Middle East International School

School Profile

“We believe that a child’s education is the most important decision that could be made. At MIS, we share that responsibility...”

MIDDLE EAST INTERNATIONAL SCHOOL (MIS) was established in 1994 under the supervision of the Ministry of Education in Doha, Qatar.

For accepted applicants, from within local or foreign placement, the school provides an American curriculum program for levels from Kindergarten up to Grade-12 secondary matriculation.

MIS, a private school, is an equal opportunity employer and an institute of learning that pursues the principles of both universal education and democracy among the student population. Faculty and administrative staff are presently drawn from twenty different countries and the student body represents over thirty-five nations from around the world.

All students are valued equally at MIS and treated with due respect and dignity. We believe that it is with such respect and dignity, as well as through inclusion and cooperation, that we accept with optimism the challenges of life and with which we can the face the problems of the world. Decision-making and problem solving, for this generation and future generations, may well rely on strong foundations in mutual understanding and the individual experiences of peaceful relationships and harmony.

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Prospectus:

At MIS, we understand the importance of using core activities that concentrate on the students’ centered learning. Mastery of academic-required materials, professional qualification and development of the teaching staff through continuous workshops and training seminars contribute to this effect. MIS offers an American curriculum based on standards that are internationally benchmarked in core subject areas, leading to a high school diploma upon completion of Grade-12. Additionally, we offer a wide variety of elective courses like Art, World Languages, Information Communication Technology (ICT), Physical Education, Economics, College Preparation, the History of Qatar and extra-curricular activities. Integrated technology provides a high quality of instruction through the use of computers, laboratories, and technical skills are also included in the education program. Efficient preparation for SAT and TOEFL exams, during college preparation, class is provided to the graduating students.

MIS is committed to providing the highest standard of academics and dedicated to giving students the level of education that will result in the increase in student’s achievements and performance, as well as maximizing their potentials. The School is now engaged in comprehensive reform efforts. The usage of new assessment forms for our curriculum, teachers, and students is being applied. General reviews and surveys are to be conducted as a yearly basis for the entire education program, in order to remain updated with the most recent international American curriculum. Furthermore, implementation strategies are made to reflect the American initiatives. MIS aims to practice and maintain ethical behavior. Professional relationships are established among teachers, coordinators, administration, parents, and students.

The self-review program is intended to capture the strengths of MIS, as well as indicate areas of improvement for the current educational system.

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EDUCATION PROGRAM

Curriculum.

Curriculum has to meanings here at MIS: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. At the Middle East International School (MIS) we implement the US Curriculum. In the latter case the curriculum is supposed to collectively describe the teaching and learning as well as the assessment materials available for a given course of study.

Pedagogy is the art or science of being a teacher. The term refers to strategies of instruction, or a style of instruction. At MIS we use the term when referring to the correct use of teaching strategies.

In education a core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system. The core curricula implemented at MIS is instituted, at the primary, middle and high school levels.
• The Core US Curriculum at MIS grades K – 8 is:
o Mathematics*
o Language Arts (reading, writing, speaking, listening and viewing/visual literacy)
o Science (life science, earth and space science, physical science)*
o Social Studies*
o Islamic Studies (Ministry of Education guidelines for Arabic Students)
o World Languages* (grades 1 – 8); Arabic* (speakers and non-speakers), French, Pilipino

• 9 – 12 (24 credits for graduation)
o English*; 4 credits
o Mathematics*; 4 credits
o Science*; 4 credits
o Social Studies*; 3.5 credits
o Islamic Studies (Ministry of Education guidelines for Arabic Students)
o World Languages (grades 9 – 12); Arabic* (speakers and non-speakers), French, Pilipino
o Health, Physical Fitness and Wellness
In addition to the core curriculum we offer art, physical education, economics, ICT, College Preparation/SAT’s, and the History of Qatar.

MIS also provides an ‘Early Childhood Education’ program at the nursery, K1 and K2 levels.

• Curriculum Standards are also an important part of the curriculum. Curriculum standards support our US Curriculum. These standards set out goals for learning and reflect what MIS students should know, understand and be able to do at each grade level. Our core curriculum standards have been upgraded and now identify what should be taught at each grade level, based on international benchmarks. Consequently, MIS students who meet the standards will be competitive for college admission and jobs throughout the world. MIS has, in fact, developed standards for the aforementioned core (*) curriculum courses.

• Scope and Sequences: Some curriculums throughout the international community, including MIS, have included optional scopes and sequences, and pacing guidelines for their core curriculum that show how the standards could be taught in each grade. We have enhanced our standards with scope and sequences and pacing guidelines for science, math, English, Arabic and in the not to distant future we anticipate augmenting our standards for social studies and physical education. Scope and Sequences serves as an approach to focus the efforts of teachers on our core curriculum to unify their many independent efforts. The Scope and Sequence makes it possible for our teachers, no matter how diverse, to maximize their ability to contribute to the achievement of our students. In addition, a curriculum based on the Scope and Sequence is able to do the following:

> Build on knowledge from previous grade levels.
> Contribute to what our students will learn later.
? Enable our teachers to create coordinated programs that allow our students to have a seamless learning experience as they:
• Move up the grade levels.
• Participate in out-of-classroom programs conducted in our communities.
• Apply more precise assessments.
• Progress through an articulated series of developmentally appropriate concepts and skills that lead to increased student performance.

