The document discusses Kaivalya Education Foundation's School Leadership Development Program (SLDP) which aims to improve student learning outcomes through developing school leadership. The SLDP uses a 3-year part-time model combining workshops, on-field support and self-learning materials to build personal, instructional, organizational and social leadership capacities of school heads. Workshops are designed to be practice-oriented while field support provides daily guidance. The program curriculum assesses heads' progress across 15 competencies and 8 growth stages to track leadership development. Key areas of intervention include creating motivating environments, developing instructional practices, engaging communities and making changes visible through classroom-level assessments. The goal is to generate intrinsic motivation and facilitate

1. Improving
Student Learning Outcomes
through School Leadership
Development
Kaivalya Education Foundation
Piramal School of Leadership
Presentation to Haryana Government
April 2014

2. Learning from Location-specific Customized Program Design, Workshop
Design and Field Support lead to Constant Program Development
Program Design
 All the 4 leaderships in PLDP must progress in an
integrated and simultaneous process.
 SLO assessment must be integrated with the leadership
growth right from the beginning.
 Design must involve Teachers through Organizational
Leadership and Instructional Leadership so that results
improve in every classroom.
 Programme Design must be inclusive of after-school
elements since learning time at school is too short for
holistic development of child.
Workshop Design
 Workshop Training must be a practice session platform for
participants.
 To – dos must be shared with the participants to
encourage simultaneous action and reflection.
 Workshop must be a space for peer learning to trigger
motivation and facilitate best-practice sharing.
 Design must encourage interaction among the participants
more than just banking solutions.
Field –Support
 Daily support must be aided with detailed plan
 Listening and Responding must be the two important
pillars of Field-support as an effective tool.
 Entire School unit must be integrated to catalyze School
change.
 Flow of information must be dispersed transparently
across school stakeholders to instil trust and develop
Organizational Leadership and foster Team Building.

3. What we will discuss
• Programme Model
– 3 year model
• Long term
• Flexible
• Track Progress
• Support Materials
– Curriculum Areas –
• Personal Leadership,
• Instructional Leadership
• Organisational Leadership
• Social Leadership
• Developing Motivation
– Meaning
– Pride
– Learning
– Joy
• Making Change Visible
– Assessment Driven Class to
focus on SLO
– Resource Rich Environment to
aid SLO
– School Assembly to build
environment
– Reflective HM to improve SLO
– Staff capacity for whole school
SLO
– Community Contribution to
support SLO
• Impact on SLO Churu,
Jhunjhunu, Surat

4. PROGRAMME MODEL

5. SLDP is a 3 year Part-Time In-Service Program
with ‘On-field support’ to Cause Real Change
SLDP is delivered through a combination of expert
instruction in workshops, on field support and
learning among peer networks of program
participants:
1. Training workshops for HMs (4+4+4 = 12 days per
year, total 36 days over 3 years)
Training workshops are designed to ‘kick start’
thinking and initiate ‘mind shifts’ for headmasters
to change their current practice and ideological
worldview in relation to their role through an
interactive learning environment.
2. On-Field Support by Fellows (1 day per week = 24
days per year, 72 days over 3 years)
On-field coaches visit HMs to ensure program
implementation in schools. Each HM is routinely
visited by a coach and an action plan is made,
implemented and reviewed on a monthly basis. The
action plan is based on specific needs of the school.
3. Self-Learning Material (SLM) for Need-Based
Learning
Self-learning material (SLMs) is available for HMs to
delve deeper into specific topics as per need
• Workshop
3 months of
Onsite support
• Workshop
3 months of
Onsite support
• Workshop
3 months of
Onsite support
Self Learning Material
Self Learning Material
The curriculum is delivered in a ‘Sandwich’ Format
to ensure continuous and customized support to
the Headmasters

6. Flexible Training Model Caters to On-Ground
Execution Challenges
•SLDP works with self-motivated HMs
who voluntary enrol in the program
and wish to turn their schools around.
•Experiential, action-reflection
techniques in workshops to outline
ways of integrating learning into day-
to-day work activities
•Customized support provided to HM
through continuous design, pilot,
review and re-design that into account
evolving learning needs
•Sandwich Technique of workshop
followed by field support, then
development needs arising out of
onsite challenges being addressed in
next workshop; SLM provided for
deeper knowledge
•Forced trainings do not have participant buy-in;
On-ground implementation of learning low due to
lack of motivation
•Low applicability of training on the ground due
to lack of focus on ways of integrating learning
into action
•Standardized training content often has a
disconnect with practical development needs of
HMs w.r.t. their role
•One dimensional approach leads to limited
learning and Lack of follow-up after training fails
to address challenges of implementation

