UP ACE MTL Unit 3 Session 7

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UP ACE MTL Unit 3 Session 7

  1. 1. Module 2: Managing Teaching and Learning Unit 3: Monitoring and Evaluation of Curriculum Planning and Implementation - Session 7 Presenter: Dr Muavia Gallie (PhD) 22 August 2009 1
  2. 2. Content 1. Introduction; 2. Monitoring the deployment of physical, material and financial resources; 3. Managing curriculum resources optimally; - Planning with curriculum in mind; - Resources related to curriculum delivery; - Staff development; - Curriculum change; 4. Conclusion 2
  3. 3. Introduction 1. Teaching to fish is better than providing fish; 2. Leadership is a decision, not a position or set of skills; 3. Leaders breed leaders, not follower; and 4. You don’t need me to be a Quality Principal! 3
  4. 4. 2. There is no management without monitoring and evaluation 4
  5. 5. Monitor 5
  6. 6. Evaluate 6
  7. 7. Quality Assurance 100% 90% 80% 70% 60% 2011 50% 2010 40% 2009 2008 30% • • •• • •• • •• • 20% • • • • • •• • • •• • 10% • • • • • • •• • 0% 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 7
  8. 8. What is Monitoring and Evaluation? Monitoring is the systematic, regular collection and occasional analysis of information to identify and possibly measure changes over a period of time. Evaluation is the analysis of the effectiveness and direction of an activity and involves making a judgment about progress and impact. The main differences between monitoring and evaluation are the timing and frequency of observations and the types of questions asked. However, when monitoring and evaluation are integrated, the line between the two becomes rather blurred. Participatory monitoring and evaluation (PM&E) is the joint effort or partnership of two or more stakeholders to monitor and evaluate, systematically, one or more research or development activities (Vernooy et al., 2003). 8
  9. 9. Why should we M&E? In general, the purpose of monitoring & evaluation can be: • To assess results - to find out if and how objectives are being met and are resulting in desired changes. • To improve management and process planning - to better adapt to contextual and risk factors such as social and power dynamics that affect the research process. • To promote learning - to identify lessons of general applicability, to learn how different approaches to participation affect outcomes, impact, and reach, to learn what works and what does not, and to identify what contextual factors enable or constrain the participatory research. • To understand different stakeholders' perspectives - to allow, through direct participation in the monitoring and evaluation process, the various people involved in the organisation to better understand each others views and values and to design ways to resolve competing or conflicting views and interests. • To ensure accountability - to assess whether the organisation is effectively, appropriately, and efficiently executed to be accountable to they key agencies (Estrella and Gaventa, 1998). 9
  10. 10. Methods and Techniques of Monitoring Programmes even with a good planning, adequate organisational machinery and sufficient flow of resources cannot automatically achieve the desired result. • There must be some warning mechanism, which can alert the organisation about its possible success and failures, off and on. • Constant watching not only saves wastage of scarce resources but also ensure speedy execution of the programmes. • Thus monitoring enables a continuing critique of the programme implementation. 10
  11. 11. Defining Monitoring Monitoring means keeping a track of implementation process. • Monitoring involves watching the progress of a project against time, resources and performance schedules during the execution of the project and identifying lagging areas requiring timely attention and action. • Monitoring is defined as a management function to guide in the intended direction and to check performance against pre – determined plans. • Monitoring means periodic checking of progress of works against the targets laid down in order to ensure timely completion of the programme. 11
  12. 12. Reasons for Monitoring Efficiency refers to the amount of time and resources put into the programme relative to the outputs and outcomes. A programme evaluation may be designed to find out if there was a less expensive, more appropriate, less time-consuming approach for reaching the same objectives. • Effectiveness describes whether or not the organisational process was useful in reaching programme goals and objectives, or resulted in positive outcomes. • Relevance or appropriateness describes the usefulness, ethics, and flexibility of a programme within the particular context. Combined, these criteria enable judgment about whether the outputs and outcomes of the programme are worth the costs of the inputs. Effectiveness, efficiency and appropriateness can be considered for the different methods, tools and approaches rather than questioning the value of the approach as a whole. 12
  13. 13. Purpose of Monitoring Programme monitoring helps to provide constructive suggestions like. • Re-scheduling the programme (if the programme run behind the schedule) • Re-budgeting the programme (appropriating funds from one head to another; avoiding expenses under unnecessary heading). • Re–assigning the staff (shifting the staff from one area to other; recruiting temporary staff to meet the time schedule). 13
  14. 14. What to Monitor Understanding the conditions before the programme was initiated is useful in order to provide a point of comparison for monitor and evaluating changes that occur during the programme. • Baseline survey conducted at the beginning of the programme can provide a point of reference for comparison and for understanding changes. • It is useful to distinguish between the different kinds of results generated from the programme: outputs, processes, outcomes, impact and reach. 14
