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1

JANUARY 2018

Continuous Professional Development Diploma in

Effective School Leadership (CPD-DESL)

VOLUME 2: CREATING STRATEGIC DIRECTION FOR THE SCHOOL

STUDENT MANUAL

2nd EDITION

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Please cite this publication as:

UR-CE (2018) Continuous Professional Development Diploma in Effective School Leadership, Student Manual, Volume 2, 2nd Edition, Kigali.

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MODULE 1: OVERVIEW OF SCHOOL LEADERSHIP/ WORKING WITH PARENTS AND THE LOCAL COMMUNITY

JANUARY 2018

STUDENT MANUAL

Continuous ProfessionalDevelopment Diploma in



JANUARY 2018

STUDENT MANUAL

Development Diploma in

(CPD-DESL)


STUDENT MANUAL


(CPD-DESL)

Cover Final.pdf 1 9/1/2018 11:35:28 AM


Continuous Professional Development Diploma

in Effective School Leadership (CPD-DESL)

MODULE TWO

CREATING STRATEGIC DIRECTION FOR THE SCHOOL

STUDENT MANUAL

VOLUME2, 2nd EDITION

OCTOBER 2018

105

Please cite this publication as:

UR-CE (2018) Continuous Professional Development Diploma in Effective School Leadership, Student Manual, Volume 2, 2nd Edition, Kigali.

Copyright Notice

This material is licensed under an Attribution-Non-commercial-Share alike Creative Commons License. This means that you can remix, tweak, and build upon the work non-commercially, as long as you credit this work and license your new creations under identical terms.

Designed and printed by WICONNECT LTD


JANUARY 2018



VOLUME 2: SETTING THE STRATEGIC DIRECTION OF THE SCHOOL

STUDENT MANUAL

Cover.pdf 1 05/03/2018 06:35:34 PM


JANUARY 2018

STUDENT MANUAL




JANUARY 2018

STUDENT MANUAL


(CPD-DESL)


STUDENT MANUAL


(CPD-DESL)



UR-CE 2018

UR-CE 2018Continuous Professional Development Diploma in Effective School LeadershipCPD-DESL

iii

Table of Contents

LIST OF FIGURES v

LIST OF TABLES vi

LIST OF ACRONYMS vii

ABOUT THE AUTHORS viii

ACKNOWLEDGEMENTS x

MODULE TWO: CREATING STRATEGIC DIRECTION FOR THE SCHOOL 1

Introduction 3

Definitionofstrategy 3

UNIT ONE: SCHOOL IMPROVEMENT PLANNING 6

Introduction 6

Learningoutcomes 7

UnderstandingtheSchoolImprovementPlan 8

Section1:SchoolImprovementPlanningProcess 9

Section2:ComponentsoftheSIP 12

Section3:InvolvingstakeholdersintheSIPprocess 14

Section 4:KeystepsintheSIPdevelopmentprocess 18

UNITTWO:DEVELOPINGAVISION,MISSIONANDVALUESOFTHESCHOOL 34

Introduction 34

LearningOutcomes 35

Section1:DefinitionofaSchoolVisionandMission 36

Section2:LoopsofLearning 40

Section3:FormulatingaVisionandMissionfortheSchool 43

Section4:IntegratingInclusiveEducationintotheStrategicDirectionoftheSchool 45

Section5:IdentifyingtheCoreValuesoftheSchool 50

UR-CE 2018 Continuous Professional Development Diploma in Effective School Leadership CPD-DESL

iv

UNITTHREE:MONITORINGANDEVALUATINGTHEIMPLEMENTATIONOFTHESIP 56

Introduction 56

LearningOutcomes 58

Section1:MonitoringandEvaluation 59

Section2:ReasonsforMonitoringandEvaluation 63

Section3:KeyConceptsinMonitoringandEvaluation 64

Section5:LevelsofMonitoringandEvaluation 77

Section6:InvolvingOthersinMonitoringandEvaluation 80

GLOSSARY 83

REFERENCES 86

APPENDICES 88

Appendix1:SchoolImprovementPlanningStructure 88

Appendix2:AnnualActionPlanStructure 90

Appendix3:MonitoringandEvaluationTemplate 91

Appendix4:DataCollectionMethods 92


v

LIST OF FIGURES

Figure1:Schoolimprovementasacontinuousprocess(PDCACycle) 9

Figure2:SchoolImprovementPlanFramework 18

Figure3:SWOTanalysisframework 22

Figure4:Classificationofgoalsaccordingtoimportanceandcomplexity 28

Figure5:Translating100%ideasinto15%actions 30

Figure6:Single,doubleandtriplelooplearning 41

Figure7:Concentriclevelsofvalues 52

Figure8:TheM&Ecycle 70


vi

LIST OF TABLES

Table1:CompositionoftheSIPPlanningTeam 16

Table2:Categoriesofdata 20

Table3:SWOTAnalysisFramework 23

Table4:ExampleofaSWOTAnalysisdiagram 24

Table5:Templateforidentifyingpointsforpreservationandactionsforimprovement 32

Table6:Levelsoflearning 40

Table7:Actionstopromoteinclusiveeducationintheschool 48

Table8:Differencesbetweenmonitoringandevaluation 61

Table9:Keyconceptsinmonitoringandevaluation 65

Table10:Examplesofinputs,activities,output,outcomeandimpact 68

Table11:Exampleofanindicatortable 76

Table12:Levels/PhasesinM&EbasedonEFQM 79


vii

LIST OF ACRONYMS

EFQM EuropeanFoundationforQualityManagement

GS GroupeScolaire

IE InclusiveEducation

KOV KatholiekOnderwijsVlaanderen

PDCA Plan-Do-Check-Act

REB RwandaEducationBoard

SEO SectorEducationOfficer

SGAC SchoolGeneralAssemblyCommittee

SGA SchoolGeneralAssembly

SIP SchoolImprovementPlan

SWOT Strengths,Weaknesses,OpportunitiesandThreats

UR-CE UniversityofRwanda–CollegeofEducation

VVOB VlaamseVerenigingvoorOntwikkelingssamenwerkingenTechnische

Bijstand (Flemish Association for Development Cooperation and

TechnicalAssistance)


viii

ABOUT THE AUTHORS

Dr Claudien NTAHOMVUKIYE (PhD)isaLectureratUniversityofRwanda-CollegeofEducation.

HeholdsaPhDinEducationalLeadershipandManagementfromtheWitwatersrandUniversity,

SouthAfricasince2012.Hehasover20yearsofworkexperience in thefieldofEducation

where he occupied various posts at secondary and tertiary level of Education in Rwanda.

Hehasbeeninvolvedinvariouseducationrelatedprojects,especially inthefieldofschool

leadershipandManagement.DrNtahomvukiyehaspublishedaseriesofarticlesrelatedto

hisfieldofinterestfocusingonschoolleadershipandManagementforschoolimprovement.

Dr Irénée NDAYAMBAJE (PhD)iscurrentlytheDirectorGeneralofRwandaEducationBoard

(REB).BeforehisappointmentasDirectorGeneralofREB,Dr.NdayambajewasaLecturerat

theUniversityofRwanda-CollegeofEducation.HeholdsaPhDinEducationalPlanningfrom

KenyattaUniversity.Hehasawideteaching,research,publicationandconsultancyexperience

intheareasof(i)ResearchMethodsinEducationandSocialSciences,(ii)EducationalPlanning

andPolicyFormulation,(iii)MonitoringandEvaluationand(iv)Open,DistanceandeLearning.

Dr Gabriel Nizeyimana (PhD)isaSeniorLecturerintheSchoolofEducationattheUniversity

ofRwanda-CollegeofEducation.HeisaPhDholderinTeacherEducation.Hisresearchinterest

ismainlyonstudentengagementandteacherbeliefs.

Dr Philothère Ntawiha (PhD) is a lecturer at University of Rwanda-College of Education.

He holds a PhD in Economics of Education and Educational Planning.His areas of interest

include:educationalplanning,internalefficiencyofeducationsystems,equity,publicprivate

partnershipineducation,peaceeducation,humanrightseducation,andresearchmethodsin

education.Philothèrehasawideteaching,researchandpublicationexperienceinhisfieldsof

expertise.

Jean Claude Ndagijimana is an Assistant Lecturer at University of Rwanda-College of

Education.HeholdsaMasterofEducationDegreeinCurriculum(HigherEducation).Hehas

taught atUniversity level for over ten years. He has taught courses related to curriculum,

pedagogy and assessment. He has conducted research and consultancies in the field of

curriculumdevelopment, teaching, learning andassessment at both secondary andhigher

educationlevels.Hehasalsobeenengagedinthefieldoftrainingoftrainersindifferentareas

ofeducation.


ix

Mr Dieudonné Tuyishime isanAssistantLecturerat theUniversityofRwanda–Collegeof

Education (UR-CE)wherehehas taught for the last3years.HeholdsaMaster’sdegree in

Education(LeadershipandManagement)fromMountKenyaUniversity.Hisresearchinterests

includeschoolleadership,teachermotivationandguidanceandcounselling.

Mrs Chantal Kabanda DusabeisEducationAdvisorSchoolLeadershipwithVVOB.Sheholds

aMaster of Education in EducationalAdministration from theUniversity of EasternAfrica,

Baraton -Kenya.Before joiningVVOB in June2017, shewas a lecturer at theUniversityof

Rwanda-CollegeofEducation.

Mr Stefaan Vande Walle iseducationadvisorschoolleadershipwithVVOB.HeholdsMaster’s

DegreesfromtheUniversityofLeuven,Belgium(geography),RadboudUniversityNijmegen,

TheNetherlands(projectplanning)andtheOpenUniversity,UK(onlineanddistanceeducation).

HehasbeenworkingforVVOBsince2008inCambodia,SouthAfricaandRwanda.Hisareasof

specializationincludeschoolleadership,STEMeducationandonlinelearning.


x

ACKNOWLEDGEMENTS

Weowea largedebtofthankstotheauthorsofthisguide:DrClaudienNtahomvukiye,Dr

IrénéeNdayambaje,DrGabrielNizeyimana,DrPhilothèreNtawiha,MrDieudonnéTuyishime,

ChantalKabandaDusabeandStefaanVandeWalle. Weextendaspecialwordofgratitude

toKarelBinon(KatholiekOnderwijsVlaanderen),MiekeVanVlasselaer(KatholiekOnderwijs

Vlaanderen),DianeMills(UNESCOConsultant),LieveLeroy(VVOB),UweraMarieProvidence

(SavetheChildren/MurekeDusome),SolangeUmwizerwa(SavetheChildren/MurekeDusome),

SofiaCozzolino(SavetheChildren/MurekeDusome),InnocentUwimana(SchoolLeadership

andManagementUnit/REB)andEugeneRukeba(SchoolLeadershipandManagementUnit/

REB),KwizeraJeandeDieu(HeadTeacher,GSBumbogo),SewaseJeanClaude(HeadTeacher,

GSBusanza),MushimiyimanaAiméeBéata,(HeadTeacher,GSGihogwe),HategekimanaMarc,

(formerHeadTeacher,GSKabuga)andMukanezaJeannine(HeadTeacher,GSKimisagara)who

haveplayedcrucialadditionalrolesindevelopingandreviewingthecoursetext.

ThisprogrammewouldnothavebeenpossiblewithoutthefinancialsupportfromtheBelgian

Government,MastercardFoundationandUNESCO/OFIDFundforselectedpartsofthiscourse.

Finally,weliketothanktheMinistryofEducationinRwanda(MINEDUC),RwandaEducation

Board(REB)andtheUniversityofRwanda,CollegeofEducationfortheircontinuedsupportto

educationinRwandaingeneralandtothisContinuousProfessionalDevelopmentDiplomain

EffectiveSchoolLeadershipforHeadTeachersinparticular.

MODULE TWO

CREATING STRATEGIC DIRECTION FOR THE SCHOOL


3

Introduction

Thismoduleisaboutcreatingastrategicdirectionfortheschool.Thisisakeyskillforschool

leaders.Strategicdirectiongivesguidancetoallstaffaboutwhataschoolwantstoachieve

andwhatitstandsfor.Thesuccessofaschooldependstoagreatdealonhowcapableschool

leadersaretoclearlydefinewheretheschoolwantstogoandwhatisrequiredtogetthere.

Thestrategicdirectionprovidesfocus,aframeworkwithintheschooloperatesandasourceof

motivationforallstakeholders.

Themodule isstructured inthreeunits. Thefirsttwounitscorrespondwiththetwomain

instrumentsthatyouhavetoshapethestrategicdirectioninyourschool.Inunitone,wewill

lookattheSchoolImprovementPlan.WewilldiscusswhyaSIPisnecessary,whatitshould

containandhowtodevelopittogetherwithallstakeholdersinyourschool.Wewillusethe

Plan-Do-Check-Act(PDCA)cycletoguidetheplanningprocess.

Inunit two,wewill focuson themission,visionandvaluesofa school. Starting fromthe

conceptofsingle,doubleandtriplelooplearning,wewilldeveloptheideaofvision,mission

andvaluesastheresultofacollectivereflectiononthereasonforouractions.Wewillpractise

developingavisionandmissionforyourschoolanddiscussaboutaschool’scorevaluesand

howtoinfluencethem.Finally,wewilldiscusshowamission,visionandvaluesarecrucial

instrumentstomakeaschoolinclusive.

Inunitthree,wediscussmonitoringandevaluation.Bothmonitoringandevaluationarekey

processesinschoolimprovementplanning.Theywillinformyouwhethertheschoolisdoing

thingsright(monitoring)andwhethertheschool isdoingtherightthings(evaluation). We

will seehowyoucanusemonitoringandevaluation toguideyou in thedevelopmentand

implementationoftheschool’svisionandmission.

Definition of strategy

Thetermstrategyisoftenused,butwhatdoesitexactlymeantocreateastrategicdirection

for the school. Onedefinitionof strategy is “the management’s plans to attain outcomes

consistent with the organisation’s mission and goals” (Wright,Kroll,&Parnell,1998). Mintzberg


4

hasreviewedthewiderangeofdefinitionsofstrategyandidentifiedsomeareasofcommon

agreement(Mintzberg,Ahlstrand,&Lampel,2009):

▪ strategyconcernsboththeorganisationandtheenvironment;

▪ thesubstanceofstrategyiscomplex;

▪ strategyinvolvesissuesofbothcontentandprocess;

▪ strategiesarenotpurelydeliberatebutcanbeemergentaswell.Noteverything

canbeplannedandforeseenbeforehand.

Having a strategy has a number of advantages: setting out the course of an organisation,

promotingcoordinationofactivitiesandreducingambiguityandprovidingorder(Mintzberg

etal.,2009).However,Mintzbergwarnsforgivingtoomuchimportancetoastrategyasan

instrument forsettingdirectionandfocusingeffort:“strategic direction can also serve as a

set of blinders to hide potential dangers. Setting out on a predetermined course in unknown

waters is the perfect way to sail into an iceberg. It is also important to look sideways.”

(Mintzbergetal.,2009,p.16).Asaconclusion,wecansaythatastrategy(andthestrategic

managementprocess)isvitalforanorganisation,butitisimportanttokeepanopenmindto

otherpossibilities.


5

Learning Outcomes

Uponsuccessfulcompletionofthismodule,participantswillbeableto:

▪ Demonstrateunderstandingoftheimportanceofhavingastrategy,mission,vision

andcorevaluesinaschool;

▪ DescribethePDCACycleasaplanningtoolforsettingstrategicdirections;

▪ Explaintheconceptsofsingle,doubleandtriplelooplearning;

▪ Distinguishbetweentheconceptsandbenefitsofavision,missionandcorevalues;

▪ Developaninspirationalvisionandpracticalmissionstatement;

▪ Identifyanddevelopcorevaluesforaschool;

▪ Worktogetherwithallstakeholderstodevelopandimplementastrategicdirection

fortheschool;

▪ DevelopaSIPinlinewiththeschool’svisionandeducationpolicies;

▪ Toenhancetheteachingandlearningactivitiestoachievetheschoolvision.

