Staff Development

The Aga Khan School in Dhaka is strongly committed to promoting and enhancing quality education. Central to this belief is the professional development of teachers.

We take pride in the fact that the majority of our faculty are Bangladeshi. Through their dedication and commitment, we have a school in which young people can grow into confident and competent human beings.

The Aga Khan School in Dhaka is strongly committed to promoting and enhancing quality education. Central to this belief is the professional development of teachers. Trained and skilled teachers provide a more varied, interesting and enriching learning experience for students. These teacher training programmes are reinforced through partnerships with the Aga Khan University-Institute for Educational Development (Pakistan).

All Primary teachers at the School have completed training in the International Baccalaureate Primary Years Programme. The Secondary School teachers participate in in-service programmes to further improve their classroom practices and management. All IGCSE and A Level teachers complete the training provided for them by CIE. Many have completed the Certificate of Education Programme which is supervised by AKU-IED and supported by a team of Professional Development Teachers.

Our school is a part of a network of more than 200 Aga Khan Schools across East Africa, and South and Central Asia. Additionally, our teacher recruitment, appraisals and professional development are an ongoing practice within our school. The Aga Khan Education Service, Bangladesh offers competitive packages, attracting the most qualified faculty.

Teacher Performance Review and Quality Education

How does the School ensure that the benefits of teacher in-service and professional development actually manifest themselves in the classroom and enhance the learning experience of young people?

Ensuring this happens is the responsibility of the Head of Education, Head of Primary School and the Head of Secondary School. Informal and formal visits are made to the classroom on a regular basis. Every administrator spends part of their day visiting classrooms to monitor teacher performance and student progress. The Formal Visit is part of a well-established process in which all teachers participate. The objectives of the visits are:

To monitor the progress and well-being of students
To ensure that the correct curriculum is being taught
To determine that adequate records are being kept
To assess teacher competence
To identify the professional needs of teachers
To ensure that classroom management and teaching strategies promote an active learning environment
To identify potential leaders

Parents are strongly encouraged to discuss educational concerns or their child’s classroom progress with the School administration.