prefects and
discipline prefects.
Anti-bullying and discipline prefects need to be honest and courageous, not easily
intimidated, and will not “protect their friends” or cover up for mistakes of classmates.
Anti-bullying prefects need to have badges or arm bands so that they will be noticed. In
meetings during break times they will be instructed that their role is to go around the play
areas looking for any form of bullying, physical or verbal, and any type of rough play, use
of bad language, etc. Their job is to reverse negative behaviour or report it so that adults
can change it.
Discipline prefects need to have badges or arm bands as well. In meetings during break
times, AQCs will explain to them that their role is to stop any form of bad behaviour, use
of bad language or littering, in class or in the playground. They solve the problem or
they report to the supervisor or AQC. Discipline prefects also man the doors during breaks
so students who have no business being inside the classroom building, stay out.
The AQC and/or supervisor should meet regularly with the prefects to build good
relationships with them and keep them motivated.
By studying the results of the previous year (when possible) and talking to the previous
AQC, select the following prefects (a prefect cannot have two roles):
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a) Class prefect to look after general discipline.
b) An anti-disruption prefect to talk nicely to students who disrupt lessons to change
them (or report them).
c) An antibullying prefect to talk nicely to students who bully others, to change them
(or report them).
d) An anti-littering prefect to talk nicely to students who litter, to change them (or
report them).
e) One Shadow AQC per section, to help the AQC in pointing out problems with the
class (due to students or teachers) and to organises help for students who need it.
f) One Shadow Teacher for each subject (must be different students) for each
section. Set a date by which the list will be ready.
1.12 Recognising and rewarding prefects
Merit Points (one point per one hour’s work) and certificates will be given to reward the
prefects, and occasional parties.
Class prefects receive 5 points per week and other prefects between 2 or more points,
depending on effectiveness.
Helpers’ involvement: Helpers help as instructed.
1.13 Involve the teachers
Work with the teachers to make sure that the purpose of the seating plan and the role of
group leaders are explained to students.
1.14 Classroom displays
Throughout the 10 day period before the first day of school, teachers and preferably
prefects should work on the classroom displays and should be in school throughout all
working hours. The AQC keeps monitoring, advising, correcting, directing, etc until all
classrooms have a high standard of displays. The pin-boards should be divided into sections
for the various subjects.
1.15 Displaying class lists
Warning: Do NOT display class lists in the classes where the number of sections is
uncertain, i.e. where we may have one less section. In such cases, we display the names of
students in one large list, without showing sections. The following paragraph applies only
in the case where the number of sections to be opened is absolutely certain. Please check
with the Director and with the Regional Director before displaying any lists.
About a week before school , display the finalized class lists in sections, on large boards
outside the administration building (use the computer program Display class list), and
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place next to these class lists the school plan showing where each class and section is.
Highlight (say) the Grade 4 in yellow and the class list in yellow, the third grade in green,
and so on. Parents are encouraged to find their children’s classroom during this week, so
on the first day of school students proceed to class without any wastage of time.
Students who still need to see administrators for discipline problems, etc., will not
appear on these lists.
1.16 Points for teaching
The AQC makes sure to have clear points (numbered lists and at least a teaching question
on each point for all subjects. These lists are to be prepared globally, not by the AQC, but
if these are not available please contact the Director and Regional Director.
Also, all shadow teachers should have points and pacing charts, and the AQC should train
the teachers to train the shadow teachers in using the point system.
1.17 Providing teachers with lists of their students
The AQC should make sure that the Office Manager (OM) provides the teachers of Arabic,
French and other specialised subjects with lists of the students who will attend with them.
This list is prepared by the AQCs with input from the Director and with the help of
the IT and OM. Teachers may NOT select the students they prefer to have in their
section.
1.18 What to check during the week before school starts
Please make sure that:
1. Class lists are available.
2. Students who are to take Special Classes are indicated to each teacher (subject
teacher, special class teacher) and supervisor.
3. Students who are to take hot lunch are indicated to each teacher and supervisor.
4. Students who are to use the school bus are indicated to each teacher and
supervisor.
5. Supervisors and teachers have action plans in order not to miss out on any child
of the above.
6. Class lists for Arabic, French and religion are available.
7. Seating plans for all of the above are available.
Helpers’ involvement: Helpers will help as much as is required to complete the above.
1.19 The last check: DAY BEFORE SCHOOL STARTS
The Director and AQC must inspect all classrooms, corridors, school buildings and
grounds, to check that everything is ready, clean and tidy for Day 1.
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The Office must produce new class lists, daily, in the week before school starts. The last
list is produced in the weekend before the first day, in enough copies for administrators to
help children and parents find their classrooms efficiently on the first day.
Update this list daily as more students register.
2. Staying in Control
A good AQC makes sure that his or her area is clean and orderly.
2.1 Keeping a high profile
Frequently administrators ask what is meant by high profile in the SABIS® system. This
explanation might help. Use the checklist “checking the infants’ school”.
1. Moving about the school: The AQC can always keep herself busy in the office
attending to email, correspondence, attending to “administrative work”, meeting
with other administrators, teachers, staff and students. If this keeps her from finding
enough time to make several visits around the school per day, she may end up with
a chaotic school. Among other things, “high profile” includes being able to tour
specified areas of the school, several times per day.
2. Check Teaching (points on board, teaching in points, students write in classwork
copybooks, mentors check)
3. Check drilling the minimum: sentences (written in three places in the sentences
copybook), + and x tables.
4. Importance of being seen to be in charge: These tours make everyone aware that
the AQC is in charge and that she will take action when things go wrong. The
AQC appears friendly yet firm and non-compromising with respect to our
expectations and regulations. She needs to take effective action.
5. Noticing teachers: The AQC may visit the staffroom, especially just after the first
bell, and remind teachers that they should be on their way to class so that they can
start teaching as soon as the second bell rings. At the same time, the AQC may take
a minute or two to engage in friendly conversation with members of staff, for them
to see her human side.
6. Noticing supervisors: If the AQC sees supervisors sitting every time she passes
through the corridor, she should have a word with them. If she notices something
wrong (e.g. disturbance in a classroom) while the supervisor is sitting, the AQC
asks the supervisor how come she (the AQC) noticed this while the supervisor did
not? If the supervisor says (s)he was entering data remind him/her that data entry
should be interrupted every now and then with quick tours of the area, especially
just before or after the bell, so that the supervisor can spot wrong things before the
AQC spots them.
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7. Bathrooms, maintenance: Occasionally, the AQC looks into bathrooms to check
cleanliness, spots things that need fixing (lack of toilet paper, smell, a door that does
not close, a broken pane of Plexiglas). She points out her findings to the supervisor,
the head supervisor, the maintenance department etc. She has to tell them that part
of their duty is to notice things and correct them before she does.
8. PE, Special classes, activities. Similarly, the AQC should keep an eye on all non-
academic and academic activities, starting before the first lesson of the day till after
the last. Do activities and special lessons start on time and end on time? Who keeps
monitoring to ensure smooth running? Etc.
9. What to look for with respect to students (take immediate corrective action)
Uniform: Wearing uniform? Wearing non-uniform garment under uniform jacket?
Trousers torn?
General looks: Hair short enough, without gel or spikes, designs? Rings in face?
Punctuality: Arrive on time to class? Girls with dyed hair, ear-rings, nail polish.