7. Long-Term Intervention at Various Levels for
Large Scale, Systemic Change
•3 year continuous onsite support and
periodic training allows long term
interaction for long term behavioral
change
•Learning through Facilitation allows
HM to explore and amplify their own
ideas, provides platform to share best
practices
•Comprehensive Tracking tool
measures step-wise growth on desired
competencies and milestones
•Joint work with Cluster Resource
Centres and Block Officers to build
their capacity to provide training and
support to HMs
•Tracking efficacy of training difficult in the
absence of measurement of outcomes
•Cascade training leads to ineffective skill-
building in ground-level officers
•One-time training causes short-term action, but
long-term change not achieved due to lack of
further input
Approach of ‘giving’ training stifles HM creativity,
initiative and autonomy; limited scope for cross-
learning

8. Transformational HM Leadership Requires
Capacity Building on 4 Levels
• Developing intrinsic motivation, self-awareness and ability to critically analyse experiences
and shift own mindsets.
• Emphasises reflective practice, proactive problem-solving and goal-directed planning
• Stepping stone towards the other three dimensions of the leadership
Personal
Leadership
• Improving teaching and learning processes and encouraging adoption of child-centred,
activity-based teaching and learning.
• Skills to mentor teachers to adopt the required attitude and skills for making their teaching
more effective and result oriented for the student,
• Strategic allocation of available resources for teaching processes to enhance student
learning.
Instructional
Leadership
• School as system: working with teachers, improving administration processes, relationships
with Government Officials, etc. to engage them in the functioning of the school
• Implementing processes to enable peer-learning and collaboration among staff
• Engaging families and community in school processes
• Managing the organization by strategically allocating resources
Organizational
Leadership
• Getting parents and community involved in the education of their children, encouraging
enrolment and ongoing participation within the education system.
• Involving the community at various levels in planning, administration, implementation,
financing, monitoring, and supervision of the working of the school by mobilising and
collaborating with School Management Committees or Village Education Committees, etc.
Social
Leadership

9. •HM creates a stimulating school
environment
•HM reflects on his actions &
behaviours
•HM systematises administrative work
Personal Leadership
•HM creates democratic, child centric
environment, focus on Learning
•HM coaches staff through role-
modelling, observation & feedback
•Learning community among teachers
Instructional Leadership
•HM facilitates staff meeting for
collective problem solving & planning
•Parameters for teacher performance
•HM facilitates collective visioning &
creating of SDP with staff
Organizational Leadership
•HM builds continuous engagement
with community
•HM facilitates regular parent meetings
for all classes through teachers
•Regular SMC meetings
Social Leadership
SLDP Equips HMs to Implement Changes in
Significant Areas that Impact Student Learning
•Fearful school environment
•HM does not reflect on his work or behavior
in order to improve and grow
•Administrative work is inefficient and time-
consuming
•Classroom environment that fails to foster
learning, rote based learning methods
•HM fails to role-model best practices
•No platform for peer learning among
teachers
•Irregular staff meetings that focus on admin
work, no discussion or planning on SLO
•Low accountability of teachers in the
absence of review or feedback
•No attempt to form a School Devt Plan (SDP)
•Community not engaged in or aware of
school activities
•Irregular parent meetings with low parent
attendance
•SMC not functional, no involvement in SDP
Currently In SLDP

