School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 2020 School Leadership Development Plan for Licensure in the UAE mentions various roles for school leaders, such as school vice principals, principals, cluster managers, and principals of specific school programmes such as vocational schools “A leader in school administration may work at a primary or secondary school, in the private or public sectors, or adult education programmes. They may be school vice principals, principals, cluster managers, or principals of specific school programs such as vocational schools”. Principals and vice principals serve as leaders and supervisors of schools.
According to the School Inspection Framework, the term “principal” describes “the specific leader(s) of a school – includes all other names of school leaders, including headteacher, superintendent, proviseur, director’’.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook states that leadership entails the commitment of school principals, school boards, operators, and education authorities, to embrace the state’s culture, heritage, and core values.
Dubai: The Knowledge and Human Development Authority (KHDA) of Dubai 2015-2014 Handbook for the Appointment of Private School Principals defines the position of "Private School Principal" as an individual appointed by the academic permit holders to lead and manage the school. A private school principal “can hold various job titles, such as Superintendent, Director, Executive Director, CEO (Chief Executive Officer), Headmaster, Principal, or Head Teacher, depending on the language and context”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The School Inspection Framework outlines key competencies expected of school leaders, including professionalism, adherence to ethical standards, commitment to inclusion, strategic planning, effective communication, engagement with stakeholders, collaboration, and a focus on continuous improvement.
The 2020 School Leadership Development Plan for Licensure in the UAE outlines the Educational Leadership Standards, which cover professional and ethical leadership, strategic leadership, educational leadership, and operational leadership. These Standards encompass both the academic and operational aspects of the role of educational leaders. Furthermore, the Standards are mandatory and establish a minimum level of requirements for all educational leaders, whether they are currently in a position or seeking one in educational administration.
Abu Dhabi: According to David and Abukari’s (2019) study on the Perspectives of Teachers on the Selection and Development of School Leaders in the United Arab Emirates, Abu Dhabi Education and Knowledge (ADEK) has established five key areas, namely leading strategically, leading teaching and learning, leading the organization, leading people, and leading the community, as professional standards for principals. The cluster managers at ADEK evaluate school principals and vice principals based on these standards. ADEK has outlined the primary purpose of a principal, which is to provide professional educational leadership and management to the school community and promote a commitment among staff to achieve high standards in all aspects of the school's operations. The most significant indicator of a principal's performance is their ability to lead the improvement of teaching and learning to enhance student outcomes.
The 2014-2015 Private Schools Policies and Guidelines Handbook focus on developing ethical leadership qualities among qualified individuals, aligning with the policy's objectives. Through self-assessment and feedback gathering, the principal seeks to understand others' perceptions of their leadership, promoting a culture of transparency and openness. Moreover, the principal establishes auditing mechanisms to ensure the school remains free from unethical practices, fostering an environment of trust, respect, and integrity within the educational community.
Dubai: The 2015-2014 Handbook for the Appointment of Private School Principals emphasizes the importance of cooperation between all school leadership members, in collaboration with the Knowledge and Human Development Authority, to align with the goals of the National Agenda. The handbook was developed to establish processes and standards for appointing private school principals to ensure they possess the necessary skills and competencies to achieve the National Agenda's objectives and improve the quality of education for students. In addition to evaluating the qualifications and competencies of candidates for the position of private school principal, the appointment processes also assess their understanding of international assessments and their ability to align curriculum goals and teaching methods to ensure students achieve advanced results in global assessments.
Roles
Setting expectations/objectives: The 2015-2020 Six Years of Achievements in Preparation for the Next 50 emphasized that school leaders should embody their comprehension of the centenary and the state's vision and mission regarding education, and assume complete responsibility. Furthermore, it has emphasized that school leaders should serve as exemplars by demonstrating their professional skills and interacting positively with students, teachers, parents, and the community.
The School Inspection Framework reports that Senior leaders, including the Principal, are responsible for setting clear expectations and objectives aligned with local and national priorities.
According to the 2020 School Leadership Development Plan for Licensure in the UAE, school leaders should implement the organizational vision, strategically plan and work to gain the buy-in of stakeholders to actualize organizational goals. They should lead the organizational review process, which involves planning, collecting data, summarizing, and implementing plans for school improvement. School leaders should also engage in professional learning and development, training staff to improve knowledge, skills, and effectiveness. Effective school leaders should set rigorous expectations for all students and recognize the importance of metacognitive goal setting and reflection of students, teachers, and teacher leaders. They should ensure that an environment of sustaining culture and pedagogy is at the core of all policy, practice, and procedures. Effective school leaders should also recognize the importance of developing the capacities of both students and teachers and provide teachers with specific feedback and professional development to support building that capacity.