▪ Criticallyanalysetheresourcesneededfortheschooltoachieveitsmissionand

vision

▪ Communicateacommitmenttoexcellenceandhighexpectationsforall.

▪ Usetheprocessofsettingthestrategicdirectiontomaketheschoolmoreinclusive.

▪ Valuetheimportanceofsettingastrategicdirectionforaschool;

▪ RecognizetheSIPasaninstrumenttocreatestrategicdirectionfortheschool;

▪ Committousingaschoolvision,missionandvaluesasinstrumentstosetstrategic

direction;

▪ Valuetheimportanceofastrategicdirectioninmakingaschoolmoreinclusive;

▪ Showcommitmenttodrivetheschooltowardsexcellence;

▪ Demonstrateunderstandingofmonitoringandevaluation;

▪ Usemonitoringandevaluationtoguidethedevelopmentandimplementationof

theschool’svision,missionandSIP.


6

UNIT ONE

SCHOOL IMPROVEMENT PLANNING

Introduction

Inthisunit,wewillintroducetheSchoolImprovementPlan(SIP)asakeyinstrumentforschool

leaderstocreatestrategicdirectiontotheirschools.Indifferentsections,wewilllookatwhat

aSIPis,itskeycomponents,theplanningteamandthedifferentstepsintheplanningprocess.

Activity 1

Thinkindividuallyaboutthefollowingquestions:

▪ WhatisaSchoolImprovementPlan?

▪ DoyouhaveaSchoolImprovementPlaninyourschool?Ifyes,hasitbeenuseful

foryouandothers?Ifno,doyouthinkhavingonewouldbeuseful?

Afterafewminutes,shareyouranswerswithyourneighbourandtrytocometoanagreement.

Preparetosharetheoutcomesofthediscussionwiththewholegroup.


7

Learning outcomes

Uponsuccessfulcompletionofthisunit,participantsshouldbeableto:

▪ Demonstrateknowledgeandunderstandingoftheconceptsofschoolimprovement

planning,vision,missionandvalues;

▪ ExplainthestagesinthedevelopmentofaSIP;

▪ Establishmechanismsofcommunicatingtheschoolvision,missionandvalues;

▪ CriticizeandimprovetheexistingSIP;

▪ Developappropriatestrategiestoimproveschoolachievement;

▪ Identifytheroleofmonitoringandevaluationinschoolimprovement;

▪ Listtypesofschooldatatobecollectedanddatacollectiontechniques;

▪ Analysetheirschoolsituationbyidentifyingstrengths,weaknesses,opportunities

andthreatsfromtheirschooldata;

▪ Engageallcommunitystakeholders fairlyandeffectively inschool improvement

planning;

▪ Demonstratetheattitudesofbeingimpartial,meticulousandmethodicalinschool

improvementplanning;

▪ RecognizetheimportanceoftheSIPinsettingthestrategicdirectionoftheschool.


8

Understanding the School Improvement Plan

ASIP isa roadmap that setsout thechangesa schoolneeds tomake to improvestudent

achievement and shows how and when these changes will bemade. The SIP is the key

instrumenttogivestrategicdirectiontoaschool.

TheSIPcontains:

▪ Asetofgoalstobeachievedinthenextthreetofiveyears.

▪ Annualactionplans.

TheSIPisalong-termplanfor3-5yearsforachievingtheschoolvision.Everyyear,anaction

planoroperationalplanismadewhichisthebreakdownoftheSIP(REB,2018).Thepurpose

ofaSIPistooutlinethedirectionoftheschool,identifyissuesimpactingtheschoolanddecide

ontheprioritiesforaction.Itdefineswhattheschoolvaluesmost,setsouttheschool’sgoals

andtargetsandidentifieskeystrategiesforimprovement.Thisinfluencesresourcingpriorities.

ASIPshouldriseabovetheday-to-daybusinessofyourschool.Itshouldbeinspiringandoffer

along-termvisionfortheschool.Itshouldsayhowyourschoolwillcontributetoachieving

nationalgoals. Aboveall,aSIPprovidesthecommonground inwhichallgoals,objectives

andactivitiesfit.Itgivesguidancetoallstakeholdersoftheschoolabouttheprioritiesand

describeshowtheschoolwillimplementstandardsofeffectiveleadership.

TheSIPhelpstheschoolto(REB,2018):

▪ focuseffortsonwhatisimportantinimprovingstudents’learningachievement;

▪ avoidmisuseofschoolresourcesandensuretheireffectiveallocation;

▪ followuponhowschoolactivitiesarecarriedout;

▪ developasenseofownershipbyschoolcommunitymembers;

▪ holdschoolcommunitymembersaccountableforstudentsuccess;

▪ developstrategiesbeforeembarkingonactivities.


9

Section 1: School Improvement Planning Process

Developing a SIP is aprocess throughwhich schools set goals for improvement andmake

decisionsabouthowandwhenthesegoalswillbeachieved.SchoolImprovementPlansare

“living”documentsthatschoolsusetomonitortheirperformanceandtomakerevisionswhen

necessary(forexampleonceayear)toensurethattheplanandgoalsstayrelevant.

1.1 Plan-Do-Check-Act (PDCA) cycle

Activity 2

Thinkbrieflyaboutthefollowingstatement:

“In the development of a SIP, the journey is more important than the destination.”

Doyouagreewiththestatement?Writedowninonesentencewhyyouagreeordisagree

withthestatement.Shareyourideaswithyourneighbour.

The SIP provides a framework for analysing problems, identifying causes and addressing

instructional challenges in a school. The SIP contains both the strategies and actions to

improvestudentlearningandachievement.TheSIPisacontinuousprocessthatfollowsthe

Plan-Do-Check-Act(PDCA)cycle(Figure1).

Figure 1: School improvement as a continuous process (PDCA Cycle)


10

AsillustratedinFigure1,duringeachstageofthecycle,theSIPformstheanchorpointfor

discussions.

▪ Plan:takingstock,identifyingresources,settingtargets

▪ Do:implement,observeandcollectdata

▪ Check:didthingshappenaccordingtoplan?(monitoringandevaluation)

▪ Act:howtoimprove?(reflecting,revisingtheplan,developinganewactionplan)

SIPsshouldbeselective:theyhelpschoolleaders,teachersandtheSchoolGeneralAssembly

Committees(SGAC)toanswerthequestions“Whatwillwefocusonnow?”and“Whatwillwe

leaveuntillater?”Theyencouragestaffandparentstomonitorstudentachievementlevels

andotherfactorsthatinfluenceteachingandlearning.SIPsshouldbringfocusinschoolsby

identifyingthepriorities.

Goodqualitydata iscrucial tomakeaSIP. Without informationaboutwheretheschool is

in termsof teachingand learning,youarenavigatingwithoutacompass. Withup-to-date

information,schoolscanbetterrespondtoneedsofstudents,teachersandparents.Thisisto

makesurethateveryoneagreesontheinitialsituationandtodeterminetogetherwhatneeds

tobeimprovedintheschool.Astheplanisimplemented,schoolsshouldcontinuetogather

data.Monitoringwillhelpyoutoknowwhetheryouareontrackandevaluationwillinform

youwhetherthegoalshavebeenachieved.Bycomparingthedatatotheinitialinformation

onwhich theplanwasbased,stakeholders insideandoutside theschoolcanmeasure the

successoftheimprovementstrategies.Withup-to-dateandreliableinformationabouthow

studentsareperforming,schoolscanrespondbettertotheneedsofstudents,teachers,and

parents.

ASIP isalsoamechanismthroughwhichpeoplecanhold schools accountable for learner

success and through which they can measure improvement. Schools should be held

accountable to performance standards that reflectwhat they are contributing to learners’

achievementandgrowth;that is,weshould focusonwhatschoolscontributetochildren’s

learninggiventherealitiesinwhichtheywork(Darling-Hammond,LaPointe,Meyerson,&Orr,

2007;Heck,2000).AnimportantfunctionoftheSIPprocessistoincreasetheinvolvementof

parentsintheirchildren’slearningatschoolandhome.ThroughtheSIPparentsandthelocal

communitycanhaveasayintheschoolandholdtheschoolaccountable.


11

© vvob 2018

Activity 3

FindexamplesofactivitiesthatyouperforminyourschoolateachstageofthePDCAcircle

duringtheimplementationoftheSIP.Discussyourideasinsmallgroupsandwritethemon

aflipchart.Considertheroleofdifferentstakeholdersintheschool(headteacher,deputy

headteachers,otherstakeholders).

Summary: Why should we have a school-owned SIP?

▪ Haveacommonunderstandingonthechallengestoschoolperformanceandfind

potentialsolutions;

▪ Involveteachersintothe‘biggerpicture”oftheschool,beyondthewallsoftheir

classrooms;

▪ Keyinstrumentwithinplan–do–check–act(PDCA)cycle;

▪ Sharedfocusonpriorities;

▪ Identifyprioritiesforlimitedresources(time,money);

▪ Stimulatecriticalreflectionandgroupdiscussion;

▪ Involveparentsandthelocalcommunityintheteachingandlearningattheschool.


12

Section 2: Components of the SIP

Activity 4

Thinkindividuallyaboutthefollowingquestion:

What should a SIP include? List what you think should be included in the SIP before reading the section below.

Next,discussyourideaswithyourneighbour.

Someelementsthatyoumayhavethoughtabout:

▪ Vision

▪ Mission

▪ Values

▪ Goal

▪ Outcome

▪ Objectives

▪ Output

▪ Indicatorofsuccess

▪ Baseline

▪ Performancetargets

▪ Activities/actions

▪ Timelines

▪ Responsibilityforimplementingstrategies

▪ Meansofverification

Appendix1containstheschoolimprovementplanningstructure.Wewilldiscusstheseterms

inmoredetaillaterinthisprogramme.


13

Activity 5

Readthesectionbelowonthe10principlesforaSIP.Findsomeexamplesfromyourownexperiencethatillustrateoneormoreprinciples.

Haveyounoticedthatthe10thprincipleismissing?FormulateatenthprinciplethatcanguideyouandothersintheplanningoftheSIP.

Theprocesstodeveloptheplanisasimportantastheresultingproduct.Youwillnoticethat

the ideas of distributive and transformational leadership, which we discussed earlier, are

usefulwhenyouplantomakeaSIP.

These10principleswillguideyouintheSIPplanningprocess:

1. Developan“ownedculture”ofongoingimprovementatyourschool.

2. Trytoplanforsome“quickwins”.Thesecanhelpyouinbuildingsupportforthe

SIP.

3. Keeptheplan“simple,butnotsimplerthanthat”.

4. Makesureeveryoneintheschoolisinvolvedintheprocess.

5. Trytouseevidenceinyourplan,bothfordeterminingthestartingsituationandto

identifythetargets.

6. Identifyoutcomesandnotjustinputs,activitiesandoutputs.

7. Collect opinions from male and female staff, community leaders, parents and

learners.

8. ConsidersettingupsmallerworkinggroupstoworkonsomepartsoftheSIP.These

workinggroupscanreportregularlytothewholeteam.

9. Berealisticinyourgoals.Tooambitiousgoalsandtargetswillnotbeachievedand

willcausefrustrationanddisengagement.Itisbettertofocusonafewkeyareas

ratherthantryingtochangeeverythingatonce.

10. …


14

Section 3: Involving stakeholders in the SIP process

ItisveryimportanttoinvolveallstakeholdersintheplanningprocessoftheSIP.However,itis

goodtofirstalignwiththestakeholderswithintheschool(teachers,schoolmanagement)before

youinvolveothers.Thisinternalalignmentallowsyoutodevelopacommonunderstandingon

theplanningprocessandwhattheprioritiesshouldbewithintheschoolteam.

Inthesecondstage,theentireschoolcommunityshouldbeactivelyinvolvedintheplanning,

implementing, monitoring and evaluating progress. All teachers, members of the SGAC,

parents,learnersandothercommunitymemberswhowishtoparticipateshouldbepart.Try

toinvolveparentsfromdifferentsocio-economicgroups,bothmalesandfemales,andpossibly

parentswithdisabilities.

Activity 6

Discussthefollowingquestions:

▪ WhoarethestakeholdersintheSIPplanningprocess?

▪ DoallstakeholdershaveafairsayintheSIPprocess?

▪ What strategies do you advise to maximise the effective participation of all

stakeholdersintheSIPprocess?

Atthestart of the SIP process,clearlyexplaintheprocessandproceduresandwhatyouexpect

fromtheparticipantsateachstage.Allparticipantsshouldhaveapositiveattitudetowards

theprocessandunderstandthattheymustworkasateam.Itshouldbeclearforallwhythey

arethereandhowtheprocesswillbeorganized.

Schedulingmeetingsfortheplanningteamthatareacceptabletobothstaffandparentsmay

beachallenge.Onesolutionistoorganizeastaffmeetingwithparentsintheevening,after

theyhaveheldtheirownmeeting.Theadvantageofthisarrangementisthatitallowsmore

parentstoparticipate.Toensurethatonegroupdoesnotmakedecisionswithouthearingthe

viewsoftheothergroup,someteacherscouldvolunteerorbedelegatedtoparticipateinboth

meetings(staffandparents).Itisbettertodiscusswithparticipantstheiravailabilityandagree

ontheplanningandtimingofmeetings.


15

The School Improvement Planning Team

Theschool improvement planning teamisselectedfromtheschoolcommunityandhasthe

taskofanalysingdataandinformationaboutstudentachievementintheschool,theschool

environment,andtheinvolvementofparentsintheirchildren’seducation.

TheSGACmembersarethemainSIPteammembers.However,theSGAmaydelegateateam

memberdependingontheexpertiseofthatperson.Table1liststhemembersoftheSIPteam

anddescribestheirrolesintheplanningprocess.

TheSIPteamisimportantforvariousreasons(REB,2018):

▪ Planningteammembersexchangeexpertisethatcanimprovetheplanningprocess.

▪ The views of different school communitymembers (parents, teachers, students,

localleaders...)arevaluedduringtheplanningprocess.

▪ PlanningteammembersdevelopasenseofownershipandcommitmenttotheSIP

andthesuccessoftheschool.


16

Table 1: Composition of the SIP Planning Team (REB, 2018)

TEAM MEMBERS ROLE OF TEAM MEMBER

HEAD TEACHER

▪ Convenestheschoolplanningteam;

▪ Providesguidelinesinthedevelopmentoftheplan;

▪ Facilitatestheplanningprocess;

▪ Invitestheschoolcommunitytoparticipateintheplanningprocess;

▪ Communicatestoparticipantswhatisexpectedfromthemtodeterminetheirreadinesstotheplanningprocess;

▪ Informsparticipantsabouttheoverallviewoftheschool(goals,mission,demography,etc.);

▪ Establishesresponsibilitiesandtimelines;

▪ Discusses with participants challenges that may hindertheir full participation to the planning process in orderto accommodate them in advance (E.g.: Availability,readiness…).

SCHOOL OWNER ▪ The owner helps the planning team to understand thedesiredpictureoftheschool.Intheplanningprocess,theroleoftheschoolowneris:

▪ Tocommunicatetheschoolmission;

▪ Toensure that theSIPcomplieswith theschool’svisionandmission;

▪ Toparticipateinsettingtheschooldirection.

TEACHERS (2) ▪ Provideinformationrelatedtoteachingandlearning;

▪ ActivelyparticipateduringthedevelopmentoftheSchoolImprovementPlan;

▪ Representtheteachingstaffintheplanningprocess.

