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EDSAT

From the field

From the field: a documented transformation journey

Before EDSAT became a complete framework, its methodology was born in the field. This is the journey of a Saudi school that applied it over fifteen years, ending in documented national leadership.

Faisaliah Gifted School, Jeddah

#1
First nationally among government schools on the Qudrat & Tahsili index
3
consecutive years at the top of the national index
15
years leading the school’s teacher-development program

Context

Faisaliah Gifted School, an ambitious learning environment looking for a qualitative shift in classroom practice, not more training certificates. Leadership wanted impact that shows inside classrooms and lasts.

Challenge

The same familiar challenge: plenty of past training, limited classroom impact. Knowledgeable teachers, but cooperative practices and active strategies were not regular daily practice, and there was no internal system for observation and feedback.

The EDSAT-style intervention

Work began with a full diagnostic, followed by foundational training, then terms of field application supported by coaching and learning communities, while qualifying coaches from within the school. Measurement accompanied every stage.

The journey

Timeline

  1. 2016

    Diagnostic launch

    Full diagnostic launched and first teacher training delivered.

  2. 2017

    Internal coaches built

    In-house coaches qualified to lead professional development on the ground.

  3. 2017–2018

    School culture matured

    Professional learning communities became weekly practice; improvement became daily work.

  4. 2019+

    Results & recognition

    Top of the Qudrat & Tahsili index among government schools, the School Excellence Award, and the gold category of the Arab Bureau of Education award.

Results

Results & recognition

What the school achieved across the years of implementation, the product of teachers committed to continuous development and a leadership that believed in them.

  • School Excellence Award

    Recognition of institutional performance and integrated school practice.

  • Gold category, Arab Bureau of Education for the Gulf States Award

    The award’s highest category at the Gulf states level.

  • Top of the Qudrat & Tahsili index

    First place among the Kingdom’s government schools for three consecutive years.

From the field

Active learning as it actually looks

Real moments from Faisaliah Gifted School classrooms: learning communities, cooperative strategies, and application beyond the classroom walls.

A teacher guiding student learning circles at Faisaliah school
Teacher-guided learning circles
Students discussing over books in an active English lesson
An active lesson: everyone participates, not just the front row
Two students applying the ask-ask-trade strategy with question cards
The ask-ask-trade strategy in a science review
Two students writing notes during a learning activity on the field
Learning beyond the classroom walls

Takeaways

Lessons learned

  1. 1

    Diagnosis before training changes everything: the program was designed for a real need, not a template.

  2. 2

    Classroom coaching is the bridge between the workshop and daily practice.

  3. 3

    Internal coaches are the guarantee of sustainability, not permanent dependence on an external expert.

  4. 4

    Culture changes when professional conversation about learning becomes a natural weekly practice.

Your school deserves a transformation that lasts.

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