Ibrahim Rasheed, Teacher Educator, CCEiburasheed@hotmail.com, 7914914
23rd January 2012, MondaySession 1    08.00 – 10.00   Introduction to CFBS                             Child-Friendly Bara...
What are your expectation of this workshop?Discuss in groups and present
StrengthsWeaknessesOpportunitiesThreats
Lets make a SWOT for ourselvesMy strengths      My weaknessOpportunities I   Threats for mehave
• You are allowed to make three changes at  work. You may change  – yourself  – the teaching and learning in your   school...
What is your ideal school like? • What is your ideal school like?             Administration  Parents      Students       ...
FIVE DIMENSIONS        Inclusivity Leadership                             Teaching &     &                                ...
Instructions:Identify the standards for the given dimensions
Policy on inclusivityAnnual enrolment and projectionInclusion planChildren at riskLeadership and mentorship
Curriculum/ syllabusLesson planningTeaching and learning strategiesTeaching and learning resourcesLearning environmentLear...
Heath Personnel and facilitiesSchool Health PoliciesHealth and Nutrition ServicesHealth EducationHealthy Physical Environm...
Family ParticipationCommunicationParent RoleCommunity InvolvementCommunity Resources
PlanningProfessional DevelopmentPersonnel Qualifications and SkillsHuman Resource ManagementInfrastructure and Finance Man...
For promoting awareness
For targeting needed improvements
For school self assessment
For monitoring at the national and regional level
To determine the quality of education provided               by the schools
What do you want to change in your own selfimmediately and in the long run? Why?Use Graphics only
What is school self evaluation?Why do we self evaluate the schools?How would school self evaluation impact theschools?What...
• In a cycle of 4-5 yearsExternal Evaluation                      Central Level    • Consolidates data from Province      ...
School Self Evaluation               External Evaluation• To improve quality from within    • Need at centralised level to...
• School self-evaluation is something that schools do  to themselves, by themselves and for themselves.• Self-evaluation i...
What are we going to                                           do next?                   How do we know?How good is our  ...
Pre -Evaluation               Post-             Evaluation
Select a school improvementteam  Decide the dimension     Organize Meetings        Design Tools           Collect Data
Who            Why                   How• Parents        • Ownership.         • Delegate• Teachers       • Minimize the   ...
How would you select a dimension the time andduration and frequency?On what basis?
Conduct separatestakeholder meetings fordata collection on theselected dimensionthrough qualitative andquantitative method...
Data collection is animportant task in thesupervision process. Goodquality data is collected toavoid subjectivity andbiase...
The data could be collected qualitatively andquantitatively from a variety of sources:parents, students, teachers and othe...
Most of the time on site is spent gathering first-handevidence by: observing teaching and learning; talking with staff, ...
•Looking at previous supervision reports (school selfevaluation, province/gaumee idharaa evaluation)•School mission and vi...
Verify the collected dataObtain evidence for justification of the collected dataAnalyze and interpret dataSummarize an...
The team leader must manage the teammeetings to ensure that judgments about theschool, particularly the main evaluation a...
How well is the school led and managed?Supervisors must evaluate and report on:  The quality of leadership of the school, ...
Judgments should be made only aftertriangulation from other sources.Where relevant, get written feedback from focusgroup d...
The school self-evaluation process using CFBSinvolves stakeholder discussion, reflection anddebate on each indicator’s sta...
The report is based on the supervision conducted                  during a specified period and is collaboratively        ...
• Policies are in place but there are issues in Emerging       implementation.              • Policies are in place - impl...
Emerging        Progressing    Achieving       AchievedFor any scale of rating, the indicators must be met infull. If they...
Type        Objectives              DurationStrategic Plan     To achieve the school   3-5 years                   vision ...
Where are we?     What do we want to achieve?       Where do we want to go?         How do we get there?What resources wil...
Dimension: Learner centred teachingand learningStandard: Learning environment - Theschool provides a friendly, stimulating...
Goal: Bring the smile to the school and create a happy ‘smiling’ environmentPerformance target: By the end of August 2011,...
