School Based Support Program (SBSP)
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Last modified: May 06, 2014 06:15:50.

NCED’s School-based Support Program (SBSP) was established to provide in-school professional support to selected independent schools identified by the Supreme Education Council (SEC) & NCED-Qatar University. This type of professional development is design to increase internal capacity of selected independent schools participating in the program through high quality school based professional learning activities and research based best practices to improve the performance of school leaders and teachers which, in turn, will improve student learning and achievement.

  • School Based Support Program (SBSP) has been designed to provide in-school professional support to selected schools.
  • A team of 5 Professional Development Specialists (PDSs) is assigned to each school addressing the area of school leadership and the teaching of Arabic, English, Mathematics and Science.
  • The PDSs are charged with the development of a positive and successful learning environment.
  • As a consequence of being in schools on a continuous basis the PDSs are able to conduct regular walk-throughs, interviews and classroom visits and make on-going observations of school administrators, teachers and students.
  • This qualified them to accurately identify and address the needs of each individual teacher and each department within each school. This allowed for practical and more effective support for school improvement efforts with continuous modelling of appropriate behaviors and strategies while providing encouragement and support to those trying to make changes.
  • By collecting initial data related to professional behaviors, instructional strategies used, leadership styles and student achievement, the PDSs are able to identify areas of concern then develop strategies for supporting improvement.
  • Support provided by the PDSs include the areas of: curriculum standards, lesson preparation, direction related to a wide range of instructional strategies, classroom management, assessment strategies, and the use of ICT in teaching and learning and conducting action research.
  • The delivery of the support came in various forms including; workshops, coaching and mentoring, team teaching, lesson modelling and various forms of instruction and collaboration.
  • Based on the on-going assessment of student progress and the regular observation of teachers and school leaders, the PDSs are able to maintain designing and delivering high quality professional development to support improvement rather than just being there to evaluate professional behaviors and activities.
  • All support and follow-up has been provided in each educator’s own school and during the regular school day. With the frequent and regular involvement of the PDSs in the schools, performance and achievement data has been gathered on a frequent and steady basis. This allows for a regular adjustment to support activities.