10. SLDP Curriculum Provides tools to Support
Intervention & Systematically Track HM Growth
Training workshop Guides
• Workshop content is designed to inspire and
motivate the HM and meet specific competencies
that are essential for HM to progress on Growth
Areas outlined in the SLDP Curriculum
• Comprehensive Facilitator guides, preparatory
sessions before workshops build facilitator capacity
to assist HM learning on specific workshop content
Field Support Guides
• Fellows provide continuous support to HM on-site;
support HM through observation, discussion, co-
planning, demo, feedback and triggering reflection
• Specific field support guides outline areas of
intervention and suggestions to support the HM in
implementing workshop learning into regular
school practice.
• Tools to plan, track and review for every HM for
each growth stage, competency, intervention
Self-Learning Material (SLM)
• SLMs help HM to efficiently implement new
knowledge, attitude and skills according to
individual need
• Topics wise list of readings on deeper
understanding of the four aspects of leadership
• SLM for Fellows and staff acts as reference guide for
the integrated curriculum; gives rationale and
answers frequently asked questions by HMs
Growth Stages and Competency Framework
• Detailed rubric of observable behaviors helps
numeric tracking of individual HM movement on
the 15 competencies part of the SLDP Curriculum
• Step-wise breaking-down of major growth areas
into growth stages guides intervention in the school
• Learning log (Register) that allows HM to document
track own progress and reflect through each
workshop, growth stage and competency

11. IC 2 offers a concrete and holistic framework
aligned to SLO for school change
• IC 2 outlines systematic, SLO oriented, step-wise
interventions to bring long-term change in the
school.
• Curriculum facilitates HM growth on the 4
Leadership Levels. Each Leadership Level
corresponds with specific Growth Areas (GA).
• Growth Areas are set to move progressively across 8
Growth Stages.
• Defined Growth Areas and Growth Stages (GS) help
HM to set small, step-wise goals towards school
development; framework makes it easy to track
and measure progress on the goals.
• Each growth stage has specific recommended
actions that HM must complete to move into the
next growth stage.
• Curriculum design allows HMs the flexibility to set
goals according to their current individual and
school needs
• Integrated approach ensures continuous work on
multiple areas of improvement simultaneously.
Growth
Area 1
Growth
Area 2
Growth
Area 3
Growth
Area 4
HM may work on many Growth Areas simultaneously
according to specific needs of his school. He can track
progress on each GA separately, and can be on
different levels of progress on each at any given time.
Growth Stage
5
Growth Stage 2
Growth Stage 4
Growth Stage
6

12. GENERATING MOTIVATION

13. Training Grounded in A Person-Centric, Action-
Oriented Approach to Cause Sustainable Change
• The SLDP adopts a person-centric approach in its
engagement with the Headmasters:
1. Person is first: Training is guided by the belief that
Person is foremost and emphasizes strong personal
bonds, the basis for which is respect, care, love,
sensitivity and sharing. The processes of dialoguing,
deliberation and responsibility form the pillars on
which the program stands.
2. Sensitivity: Resource persons and coaches are
expected to be sensitive and non judgmental. They
nurture and support HMs to cause significant
change in their practice and therefore their school.
3. Meaning making: Interventions are geared towards
meaning making as we believe that each HM will
engage when they find meaning for themselves in
the work they do with us.
4. Change in action: All the processes they would do
are geared towards causing change on the ground.
This is the driving force.
Training
Principles
Finding
Meaning
Feel Pride in
One’s team
Joy of
Expression
Opportunity
for Learning
A person centric approach to training deepens
HM’s engagement to create a sustainable change

14. Discovery of Meaning in Their Role Drives HMs
to Actively Contribute to Student Learning
• HMs currently experience their role as limited,
meaningless
Face the challenge of discovering meaning in their
work, being more involved in mundane tasks for
much of their time that do not allow them to see
themselves as ‘mentors’ for their students.
• Workshops encourage reflecting on their
motivation for becoming teachers
Reflection, life mapping, sharing sessions and deep
enquiries help HMs question why they are doing
what they are doing. This alleviates resistance to
change as HMs are able to add a sense of purpose
to their view of their role.
• HMs see the meaning in their role, become ‘active’
practitioners involved in an exciting ‘nation
building’ activity
See themselves as shaping the future of the country
by moulding children’s characters and helping them
discover themselves and the world around
An HM sharing a happy moment with her students