  15. 15. Different kinds of Results in Monitoring These can be briefly defined as follows: • Outputs describe the concrete and tangible products of the organisation as well as the occurrence of the activities themselves. • Processes describe the methods and approaches used for the programme. • Outcomes describe the changes that occur that can be attributed, at least in part, to the programme process and outputs. • Impact describes overall changes that occur which the programme is one of many contributing factors. • Reach describes who is influenced by the programme and who acts because of this influence. 15
  16. 16. Steps in Monitoring Identifying the different units involved in planning & implementation • Identifying items on which feedback is required. • Developing pro-forma for reporting. • Determining the periodicity of reporting. • Fixing the responsibility of reporting at different levels. • Processing and analysing the reports. • Identifying the critical / unreliable areas in implementation. • Providing feedback to corrective measures. 16
  17. 17. Meaning of Evaluation Evaluation has its origin in the Latin word “Valupure” which means the value of a particular thing, idea or action. Evaluation, thus, helps us to understand the worth, quality, significance amount, degree or condition of any intervention desired to tackle a social problem. • Finding out the value of something. • The procedures of fact finding • Assessments whether or not certain activities, treatment and interventions are in conformity with generally accepted professional standards. • Is any information obtained by any means on either the conduct or the outcome of interventions, treatment or of social change programme. • To provide systematic, reliable and valid information on the conduct, impact and effectiveness of the projects. 17
  18. 18. Purpose of Evaluation 1. From an accountability perspective: • To make the best possible use of funds by the programme managers who are accountable for the worth of their programmes. • Measuring accomplishment in order to avoid weaknesses and future mistakes. -Observing the efficiency of the techniques and skills employed -Scope for modification and improvement. -Verifying whether the benefits reached the people for whom the programme was meant. 2. From a knowledge perspective: • To establish new knowledge about social problems and the effectiveness of policies/programmes designed to alleviate them. • Understanding people’s participation & reasons for the same. • Evaluation helps to make plans for future work. 18
  19. 19. Money taken by Administration 19
  20. 20. Principles of Evaluation 1. Evaluation is a continuous process (continuity). 2. Evaluation should involve minimum possible costs (inexpensive). 3. Evaluation should be done without prejudice to day to day work (minimum hindrance to day to day work). 4. Evaluation must be done on a co-operative basis in which the entire staff and the board members should participate (total participation). 5. As far as possible, the organisation should evaluate its programme but occasionally outside evaluation machinery should also be made use of (external evaluation). 6. Total overall examination of the organisation will reveal strength and weaknesses (organisation/programme totality). 7. The result of evaluation should be shared with all in the organisation (sharing). 20
  21. 21. Criteria for Developing Evaluation Assistance 21
  22. 22. Steps in Evaluation 1. Learning about the programme; 2. Creating an evaluation plan and indicators; 3. Brief the concerned people about the evaluation plan and indicators; 4. Revising and elaborating on the evaluation plan; 5. Initiating evaluation, and; 6. Utilising/ sharing the information. 22
  23. 23. Types of Evaluation (1) 1. By timing (when to evaluate?) Formative evaluation • Done during the programme (development stages) Summative evaluation • Done at the end of the programme (assessment) 2. By organization (who is evaluating?) Internal evaluation • It is a process/impact, done by management External evaluation • Unbiased,objective detailed assessment by outsider 3. By stage (how frequent?) On going (during the implementation) Terminal (at the end of or immediately after completion) Ex-post (after a time lag from completion) 23
  24. 24. Types of Evaluation (2) Desired Situation Sustained benefits and impact T JEC PRO Present Situation Time Mid-Term review End-of project or Ex-post or impact final evaluation evaluation 24
  25. 25. Views about Evaluation Evaluation primarily perceived from three perspectives. 1. Evaluation as an analysis - determining the merits or deficiencies of a programme, methods and process. 2. Evaluation as an audit - systematic and continuous enquiry to measure the efficiency of means to reach their particular preconceived ends. 3. Evaluation as administration - appraisal or judgement of the worth and effectiveness of all the processes (e.g. planning, organising, staffing, etc.) designed to ensure that the organisation accomplishes its objectives. 25
  26. 26. Areas of Evaluation Purpose: • The review the objectives of the organisation/programme and how far these are being fulfilled. Programmes: • Aspects like number of beneficiaries, nature of services rendered to them, their reaction to the services, effectiveness and adequacy of services, etc. may be evaluated. Staff: • The success of any programme depends upon the type of the staff an organisation employs. Their attitude, qualifications, recruitment policy, pay and other benefits and organisational environment. These are the areas which help to understand the effectiveness of the organization/programme. Financial Administration: • The flow of resources and its consumption is a crucial factor in any organisation. Whether the money is rightly consumed, any over spending in some headings, appropriation and misappropriation. These are some of the indicators that reveal the reasons for the success or failures of organisations. General: • Factors like public relations strategies employed by the organisation, the constitution of the organisation or governing body and their contribution to future plans of the organisation are important to understand the success or 26 failures of an organisation.
