View MOE Marwa Term 1 priorrity flipbook.
Good morning. For Term 1, my focus as Head of MOE is to establish a consistent, evidence- based quality assurance and accountability system across all MOE subjects. My intention is not simply to monitor teachers or check students’ books. I want to establish a clear cycle where every identified gap leads to an action, every action is followed up, and the impact is measured. I have therefore identified three strategic priorities for Term 1.
Priority 1 – Work Scrutiny & Quality Assurance My first priority is to strengthen Work Scrutiny and Quality Assurance across Arabic, Islamic Education, Social Studies and Moral Education. At the beginning of Term 1, I will establish a common Work Scrutiny Rubric so that we have one clear expectation across the MOE department. I will conduct a baseline scrutiny to identify strengths and areas for development. The scrutiny will look beyond completion of work. We will look at curriculum coverage, challenge, differentiation, quality of feedback, students’ response to feedback, and evidence of progress. Teachers will receive specific improvement targets, and I will conduct a second scrutiny cycle to measure whether improvement has actually taken place. My measurable target is: 100% of MOE teachers monitored twice, with at least 90% meeting the agreed quality standard by the second scrutiny. So, the focus is not simply “Did we check the books?” The question is: “Did the quality improve as a result of our monitoring?”
Priority 2 – Teacher Accountability & Follow-Up I want to establish a culture where expectations are clear and monitoring is followed by action. At the beginning of the term, teachers will have clear expectations regarding planning, curriculum coverage, assessment, feedback and students’ work. Following observations and scrutiny, teachers will receive specific targets with clear deadlines. I will use a Teacher Accountability Tracker to monitor whether actions have been completed. The target is: 100% of teachers will have clear professional targets, and at least 90% of agreed actions will be completed within the agreed timeframe. Where a gap is identified, the process will be: Identify → Target → Support → Follow Up → Re-monitor. For repeated concerns, there will be appropriate escalation through the school leadership process. This will help us move from informal monitoring to evidence-based professional accountability.
Priority 3 – Student Progress Through Data My third priority is to ensure that our monitoring ultimately improves student outcomes. We will use baseline assessment data to identify students who are secure, exceeding expectations, or at risk of underachievement. For students requiring additional support, teachers will implement targeted interventions. Progress will then be reviewed every 4 to 6 weeks. My target is: 100% of identified at-risk students will have a documented intervention or monitoring plan, and at least 80% of targeted students will demonstrate measurable progress by the end of Term 1. Most importantly, intervention will not be based on assumptions. It will be based on data, students’ work and assessment evidence.
So, the three priorities are: 1. Quality – through rigorous Work Scrutiny. 2. Accountability – through clear targets and follow-up. 3. Impact – through data-driven intervention and measurable student progress. The overall cycle I want to establish in Term 1 is: Baseline → Monitor → Evaluate → Act → Follow Up → Measure Impact By the end of Term 1, I want to be able to provide clear evidence What we monitored • What we found • What actions were taken • What teachers improved • And, most importantly, what impact this had on our students. My overall aim is to move the MOE department from monitoring compliance to monitoring impact. Thank you. Impact & Success Measures