15. Joy of Continuous ‘Learning’ Motivates HMs to
Re-Engage with their Work with Delight
• Sense of monotony in the job keeps HMs from
experiencing the joy of learning at present
HMs get engrossed in their admin roles and daily
mechanical repetition of classes, unable to cater to
their need for personal growth and learning
• Workshops invigorate HMs and facilitate learning
through stimulating discussions, readings, etc.
Dialogue and debates around relevant topics for
HMs to broaden their horizon of thoughts,. E.g.
Impact of policy, challenges in implementation, etc.
Activities focus on respecting them as people,
providing a platform for continuous and
collaborative learning.
• HMs Appreciate their knowledge and build the
motivation to learn more
Recognition that there is a much more to ‘learn’,
experience and discuss with peers makes HMs feel
proud, motivated, and energized to learn more,
helping them re-engage with their work with
renewed gusto and awareness
HMs engaged in a discussion during an art activity in a
Training Workshop

16. Finding Joy in Creative Expression & Interactions
with Children Infuses Energy in HM’s Work
• HMs struggle to find appropriate media to
connect with themselves or their students
Few HMs get the time or space to explore the
expressive media in their daily routine.
• Program encourages use of creative methods to
engage with their emotions or students
Use of art, poetry, songs, music and other
expressive media in their classroom interactions to
create deeper bonds with children while at the
same time opening new ways of interacting in a
playful and effective manner.
• HMs experience the joy of expression through
creative means, start having ‘fun’ and playful
interactions with students
Facilitates exploration of emotions, desire and
vision. HMs realise that creating and expressing is
joy by itself, redraft the self image as a creator
rather than consumer.
Find alternate ways to engage with and connect to
students in a joyful manner.
An HM teaches children to make paper huts while
discussing the different types of houses

17. Feeling Pride and Trust in One’s Co-workers
Builds a Well-Knit Team in School
• HMs experience distrust, disconnect within team;
affecting team motivation and productivity
There is limited recognition in staff of what one can
learn from ones co-workers; teachers feel alone and
scared to share their failings in the classrooms for
fear of being perceived as incompetent.
• Program encourages team building activities to
create a well-knit and productive team
Completing joint projects as a team improves
motivation of staff; achieving a difficult goal
together changes their own self image as a “Team”.
E.g. Sport has being used as an effective reflective
medium to build teams in schools.
• HMs build their team’s ability to work together
purposefully and with motivation
A non-threatening environment facilitates learning
to support and share skills with each other.
HMs begin to find value in the diverse interests and
abilities of the team-members, are able to view
themselves as mentors and attempt to set up
processes that enable learning in everyday work
A Staff Gathering following a successful Independence Day
event in the school

18. MAKING CHANGE VISIBLE

20. Child
friendly
environment
Involve class
teacher in
different
ways to
build her
capacities
Create self
learning
opportunities
Child
learning
friendly
environment
purpose
Principles
strategies
Assessment
driven class
to focus on
SLO
to
demonstrate
SLO change
in 1 class
To role
model for
other
teachers
Tracking
growth
regularly
Grouping and
differentiated
instruction
Use EI
results
from Day
1
Set goals
for M and
L

21. develop
various
ways of
thinking in
children
Create
new
spaces/
resources
for
learning
activate
existing
learning
spaces like
library
organize
reading and
math events
in alignment
with EI results
encourage
observation
of the world
around
purpose
Principles
strategies
Resource rich
environment
to aid SLO
to create/use
spaces outside
classroom to
enable
learning
bring whole
school
attention on
the need to
focus at the
goal
allow
experimen
-tation

22. Everyone has
the space to
participate and
contribute
equally
Invite
children to
share their
original
ideas
Encoura
ge new
activities
Encourage
more and
more kids
Everyone
must feel
safe
purpose
Principles
strategies
Assembly
Share
school
goals
Role
model
school
values
Focus on
democratic
values
To create a
sense of
community
Shared
ownership

23. Balancing
academic and
administrative
responsibilities
Use
resource
material
for self
learning
Use
visuals
Document
actively
Enlarging
circle of
influence
purpose
Principles
strategies
Reflective
HM to
improve
SLO
Focus on
school
goals
Role
model
leadership
values and
attitudes
Plan and
review
regularly
Reflect on
personal
constraints

24. Take help
Vs
delegation
Thematic
workshops
Teachers
as Co-Rs
Teachers
as RPs
Results the
basis of
relationship
purpose
Principles
strategies
Staff
capacity for
whole
school SLO
Build
their
capacities
for SLO
Align
teachers
to SLO