Baraabaru school indicators
Baraabaru school indicators
Baraabaru school indicators
Baraabaru school indicators
Baraabaru school indicators
Baraabaru school indicators
Baraabaru school indicators
Baraabaru school indicators
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Baraabaru school indicators

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  • For promoting awareness of the child-friendly school concept to students, parents, teachers and principals and other stakeholders. For reflection on current performance and for targeting needed improvements. For guiding ongoing and continuous improvements through supervision at school level. For monitoring at the national and regional levels, as part of Educational Supervision and Quality Improvement Division (ESQID)’s current monitoring system of schools.  For use by other national level authorities in coordinating and implementing programmes to enhance quality education.
  • For promoting awareness of the child-friendly school concept to students, parents, teachers and principals and other stakeholders. For reflection on current performance and for targeting needed improvements. For guiding ongoing and continuous improvements through supervision at school level. For monitoring at the national and regional levels, as part of Educational Supervision and Quality Improvement Division (ESQID)’s current monitoring system of schools.  For use by other national level authorities in coordinating and implementing programmes to enhance quality education.
  • For promoting awareness of the child-friendly school concept to students, parents, teachers and principals and other stakeholders. For reflection on current performance and for targeting needed improvements. For guiding ongoing and continuous improvements through supervision at school level. For monitoring at the national and regional levels, as part of Educational Supervision and Quality Improvement Division (ESQID)’s current monitoring system of schools.  For use by other national level authorities in coordinating and implementing programmes to enhance quality education.
  • For promoting awareness of the child-friendly school concept to students, parents, teachers and principals and other stakeholders. For reflection on current performance and for targeting needed improvements. For guiding ongoing and continuous improvements through supervision at school level. For monitoring at the national and regional levels, as part of Educational Supervision and Quality Improvement Division (ESQID)’s current monitoring system of schools.  For use by other national level authorities in coordinating and implementing programmes to enhance quality education.
  • For promoting awareness of the child-friendly school concept to students, parents, teachers and principals and other stakeholders. For reflection on current performance and for targeting needed improvements. For guiding ongoing and continuous improvements through supervision at school level. For monitoring at the national and regional levels, as part of Educational Supervision and Quality Improvement Division (ESQID)’s current monitoring system of schools.  For use by other national level authorities in coordinating and implementing programmes to enhance quality education.
  • These are needed for a systematic approach.
  • Trainer asks the question: Why do teachers need to manage activities in the classroom? Whole group answers and discussion. Trainer writes down main points to summarise and shows OHT statements if not mentioned by participants. (15 mins)
  • The data is drawn from the whole school community through:Interviews,focus group discussions, observations,and school existing records.
  • The data could be collected qualitatively and quantitatively from a variety of sources: parents, students, teachers and other stakeholders through various means.
  • The data could be collected qualitatively and quantitatively from a variety of sources: parents, students, teachers and other stakeholders through various means.
  • Collect evidence through written documents.
  • Before taking any judgments stakeholders must discuss together and all participants should have the opportunity to contribute. Relevant evidence should be reviewed to support the description. The provision and analysis of robust data should be a vital foundation of self-evaluation.The team indicates their view on the present status (from emerging to achieved) for each indicator under the first standard. The negotiated decision on whether an indicator is achieved or not has to be made on the basis of documented evidence. Where stakeholders disagree, explanations should be provided for particular view points and a common understanding ideally reached. Alternatively, the different views should be documented.
  • report writing:The report is based on the supervision conducted during a specified period and is collaboratively compiled by the team.This report should be submitted (before leaving the school) after the completion of the supervision.Underlying principles of reporting writingEnsure the views expressed are shared by the group and not only personalMake Judgments only after triangulation from other sources. Where relevant, get written feedback from focus group discussions, especially where controversial matters arise Confidentiality should be maintained at the data collection stage, especially for protection of sources. Feedback processAfter the supervision team has reached its conclusions, the summary of the report is presented to the school board, PTA (Executive Committee) and the senior management. Opportunity is provided for the school to clarify the judgments made.Feedback and recommendations are given to improve the quality of education provided by the school. Recommendations are prioritized and 5 are selected for immediate action.NB: Supervisors are not required to give feedback to individual parents. However, the management of the school should arrange a meeting to explain the supervision findings to parents.Reporting at School LevelThe report of SSE should be published and disseminated to all stakeholders (e.g. school website, notice board, annual report, etc). Send a copy of the report to the region and ESQID.