Behaviour: talking, eating, drinking other than water, moving out of place,
sleeping, not in their assigned seats according to seating plan, sitting in the wrong
classroom?
10. What to look for with respect to teachers in class (take immediate corrective
action)
Not using the point system.
Does not notice: students talking, eating, drinking other than water, moving out
of place, sleeping, not in their assigned seats according to seating plan, sitting in
the wrong classroom?
Punctuality: Arrive on time to class?
Behaviour: using a mobile phone, marking in class, not using absence slip or not
signing it, scratching off names of students on detention.
The AQC may notice teachers not teaching, or not using the point system. The AQC looks
through door windows and may notice students chatting, laughing or disturbing. She may
notice chaotic classes, etc. The AQC may want to enter a class and correct a certain
situation, and later hold the supervisor and teacher accountable for not noticing this
situation. She may notice students out of their place, or a teacher having dismissed her class
early. In each case the AQC will deal with the offenders, make it clear that this behaviour
will not be allowed to continue.
Helpers’ involvement: They do not necessarily stay in the office. Helpers help as
instructed.
2.2 Times to move around
During the first week of school, the AQC should be around at 7:00 AM (6:00 AM in Doha).
Later, the AQC must be around by 7:45 at the latest.
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From 7:45 till 8:15 the AQC makes sure that she is around to notice anything that is not
right. At other times of the day, when people least expect it, the AQC must go around to
keep everyone aware that the AQC may inspect at any time.
2.3 Late students
If students are late, they bear the consequence. We should make it very difficult for parents
who continue to bring children late to school. We lock the door to the building and parents
will then have to go to the administration to hear a lecture and receive a note.
The AQC instructs parents who are frequently late to try to come 15 minutes earlier (so if
they are a few minutes late to the new deadline they will still be on time). If they still come
late they may be stopped from reregistering.
2.4 Discipline sheets
Some AQCs study the discipline sheets of each day. They take photocopies and study
them at home for 10-15 minutes. The AQC notices students who are frequently late,
disruptive students, students who talk too much or forget things, teachers who write too
many names or never write names, teachers who forget to sign the sheet or scratch off
names, etc. The AQC gets to know the people she works with.
Helpers’ involvement: Helpers help as instructed. They may be asked to study discipline
sheets and report on irregularities.
2.5 Cleanliness and maintenance
AQCs need to check the state of cleanliness and maintenance of classrooms, corridors,
school grounds, bathroom, etc. Problems should be noted and people responsible held
accountable.
Helpers’ involvement: Helpers help as instructed.
2.6 Punishments and rewards
AQCs need to familiarize themselves with the elaborate system of guidance and punitive
action that is in use in the school. It basically consists of:
1. Advising: Explain to children the proper and improper ways of behaviour. AQCs
and supervisors may recruit prefects from higher classes to advise students on how
to behave, what to eat, keep the school clean, prevent bullying, prevent littering,
help other students succeed, etc. These student Advisors can use the Primary
Advising Book. (Make sure you study it)
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2. Food Star Charts: When students bring in health food (broccoli, carrots,
cucumbers, brown bread sandwiches) we give them stars that go next to their names
on the Food Star Chart.
3. Punishing students when they commit offences. AQCs should guide supervisors in
the proper way of managing students.
4. Rewarding students to encourage good behaviour and discourage bad behaviour.
Examples of such behaviour include having
a) Star charts where students are rewarded for good behaviour of good grades.
Every class should have a Star Chart for good behaviour and prefecting, and
other star charts for good academic work.
b) Stickers, certificates and similar objects to reward good academic work or
behavioural improvement.
c) A copybook to collect stars for excellent behaviour (like a “positive” report
book) to be shown to parents of generally disruptive students regularly.
d) Merit points issued to productive prefects.
3. AQC Priorities
3.1 Eight top priorities
The top eight priorities of the AQC are:
1. Attending classes: this is the main job of the AQC at the start, intensely for the
first few days and weeks, and less frequently when teachers develop confidence and
skill. The Point System must be used. Teachers must drill, repeating every
sound and every word, every time a new sound or word is given so students learn
the earlier sounds and words better than the newer ones.
2. Ensuring that learning takes place in class: Make sure that enough learning
takes place in class so that parents do not have to teach at home. There is no point
in teaching something in class if students do not learn it. This applies to English,
math and Arabic/French.
3. Ensuring that the students memorise the sentences of the week: Make sure that
teachers drill the sentences so students can type them, write them as a dictation and
write them from memory.
4. Ensuring that the students memorise the tables: Make sure that teachers drill
number facts daily and they follow that with a mental math test, which is then
marked by partners.
5. Testing children weekly to identify weak students and ineffective teachers: (a)
weaker students are to be re-taught until they know, not simply given after-school
classes. (b) Weaker performing teachers should be identified, their classes visited,
guidance given until they succeed (or leave).
6. Seeing parents: to satisfy parents that their children are in good hands.
7. Grid questions. This is a very important priority. Every course has a number of
“questions” (these could be simple questions, simple sentences to memorise, etc.)
every student must learn the grid questions of the week by heart. They will be tested
in them during the following week and following weeks. When a student is found
not to know even one of them, (s)he has to be brought over for extra learning and
drilling until mastery takes place.
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8. Do not allow students to fail. This is the most important priority. The moment you
detect signs of weakness in some students or teachers, discuss with the Director so
that remedial action can start immediately
Helpers’ involvement: Helpers help by observing and reporting, not by attending classes.
3.2 Attending classes
Good classroom techniques can be recognised very easily, even if the AQC does not
understand the language of the lesson.
1. Does the teacher interrupt the lesson several times with questions that students
should answer individually, in writing?
2. After the teacher gives the correct answer does the teacher ask the group leaders
to check that every student has written the correct answer?
3. In reading classes, does the teacher make every student read words or letters several
times every lesson? (This is only possible if partner reading or whole class reading
take place.)
4. Does drilling of phonics and mental math take place daily?
5. Are classroom displays up to standard and are they used?
The AQC also looks for classroom management techniques. It is imperative that after
attending a class of a teacher, the AQC must meet with the teacher to praise him/her for
the good points and to set targets for the weak points, and then follow up with another
visit until the teacher becomes good. Our job is to train teachers to become better, not only
assess them.
3.3 Preventing disruptive behaviour
Disruptive behaviour could be caused by disruptive students or teachers who cannot
control the class. AQCs must teach their teachers how to “attract” young children to the
lesson by making it interesting and fun. When children are occupied they become less
disruptive. This is why it is essential to attend classes all day long, in the first few weeks,
and to place the best helpers with the teachers who need most help.
Effective solutions are achieved by (1) attending classes and advising the teacher (2) have
the teacher attend other well-run classes.
3.4 Increase the efficiency of learning in class
In the Infants’ School, all learning should take place in class. Home work is not allowed.
This is done by drilling and by repetition.
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Start finding out what is happening in class right away. Do not wait till a week has gone
by. We should not assume that things are running smoothly and react only when we hear
someone complain.
AQCs should attend classes, check class-work copybooks, talk to helpers and study the
results of frequent (preferably) weekly testing. If we fail to detect an existing problem,
parents will rightly complain.
Once we detect a problem we investigate it, identify the reason and take effective action.
