School development plan
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The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, required infrastructure, equipment and teachers over three years, additional financial needs, substitute teachers, and education arrangements for disadvantaged children.
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This document outlines a school development plan, including its importance, targets, objectives, stakeholders, and methodology. The plan aims to ensure the school's smooth running and achievement of its aims through self-evaluation, input from stakeholders, and clear short-term goals. Key components include setting SMART targets, identifying areas for improvement, and creating an action plan with tasks, timelines, and responsibilities for stakeholders like students, parents, faculty, and administration. The methodology involves a SWOT analysis, stakeholder input, priority-setting, and preparation of an action plan to guide the school's development.
School development plan
This document outlines the 9 step process for developing a school development plan (SDP). It begins by defining what a school plan is and its key components like staff, facilities, finance, etc. The 9 steps include: 1) forming a committee, 2) analyzing school strengths/weaknesses, 3) prioritizing needs and setting objectives, 4) creating an action plan, 5) obtaining stakeholder approval, 6) implementing and monitoring the plan, 7) conducting an annual evaluation, 8) planning further development, and 9) reporting back on progress. The framework provides guidance on conducting a thorough analysis, setting measurable objectives, establishing an implementation schedule, and building in ongoing evaluation to continuously improve the school's development through its plan
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This document provides guidance on assessing school-based management practices in the Philippines. It outlines three levels (scales) of practice for six dimensions of school-based management. The dimensions include school leadership, strategic planning, resource management, teaching and learning, stakeholder partnerships, and monitoring and evaluation. Schools can use the assessment tool to determine their current level of practice for each dimension and identify areas for improvement. The assessment results will help schools and the Department of Education develop targeted support and interventions to strengthen school-based management.
Sbm manual
This document provides a manual on assessing school-based management practices in the Philippines. It outlines a framework for school-based management with six key dimensions: school leadership, internal stakeholder participation, external stakeholder participation, school improvement process, resource management, and classroom instruction and learning. It establishes three levels (scales) of practice for each dimension - standard, progressive, and mature. The manual describes the characteristics that distinguish each level of practice and provides a tool to help schools assess their current status in order to develop plans to strengthen their school-based management.
School based management manual
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
Seminar_Workshop on School Improvement Plan
The orientation document provides information about school improvement plans (SIPs) and the DepEd results framework. It can be summarized as follows:
SIPs lay out the specific interventions and strategies schools will undertake over three years to make teaching and learning more effective and inclusive. Given COVID-19, SIPs will strengthen collaboration for health, WASH, and social protection for students. The DepEd results framework establishes goals and strategies in areas like access, equity, quality, and resilience to achieve the vision of all Filipinos realizing their potential through education. Implementation will occur through aligned plans at the national, regional, division, and school levels to coordinate efforts towards improving basic education in the Philippines.
Draft—strategic plan
The strategic plan developed in 2013 sets an ambitious course for the future growth and excellence of HPSI. The plan was developed with input from stakeholders and identifies key goals in three areas: balanced growth through expanding facilities, hiring permanent staff, and a sustainable business model; maintaining high quality programming by better evaluating offerings, expanding the curriculum, and assessing teachers; and increasing visibility through strengthened communication, an expanded board, and marketing to new communities. The strategic plan will guide HPSI's next phase of development as it works to build a world-class music school open to all.
Process of Educational Planning in Pakistan (1).pptx
Educational Planning
The planning process consists of setting goals, creating tasks to achieve those goals, figuring out what resources are needed, putting together a schedule, deciding on monitoring and evaluation, completing the plan, and giving it to the team. Large companies, management groups, and individual employees can all use the process to create and finish a plan.
Educational planning and decision-making, like planning in other social sectors, is a complex, interactive process involving many policy-making, technical, and administrative bodies at the National and Provincial levels. The general purpose of national educational planning in any country is to assist and facilitate the development of the educational system.
At minimum, this task includes: linking education to the economy, culture, and society; maintaining the integrity of the system in order that the different levels and kinds of education reinforce one another; and, developing a system which monitors its own performance and responds accordingly.
The educational planning process involves a vision, objectives, policy review, program explanation, and resource assessment. It involves simple and complex methodologies. Effective planning requires reliable data for system adjustments and budget development. Matching priorities to a feasible budget is crucial for influencing change.
Need for Educational Planning
Resource Allocation.
Goal Setting and Achievement
Curriculum Development
Quality Assurance
Adaptation to Changing Needs
Process of Educational Planning in Pakistan
The steps in the planning process include developing objectives, developing tasks to meet objectives, determining needed resources, creating a timeline, determining tracking and assessment, finalizing the plan, and distributing the plan to the team.