  27. 27. Phases in Evaluation 27
  28. 28. Evaluation ... • Analysis of the overall effects of the programme • Analysis of the contribution of the proogramme purpose Overall Objectives to the overall objectives • Focus on long-term changes in the environment of the programme • “Collection” and analysis of information, focusing on the Change Impact finalbeneficiaries of the programme • Also analysis of unintended impacts (negativeand Programme Purpose positive) + Assumptions utilisation Effectiveness • Analysis on how well the production of results • Contributes to the achievement of the purpose, i.e.: Are Results + there clear Indications of changes and improvements that benefit the beneficiaries? Assumptions • Uses base-line information on the pre programme situation as a starting point action Activities+ • Analysis on how successful the programme has been in Efficiency Assumptions transforming the means (i.e. the resources and inputs allocated to the project) through activities into concrete allocation results • Provides the stakeholders with information on inputs/costs Means + per unit produced Preconditions 28
  29. 29. 3. Managing curriculum resources optimally; - Planning with curriculum in mind; - Resources related to curriculum delivery; - Staff development; - Curriculum change; 29
  30. 30. KZN - Need to plan for and manage curriculum development and delivery 1. Ensure that the implementation of the curriculum is an effective and smooth process; 2. Create a safe and empowering environment for teacher and learning; 3. Create effective quality management and monitoring systems; 4. Contextualise curriculum issues within the broader school management and governance context; 5. Align the school’s development plan with the curriculum; 6. Make learning relevant to the context of the learners; 7. Manage the resources optimally (physical site, human, financial resources, learners and support materials); 8. Ensure clarity of focus; 9. Accommodate the diversity of needs and demographics of the school; 10. Reduce the risk of non-delivery; 11. Prevent curriculum overload; 12. Integrate planning vertically, across and within learning programmes; and 13. Reflect OBE principles by modelling them in al aspects of school life. 30
  31. 31. Focus on Teaching 31
  32. 32. Misguided Indicators 32
  33. 33. Focus on Learning 33
  34. 34. New Teaching and Learning Process 34
  35. 35. Model of the Teaching-Learning Process 35
  36. 36. Learning orientated Teaching (LoT) - Ten Cate et al 2004 The main characteristics of the model are: 1. (1) The components of learning: • cognition (what to learn), • affect (why learn), and • Meta-cognition (how to learn); and • (2) The amount of guidance learners need. 2. If education aims at fostering one's ability to function independently in society, an important general objective should be that one learns how to fully and independently regulate his or her own learning; i.e., the ability to pursue one's professional life independently. 3. This implies a transition from external guidance (from the teacher) through shared guidance (by the learner together with the teacher) to internal guidance (by the learner alone). 4. This transition pertains not only to the cognitive component of learning (content) but also to the affective component (motives) and the meta- cognitive component (learning strategies). 36
  37. 37. Features of the Teaching and Learning Cycle The main purpose is learner learning. 1. Expectations for learning change from the “most capable learners” to “all learners.” 2. The pace of instruction is determined by learner learning. 3. The process begins with assessment rather than ending with it. 4. Assessment data is used to inform instruction instead of only for grading. 5. Learner progress toward learning targets is continuously monitored and documented. 6. Differentiated instruction based on flexible grouping replaces whole class instruction. 37
  38. 38. Teaching-Learning Cycle 38
  39. 39. Improving Classroom Effectiveness 39
  40. 40. Activity 7.1 • On the provided sheet reflecting the eight School Readiness Components, please indicate at what level your school is functioning, given the fact that you have collected them all in your portfolio. • On an A4, indicate what the next level forward from where you are, would look like, for each of the 8 components. • See example on next slide! 40
  41. 41. Example of activity 7.1 School Readiness Components 0 1 2 3 4 5 Diff. Dysfunctionality 1. Attendance (T&L) Functionality 2. Teacher Information 3. Learner Information 4. Annual Planning 5. Timetable 6. Quarterly Teaching Schedule 7. Organogram 8. Teaching and Learning Support Materials 41
  42. 42. Professional Development of Teachers 42
  43. 43. Action Competence Learning Process 43
  44. 44. Homework 7.2 Write an A4 page summary of each of the following Models on the Teaching and Learning process 1.John Carrol’s Model; 2.Proctor’s Model; 3.Cruickshank’s Model; 4.Gage and Berliner’s Model; and 5.Huitt’s Model. 44
  45. 45. Homework 7.3 After your study of the five different Models on the Teaching and Learning process, please analyse the model(s) which is(are) dominant in your school. Write a report on an A4 page about your findings, and possible reasons for this phenomena. Consult at least one other principal in the University of Pretoria ACE - programme for comments and/or advise. 45
  46. 46. Quote of the Day! No man (or woman) can be a good teacher unless he (she) has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value. • Bertrand Russell 46

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