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20110413 report cpd tt and action plan fair april 2011


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This is the report of the April CPD Task Team meeting in which we monitored the progress made on the college action plans.

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20110413 report cpd tt and action plan fair april 2011

  1. 1.  ContentsContents _________________________________________________________________________ 2 Participants ______________________________________________________________________ 3 Objectives _______________________________________________________________________ 5 Programme ______________________________________________________________________ 5 Executive summary________________________________________________________________ 6 Meeting contents __________________________________________________________________ 7  Day 1: _________________________________________________________________________ 7  Are we on board? ______________________________________________________________ 7  Questionnaire on Action Plans _____________________________________________________ 7  Effect of the questionnaire _______________________________________________________ 8  VVOB Support to the Action Plans __________________________________________________ 9  Whispers become facts _________________________________________________________ 10  Any other business ____________________________________________________________ 11  Day 2: ________________________________________________________________________ 12  What role can MOE play to sustain the Action Plans?____________________________________ 12  What role can CEs play to sustain the Action Plans? _____________________________________ 13  New or reviewed Action Plans: What steps to take? ____________________________________ 13  Action Plan Fair _______________________________________________________________ 13  And the winner is: _____________________________________________________________ 14 Way forward _____________________________________________________________________ 16  Appendix 1: Evaluation and feedback by participants ___________________________________ 17  Appendix 2: Hand outs ___________________________________________________________ 18      Please consider the environment before printing this report. It is not necessary to print out the (full) report. All appendices were handed out during the CPD Task Team as hand outs. The full PowerPoint versions (instead of the attached pdf hand out) of the presentations can be obtained on request.  20110413 Report CPD TT and action plan fair April 2011.doc 2/18
  2. 2. ParticipantsEach college of education was represented by the Vice‐Principal and CPD coordinator. UNZA and MOE HQ (ESS and Standards) were also represented.   First  Surname  name  Institution  Function  cell  email  Charles  Chipeta  CB  Lwanga CE  VP  260977689760  Charles  Chilika  G  Lwanga CE  CPD  260977720284  Tembo  Malizani  Chipata CE  VP  260978572239   Manda  Florence  Chipata CE  CPD  260977815397   David  Livingstone  Chisala  Felix  CE  A/VP  260977249926   David  Livingstone  Mumba  Fidelis  CE  CPD  260977860193   Ntenga  Oscar  Kasama CE  VP  260979121681   Musonda  M  Kasama CE  CPD  260977300527   Chisala  M  Kitwe CE  VP  260955593216   Bwalya  Walawala  William  Kitwe CE  CPD  260977440749    Daniel  Malcolm  Simpasa  Chola  Moffat CE  VP  260977505386   Malcolm  Kasimba  Kennedy  Moffat CE  CPD  260977634693   Musakula  F  Mansa CE  CPD  260978289694   Mwila  MP (Sr)  Mansa CE  A/VP  260977395150   Kandala  E  Mongu CE  VP  260977598964  Misheck  Matyola  P  Mongu CE  CPD  260977429519   Mufulira  Kalumba  Evaristo  CE  260977599625   Mufulira  Mulendema  Stanley  CE  VP  260978889888  Mukokwe  J  Solwezi CE  CPD  260977369811   Chiyuka  Albert  Solwezi CE  AVP  260977303855  20110413 Report CPD TT and action plan fair April 2011.doc 3/18
  3. 3. Lifunana,  Imasiku  M.  ZAMISE  AVP  260977111413   Musonda  Yotham  ZAMISE  CPD  260977882028   Mwale  Fred M   ZAMISE  A  260977747411   Shanzuwe  B.  ZAMISE    260977968404   Gawani,  Phiri  D.  ZAMISE    260977637300   Mwiinga  Clare  NISTCOL  CPD  260977717248  Kalenga  H.M.  Standards  260977476590 Chizambe  E  ESS  PEO  260977690196   UNZA‐ Changala  Moses  AEES    260977676800   Casier  Hans  VVOB    260955889761   Irabishohoje  Andre  VVOB    260977200126  M.  Kapambwe  William  VVOB    260977798785   Leroy  Lieve  VVOB    260978609194  Visitors (to the Action Plan Fair):  Surname  First name  Institution Function  cell  email  Mubanga  Ruth  ESS  Director  260977761339  Chifunda  Juliet  HR    260977745311  Mweetwa  Rhoda DODE  260977850639   UNZA  Haambokoma  Christopher  AUCE     260977713219  Chileshe  John  JICA    260966762284  Funjika  Steven  DAPP    260977334576  Rombaut  Bart  VVOB  PM  260976690431   Vandenbosch  Tom  VVOB  PO  And all participants of the CODeL‐CT.   20110413 Report CPD TT and action plan fair April 2011.doc 4/18