25. Community to
take ownership
of children’s
learning
Engage
SMC
proactively
Activate
formal
engage
ment
spaces
Open school
for parents
through
multiple
activities
Learning
time must
increase
purpose
Principles
strategies
Community
contribution
to support
SLO
Establish
after
school
learning
centers
Bring in new
stakeholders

26. IMPACT

27. First Batch Headmasters Growth on Key
Competencies Over 3 Years
4.06 4.11 3.87 4.03
3.90 3.75
4.10
3.97
3.45 3.65
3.41
3.66
3.35 3.09
3.56
3.39
2.93
3.25
3.01 3.29
2.69
2.54
3.32 3.01
1.88 2.24
2.11 2.06
2.11
1.87
2.39 2.10
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Involvement
in classroom
Attitude as
a teacher
Teaching
Learning
Practice
Personal
leadership
Institutional
Leadership
Vision for
the school
Relationship
with KEF
Self
Rajasthan : Average Movement of HM 1 - Compentency Wise
Apr-12
Oct-11
Apr-11
Dec-10
Self
Reflection
Institution
Setting
Vision for
the School
Relationship
with
Stakeholders
Attitude
as a
Teacher
Classroom
Involvement
Teaching
Learning
Practice

28. 66%
62%
52%
46%
0%
10%
20%
30%
40%
50%
60%
70%
SKILL1 SKILL2 SKILL3 SKILL4
Base Line
Midterm
MIDLINE ASSESSMENT
(CHURU)
Language
46%
44%
52%
0%
10%
20%
30%
40%
50%
60%
Skill2 SKILL3 SKILL4
Base Line
Midterm
MIDLINE ASSESSMENT
(CHURU)
Math

29. 41%
32%
17%
60%
53%
42%
0%
10%
20%
30%
40%
50%
60%
70%
Skill1 SKILL2 SKILL3
Base Line
Midterm
MIDLINE ASSESSMENT
(JHUNJHUNU)
Language
54%
29%
25%
79%
37%
40%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Skill1 SKILL2 SKILL3
Base Line
Midterm
MIDLINE ASSESSMENT
(JHUNJHUNU) Math

30. MIDLINE ASSESSMENT
(SURAT)
Math
49%
28%
35%
79%
55%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Skill 1 Skill 2 Skill 5
Base Line End Line
50%
47%
31%
78%
66%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Skill 1 Skill 2 Skill 3
Base Line End Line
MIDLINE ASSESSMENT
(SURAT)
Language

31. HARYANA

32. Significant scale and diversity necessitates area specific
interventions in 5 District Hubs of Haryana
5 Hubs for Institute of Education Leadership
5 Central Hubs of Haryana
1. Bhiwani
2. Sirsa
3. Faridabad
4. Sonipat
5. Ambala
State Transformation needs Area Specific
Interventions:
• Haryana has a population of 2.5 Cr
• Administrative structure comprises 21 districts , 127
Blocks
2
1
4
5
3

33. Bhiwani Sirsa Faridabad Sonipat Ambala
• Rohtak
• Kaithal
• Rewari
• Fatehbad
• Hisar
• Jind
• Gurgaon
• Mahendragarh
• Mewat
• Palwal
• Panipat
• Karnal
• Jhajjar
• Yamunanagar
• Kurukshetra
• Panchkula
District-wise 5 Central Hub and Spoke Model Map
Education Process
Development
Innovation and
Education
Teacher Training &
Curriculum
Development
Public Project
Planning &
Management
Education
Leadership
Specializa
tion
SpokeDistrictsHUB
School Leadership Academy
PLDP DLDP Academic Research & Innovation

34. Possible Operational Plan
Year Goal
Target
Groups Format Bhiwani Sirsa Faridaba Sonipat Ambala
Pilot Head Masters
Workshop -
4+4+4 days,
FS - 16 days 100 100 100 100 100
Pilot
Cluster &
Block
WS - 4+2+4,
FS - 16 days 50 50 50 50 50
Orientation
District
Functionaries
2 + 2 days of
orientation 10 10 10 10 10
Scale-up Headmasters
Workshop -
4+4+4 days,
FS - 16 days 500 500 500 500 500
Scale-up
Cluster &
Block &
District
WS - 4+2+4,
FS - 16 days 250 250 250 250 250
Orientation
District
Functionaries
4+2+4 days of
workshop 50 50 50 50 50
2014-15
2015-16