3.4.1 Memorising Sentences
In order that no child fails English (and science and Arabic) in Levels A to D, Please do
the following:
Words and sentences: The first 10-20 minutes of every lesson are dedicated to
memorizing sentences. Make sure the teachers do the following
1. Teacher writes two sentence in the board, clearly;
2. Teacher reads the two sentences slowly, with the correct intonation and
pronunciation;
3. Students on the right (Rs) read the two sentences, with the correct intonation and
pronunciation;
4. Students on the left (Ls) read the two sentences, with the correct intonation and
pronunciation;
5. Teacher shows all students how to type sentences on their paper keyboards. All
students type and check each other.
6. Teacher asks all students to copy the two sentences into their classwork
copybooks in the front side of the copybook.
7. Teacher asks all Rs to check that their Ls have coped the two sentences in their
classwork copybooks, and to correct any errors; and vice versa.
Now, all students open their copybooks to the middle (pages where the staples are seen)
8. Teacher dictates the two sentences, and all students write. Rs and Ls check that
every word is spelled correctly;
9. Teacher explains the meaning of every word and each sentence;
10. Students say aloud, out of memory, the two sentences, with the correct intonation
and pronunciation;
Now, all students turn their copybooks upside down and open their copybooks to the Last
page of the copybook:
11. Students write the sentences out of memory, every word spelled correctly.
When teachers perfect their technique find out who do not mind being filmed and film
them so less-than-perfect teachers will learn from them.
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Students who seem to be slow learners are brought once or twice a week during the SLO
period to read, write and memorise the sentences then write them correctly out of
memory; all in ten minutes. This is an SLO activity to be done by prefects, not
teachers.
At the beginning of the week starting second week of school students from will be tested
in the words and sentences of the previous week; and new sentences will then be taught
during the week, to be tested in the following week; and so on.
3.4.2 Memorising tables
In order that no child fails math in Levels A to D, the priority goes to memorizing the
addition and subtraction tables. No “aids” such as number lines are to be used.
3.5 The Grid and the Prep-List
SABIS® is working on a list of concepts and questions for every course that it calls the
grid of that course. The grid of a course is the set of concepts and question that every child
should know. It is hoped that a child who can answer every grid question will never fail the
course.
For example, a math grid question for Level C students may be “5 + 6 = ”, or “Jack had
14 marbles, Jane took away 5 of them, how many does Jack have now?”. A level C English
question could be to read: “My name is Tom”, or to write as a dictation “It is a hot day”.
The number of grid questions for a course have to be sufficiently few to make mastering
them a real possibility. Typically they should be within the range of 5 to 50 questions.
The grid concepts and questions should be tested frequently after they are taught. One
testing is not enough. A computer program figures out if a concept has been tested and
answered correctly sufficient times to be classified as “known” by the students.
Once a grid concept is taught (because they cannot be taught all in the same week), we start
testing it. If it is learnt sufficiently well by a student, the question/concept will not be asked
again. If it is not learnt sufficiently well, a copy of a similar sample question will be placed
in a virtual basket (not a real basket) that we call the prep-list. The prep-list can be seen
by students and their parents on web-school. Students and parents open it at home. If it is
empty, it means that the student knows every single grid question taught so far sufficiently
well. If not, then the student should practice at home on solving/answering the sample
questions in the prep-list basket. Later in school, the student will be tested again and again
on these concepts/questions until he shows that he knows them well.
To ensure that no student fails, the AQC should constantly print the list of concepts in each
student’s prep-list, reteach and retest the students then make sure that the prep-list is empty.
By the end of the academic year there should be no questions left in the prep-list. Then we
know that the grid concepts/questions of each course have been learned sufficiently well
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3.6 Using ACAD437 regularly
How does the regular use of ACAD437 help? Please study it and make sure you understand
the significance of every entry.
3.7 AQCs see parents
This is dealt with in a section on its own. It is enough at this stage to stress that we DO see
parents without appointment. If someone appears suddenly and wants to see the AQC,
the AQC will see him if (s)he has no parents. If (s)he has parents (s)he will see him when
(s)he finishes with the parents. We’ll tell this person that it is better if he comes with an
appointment in the future because we will be able to give more information, but since he is
here, we will see him and we will try to help to the best of our ability.
3.8 HOD or teachers NEVER see parents
It is never allowed to have a teacher or Head of department see parents, even if the AQC
does not know the language the teacher is teaching. The AQC is the only contact with the
parents!
4. Essential and Useful SSMS reports
An AQC has at her disposal a number of useful computer outputs that allows her to see
arising problems and take corrective action as early as possible.
4.1 Using the SABIS 360
An AQC needs to use the SABIS 360 for every exam taken by the students.
4.2 Simulating the AMS reports (Essential, weekly)
4.2.1 Weekly testing
The Academic Monitoring System (AMS) weekly tests every student in the Simplest
Units of Information (terms, direct applications) of a course.
AMS testing starts in Level E Grade 3, in Week 1, in math only. Students at levels A to D
have to be tested one-on-one, every week.
The result of the test is a hand-completed report, but because of its importance, it is included
with the computer-generated, SSMS reports.
Between six and ten questions on the work of the previous week are put on a master
question paper. A question could be to read a letter or a word, write a letter on a word or
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do a certain sum. The examiner, (who could be a girl form Grade 10) takes the students
out, one at a time, to be tested. The student is asked one question at a time. If he answers
correctly a dot is written next to the student’s name, under the question number. If he
answers it incorrectly a cross (×) is written. When we finish testing we will have a series of
dots and crosses. When we finish testing the class, we will have an ×-dot sheet.
Students with too many × are a worry (too many × on a horizontal line). The AQC has
to find out what is wrong and correct it.
Questions with too many × are another worry (too many × on a vertical line). The AQC
has to act to find out what is wrong with this question. Is it answered badly by all students
in all sections or is this a problem of one section only? Is it the teacher, the teaching or the
question that has something wrong with it?
A page with too many × is also a worry (too many × on the page). The AQC has to find
out what is wrong with this test. Is it answered badly by all sections? Or is this a problem
of one section only? Is it the teacher, the teaching or the questions of the exam that have
something wrong with them?
If it is the teacher, the AQC must immediately start an investigation by intensifying the
attendance of classes.
Helpers’ involvement: Helpers help by highlighting all ‘problems’ with a yellow
highlighter.
4.2.2 Comparing teachers
If most students of a teacher’s students answered a question correctly, and only about half
of another teacher’s students answered the same question correctly, then we need to find
out why. In a weekly meeting with the teachers of a class we discuss, find the reason and
take corrective action, even if the teacher has to bring her students during break time and
re-teach concepts (and retest) until the students get it right.
Helpers’ involvement: Helpers help by highlighting all ‘problems’ with a yellow
highlighter.
4.3 The ACAD490 report (Essential after CAT exams)
This report should be studied after each set of CAT exams. It focuses on one subject at a
time, e.g. English. It compares e.g. English, on a set of CAT exams. It can show, for
example, who the better teacher of grammar is, or whether a teacher has spent more time
stressing a sub-subject than another sub-subject. For example, the performance of the
students of a teacher on Grammar may be the best of the group of teachers, but the
performance on the reader is one of the lowest!
Helpers’ involvement: Helpers obtain the report and highlight all ‘problems’ with a yellow
highlighter.
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4.4 The ACAD443 report (Essential after every set of CATs)
This report is just like the 437, i.e. it lists the students from the highest ranking to the lowest
ranking in the whole class (not only one section, unless you ask for it). However, it gives
for each subject, the average and total average for one set of CAT exams.
