This document addresses the need for adding a two-year IB economics HL/SL course to the King Abdullah Academy (KAA) curriculum, along with a detailed plan for implementing and evaluating the
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330 W Prospect Avenue
Pierre, SD 57501
(605) 714-9194
[email protected]
February 27, 2023
Dr. Fawzi Bukhari
Cultural Attaché
Saudi Arabian Cultural Mission
8500 Hilltop Road
Fairfax, VA 22031
Dear Dr. Bukhari:
I am proposing a project to enhance the IB Diploma Programme curriculum at King Abdullah Academy. The school?s course list is not completely diversified in a way that would attract all students? attention who have different preferences in education. It lacks the economics course, which plays a vital role in our current world. Upon graduation, students should be aware of how different economic agents, such as individuals and governments, behave to build the society we live in.
The project lasts for more than two years, and it consists of five sequence phases. The targets set for each phase should be accomplished in order to move to the next phase. The last two phases include measurements that help identify the plan?s effectiveness. The whole project should be completed for review and evaluation by July 15, 2025.
The budget for this project includes the new teacher?s salary, the course textbooks cost, and the IB Diploma Programme assessment fees. The two-year total expense is expected to be up to $125,853.55, depending on the number of students who will take the class and the qualification of the teacher who will be hired.
Thank you for your consideration.
Sincerely,
Mustafa Anwar
King Abdullah Academy Alumnus | Class of 2018
Enc.
Adding the IB Economics Course to the Curriculum at King Abdullah Academy
By Mustafa Anwar
Overview
This document addresses the need for adding a two-year IB economics HL/SL course to the King Abdullah Academy (KAA) curriculum, along with a detailed plan for implementing and evaluating the project. The proposal is written by a KAA alumnus who aims to improve the school?s curriculum by providing students with a broader selection of courses to choose from. The project timeline will start with posting an opening for an economics teacher on the first day of March and will last until the beginning of May. This period involves a screening and selection process to ensure applicants meet the hiring requirements to grant an interview. In May, job interviews will be conducted to find the right candidate for the position, which will be announced within the first week of June after the school administrators meet and make their decision. The estimated cost is approximately $125,853.55, which includes the two-year instructor?s salary, economics textbooks? expenses, and other IB Diploma Programme-related fees. The project will be evaluated twice, one at the end of the first year of the course and the other following the completion of the IB economics exam. The entire project is expected to be completed for review and assessment by July 15, 2025.
Needs Assessment
It is crucial for high school students to explore new fields and ideas they have never studied before. By this point, the students have already gained the necessary knowledge from their elementary and middle school education to help them comprehend unfamiliar concepts. Many senior students limit their college degree choices to courses they have had; hence, some end up realizing that they are majoring in the wrong discipline due to the lack of class variety during their high school years.
School should be a place where students know their strengths and better understand their abilities. This is where students remember how their schools help them identify what they are capable of and what path they should follow throughout their academic and professional careers. KAA offers some interesting IB courses, such as business, psychology, and visual arts. That being said, this is not an entirely adequate course list that would guide all students in the right direction.
Objectives
The purpose of this project is to add an IB economics course to the school?s curriculum options. As a result, students will be able to make informed decisions regarding their academic education and succeed when they have to take at least one economics class in college. This also leads to a new generation of graduates with a strong understanding of the economic system that explains how the world operates.
Plan
The Job Posting Phase
The project?s first phase is to post a job vacancy for an economics teacher on the school website and other job posting sites such as Indeed, Glassdoor, and ZipRecruiter. The teacher?s required qualifications should include a minimum B.S./B.A. degree in economics, at least five years of teaching experience (IB experience is preferred), and a willingness to teach and communicate with students from different backgrounds and nationalities. This phase is the heart of the project, and consequently, it will last for the whole two months to ensure that high-quality instructors are selected for an interview.
The Job Interview Phase
During this phase, selected applicants are notified about their interview time and date. Each interview should be lasted for about 30 minutes, which includes asking specific questions to the candidates, answering their questions/concerns, if any, and giving them a tour of the school facility. The interview panel should consist of three to five members with experience conducting interviews and teaching. The completion of all interviews should not exceed a month.
The Job Decision Phase
The school administrators choose the best candidate for the job. Then they set another meeting with the new teacher to discuss the two-year plan of the IB economics course and what should be accomplished to achieve the project?s objectives. During this phase, which lasts for around ten days, the instructor is encouraged to offer any suggestions that may enhance the student learning experience.
The First-Year Phase
This is when the project is ready to be put into action. The overall number of students is expected to be 30, including boys and girls. The students and the teacher will be given the economics textbooks they will use for two years. The course level is determined during the first week of the class, which is up to the instructor and their students. By the end of the academic year, students will complete the course evaluation form electronically to evaluate both the instructor and the course content.
The Second-Year Phase
The instructor proceeds to teach the other half content of the course. As students get closer to the IB economics exam paper date, they should get the necessary help from their teacher to ensure they succeed in the exam. One possible way is to offer tutorials for those still struggling with some course concepts. The students will take the IB exam either in April or May, and their scores should be available within the first two weeks of July. By this time, the project is completed for review and evaluation.
Timeline
* The IB website will provide the exact date as the time approaches
Evaluation
The project?s performance will be evaluated using two measures at two timelines. One will be at the end of the first year of the course when students fill out the course evaluation form. This form should include specific questions on how they feel about the course content, their teacher, and whether they will consider applying to an economics-related major in college. The feedback provided by students should be considered to give a preliminary analysis of the project?s effectiveness. The other evaluation will occur upon the release of the IB exam results. Most universities require a grade of five to award students some credits; thus, the project will partially be assessed based on the students? scores on the exam. An average score of five should be one possible indication that students have enjoyed the class and the teacher did a good job delivering the economics concepts.
Budget
NOTE: The cost for each category is the maximum expenditure depending on the teacher?s qualification and the number of students who will sign up for the class. In other words, the total budget for the project could be less than what is indicated above.
Personnel and Qualifications
Mrs. Noha Elghosein
Mrs. Elghosein has been the school?s principal since Aug 2019. Before that, she worked as an assistant principal for two years and math teacher for 20 years. During her time at KAA, she taught many math classes and conducted many job interviews. Her experience will be used to interview candidates for the economics teacher job and choose the best-skilled teacher with the other panel members.
Dr. Ibrahim Sakaji
Dr. Sakaji has been the vice principal for about 40 years (including his time at Islamic Saudi Academy). He also taught both Arabic and Islamic classes for high and middle school students. He will be part of the interview panel to assess potential candidates and their ability to teach students.
Ms. Nadia Yousef
Ms. Yousef is the KAA?s HR manager who will be in charge of posting the job position and communicating with different applicants to set interview dates and inform them about the school?s decision.
Ms. Jalaika Hasan
Ms. Hasan is the director of education and the IB coordinator. As implied by her job title, she will be responsible for any communication with the IB Diploma Programme to ensure that all the requirements are met to add the economics course to the curriculum.
Conclusion
This proposal was developed to aid students in learning a crucial branch of knowledge they have never been exposed to. Economics is one of the most important subjects that students should grasp in order to understand the world they are in. After taking the course, they will be able to apply the knowledge in their daily life and/or tertiary education. Therefore, they will not forget the valuable time they spent in KAA, which makes them passionate, enthusiastic, and curious thinkers.
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