Dubai: The 2015-2014 Handbook for the Appointment of Private School Principals states that the Private School Principal oversees all school-related matters and is responsible for the quality of education, students' well-being, and safety.
Developing teaching and learning: According to the 2020 School Leadership Development Plan for Licensure in the UAE and the School Inspection Framework, effective school principals play a crucial role in the development of teaching within their schools. They must be able to provide instructional supervision, which involves observing and supporting teachers to ensure they can deliver high-quality instruction. They must also provide teachers with the necessary resources and materials that are aligned with teaching objectives to support effective learning outcomes.
Additionally, school principals must be responsible for planning, coordinating, and evaluating the curriculum to ensure it meets the needs of all students. They should regularly monitor student progress using a range of assessment tools to evaluate their learning and understanding of the curriculum.
Furthermore, school principals must work collaboratively with teachers and other stakeholders to develop and implement strategies that support the continuous improvement of teaching and learning within the school. This can involve providing training opportunities, facilitating professional development sessions, and developing a strong school culture that supports ongoing learning and growth. The development of teaching is a key priority for effective school principals, and they must work diligently to create a supportive and effective learning environment for all students.
Promoting collaboration: As per the School Inspection Framework and the 2020 School Leadership Development Plan for Licensure in the UAE, key practices of school principals relate to developing a positive school culture and climate, maintaining a safe and healthy school environment, and building relationships and consulting with families and the community. The plan highlights the importance of developing a sustaining culture and pedagogy at the core of all policies, practices, and procedures and establishing partnerships with industry partners that support students’ future career choices and moral growth.
Supporting staff development: According to the School Inspection Framework and 2020 School Leadership Development Plan for Licensure in the UAE, effective school principals should prioritize the professional development needs of their teachers by conducting needs assessments to identify areas for growth. They should also provide individualized support and mentoring opportunities for teachers to help them improve their practice. This includes observing teachers in action, providing constructive feedback, and modelling effective instructional strategies. It adds that principals should encourage teachers to engage in ongoing professional development and provide opportunities for them to share their knowledge and expertise with colleagues. By fostering a culture of continuous learning and growth, principals can help to ensure that their teachers are well-prepared to provide high-quality instruction to their students.
Abu Dhabi: The 2014 Educational School Policies Guide for Abu Dhabi mentions that school principal's responsibilities include supervising and evaluating the performance of heads of teaching departments, ensuring they do not exceed half a day of teaching workload, and handling staff-related issues such as disciplinary procedures and grievances, with necessary guidance from the Personnel Services Department.
Acting in accordance with the ethical principles of the profession: According to the 2020 School Leadership Development Plan for Licensure in the UAE and the Code of Conduct for Education Professionals in General Education, effective school leaders value cultural and linguistic pluralism, ensure respect for community and cultural values “Respect and promote U.A.E. values in a diverse community”, lead by example in ethics, model transparency, equity and justice, engage in personal reflection and metacognitive growth, attend to the development of the whole child, and maintain healthy relationships and fluid communication with all stakeholders. The focus is on building a productive school culture through adherence to shared values and standards, effective partnerships, and clear expectations and actions for an environment of excellence “Promote and implement the National Code of Ethics within the school community/stakeholders”. The School Inspection Framework mentions that school leaders are expected to ensure that all actions and decisionsalign with the profession’s ethical principles, maintaining professionalism and integrity in their leadership roles.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook states that the school principal plays a crucial role in upholding ethical standards within the educational institution. They are responsible for acquainting all educators with the ethical and professional code of conduct, which serves as a guiding reference in their daily activities and decision-making processes. Additionally, the principal ensures that consistent ethical practices are maintained throughout the school and takes appropriate actions if any staff member deviates from these standards. School leaders adhere to the highest ethical standards and consistently apply them in all situations and at all levels of their professional roles. They are expected to serve as exemplary models in this regard. Additionally, the policy aims to ensure that school leaders focus on achieving the best results for the schools and students rather than seeking personal gains or misusing their positions.