STUDENTS (2) ▪ Representtheschool’studentsinareassuchas:

▪ Howstudentsappreciatethewaytheystudy;

▪ Schoolwelfare;

▪ Barrierstolearning.


17

TEAM MEMBERS ROLE OF TEAM MEMBER

PARENTS (4) ▪ Representtheschool’sparentsinareassuchas:

▪ Shareinsightsaboutwhattheirchildrenneedtolearnanddifficultiestheyfaceintheschool,theiraspirationsfortheschool;

▪ Presentareasofconcernsandparticipateinsettinggoals,strategiesandprioritiesoftheschool;

▪ Commitavailableresourcesintheimplementationoftheplan.

Source: Law n°23/2012 of 15/06/2012 governing the organization and functioning ofnursery,primaryandsecondaryeducation

OTHER MEMBERS OF THE SIP TEAM PROPOSED BY REB (REB,2018)

TREASURER BURSAR ▪ Provide informationabout the school’s currentfinancialsituation;

▪ Participateinsettinggoals,strategiesandprioritiesoftheschool.

▪ Helpevaluatingthefeasibilityofproposedactions.

DEPUTY HEADS AND SECRETARY

▪ DeputyHeadsprovidefurtherinformationaboutstudies(D/Hinchargeofstudies)andDisciplineofstudents(D/Hinchargeofdiscipline).

▪ Secretarywritestherecordsoftheplanningmeetings.

▪ Theyactivelyparticipateintheplanningprocess.

PATRON AND MATRON ▪ They are specific for a secondary school. They providetheplanningteamwithrelevantinformationoneverydaystudents’conditions(hygieniccondition,health,food)aswellasviewsfromstudentsabouttheschool.

REPRESENTATIVE OF SUPPORTING STAFF

▪ He/she shares with the planning team the informationabout issues related to supporting staff, and what isexpected fromthesupportingstaff in implementingtheSIP.


18

Activity 7

At thebeginningof theyear, thehead teacherpinsanoticeonhisdoor thathe/she is

not available for thewholeweek because he/she is busymaking a plan for his school

improvement.

▪ Isthatwayofplanningadoptedbytheheadteachereffective?Explain.

▪ WhyisitimportantforaschooltohaveanImprovementPlanningTeam?

▪ ExplaintheimportanceofdiversityinmembershipofSIPteam.

▪ ApartfromthelistofmembersoftheSIPteamgiveninthetableabove,arethere

anyothermembersthatcouldberelevantforyourschool improvementplanning

process?

Section 4: Key steps in the SIP development process

Thereare5 key stepsinthedevelopmentoftheSIPstrategy(Figure2).ThisSIPframeworkis

basedonthePDCACycle(Figure1).Thestepsapplyatanindividuallevel(self-assessment),

organisationallevel(workinggroups,taskforces,subjectgroups),schoollevel(withallteachers

andsupportingstaff)orevensystemlevel(involvingparentsandthelocalcommunity).

Figure 2: School Improvement Plan Framework (VVOB, 2017)


19

Below,wediscusseachstepinmoredetail.Thereshouldbeacloseinteractionbetweenthe

mission,visionandvaluesofaschoolandtheSIP.Inunittwo,wewilldiscussthevalues,vision

andmissionofaschool.

1. Situation Analysis

The first step is the situation analysis. This step will providemore insight in the current

situation.Inthesituationanalysis,welistwhatisalreadybeingdoneintheschoolandwhat

shouldbepreserved.Itisimportanttoacknowledgethatthereisalreadyalothappeningat

theschoolthatshouldbepreserved.Itisalsocrucialthateveryoneisawareofwhatisalready

beingdoneattheschool.

Thesituationanalysis includescollecting data inyourschool. Theschooldataaregrouped

infivecategoriesrelatedtoschoolleadershipstandards:creatingstrategicdirection,leading

learning,leadingteaching,managingtheschoolasorganizationandinvolvingparentsandthe

widercommunityoftheschool.Table2isnotexhaustive,butshouldbetakenasanexample

ofdatathatcouldbeusefulwhendoingasituationanalysisfortheschool.

It is important to acknowledge the good things that are already being done at the school.


20

Table 2: Categories of data (REB, 2018)

Category of data Example of data

1. Data on school

strategic direction

Dataonschoolmission

Dataonhistoricalbackgroundoftheschool

Dataonschoolvision

Dataonschoolvalues

DataonSchoolImprovementPlan

Dataonactionplanandotherschoolplans

2. Data on learning Dataonperformanceofstudentsinnationalexamination

Dataonstudentperformanceperterm

Dataonavailabilityofteachingmaterials

Dataonstudentdropoutandgraduationrates

Dataonstudents’discipline(attendance….)

3. Data on teaching Dataoncontinuousprofessionaldevelopment

Dataon staff size,age, sex, rank, recruitmentandattrition

patterns (including reasons for attrition such as illness,

retirement,outsidejoboffers).

Dataonclassroomvisits

Dataonteachers’qualifications

Dataonteachers’motivationstrategies

Dataonteachers’attendance

4. Data on management

of the school as an

organization

Dataonschoolbudget

Dataonschoolfinances

Dataonschoolinfrastructure

Dataondifferentprogramsimplementedintheschool

Dataonschoolrulesandregulations

Dataonteachers’performanceappraisal

Dataonclassroom-studentratio

5. Data on involvement

of parents and the

wider Community

Dataonparentswhoattendmeetings

Dataonparentsinvolvedindifferentschoolactivities

Dataonparents’involvementstrategies

Dataonviewsofparentsontheschoolfunctioning;

Whereverrelevant,datashouldbedisaggregatedbysex.


21

Important techniquesforcollectingdataare:

▪ Observations:observationscanbeusedinclassroomvisitwhenyouwantinformation

ofhoweffectivelyteachersapplyanactiveteachingmethodology.

▪ Documentation:Thisincludesschoolrecordsandreports,administrativedatabases,

training materials, school statistics, performance data, non-confidential school

communityinformation,andstaffprogressreports,legislationandpolicydocuments.

▪ Checklists:ifyouwanttochecktheavailabilityofteachingaidslikesciencelaboratory

materials,librarybooks,etc.

▪ Interviews:interviewscanbeusedwhenyouwanttobeinformedonhowstudents

appreciatetheirwelfareatschoolorwhenyoucollectviewsofparentsonhowtheir

studentslearn.

▪ Written questionnaires: if you want data on how teacher views their living

conditions,youmayadministerquestionnaires.

▪ Focus group discussions:Afocusgroupdiscussioninvolvesagroupof8to12people

todiscussasubjectundertheguidanceofafacilitator.Forexample,studentsdiscuss

thedifficultiestheyhaveinmathematics.

Each techniquehasadvantagesanddisadvantages (seeappendix4). Forexample, surveys

arevulnerabletovarioustypesofbiasfromrespondentswhomaynotbereportingthereal

situationorwhattheyreally think. Observationsgiveabetter insight in therealsituation,

butaretimeintensivetoconduct. Therefore, it isgenerallybesttocombinedifferentdata

collectionmethods.Suchacombinationismorelikelytogiveyouagoodunderstandingofthe

realsituation.

Datacanbecollectedbydifferentstakeholdersintheschool(REB,2018):

▪ Datarelatedtostudent’sperformanceandtheteachingandlearningprocessare

collectedbyteachersandthedeputyheadteacherinchargeofstudies,

▪ Data related to students’ discipline are collected by the deputy head teacher in

chargeofdiscipline,

▪ Viewsofparentsonthefunctioningoftheschoolcanbecollectedbythechairperson

oftheparentscommittee.


22

Activity 8

Inyourschool,P2pupilsfailedforKinyarwandain2017.Youdecidedwiththeteamthatit

isveryimportanttoplantoimprovetheirperformanceinthenextacademicyear.

▪ Explainwhattechniquesyouwillusewhiletocollectthedataneededforsuccessful

planning.

▪ Whatdatawillyoucollecttosetachievablegoalsofimprovingtheperformancein

Kinyarwanda?

2. Problem Identification

Fromthe situationanalysis,wemove towhat can stillbe improved,which is theproblem identification.AmethodtoconductaproblemidentificationistheStrengths,Weaknesses,Opportunities, Threats (SWOT) analysis (Figure 3 and Table 3). Strengths andweaknessescomefromwithin,i.e.theinternalschoolenvironment.Thatmeansthattheschoolhasfull

control over them. Opportunities and threats, on the contrary, come from theoutsideor

externalenvironment,whichmeansthattheschoolcannotcontrolthem.

Figure 3: SWOT analysis framework (Haddock, 2015)


23

Table3liststhemainquestionsthatareaddressedbyeachcomponentintheSWOTanalysis.

Strengthsandweaknessesareidentifiedduringthesituationanalysis.Theopportunitiesand

threatsarethestartingpointfortheidentificationofgoals.

Table 3: SWOT Analysis Framework (Haddock, 2015)

Strengths Weaknesses

▪ Whatarewestrongat?

▪ What are we already doing in ourschool?

▪ Wheredowehaveexperiencein?

▪ Whatarewelookingforwardto?

▪ Whatdowefeelunsureabout?

▪ Whatsupportdoweneed?

Opportunities Threats

▪ Whatpossibilitiesdowesee?

▪ Whatopportunitiesdoesthechangebring?

▪ Whatdoesscareus?

▪ Whatthreatensusinthechange?

▪ What events may have a negative

impactontheimplementation?

ExamplesofeachcomponentinaSWOTanalysisare:

▪ Strength: Havingqualifiedandcommittedstaff;teamspiritamongstaff.

▪ Weaknesses:Overcrowdedclassrooms;insufficientteaching-learningresources.

▪ Opportunities:Committedparents;goodpartnershipwithlocalauthorities

▪ Threats:Delayinprovidingcapitationgrant;povertyoftheparents.

ThequestionsinTable3mayleadtotheanswersasindicatedinTable4.


24

Table 4: Example of a SWOT Analysis diagram (REB, 2016)

STANDARDS STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

School

strategic

direction

Theschoolhasa

sharedvisionfor

learning.

Thereisnoschool

missionand

values.

Engagingin

aSIPprocess

maystrengthen

thestrategic

directionofthe

school

Changes

inpolicy

environment

mayimpact

thestrategic

directionof

theschool.

Area of

learning

▪ 75%ofP6studentsperformwellinlanguages

▪ Lowdropoutrate(1%)

▪ High

student

attendance

rate(98%)

▪ Sevenclassroomsareold.

▪ 37%ofstudentsexittheschool

without

permission

▪ High

classroom-

student

ratio(60

studentsper

classroom)

▪ Notenough

Mathematics

books(1

bookper10

students)

▪ 20%of

studentsuse

drugs

▪ Good climate,favourableforlearning.

▪ Theschoolislocatednearthepubliclibrary.

-


25

STANDARDS STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

Area of

teaching

98.5%ofteachers

arequalified

50%ofteachers

donotuse

appropriate

teaching

methodology.

Thereisapublic

librarynearthe

school,enabling

teacherstodo

research.

Many

teacherslivea

longdistance

awayfromthe

school.

Area of

managing a

school as an

organisation

Theschoolhas

establishedand

sharedinternal

rulesand

regulations.

Theschoolhas

notestablished

criteriaforteacher

performance.

▪ Theschoolislocatednearthe

mainroad

▪ Noisefrom

vehicles.

▪ The

schoolis

nearthe

market.

▪ Theriverinsidethe

school.

Area of

parental

involvement

▪ Only25%ofparentsparticipate

inschool

activities

▪ NGOs

partners

Mostof

parentsinthe

schoolarea

arepoor


26

Activity 9

The purpose of this activity is to practise how to do a situation analysis and problem identification. We have chosen induction as a topic to practise the SIP planning process. You can do this for other topics in the school or for a specific subject.

1. Individualwork.Thinkaboutthefollowingquestionsandwritedownyourideas:

▪ HowdoIlookattheinductionofnewteachers?

▪ Whatarewealreadydoingatourschooltoinductnewteachers?

2. Inrandomgroups(max.5peoplepergroup):makeaninventoryofgroupmembers’ideasinstep1viaawebstructure(mindmap)orasimplelist.Keepstandingaroundaflipcharttobemoreactiveanddon’tspeakduringthisactivity,butcommunicateonlyviawriting.Use1or2markerspergroupforwritingdownyourideas.

3. Inthesamegroups,addgreenorredstickersordotstoindicatewhatisgoingwell(green)andwhatcanbeimproved(red).Again,speakingorinfluencingeachotherisnotallowed!

4. Nowyoucandiscussingroups:whydidsomeactivitiesgetredorgreenmarks?Focusonactivelisteningandunderstandingeachother’sopinions.Exploreanddiscussyourchoicesandagreeon3thingstopreserve(itisimportanttoacknowledgewhatisdonewell)and3thingstoimproveupon(notjustbycountingmarksorvotingbutbasedonconsensus).Ifthereisenoughtime,youcancheckthepostersoftheothergroups.

5. Eachgrouppresentstheirworkandallpointsareaddedtoonelist.Thefacilitatorwillleadthediscussiontotakeoutdoublesorcombinerelateditems.

6. Concludeprioritiesofallgroupswithfeelingsofparticipants.Aretheprioritiesrelevantforall(sometimestoppriorityisnotpriorityforallgroups)?Participantshaveafinalopportunitytoraiseconcernsabouttheselectedpriorities.Issomethingmissing?

7. Iftimeallows,classifypointsforimprovementbasedoncomplexityandimportance(seeFigure4).Thismakesthelinktotheimplementationoftheactions.

Themethodologyofthisactivityisveryusefultoorganizeinyourschool.However,inyourschool,youshoulddiscussthefinalprioritiesbasedonallinformationthatyoucollect,notonly onwhat you think (also use other sources of information such as error analysis ofnational exams, consultation with other stakeholders, assessment results, audits, policyprioritiesetc.)


27

Thepurposeoftheactivityistointroduceamethodologythatyoucanuseinyourschoolto

doasituationanalysisandidentifyproblemsandgoals.Itisasimplemethodtofindoutwhat

everyonethinksismostimportantandwhatthegroupthinks.Itincludesappreciationofwhat

isgoingwell.Byworkinginsilenceduringthefirststagesoftheactivity,youavoidthatsome

participantsdominatethediscussion.

3. Goal Identification

Whenwehavereachedagreementonwhatareaswewanttoimproveupon,wemovetothe

nextstepwhichistoidentify goals(Figure2).Goalsettingistheprocessofdecidingwhatyou

wanttoaccomplish.Agoalisunderstoodastheresulttowardwhicheffortisdirected.

Be selective in identifying thegoalsof theSIP. Notallproblems identified in theproblem

identificationcanbetackledinaoneSchoolImprovementPlancycle.Itisimportanttoprioritize

soyoucansolvethemosturgentandimportantproblems.Thereareseveralreasonstoset

schoolprioritiesduringtheplanningprocess:

▪ Settingtheprioritieshelpstheschooltofocuseffortsonthemainchallenges;

▪ Itleadstoeffectiveutilizationofresources;

▪ Itfacilitateseffectivemonitoringofschoolactivities.

Theselectionofschoolprioritiesshouldbebasedonthefollowingcriteria:

▪ Problemsthathavehighimpactonteachingandlearning;

▪ Problemsthathaveaparticularlyhighimpactonvulnerablegroups;

▪ Problemsthatcanbeaddressedwiththeexistingmeans.

Be selective in identifying the goals of the SIP


28

Theidentificationofgoalsfollowsuponthepreviousexerciseandhelpstheteamtounderstand

whatthechallengesareandhowthesecanbetranslatedintogoals.Identifyinggoalsisabout

turningtheproblemintoapositivesituation(whatcanwedo?).

Goals canbe classified according to the complexity to achieve themand their importance

(Figure4).

Figure 4: Classification of goals according to importance and complexity (Binon, 2017)

Thecomplexity of a goalisdeterminedby:

▪ Nature and content:arealotofnewknowledgeandskillsrequired?

