The educational supervision process at the Ministry of Education and Higher Education of the State of Qatar is based on educational theories, principles, and practices, as follows:


·        Diverse Educational Supervision: 

     It is a supervisory model that considers the diversity of teachers, their varying needs, and professional abilities, and provides multiple and varied options for professional growth. This model appreciates teachers’ professionalism by activating their role in professional growth activities. Diverse supervision meets teachers’ needs and differentiates their personal traits, professional level, and content knowledge. An experienced teacher often has the experience and skill for professional self-development or with indirect help from peers, while a new teacher needs intensive support from the supervisor.


·        Constructivism Theory: 

By helping the teacher in self-development and drawing on previous experiences. This approach regards the teacher as an active element in forming their convictions and professional knowledge, while giving them self-confidence. Constructivism theory also requires that the educational supervisor focuses on the cognitive environment, thinking style and gradation, and his strategies with the teacher, provided that the supervisor’s focus should not be limited to the teaching process’ behaviors observed during classroom visits. All that builds and enhances teachers’ knowledge and skills and makes them respond faster to development and improvement requirements.


·        Professional Standards: 

The set of knowledge, skills and attitudes a teacher should have, against which performance quality can be judged. All educational supervision processes should be based on Qatar’s National Professional Standards.


·        Institutional Values:

 An educational supervisor should adhere to the values of the Ministry of Education and Higher Education and should urge teachers to do so. The supervisor should also direct teachers to adopt a professional behavior based on such values as follows:


      Working in a collaborative environment as a team to achieve shared goals and objectives through building strong relationships and maintaining professional partnerships based on trust and mutual respect.

-  Excellence: 

      Realizing excellent achievements and providing services efficiently and effectively to meet and exceed the needs and expectations of stakeholders and the public through applied approaches and processes that ensure excellence and continuous improvement across all aspects of performance.


       Having an environment in which work-related data, information, decisions, and future plans are available in a systematic, clear, and understood fashion to all relevant parties, ensuring that work is performed with the required accuracy and speed, and that tasks are accomplished effectively.


      Committing to performing duties and tasks with perfection, honesty, accuracy, and high professionalism, while refraining from pursuing personal interest, and giving central priority to serving the interest of work and to serving education and society in all actions and decisions.

-  Innovation:

     Working in an environment that fosters creativity and innovation by guiding abilities and potential, and harnessing them to create new ideas and solutions, for continuous improvement and development of work processes and services.




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