  • report writing:The report is based on the supervision conducted during a specified period and is collaboratively compiled by the team.This report should be submitted (before leaving the school) after the completion of the supervision.Underlying principles of reporting writingEnsure the views expressed are shared by the group and not only personalMake Judgments only after triangulation from other sources. Where relevant, get written feedback from focus group discussions, especially where controversial matters arise Confidentiality should be maintained at the data collection stage, especially for protection of sources. Feedback processAfter the supervision team has reached its conclusions, the summary of the report is presented to the school board, PTA (Executive Committee) and the senior management. Opportunity is provided for the school to clarify the judgments made.Feedback and recommendations are given to improve the quality of education provided by the school. Recommendations are prioritized and 5 are selected for immediate action.NB: Supervisors are not required to give feedback to individual parents. However, the management of the school should arrange a meeting to explain the supervision findings to parents.Reporting at School LevelThe report of SSE should be published and disseminated to all stakeholders (e.g. school website, notice board, annual report, etc). Send a copy of the report to the region and ESQID.
  • report writing:The report is based on the supervision conducted during a specified period and is collaboratively compiled by the team.This report should be submitted (before leaving the school) after the completion of the supervision.Underlying principles of reporting writingEnsure the views expressed are shared by the group and not only personalMake Judgments only after triangulation from other sources. Where relevant, get written feedback from focus group discussions, especially where controversial matters arise Confidentiality should be maintained at the data collection stage, especially for protection of sources. Feedback processAfter the supervision team has reached its conclusions, the summary of the report is presented to the school board, PTA (Executive Committee) and the senior management. Opportunity is provided for the school to clarify the judgments made.Feedback and recommendations are given to improve the quality of education provided by the school. Recommendations are prioritized and 5 are selected for immediate action.NB: Supervisors are not required to give feedback to individual parents. However, the management of the school should arrange a meeting to explain the supervision findings to parents.Reporting at School LevelThe report of SSE should be published and disseminated to all stakeholders (e.g. school website, notice board, annual report, etc). Send a copy of the report to the region and ESQID.
  • Year 1 is taken up with the planning process. Year 2 is the first year of implementation. School improvement plan is considered to be a working document that schools use to monitor their progress overtime and to make revision when necessary to ensure that plans stay on course.
  • For each of these areas schools establish the following: A goal statement, performance targets, areas of focus, implementation strategies, indicators of success, timelines, responsibilities for implementing the strategies, status of updates and opportunities for revision.
  • Dimension 2Standard 5 /7Emerging indicator 1
  • Current status can be described by using quantitative figures also.
  • Baraabaru school indicators

    1. 1. Ibrahim Rasheed, Teacher Educator, CCEiburasheed@hotmail.com, 7914914
    2. 2. 23rd January 2012, MondaySession 1 08.00 – 10.00 Introduction to CFBS Child-Friendly Baraabaru School Dimension Self Evaluation 10.00 – 10.15 BreakSession 2 10.45 – 12.15 Pre-Evaluation Data Collection Post Evaluation 12.15 – 13.30 Prayer BreakSession 3 13.30 – 15.30 How to carry out School Self Assessment (In groups) Planning for Field Work 15.00 – 16.00 BreakSession 4 16.15 – 17.30 Field WorkSession 5 20.15 – 21.15 Preparing the final Report 21.15 – 22.15 Presentation Closing Note: Members of the school board, PTA will join in this session)
    3. 3. What are your expectation of this workshop?Discuss in groups and present
    4. 4. StrengthsWeaknessesOpportunitiesThreats
    5. 5. Lets make a SWOT for ourselvesMy strengths My weaknessOpportunities I Threats for mehave
    6. 6. • You are allowed to make three changes at work. You may change – yourself – the teaching and learning in your school – the infra structure of your school – the people around you, etc.