▪ Human factor:doesthegoalhaveastrongimpactonpeople’swork?

▪ Resources:doesthegoalrequirealotofresources?

▪ Internal/ external structures: doesthegoalchallengeinternalorexternalstructures?

▪ Power: doesthegoalaffectpowerrelationsintheschool?

▪ Innovation culture: isthegoalveryinnovativefortheschool?


29

Theimportance of a goalisdeterminedby:

▪ Howurgentisthegoal?

▪ Howcloselyisthegoallinkedtothequalityofteachingandlearning(pedagogy)?

▪ HowimportantisthegoalforrealizingtheSIP?

▪ Aretherechaineffects?Istheachievementofthegoaldependentonothergoals,

anddoothergoalsdependontherealizationofthisgoal?

Achieving premature clarity on goals is a dangerous thing. Michael Fullan

Achievingprematureclarityongoalsisadangerousthing(Fullan,1992).Thisquotemeans

thatyoushouldbealertwhenyouthinkthatyouhaveaclearandstraightforwardpictureofa

complexproblem(Vandenberghe,1995).Makesuretodiscussthegoalsthoroughlyandthat

everyonehasthesameunderstandingofthem.Regularlyreviewingyourgoalsandactions

andkeepinganopenandcriticalmindiscrucialtodealwithcomplexity.

4. Identification of Actions

Afteryouhaveanalysedthesituation,identifiedtheproblemandthegoals,thenextstepis

tocombineideasforimprovementintoanactionplan.Itinvolvesbreakingdowngoalsinto

specificactionsoractivities. Themainpurpose is tonarrowdownthegoals intoconcrete

actionsthatarefeasible.Movingfrom100%ideasto15%actionsisametaphorforthisprocess

ofnarrowingdown(Figure5).15%actionsshouldbesmallstepsintherightdirection,takinga

long-termapproachtoachievethegoal.Thestepsshouldnotbetoosmallthough,otherwise

thegoalwillneverbeachieved.


30

Figure 5: Translating 100% ideas into 15% actions (Binon, 2017, adapted by VVOB)

Thismeans:

▪ Takeonesmallstepatatime,ratherthantryingtoachieveeverythingatonce.

▪ Foreveryaction,agreeupon:

▫ Whatwillbedone?

▫ Bywhom?

▫ Bywhen?

▫ Whatsupportisneededtocompletetheaction?

▫ Howwilltheactionbeevaluated?

▪ MakesuretheindicatorsyouagreeuponareformulatedinaSMARTway.

▪ Learnbydoinganddon’tbeafraidtochangethingsiftheyarenotworking.

▪ Exchangeexperienceswitheachother.

Take one small step at a time, rather than trying to achieve everything at once


31

Activity 10

Inthisactivity,wewillagainfocusoninduction.Thepurposeofthisactivityistotranslate

goalsintoconcreteandrealisticactions(100%ideasinto15%actions).Youcanusethe

strategyforotherareasthatyouwanttoworkoninyourschool.Inthisexercise,youwill

developanactionplanforimprovinginductioninyourschool.

The purpose of this activity is to translate. These actions must be SMART. Use the example

of Table 5.

1. Inthesamegroupsasthepreviousactivity,brainstormabouttranslatingtheidentifiedprioritiesforimprovementintoSMARTactions. Iftheactionsarenotyetrealistic,youneedtofurtherreducetheirscope.Trytore-formulatebarriersorproblemsaschallengestoovercome.

2. Whenyouhaveagreedon15%actions,discussthedetails:what,who,when,supportneededandevaluationoftheaction.Usethetablebelow

Goals

(100%idea)

Action

(15%action)

Who When Support

needed

Evaluationof

action1 1.1

1.21.3

2 2.12.2

3. Discusswithwholegroup. Whyhaveyou chosen to focuson thoseactions?Thefacilitatorandparticipantscanaskcriticalquestions.Evaluatewhethertheactionsarerealistic(inlinewithavailablesupport/resources).Apossibleactionisthatweneed to learnmore beforewe do anything. Discussing the reasons for selectingactionsareasteptowardsdevelopingavisionandmission,whichwewilldiscussinthenextunit.

IntheidentificationofactionstobeincludedinaSIP,somepointsmightbepreserved,and

othersimproved(Table5).


32

Table 5: Template for identifying points for preservation and actions for improvement

Domain

PositivePoints(topreserve) Pointsforimprovement

Actionsforimprovement

-----

PriorityLevelofActions

1 highpriority

2 mediumpriority

3 lowpriority

Discussing the reasons for selecting actions are a step towards developing a school vision and mission.

Whenformulatingactionpoints,keepinmind:

▪ Don’tformulatetoomanyactionpoints.Iftherearetoomanyactionpoints,you

candoanexercisewithstickersagaintoprioritizetheactions(seeabove).

▪ Makesurethatyoudescribetheactionsindetail.Elementslikewhowilldowhat,

whatsupportisneededandwhentheactionpointwillbefollowedupshouldbe

clear.

▪ Makesurethatallstakeholdersarefamiliarwiththeactionplanandsupportit.

Attheend,reviewyouractionpoints.Dotheyconnectwiththegoalsthatyouagreedupon?

Aretheactionssufficienttoachievethegoal,orwilladditionalactions(ina laterstage)be

necessary?Asaheadteacher,itisimportanttokeepthebroaderpictureinmind.


33

5. Monitoring and Evaluation

Monitoringandevaluationareinteractiveandmutuallysupportiveprocesses.Thatiswhythey

usuallyarementionedtogether, i.e.,M&E. ThepurposeofM&Eistoenableorganisations

to learn frompast experiences, improve service delivery, plan and allocate resources, and

demonstrateresultsaspartoftheaccountabilitytokeystakeholders.

Monitoringandevaluationofactionsiscrucialfortworeasons:

▪ Accountability:dopeoplefollowupontheactionsthatwereagreed?

▪ Learning:doouractionsleadtotherealisationofthegoals,ordoweneedtoadapt?

WewilldiscussmonitoringandevaluationinmoredetailinUnit3.


34

UNIT TWO

DEVELOPING A VISION, MISSION AND VALUES OF THE SCHOOL

Introduction

Avision,missionand setof corevaluesarekey instruments for school leaders to createa

strategicdirectionfortheirschools.However,justhavingavisionandmissionstatementon

aschoolwallisnotenough.Thevision,missionandvaluesshouldbedevelopedthrougha

school-wideprocessastomakesurethatallschoolstakeholdersworktogethertowardsthe

realisationofthevision.Inthisunit,wewilldiscusswhataschoolvisionandmissionare,why

theyareimportantandhowyoucandevelopthemwithinyourschool.

Activity 11

Thinkaboutthefollowingquestionindividually:

Why is it important for a school to have a vision, mission and core values?

Thinkaboutthequestionforafewminutesandlistthereasons.Afterafewminutes,discussyourideaswithyourneighbour.


35

Learning Outcomes

Uponsuccessfulcompletionofthisunit,participantsshouldbeableto:

▪ Demonstrateknowledgeandunderstandingoftheconceptsofschoolvision,mission

andcorevalues;

▪ Engageallcommunitystakeholdersindevelopingschoolvision,missionandvalues;

▪ Mobiliseteachers,studentsandotherstakeholdersfortheschool’smission,vision

andvalues;

▪ AligntheSIPwiththeschoolvision,missionandvalues;

▪ Use the process of setting the school’s vision, mission and values to promote

inclusiveeducationintheschool;

▪ Lead the process of developing a shared vision,mission and core values for the

school;

▪ Recognize the importance of having a shared vision,mission and values for the

school.


36

Section 1: Definition of a School Vision and Mission

Theschoolvisionisthedesired pictureoftheschoolinthefuturethatdrivesalltheschool

activities,attitudesandvalues(REB,2018).Therefore,onecouldcallavisionadreami.e.it

describeswho/whatyouaspiretobecome.Avisionsetsouttheidealstateofaffairsthat

theorganizationwouldlikeeventuallytoachieve(InternationalInstituteforEducational

Planning,2010).Avisiongivesaschoolasenseofdirectionandshouldmotivateeverybody

toachievetheirindividualandschoolgoals.

Avisionhasastrongmoralpurpose:itshouldappealtothecommongoodofthecommunity

andbecometheforcethatbindsindividualstogether(Gabriel&Farmer,2009).Avision

shouldbeambitiousandcompelling,butalsobrief,realistic,optimisticandfunctional.A

school’svisionshouldbecommittedtoenhancingthelivesoftheentireschoolcommunity.

Itshouldreflectthatsuccessinschoolispossibleforallstudents.Avisionisbroaderthan

amissionsinceitsetsouttheidealstateofaffairswhichtheschoolwouldlikeeventuallyto

achieve(InternationalInstituteforEducationalPlanning,2010).

A school vision describes the purpose of what we are doing what we identify in our plans.

Characteristicsofagoodvisionare(IIEP-UNESCO,2010;Kaufman&Herman,1991):

▪ Describeswhoyouwanttobeinwhatyoudo

▪ Clarityandlackofambiguity

▪ Describesabrightfuture(messageofhope)

▪ Memorableandengaging

▪ Realisticaspirations,achievable

▪ Alignmentwithorganizationalvaluesandculturei.e.rational


37

Examplesofvisionstatementsare:

▪ Everystudentwillachievepersonalsuccessandbecomearesponsibleandproductive

citizen.

▪ Ourvision,asacommunity,istoinspireapassionforlearning.

▪ Tobeaschoolwheregraduatespossesstherequiredbasicknowledgeandskillsthat

willassuretheirproficiencyinproblemsolvingandtechnologyin3yearsfromnow

(REB,2018).

▪ Tobeanoutstandingschool inRwanda in the teachingand learningof sciences,

wherediscipline,human,moralandspiritualvaluesholdthekeytoallsuccessin5

years(REB,2018).

Advantagesofaschoolvisionare(REB,2018):

▪ Aclearschoolvisioninspiresschoolcommunitymembers;

▪ A clear vision statement acts as a unifying force, and has a positive impact on

organizationaleffectiveness;

▪ Asolidvisionstatementactsasaguideforemployeeactionsanddecisionmaking;

▪ Avisionsharedbyallthemembersofaschoolcanhelpallmemberssetgoalsto

advancetheschool;

▪ Withoutastrongvision,strategicplanscannotbeproperlydelineatedsincethereis

noguidingprincipleoridealtoplan;

▪ Avisionbringsmeaningtopeoples’work,mobilizesthemtoaction,andhelpsthem

decidewhattodoandwhatnottododuringtheirwork;

▪ Avisionexpressesanidealizedpictureofthefutureschool.

▪ When a leader’s vision is effective and strong, employees and stakeholders get

caughtupinwhattheyaredoing,absorbthevision,andcommitthemselvestothe

goalsandthevaluesoftheleaders.


38

Theschool missiondescribesthemainmethoditisgoingtofollowtoreachitsgoal(IIEP-

UNESCO,2010).Amissionshouldanswerthreekeyquestions:

▪ Whatdoestheschooldotoachieveitsvision?

▪ Forwhomdowedoit?

▪ Whatisthemainreasonwhyourschoolexists?

Agoodmissionstatementhasthefollowingcharacteristics:

▪ Shoulddescribewhatyoudoandhowyoudoit;

▪ Shouldbeclearandmemorable;

▪ Shouldbedescribedinpositiveterms.

Theschoolmissionhasthefollowingbenefits (REB,2018):

▪ itcommunicatesthedirectionoftheschool;

▪ ithelpstomakeday-to-dayoperatingdecisions;

▪ itkeepstheschoolfocused;

▪ itmotivatesschoolstaff,studentsandotherstakeholders.

Examplesofschoolmissionsare:

▪ Toprovidequalityeducationandpromotescholarship,innovationandcreativityfor

sustainableindividualandsocietaldevelopment.

▪ To foster innovationand togeneratenewknowledge for the socioeconomicand

sustainable development of the nation (International Institute for Educational

Planning,2010).

▪ To ensure learning opportunities accessible to all, provide learners with values

andskills to further theirpersonalgrowth,enhancetheircriticalandexploratory

thinking,encouragethemtoinnovate,andtoadapttochangesinanincreasingly

globalisedenvironment(InternationalInstituteforEducationalPlanning,2010).

▪ tocontribute to thequalityofeducationbyenhancingpractical skills in sciences

andtechnologyandprovidingequalopportunitiestoallourchildrenandcreatinga


39

conduciveenvironmentforteachingandlearning(REB,2018)

▪ todevelopyoungmenwithactiveandcreativeminds,a senseofunderstanding

andcompassionforothersbystressingthespiritual,moraland intellectualtotal

developmentofeachchild(REB,2018)

Theprocesstodevelopavisionandamissionisveryimportant.Asharedvisionandmission

istheoutcomeofaprocessthatinvolvesallstaff,students,parentsandotherstakeholders

(Fullan,2014). It iscrucial tospendtimewithall stakeholders in theschool reflectingand

talking todevelopa truly sharedvision.Peoplewhoarecommitted toa sharedvisionand

missionaremorelikelytopersistwiththeireffortswhentheyconfrontdifficultiesthanthose

whoseonly reason forparticipation is compliance (Schlechty, 2009). If you simplywritea

visionandmissionandpresentittotherestoftheschool,theywillnotengagewithitoverthe

longrun,andthismaycreateresistance(Kools&Stoll,2016).

A shared vision and mission is the outcome of a process that involves all staff, students, parents and other stakeholders. MichaelFullan

Sometimestheterms“philosophy”,“motto”and“identity”arealsoused.Althoughwewill

notfurtherusetheminthiscourse,weprovideashortdescriptionofeachterm:

▪ Identity:Whoyouareyoue.g.acommunityofscholarscommittedtothegeneration

and dissemination of knowledge, and cultivation of wisdom for the welfare of

society.

▪ Philosophy: Your beliefs, way of thinking e.g. sensitivity and responsiveness to

societalneeds,andtherightofeverypersontoknowledge.

▪ Motto: Aslogani.e.ashortsentenceorphrasethatexpressesaruleforsensible

behaviour.Itisashortexpressionofaguidingprinciple.Thepurposeofaschool

mottoistoinspirestudentsandteachers.Forexample,“Deedsnotwords”,Exploring

theheightsofeducation(KIU).


40

Section 2: Loops of Learning

Theschool’smissionandvisiontelluswhywearedoingthethingswedoinourschool. Agoodvisionandmissionaretheresultofcollectivereflectiononthereasonsforouractions.Therefore,itisgoodtolinktheformulationofavisionandmissiontotheSIPplanningprocess.ThefollowingquestionswillhelpgroupsinvolvedintheSIPplanningprocesstofocusonthegoalsandactionsthattheyhavechosen:

▪ Whyarewedoingthings?

▪ Howdowedevelopasaschool?

▪ Whereareweasanorganisationandwheredowewanttogo?

▪ Whatdowewanttoimprove?

Asschoolteamsdiscussthesequestions,thecoherenceoftheiractionswillgrow.Coherencemeansthatthedifferentactionsreinforceeachotherandcontributetothesamegoals.Thereasonsforouractionswillinfluenceinturnthechoiceoffutureactions.Thesepermanentlearningcyclesor loopstakeplacebothattheindividualandorganisational level. Throughincreasedunderstandingofouractionswedevelopmentalmodelsforouractions.

Table 6: Levels of learning

Loop Learning domain Learning category Result of learning

Single loop Rulesandstructures Must/beallowed improvement

Double loop Mentalmodels Know/understand innovation

Triple loop Visionandprinciples Dare/want development

Source: Morgan,1997

Table6showsdifferentlevelsoflearning(orloops)thatleadtoavisionfortheschool.Ifyou

introduceavisionfortheschooloutofnowhere,withoutgoingthroughtheseloops,yourisk

thatitbecomesnomorethanapieceofpaper,orawritingonawall.Anorganizationthat

worksonlyaccordingtotherulesisoftendriveninadirectionofagoalthatisentirelycontrary

totheaimsoftheoriginaldesign(Morgan,1997,p.36).


