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Tuesday, 21 February 2017

Our Mission and Vision

OUR MISSION

Inspired by the principles of Islam, the mission of Dhahran Ahliyya Schools is to empower each student to be a compassionate, thinking, lifelong bi-lingual learner who makes a positive difference, locally and globally.

SUMMARY OF OUR VISION

Our vision is to provide a world-class education with an Arab and Islamic identity through a pioneering learning community that is sustainable and socially responsible.

Students DAS LEARNER PROFILE

Learners with International Mindedness

As DAS learners we strive to be :

Faithful:

We possess strong faith in the principles and values of Islam, which are also the values of humanity, and that is reflected in our words and deeds.

Inquirers:

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.


Knowledgeable:

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi¬ficance.

Thinkers:

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators:

We express ourselves con¬fidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled:

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.


Open-minded:

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.


Caring:

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.


Risk-takers:

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.


Balanced:

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.


Collaborative:

We take a positive view of matters and of persons and possess the skills and habits of effective teamwork to accomplish joint objectives.


Reflective:

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

STRATEGY FOR CONTINUOUS IMPROVEMENT

The DAS strategy for continuous improvement is to fulfill the Schools’ mission through living the principles of a professional learning community. This strategy requires involvement of all employees in the schools in an ongoing program of professional development that enables them to participate in a process of continuous analysis and evaluation of the results of our work, the development of better systems, methods, and teaching materials and the addition of new programs for our students.

In order to be effective, this strategy requires that parents and students be involved in the improvement process whenever possible

METAPHORS for DAS

LABORATORY       COMMUNITY       FAMILY

COMMITTMENTS: FOUR CRITERIA FOR EVALUATING OUR EDUCATIONAL PROGRAMS

  1. STUDENTS FEEL safe in the school, confident that they will be respected and not exposed to any kind of bullying – physical or emotional, from adults or fellow students.
  2. STUDENTS FEEL that what they are studying is useful to them all the time and interesting to them at least 65% of the time.
  3. STUDENTS FEEL that they are being asked to apply higher level thinking skills to their learning and that they are not being asked simply to memorize except in those few instances when it is absolutely necessary.
  4. STUDENTS FEEL that they are able to succeed in doing the work assigned and are confident that if they have trouble they will be able to find assistance from teachers who will help them LEARN, not simply help them get good grades.

ESSENTIAL ELEMENTS OF A PROFESSIONAL LEARNING COMMUNITY

  1. Commitment to continuous improvement
  2. Shared norms and values
  3. Collective focus on learning and shared responsibility for students
  4. Collaboration
  5. De-privatized practice
  6. Reflective dialogue

DAS MOTTO

Each year we will be better than we were the year before.