SIS family is a closely knit community where each stakeholder is equally proud to be a member.
Students are motivated to work hard to attain higher grades in both scholastics and co-scholastics.
SINCERE AND DEDICATED STAFF
Helpful and supportive staff is committed to improve quality in teaching and administration. They are receptive to ideas, innovative and mutually supportive.
School has well designed classrooms, Language rooms, Music rooms, laboratories (Biology, Physics, Chemistry, Computer Science, Engineering Graphics and Home Science), Library, Canteen, Play Grounds, well-managed transport system designated prayer areas and a multi-purpose activity hall. Academic programmes are planned to maximise utilisation of the available facilities.
The school has a student – teacher ratio of 20.
Each classroom accommodates a maximum of 35 students. 4.6. TEACHER EXPERTISE AND QUALIFICATIONS
All teachers are well qualified with either graduation(B.A. or B.Sc.) or post graduation (M.A. or M.Sc.) in respective subjects and teachers’ training (B.Ed. or M.Ed.) or a professional degree or diploma in the respective field.
TEACHERS’ PROFESSIONAL DEVELOPMENT
The areas where teachers need professional development are identified through a monthly self appraisal by the teachers and through observations by the section heads. Teachers Professional Development Programmes are organised by both external resource persons and through in-house workshops.
50% of parents have formal educational qualifications and are experts in their field of work. A good number of parents are supportive to their wards and frequently provide constructive suggestions and feedback to school for improvement of quality.
STUDENTS’ AND TEACHERS’ MOVEMENTS
Since both students and teachers comprise of expatriate community transfer of residence due to unexpected reasons is frequent for both students and teachers. In average, 7.5% of students and 19% of teachers are transferred to their home town due to personal reasons, in an academic year.
PERCENTAGE OF ABSENTEEISM
% of absenteeism of teachers is less than 3 and that of students is less than 5. Strict follow up measures and remedial programme are in place to bring these figures further down.
SCHOOL RESOURCES AND CAPACITY
SIS policy is to provide quality education to the students within affordable fees. Even though SIS fees are relatively very low compared to most of the other Indian Schools in Doha, the school tries to impart quality education with modern facilities and maximum utilisation of resources. In addition the
school is providing fee concession to the deserving students. Remuneration to the school employees is being revised to match with the industry standards.
Since 2008, the school is undergoing development in all domains. The income generated through fees is not sufficient to meet its operational and developmental expenses. So the school is at present having a deficit budget. These negative balances are managed with the additional fund brought by Director Board and also using its long term liabilities like caution deposit, employee end of service benefits etc.. The school can survive in the long run and can expect the sufficient fund from the operating income to meet it’s operating and future development expenses only with a rise in its monthly fees which is under consideration of SEC.
FINANCIAL SUPPORT TO TEACHERS’ AND STUDENTS’ DEVELOPMENT PROGRAMME
Cost-effective in-house training programmes are planned and materialised for Teachers and Students. School management earmarks funds for training for teachers and students by resource persons from external agencies like CBSE and CIGI (Centre for Information and Guidance India). A large number of fee concessions are granted every year to children who have genuine difficulties to meet their educational expense. Children of staff members are given fee concession.
CHILDREN, OTHER-WISE ABLED, ARE INTEGRATED WITH THE MAIN STREAM
Children with special needs are integrated with the main stream and teachers are trained to practice inclusive education. Children with learning disabilities are identified and specially trained to cope with the class. Children with language difficulties were given a scaled down curriculum for that specific language. Classes having differentially abled children are given special training (to students and teachers) to take special care of children with special needs.
STUDENTS’ AND TEACHERS’ OPINION ON DIFFERENT ASPECTS OF SCHOOL
Teachers and students are given ample opportunities to express their opinion on various aspects of school like curriculum transaction, assessments, co-curricular activities and staff and student welfare. Every year SIS conducts school wide opinion survey for Teachers, staff, and Parents. School students provide feedback on various aspects of instruction and administration. When asked to freely respond to what they liked about SIS, respondents could most frequently cite the positive learning environment at the school.
PARENTS’ OPEN FORUM MEETINGS
School organises, in addition to the regular Parent-Teacher Meetings, periodic Parents’ Open Forum Meetings that give parents an opportunity to register direct feedback on school activities and give suggestions for quality enhancement. These interactions motivate parents to get involved in school development programmes.
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