Qualifying New Teachers: From Training to Assessment

- The program targets graduates of education colleges and required specialties, as well as expatriate teachers and special education staff.

- The mandatory academic year combines theoretical training with practical fieldwork within schools.

- Passing the program is mandatory at a minimum rate of 75 percent before receiving employment benefits.

- The “Education” committee of the Council of Ministers discussed the project with leadership figures in preparation for presenting it to the relevant authorities.

- Appointment begins at Grade 4, and teacher confirmation and completion of the training program are linked to success in the course.

- Failure to pass the program delays the citizen’s access to benefits and terminates the contract of expatriate teachers.

- The program aims to build a teacher who possesses professional competencies and keeps pace with modern educational transformations.

- The program comprises three training stages, an electronic portfolio, and continuous evaluation according to approved regulations and standards.

- Utilization of specialized training facilities and preparation of organizational guides for trainees, supervisors, and trainers.

The Ministry of Education is moving forward to enhance the quality of education through a new, comprehensive project for the preparation and qualification of new teachers. This step aims to invest in human resources as the fundamental pillar for developing the educational system, by establishing an integrated training program based on best practices and global standards. This initiative seeks to empower teachers to perform their educational mission efficiently, keep pace with rapid transformations in the education sector, and achieve a modern educational system that meets future requirements and enhances the quality of educational outcomes.

In this regard, Al-Rai learned that the Education, Health, and Youth Committee of the Council of Ministers recently discussed the project for the preparation and qualification of new teachers, prepared by Minister of Education Jalal Al-Tabatabai, in the presence of educational leaders. The Ministry of Education is preparing to present the project to the relevant authorities to complete necessary studies and examine the feasibility of implementing the program.

Educational leaders emphasized during the committee meeting their continuous efforts to support teachers and provide all means enabling them to perform their noble mission, recognizing their pivotal role in elevating the academic and cultural level of students. This comes amid rapid changes in the education sector, which have given rise to new teacher roles that go beyond the traditional concept of classroom instruction. These new roles include utilizing modern technologies, developing thinking skills, and managing interactive and motivating learning environments. They also stressed their commitment to investing in the development of teachers’ skills by providing advanced training programs and specialized workshops that align with the latest educational developments, aiming to improve the educational process and build a modern educational system based on the best global standards.

The program includes an executive structure spanning a full academic year according to the Ministry of Education’s calendar, starting in August and continuing until June. It is implemented through three theoretical training stages, interspersed with practical tasks, followed by extended field training within schools under the supervision of a professional guide and an educational supervisor. Performance is documented in an electronic portfolio, and feedback is provided according to standardized evaluation models (Rubrics).

The implementation model allocates 45 percent of the program to theoretical training, distributed across three training phases, with 15 percent assigned to each phase. Each phase lasts four weeks and covers general and specialized teaching skills, interactive workshops, and micro-teaching sessions, alongside periodic assessments to measure trainees’ academic progress. The training is conducted at the headquarters of the General Administration for Development and Development under the Ministry of Education, as well as in the branches of Jahra, Jabriya, and Mubarak Al-Kabeer.

According to the proposed timeline, the first phase is implemented for four weeks prior to the start of the first academic semester, in accordance with the academic calendar. The second phase is held for four weeks in the middle of the academic year, while the third phase is implemented for four weeks at the end of the second semester, following the approved academic calendar.

Practical training constitutes 55 percent of the program and is carried out throughout the academic year with a clear professional progression. It includes semester-based evaluations, with 27.5 percent allocated to each semester, under the supervision of the technical advisor, department head, and school principal.

Each trainee is assigned an electronic portfolio (e-Portfolio) to document their performance development across all program stages. This is complemented by continuous feedback and guidance, along with the use of descriptive evaluation rubrics for each task, thereby enhancing self-directed learning and contributing to professional growth.

The Ministry of Education requires trainees to achieve a minimum score of 75 percent to pass the program, provided they do not commit any serious violations of professional duties or infractions that compromise student protection or school safety.

The program also includes newly hired foreign male and female teachers on one-year academic contracts. They are subject to the same training pathway as a condition for permanent appointment or contract renewal, in line with the approved policy. Additionally, new teachers in private schools are included in the program.

Regarding job titles, the project proposes appointing new teachers at Grade 4, without granting them the benefits and status of certified teachers. An affidavit must be signed with the Civil Service Bureau confirming that acceptance into this position does not constitute appointment as a certified teacher until the training program is successfully completed.

In case of failure to pass the program, the employee remains at the same grade and is subjected to an improvement plan that includes requirements for re-evaluation as specified by the governing regulations. Contracts of foreign teachers are not renewed, and employment is terminated if the training program is not passed.

The project involves utilizing available training facilities at the General Administration for Development and Development, with a proposal to also make use of training halls affiliated with the Kuwait Teachers Association, Kuwait University, and the Public Authority for Applied Education and Training.

Furthermore, the program includes the preparation of a comprehensive trainee handbook. This guide outlines the trainee’s role and responsibilities in ensuring the program’s success, specifying daily duties, including regular attendance, task completion, and preparation of the electronic portfolio. It also details performance requirements, such as examinations, assignments, and workshops, as well as the expected disciplinary and professional ethics standards.

In contrast, the supervisors’ and trainers’ manual at the center or school defines the criteria for follow-up and guidance. Field supervisors monitor trainees’ performance during classroom sessions and provide professional feedback. The manual also outlines the mechanism for developing descriptive assessment rubrics, success criteria for each task, and coordination procedures among supervisors, school administrations, and center trainers to ensure standardized evaluation criteria and the exchange of feedback. Additionally, it specifies reporting procedures for any issues related to performance or attendance, and establishes remedial plans to address deficiencies when required competencies are not achieved.

2. Verifying that new teachers possess professional competencies according to approved standards prior to appointment, thereby ensuring their readiness to integrate into the education system.

According to the Ministry of Education, the project’s vision is to prepare a generation of new teachers with high professional competence, capable of integrating into the teaching profession and applying best educational practices in accordance with approved national and international standards, thereby contributing to enhancing the quality of education and improving learning outcomes.

1. New Teacher Preparation Unit: Operating under the Development and Enhancement Administration within the Ministry of Education, this unit manages registration, assigns trainees to groups and schools, and coordinates with educational districts.

Statistics reviewed by the Ministry of Education indicate no current evidence of a general shortage of teachers in the near future. However, as a precaution against any emergency needs or potential shortages in certain rare specialties, the Ministry has proposed an alternative future pathway known as the “Fast Track,” governed by strict regulatory controls to ensure the maintenance of preparation quality and adherence to professional competency requirements.

The proposed pathway relies on intensifying theoretical training within a single academic semester according to a standardized curriculum, extending the field training period, increasing actual classroom practice, and strengthening supervision and assessment levels to ensure teacher readiness before entering the profession.