The students at the bottom of the list could be failing total average or failing one or more
important subjects. The report also shows infringements. It should be studied weekly by
the AQC helper who will highlight any problems and point them out to the AQC. Then the
AQC must find a solution.
Helpers’ involvement: Helpers obtain the report and highlight all ‘problems’ with a yellow
highlighter then present the results to the AQC.
4.5 The ACAD301 and DIS580 (Essential when meeting a parent)
ACAD 301 is sometimes called the “grades dump” and it gives every grade obtained by a
particular student in a particular term. It has a second page to it (ACAD303) which gives
the class average for every single exam taken by the student in order for us to compare the
child’s performance with respect to the class. Never show the 303 to parents!
DIS580 is sometimes called the “detentions dump” and it gives every offence, lateness or
absence of the student in the year. This we show to parents.
4.6 Other reports
ACAD413: Is the report of one student on a set of CAT exams.
Other very useful reports include the following list. Both the AQC and the helper need to
familiarise themselves with them and know how to use them.
1. GEN100: Class Statistics. This gives how many students per section, how many
boys, girls, etc.
2. GEN010: Alphabetical total list of all students in the school, in family-name
order.
3. GEN012: Alphabetical class list students per section of a class.
4. ACAD660: The seating plans
5. ACAD90 & ACAD 94; Lists: sections for Arabic and French
6. GEN040, GEN030 and GEN080: Bus, lunch and Specials. This is
important at the beginning of the year so that all teachers and supervisors
know who is to use the bus or have hot lunch, or those who should attend the
Special class (after school or within the timetable). These lists change with
time and they need to be updated. It will be considered as a disaster if a parent
pays for something he does not get.
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7. GEN482: This is used by the Office to ask for reports for a student leaving
school
8. ATT620: Gives a list of late and absent students
9. ATT623: Staff lateness and absence
10. ACAD570: SRUCOPDABH reports (once a term), used by each teacher to
write a summary on every student.
11. ACAD413: Is the report of one student on a set of CAT exams.
12. SABIS 360. This reports points out all problems related to one exam.
4.7 Play during the day
The AQC must make sure that every section of KG1 to Gr 2 gets at least one session per
week on the car track. Please check the timetable
Also, during playtime, helpers or prefects must supply the children with balls, skipping
ropes and hula-hoops so that they can be involved in play instead of ending up eating sweets
and engaging in rough play.
Helpers’ involvement: Helpers make sure that toys are always available and in sufficient
quantities.
4.8 Student dismissal, end of day 1 and every day
Special care must be taken to ensure that students in Grades 3, 2 and below are not free to
roam about the whole school and get lost when the last lesson ends.
Ideally they should exit the classroom only when a parent comes to collect them from the
classroom. The details of how this works should be discussed with the Regional AQC of
Infants schools.
5. Alerts
Alerts are computer generated emails that alert the AQC when something could be wrong.
For example, if a student has been late many times, or has skipped a class several times
before, we examine the Detentions/lateness dump of this student and see what action was
taken before. If the action was not harsh enough to deter repetition, then we should
reconsider the action we are taking. Detentions have to be longer or parents need to be
called in and clearer guidelines given.
5.1 “Morning lateness” alert
When students are entered as late in the morning, the computer lists the students who are
late that particular morning and how many times these students have been late before.
If a student has been late many times before, then the thing to do is to examine the
Detentions/lateness dump of this student and what action was taken. If the action was not
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enough to deter repetition, then we should reconsider the action we are taking. Detentions
have to be longer or parents need to be called in.
6. Week 1
6.1 First Day of school
The AQC and helpers should be in the administration area at 7:00 AM (classes start at 8).
They direct students to their classes. Several copies of the alphabetical lists (See below)
and class lists should be available. Students who have not yet registered cannot go to class.
GEN010: Alphabetical total list of all students in family-name order.
GEN012: Alphabetical class list students per section of a class.
These lists are used by officials to tell parents whether their children are registered, and in
which section they are placed. This is very useful at the beginning of the year.
Make lists of students who still need to take makeup exams, or who still need to see
administrators, so that when these students come to school they will be made to WAIT.
When the rush calms down, they can be sent to the appropriate persons.
Soon after 8:00 AM, all students should be in class.
Absences should be taken on the first day so that we know how many students (of those
who registered) actually attended. As soon as you find out, start calling the parents of
absent students (during the day and after school) to find out if they will come to school
and when.
6.2 First Lesson in every subject: written test
In Gr 1 and 2, start each subject with a one-page written test used in the region. Teachers
must note who is confident, who is very good and who is weak. Papers must be corrected
that same evening. Already teachers may know the standard of students at the end of the
previous year. This information combined with the results of the small test will allow
teachers to suggest changes in buddies or seating plan.
6.3 English and Math Special classes
Make sure that those who paid for special classes actually attend the classes. (How?)
6.4 Attending Classes
Start attending classes on Day 1, to check whether teaching is taking place. Start with the
new teachers.
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When you talk to new teachers after the class visit give them a lot of encouragement, and
tell them how good they were considering that they are totally new to the SABIS® system.
Next, point out where they can improve, and finally end up with praise. Inform the teacher
that there will be follow-up visits. Follow up with another visit and repeat the performance,
starting with praise then moving to the points that need improvement, and so on.
6.5 Meeting weekly with teachers of each Level
Starting in Week 1 and in every week thereafter, the AQC must meet with the teachers of
each Level (A, B, C). The meeting should follow the points outlined in the sheet “Teaching
in the Primary (or infants) school”. The purpose is to check the implementation of
teaching pacing charts and lesson plans. It is important to go into teaching details: What
is now happening and what should actually happen.
These meetings should be a continuation of the training sessions. Make sure that
teachers are asked about teaching methods, etc. Make sure the teachers fill the form
“Weekly Meeting Form” and hand it to the AQC at the start of each meeting.
6.6 Seating plan must be adhered to
Please check that seating plans are adhered to and that they have not been changed or
disregarded. Do not give in to parental pressure and end up changing seating plans or
sections for any reason. If you think a parent has a very compelling reason, please contact
the Regional Director.
6.7 Request by parents to change section or seating
This is not accepted under any circumstances. If you do it once, you lose control.
6.8 Infants classes: Drilling Essentials
Our main priority this week is for the children to settle in. Teachers should get down to
some serious teaching a.s.a.p. Remember the importance of drilling the sounds (and words)
of the week. Remind the teachers that if students forget the sounds/words learnt earlier,
then the teachers are not repeating sufficiently. Discover the strengths and weaknesses of
your teachers very quickly. Give support, encouragement, rather than only pointing out
what is wrong. It is important that AQCs appear to be warm, approachable, helpful people.
Although AQCs are gentle, kind and respectful, they should point out to teachers where
they need to improve. (When we criticise, we do it with kindness and caring, with the use
of praise).
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6.9 The Picture Project: AMS
It is very important that the “picture project” is working well and the questions in it test
the concepts of each week. This project is the equivalent of the AMS to detect gaps; it is
not merely a fun activity. If the questions do not test the essentials of what is taught every
week then the project will not be serving its purpose!
It is also essential that the AQC has immediate access to the results and that these results
are used to detect (1) struggling students and (2) struggling teachers. Quick action is then
required. The sooner problems are detected and solved, the sooner the AQC will be able
to be in control of academic progress and avoid disasters. If you are not sure how to take
effective corrective action please consult the Regional Director.
During week 1 check that the project is working.