• Lesson Plans are management tools used by the teacher and seen by the administration as an instrument designed to support the instructional program. Lesson plans are constructed from the curriculum standards. They are a teacher's detailed description of the course of instruction for an individual lesson. While there are many formats for a lesson plan, most lesson plans contain some or all of these elements typically in this order:

• The title of the lesson;
• The amount of time required to complete the lesson;
• A list of required materials;
• A list of objectives. These may be stated as behavioral objectives (what the student is expected to be able to do upon completion of the lesson) or as knowledge objectives (what the student is expected to know upon completion of the lesson);
• The set or lead-in to the lesson. This is designed to focus students on the skill or concept about to be instructed. Common sets include showing pictures or models, asking leading questions, or reviewing previously taught lessons;
• The instructional component. This describes the sequence of events, which will take place as the lesson is delivered. It includes the instructional input—what the teacher plans to do and say, and guided practice—an opportunity for students to try new skills or express new ideas with the modeling and guidance of the teacher;
• Independent practice. This component allows students to practice the skill or extend the knowledge on their own;
• The summary. This is an opportunity for the teacher to wrap up the discussion and for the students to pose unanswered questions;
• Evaluation. Some, but not all, lessons have an evaluative component where the teacher can check for mastery of the instructed skills or concepts. This may take the form of a set of questions to be answered or a set of instructions to be followed.
• The evaluation may be formative; that is to say, used to guide subsequent learning, or summative; that is to say, used to determine a grade or other achievement criterion;
• Analysis. Often not part of a lesson plan, this component allows the teacher to reflect on the lesson and answer questions such as what went well, what needs improving, and how students reacted to the lesson;
• Continuity - the content/ideas/theme/rules etc. from previous day are reflected upon or reviewed.

The exact format chosen for a lesson plan will be driven by school requirements and personal tastes of the teacher, in that order. Unit plans follow much the same format, but are intended to cover an entire unit of work, which may be delivered over several days or weeks.

• Assessment: Data Collection and Reporting Efforts Must Reflect

> Educational goals and performance metrics that are clear,
measurable, and cover all key elements of MIS’s mission.
> Assessments are appropriately aligned with curriculum,
instruction, and adopted standards.
> Testing methods selected are appropriate and there is a plan
for appropriate interim administration of assessments.
> There is a plan to evaluate data that is rigorous and involves
leadership/staff.
> There must be evidence of how data will influence instruction,
Professional Development and curricular adjustments.

• A Policy Framework For Assessment

> A policy framework for assessment learning is crucial at MIS: in theory its aim is to promote consistency and coherence in how the school understands and implement the principles underpinning effective assessment and the application across MIS’s classrooms. The policy framework will promote components of assessment, beliefs, which are in the best interest of the school and students, and a set of curriculum standards, are coupled with levels of descriptors. As a start, a policy framework adopted by the school becomes evidence, which indicates that assessment is essential to students’ performance and teachers’ ability to manage a demanding situation within the classroom for all students.
> Evidence shows that assessment is an essential component of classroom practice and it supports the process of raising standards of teaching and learning; students’ increase learning and achievement is a natural byproduct of good assessment practices. One aspect of effective teaching is the teacher’s ability to use assessment to improve teaching and learning and close the achievement gap.
> Among the seven types of assessment, researchers agree and suggest that consistency of good quality assessment is essential. Most important is assessment for learning and assessment of learning: Assessment for learning is formative in nature and takes place all the time in the classroom, in various ways. Assessment of learning is often summative and evaluated periodically: midterms, finals, and end of units or national exams. Assessment of learning is utilized by the school or teachers to judge how well a student is performing and allows the school to track progress in comparison to others and progress over time.
• Homework Policy Framework

> Homework in the Middle East International School is an essential part of the school program. Assignments will vary in accordance to the needs of the class and will relate to classroom instruction. Homework assignments are intended to reinforce and extend learning initiated in the classroom and serve as a tool for teachers to assess student understanding of classroom instruction. Completion of routine homework can motivate students to develop good work habits, while increasing the opportunity for individual initiative and responsibility. Homework can also stimulate creativity, critical thinking and awareness that learning can take place outside of the classroom. The guidelines below indicate how students, parents, teachers and administrators all have a responsibility for the success of homework.
(see Web-site for homework policy for k – 5, 6 – 8, and 9 – 12.)
? Professional Development (PD):

> PD plans are research based, and address all needs of MIS’s
Mission.
> Design Team has experience implementing innovative PD.
> PD plan makes use of data and improvement planning
processes.
> Sufficient time is allotted for collaborative planning.
> A proposed schedule of PD workshops is included into the
school calendar.
Based on an American curriculum, following the international standard of education, the following core subjects are offered: Language Arts, Mathematics, Science and Social Studies, in addition to Foreign Language, Arts & Craft, Physical Education, Music, and Computer classes. Recently introduced courses like Economics, College Preparation, History of Qatar, and Early Childhood care have also been integrated into the program.

Finally, MIS takes into consideration the textbooks and learning materials from American publishing companies. We do believe that the core curriculum should be the best of academic standards. Extra-curricular activities in athletics and social-academic clubs, and Scouts in the School provides opportunities, leadership and responsibility, and further individual growth.

Scholastic activity trips are also arranged in various foreign countries yearly, to create and enhance a deeper understanding of cultural diversity for the students.

Affiliations. It is envision that the Northwest Association of Accredited Schools (NAAS) from the United States will be visiting MIS this school year, as MIS seeks provisional