  4. 4. Objectives • To create a shared understanding: are we onboard? (past – future )  • To share and learn from each other’s Action Plan monitoring (questionnaire;  implementation, challenges and successes, action plan Fair)  • To M&E support strategies  • To agree on the way forward  – Exploring the sustainability of the use of Action Plans  – Reviewing and/or developing new Action Plans  Programme CPD  Wednesday 6 April 2011    8:30  Introduction, outcomes of the Task Team  8:45  Monitoring: background, ownership (CE, MOE)  9:15  Monitoring Action Plans    10:15  Break    10:30  Monitoring Action Plans    11:30  Support Action Plans  12:45  Lunch  14:00  From whispers to sharing  14:45  AOB    15:15  Break     15:30  Prepare Action Plan Fair    17:00  Closure and evaluation   CPD  Thursday 7 April 2011    8:00  Fair  9:00  Promotion presentation by all CEs    10:15  Fair     11:00  Round table    13:00  Lunch    14:15  Consolidation and way forward    Evaluation of the event  15:30  Fair  17:00  Closure Note: tea and coffee will be provided at 10:15 and 15:30. The Fair will just continue. 20110413 Report CPD TT and action plan fair April 2011.doc 5/18
  5. 5. Executive summary  This  CPD  Task  Team  started  with  a  reminder  about  our  programme’s  objectives,  our  vision  and achievements so far. We then discussed the results from the questionnaire sent to and completed by 10 out of the 11 colleges. Based on the successes achieved and challenges experienced, we asked ourselves some critical questions pertaining to implementation, review, follow up and impact. These reflections  were  meant  to  move  our  impact  to  a  higher  level.  Colleges  exchanged  their  ideas  and initiatives.  We  also  discussed  the  satisfaction  with  the  VVOB  support  given  to  the  planning, implementation and monitoring and evaluations of the Action Plans. We then discussed how to work towards sustainability of the Action Plans, even without the support of  VVOB.  In  a  round  table  conversation  with  members  of  colleges,  UNZA,  MOE  headquarters  we discussed the role both MOE HQ and Colleges can play in sustaining the Action Plans. All  colleges  promoted  their  Action  Plan  successes  and  show  cased  them  in  an  Action  Plan  Fair.  All participants exchanged expertise and experiences and learned from and with each other. The Fair was visited by MOE HQ (Standards, ESS, DODE, DHRA), UNZA (AUCE) and representatives of cooperating partners (DAPP, JICA, VVOB). We discussed the steps to take for developing new or reviewing Action Plans. In Any Other Business (AOB) Colleges exchanged some of their other projects and partnerships with international institutions. We also shared information (and watched a video clip) on the forthcoming Lead and Learn Zambia (30 May‐3 June 2011).  The main outputs of the workshop were as follows:  • CPD TT Meeting Report as reference  • Better understanding of the programme, the next phase of the programme and the role  each member (CE and MOE) can play to sustain the use of Action Plans  • Action Plan Fair: exhibition of successes reached, critical reflection on implementation of the  Action Plans  20110413 Report CPD TT and action plan fair April 2011.doc 6/18
  6. 6. Meeting contentsNote:  This symbol is used next to any question or remark that needs follow up at the college.   Day 1:(see PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt)  1. Welcome by chair  2. Introduction of all participants  3. We  remember  Nkolola  Chitambo,  Link to literature senior  lecturer,  CPD  and  ICT  coordinator  Chipata  College  of  M&E Education 4. Are  we  on  board?  What  have  we  Context achieved  so  far?  How  do  we  link  all  Improving Teaching & our activities to this vision? (see pp)  Learning Improvement Implementation planning Are we on board?  Improvement Cycle5. Reminder  of  the  discussions  of  Oct  2010:  M&E  of  structures  (CPD  Supportive ● shared vision ● moral purpose ● resources ● CPD● committee at CE and CPD TT) and of  environment collaboration ● distributed leadership ● networking ● partnerships ● strong relationships ● dialogue processes  (use  of  Action  Plans):  The  conclusion  was:  the  structures  and  processes are helpful. We should move along these lines.  Questionnaire on Action Plans 6. Questionnaire on Action Plans:   (Data from 10 out of 11 colleges who have worked with Action Plans)  Please note: all colleges should take the critical questions asked at each of the topics below as  points for action in their colleges. These points are indicated with the following symbol:    a. Successes: The main successes are:  • Producing modules  • ICT integration in teaching  • E‐learning has taken off  • Increased team work and support  • Collaboration with TRC  • Collaboration/visit other colleges  • Peer review student results  • Feedback from students  BUT:  • Module writing: how does it impact on face to face students?    o Lecturers feel they are more capable to produce books and manuals  for students  o Case  studies  of  modules  are  adjusted  and  used  with  face  to  face/regular students 20110413 Report CPD TT and action plan fair April 2011.doc 7/18