7. Week 2 Onwards
Class visits, meetings, etc. continue as usual.
7.1 Testing every child every week
Do not forget that every child should get tested every week. If the picture project does not
serve its purpose do not wait until it is “fixed”. Resort to one-on-one testing, using SLO
support as much as possible.
Re-teach and retest students who fail.
Intensify the support for every teacher who has a large number of failing students,
and help every single child before they fall too far behind.
Look for students who were absent during testing. Make sure that they are tested when they
come back to school.
7.2 Weekly meetings
Set meeting times for the different year groups. Show these times to the Director (the
Director may want to attend, so the times should be fixed)
7.3 Check the class-work copybooks/workbooks
Check that students have class-work copybooks or workbooks and that they are writing in
them correctly (you have to have an efficient technique and you may have to ask helpers to
bring books of specific students to you) to avoid clashing with demanding parents
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8. Week 3 Onwards
8.1 Reminder: A summary of the routine duties
The AQC has to attend to the following duties on a continuous basis, including during
CAT week. CAT related work should not take more than three hours per day, so in CAT
week, the AQC can spend at least 5 hours per day attending classes, holding regular
weekly meetings and meeting with parents (at least 8 a day). In other weeks, more time
should be given to such activities.
1. Attend classes regularly, hold weekly departmental meetings and seeing parents
even without appointment (even though we advise them that if they take an
appointment we can give them more information).
2. Thoroughly follow regular procedures to meet existing parents.
3. Satisfy parents that you, the AQC have followed up promptly and thoroughly,
and continue until satisfactory results are achieved.
4. Study x-dot sheets weekly. Take action. Do not ignore problems.
5. Study computer printouts after every CAT. Do not accept failure. Take action.
Do not ignore problems.
6. Visit corridors and classrooms frequently to look for problems and potential
problems (discipline, students or staff coming late, helpers not doing duty or being
rude to students, litter, noisy lessons, out-dated displays, etc. Detect problems,
report to Director (AND Regional Director if necessary) and follow up to achieve
solutions. Use the check list of the Infants School.
7. Detect all problem students, talk to them and try to find solutions.
8. Keep a record of successes and failures, report failures to Regional Director.
9. Motivate students and show them that (s)he cares.
10. Check on implementation of retakes and push until the process runs effectively.
11. Detect problem teachers and try with the assistance of the Director and Heads of
Department to achieve solutions.
12. Recognise star teachers, list assets and relate facts to Director and Regional
Director.
13. Raise outcomes of important issues to Regional Director
14. Place new students is sections, monitor and assist them until they settle in.
15. Make sure that sentences are drilled every day and that metal math drilling and
testing takes place daily. No fingers or number lines are to be used.
The rest of this section highlights some of the above important points.
8.2 The ‘core’ of the SABIS® system: Bridging gaps
Perhaps the single-most element that gives the SABIS® system its edge is the fact that that
we try to leave no gaps. Every week, we test every child in every academic subject to
discover gaps in students’ knowledge and teachers’ ability to deliver knowledge. The
AQC should make sure that all (essential) gaps in student’s knowledge are filled. Time
should be found to re-teach the students whose knowledge is lacking. The AQC should
guide teachers to teach the concepts that their students did not learn better and they
have to make sure that the students re-learn these concepts.
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When teachers are found to have left gaps in knowledge we need to find out the reason,
correct the cause then re-teach the students. Similarly, students who fail for no fault of the
teacher should be re-taught. Parents need to be called into school to know what we are
doing to help these children. If some parents want to help their own children at home we
show them how to do it.
8.3 Using AMS and STUD437 to solve academic issues
Study the results of the AMS (picture project) every day. Failure does not necessarily
mean lack of knowledge. It could be that (1) students do not know how to use the system,
(2) they are not motivated to answer correctly, (3) there is something wrong with the
questions or (4) it could be due to lack of knowledge. Every reason requires a different
solution.
How do we know the real cause? One way is to ask SLO for Help. Older girl prefects
observe the children working (without interference) at answering the questions. Once we
identify the cause, the same students can be used to solve the problem.
The easiest situation is when the students don’t know the material. What we need to do then
is reteach and retest until they know.
If the student does not know how to operate the computer or mouse, this is also easy to
solve.
Problems with the computer questions have to be reported to the Director, so the
Programming team at Headquarters can fix the problem.
Attitude problems have to be solved by the AQC in coordination with the parents.
If you notice any problems consult with the Director, and keep the Regional Director
informed of serious cases.
Start using STUD437 after the first CAT. If you notice any problems consult with the
Director, and keep the Regional Director informed of serious cases.
Study the averages of the various subjects and the comparison of teachers. Compare
the results of your school with other SABIS® schools. If you notice a problem please report
the issue directly to the Director and Regional Director.
8.4 Discipline
The AQC should quickly familiarise herself with the required standards and procedures
regarding discipline. She should give full support to the teachers when support should be
given (against disruptive students), and, at the same time, should take corrective action
when students are treated unfairly.
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Supervisors should select and train prefects. (ALWAYS involve the SLC) Prefects should
be trained to help during class time and during breaks, making sure that students do not
play rough or litter.
The supervisor should be familiar with the software programs that the Supervisors use
when students commit academic and disciplinary offences. Does the supervisor command
respect? If not, guide her.
Make sure that the supervisors use the reward systems in the school, not only punishment.
8.5 School rules and policies
The AQC should know school rules and punishment procedures, should explain them
to members of staff when necessary (teachers report offences; they do not punish), and
should make sure they are implemented. Rules, however, should not be applied blindly,
and when the AQC feels that in a certain situation applying the rules could be unfair, he
should bring the case to the attention of the Director, rather than simply break rules.
8.6 Make-up exams and retakes
In the infants school the policy is NOT to give make-up exams and retake exams. However,
it is our right to give, if we think there is foul play or a good reason. If we feel that parents
are keeping the child at home specifically to avoid an exam, give the child a makeup exam
tougher than the exam he missed.
8.7 Demonstrating the points method
The AQC may have to demonstrate how to use the points method for teachers who do not
implement it, especially in the sub-subject where they find it difficult to implement it (e.g.
reading, composition writing, problem solving, etc.)
8.8 Students should have access to the AQC
You should arrange it so that it is easy for children to see you when they have problems.
8.9 Parents should have access to the AQC
Parents will complain, mostly justifiably (teacher shouts a lot, children learn little in class,
teacher did not let the child go to the toilet in an emergency, etc.). When they need to deliver
a message to the AQC that should be possible, even if the school secretary takes a written
note. The operator should never tell a parent that the AQC is not available, or busy in
a meeting with parents, without taking a written note or a message and delivering it
to the AQC.
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When there are complaints, the AQC must reassure the parent, investigate fully and take
corrective action. When teachers are at fault and they resist or do not change, talk to the
Director. As a last resort, the AQC may discuss with the Director the possibility of
terminating the contract of the teacher and bringing in a new one. This must be with the
full consultation of the Regional Director.
The AQC should make students and parents feel very comfortable talking to her. She
should be considerate and fair, rather than an aloof administrator, difficult to reach or talk
to.
8.10 Solving day-to-day problems of children
A successful AQC gains the trust of students very quickly and the students will come to
her with disciplinary, academic and social problems. Even if the students do not come, the
AQC should discover problems and initiate solutions.