35. In Summary
• Have 3 year model that is long term, flexible
• Have Materials developed from practice
• Change is trackable in Growth Areas and Growth Stages
• Curriculum covers Personal, Instructional, Organisational
and Social Leadership (PIOS)
• We Developing Motivation by developing Meaning, Pride,
learning and Joy (MPLJ)
• We Making Change through institutionalising 6 key
processes - Model Class, whole school Assembly, Positive
school Environment, Peer based Staff Capacity building,
Community engagement, Personal
• Impact on SLO – 10-40% Improvement

36. Annexure IC2 Framework

37. GA1:AssessmentDrivenclasstoFocusonSLO(IL)
HM tries to set rules and consequences with children 40 to 60% of times during the classroom visits.
HM facilitates discussions to resolve conflicts (if any amongst kids) and decide consequences 20 to 30% of the times
HM practices rule setting with kids and invite them to form new relevant rules if needed 50 to 70% of the times
HM starts debriefing (circle time) with children 50 to 70% of the times.
HM uses debriefing (circle time) with children 50 to 70% of the times to encourage children to think of
constructive/democratic solutions.
HM sets up a classroom library for children's and teachers reference.
HM conducts and analyses the results of 1 small test.
HM ensures there is relevant learning material in the classroom for M and L and teacher uses it in her teaching actively.
HM plans and debriefs 1 small test with the teacher at the end of the Q.
HM ensures there is relevant learning material in the classroom for M and L and children learn to use it freely and
constructively with and without the teacher.
HM and teacher create a list with 7 to 10 indicators in a model class and plan to institutionalize them in the class.
Teacher conducts the small test and analyses the results.
HM meets the CT 3 to 4 times to review the SLO growth of the class as well as the model class indicators.
1
2
3
4
5
6
7
8
GROWTH
STAGE

38. GA2:ResourceRichEnvironmenttoaidSLO
Sets up the school library as a separate and accessible space for children
HM ensures teacher does 2 to 4 activities in the library with contextual words and visuals and puts them up on the walls.
HM organizes a 2 hour whole school reading mela with activities that encourage children to read.
HM plans to support teacher to continue using the library and innovate according to the goal with the fellow 2 to 3 times.
Demonstrates 3 to 5 activities of math related to a relevant concept to the class teacher.
HM organizes a 2 hour whole school math mela for children to learn math in a different format.
HM ensures there is relevant learning material in the classroom for M and L and teacher uses it in her teaching actively.
HM plans and debriefs 1 small test with the teach
Demonstrates 3 to 5 activities of math related to a relevant concept to the class teacher.
HM works with another class teacher to use the space in and around the class to learn math in a practical way.
Demonstrates 3 to 5 activities of math related to a relevant concept to the class teacher.
HM plans with different teachers to use physical space and natural material for math learning 2 to 3 times a week.
HM gets some areas in school painted with info, games, concepts for children to learn on their own.
The school building (walls, doors, galleries, windows, floors) is used as learning space and the display in certain area keeps
changing.
1
2
3
4
5
6
7
8
GROWTH
STAGE

39. GA3:InclusiveAssembly
HM attends the assembly 12 to 15 times a month without the fellow.
HM does whole school activities that motivate children to come to school 40 to 50% of the times.
HM ensures that 15 to 20 new children get to participate and contribute in assembly
HM starts using assembly to appreciate children's efforts in assembly and other spaces.
HM facilitates 7 to 10 observation and reflection based activities to encourage children to learn through this medium.
HM starts using assembly to share weekly school plan with children and get their response/help 3 to 5 times a month.
HM observes teacher led assembly 3 to 5 times a week and shares feedback.
HM starts using assembly to appreciate teacher initiatives in classrooms and other spaces 4 to 6 times a month.
HM uses the assembly space creatively to share the LC idea with children and understand their response/opinion.
HM invites SMC members and youth for introducing themselves and learning centres.
HM and teachers introduce/rejuvenate the children committees system.
Organize student meetings for the same 2 to 3 times a month.
HM and teachers review the committee system with children 5 to 7 times and re-plan/reorganize as necessary.
Ensure it is an inclusive and fair system.
1
2
3
4
5
6
7
GROWTH
STAGE