Others: The 2014 Educational School Policies Guide for Abu Dhabi identifies other practices of school principals such as ensuring that the school's partnerships with community institutions and organizations provide valuable educational contributions. They must seek final written approval before establishing any community partnerships with the school. Additionally, they are responsible for taking action and organizing activities that encourage expanding the involvement of the local community in the school.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Based on the information provided in the 2020 School Leadership Development Plan for Licensure in the UAE, there is a mandatory certification process for school principals in the UAE “Candidates must be able to demonstrate the knowledge and thought process needed to manage, coach, and mentor school staff and inspire them to enhance educational teaching and learning to ultimately provide an education that develops the skills, knowledge, and understanding of students”. The certification process assesses current and potential school leaders on their organizational and management skills alongside their instructional and pedagogical knowledge. However, the document does not specifically state that school principals must be fully qualified teachers or have a minimum of years of work experience.
The Educational Professions Licensing System in the UAE ensures that all workers in public education meet high professional standards by obtaining a professional license. Applicants must pass specific tests tailored to their role in education. Candidates for teacher positions in public and private schools require a minimum of a bachelor's degree in addition to the licensing procedure. While, no information was located regarding on the specific qualifications of school principals, other documents do provide this information.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook states that the appointment of a new school principal or assistant principal requires candidates to meet specific qualifications. For eligibility, individuals must hold a university degree in education or school administration from a recognized and accredited educational institution. Candidates should possess a minimum of five years of teaching experience, including school administration experience, or at least four years of experience in school administration. Alternatively, applicants can have a university degree in another field and hold a certificate in school leadership with a minimum of six years of teaching experience, including school administration. Preference will be given to those with a master's degree or equivalent in school leadership or administration. Additionally, a minimum score of 6 on the IELTS or its equivalent is required for schools that offer their curriculum in English. Proficiency in both Arabic and English or any other languages as per the school's needs is also preferable. Schools must ensure that the selected principal and assistant principal meet these qualifications and requirements for their appointments.
Dubai: According to the Knowledge and Human Development Authority (KHDA) 2015-2014 Handbook for the Appointment of Private School Principals in Dubai. The potential principal candidate must possess relevant and appropriate teaching experience, hold teaching qualifications, and have at least three cumulative years of leadership experience in the same or similar curriculum schools. The KHDA has also outlined 11 roles and responsibilities for a principal, including a focus on student outcomes, implementation of the stated curriculum, support for special needs students, ensuring compliance with KHDA regulations, recruitment and assignment of qualified staff, and maintenance of school records, among others.
Appointment decision
The 2020 School Leadership Development Plan for Licensure in the UAE focuses on obtaining a license for school leaders. It mentions the Ministry of Education (MoE) and Higher Education Institutes as the entities involved in developing performance assessments for initial licensure and providing continuous professional development for school leaders. However, it does not specify the actors involved in the appointment decision or the level at which the decision is taken.
The Emirates School Establishment (ESE), currently integrated with MoE, is the official entity for managing public schools, appointing educational professionals and leaders, and is responsible for announcing the availability of job opportunities in educational and administrative positions. Applicants can apply directly through their platform by creating an account and uploading their CV (https://careers.ese.gov.ae).
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook mentions that the process for appointing the school principal or assistant principal involves the following steps: The school selects suitable candidates for the positions based on the experience and qualifications set by the board, as detailed in the policy. Interviews are conducted to hire the most suitable candidate. Upon passing the required checks, the candidate submits the necessary documents and completes the nomination form and self-introduction letter, along with a criminal status certificate (issued by relevant authorities for candidates residing in the country and issued from the candidate's home country for recent immigrants). If the candidate fails to pass the required checks, the school provides new nomination forms for another candidate before proceeding. The board interviews candidates who passed the checks at a specified time and place. After the interview, the board issues an appointment notification for the school principal or assistant principal. Upon receiving the appointment notification, the school signs a fixed-term employment contract with the appointed candidate, which includes a clause stating their commitment to abide by the board's regulations, policies, and requirements and achieve the expected objectives. The contract also specifies that failure to comply may be grounds for termination, as described in the policy.
Dubai: The 2015-2014 Handbook for the Appointment of Private School Principals states the school must obtain KHDA's approval for the appointment. The KHDA, therefore, actively participates in the process of appointing private school principals, aiming to support continuous improvement in the quality of education in private schools. This involvement includes conducting personal interviews with candidates applying for the position of school principal to ensure their qualifications and experiences match the requirements and their capabilities in school leadership and development.
