School Profile - QSI International School of Dushanbe

About us

QSI International School of Dushanbe is a member of Quality Schools International (QSI), a consortium of nonprofit college-preparatory schools following an American-style, international curriculum. Quality Schools International has 34+ schools in 28 countries, with headquarters in Malta. QSI International School of Dushanbe embraces the mastery learning educational philosophy, leading to appropriately challenging instruction within a positive and enjoyable learning environment.

Philosophy

QSI International School of Dushanbe believes in a personalized approach to instruction leading to mastery within a positive and enjoyable learning environment. It offers a challenging academic curriculum for students ages through 18, with our secondary students taking a select number of online courses to supplement our face-to-face options. Studies are tailored to meet the needs of each individual student.

QSI Core Believes

The schools of Quality Schools International (QSI) use a model of education based upon premises of successful student performance. A description of performance-based education implementation in the QSI schools follows:

The success-oriented QSI Educational Model has Three Core Beliefs:

QSI believes that all students can experience success in their learning, including the application of higher-order thinking skills such as critical thinking and problem-solving.
QSI believes that success breeds success.
QSI believes that it is the school’s responsibility to provide the conditions for success.

This success oriented way of operating schools leads to optimum learning and to happy and motivated students. Using knowledge of educational research, these schools are student performance-based rather than ‘time-based’ or ‘calendar-based’. Teachers and students in QSI schools use time as a resource to reach mastery of clearly-defined objectives (unit outcomes) rather than using time as a boundary condition to determine when learning begins and ends. Students are given the time needed to achieve success. Our teachers are expected to employ instructional practices of excellence. However, the measure of success is not how well the teacher teaches, but how well the students learn.

First page of the PDF file: MSA_Mastery_Learning_Grade_Framework-1

Faculty

2 Administrators
1 Counselor
30 Teachers
12 Paraprofessionals
55% of faculty members hold post-graduate degrees

QSI Staff Expectations

We expect our administrators:

To create a safe, positive environment for teachers, parents, and students.
To be flexible, helpful, and provide support when meeting with parents in conferences.
To be available, willing and able to provide support to all faculty members.
To provide support by visiting the classroom and giving helpful feedback and also provide help when requested.
To support and facilitate teaching and learning.
To follow the proper channels when communicating.

We expect our teachers:

To be dedicated professionals who are planned and prepared to teach.
To cooperate and be willing to work toward a common goal.
To positively and cooperatively take on responsibilities beyond the classroom in support of extra-curricular and school-wide initiatives, considering them as integral to the success of the school.
To be flexible, responsible, cooperative and supportive.
To be aware of what makes each child unique and take that into account in their instruction.
To be aware of individual faculty member's talents/abilities/resources and to share those talents/abilities/resources by assisting other teachers in appropriate units.
To respect colleagues and children.
To follow the proper channels when communicating.
To be helpful and kind.

Check out our Faculty and Staff page for more information.

Grading

Teachers assess the mastery of essential units using an A or B grading system. A B indicates mastery at a sufficiently high level, while an A signifies mastery at a high level with consistent demonstration of higher-order thinking skills. In elementary and middle school, subpar performance resulting in Cs and Ds is not accepted. Students are expected to engage with essential units until they achieve mastery.

For those who attain B-level mastery, there is an opportunity to demonstrate a higher level within a specified timeframe, potentially upgrading the evaluation to an A. Evaluations are conducted on individual essential units, not on time periods such as quarters or semesters.

In the secondary level, students needing additional time to master a unit at a B level must actively show effort toward that goal. Lack of effort may result in a D grade, which, unless upgraded to a B by the end of the academic year, will not earn full credit for the course. Secondary students are encouraged to strive for A-level mastery to achieve their fullest academic potential.

First page of the PDF file: MSA_Mastery_Learning_Grade_Framework-2