These phases come in the following sequence:
• Pre-Planning
• Planning
• Plan Formulation
• Plan Elaboration
• Plan Implementation
• Plan Evaluation
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Types of learning
There are several types of learning:
Motor learning involves learning physical skills through practice like walking, running, or driving. Verbal learning refers to learning language and communication tools like words, sounds, and symbols. Concept learning requires higher-order thinking to learn concepts and their meanings, such as learning that the word "dog" refers to a canine animal. Discrimination learning is distinguishing between stimuli and responding appropriately, such as recognizing different vehicle horns. Attitude learning shapes our predispositions and directs our behavior through developing attitudes towards people and things from childhood.
Learning and maturation
Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
Basics of Assessment
This document provides an overview of assessment, evaluation, measurement and related topics. It defines key terms like assessment, evaluation, measurement and examination. It discusses the purpose, importance and principles of assessment. It distinguishes between formative and summative assessment as well as the differences between measurement and evaluation. The document also covers topics like roles of assessment, assessment for/as/of learning, and the relationship between assessment and evaluation.
Learner diversity in schools
This document discusses various types of diversity found in schools including gender, culture and language, economically marginalized groups, students with economic disparities, gifted students, and students with disabilities. It addresses issues related to gender diversity, multilingualism, cultural diversity, marginalized students, economic inequality, ability grouping, and definitions of impairment, disability, and handicap. Strategies are provided for promoting inclusion and limiting marginalization of diverse students in the classroom.
Barriers and benefits of inclusive education
This document discusses the barriers and benefits of inclusive education. It defines inclusive education as all students attending their neighborhood schools, regardless of ability, and receiving support to fully participate. Benefits for students with special needs include realizing a typical life experience with friends and academics, developing understanding of diversity, and strengthening family involvement. Benefits for regular students are opportunities to assist peers, learn tolerance, and consider careers in human services. Barriers include attitudinal, physical, curriculum, teacher training issues as well as school location and social stigmas. Overcoming barriers requires investment in people, materials, and access to information.
INCLUSIVE EDUCATION FOR THE DISABLED AT SECONDARY STAGE
The Inclusive Education of the Disabled at Secondary Stage (IEDSS) scheme aims to enable students with disabilities to complete their secondary education (classes 9-12) in an inclusive environment. It provides assistance for their education in mainstream schools and supports teacher training, accessibility infrastructure, learning materials, and other facilities. The scheme is implemented by state education departments and non-profits, and provides full central funding with states contributing scholarships for students. Its objectives are to identify students' needs, provide aids and barrier-free access, train teachers, and establish model inclusive schools.
Ie in the view of rta act and inclusive school as effective school
The document discusses the need for inclusive education (IE) in light of the Rights of Persons with Disabilities Act. It outlines the key principles of IE, including that all children can learn and participate in regular classrooms. IE provides benefits like higher expectations, opportunities to develop friendships and community participation. Effective inclusive schools establish high learning expectations and support for students. Barriers to inclusion include attitudinal, environmental, and institutional factors as well as issues like inappropriate curriculum and untrained teachers. The scheme for Inclusive Education at the Secondary Stage aims to enable students with disabilities to complete secondary education in an inclusive environment through support like assessments, aids, teacher training, and removal of architectural barriers.
Concept of inclusion
The document discusses creating an inclusive school environment. It defines inclusion as ensuring all people can access and participate in activities regardless of their attributes. An inclusive education promotes the full development of all learners irrespective of their characteristics. The key principles of inclusive education are non-discrimination, equal opportunities and accommodating individual differences. Barriers to inclusion include negative attitudes, lack of accessibility and resources. Strategies to improve inclusion involve training teachers, adapting curriculum and mainstreaming students with special needs into regular classrooms.
Total quality management
Total quality management (TQM) is a management approach focused on customer satisfaction through continuous process improvement. When applied to education, TQM views students as both customers and workers, with teachers as managers and administrators as upper management. TQM can be implemented at three levels in education - improving management processes, teaching quality to students by involving them in evaluating their learning, and applying the PDCA cycle of plan, do, check, act to all processes. For a TQM system to be successful in education, it requires universal endorsement from all levels of management and staff.
Students and staff council
The document discusses staff councils and student councils. A staff council consists of the headmaster and teacher representatives to advise the headmaster on academic and administrative matters like discipline issues. A student council provides leadership opportunities for students and allows them to engage with teachers on school activities and issues. Student councils are overseen by teachers and include roles like president and secretary. They aim to fundraise, organize events, and represent student interests to administrators. Both councils aim to promote democratic participation and sharing of responsibilities within the school.