If the candidate is new to Dubai's schools, they must formally apply to KHDA for appointment notification. This application should include a letter from the academic permit holders detailing the reasons for choosing the candidate, the candidate's resume, certified copies of certificates and experience, and a copy of their passport with the visa page. After submitting all required documents, KHDA will review them and schedule an interview with the candidate. Upon receiving approval, the authority will issue the appointment notification to the academic permit holders within 15 working days from the interview date. In case of non-approval, the academic permit holders will be informed in writing within 15 working days from the interview date. The interview process involves reviewing candidates' qualifications, experiences, and visions for education quality enhancement. It also assesses their ability to create a strategic vision for the school and lead academic stages while maintaining consistent educational service quality. Candidates who meet the qualifications will receive official notification of their appointment. Those who don't meet the requirements can reapply later. Selected candidates may receive a conditional appointment with a trial period, followed by a second interview to assess progress. The authority may request a detailed work plan from the new principal to clarify certain aspects of the school's operation within a specific timeframe.
Employment equity measures
The 2014 Educational School Policies Guide for Abu Dhabi policy focuses on school leadership and Emiratization in government schools in Abu Dhabi. It aims to provide opportunities for Emirati employees to pursue higher education in fields like educational leadership, curriculum development, and counseling. The Abu dhabi education council may prioritize specific specializations based on job needs. The policy supports Emiratization by encouraging Emirati employees to take leadership roles as school principals and supports their professional development through higher education programmes. It also emphasizes the importance of promoting Emirati talent and expertise within the education system.
Working conditions
The 2014 Educational School Policies Guide for Abu Dhabi defines the work responsibilities of school principals and their assistants based on the approved school calendar by Abu Dhabi Department of Education and Knowledge (ADEK). School leaders are required to be present during study days and working days, except for official ADEK activities. ADEK may request them to start work one week before the academic year. During this time, principals may request staff to work with prior approval. Principals will conduct orientation programmes for staff before the start of the academic year. The role of school principals is crucial, and detailed duties and responsibilities can be found in ADEK's job description for reference.
No information has been found on school principals' contract type and salary scale.
2.3. Leadership preparation and training
Pre-service training
The 2020 School Leadership Development Plan for Licensure in the UAE includes preparation for school leaders, from initial licensure to professional growth.
Induction and in-service training
The 2020 School Leadership Development Plan for Licensure in the UAE emphasizes the need for continuous professional development for educational leaders. Induction training should be provided for new school principals to help them acquire the necessary knowledge and skills for their new position. The duration, content, and modalities of induction training should be comprehensive and aligned with the Educational Leadership Standards for the UAE.
In-service training for practising school principals should also be provided to enhance their skills and knowledge in leadership, strategic planning, educational leadership, and operational leadership. The training should be customized to the needs of the school leader and the school community. The plan provides self-study materials and sample questions for each standard to support the professional growth of school leaders to invest in their professional development and to ensure a high-quality learning environment for students.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook states that school principal commits to continuous self-improvement as a leader and managers by participating in professional development activities and staying updated with best practices.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2020 School Leadership Development Plan for Licensure in the UAE, school management committees and boards are identified based on national education laws, acts, policies, strategies, and frameworks. The selection process and representation of teachers, parents, and students are also defined. School Management Boards have roles such as monitoring and managing a school's overall strategic direction, finances, performance, and policies and providing advice and guidance to the principal.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook seeks to ensure the Board of Trustee's efficiency and provides guidelines for its formation, responsibilities, and functioning in alignment with applicable laws and regulations. It mentions that each school owner is free to form the Board and adopt governance conditions based on relevant laws and regulations, considering the Board's needs and support. Private school Board of Trustees consists of representatives of competent school owners, parents, and guardians, who are responsible for the appointment, evaluation, and potential removal of the school's director, with the Board's approval. The Board of Trustees is responsible for overseeing the implementation of the school's strategic plans and ensuring the achievement of its goals and mission. They play a crucial role in holding the school administrators accountable for executing the strategic plans, fulfilling the mission, and achieving the objectives. The Board provides support and guidance to the school's principal and staff, particularly regarding clarifying the strategic vision, financial matters, and other professional issues, as well as ensuring quality assurance “School principals do not have voting rights like other members of the Board of Trustees, but their role in the council is to provide valuable information about school operations and offer advice and analysis to assist in decision-making. The school principal does not attend Board of Trustees meetings when matters related to their evaluation, performance, financial affairs, or any other sensitive issues concerning them are being discussed unless the Board President deems it necessary’’.
The School Development Committee's role and responsibilities include overseeing the school's progress, implementing school programs, and ensuring high-quality standards in line with the school's mission and the Board's requirements. The committee, led by the school principal, includes members from both the administrative and teaching staff and may also include representatives from parents and students. The committee monitors key performance indicators defined in the school's development plan and encourages stakeholders to propose innovations and ideas for school and community development.