  7. 7. o Modules  are  used  for  full  time  students  (as  lesson  preparation  for  the lecturer, NOT as hand out for the students)  o Skills gained are also used to produce materials for F2F students  Conclusion:  given  the  above  (more  confidence,  more  skills,  more  preparedness) we should start producing more course materials for F2F  students as well.     • Big progress in ICT? Time to move on and take it one step further: how can  we  really  start  changing  the  classroom  practices  towards  more  effective  instructional strategies (not only by ICT).     b. Challenges:  • Motivation, resistance, time  o Put resistance in perspective (see pp)    o Motivation: who has used tips and tricks of the learning files?    o There  is  no  one‐solution‐fits‐all:  Each  college  has  its  own  local  politics  and  issues  (we  will  learn  from  each  other  during  informal  interaction)    • Budgeting: how well are Action Plans integrated in the budgets?    • M&E: who uses Action Plans as check list in a regular way?    • Follow up activities after a workshop: it is clear that a workshop as such does  not  lead  to  change  in  the  classroom.  What  can  help  to  reach  the  desired  change?    o Team  presentation  and  team  teaching  in  sections;  collaborative  lesson preparation  o Just find out from staff how they applied what was learned. Collect  evidence by making video recording.  o Coaching each other  o Building in support (observation, pairing)  c. Levels of impact: Have we reached the level of impacting on the student results?    When you analyse student results: compare them with previous results and identify  where the changes are. Which results have changed? Have they improved? Reflect  on the changes and try to find what has caused the change? Try to use the causes  for  improved  results  to  further  improve  other  results.  Sustain  the  improvement.  Identify weaknesses and strengths and link those with professional development.  Effect of the questionnaire  7. Effect of the questionnaire:   Did it help? Did it have any results? Did you take any action? Review? Plans for the  future?  Comments:   • Some colleges indicate regrets that they didn’t get more out of the questionnaire; that they  could have captured more data.  • Some  colleges  wished the  questionnaire came  earlier,  it would  have  encouraged  to  reflect  earlier  • BUT the questions were agreed upon during the last Task Team meeting in October? 20110413 Report CPD TT and action plan fair April 2011.doc 8/18
  8. 8. • Don’t  wait  for  others  to  push  you,  take  ownership  for  the  Action  Plans  and  reflect  regularly and jointly.   Answer:  • Yes,  it  helped  us  going  through  the  Action  Plans  again;  we  were  reminded  about  certain  activities that were carried out or were not done yet.  • It was a reminder that we need to develop instruments to get information from the students  to measure the impact on student learning and outcomes  • We  realized  from  reflecting  on  the  Action  Plan  that  there  was  need  for  a  person  at  the  college that takes care of ICT troubleshooting.  • The questionnaire helped us identify activities which we need to do next. VVOB Support to the Action Plans  8. VVOB Support to the Action Plans: VVOB supported the Action Plans in the different stages:  • Planning (e.g. via email, skype, feedback and assistance in developing the plan)  • Implementation (e.g. via budget support to expertise and access to information)  • M&E (e.g. via the questionnaire)  • Supportive environment (e.g. via Lead and Learn Zambia)   How did you perceive the support?  • Timely  • Useful  • The budget support was a relief to CE administration  • It helped implementation    What further support would you suggest?  • Same (financial) support for Action Plans & capacity building  ICT  Teaching and learning strategies  Lead & Learn Zambia  Assessment  Coaching  • Technical  advice  (e.g.  cheaper  and  reliable Internet, DE)  • Linking  us  with  International  partners  (e.g. SEN with Zimbabwe)  • Equipment, e.g. for printing modules  • Support  and  coaching  visits  to  the  colleges  • Resources, e.g. (e)books    How did the ‘Learning Files’ help?   • Informative,  gave  a  better  background  on the topic  • Increased delegation  • Used in teaching about motivation 20110413 Report CPD TT and action plan fair April 2011.doc 9/18