8.11 Keeping an eye on children of VIPs
We should consider all our parents as VIP and our children as children of VIP. Our
administrators are sometimes accused of sounding arrogant. Always be polite and
respectful to parents, even when they are not.
Our administrators are also sometimes accused of neglecting weaker children and not
bothering if they fail. Plan to avoid neglecting weaker children and demonstrate to all that
we care and we help.
8.12 Calling parents
The AQC should call parents whenever there is a need in order to explain to them what we
are trying to do. Study the documents “Meeting Current Parents” and “Meeting New
Parents”.
8.13 Organise CAT exams
CAT exams usually start in week 4. The AQC must fully organise these exams so they run
with no problems (ask for a document on running CAT exams). The running requires a
timetable to be set for all sections of the same year to take the exam preferably at the same
time, that students are supervised adequately, that barriers are used between students, that
teachers “rotate” so no teacher supervises her own class, that for each class the papers are
checked by the AQC (usually a teacher marks 4 or 5 papers with the AQC, then marks 4 or
5 on her own, and these are checked by the AQC. If the marking is accurate, the teacher
marks all the rest, and the AQC carries out a random check on all finalised sets).
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If there are problems with the exams or the marking scheme, the Director should be
informed immediately.
What to look out for: Do teachers invigilate properly? Is cheating in any form taking place
(students or teachers)?
8.14 Classroom displays
Classroom displays should be changed regularly to remain in accordance with the material
being taught. During CATs, the displays should be covered so students will not copy from
the pin-boards.
8.15 Students absent from exams
When students are absent from exams (without the school being informed) we must call
parents to find out why.
8.16 Study the results of CAT exams: ACAD490
The AQC should ask for ACAD490 after every CAT. The AQC should familiarise herself
with this report and use it to the full. She should also give copies to teachers so they can
see their strengths and weaknesses. Please learn the significance of every item in the report.
Ask for CAT comparative results for all sections of each class in ALL schools. Guide
teachers according to what you observe. Use this report for every CAT and Final CAT
during the year.
9. End of Week 5
9.1 Study ACAD347
This report is the Grades Summary, showing the grades of all the students and their
averages in the order of rank by average.
Mark all names of students who have an overall average of 60% or below. Talk
to parents. These students are in danger of failing the term and some real action is
required.
Mark all those students who have an average of 65% or below in any subject. Call
parents. Something should be done to raise the average to passing. Starting level C,
students who fail English or math cannot be promoted.
Consider the possibility of recommending special lessons. Discuss these cases with the
Director.
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10. Before End of Term
10.1 Term meeting with Director
In a meeting with the Director, the AQC revises the workings and issues of Term 1, and
makes resolutions to follow early in Term 2 to improve performance. Some aspects to be
considered are:
What went well in term 1? How can we improve on these issues?
What went wrong in term 1? How can we improve on these issues?
Have we coordinated Academic Quality Control well with Student Life? How
can we improve on this cooperation? What resolutions should we write down and
remember to execute?
Have we found students that have real behavioural problems? What are we
going to do about them now so we start Term 2 with minimum problems?
Have we found students that have real ‘learning’ problems? Can we call parents
now, and arrange for these students to start a program that will avoid the failures of
term 1?
The same self-appraisal should be repeated towards the end of Term 2 for the start of Term
3, and just before the end of the year.
10.2 Before Revision Week: End of term reports
During the week before Revision Week, the AQC should make sure the following is
implemented
Send the circular which asks for a detailed report on every child and which
explains what to do in revision week and what to do with the final exams. Hold
meetings to explain the circular. In Revision Week, teachers should revise using the
points method according to a set plan.
Send the circular asking parents not to give presents to staff.
For Level C, meet with the Director and other administrators at the end of the week
to prepare the comments that go on the end-of-term report (sometimes ‘locally’
known as the ‘50%’ meeting).
For Levels A and B, meet with your teachers and teach them how to write the
end of term report. For each child, the teacher composes a paragraph of about 8
sentences, each sentence selected from one of several-to-many sentences. This is to
avoid spelling mistakes and meaningless remarks. After the teacher completes this
semi-automated report writing, the AQC needs to review every single report.
10.3 Before End-of-Term Exams
Contact parents of failing or borderline children. Arrange for support during the Term 1
Holiday, focussing on essentials (sentences, words, tables), this applies to English, math
and Arabic; 4 hours a day.
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.
10.4 After End-of-Term Exams
There is no holiday. Everyone works continuously, chasing up marks and reports. As soon
as marks arrive, they have to be entered into the computer. Next we have meetings in which
we choose the final end-of-term comments. After these have been entered the reports are
printed and checked one by one and inappropriate comments are changed. All reports are
then placed in envelopes to be collected by parents against their signatures.
The remaining three weeks will be very busy with many parents wanting to discuss the end
of term reports.
10.5 During ‘winter’ holiday
Re-examine seating plans, prefects, mentors, shadow teachers, taking into consideration
first term experience and grades.
Change exam tables, classroom and corridor displays. Check maintenance, bathrooms, etc.
11. Meetings
The AQC – and other qualified administrators – meet with parents. These meeting could
be for one of the following reasons:
11.1 Meeting with prospective parents
The AQC may sometimes be asked to see new parents, not just to give a brochure and
forms, but to explain to them how our school is different (clear objectives and concept
descriptions, using the AMS to pin-point points of weakness and then focusing effort on
them rather than working blindly, effective whole-class teaching methods). The AQC
explains the school system, showing its advantages, answers the parents’ questions,
discusses our teaching methods, gives them the appropriate documents (prospectus,
application forms), and arranges to take them on a tour of the school.
**Study the Document “Meeting New Parents” (mentioned above).
11.2 Meeting with current parents
The AQC holds meetings with parents. These meetings could be to discuss specific
problems, or they could be routine meetings, to check on the progress of the student. An
appointment should be made for two to three days later, in order to give time for written
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reports to be completed by the teachers and stapled in the student’s record book. In addition
to the reports, the following items should be made ready by the school office:
** Study the Document 24-Meeting Current Parents (mentioned above).
11.3 Meetings involving problem students
Talk to the student, try to identify and solve the problem leading to failure or poor
behaviour. Is it due to lack of sleep? Poor and aggressive behaviour? Find appropriate
solutions.
AQCs cannot suspend or expel students. They have to refer serious problems to their
superiors.
In all of the above cases, it may be necessary to call the parents to the office. Work out an
agreement where, if no improvement is detected within a certain time, action is taken.
Naturally, give guidance, discuss the problem and possible solutions.
Give a deadline by which we expect significant improvement.
11.4 Meetings parents to discuss term reports
Term reports frequently ask for parents to come and discuss problems of their children with
school officials.
12. Other Aspects
12.1 Placement of new students
Placement of new students takes place at any time of the year. New applicants submit
reports from previous schools and take diagnostic tests. The AQC should be directly
involved and should assist the Director in the placement of students. The AQC may suggest
tests, and may need to recommend placement to the Director.
12.2 Basics of the SABIS® system
12.2.1 The design
We set the design for the complete academic structure: what the students should learn
from KG to the requirements of universities. This is broken down into courses over a
number of years and arranged in a hierarchical structure. Every smallest detail is listed.
Then each course is divided into three main parts.