The 2020 School Leadership Development Plan for Licensure in the UAE mentions that effective school leaders implement policies and ensure that an environment of sustaining culture and pedagogy is at the core of all policies, practices, and procedures. However, it does not specifically state whether school leaders sit on governance bodies for policy development.
3.2. Middle leaders
According to the School Inspection Framework, teachers must demonstrate strong leadership skills, competency, and commitment to supporting the school’s vision and goals. They are responsible for driving improvement initiatives, working collaboratively with colleagues, and ensuring high-quality teaching and learning practices within the school.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook states that teachers are school leaders within the classrooms, and they have a vital role in promoting positive ethics and values. They are responsible for providing a healthy environment and fostering the ethical and professional code of conduct through fairness, respect, equality, and trust. They must firmly stand against persecution, discrimination, racism, bias, or favouritism among staff members, between staff and students, or among students. Implementing systems to address and handle such issues, including dealing with inappropriate behaviour and interactions, is essential. This also applies to handling job applicants and parents seeking admission for their children in the school.
The policy for schools implementing the new educational model includes appointing a Head of Faculty. The Head of Faculty is responsible for providing relevant expertise in educational fields, curriculum, and school leadership to enhance the educational process and support learning in both Arabic and English curricula. Additionally, they hold administrative responsibilities related to teacher training, development, and supervision. The Head of Faculty actively participates in the school's leadership and management team, contributing to strategic planning, setting priorities, and improving overall school performance. To keep the Head of Faculty well-informed and up-to-date with educational developments, they are required to teach for at least half of their working time. Teaching responsibilities are defined annually and aligned with the job description of the Head of Faculty. The number of Heads of Faculty is determined based on the school's student number, the number of study groups, and the implementation of the new educational model.
3.3. Parents
Abu Dhabi: The 2014 Educational School Policies Guide for Abu Dhabi invites parents to actively participate in the educational process of their children according to the school policies. They are encouraged to attend regular meetings with school principals and teachers to follow up on their children's performance. Parents are also invited to engage in activities organized by other schools through school visits, volunteering in school events, and participating in parent-teacher councils.
Parent Councils act as advisory bodies to provide recommendations and suggestions on matters like effective communication, policies, parental involvement, and school development to the school administration on prioritized matters. Parent Councils consult with other parents on various subjects, assist in planning school activities, and focus on enhancing the overall quality of education. The councils consist of a maximum of twelve members, with at least three-quarters being UAE citizens. Meetings are held regularly, and all parents can participate in at least one meeting per semester. The policy aims to improve education by fostering collaboration between parents and schools to enhance student success.
Regional Parent Councils serve as advisory bodies and are responsible for providing recommendations and suggestions to the educational authority on matters they prioritize. Twelve members should represent the councils, with at least three-quarters being UAE citizens. To qualify as members, individuals must be parents of registered students and actively involved in the leadership of school-level Parent Councils. The Regional Parent Councils are led by the educational office director or their representative. The councils must hold meetings at least once per semester or at least three times annually, with a legal quorum being the presence of a majority of the current members. Parents who wish to participate in the councils must undergo security checks to ensure the safety of students and staff. Membership may be terminated immediately for engaging in illegal activities, not attending three consecutive meetings, or when a student leaves the school. The policy also outlines the respective responsibilities of school management, office directors, Regional Parent Council presidents, and members to ensure effective implementation and encourage parental involvement in the school community.
3.4. Students
The 2018 Student Code of Conduct No.851 aims to enhance students' positive behavior and manners in Emirati schools. It applies to students in general education institutions, from grades 3 to 12, and continuing education. The goals of the code include promoting positive conduct, providing a suitable educational environment, and requalifying students with behavioral issues. Conduct is treated as a subject with a total grade of 100, and students are graded based on positive conduct and excellent conduct. Violations result in the deduction of points, and penalties vary based on the severity of the violation. School officers must treat violating students with respect and avoid certain actions such as corporal punishment or reducing subject scores.
Abu Dhabi: The 2014 Educational School Policies Guide for Abu Dhabi aims to provide guidelines for schools under the Abu Dhabi Department of Education and Knowledge (ADEK) to manage student behavior effectively. It emphasizes the importance of positive behavior patterns and discipline in creating a conducive learning environment for students and a safe working environment for teachers. According to the policy, all students have the right to receive their education in schools that provide a secure and supportive environment. School leaders must develop organizational plans and systems to manage student behavior and implement them to support positive behavior patterns. The policy also encourages schools to use effective strategies to promote positive behavior and prevent student behavioural problems.