  9. 9. • We distributed them but we don’t follow up the utilisation.  • Next one? What will the topic? Who wants to contribute?   Exercise: retirement of funds Whispers become facts  9. Whispers become facts: colleges exchange some of their projects, partnerships, trainings.  • CLCE: support students in Choma district  Networking of Choma PRC (ICT) so that students can access information from the PRC. Staff  at Resource Centre was trained.   • MOCE: training software VI (VI=visual impaired)  Training  happened  on  free  software  Thunders.  The  national  coordinator  for  VI,  Mr.  Wawa  facilitated the training.   MOCE also received an Embosser from MOE.   • MOCE: link with Dutch college  Students from the Dutch college come for teaching practice. They are very good at ICT and  demonstrate how to use ICT in teaching and learning.  Next year Mongu might also receive students from Denmark for teaching practice.   • ZAMISE: training software VI  Training of 8 lecturers on JAWS from Library VI;  Received ‘Dolphin’ pens, another software for VI;  Training of VI students on use of ICT;  Other info:  Before  ZAMISE  received  CCTV  and  Embosser  through  a  partnership  with  institution  in  Netherlands  College is employing sign language interpreters for HI.    • ZAMISE: Edulink project  Project  involves  four  countries:  Finland,  Kenia,  Nambia  and  Zambia.  In  Zambia  UNZA  and  ZAMISE are involved. It looks at capacity building on assessment of impairments. Also build  and equipped a centre for both assessment and rehabilitation.   • KICE/CLCE: ZITEP  CLCE lecturers train KICE lecturers on action research;   There was a meeting on how the two colleges can work with resource centres.   • MUCE: Partnership with Bath University  Partnerships  with  Bath  University.  Partnership  for  students  and  lecturers  to  come  to  the  college and schools in Mufulira to do research.   • DALICE: partnership  Partnership with Tromso University in Norway: members of staff are going for six months to  teach and follow a course.  Another partnership with another University in Norway is on its way: a member of staff can  do his Masters Mathematics   20110413 Report CPD TT and action plan fair April 2011.doc 10/18
  10. 10. • KACE, MACE, MMCE: joint module writing  3 CEs worked together to produce modules for distance students. Managed to come up with  one module for each of the seven subjects.    Note: could CEs try to exchange this kind of information spontaneously?   Any other business  10. Any other business:  • Next seminar LLZ: specialisation, Preparation, clip D. Reeves  Note: transport to Lusaka at CE cost    • The learning files:  o Hand out hard copy of learning file on Student consultation  o What will be our next topic?   • ZIMZAMSEN: Facebook group (find Lieve Leroy VVOB)    • MOE Master Plan: trying to broaden it to incorporate all CPD. The round table of Day 2 will  also impact.  • MYP1 R2/5.1 end report (see hand out)  • Books: arrange pick up at NSC (Friday 8 April 2011)  • Ownership  and  sustainability:  is  VVOB  too  much  in  the  driving  seat?  Can  the  Role  of  the  chair, MOE and vice‐chair become more prominent?    • Can colleges take more part in the costs of CPD TT meetings: e.g. Allowances next CPD TT:  ZMK295,000‐50,000 (Golfview); or 295,000 without lunch (other venue)       11. Preparation Round Table, Which topics are key to sustainability?  Triggering questions:  • What concerns from today do we want to further discuss at the round table?  • Would the Action Plans continue to exist at your CE without VVOB (Yes; yes,but; no)  “Yes, but”:  • MOE has a role to play.  o In terms of funding  o By  identifying  someone  who  can  give  us  this  bit  of  pressure  towards  building Action Plans, towards budgeting.  • CEs have a role a play  • Challenges:  o As CEs we appreciate help from VVOB in getting things (such as books  and software) from outside the country    The CPD TT concludes that the following questions are key for the Round Table talk:  a. What role can MOE play to sustain the Action Plans?  b. What role can CEs play to sustain the Action Plans?  20110413 Report CPD TT and action plan fair April 2011.doc 11/18
  11. 11.   Day 2:(see PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt)  1. Setting up Action Plan Fair 2. Promotion talk: all colleges promote their college products/table in a 3 minute presentation 3. Action Plan Fair (see later)  Visits by peer colleges, MOE HQ (Dir ESS, DHRA, Standards, DODE) 4. Round table:  a. Introduction:  improvement  cycle  and  Action Plans  b. Energiser: square wheels  c. Group work:  • What role can MOE play  to sustain the Action Plans?  • What role can CEs play to sustain the Action Plans?  d. Plenary:  It is stressed that the whole idea of Action Plans is that colleges take responsibility towards  improvement of teaching and learning. They identify goals that are feasible and in their own  hands. However, if the Action Plans are to continue, also without the support of VVOB, what  needs to be put in place? What role can MOE play to sustain the Action Plans?  