مستجدات التقويم المدرسي وممكنات التنفيذ

The session begins with an introduction emphasizing the significance of self-evaluation as a compass for leadership and excellence. Dr. Hassan Al-Humaidan highlights that the current phase of school evaluation is characterized by a fundamental transformation, moving from focusing on the abundance of evidence to emphasizing efficiency and effectiveness in performance. He urges school principals and executive teams to review the updated criteria and indicators, which are now more precise and linked to learning outcomes, with practical implications in the classroom. This shift demands integrated efforts from all educational staff to achieve high-quality self-evaluation that prepares schools for external evaluation.

Sarah Al-Qahtani elaborates on the updates in self-evaluation processes, comparing the current procedural guide (1447/2026) with the previous one (1444). Key changes include an increase in evaluation criteria from 10 to 11, with the addition of a new standard related to student rights and protection under school administration. The number of indicators also increased from 47 to 49, with new indicators for school administration and the school environment. Evaluation tools remain 12, but there are changes in surveys (family survey instead of parent survey), classroom observations (now two-directional, focusing on social behavior and teacher performance), and documents analysis (reduced items to 25 from 52, emphasizing quality over quantity). The self-evaluation process now involves three stages: preparation, implementation, and closing, with the addition of developing an improvement plan based on evaluation results in the closing stage.

Al-Qahtani details specific changes in indicators across four areas: school administration, teaching and learning, learning outcomes, and school environment. For school administration, the focus shifted from comprehensive operational plans to qualitative, comprehensive plans that serve all school aspects. In teaching and learning, the emphasis is on effective implementation and monitoring of activities, using digital technology broadly, and developing student digital skills. For learning outcomes, the goal is high achievement for students, not just progress, and fostering positive attitudes towards self and society. In the school environment, new criteria include providing educational facilities that meet specified standards, attending to all school areas (not just classrooms), and having a regular maintenance plan.

Dr. Nour Al-Sabr, director of High School 101, shares her school's self-evaluation success story. She stresses the importance of self-evaluation for improving performance and ensuring continuous quality through an integrated system of standards. She outlines smart management of the evaluation process, emphasizing good planning, selecting a competent, objective, and adaptable team, allocating sufficient time, ensuring active parent participation, and maintaining a safe, healthy, and attractive school environment that promotes positive behavior and supports student talents. Dr. Al-Sabr also presents a detailed timeline of their self-evaluation plan, from reviewing theoretical frameworks and attending training programs to forming the evaluation team, registering on the digital platform, raising awareness, and distributing surveys.

Rehab Al-Nasser discusses common technical challenges faced by schools on the digital excellence platform. She provides solutions for issues like saving changes in the readiness form (requiring starting a new evaluation cycle), incorrect phone numbers (use 01 followed by seven zeros if no phone), and inaccurate class counts (ensure it's class count per grade, not student count per class). For administrative and teaching staff data, she notes that mobile numbers and names are pulled from "Noor" system, so corrections must be made there first. Economic status percentages must sum to 100%. She also highlights activation messages not reaching team members (due to not clicking 'start evaluation' or incorrect phone numbers in 'Noor') and incomplete observations (requiring data entry on the same day). Al-Nasser explains how to correctly submit support tickets through the platform, providing clear descriptions and attachments for effective resolution.

The session concludes with final remarks from the host and Sarah Al-Qahtani. They reiterate the importance of adhering to the specified timeline for completing and submitting evaluation tools, emphasizing the deadline of May 14th (27/11) for all tools to be uploaded and closed on the platform. This is crucial for schools to review their reports and develop improvement plans before external evaluation visits, avoiding potential weaknesses. The host stresses that self-evaluation is a mirror reflecting strengths and areas for improvement, not just a bureaucratic burden. He calls for accuracy in monitoring indicators, viewing challenges as fuel for development, and fostering teamwork. He thanks all participants and speakers for their contributions, asserting that the success of the educational system stems from the dedication and efforts of school leaders and staff.