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a) The simplest units of information (SIU) form the language and simplest
applications. Examples: multiplication facts (e.g. 3 × 8 = ), terms (e.g. LCM),
solving simple equations (e.g. if 3x = 6, find x)
b) The Basic Units form the essentials of each course, what you want every student
to know. Example: Simplifying an algebraic expression or factorizing a
quadratic equation: Students need to be able to do this in order to solve problems
in physics, chemistry or math. Drawing the force diagram of an object at rest,
etc. Each of these “basic units” requires the use of a combination of SUIs.
c) The Rest: This includes the more difficult, or less essential (but still important)
stuff, that is good to know; but not incapacitating if they do not know it.
This structure of knowledge is unique. It is designed as one coherent structure,
not built up by taking parts from different curricula. This is why it is the SABIS®
curriculum, not a British or American curriculum. It prepares students to take
any external exam, with minor additions to suit specific curricula (A-level, AP,
IB, Abitur, etc.). This is why it is necessary to write our own SABIS® books.
12.2.2 The construction process
1. The construction time-plan: Each course is divided over the weeks of the
academic year so all concerned know exactly what part of the plan should be
completed each week such that total course is completed on time. The pacing
charts indicate what is to be done each week and the lesson plans indicates what
should be done in each lesson.
2. The construction process: The implementation. Heads of Department guide
teachers (weekly meetings) and monitor them (attend classes without warning) so
they teach in the most efficient method (Point System).
3. Checking. The administration checks by tests. The simplest units (sui) are checked
(weekly) by the AMS, the Basic Units (weekly) by homework exams. All three
parts of each course (SUIs, Basic Units and the Rest) are tested in monthly periodic
exams and tri-monthly end-of-term exams.
Purpose of AMS and Homework exams. The AMS (and Picture Project) test the
“language” of the course and the Homework tests the Basic units, which are the
essentials of the course. If some of these are not learnt, “gaps” in knowledge form,
and further learning may be hindered. Weekly testing reveals the gaps in
knowledge. These gaps or holes in knowledge of individual students need to be
filled before further teaching occurs, or else the students will not understand
concepts that depend on them and that come in the following weeks.
4. Corrective action: two dimensional. (1) students who have gaps should be re-
taught and re-tested until all gaps are eliminated. (2) Teachers: A teacher who
leaves too many gaps needs to be quickly identified. He should be monitored,
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guided and checked upon intensively until he stops being a liability; otherwise he
should be replaced.
5. The third part of each course (The Rest) is important, but not essential. But if the
students do not have a good knowledge of the first two parts, “The Rest” becomes
more difficult to learn.
6. Continuation of Construction. Once we are sure that the information in a student’s
minds is adequately safe, and the providers of this information are dependable
teachers, further teaching continues, and the “weekly cycle” of “teaching, testing
and repairing” is continued.
12.3 Answering teachers’ questions
Teachers, especially new ones, have a lot of questions to ask. The AQC must supply
answers, and if she does know them, she will find out and then give the correct answer.
The AQC must provide advice and support to teachers, particularly younger and weaker
ones.
12.4 Requisition of art material, library books, summer reading books
At the beginning of Term 2, the AQC must complete requisition forms for books, art
material, library books, summer reading books, etc. for the coming year. Discuss the school
needs with the Director. The Director will then submit the consolidated list by the 15th of
February.
12.5 Testing procedures
The AQC should be very familiar with all testing methods and procedures used in the
school, not only to explain the system to new parents when necessary, but also to make sure
that these procedures are actually implemented.
The AQC should also know about marking policies, (marking schemes, teachers marking
exams of other teachers, etc.). To find out whether the required standards are attained, the
AQC needs to compare her school’s exam results with those of other schools.
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12.6 Covering classes
The AQC should personally attend to the covering of classes of absent teachers. The AQC
reports her suggestions to the Director.
Similarly, the AQC may need to arrange cover for absent helpers.
12.7 Roles of school employees
The AQC should know the role of each school employee she is likely to deal with. She
should have the means of checking that employees are doing their jobs and should not
depend solely on trusting the employees.
12.8 Cleanliness and state of buildings and grounds
Before school starts, and at all times during the year, the AQC should have direct interest
and should follow up with respect to the standards in his/her part of the school, level of
cleanliness and looks of:
Classrooms: Displays and cleanliness of floors, walls, and desks.
Corridors: Displays and cleanliness of floors and walls.
Bathrooms: Cleanliness and door, functioning of toilets, taps, etc.
Fields, gardens, outside play areas, etc.: Pin-board Displays, cleanliness, state, etc.
Repair and maintenance projects for holidays (particularly the summer) should be
prepared in detail and in advance.
The AQC should make teachers aware of these requirements, and should ask them to
talk to the students regularly about matters of cleanliness.
12.9 School reports and end-of-term recommendations
School reports are issued to parents three times a year, at the end of each term. The teachers
hand in detailed reports about the students (ask for the appropriate forms).
In the term 2 report, weaker students in Level C should be warned that unless they make
a significant improvement, they may be asked to attend summer school and pass, or repeat
the year.
AQCs should familiarise themselves with the remarks lists.
In particular, the AQC should watch out for these points that tend to be forgotten.
Praise students and teachers when praise is due.
Warn parents and students
early in term 2 when summer school may be required;
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when students are in danger of repeating due to failing English and Maths;
12.10 Planning for the following year
This planning starts in the middle of term II. The planning should suggest book orders,
changes in courses, etc.
12.11 Preparing for summer school
Who will teach in summer school? What books will be used?
12.12 End of year results
End of year reports are discussed with the Director and include promotions, summer
school, make-up exams and dates. Arrangements should be made to meet the parents over
the next week to ten days, and to make arrangements for all consequences of these reports
and meetings.
Make sure make-up exams have been prepared/received from INTERED for all grades.
12.13 Summary list of computer outputs used by the AQC
1. Class Statistics GEN100
2. ACAD660: The seating plans
3. ACAD437 of previous year (results) and, later on of the current year.
4. GEN010: Alphabetical list of all students in the school
5. GEN012: Alphabetical class list (one section or the whole class).
6. Bus list GEN040 and hot-lunch list GEN030.
7. Special Lesson list: GEN080.
8. ACAD490: Comparison of results of teachers on each sub-subject of test.
9. Grades Dump ACAD301, Detentions dump DIS580
10. ACAD570: a form to fill comments on every child.
11. Absences and Lateness ATT620.
13. How to Stay on Top
13.1 Detecting academic faults
An AQC will have a real problem on his/her hands if (s)he does not follow up properly. Students
should not be allowed to fail and teachers should not be allowed to underperform. All must be
held accountable.
Therefore, it is important to detect academic gaps and eliminate them.
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13.1.1 Types of academic faults.
Academic “faults” can be divided into three kinds:
(A) Faults that develop in students,
(B) Faults that develop due to teachers; or
(C) Faults that develop due to the set-up of the course and exams.
So the AQCs need the following information:
13.1.2 Faults that develop in students.
Here, the AQC needs to know 4 things. The name and grade of every single student who:
1. Failed the exam (or scored <63%)
2. Gave a wrong answer to any Grid questions taught last week. If a student cannot
answer correctly after one week, he will probably not answer correctly later.
3. Gave wrong answer to any Grid questions taught in previous weeks, and tested again
this week, to check in case student forgot it, and to build the history file.
4. Went backwards with respect to the class. (dropped in rank by 10 or more places… )
This is how the AQC can get this information for every exam the students take:
1. Students who Failed the exam (or scored <63%??): use ACAD437 (or ACAD443)
combined with the tracker for colouring. (If you do not know how, ask the IT dept. for
help.)