41

Singlelooplearningisaboutfollowingindividualrulesandstructuresattheschoolwithout

questioningthemethodsorgoals.Staffmemberslearnwhatisallowedandnotandtheresult

of learning is improvement in following theserulesandstructures. Learning is focusedon

therelationbetweenactionsandresults(Figure6).Doublelooplearningisusedwhenitis

necessarytochangethementalmodelonwhichadecisiondepends. Whereassingle loop

learningisaboutfollowingtherules,doublelooplearningisaboutchangingtherules.

Double loop learning focuseson theassumptions that lead to theactions (Figure6). This

kindoflearninginvolvesmore“thinkingoutsidethebox,”creativityandcriticalthinking.This

learningoftenhelpspeopleunderstandwhyaparticularsolutionworksbetterthanothersto

solveaproblemorachieveagoal.Double-looplearningiscriticaltothesuccessofaschool,

especiallyduringtimesofrapidchange.

Triple-loop learning involves “learning how to learn” by reflectingonhowwe learn in the

firstplace.Inthissituation,participantswouldreflectonhowtheythinkaboutthe“rules,”

notonlyonwhethertherulesshouldbechanged.Itlooksathowthecontextinfluencesthe

assumptionsoftheschool(Figure6).Thisformoflearninghelpsustounderstandalotmore

about ourselves andothers regardingour beliefs. Therefore, it is triple-loop learning that

leadstoacoherentvisionandprinciplesforouractions.

Figure 6: Single, double and triple loop learning (Morgan, 1997)


42

Anexampleofsingleloop,doubleloopandtriplelooplearningoninduction.

▪ Singleloop:Doeswhatwedooninductionleadtolowerteacherattrition?

▪ Doubleloop:Whatshouldwedotohelpnewteachersinourschool?

▪ TripleLoop:Whatdowewanttoachieve?Whyshouldwehelpnewteachers?

Anotherexampleofloopsoflearningonusinggroupwork:

▪ singleloop:Doallteachersusegroupwork?

▪ doubleloop:Doesgroupworkleadtobetterlearning?

▪ tripleloop:Whodecidesandhowdowedecideonwhatteachingmethodsteachers

needtouseintheirclasses?

Canyoufindsingle,doubleandtripleloopquestionsforthefollowingtopics?

▪ Continuousprofessionaldevelopmentofteachers.

▪ Promotinggenderequityintheschool


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Section 3: Formulating a Vision and Mission for the School

Avisionforanorganizationfocusesontheorganisation’sfuture,orwhatitintendstobe.The

“how”ispartofa“mission”statement,whilethevisionstatementissimplyadescriptionof

the“what,”meaning,whattheorganisationintendstobecome.

Howshouldavisionlooklike?Dawson(2013)distinguishessevencharacteristicsofpowerful

visions:

▪ Motivating:Powerfulvisionsmustdrawpeople,attractthem,makethemwantto

actandovercomeobstaclestoachieveit.Itmustfeelworthachieving,worthputting

realeffortintogettingthere.Learningandteachingareorientedtowardsrealising

thevision

▪ Realistic: A visionwill only inspire action if people feel it is realistic and can be

achieved,ratherthansimplyanicebutimpossibledream.

▪ Challenging:Theremustbeabalancebetweenhavingvisionsthatareseentobe

achievable,butthatalsochallengeandstretchpeople.Toofareitherwayandthey

losepower.However,therightbalancecaninspirepeoplebeyondwhattheythink

ofastheirlimits.

▪ Aligned:Thevisionmustfitwiththeschoolanditspeople,culture,andhistory.This

requiresgoodunderstandingofwhatwillmakesenseandworkwithinthecontext.

▪ Inclusive:Toomanyvisionsfocusontheinterestsofalimitedgroup,suchasone

department or only some learners. Visions need to include the interests of the

broadestpossiblecommunity,inawaythateveryonecanseetheirvalueandcan

supportthem.

▪ Distinctive:Everyorganizationisunique,anditisalmostimpossibletotakeanother’s

visionandexpectittobepowerful.Thereisgreatpowerinavisionthatisclearly

distinctivelyrelevanttotheorganizationandpeopleinvolved.

▪ Clear:Avisionmustbereadilycommunicatedandunderstoodbyabroadrangeof

people.Thisdoesn’tnecessarilymeanitneedstobesimple.


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Itisimportanttorecognizesomeofthebarrierstotheachievementofasharedvisionand

thesearecalledvision killers.Theyinclude:

▪ Lackoftransparency,integrityandaccountability

▪ Tradition

▪ Negativestereotypes/labelling

▪ Complacencyofsomestakeholders

▪ Fatiguedleaders

▪ LackofintegrationofthedevelopmentofavisionandmissioninSIPanddailyactions

Activity 12

Yourfacilitatorwillgiveyoutwopiecesofpaper:oneintheshapeofanappleandoneinthe

shapeofaladderrung.Writeyourschool’svisionontheapplepaperandyoumissionon

theladderrung-shapedpaper.

Next,insmallgroups,youwillreceivefromthefacilitatorafewvisionandmissionstatements

fromyourcolleagues.UsethesevenprinciplesfromDawson.Readthemandformulateon

thebackofthepaper:

1. Onepositiveelementoffeedbackaboutthevisionandmission

2. Onequestionorelementthatyouwouldformulatedifferently.

Havealookatthevisionandmissionstatementsofyourcolleaguesandtrytoformulatea

fewgeneralcomments.

Thefacilitatorwillorganizeashortplenarydiscussionaboutthevisionandmissionstatements.

Activity 13

Doesthevisionandmissionofaschoolchangewhenthere isanewheadteacher? Andwhenthere isnewschoolowner? Thinkfirst individuallyandthenshareyour ideaswithyourneighbour.


45

Section 4: Integrating Inclusive Education into the Strategic Direction of the School

InclusiveeducationmustbeanintegralpartoftheSIP,becauseitisnotaseparateissuebuta

messageaboutthewholeschool.Themessageshouldbe‘Weareaninclusiveschoolandwe

welcomeALLchildren’.

Allgoalsand targets inSIP shouldbe focusedoncreating inclusiveandaccessible learning

environments inwhich all learners feelwelcomeand supportedandare able to access all

aspects of school life: facilities, equipment and activities. The plan should also include

actions for raisingawarenessand supportingparents, familymembersand thecommunity

withinclusiveeducationandencouragethemtobecomeactivelyinvolvedinpromotingand

implementingmoreinclusiveapproachestoeducation.

Activity 14

This case study tells the storyofone schoolwhich identified that it needed tobemore

inclusive.Thecasestudy links to theguidingprinciple, ‘develop an owned culture of on-

going improvement at school level’.

Case Story: A Rural School in Kirehe

OnthefinaldayofanintroductorytrainingonInclusiveEducationforHeadTeachersand

TeachersinaruralschoolinKirehe,allparticipantswereaskedtobereflectiveandassess

theirschoolandcommunityandthinkaboutthefollowingquestions:

▪ Areweinclusive?

▪ Whatishappeningnow?

▪ Whatchangesdoweneedtomake?

Headteachersandteachingstaffrecognisedthat theschoolwasnot really inclusiveand

thereweremanyareaswhere improvementwasnecessary. Someareasofconcernthat

werediscussedwereasfollows:


46

▪ Severalchildreninthesurroundingareawerenotinschool

▪ Someteachersdidnotknowhowtodifferentiatetheirlessonstomeetallneeds

▪ Teachersdidnotuseteachingandlearningaidsinalllessons

▪ Communitymemberswerenotinvolvedinschoolactivities

▪ Somelearnerswerenotfullyinvolvedinlessonsasteachersdidnotknowhowto

meettheirneeds

▪ Pathways and classrooms were not accessible for learners who had difficulty

movingaround.

Afterseveralmeetings,itwasdecidedthattheschoolwouldestablishanInclusiveEducation

WorkingGroupwithintheSchoolImprovementPlanTeam.Theactionofestablishingthe

groupwouldbeincorporatedintotheSchoolImprovementPlan.Itwasemphasisedduring

thediscussionstagethat theroleof theworkinggroupwouldbetocoordinate,support

andmonitor the inclusiveness of the school. Themembers of the groupwould not be

responsibleforallinclusionintheschool;HeadTeachersknewthatifthewholeschoolwas

goingtochangeandbemoreinclusiveithadtobetheresponsibilityofeveryone.Byowning

theimprovementsandchanges,everyonewouldbeproudtobemoreinclusive.Thehead

teacherdecidedtoleadthewaybyestablishingtheInclusiveEducationWorkingGroup–the

reasoningbehindthedecisionwasthatallteachershadbusytimetablesandevenwithgood

intentions,actionstowardsinclusionwouldsometimesbeforgottenorthoughtofaslow

priority.Groupmemberswouldbetheretoorganise,coordinate,remindandcontinuously

monitorthechangeswithintheschool.Itwasdecidedtohavesixmembersinthegroup

–threemaleandthreefemales. Oneofthemembersshouldbefromthecommunity–

someonewhowasactiveandabletomotivateothers.Teacherswhovolunteeredtobepart

ofthecommitteewereexpectedtobefullycommittedtoinclusionforallandbeableto

motivateothers.

Table7belowshowssomeactionsandchangesthatwereidentifiedbytheschoolforthe

firstyear.Theactionswerereviewedafteroneyearatthenextstrategicplanningmeeting.

Thechangesdidnotallhappenwithinthefirstyearsincethemainactivitiesweretoraise

awarenessandchangeattitudes.EstablishingtheInclusiveEducationWorkingGroupwithin

theSchoolImprovementPlanningTeam(SIPT)provedtobeaneffectivemethodtoinitiate

changewithintheschoolandcommunity.Forexample,theheadteacherwasabletoadapt


47

thetimetablesothatgroupmembershadtwonon-teachinghoursperweek.Thewhole

schooltookownershipofthechangestowardsinclusion;duringthereviewafterthefirst

yeartherewasevidenceofmuchstrongerlinkswiththecommunityandmorechildrenwith

disabilitiesattendingschool,participatingandachieving.

Questions for reflection and discussion in small groups:

▪ Whatfactorsshouldbetakenintoconsiderationwhenselectingmembersofthe

InclusiveEducationWorkingGroup?

▪ Howwouldyoumotivatemembersoftheworkinggroupandteachersingeneral?

▪ WhatlinksdoyouthinktherewouldbebetweentheIEWorkingGroup,parents

andcommunitymembers?

▪ Suggestactivitiesforyourschool’s‘OpenDay’toshowparentsyouareaninclusive

school.


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Actions to promote inclusive education

Table7listsactivitiesthatyoucanundertakeinyourschooltopromoteinclusiveeducation.

A key thing to remember though is that inclusive education is something that pervades

everythingyoudoattheschool.Itrelatestotheschool’svision,missionandvalues,itshould

bereflectedindailyteachinganditshouldbereflectedinallthecommunicationoftheschool.

Table 7: Actions to promote inclusive education in the school

Challenges Actions Persons responsible

Attitudesofsomeparentsandcommunitymembers.

▪ SchoolOpenDay

▪ Meetingsforwholecommunity

▪ Meetingsforparentsofchildrenwithdisabilities

SIPworkinggrouptoorganisewithsupportofschoolleaders.

Allteacherstobeinvolved

Negativesattitudesofsomechildrentowardschildrenwithdisabilitiesorchildrenfromverypoorfamilies

▪ Teachersshouldactaspositiverolemodels.

▪ Meetingsinschoolforallchildrenaboutbeingkindandhelpingeachother.

▪ Groupactivitiestoincludechildrenwithdisabilities.

Teachers

SIPteamandotherteachers(parentscouldbeinvited)

Somechildrennotinschoolordroppingout

▪ Monitorattendancerates.

▪ Communitymeetingtoraiseawareness.

▪ Homevisitstofindoutwhychildrenarenotatschool.

▪ Makesupportplantogetchildrenintoschool

SIPTtoorganiseandschoolleadersandteacherstosupport


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Challenges Actions Persons responsible

LackofteachingskillsforInclusiveEducation

▪ ContactMinistryandNGOsformoretraining.

▪ Meetweekly(2hours)todiscussInclusiveEducationteachingmethods.

▪ IdentifyInclusiveEducationasafocusareaforCommunitiesofPracticeintheschool.

▪ EnsurethatInclusiveEducationisintegratedinallschool-basedtraining.

▪ Organisingmeeting(s)tosharegoodpracticesanddiscussindividualchallenges;

Headteacherandotherschoolleaders

InclusiveEducationWorkingGroupandteachers

Classroomsandtoiletsnotaccessibleforchildrenwithdisabilities.

▪ Requestfundingforadaptations

▪ Communitymeetingtodiscusssolutions

HeadTeacher

SIPteam

Noresourcesforteachingaids

▪ Collectwastematerialsformakingteachingaids,suchasbottletops,oldcardsandpaperetc.

▪ Shareideasforgoodteachingmaterials(atthestaffmeetingsandCOPsessions)

▪ Establishanareainthelibraryforstoringandsharingteachingaids.

Children,teachersandparents

TeachersandSIPteam

SIPteam

Source: UNESCO,2014,adaptedbyVVOB


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Section 5: Identifying the Core Values of the School

The importance of school values

Activity 15

Drawapictureofyourschoolandaclassdepictinghowyouseechildren,teachersand

otherscomingtogethertolearn.

Next,thefacilitatorwillcollectalldrawingsandre-distributethem.Lookatthedrawing

thatyoureceived.Whatvaluesdoesthedrawingcommunicateabouttheschool?

A vision gives anorganizationa senseof direction, butonly if it is ‘owned’ and translated

intoactionbyallpeopleinvolved.Thevaluesofaschoolarejustasimportantasthevision

andmissionbecausetheydetermine the behaviours that people agree to live within.Values

provideamirrorforourdecisionmakingandaguideandreasonforouractionsandbehaviours.

Valuesalsowilldefinethecultureofanyschooltoachievetheschoolvisionandmissionfor

studentlearning.

School values are sets of behaviours and attitudes that govern the daily practices of the school.

Schoolvaluesareimportantandlastingbeliefsorideassharedbythemembersoftheschool

aboutwhatisgoodorbadanddesirableorundesirable.Schoolvaluesaregenerallysetsof

behavioursandattitudesthatgoverntheday-to-daypractices oftheschool.Thevaluesofa

schoolarethewaythatthingsaredoneintheschool.Valuescanbepositiveandnegative.

Valuesprovidethedrivingforceforallotherstrategiesandactions. Schoolvaluesneedto

bedefinedintoappropriateexpectedbehaviours.Whenagreedto,andbelievedinbymost

people,positivepeerpressurehelpspeopleliveuptothem.Itreducestheneedforexternal

accountability,aspeoplewilldotherightthinginaccordancewiththeirvalues.Itisallabout


51

walking thetalk.Whenpeopleareseento letdownothers theagreedvaluescanbeused

asthebasisofadialogue.Forteachers,theybecomepartoftheperformanceappraisaland

similarlyteacherscangettheirstudentstodolikewise.

Thevision,missionandvalues formthecoreof theschool. Toworkwell,peoplemustbe

passionateaboutthem,sotheyjustcan’tbewrittenbyacommitteeand‘dropped’onpeople.

Activity 16: Think-Pair-Share

Readthequotesbelow.Thinkaboutwhatyoucanlearnfromthemontheimportanceof

valuesandhowtoimplementthem.Next,discussyourideaswithyourneighbour.