What role can MOE play to sustain the Action Plans?  1. Financial support:  • A budget line specific for CPD  • Financial support for coaching visits  • Financial  support  for  organizing  an  Action Plan Fair  • Financial  support  for  organizing  the  national CPD Task Team meeting  • Financial  support  for  the  implementation  of  the  Action  Plans  (e.g.  buying  resources,  equipment,  experts,  allowing  collaboration,  allowing/funding  attendance  to  international conferences,…)  2. Strengthening of monitoring structures and processes. Can MOE play the role of a critical  friend? Can they help with guidelines? Can this be linked to some kind of performance  appraisal system?  3. Can MOE be more visible to take over the role of VVOB (reminding, calling, supporting,  sending emails)? 20110413 Report CPD TT and action plan fair April 2011.doc 12/18
  12. 12. 4. Invite stakeholders and higher MOE HQ offices which will lead to better understanding  of the processes taking place in the colleges and better appreciation of events like Action  Plan Fairs.  5. Modeling and leading by example.  6. Revising  job  descriptions  and  establishment  (e.g.  CPD coordinator).  This will  be part  of  the institutional assessment.  7. Assist  with  integration  of  CPD  in  the  curriculum  to  prepare  students  for  CPD  at  school  level (this item doesn’t really impact on Action Plans).   What role can CEs play to sustain the Action Plans?  What  role  can  CEs  play  to  sustain  the  Action  Plans?  1. Owning  Action  Plans  and  CPD  activities.  Prioritising and budgeting for it.  2. Continuation  of  development  of  Action  Plans,  based  on  reflection  and  self‐ evaluation.  3. Strengthen  networking,  collaboration,  communication  within  CEs  and  between  CEs and MOE HQ.  4. Documenting all activities. Building evidence archive and doing knowledge management.  5. Create more linkages with TRCs.  6. Organise local Action Plan Fairs. Contributing to national Action Plan Fairs.  7. Ask feedback from students to evaluate the impact of the Action Plan.  8. Administrators  to  take  the  lead,  by  e.g.  participating  in  CPD  activities,  by  helping  budgeting, …  9. Build CPD into the curriculum (this item doesn’t really impact on Action Plans). New or reviewed Action Plans: What steps to take? 5. New or reviewed Action Plans: What steps to take?  1. How to go about?   a. Reflection  b. Review/Identifying areas for improvement  c. Prioritise (What? Why? Feasible? Willingness?)  d. Plan (How?): goal and activities  2. When? Note: it was suggested to start developing Action Plans  with the attempt to have a final version before May 30th 2011.  3. How to embed it in college budget?  4. How can VVOB assist?    For more details: see pp Action Plan Fair 20110413 Report CPD TT and action plan fair April 2011.doc 13/18
  13. 13. 6. Action Plan Fair  Colleges shared their Action Plan, showcased some products, exhibited  successes and challenges.  When  learning  from  other  colleges,  peers  reflected  according  to  the  following questions:  1. What do I want to take with me?  2. How will I try to use it?  3. Which questions do I still have?  All participants and visitors got a ballot paper. They were requested to  select  3  things  that  impressed  them  most.  They  noted  these  down  (inclusive  of  the  name  of  the  college)  and  put  their  vote  in  the  ballot  box.  The following was the result:  And the winner is:  On number 1 we find the use of animations and software that support  the teaching of subject areas such as sciences and languages (Mufulira). On number 2 we  find the  use of devices, such as CCTV, and software,  such as JAWS (ZAMISE).  On number 3 we find the joint module writing effort (Malcolm Moffat, Kasama and Mansa).  From the voting we learn that visitors of the Fair were most interested in the following:  • ICT applications in education  • Tools and support for students with SEN  • Working together as colleges and networking. These three topics are indeed also commonly found in the Action Plans.  For  all  exhibitors  it  is  good  to  reflect  on  your  own exhibited  successes:  How  can  you  further  strengthen them? How can you share them with others? How can you bring them in the classroom?  Were the  successes showcased actually part of your Action Plan?  20110413 Report CPD TT and action plan fair April 2011.doc 14/18
  14. 14.      20110413 Report CPD TT and action plan fair April 2011.doc 15/18
