CBO Girls Secondary School Case Study

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1
CBO Girls
Secondary
School
A Case Study

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History of CBO
Founded in
1950
Secondary
School Founded
in mid 1960
Vision was to
improve both
academic and
non-academic
parts

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History of School Improvement
Pre-IED (before 1995)
Peer / Team Teaching
(August 1995)
Pool system
(April 1997)
Guidance and
counseling
(August 1998)
Child focused model
(August 2001)

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School Improvement
Linking to Theories

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Linking to Theories
Creemers
Reezigt
&

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Context Factors
Educational
Goal
Improving academic and non-academic parts of the
community school. The overall aim of the school system was
“to uplift the standard of education in general, and that of
English in particular at the schools.

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Through this continuous whole school
improvement, the authority wanted to
achieve
 High quality teaching and learning
 Long term teacher development partnership with IED
 Experimentation with different models of site-based
school improvement employing faculty
 Ideas and strategies transmitted through IED inputs

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Pressure to
Improvement
The school was established to address the educational and holistic development of
orphaned and destitute children therefore we believe, out of the 4 factors that
constitute as a pressure towards improvement came as they participated in a societal
change, And had external evaluation and accountability, as 6 criteria to develop
school examination questions were monitored by a board.

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Resources
Support for
Improvement
 IED (M.ed)class resources, activities and plan
 AGA Khan Education Service
 Society of Pakistan English Language Teachers
 British Council
 Financial resources and favorable daily working conditions for teachers and schools
were also present. Teachers were very adaptive as the reform took place in several
phases and teachers were adapting and improvising to get the best outcomes for
themselves and their students.

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Monitoring and Evaluation
Teacher Appraisal
Monitoring Student Performance

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School Factors
The following factors have contributed to the improvement culture of the school.
Deliberate efforts to engage in a cyclical process of planning, action, and reflection is
clearly a key part of the story of continuous improvement in the CBO school system
Improvement
culture

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Willingness to become a learning
Shared vision
Ownership
Changes to In-school Examination Papers
Utilization of Activity-based Learning
Strategies
Leadership

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School Factors
Improvement
Process

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 Implementation: Utilization of the IED inspired teaching methods has been strongly influenced the
CBO system to assist and support teachers with implementation.
 Informal teaching: VTs and PDTs took initiative to change in assessment process and teaching technic
(introduced informal assessment and teaching technic)
 Child –focused model: PDTs and VTs emphasized on child friendly teaching pattern. Teaching and
assessment should be based on child age and knowledge. Teachers started taking extra classes.
 Pool System: Pool heads were introduced with the help of PDTs’ idea. Pool head were responsible to
engage themselves in extra curriculum activities, take leadership role to groom kids for leading in
future.

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Impact on Teaching and Learning Methods
.
 Interview Evidence
 Greater Variety of Teaching Strategies: In summary, teachers said that they do not rely on lecture,
dictation, and note taking as the standard approach to instruction.
 Utilization of Activity-based Learning Strategies: The new strategies emphasize students’ active
engagement with subject content and their interaction with teachers and peers in the learning
process.

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.
 Use of Cooperative Learning Strategies
 Evaluation of Social and Communication Skills.
 Wider Student Participation in Classroom Questioning
 Formative Assessment of Student Learning
 Changes to In-school Examination Papers
 Lesson Planning

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Impact On Students Learning Outcome: Qualitative Evidence
 Improved Knowledge Comprehension
 More Independent Learning Skills
 Broader Accountability for Syllabus Content
 Increased Confidence as Learners
 Improved Social and Communication Skills
 Theory: School factor- Improvement process and
improvement outcome

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18Impact on students learning outcome: Examination Results

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 Result target: 50% A+ / A and 50% B
 Clear pass of all student in all subjects by:
- Identifying weaker student
- Extra support for them
- Parents involvement and support

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Linking to Theories
Bennett
Fullan
&

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Classroom improvement
Content
Classroom
Management
Instructional
Skills
Instructional
Strategies

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 Teachers stared using materials, informal assessment, and giving feedback to students.
 Students were actively engagement with subject content and their interaction with teachers and peers
in the learning process increased and enhanced.
 Teachers used interactive and activity based lessons, students were divided into small groups and they
started becoming more curious and responsible for finding answers to their inquisitive questions
relevant to the topics taught.
 Lecture based instructions were transformed into activity based lessons and student became more
settled as their curiosity to learn, participate and implement their thoughts and ideas increased.
 According to the teachers interviewed, students have become socialized into the norms of group
work. They are used to taking on roles (e.g., group leader, writer, group process manager), and to the
behavioral expectations (e.g., talking in soft voices, listening to others)

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School Improvement
 Shared purpose
 Norms of collegiality- Administrative and collegial expectations for teachers to use teaching methods
aligned with IED inputs became institutionalized norms of the school culture at CBO Girls Secondary
and other CBO schools.
 Norms of continuous improvement - With each input and change, the context evolved, thereby
creating a new and unpredictable environment for further school improvement-oriented interventions,
change, and outcomes for school personnel and the students they serve.

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CBO took the following initiatives
 Time for joint planning
 Developed joint teaching arrangements and staff development policies,
such as teachers coaching teachers; pool group activities; school-based
summer camps; and teacher evaluation.
 New roles such as pool heads, PDTs were formed
 Established an increasingly school-based professional development
system linked to but not controlled by the IED partnership.

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Teacher As Learner
 Peer Teaching: Trained and Un-trained teachers were known as “Co-Teachers”. PDTs and VTs
practiced IED teaching methodologies- such as Lesson planning, cooperative learning, mind and
concept mapping, questioning skills, using manipulative, problem solving activities, role play, and other
activity based student-centered methods. Same Subject teachers used to visit each other’s class and
give feedback.
 Lesson Planning: A diary in which they will write their objectives and main activities in two to four
lines and reflective comment on how the lesson went.
 Teachers were getting trainings and actively introducing their knowledge and skills learned from IED
or through PDTs in their lesson planning and classroom activities.
 Teachers were very collaborative and always ready to learn and adapt from peers and trainers.

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Leadership and Mobilization
Leadership was observed from various sources and staffs of the
school. School system personnel not only reflected on the
progress of the improvement efforts, but also reorganized
themselves in light of those reflections.

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Student Engagement
 Pool system: Because of Pool system students got opportunities to
participate in different types of extra curriculum activities through Math
project, Science Fair, English Literacy Club.
 More open-ended discussion and less rote memorization took place as
Activity based lessons increased the student’s engagement and
participation

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Challenges/ Shortcomings

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 Challenge that emerged in this particular case is the long term reliance of the CBO system on
a single major source of external professional knowledge inputs, the IED. That served it well
in the early years of improvement, because it contributed to coherence in the knowledge and
practices being introduced and tried out in the schools. Ultimately, however, school system
and school personnel reached a point where what the external provider had to offer no
longer fit well with the ongoing internal development needs. CBO leaders began to broaden
their search beyond IED for further external assistance.
 CBO school involvement with IED programs for teachers also diminished after a certain
period of successful intervention. The last major teacher training input was the School-based
Visiting Teachers Program delivered by IED-trained faculty to 25 primary school teachers at
the 2001 Summer Camp.
 Small group work activities could often not be completed in a single 40 minute period with a
class size of 40 pupils. An earlier system of scheduling double periods for some subjects and
topics had been discontinued.

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Thank
You!

CBO Girls Secondary School Case Study

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