    7. 7. What is your ideal school like? • What is your ideal school like? Administration Parents Students Teachers School Climate
    8. 8. FIVE DIMENSIONS Inclusivity Leadership Teaching & & Learning Management School, Health & Family & Safety Community partnerships
    9. 9. Instructions:Identify the standards for the given dimensions
    10. 10. Policy on inclusivityAnnual enrolment and projectionInclusion planChildren at riskLeadership and mentorship
    11. 11. Curriculum/ syllabusLesson planningTeaching and learning strategiesTeaching and learning resourcesLearning environmentLearner centered assessmentCo-curricular /career and vocational guidanceAchievement and Progress
    12. 12. Heath Personnel and facilitiesSchool Health PoliciesHealth and Nutrition ServicesHealth EducationHealthy Physical EnvironmentHealthy social environmentFitness and Activities
    13. 13. Family ParticipationCommunicationParent RoleCommunity InvolvementCommunity Resources
    14. 14. PlanningProfessional DevelopmentPersonnel Qualifications and SkillsHuman Resource ManagementInfrastructure and Finance ManagementLeadership and CommunityStudent LeadershipCommunity Collaboration
    15. 15. For promoting awareness
    16. 16. For targeting needed improvements
    17. 17. For school self assessment
    18. 18. For monitoring at the national and regional level
    19. 19. To determine the quality of education provided by the schools
    20. 20. What do you want to change in your own selfimmediately and in the long run? Why?Use Graphics only
    21. 21. What is school self evaluation?Why do we self evaluate the schools?How would school self evaluation impact theschools?What are the links between school selfevaluation and external evaluation?How can you help in monitoring and evaluationof schools?
    22. 22. • In a cycle of 4-5 yearsExternal Evaluation Central Level • Consolidates data from Province evaluations and self-evaluations of schools • Reports on the system • Put in a cycle of maximum 2-3 years • Reports self-evaluation of schools to Regional Level the central level • Consider school level evaluations in the province evaluations • Provincial reporting • Mandatory for all schools to carry School Level out once every year • Reporting to province
    23. 23. School Self Evaluation External Evaluation• To improve quality from within • Need at centralised level to• To monitor the progress of the control and guide schools school • Ensure that quality education• To report accurately to is provided and that schools parents and wider public use resources efficiently• To plan and improve at • Ensure that agreed outcomes classroom, school and are met community levels • Offer feedback to schools on• To raise the involvement of all their strengths and relevant stakeholders weaknesses• Self-evaluation supports the • Provide comparative data on development of the school school’s previous (perspective of improvement) performance • Perspective of accountability (and improvement)
    24. 24. • School self-evaluation is something that schools do to themselves, by themselves and for themselves.• Self-evaluation is the process by which a school is to look critically at itself in order to improve further the quality of its provision and its performance. Tthrough this process, the school: – Reflects on their current practice; – Identifies and celebrates the strengths of the school; – Identifies and addresses areas for improvement in their work; – Engages in personal and professional development; and – Focuses on improving the quality of learning and teaching, and the standards of achievement in the school.
    25. 25. What are we going to do next? How do we know?How good is our school? Through self-evaluation, a school is asking questions of itself which probe thoroughly all aspects of quality.
    26. 26. Pre -Evaluation Post- Evaluation
    27. 27. Select a school improvementteam Decide the dimension Organize Meetings Design Tools Collect Data
    28. 28. Who Why How• Parents • Ownership. • Delegate• Teachers • Minimize the responsibilities• Students risk of biases. for members of • Transparency the team• Leading teachers • Climate of trust • Identify a facilitator• Principal • Reflection • Identify note• School board • Team work taker• PTA
    29. 29. How would you select a dimension the time andduration and frequency?On what basis?
    30. 30. Conduct separatestakeholder meetings fordata collection on theselected dimensionthrough qualitative andquantitative methods.The type of data to becollected will depend onthe selected dimension
    31. 31. Data collection is animportant task in thesupervision process. Goodquality data is collected toavoid subjectivity andbiased observations.Utmost importance needsto be given to the nature ofthe data collected, the wayin which it is collected, andthe verification method.
    32. 32. The data could be collected qualitatively andquantitatively from a variety of sources:parents, students, teachers and otherstakeholders through various means.
    33. 33. Most of the time on site is spent gathering first-handevidence by: observing teaching and learning; talking with staff, pupils and others in the school;observing extra-curricular activities and the way in whichthe school runs on a day-to-day basis; tracking school processes such as evaluation andperformance management; analysing samples of pupils’ current and previous workand results; joining meetings such as school board or managementmeetings, staff meetings, coordination meetings andobserving management processes, such as the monitoringof teaching directly; analysing records relating to pupils with specialeducational needs (where relevant)
    34. 34. •Looking at previous supervision reports (school selfevaluation, province/gaumee idharaa evaluation)•School mission and vision•School Strategic plan•National Curriculum•Lesson plans and schemes•Student work both current and previous•Job descriptions•Records of meetings•Attendance records ( student and staff)•Portfolios•Salary sheets•Confidentiality should be maintained at the datacollection stage, especially for protection ofsources.