“As a teacher, I’m frequently called upon to make decisions, resolve conflicts, work

through dilemmas, or problem-solve in other ways,” said Emile. “Having core

values gives me a consistent direction. It removes ‘my opinion’ from the equation,

substituting a default position, a previously agreed-to authority. If a solution

promotes a core value, it is acceptable.”

“At the school, parents and teachers identified five core values: Have Courage,

Effort, Achieve, Respect and Take Responsibility. We decided to focus on one core

value each year. Though we remain conscious of all our core values, the core value

on rotation receives special emphasis.”

“Several years ago, we provided the learners in P6 a banner showing the three

core values of our school and asked each student to write his or her interpretation

of them on attached fabric triangles, later attached to the bottom of the banner.

The banner is now on permanent display in our main lobby. Here’s a sampling of

comments from the students:

▪ Listen to your heart.

▪ When someone is in trouble, never turn your back on them.

▪ If you want friends, be yourself.

▪ Remember that everyone has different talents.


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▪ Never stop learning.

▪ Recycle.

▪ Do your best at everything at school.

▪ Be unique.”

Developing the values of the school

Activity 17

Discussthefollowingquestions:

▪ Howdoyoudevelopthevaluesofyourschool?

▪ Howcanyou,asaheadteacherordeputyheadteacher,changethevaluesofyour

school?

Wecanthinkofvaluesinaschoolcontextasasetofconcentricrings,movingfromthemost

widelysharedvalues,toonesthataremorespecific,andindividual(Figure7).

Figure 7: Concentric levels of values (Binon, 2017)


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Organisationssuchas schoolsdevelop theirownuniquesetsofvalues (culture)overtime,embeddedwithinthebroadercontextofsocietalandhumanvalues.Wecanthinkoftheseastherulesofbehaviourforinteractingwithinthatorganisation.Forexample,aschoolmighthaveacultureinwhichnewteachersfeelfreetospeakupandexpresstheirviews,oritmightbeanauthoritariancultureinwhichjuniorteachersdonotdaretospeakuptotheirseniors(Beinhocker,2006). Alternatively,aschoolmighthaveacultureinwhichcommitmentsareflexibleandnottakenveryseriously,oroneinwhichcommitmentsareconsideredbindingandthereareseriousconsequencesformissingthem.

Inonesense,itisobvioushowcultureaffectsschoolperformance.Ifall(orevenmost)ofthestaffmembersbehaveinaparticularway,thatbehaviourwillaffectoverallschoolperformance.Ahandfulofcharacteristicsappearwithregularity instudiesofculturesofhigh-performingandadaptiveschools. Thesecanbedivided into individualperformingvalues,cooperatingvaluesandinnovatingvalues(Beinhocker,2006):

Performing values

1. Performanceorientation.Alwaysdoyourbest,gotheextramile,takeinitiativeand

continuouslyimproveyourself.

2. Honesty.Behonestwithothers,behonestwithyourself,betransparentandface

reality.

3. Meritocracy.Rewardpeoplebasedonmerit.

Cooperating values

1. Mutualtrust.Trustyourcolleagues’motivation,andtrustintheirskills.

2. Reciprocity.Dountoothersasyouwouldhavethemdountoyou.

3. Sharedpurpose.Puttheorganisation’sinterestsaheadofyourown,andbehaveas

ifeveryoneisinittogether.

Innovating values

1. Non-hierarchical.Juniorstaffareexpectedtochallengeseniorpeople,andwhat

mattersisthequalityofanidea,notthetitleofthepersonsayingit.

2. Openness.Becurious,opentooutsidethinking,andwillingtoexperiment.


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3. Fact-based.Findoutthefactsorevidence.Itisfacts,notopinions,thatcount.

4. Competitiveness.Feelasenseofcompetitiveurgency.

Thesevaluesareeasytodeclareandtoagreeupon.Thehardpartisweavingthemintothe

schoolcultureandgettingallstaffmemberstofollowthem.Therealityformostorganisations

isthattheytruly livefew, ifany,ofthesevalues. Despitewhatmaybewrittenonposters,

valuesandculturearerarely topprioritiesof theschool leadership. Insuchorganisations,

thecultureevolvesthroughtheinteractionsofstaffmemberswithlittleshapingbytheschool

leadership.Suchorganisationalculturestendtobeamixtureofstrengthsandweaknesses.

For example, some schoolsmaybe strongon individual performance values, butweakon

cooperativevalues.

Thesevalueshaveimportantconsequencesforthestructureoftheorganization.Ifindividual

performancevaluesaredeeplyembeddedinanorganisationandsucceedindrivingindividual

behaviour, then the hierarchy and processes don’t have to be so tight to achieve good

performance.Thismayfreeupresourcesforexperimentation.Whenindividualperformance

valuesarepoor,thehierarchytendstocrackdownandtightenprocesses,perhapssucceeding

inboostingexecution,butdamagingtheschool’sabilitytoadapt(Beinhocker,2006,p.373).

School leadershipplaysanenormousrole inbuildingandperpetuatingaschoolculture. It

is a cliché,butnonetheless true, that if school leadershipdoesnotwalk the talk, thenno

oneelsewill.Carefullybalancedsystemsofvaluesdonotariseorganically,andthusstrong-

cultureschoolshavesometimeintheirhistoryhadschoolleaderswhocarefullydesignedthe

setofdesiredvaluesfortheirschoolsandpersonallyandpassionatelyensuredconsistency

againstthosevalues.Onceacultureisestablished,designandenforcementshouldbecomea

collectiveresponsibility,butduringthecrucialperiodwhenthecultureisbeingbuilt,thereis

nosubstituteforpersonalleadership(Beinhocker,2006).

It is a cliché, but nonetheless true, that if school leadership does not walk the talk, then no one else will.


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Howdoyouchangethecultureofaschool?Itisnotlikelytochangepeople’sperceptions,

opinions,beliefs,behaviourandattitudesbyspeechesfromtheheadteacheroraPowerPoint

presentation.Forchangetotakeplaceitisnecessarytobemorepracticalthantheoretical

andbytouchingtheemotionalpartofhumans.Peoplemustshiftfromtheiroldmentalities

andrecognisethedifferencesbetweenthewaythingsareandwhattheyshouldbe.Achange

mustbewellunderstoodandsupportedbyconcreteevidence.Mostchangeprogrammesare

passivebecausetheyareimposedonpeoplefromthetop.However,learningisinteractive,

andasuccessfulchangeprogrammemustactivelyinvolve(Beinhocker,2006)people.Inthe

unitonchangemanagement,wewilldiscussinmoredetailhowyoucaninstillastingchange

withinyourschool.

Activity 18

Readtheabove-mentionedperforming,cooperatingandinnovatingvaluesandthinkabout

thefollowingquestionsindividually:

▪ Dotheabove-mentionedperforming,cooperatingandinnovatingvaluesmake

sensetoyou?

▪ Whatvaluesisyourschoolstrongat,andonwhatvaluescanitimprove?

▪ Whatareyoudoingtostrengthenthosevaluesinyourschool?

Afterafewminutes,discussyourideaswithyourneighbour.


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UNIT THREE

MONITORING AND EVALUATING THE IMPLEMENTATION OF THE SIP

Introduction

Activity 19

Readthisscenarioandanswerthequestions:

AbusinesswomansentherdrivertoMombasatocollectacargoandbringitbacktoKigali.

Shecalledthedrivereveryfivehours.After10hours,thedriverinformedthewomanthat

thevehiclehadatyrepuncture.Thebusinesswomanmadethenecessaryinterventionsto

enablethedrivertopayforthetyrerepair.Aftertherepair,thedrivercontinuedhisjourney

toMombasa, reached there, loaded the cargo and arrivedback in Kigali on the fourth

day late in theevening. Throughout the journey, therewas continuous communication

between the twopeople. After delivering the cargo, both expressed their appreciation

overthewholecourseofthisactivity.

Questions:

1. Constructasimilarscenario(story)thatreferstoaschoolcontext;

2. Identifywhatmadethisactivitysuccessful.

When you develop a School Improvement Plan (SIP) in your school, the planning processdoesn’tendwhentheplanisready.Youalsowanttheplantobeimplemented.ASIPshouldbe a “livingdocument”,whichmeans that you should regularly checkwhether theplan isstillup-to-date,whetherimplementationisontrackandwhetherchangesneedtobemade.Monitoringandevaluationhelpyouwiththeseprocesses.ThatiswhyweincludethissectiononM&Ewithinthemoduleonsettingthestrategicdirectionoftheschool. Wewilldiscusssome basic aspects of monitoring and evaluation which you need when developing and

implementingyourSIP.


57

Activity 20

Whatdoyouexpectfromthisunit?WhatdoesaschoolleaderneedtoknowaboutM&E?


58

Learning Outcomes

Afterthecompletionofthisunit,participantswillbeableto:

▪ Demonstrate knowledge and understanding of key concepts of monitoring and

evaluation;

▪ Explainmonitoringandevaluationstrategiesanddataanalysistechniques;

▪ Developappropriategoals,targetsandindicatorsformonitoringandevaluatinga

SIP;

▪ DevelopM&Etoolsandusethemtocollectthenecessaryinformation;

▪ Analyseandinterpretdatatoadjusttheprovisionofeducation;

▪ Set individual, group andwhole school targets related to all aspects of student

performance;

▪ Monitor,analyseandreviewdatarelatedtoallaspectsofstudentperformance;

▪ AdjusttheSIPbasedontheanalysisofoutcomestoensureequityofeducational

outcomesandremovebarrierstolearning;

▪ ValuetheimportanceofM&Einaqualityandequitableschoolenvironment.

▪ InstilacultureofM&Ewithintheschool;


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Section 1: Monitoring and Evaluation

MonitoringandEvaluationare interactiveandmutually supportiveprocesses. That iswhy

theyusuallyarementionedtogetherasM&E.M&Eprovidesameansforlearningfrompast

experience,improvingservicedelivery,planningandallocatingresources,anddemonstrating

results.

Monitoring is a continuousand internalprocessand includesa systematicandcontinuous

collection, analysis and use of information for management control and decision-making.

AccordingtoUNESCO’sresult-basedplanninghandbook(2006),‘monitoring is done by those

who are responsible for the implementation of activities (programme managers) in order to

assess:

▪ Whether and how inputs (resources) are being used;

▪ Whether and how planned activities are being carried out or completed;

▪ Whether results are being produced as planned.’

Monitoring can relate to outputs (e.g. how many books purchased), activities (e.g. how

manymeetings)anduseof resources (e.g.howmuchmoneyspenton learningmaterials).

Monitoringhelps to ensure thatwhathasbeenplanned is going forwardas intendedand

withintheresourcesandtimethatyouallocated.Itsgoalistoprovidefeedbackandstimulate

learning,sothatperformancecanbe improved. Monitoring isaboutthequestion“arewe

doingthingsright?”Doingthingsrightisaboutefficiencyordoingthingsaccordingtotheright

procedures(management).Italsomeanscorrectlyapplyingwhathasbeendecided.

Evaluationisanassessment,assystematicandobjectiveaspossible,ofanongoingorcompleted

project,programmeorpolicy,itsdesign,implementationandresults.Theaimofevaluation

istodeterminetherelevanceandachievementofobjectives,efficiency,effectiveness,impact

andsustainability.Evaluation,accordingtotheUNESCOHandbook(2006),‘isdonebyinsiders

(those implementinganeducationplan)andoutsiders. Evaluation focuses inparticularon

impactandsustainability’(p.52).


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Evaluationdealswithquestionsofcauseandeffect.Whywassomethingsuccessfulornot?It

isaboutestimatingtheimpactofanintervention.Forexample,whatwastheimpactofour

professionaldevelopmentofteachersontheuseofactiveteachingmethods?Evaluationis

doneonlyatcertaintimes–forexampleannually.Evaluationdealswiththequestion:“arewe

doingtherightthings?”Doingtherightthingsisabouteffectiveness(leadership).

Monitoring is about doing things right. Evaluation is about doing the right things.

Activity 21

Describeonemonitoringactivitythatyouarealreadydoinginyourschool.Reflectona

specificevaluationactivitythatyouhaveundertakeninyourschool.

Writethemonaflashcardandstickthemtothewallintheappropriatecolumn(2columns:

monitoringandevaluationexamples).

Withthefacilitator,identifythefollowingcategories:

▪ activitiesthatyouconsidermonitoringorevaluationofschoolquality.

▪ activitiesthatyouconsidermonitoringorevaluationofyourownwork.

▪ onewayyouusemonitoringinformationtoimprovethequalityofteachers’

work.


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Table8summarizesthedifferencesbetweenmonitoringandevaluation.

Table 8: Differences between monitoring and evaluation (VVOB, 2015)

Question Monitoring Evaluation

When? Continuously Atcertaintimes(onceayear,once

aterm)

What? Efficiencyandeffectiveness Impactandsustainability

How? Collecting information about

activities

Collectingdatafrompeople

Why? Are we implementing our

activities well (effectively,

efficiently)?

Doeswhatwedohaveapositive

impactonteachingandlearning?

Forwhom? Usuallyforourselves(withinthe

school)

For ourselves, but often also

for external parties (e.g. SEOs,

inspection, parents) (inside and

outsideoftheschool)

Keyquestion Arewedoingthingsright? Arewedoingtherightthings?

Examplesofmonitoringactivitiesare:

▪ CheckingwhetherresourceallocationisasintendedintheSIP;

▪ Conductinglessonobservationsinyourschool;

▪ Followingupontheuseofphysicalresources(computers,books)byteachersand

students;

▪ Checkingwhetherteachersapplystudent-centredteachingskills;

▪ Regularlyassessingtheprogress(atintervalsoflessthansixmonths)madetowards

achievingthetargetsidentifiedintheSIP.

▪ Discussionsatstaffmeetingsaboutpupilandclassprogress.

▪ Regularsamplingofstudentworktomonitoritsquality;


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▪ Analysis of student results (continuous assessment) and subsequent discussion

amongteachers;

▪ Reviewinganddiscussingteachers’planning;

▪ Havingregulardiscussionswithlearnersandmembersofthelocalcommunity

Examplesofevaluationactivitiesare:

▪ AssessingtheachievementofgoalsattheendoftheSIP’slifetime;

▪ Organizingasurveywithparentsonthereasonsforschooldropouts;

▪ Usingevidence(data)tocontinue,reviseorstopanactivity;

▪ Assessingwhyanactionwassuccessfulorafailureafteritscompletion;

▪ Comparinganddiscussingdropoutratesfromthisyearwiththosefromlastyear;

▪ Analysing student results (endof yearexams)and subsequentdiscussionamong

teachersandschoolleadership.

YoumayconductM&Eactivitiesofothers’performance.Forexample,youwillmonitorhow

teachersteachbyobservinglessons,reviewinglearnertestsorstudyingteachers’lessonplans.

Youmayalsomonitoryourownprofessionaldevelopmentactivities.Howeffectivewasthe

trainingIconductedforteachers?Didtheylearnsomethingand,moreimportantly,didthey

changetheirpractice?


63

Section 2: Reasons for Monitoring and Evaluation

Activity 22

Whyisitimportanttodomonitoringandevaluationinyourschool?

Monitoring andevaluation is about ensuring thequality of the school. All schools have a

dutytoassurethequalityoftheservicestheyprovideandtolookcontinuouslyforwaysof

improvement. Many thingsmust be consideredwhenmeasuring the quality of a school:

health and safety, financialmanagement, attendance, staff development, child protection,

partnership with the local community and, most importantly, the quality of teaching and

learning.

Monitoringandevaluationinschoolsareusuallyconductedforthefollowing3 reasons:

▪ Accountability: informing stakeholders (teachers, parents, SEOs…) about what

happens at the school, so they can perform adequate control on the school

leadership;

▪ Documenting:making sure that themainprocesses and goodpractices arewell

documented,sotheycanbecomestandardpracticewithintheschool;

▪ Improving: learning frommistakes and identifying areas for improvement. This

requiresbeingsensitiveandreflectiveaboutthefunctioningoftheschool.