  15. 15. Way forward Activity  responsible  Timeframe  Inputs • Review and develop new Action Plan  CPD committee  By 30 May 2011 or by    college adequate time • Prepare for Lead and Learn Zambia   All participants  By 30 May 2011   • Implement lessons learned from this CPD TT meeting in the  MOE  asap    MOE CPD Master Plan • Disseminate what has been learned from other CEs in your  Participants CEs asap college • Taking up/dealing with all issues indicated with   in the text  Participants CEs      above. • Explore how the role of Chair and vice chair can become  Chair, vice‐chair, VVOB  asap    more prominent • Explore ways of cost sharing in CPD TT meetings • Explore the role of MOE and CEs in the sustainability of the  Chair, vice‐chair, MOE, VVOB  asap    Action Plans: design a proposal • Prepare report and send to all participants  VVOB  By 20/04/2011   • Networking  All  always   • Learning File:  ??????  asap    o Topic identification  o read and contribute    20110413 Report CPD TT and action plan fair April 2011.doc 16/18
  16. 16.    Appendix 1: Evaluation and feedback by participantsWhat was liked:  • All colleges scored big successes and showed them in the Action Plan Fair  • The Fair was highly educative. There was time to be exposed to other colleges’ successes.  • Clear presentations by facilitators  • Great inputs of all participants. Interactions.  • Room for open discussions.  • Reflect on crucial issues such as sustainability, ownership, …  • The Action Plan Fair (and CPD TT) was well organised  • The Action Plan Fair acted as an M&E exercise.  • Round table  What was not liked:  • For a new member: the quick discussions of the history was difficult to follow  • Too much attention to ICT; should we not look at teaching and learning in a wider way?  • For a VP: moving from the CODeL‐CT to CPD TT: there is always something missed.   Recommendations:  • More time  • Action Plan Fair as M&E tool  • Action Plan Fairs to continue (annually)!  • Support in making tailor made and realistic Action Plans  • MOE to play a more active role and support Action Plan Fair  • CPD TT chair to chair the meeting  • More ICT materials to support SEN. Also SEN to consider SEN materials   20110413 Report CPD TT and action plan fair April 2011.doc 17/18
  17. 17.   Appendix 2: Hand outs PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt  Hand outs are on request also available in PP format.   20110413 Report CPD TT and action plan fair April 2011.doc 18/18
  18. 18. We remember… Mr Nkolola Chitambo CPD Task Team Senior lecturer Chipata College of Education CPD and ICT coordinator April 06-07, 2011 Lusaka Objective• To create shared understanding: are we onboard? (past – future )• To share and learn from each other’s action plan monitoring (questionnaire)• To M&E support strategies• To agree on the way forward – Sustainability of the use of action plans – Reviewing and developing new action plans Are we on board? MOE - VVOB Programme 2008-2010 Link to literature 2011-2013 M&E Context Improving Teaching & Learning Improvement Implementation planning Improvement Cycle Supportive ● shared vision ● moral purpose ● resources ● CPD● environment collaboration ● distributed leadership ● networking ● partnerships ● strong relationships ● dialogue 1
  19. 19. How do we know we are making progress? Overview realised activities Implement, M&E How to get there? teaching and learning Towards high quality 2008 Planning for improvement External input: College visit + networking Where are we now? Self-evaluation Self-evaluation guidelines and instruments June 2008 August 2008Establishment Effective CPD, November 2008 Task Team Baseline, gap Leading Planning M&E Where do we want to go? analysis change T&L Policy + Guidelines Literature review Working group Overview realised activities (continued) Initiatives of M&E 2009 (-2010) report CPD Task Action Bridge 9/2009 Coaching Team: inventory plan activity report DE visit of challenges report Oct-Dec 2009 3/2010 12/2009 FromFebruary 2009 8/2009 June-August March 2010 CPD/DE CEsLiterature March 2009 2009 gap ongoing review: March 2009 M&E analysis Self- Coaching T&L T&L Policy programme evaluation visitsGuidelines and action Any plans other Main challenges and recommendations T&L topics Supportive environmentTopics How to deal with? Challenges How to deal with?T&L methods (LCT) and Partners (VVOB) Skills for College Based CPD: NISTCOL (e.a.) short coursesmaterial/module development Lead and Learn Zambia Collaborative learning, coaching, action Lead and Learn Zambia Learning Files research skillsSEN ZAMISE, forum, partners Leadership: shared vision, creation of Lead and Learn Zambia supportive environment, distribution(Formative) Assessment Lead and Learn Zambia Safe environment to try out and make GrassrootsICT integration in education Short courses mistakesODeL CODEL-CT, TESSA training, module Access to information/expertise Partners (VVOB) writing WS Motivation Learning Files PM&E, inclusive of feedback system Coaching visits, Guidance reviewed from students action plans FB students: Learning Files, 2