    35. 35. Verify the collected dataObtain evidence for justification of the collected dataAnalyze and interpret dataSummarize and communicate judgments throughverbal and written feedback The findings must provide a measure of validityaccountability and help the school to set a target toimprove the quality of education provided by theschool.
    36. 36. The team leader must manage the teammeetings to ensure that judgments about theschool, particularly the main evaluation andreporting requirements in the Evaluation Criteriaare corporately agreed.The strengths and weaknesses of the schooland what it must do to improve are identified.Judgements must be convincingly supportedby evidenceThe team leader must assure the quality ofthe evidence and all judgements
    37. 37. How well is the school led and managed?Supervisors must evaluate and report on: The quality of leadership of the school, particularly by the head of school, senior management team and other staff with responsibilities The effectiveness of management The effect of any particular aids or barriers to raising achievement, either within the school or externally.
    38. 38. Judgments should be made only aftertriangulation from other sources.Where relevant, get written feedback from focusgroup discussions, especially wherecontroversial matters arise.Where relevant the correct sample size of thepopulation should be targeted to measure thevalidity. Evidence must be of sufficient range andquality to secure and justify judgments
    39. 39. The school self-evaluation process using CFBSinvolves stakeholder discussion, reflection anddebate on each indicator’s status, review anddocumentation of the supporting evidence foreach indicator, the award of a level ofachievement (from emerging to achieved, ornone of these) for each standard andidentification of constraints faced.
    40. 40. The report is based on the supervision conducted during a specified period and is collaboratively compiled by the team. Report Feedback and recommendations has to be given Writing to improve the quality of education provided by the school. Summary of the report has to be presented to all the stakeholders. Feedback Recommendations has to be prioritized and 5 selected for immediate action. The report of SSE should be published and disseminated to all stakeholders Reporting Send a copy of the report to the region and ESQID.Planning
    41. 41. • Policies are in place but there are issues in Emerging implementation. • Policies are in place - implementation toProgressing some extent. • Policies are in place - properAchieving implementation at school level. • Policies are in place - proper Achieved implementation at school level and beyond.
    42. 42. Emerging Progressing Achieving AchievedFor any scale of rating, the indicators must be met infull. If they are not met in full, the school does not yethave a rating for that scale. (Example)For a rating of Progressing one would need to havemet all Emerging and Progressing indicators.When clear evidence is not available, the lower scale(or in some cases, no scale) should be chosen.Fluctuation of ratings for the Indicators of quality may beseen over time. Changes in school staff, communityparticipation, provision of finances, or infrastructure areexamples of how ratings may vary.
    43. 43. Type Objectives DurationStrategic Plan To achieve the school 3-5 years vision and missionDevelopment To focus on areas of 1-2 yearsPlan/Improvement priority and workPlan through activitiesAction Plan To plan for specific 1 year actions based on the development Plan/Improvement PlanOperational Plan To deal with special Short term operations
    44. 44. Where are we? What do we want to achieve? Where do we want to go? How do we get there?What resources will we need to go there? When will it be done? Who will be responsible?
    45. 45. Dimension: Learner centred teachingand learningStandard: Learning environment - Theschool provides a friendly, stimulating, and safeenvironment that promotes social, physical, andintellectual learning needs of all studentsIndicator: Principal, staff and teacherssmile and demonstrate that they enjoy beingwith children.
    46. 46. Goal: Bring the smile to the school and create a happy ‘smiling’ environmentPerformance target: By the end of August 2011, Principal, staff and teachers smileand demonstrate that they enjoy being with Children.Foc Curren Objective Performance Target Strategies Durati Personus t s outcome audien on responsib status ce le2.5 Some To create Principal, All staff Education July- All do it, a happy staff and through August stakehold some ‘smiling’ teachers awareness- ers don’t environme smile and incorporate the nt demonstrate idea of smiling that they and its effect on enjoy being the individual, with children group, community etc… into the curriculum. ‘Bring back the smile’ campaign – displays, banners, posters etc… Giving badges to the most…..

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