Total quality management
Total quality management (TQM) is a management model that emphasizes leadership, strategy, teamwork, analysis and self-assessment to achieve excellence. When applied to education, TQM's goal is to provide every student with the best chance for success. TQM involves managing all aspects of an organization to continuously improve processes and satisfy customers through high quality products and services. In a school setting, students are both the workers and products, teachers act as first-level managers, administrators are middle and upper management, and the board of education oversees the administration as the board of directors.
Students and staff council
The document discusses staff councils and student councils. A staff council consists of the headmaster and teacher representatives to advise the headmaster on academic and administrative matters like discipline issues. A student council provides leadership opportunities for students and allows them to engage with teachers on school activities and issues. Student councils are overseen by teachers and aim to develop students' leadership and democratic skills while fundraising and organizing events. They benefit schools by sharing responsibilities with teachers and maintaining discipline.
School timetable
A school timetable coordinates students, teachers, rooms, and time slots to ensure an orderly schedule for classes, activities, and homework. The document discusses the types and importance of timetables, including how they allocate time for different subjects, develop regularity, and maintain discipline. An effective timetable considers principles like the type of school, regulations, fatigue, variety, and maximum utilization of resources.
School development plan
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, infrastructure/equipment/teacher requirements, additional financial needs, substitute teacher arrangements, and education rehabilitation plans.
Total quality management
Total quality management (TQM) is a management approach focused on customer satisfaction through continuous process improvement. When applied to education, TQM views students as both customers and workers, with teachers as managers and administrators as upper management. TQM can be implemented at three levels in education - improving management processes, teaching quality to students by involving them in evaluating their learning, and applying the PDCA cycle of plan, do, check, act to all processes. For a TQM system to be successful in education, it requires universal endorsement from all levels of management.
Students and staff council
The document discusses staff councils and student councils. A staff council consists of the headmaster and teachers, and advises the headmaster on academic and administrative matters. A student council provides leadership opportunities for students and allows them to engage with teachers on school issues. It often includes roles like president and treasurer. Student councils work to share student perspectives with teachers, organize fundraising and social events, and help maintain school discipline. They aim to produce ideal citizen leaders and give students experience in democratic processes and responsibilities.
School management committee
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. While implementation has faced challenges, SMCs have generally helped engage communities and increase accountability of school management.
School development plan
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, infrastructure/equipment/teacher requirements, additional financial needs, substitute teacher arrangements, and education rehabilitation plans.
Organizational process in school
The document discusses organizational processes. It describes three approaches to organizational processes: work processes, behavioral processes, and change processes. Work processes involve sequences of activities that transform inputs into outputs. Behavioral processes are widely shared patterns of behavior that influence how individuals and groups act and interact. Change processes are sequences of events over time that alter the scale, character, and identity of an organization. The document also outlines five steps in the organizational process: reviewing plans and objectives, determining necessary work activities, classifying activities into manageable units, assigning activities, and delegating authority.
Socio political context of school subject
This document discusses the socio-political context of school subjects. It notes that the approach to school subjects depends on different ideologies such as Plato's view of focusing on manual skills and crafts. Liberal and progressive views see education as developing the individual based on their interests and needs. School subjects should be based on social, cultural, and political phenomena. The document also outlines the structure of schooling in India from pre-school through higher education and discusses dichotomous views of schooling for university versus for everyday life.
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School development plan
- 1. O P FOUSIYA Asst.Prof. in Education ATCW School Development Plan 9/24/2017 fousimohd76@gmail.com 1
- 2. The School Management Committee (SMC) is to prepare the School Development Plan (SDP), which is a three year plan consisting of three annual sub- plans. SDP-MEANING 9/24/2017 fousimohd76@gmail.com 2
- 3. CONCEPT The School Development Plan (SDP) is a strategic plan for improvement. It should bring together, in a clear and simple way, the school priorities, the main measures it will take to raise standards, the resources dedicated to these, and the key outcomes and targets it intends to achieve. The ‘Every School a Good School' policy emphasises that school improvement is first and foremost the responsibility of the school. 9/24/2017 fousimohd76@gmail.com 3
- 4. It is based on the premise that schools themselves are best placed to identify areas for improvement and to implement changes that bring about better outcomes for pupils. School improvement is most likely to be sustained when a school establishes a culture of aspiration and a commitment to promoting regular and robust self- evaluation. Self-evaluation must be an integral part of the school development planning process with the resulting actions and targets captured in school development plans (SDPs). 9/24/2017 fousimohd76@gmail.com 4
- 5. Estimates of class-wise enrolment for each year. Requirement of infrastructure, equipment and teachers over the three year period according to the norms and standards specified in the Schedule of the RTE act Component of the SDP are Additional financial requirements over the three year period to fulfil the responsibilities of the school under the Act. Requirement of substitute teachers for teachers on leave. Education rehabilitation arrangements for children from weaker sections and children with disabilities. 9/24/2017 fousimohd76@gmail.com 5