No information has been found regarding student councils.
4. Governance
4.1. Autonomy of school leaders
According to the 2020 School Leadership Development Plan for Licensure in the UAE, school principals and vice principals oversee a wide range of professional development and school budgeting, amongst other things, as previously reported.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook mentions that one of the primary duties of the school principal is to keep the school owner or board of trustees informed about the decisions and procedures approved by the board, adhering to the school's governance rules. They also play a significant role in shaping the school's workforce by developing and presenting a comprehensive staff structure plan to the board for review and approval. Leading the recruitment and selection process, they carefully assess candidates and submit recommendations to the board for hiring or dismissing employees. Additionally, the school leader is responsible for skillfully selecting and assigning roles to employees, guiding them in their professional development, and ensuring that all hiring practices comply with legal regulations and align with the board's requirements and the relevant government authorities. A school principal is to also develop and monitor the budget.
4.2. Assessment and accountability of school leaders
School principals are assessed under the School Inspection Framework based on their competence in various areas such as discharging duties, leading improvement activities, overseeing school developments, and ensuring compliance with regulations. Their effectiveness is judged by their ability to enhance different aspects of the school, maintain student outcome improvements, and manage change effectively. Additionally, principals are evaluated on their communication of the school's vision, collaboration with stakeholders, involvement in improvement planning, and monitoring of staff and student progress. School principals conduct regular self-evaluation in the school and then they are evaluated by inspectors responsible for evaluating school performance based on set standards.
The 2020 School Leadership Development Plan for Licensure in the UAE includes the development of performance assessments and a standardized licensure exam for all current and potential school leaders to continuously ensure they possess the necessary skills and knowledge to effectively lead and manage a school. School leaders are assessed based on their Professional and Ethical Leadership, Strategic Leadership, Educational Leadership, and Operational Leadership.
Abu Dhabi: The 2014-2015 Private Schools Policies and Guidelines Handbook states that in cases of student mistreatment, school leaders are accountable for conducting a comprehensive investigation into incidents of abuse, exploitation, physical harm, sexual assault, verbal insults, or any other form of mistreatment. They must report such incidents immediately to the school's board, school principal (or owner if the school principal is involved), and relevant authorities. School leaders should ensure fairness, respect individual rights, and involve educational stakeholders in decision-making processes. In cases of staff involvement in mistreatment, immediate action should be taken, including informing authorities and suspending the staff member if necessary. A formal investigation must be conducted, and written reports should be submitted to the Private Schools and Quality Assurance sector within 24 hours. Any staff found guilty by the authorities should be terminated following applicable labor regulations. Schools must cooperate with relevant government entities, such as health authorities and social care institutions, and maintain related reports. In severe cases of student mistreatment occurring outside the school, the school should coordinate with social specialists and take necessary steps to protect the student, including involving appropriate support institutions. Detailed reports of such cases should be maintained in the student's file. If the mistreatment involves a crime, the school must inform the relevant authorities.
Dubai: The 2015-2014 Handbook for the Appointment of Private School Principals mentions that the Principal is accountable for the administrative, financial, and operational aspects of school leadership and management. The Private School Principal represents the school during educational inspection processes and is held accountable for the school's performance and educational standards. They are directly accountable to the academic permit holders.
4.3. Teacher assessment by school leaders
According to the School Inspection Framework, “Senior leaders monitor teachers’ plans, evaluate students’ classroom experiences, track students’ attainment and evaluate their progress towards meeting agreed targets”. School leaders involve staff, parents, and students in the self-evaluation process to gather feedback and support continuous improvement efforts. They monitor teachers’ plans, evaluate classroom experiences, track students’ attainment, and assess progress towards meeting targets outlined in the improvement plan.
Additionally, through classroom observations, teachers are also assessed by school inspectors who review various aspects such as teachers’ use of formative and summative assessment data in lesson planning, understanding of individual student’s strengths and weaknesses, guidance provided to students, and the creation of positive learning environments. Therefore, both school inspectors and senior leaders are involved in conducting classroom observations to assess the quality of teaching and learning in schools.
This profile was reviewed by Marie Beresford-Dey, Senior Lecturer in Educational Leadership and Chair of Sustainable Environments: Practice, Activism, and Leadership (SEPAL) at the School of Humanities, Social Sciences, and Law, University of Dundee; and Mahra Hilal Almutaiwei, Department Director at the Ministry of Education.