2. Students who gave wrong answer to any Grid questions taught last week: use AMS14
(x-dot sheet). The AQC assistant can put a yellow line vertically down any Grid question
number, showing all the x-s in one section, for the AQC to see which student needs re-
teaching and which teacher did NOT stress Grid questions.
3. Students who gave wrong answer to any Grid questions taught in previous weeks,
same as above.
4. Went backwards with respect to the class. (dropped in rank by 10 or more places… ) We
have a program to find these students, in case you need it, ask the IT, or regional
Director.
13.1.3 Faults relating to teachers.
Also four things: Find for each teacher:
1. The number of students who failed the exam (per section)
2. The number of students who answered wrongly any Grid questions taught last week.
3. The number of students who answered wrongly any Grid questions taught in previous
weeks.
4. The teacher with a score 8% or more lower than the best average. (Always compare a
teacher with the best that can be achieved in that school, not with the class average.
Example: on an exam where the best in the region got 93%, in one school, one teacher
averaged 70% and a second, new teacher averaged 59% in one section and 60% in
another. So the total class average in UAQ was 63%. The poor teacher scored 3% and 4%
less than the class average in the school.
The easiest way to find each is:
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1. The number of students who failed the exam (per section): RMS340. Or to look them
up on the ACAD437 for a single exam
2. The number of students who answered wrongly any Grid questions taught last week.
AMS14: x-dot
3. The number of students who answered wrongly any previous Grid questions. AMS14
4. The teacher with a score 8% or more lower than the best average in the school.
RMS340
The outputs that you need to track ALL academic issues relating to students and teachers are
RMS340, AMS14 and ACAD437.
13.1.4 Faults due to SABIS® material.
Faults could develop due to books, pacing charts and exams:
Every exam should contain Grid questions of the previous week as well as Grid questions from
previous weeks, to build up the history file. For each test, we should recommend that we add
the badly-answered questions of the previous test, to make sure that the teacher re-taught
them and the students learned them.
No software exists so far to detect “gaps” in a test. Therefore, this is what we need to do for
each test: Obtain
1. The list of questions that have a score of 95% +. Why? Because some or many of these
questions could be trivial, asking for concepts that should have been mastered 2 or 3
years before (e.g. 11 – 5 =… for Gr 6). Or they could be a question with an obvious
answer to raise the average: (e.g.: Which is made of matter? An object with mass and
volume… An object with no mass… An object with no volume… etc.) The presence of such
questions raises the average and gives us false confidence. We think the class know the
material of the previous week, when they were tested on simple stuff instead. A class
average of 78% is NOT necessarily OK.
2. The list of questions that have a score of < 70%. Why? Because some or many could be
bad questions, out of the material of the exam, or simply due to a crammed pacing
chart. You MUST obtain the questions that have very high or very low averages!!!
Unfortunately, there is no software to do this. You have to rely on the computer room to
get them.
All the above was about detecting faults. What is VERY important is the CORRECTION of the
faults once you discover them. We must develop a unified SABIS way of correcting errors.
13.1.5 Tracking local students.
Acad437 shows how well everyone has done. You can look at the best and at the worst: ALL.
Motivate the good students, make sure the weaker ones all pass.
It is particularly important to make sure that local students do well. The computer room can flag
local students so that their progress can be monitored.
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13.2 Correcting faults/errors that develop
13.2.1 Correcting faults that develop in students.
Here is what we should do:
1. Students who failed the exam (or scored <63%): For each failing student, discuss with
him/her one-on-one, to find out whether the failure is due to attitude, lack of
knowledge or both. Have him repeat the test in front of the AQC if necessary. Talk to
student, parents, set aims, hold accountable with consequences. If they do not know the
material, arrange for SLO prefects to teach. Push until success takes place. Failure is no
option. If AQC cannot do it, the AQC must contact the director, and finally the regional
director; not sit back and accept the failure.
2. Students who gave wrong answer to any Grid questions taught last week. use AMS14
(x-dot sheet) Every one of them should be brought ASAP and taught and retested and
taught and retested until they know them. Use SLO for this task.
3. Students who gave wrong answer to any Grid questions taught in previous weeks,
same action as above.
4. Students who went backwards with respect to the class. (dropped in rank by 10 or
more places… ) discuss with him one-on-one, to find out what is happening. Talk to
students, parents, set aims, hold accountable with consequences. If they do not know
arrange for SLO prefects to teach. Push until success takes place. Failure is no option. If
you cannot do it, contact the director, and finally the regional director.
13.2.2 Correcting faults relating to teachers.
1. A large number of students failed the exam (per section) Discuss with teacher one-on-
one, to find out whether the failure is due to attitude of teacher, lack of effort and follow up,
lack of competence, of knowhow…. Have the teacher understand that this is not acceptable.
Teacher must supply extra time, effort and care. Attend classes to see what is going wrong and fix
it. Hold teachers accountable with consequences. Push until success takes place. Failure is no
option. If you cannot do it, contact the director, and finally the regional director
5. The number of students who answered wrongly any Grid questions taught last week.
same action as No.1 above.
6. The number of students who answered wrongly any Grid questions taught in previous
weeks. same action as above
7. The teacher with a score 8% or more lower than the best average. (same action as
above)
13.2.3 Correcting faults due to SABIS® material.
1. Remove the very easy and obvious/easy answer questions from the bank. Clean
up the whole bank. Individual schools cannot do it, but we must ask for it to be
done.
2. Reteach the poorly answered questions that are important, and retest until they
know. Slow down pacing chart if necessary.
3. Correct all wrong questions and correct the bank.
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13.3 Detecting behaviour problems
Checking detentions on record does NOT help control behaviour for the following reasons:
1. Teachers are NOT ALLOWED to give detentions; they only REPORT offences. A
wise, experienced Head Supervisor agrees or deletes detentions recommended by
teachers. Watch out: It seems that in some schools, teachers are allowed to give
detentions. This should NOT happen.
2. A high rate of reporting detentions does NOT mean bad behaviour of students. It
could mean that the students are well behaved, but the teacher reports every infraction,
because he is conscientious and he was asked to report all infractions.
3. A LOW rate of reporting detentions does NOT mean good behaviour. It could mean
that the students are badly behaved, but the teacher does not report every infraction,
because he is not conscientious or he is afraid of the AQC who asked him to report all
infractions.
Therefore how do we control behaviour? The best way is for the director or AQC to march
through the corridors and teaching the corridor supervisors what to do!!! Supervisors do an
awful job, generally. As you walk, look through glass windows of doors, AND USE PREFECTS
EXTENSIVELY:
1. Identify poor behaviour in class
2. Identify littering in classrooms, corridors and playgrounds.
3. Identify bullying in classrooms, corridors and playgrounds
3. Identify cheating
Take action, using prefects. When students and staf see you around taking charge, behaviour
becomes good.
13.4 Making SLO work
The Student Life Coordinator (SLC) alone cannot make SLO work. SLO will work only when the
AQC and Director dedicate an hour of their time, daily, visiting classes, taking to students,
motivating them, convincing them that there is no reason for them not to make their school the
best in the world. All students need to do is pay attention in class, stand up to bullies that waste
class time and STOP them, face up to class disruptors, to bullies, to litter bugs and make them
change their bad habits. The presence of effective authority makes this happen. Without it, it will
not happen.
If the AQC meets with students daily as well, the school will run very smoothly.
38 9-May-18
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