  20. 20. Overview realised activities (continued) 2010 CPD Task College Individual Team August 2010 August –Oct 2010 March-June 2010 MYP2 2011-2013 Lead and Support actionSelf-evaluation, Action plans Learn Zambia plans The systemcoaching visits, Short courses Structures, (leadership, SEN should improve processes, action plans coaching, T&L, LLZ form assess.) Learning files policies, culture/values •PIM •Supportive environment MYP2 (2011-2013) MYP2 continued 1. Increased capacity of college leadership (P, VP, MT, 4. Improved capacity of a workgroup including librarians to CPD/DE/ICT coordinators, others) to create a shared establish a knowledge centre at the colleges of vision, to develop plans for improved teaching and Education and a selected number of TRCs (6) that learning, to monitor and evaluate the improvement promote the advertising, discovery, access, outcomes, to create and sustain a supportive learning dissemination and use of information and data to environment lecturers, student-teachers and teachers. 2. Improved capacity/ competencies of DE coordinators in 5. Improved capacity of NISTCOL to provide quality the development, implementation, support and specialized courses and other forms of INSET to guidance of an ODeL programme for college staff and college, TRC and other MOE staff on topics identified in learner support staff of TRC the other result areas 3. MoE has developed and started to implement a 6. MOE promotes bottom up initiatives from educational framework that caters for a variety of community school practitioners to enhance quality teaching and learning teacher development initiatives of which some result in and disseminates good practices to the broader an official teacher training certificate educational community M&E Oct 2010 • M&E of structures: – CPD TT – CPD committee at CE • M&E of processes: action plans Conclusion: all of the above has helped and should be continuedSharing CE action plan monitoring 3
  21. 21. M&E of the action plans Successes• What has been the greatest success in • Producing modules implementing the action plans? Explain • ICT integration in teaching• What has been the greatest challenge in • E-learning has taken off implementing the action plans? Explain • Increased team work and support• Have you made any adjustments? Explain • Collaboration with TRC• Are the action plans making a difference? • Collaboration/visit other colleges • Peer review student results• Did the action plans result in any change on • Feedback from students these different levels? How can you tell? Successes Challenges• Producing modules • Inadequate ICT facilities• ICT integration in teaching • Time constraints • Celebrate big• E-learning has taken off • Lack of motivation/resistance to change successes• Increased team work and support • Lack of M&E system • Module writing: any• Collaboration with TRC • Lack of follow up effects on F2F?• Collaboration/visit other colleges• Peer review student results • Big progress in ICT!• Feedbackto move on? Time from students Challenges Challenges: resistance• • Motivation (LF)/resistance Inadequate ICT facilities “Sleepers keep the rails straight”• • Time: focus? Re-plan? Time constraints• Prioritise? Lack of motivation/resistance to change• Lack of M&E system • Budgeting?• Lack of followused the action • M&E: who up plan? • Follow up: build in ways of follow up 4
  22. 22. Challenges: resistance Challenges: resistance “Every resistance has its positive intention” Renewers: 3% = self protection (protects against expected pain Leaders: 14% and loss) Early birds: 34% = energy and dynamism (it helps to renew the balance; it protects the vulnerable spot) Late followers: 34% = a handle to change Rejecters, slow pokes: 16% (2-3% never) Challenges: resistance Impact of the action planscomfort risk danger: • Staff attitude towards CPD• Challenge• Feasible • Knowledge and skills• Support (see questionnaire) Are the action plans making a• Confidence difference? • Use of knowledge and skills, classroom practice Did the action plans result in any “Sensitisation” • Creating a supportive environment levels? change on these differentDon’t expect your colleagues to quickly pick up How can you tell?what took you 2 weeks to learn. • Student learning/outcomes (feedback from students, schools, analysis of results) Impact of the action plans Impact of the action plans • Staff attitude towards CPD • Staff attitude towards CPD • Interest in CPD • Knowledge and skills • Knowledge and skills • Use of ICT • Research done by tutors • ICT: learning by doing • Use of knowledge and skills, classroom practice • Use of knowledge and skills, classroom practice • Commitment to action plans • Module writing: hands on training • Creating a supportive environment • Request for relevant training • Bit confused with next level • Creating a supportive environment • Student learning/outcomes • Student learning/outcomes 5