REMEMBER

▪ Ifyoudonotmeasureresults,youcannottellsuccessfromfailure

▪ Ifyoucannotseesuccess,youcannotrewardit

▪ Ifyoucannotrewardsuccess,youareprobablyrewardingfailure

▪ Ifyoucannotseesuccess,youcannotlearnfromit

▪ Ifyoucannotrecognizefailure,youcannotcorrectit

▪ Ifyoucandemonstrateresults,youcanwinpublicsupport


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Section 3: Key Concepts in Monitoring and Evaluation

Itisimportantthatweusethesamelanguageinmonitoringandevaluation.Let’slookatsome

keyconcepts.

Activity 23

1. Individually,classifyeachterminoneofthecategoriesinthetablebelow.

2. Groupinpairsandexplaintoeachother:movetermstoothercategories

3. Askthefacilitatororothercolleaguestointerveneincaseyoustillhavedifficultiesto

understandaconcept.

Iknowit Ihavesomeidea,

butI’mnotsure

Ihavenoidea

Terms:SWOT,outcomes,indicators,outputs,goal,objective,meansofverification,baseline,

targets,impact,SMART,inputs

InM&E,wedistinguishbetween inputs,activities,outputs,outcomesand impact. Table9

explainstheseterms.Monitoringusuallyfocusesontheinputs,activitiesandoutputs,whereas

outcomesandimpactsaremorethedomainofevaluation.


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Table 9: Key terms in monitoring and evaluation

Key terms Meaning

Inputs Resourcesthatweneedfortheaction,suchastime,money,technology

andinformation

Activities Theactionsthataredonetoachievetheresult

Outputs Immediateresultsoftheactivitiesonthepeoplethatweretargetedby

theactivity

Outcomes Shorttermresultsoftheoutputsontheparticipants,inbetweenthe

outputsandtheimpact

Impact Longtermresultsoftheactions,notonlyonthepeoplethatwere

targetedbytheactivity(e.g.schoolcommunity,parents,learners),but

alsoonthewidercommunity.

Goal Measurablestatementofthedesiredlong-termchangeinthefuture

afteraddressingtheidentifiedproblem.Eachgoalisachievedthrougha

numberofobjectives.

Objective Specificmeasurablestatementofdesiredimmediateordirectchange

afteraddressingtherootcausesoftheidentifiedproblem.Each

objectiveisachievedthroughanumberofactivities.

Meansof

Verification

Sourcesfromwhichthestatusofeachindicatorwillbeidentified.

Whereandhowtheinformationwillbeobtained.

Indicator Standardagainstwhichtheschoolcanmeasureitsprogresstowardsthe

setobjective.

Baseline Showsthecurrentsituationtobeimproved.Forexample,currently4

teacherseffectivelyuselearner-centredapproaches.

Target Measurablestatementsthatindicatetheperformancelevelthatthe

schoolwouldliketoachieveontheidentifiedobjectivebyagiventime.

Source: VVOB, 2015; REB, 2018


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Examplesofinputsineducationare:

▪ Humanresources(teacherqualificationsandexperience,numberofstudents…)

▪ Time

▪ Money(capitationgrants,funds,subsidies,schoolfees…)

▪ Materialresources(textbooks,classbuildings,libraries,ICTequipment…)

Examplesofactivitiesineducationare:

▪ Organizingtrainings

▪ Observinglessons

▪ Organizingmeetings.

▪ EstablishingCOPs

▪ Developinglessonplans

Examplesofoutputsineducationare:

▪ Trainingsgiven

▪ Lessonsobserved

▪ Lessonplansdeveloped

▪ TeacherswhoarememberofaCoP

▪ Recommendationsformulatedtoimprovegenderequityintheschool

▪ SIP

▪ Bookspurchased

▪ Functioningcomputers

▪ Classroomsbuilt

▪ Trophieswonbyschoolteam


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Examplesofoutcomesineducationare:

▪ Useofnewmanualsbyteachers(notjustbeingtrained,butapplyingwhatisinthe

manual)

▪ Applicationofactiveteachingapproaches(notjustknowingorunderstanding,but

alsoapplying)byteachers;

▪ ImplementationoftheCBC(notjusttrainingpeopleinit)

▪ SatisfactionofCOPmemberswithitsfunctioning(notjustbeingamemberofit)

Examplesofimpactineducationare:

▪ Changeinlearningoutcomesasaresultofatrainingprogramme;

▪ Changeinlearners’attitudestowardslearning;

▪ Reductionindropoutrate;

▪ NarrowingorclosingofgendergapinlearnerresultsformathsinP6;

▪ Change in teachers’ motivation as a result of participation in a Community of

Practice;

▪ Changeinnumberoflearnerswhosuccessfullycompleteprimaryeducation.

▪ Reductioninthenumberofcasesofearlypregnancies.

Thedifference between outcome and impactcanbeconfusing.Onedifferenceisthetime

horizon.Impactsarelong-termchanges.Aseconddifferenceliesinwhoisaffected.Impacts

arechangesforawidergroupofpeople.Forexample,theoutcomeofalessononhealthy

eatingcouldbeincreasedknowledgeandskillsofstudents,butthelong-termimpactcould

bethatstudents’familiesandthewidercommunitybecomemoreawareofthebenefitsof

healthy food. A thirddifference is thatachieving theoutcomes isusuallywithinyourown

power,whereasachievingimpactisnotinyourdirectpower.


68

Forexample,aschoolisplanningtobuytextbooks:

▪ Activity:buyingtextbooks

▪ Output:setoftextbooks

▪ Outcome:useoftextbooksbythelearners

▪ Impact:improvedtestscoresoflearners.

Table10showsmoreexamplesoftherelationbetweeninputs,activities,outputs,outcomes

andimpact.Canyoufindadditionalexamples?

Table 10: Examples of inputs, activities, output, outcome and impact

Source: (InternationalInstituteforEducationalPlanning,2010)

Activity 24

Lookagainatthemonitoringandevaluationactivitiesthatyoulistedatthestartofthis

unit.

Identifyrelatedoutputs,outcomesandimpactfromthecontextofyourschool?Wherelies

thefocuscurrently?


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Section 4: The Monitoring and Evaluation Cycle

Activity 25

TheSGACinyourschoolagreedonaprojecttoconstructlatrines.Differentactivitiesneed

tobecarriedout.Puttheactivitiesbelowintheirsuccessiveorder.

1. Communicatingtoparentsthenumberofconstructedlatrines;

2. Mobilizationoffunds;

3. Handoveractivity;

4. Determiningthenumberoftoiletstobeconstructed;

5. Procuringhumanandmaterialresourcesnecessaryforconstruction;

6. Supervisionoftheconstructionactivities;

7. Reportingtheprogressoftheseactivities;

8. Sanctioningthecontractorforthedelayoftheconstructionwork;

9. SGACobservedvisitthesiteandmakeobservations;

10. Hiringanewcontractor;

In seeking to achieve continuous improvement in educational standards, schools should

engageinawholerangeofqualityprocesses.Thekeyonesinclude:

▪ Developmentplanning.

▪ Implementationofschoolimprovementstrategies.

▪ Monitoringandevaluating.

▪ Continuingprofessionaldevelopmentofstaff.

Monitoringandevaluationarenotstand-aloneactivities.Theyareasetoflinkedtasksthat

areundertakenfromthestarttotheend(andbeyond)ofaschoolimprovementplanningand

implementationprocess(Figure8).AneffectiveM&EprocessfollowsthePDCA Cycle. PDCA


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standsforPlan,Do,CheckandAct.StartingfromaSchoolImprovementPlan(Plan),actions

areimplemented(Do).Itischeckedwhethertheactionsareimplementedaccordingtoplan

andwhethertheyhavetheintendedeffects(Check).Asaresult,actionsmaybetakenandthe

planchanged(Act).

Figure 8: The M&E cycle (Binon, 2017)

Monitoringandevaluationiscrucialforcontinuousschoolimprovement.Ateachstageofthe

cycle, it is importanttodocumenttheprocesswell. Gradually,overtime,youwilldevelop

instrumentsandprocedurestogothroughthecycle(see:phasesinM&E).Settingstandards

allowsyoutoconsolidatetheimprovement(Figure8).Astimeproceeds,thisprocedurewill

enableyoutoimprovethequalityoftheorganisation.

Activity 26

ReturntoyourorderingofactivitiesinActivity25.Classifytheactivitiesaccordingtoeach

stepinthePDCACycle.


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PlanningofaM&Esystemincludes:

▪ determininggoals,

▪ settingtargetsandindicators,

▪ selectingyourdatasourcesandcollectingdata.

1. Determining Goals

Goals are crucial for a strongM&E system. Theyprovidepurpose andpriority to allocate

resources.Cleargoalsfocusattentionandeffortandenablepeople,groups,andorganizations

tocoordinatetheirefforts.Theyshowthateventhougheverythingisimportant,someactivities

andoutcomesaremoreimportantthanothers.Becausemorehappensinschoolsthanthe

pursuitofexplicitgoals,eventhemostgoal-focusedleaderswillneedtomanagetheconstant

distractionsthatthreatentounderminetheirbestintentions.Afocusonsharedgoalsenables

leadersandstafftorecognizethattheyarebeingdistractedandtoconsciouslydecidewhatto

doaboutit.Thechoiceofchangesthatheadteachersencourageandpromotethroughgoal

settingwilldeterminetheimpactonteachingandlearning.

2. Setting Indicators and Targets

Ifyouwanttoknowwhetheryouhaveachievedagoal,youneedtotranslatethatgoalinto

somethingthatyoucanmeasure. This isan indicator. Indicatorsarevisiblemeasuresthat

informus(“indicate”)whetherweareachievingthedesiredoutcome.Atargetisthespecific

valueoftheindicatorthatwewanttoachieve.Forexample,ifourgoalistoimprovelearning

outcomesintheschool,anindicatorcanbetheexamresultsoflearners.Atargetcouldbethe

numberoflearnersthatachieve50%ormore.

AgoodindicatorshouldbeSMART. SMARTstandsfor:

▪ Specific:itshouldidentifyconcreteeventsoractionsthatwilltakeplace.

▪ Measurable:itshouldbepossibletomeasuretheindicator

▪ Appropriate/Attainable: the indicator shouldgive reliable informationabout the

goalyouwanttoachieve


72

▪ Realistic:itshouldbefeasibletocollectandanalysethedatafortheindicator

▪ Time-bound:theindictorshouldspecifythetimeframeforthegoaltobeachieved.

Forexample,assumethatyourschoolhasidentifiedagoaltoincreasethenumberofstudents

whoperformwellinmathematics(thisgoalisnotSMART)(REB,2018):

▪ Let us make this goal specific:

Thenumberofseniorfivestudentsscoringatleast60%inmathematicswillbeincreased.

Thisgoalisspecificsinceitspecifiesthestudentswhoseperformancewillbeincreased(Senior

five),inwhatsubject(Mathematics)andthescore.

▪ Make it measurable:

Thenumber of senior five students scoring at least 60% inmathematicswill be increased

from36%to75%.Thisgoalismeasurable.Itshowshowmuchthestudents’performancein

mathematicswillincrease(36%to75%)

▪ Make it achievable:

Ensurethatthegoalcanbeachievedandavoidexaggerationinsettingtargets.

Isitlikelythattheperformancewillincreasefrom36%to75%?PerhapsThereisgreatchance

that the incrementofperformance inMathematicsgoes from36%to75%. It is therefore

achievable.

▪ Make it relevant:

Ensurethatthegoalissignificantandimportanttothestudents.

Thisgoalisrelevantbecauseitisimportantforstudentstoperformwellinmathematics.

▪ Make it time-bound:

Ensurethatthegoalindicatesthetimelimits.

Thisgoalistime-boundbecauseitislimitedintime(threeyears)

Thenumberofseniorfivestudentsscoringatleast60%inmathematicswillbeincreasedfrom

36%upto75%withinthreeyears.


73

Activity 27

Formulate two SMART indicators for the activities that you classified in the previous

Activity.Next,shareyourindicatorswithyourneighbourandcheckifeachindicatorfulfils

alltheSMARTcriteria.

Ifyouhavetimeleft,tryandformulateanotherindicatorrelatedtoteachingandlearning

inyourschool.Sharesomeindicatorswiththewholegroup.

3. Collecting Data

Monitoring and evaluation is not about collecting lots of data. It is about collecting the

informationthatyouneedtogothroughthecycle.Threequestionsarecrucialinidentifying

whatinformationtocollect:

What do we want to know?

Agreewiththeschoolteamonwhatinformationismostimportant.Whatdoyoureallyneed

toknow tomonitorandevaluate theactions in yourSIP, andwhat information is “nice to

know”,butnotnecessary?

How can we find out?

Thereisarangeofmethodsthatcanbeusedformonitoringandevaluationanditisimportant

thatyoutaketimetoidentifythemostappropriatestrategies.First,trytouseasmuchdata

thatarealreadyavailable.Forexample,attendancelist,examinationresults,logbooksforthe

libraryorcomputerroometc.Whenyouhaveanoverviewofwhatdataisalreadyavailable,

youcanidentifytheinformationthatyoustillneedtocollect.

Somemethodsthatyoucanusetocollectinformationare:

▪ Self-evaluationtools.Forexample,teacherscouldrespondtotheagreedindicator

andprovideevidencetosupporttheirjudgment.Acombinedresponsefromstaff

canprovideacomprehensiveviewofhowtheschoolisperforming.


74

▪ Analysisofclassroomdocumentationandmaterials,suchaslessonplans,learners’

work, homework and classroom display. Suchmonitoring should be carried out

usinganagreedspecificationofdesiredstandardsofpractice,forexamplebyusing

achecklistthateveryoneagreesupon.

▪ Interviewswithindividualmembersofstaffabouttheteachingandlearningprocess,

classroommethodsandissuesrelatedtothefunctioningoftheschool.

▪ Active participation by the school leadership in classroom activities. Aswewill

discuss later, lesson observations by the school leadership have the potential to

generatepositiveandsupportiveprofessionaldiscussion.Italsoallowstheschool

leadershiptoseeatfirsthandthechallengesthatclassroomteachersarefacing.It

alsopermitstoassesstheimpactofprofessionaldevelopment.

▪ Theuseofquestionnaireswithpupils,teachersandparentscanassistinproviding

informationaboutteachingandlearning.

How will the results be used?

Beforeyoucollectdata,youshouldknowhowyouwillusetheinformation.Thiswillhelpyou

makesurethatyoucollecttherightinformation,nottoomuchortoolittleinformationand

thatthedataareintherightformat.

Whencollectingdatafromlearners,teachersorparents,explainhowthedatawillbeused.If

peopleknowthatdataarecollectedtoimproveteachingandlearning(andnottoevaluateor

punishpeople!),theywillbemorelikelytorespondhonestlyandgiveusefulinformation.Make

itclearwhetherthedataareanonymous(nameswillnotbecollectedorcanberecognized),

confidential(namesareonlyavailabletothepeoplecollectingandanalysingtheinformation)

ornot(namesarecollectedandwillbeused).

4. Data Sources

Whenwehavesetgoals,indicatorsandtargets,weneedtodecidehowwewillcollectthedata

toidentifywhetherweareontracktoachievethetargetsfortheindicators.Beforeyoustart

collectingdata,makesurethatthedataarenotalreadyavailable.Ifyoucanuseexistingdata,

itsavesyoutheeffort(and/orexpenses)tocollectadditionaldata.