40. GA4:ReflectiveHMtoImproveSLO(PL)
HM sits with the fellow 2 to 3 times each month for 30 to 40 minutes for reflection.
Lists 3 to 4 patterns from the current SLO using EI base line
HM makes 1 presentation consolidating the 1 year experience and reflecting on his strengths and areas of development in
time management and relationships with children and other stakeholders, math and language skills
HM and fellow use written/visual tools to reflect as well as document the reflection sessions 2 to 3 times a month
Plans for other ways to make the physical space more resourceful for students to use them as learning spaces.
Plan and debrief for his class 2 to 3 times a month with the fellow.
Articulates his understanding of self learning and spaces for self learning for kids in school
documents teachers M and L skills and develops a year long plan for the same.
Reviews the impact of community learning centres on SLO
Reviews teacher workshop initiatives.
HM reflects on the quality of staff meetings and plans to make them more efficient with the fellow 2 to 3 times for 40 to
60 minutes.
HM debriefs the days with fellow 2 to 3 times a month for 30 to 40 minutes.
lists 3 to 6 changes in self (habits, attitude, perspective) that made the change possible.
Articulates 2 to 3 challenges that he could overcome as well those that he could not.
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41. GA5:StaffCapacityforschoolSLO(teacherstofollowtheHMsILand
SLtrajectoryintheirclassroomfrom4thGSonwards)(OL)
Starts building perspective on assessment and how it reflects on teachers.
Displays the EI results of each class in the classroom for teachers reference.
Invites 1 willing teacher to be the Co-R for organizing reading mela and plans with her 3 to 5 times.
Meets all the teachers 2 to 4 times to organize the reading mela and support them to use it for EI.
HM observes 1 class for 15 to 20 minutes once a week and gives feedback to teachers.
Organizes small test in each class and discusses the results with teachers.
Meets all the teachers 2 to 4 times to organize the math mela and support them to use it for EI results
HM conducts 2 to 3 workshop and grouping and differentiated instruction.
HM introduces teachers to the resource material and creates space for teachers to refer/use them 70 to 80% of the times
during M and L sessions.
Debiref assembly initiative of teachers in 3 to 5 meetings.
Plans for orienting the community youth with the co- R teachers 3 to 4 times.
Orients teachers towards learning center and ensures that they follow up about this with children.
HM lists the capacity building needs from the observations and designs 4 to 5 workshops to build capacities of teachers.
HM ensures that 60 to 70% of teachers use the resource material for planning and problem solving.
HM and teachers set the goal for quarter and check where they are in refernce to that at the beginning of the Q and list
what they need to change to be able to achieve the goal.
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42. GA6:AfterschoolLearningSupporttoEnhanceSLO(SL)
HM visits home of all the children in his class with their results 1 to 2 times a month with the fellow.
HM visits home of all the children in his class with their results 1 to 2 times a month without the fellow
HM ensures that 40 to 60% of the teachers visit community to invite parents of their respective classes.
HM ensures that 50 to 70% of the teachers interact with the parents using the EI language results and give them relevant
worksheets to practice with their children at home.
HM ensures that 60 to 80% of the teachers organize and personally invite parents for their class PTA.
HM and teachers share 2 to 3 things that parents can do at home to support the improvement of their children's SLO.
HM ensures that 40 to 60% of the teachers visit community to invite parents of their respective classes.
HM ensures that 50 to 70% of the teachers interact with the parents using the EI math results and give them relevant
worksheets to practice with their children at home.
HM ensures that 60 to 80% teachers share 2 to 3 follow up exercises that parents can do at home to support the
improvement of their children's SLO.
HM visits the community 3 to 5 times to identify 2 to 3 youth with the help of SMC.
HM meets the youth 3 to 4 times to orient them and allocates after school learning responsibilities
HM visits learning centres 2 to 3 times.
60 to 70% of teachers visit the local community 2 to 3 times.
HM takes SMC support to encourage community contribution for supporting the centre and the youth
60 to 70% teachers organize a PTA to share follow up exercises with parents and share the quarter goals for their children.
HM and SMC organize a public testing of whole school.
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