  23. 23. Impact of the action plans Impact of the action plans • Use of ICT • Procurement of ICT and media • Staff attitude towards CPDfor students • Access to info • Staff attitude towards refreshments • Support via CPD • Better modules and learning materials • Presence of administration • Knowledge and skills • Interactive and learner centred • Knowledge and skills of information: top down, • Improved flow methodologies bottom up • Use of knowledge and skills, classroom practice • Tutors reflecting on their teaching • Use of knowledge and skills, classroom practice • Time tabled CPD • BUT: • Creating a supportive environment • Creating a supportive environment • Student learning/outcomes • Student learning/outcomes Impact of the action plans Impact of this questionnaire • Staff attitude towards CPD • Did this questionnaire help? • Did it have any results? • Did you take any action? Review? Plans for the future? • Knowledge and skills • Some CEs have attached student results • Use of knowledge and skills, classroom practice • Improved results/quality of work • Creating a supportive ICT lab by students • Increased use of environment • BUT: • Student learning/outcomes Support to the action plans Support to the action plans• Planning • Learning Files:• Implementation – Motivation• M&E – Student consultation• Supportive environment – Who has tried out/applied some • What support have you of the tips and tricks? received? – Are these helpful? • How did you perceive the – Which could be next topic: e.g. support? questioning techniques • What further support would you – Who helps? suggest? 6
  24. 24. VVOB’s worries to SupportSupport of expertise and/or access to information• Cheque retirement of funds Task• Books: – Old/out of print – Politics at departments AOB Whispers become facts AOB continued• CLCE: support students in Choma district? • Next seminar LLZ: specialisation,• MOCE: training software VI? Preparation, transport• MOCE: link with Dutch college? • The learning files• ZAMISE: training software VI? • ZIMZAMSEN: Facebook• ZAMISE: Edulink project? • ZITEP• KICE/CLCE: ZITEP? • MOE Master Plan?• MUCE: partnership with UK? • MYP1 R2/5.1 end report (see hand out)• Joint module writing? • Books: arrange pick up at NSC (Friday?) • Evaluation (what do you take from here) AOB continued: VVOB worries• Ownership and sustainability: is VVOB too much in the driving seat? Role chair, MOE, vice-chair?• Allowances next CPD TT: audit 295,000-50,000 Golfview; or 295,000 without lunch (other venue) Action plan Fair 7
  25. 25. Action plan fair Action plan fair • Prepare the action plan fair: • What should you do? Share your action plan • Use the form: Showcase some products 1. What do I want to take with me? 2. How will I try to use it? Exhibit your successes and challenges 3. Questions I still have? • Presentation: promotional talk, 3minutes • Election time: note down the 3 things that each impressed you most (college + what) • Round table • Guests: all CEs, MOE, UNZA, partners Round table • What concerns from today do we want to further discuss at the round table? • How sustainable are the strategies? What will happen when VVOB leaves? Sustainability Ultimate goal Round table M&E Sustainability of the action plans • What role can MOE play? Context Improving • What role can the CEs play Teaching & Learning Improvement Implementation planningImprovementCycleSupportive ● shared vision ● moral purpose ● resources ● CPD●environment collaboration ● distributed leadership ● networking ● partnerships ● strong relationships ● dialogue 8
  26. 26. New college action plan • How to go about? – Reflection – Review/Identifying areas for improvement – Prioritise (What? Why?) – Plan (How?): goal and activities • When? • How to embed in college budget? • How can we assist?Way forward: New college action plan To keep in mind Criteria of a good plan• Start from college self-evaluation/review priorities • cost effectiveness• Ensure participation/ownership • collaboration-dialogue-communication• Work with rewards rather than punishment/control • continuity of activities to lead to a change of behaviour/• Action is more important than the plan (as long as you follow up know what you want to do) • focus : how to get to vision? Avoid overload and• What is the benefit for students? fragmentation ( current: ICT, T&L materials, SEN and assessment ) • Clear time frames/flexibility • Others? Literature Literature: 10 factors for success 1. Leadership and management 2. Shared understanding of staff development 3. Learning-centred culture 10 factors 4. Individual development is linked to needs analysis (performance management & career development) and for a to self-evaluation & school improvement successful 5. Should make a difference for the students 6. Choose quickest and most effective forms journey 7. Discussing, coaching, mentoring, observing and developing others are highly effective 8. Time made available 9. CPD monitored and impact evaluated 10. Share, acknowledge, celebrate 9