75

Interestingdataontheschoolprofileinclude:

▪ studentdemographics(age,sex);

▪ staffprofile

▪ programs and services offered by the school (for example, guidance and library

services)

▪ students’identificationandresidence

▪ schoolfacilities

▪ classsizes

▪ schoolvision,missionandvalues

▪ SchoolImprovementPlan

▪ locationoftheschool

▪ stakeholdersoftheschool

▪ historyoftheschool

Interestingdataonschoolqualityare:

▪ promotionrates

▪ enrolmenttrends

▪ repetitionrates

▪ drop-outrates

▪ completionrates

▪ nationalexamresults(age-andsex-disaggregated)

▪ pupils’testresults

▪ erroranalysisofteststhatindicatesonwhichquestionsstudentsscorewellorweak.

erroranalysisistheanalysisofwhatkindoferrorsaremadebystudentsinorderto

getinsightinwhatlearningoutcomestheyhaveachieved.

▪ surveysofstaff,students,parentsandothercommunitymembers


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Informationaboutindicatorscanbestructuredinanindicatortable.Inanindicatortable,you

specifywhat,how,bywhomandwheninformationwillbecollected(Table11).

Table 11: Example of an indicator table (REB, 2018)

Indicator Information Data

source

Method/

approach

of data

collection

and analysis

Needed

resources

When ByWhom

(Responsible

forcollecting

the

information).

50%of

students

have

enough

school

materials

Numberof

students

without

school

materials

-Reasonwhy?

Teacher,

students,

parents

Interview

Observation

2hours

End

January

(annually)

LastFriday

ofthe

month

(monthly)

Deputyin

chargeof

studies.

-


77

Section 5: Levels of Monitoring and Evaluation

Wehavelearnedthatmonitoringandevaluationiscrucialforcontinuousschoolimprovement.

Therefore,M&Eneeds tobeembedded in theschoolpractice. It isnotaboutoneperson

“doing”M&E in the school, but allmembersof the school community shouldbe involved

inM&E. Indeed, somepeople can take a leadingor coordinating role in ensuring that all

membersareawareandhavethecompetencesforM&E.However,creatingsuchaschool-

wideM&Esystemtakestime.BasedontheEuropeanFoundationforQualityManagement

(EFQM)model,we can distinguish three stages (or levels) in the development of anM&E

systeminaschool.Eachstageisvaluableandshouldbestimulatedbyschoolleaders.

1. Individual level (activity oriented)

Inthisstage,M&Eisverymuchanindividualactivity:

▪ Eachteacherfocusesonimplementingthecurriculum

▪ Problemsareonlyaddressedwhentherearecomplaints

▪ Thereisnosharedvision

▪ Schoolpolicyisad-hocandshortterm

▪ Teachersworkinisolation

▪ Therearefewcommonrulesorprocedures

Keyquestionsare:

▪ HowcanIimprovemyteaching?

▪ DoIfollowtherules?

▪ HowcanIcompletethecurriculumwithinthesettime?’

▪ Domylearnerslearnasaresultofmyteaching?


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2. Group level (process oriented)

Inthisstage,groupsofpeopleworktogetherandM&Emovestothegrouplevel.Thereisa

sharedvisionwithinthegroup. Teachersandtheheadteachersharetheresponsibility for

goodteachingandlearningandthereareregulardiscussionsamongpeers.Thereisincreasing

attentionfortheeducationprocesseswithintheschool.

Keyquestionsare:

▪ Whatareeveryone’stasksandresponsibilities?

▪ Whatarewedoingwellandwhatshouldweworkon?

▪ Whatprocessesdowehaveinplaceandhowcanweimprovethem?

▪ Howcanwestimulateeachother?

▪ Howcanwealignandsystematizewhatwearedoing?

3. School level (system oriented)

Atthislevel,M&Ebecomesaschool-wideactivity.Itdealswiththemanagementofthewhole

organization, including supporting services. The school policy has the support within the

schoolteam.Activitiesandresultsareregularlymeasuredandevaluatedinordertodevelop

andreviewtheschoolpolicy.Teachersinfluenceeachotherinadesiretoimprovetheschool

performance. There is focuson thewishesandneedsof learnersandparents: the school

wantstopreventproblemsandcomplaints.

Keyquestionsare:

▪ Howcanwecreateanoverviewofwhatdifferentgroupsaredoing?

▪ HowcanweintegrateeverythingintoaSIP?

▪ Howcanwelearnfromeachother?

▪ Howcanweevaluatewhatwearedoingintheschool?

▪ Whodoweinvolve(learners,parents,localcommunity),howandwhen?


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Table12summarizesthesethreelevelsofM&Einanorganisation.

Table 12: Levels/ Phases in M&E based on EFQM

Level/ Phase Processes Results and Indicators

Individuals Activities Dataareavailable

Groups Processes Betterdataareavailable.Datacanbecompared

among teachers and over time. Trends can be

identified.

Organisation System Internal indicators. Data are compared with

targetsinschoolpolicy.

source:EFQM,n.d.

Activity 28

ReviewtheguidingquestionsforeachlevelofM&E.Atwhichlevel(s)ofM&Edoesyour

schoolfocus?Whatcanbedonetomovetotheotherlevels?Afterafewminutes,discuss

yourideaswithyourneighbour.


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Section 6: Involving Others in Monitoring and Evaluation

M&Eshouldnotbetheresponsibilityofonlyoneperson intheschool. Involving learners,

teachers, parents andother stakeholders inM&Ewill improve thequality of thedata and

theiranalysis. Theinvolvementofothersshouldnotbelimitedtothedatacollection.You

should discuss the current situation and set priorities together (see Activity 9). An open

discussion,usingalltheinformationthathasbeencollected,allowsallpartnerstoassessthe

school’sstrengthsandweaknessesinthedeliveryofcurriculum,anddetermineprioritiesfor

improvement.

Somequestionsthatyoucanusewhendiscussing datawithothersare:

▪ Isthereanythingintheinformationthatyoudonotunderstand?

▪ Ifso,whatwouldyouliketobeclarified?

▪ Isthereanythingabouttheinformationthatyoufindsurprising?

▪ Isthereanythingthatconcernsyouintheinformation?

▪ Howdoestheinformationfitwithyourfeelingsabouthowlearnersatthisschool

aredoing?

▪ Isitdifferentfromwhatyouhaveexperiencedintheclassroomorathome?

Oneoftheactivitiesthatyoucandotoinvolveothersinyourschoolistoidentify strengths

and weaknessesoftheschool.Thepurposeofsuchanactivityistoestablishthepriorityareas

incurriculumdelivery.

Belowwebrieflydescribehowyoucanleadsuchanactivitywithteacherswithinyourschool.


81

Activity 29

Participantsbreakintosmallgroups,eachequippedwithaflipchartpaperandmarkers

orpens.Askthegroupstoarticulatetheschool’sstrengthsandweaknessesincurriculum

delivery,asfollows:

Basedonstudents’performancedataoftheschool:

▪ Inwhichareasofthecurriculumareourstudentsperformingwell? Listthe

answersundertheheading“Strengths”ontheflipchartpaper.

▪ In which areas of the curriculum are students performing poorly? List the

answersunderacolumnentitled“Weaknesses”onanotherflipchartpaper.

▪ Letteachersdiscusswhytheythinkstudentsareperformingpoorly inthose

areas.

Thenreflectonthefollowingquestions:

▪ Whichofthesestrengthsandweaknessesaremostimportanttoyou?

▪ Of the most important, which one should be dealt with first? Select 3

weaknessesthatyouwanttoaddressfirst.

▪ Allparticipantsworktocombinesimilarweaknesses,andanew,final listof

strengthsandweaknessesisposted.

Thestrengthsandweaknessesshouldbebasedasmuchaspossibleondatathathavebeen

collected.Whiletheweaknesseswillultimatelydeterminetheprioritiesforimprovement,it

isimportanttodiscusstheschool’sstrengthsaswell.Why?Adiscussionofweaknessesalone

couldmakeparticipantsfeelthattheschoolisnotdoinganythingwell.Bylistingwhatisdone

well,apositivetoneissetforthediscussion.

Afterthediscussion,allgroupsposttheirstrengthchartsandtheirweaknesschartstogether.

Allparticipantstake5to10minutestolookatandreflectoneachother’schartsandtoaskeach

otherquestionsforclarification.Whileeveryonedoesnothavetoagreeoneachstrengthand

weakness,everyoneshouldunderstandeachone.Participantsthenspendafurther5minutes

groupingsimilarstrengthsandsimilarweaknesses.Whenthis taskhasbeenaccomplished,


82

twolistsaredeveloped—oneshowingallthestrengthslistedbythegroupsandoneshowing

alltheweaknesses.

Onemethodologytoidentifyprioritiesinagroupistousesmallredstickers(dots).Yougive

eachparticipantanumberofdotsequaltoonethirdthenumberofweaknesses.Forexample,

ifyouhavealistof9weaknesses,yougiveeachparticipant3dots.Allteammembersvote,

usingthestickers,fortheweaknessesthattheybelieveshouldbeaddressedfirst.Members

mustusealltheirdots,buttheymaynotusemorethanonedotperweakness.Theweakness

withthemostdotsbecomesthepriorityforenhancingcurriculumdelivery.


83

GLOSSARY

▪ Activities

Theactionsthataredonetoachievetheresult

▪ Baseline

Showsthecurrentsituationtobeimproved.

▪ Evaluation

Evaluationisanassessment,assystematicandobjectiveaspossible,ofanongoingorcompleted

project,programmeorpolicy,itsdesign,implementationandresults.Theaimofevaluation

istodeterminetherelevanceandachievementofobjectives,efficiency,effectiveness,impact

andsustainability.

▪ Goal

Measurable statement of the desired long-term change in the future after addressing the

identifiedproblem.Eachgoalisachievedthroughanumberofobjectives.

▪ Indicator

Standardagainstwhichtheschoolcanmeasureitsprogresstowardsthesetobjective.

▪ Inputs

Resourcesthatweneedfortheaction,suchastime,money,technologyandinformation

▪ Means of Verification

Sources from which the status of each indicator will be identified. Where and how the

informationwillbeobtained.

▪ Monitoring

Monitoring is a continuous and internal process and includes a systematicand continuous

collection,analysisanduseofinformationformanagementcontrolanddecision-making.


84

▪ PDCA Cycle

ThePDCAisaprojectmanagementcycleandstandsfor:

▫ Plan:takingstock,identifyingresources,settingtargets

▫ Do:implement,observeandcollectdata

▫ Check:didthingshappenaccordingtoplan?(monitoringandevaluation)

▫ Act:howtoimprove?(revisingtheplan,developinganewannualactionplan)

▪ Objective

Specificmeasurable statementofdesired immediateordirect changeafteraddressing the

rootcausesoftheidentifiedproblem.

▪ Outcomes

Shorttermresultsoftheoutputsontheparticipants,inbetweentheoutputsandtheimpact

ImpactLong termresultsof theactions,notonlyon thepeople thatwere targetedby the

activity,butalsoonthewidercommunity.

▪ Outputs

Immediateresultsoftheactivitiesonthepeoplethatweretargetedbytheactivity

▪ School Vision

Thedesiredpictureoftheschoolinthefuturethatdrivesalltheschoolactivities,attitudes

andvalues.

▪ School Mission

Theschoolmissiontellsushowtoachievethevision.

▪ School Improvement Plan (SIP)

Aplanthroughwhichschoolssetgoalsfortheimprovementofstudentachievementandmake

decisionsabouthowandwhenthesegoalswillbeachieved.


85

▪ SMART

Specific,measurable,appropriate/attainable,realistic,time-bound.

▪ Target

Measurable statements that indicate the performance level that the school would like to

achieveontheidentifiedobjectivebyagiventime.


86

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88

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92

Appendix 4: Data Collection Methods

Technique and its meaning

Example Advantages Disadvantages

Observation: Atechniquethatinvolvestosystematicallyselect,watchandrecordbehaviourandcharacteristicsoflivingbeings,objectsorphenomena.

ClassroomvisitwherebytheHeadteacherobserveshowtheteachermanagestheclass.

▪ Collectdatawhereandwhenaneventoractivityisoccurring

▪ Doesnotrelyonpeople’swillingnesstoprovideinformation

▪ Directlyseewhatpeopledoratherthanrelyingonwhattheysaytheydo.

▪ Susceptibletoobserverbias

▪ Peopleusuallyperformdifferentlywhentheyknowtheyarebeingobserved

▪ Doesnotincreaseunderstandingofwhypeoplebehavethewaytheydo.

Documentation: Thisadatacollectiontechniquewhichinvolvessystematicdatacollectionfromexistingrecords

Reviewofstudentperformancereport,schoolstatistics,trainingdocumentsetc.

▪ Relativelyinexpensive

▪ Goodsourceofbackgroundinformation

▪ Itmaybringissuesnotnotedbyothermeans

▪ Informationmaybeinapplicable,disorganized,unavailableoroutofdate

▪ Couldbebiasedbecauseofselectivesurvivalofinformation

▪ Informationmaybeincompleteorinaccurate

▪ Canbetimeconsumingtocollect,review,andanalysemanydocuments


93

Interview:Thisisadata-collectiontechniquethatinvolvesoralquestioningofrespondents,eitherindividuallyorasagroup.Answerstothequestionsposedduringaninterviewcanberecordedbywritingthemdown(eitherduringtheinterviewitselforimmediatelyaftertheinterview)orbytape-recordingtheresponses,orbyacombinationofboth.

Interviewingstudentstocollecttheirviewsregardinghowtheyappreciatetheirwelfareatschool

▪ Usefulforgaininginsightandcontextintoatopic

▪ Allowsrespondentstodescribewhatisimportanttothem

▪ Usefulforgatheringquotesandstories

▪ Susceptibletointerviewbias

▪ Timeconsumingandexpensivecomparedtootherdatacollectionmethods

▪ Mayseemintrusivetotherespondent

Focus group:Thisisatechniqueofdatacollectionwhichinvolvesagroupof8-12peopletofreelydiscussacertainsubjectwiththeguidanceofafacilitatororreporter.

Agroupofteachersdiscussingchallengesintheircareer

▪ Quickandrelativelyeasytosetup

▪ Groupdynamicscanprovideusefulinformationthatindividualdatacollectiondoesnotprovide

▪ Isusefulingaininginsightintoatopicthatmaybemoredifficulttogatherinformationthroughotherdatacollectionmethods

▪ Susceptibletofacilitatorbias,groupthinking

▪ Discussioncanbedominatedorside-trackedbyafewindividuals

▪ Dataanalysisistimeconsumingandneedstobewellplannedinadvance

▪ Doesnotprovidevalidinformationattheindividuallevel

▪ Theinformationisnotrepresentativeofothergroups


94

Questionnaires:isadatacollectiontoolinwhichwrittenquestionsarepresentedtorespondentswhointurnanswertheminwrittenform

Administeringaquestionnairetostudentstocollecttheirviewsontheirlessonsofpreference

▪ Reduceschanceofevaluatorbiasbecausethesamequestionsareaskedofallrespondents

▪ Manypeoplearefamiliarwithquestionnaires

▪ Somepeoplefeelmorecomfortablerespondingtoaquestionnairethanparticipatinginaninterview.

▪ Unabletoprobeforadditionaldetails

▪ Goodquestionnairesarehardtowriteandtheytakeconsiderabletimetodevelopandhone

▪ Respondentsmaynotcompletethequestionnaireresultinginlowresponserates

Checklist: Thisisadatacollectiontechniquewhichrequiresestablishingalistofelementstobeobservedandchecktheirpresence.

Checkingtheavailabilityofteachingaidslikesciencelaboratorymaterials,librarybooks,etc

▪ Easytouse

▪ Nottimeconsuming

▪ Nodeepinformationiscollected

Source: REB, 2018

96

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VOLUME 2: SETTING THE STRATEGIC DIRECTION OF THE SCHOOL

STUDENT MANUAL

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