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1 handbook for strategic support units heads and coordinators
AEOs Area Education Officers
AU Assessment Unit
CFEP Chief Field Education Programme
D/CFEP (Technical) Deputy Chief Field Education Programme (Technical)
e-PER electronic Performance Evaluation Report
ESs Education Specialists
H/EDC Head Education Development Center
MTS Medium Term Strategy
PDCU Professional Development and Curriculum Unit
QAU Quality Assurance Unit
SSUs Strategic Support Units
UNRWA United Nations Relief and Works Agency for Palestine Refugees in the Near East
2 handbook for strategic support units heads and coordinators
Welcome to the Strategic Support Units programme (SSU) for developing and enhancing
strategic leadership skills and competencies, strengthening the supportive roles, and
motivating and inspiring the work of the Heads of strategic Support Units and
Coordinators. The Strategic Support Units will play key role in leading and supporting the
needed change to successfully implement, support, and sustain the principles, practices,
and programmes of the Education Reform in the Fields.
The Units will work closely together and with the Chief and Deputy, and will interact with
the Education Specialists (ESs) and Area Education Officers (AEOs) in order to develop a
strong professional support system towards better teaching and learning to improve the
learning outcomes of all children.
This Handbook is written to provide you, as Heads of Strategic Support Units‟ and
Coordinators, with information, support and guidance as you work through the
programme. The (SSU) programme aims at enhancing your strategic leadership skills to
help create a shared strategic vision within your Field which will help in the delivery of
quality, equitable and inclusive education.
The Strategic Support Units programme consists of two booklets: the Competencies for
Strategic Support Staff (Competency Framework) and the Core Module, in addition to a
various range of online resources. The Competency Framework contains a self-evaluation
tool that enables you to assess your leadership skills and to reflect on your current role and
identify your strengths and areas for development. The Core Module provides interactive
content and activities to help develop your leadership skills and competencies supported
by online resources. Your active engagement and participation in the programme is key in
developing your leadership knowledge, understanding, skills and competencies to meet
the demands of your new strategic role in sustaining, embedding and enriching the key
practices of the Reform Programmes.
I would like to thank the writing team and yourselves as Heads of Units and Coordinators
for your engagement in this programme and I hope you find it enjoyable.
Dr. Caroline Pontefract
Director of Education Department
UNRWA Headquarters, Amman
3 handbook for strategic support units heads and coordinators
This Handbook has been prepared to help you as Heads of Units and Coordinators to
undertake the programme and successfully complete its requirements.
The Handbook describes the (SSU) programme and its content, it will help you to organize
your study and manage your time. This Handbook covers the:
background and context of the programme;
objectives and principles of the programme;
structure and content of the programme;
support structure of the programme;
assessment of the programme; and
guidelines for the programme participation (see annex one).
During the programme, it is expected that you will work both individually and with other
colleagues in informal peer meetings, formal group sessions and individual sessions.
By being actively engaged in the programme and after successfully completing it, you:
will be equipped with leadership knowledge, skills and competencies required for
your strategic role in leading, monitoring, supporting and sustaining the
implementation of the Reform programmes;
will be able to support strategic leadership in your Field to support the
implementation of the Medium Term Strategy (MTS) and contribute to the decision
making;
will enhance your leadership skills to perform better in your current post and to be
prepared for other future opportunities.
You will be provided with:
the Competencies for Strategic Support Staff (Competency Framework);
the Core Module;
this Handbook;
the Programme Model;
list of the Core Module activities and their success criteria/required actions to help
you monitor your progress throughout the programme; a list of online resources; and
a suggested programme planning tool.
4 handbook for strategic support units heads and coordinators
The Teacher Policy put in place a professional support structure to strengthen the capacity
of the Fields and Areas with regards to teachers‟ development, curriculum support and
enrichment, students‟ formative and summative assessment and overall school quality
assurance. This support structure consists of three Strategic Support Units and has been
established in all Fields, as follows:
the Quality Assurance Unit (QAU);
the Assessment Unit (AU); and
the Professional Development and Curriculum Unit (PDCU).
The Units should play a key strategic role in ensuring the effective and efficient education
delivery at the Field level to improve the quality of education in the schools. The three
Units will work collaboratively with each other and with AEOs and ESs, in order to address
educational challenges and provide the needed support to schools. Heads of Units are
responsible for providing the strategic direction, leadership and management to the work
of their Units at the Field level.
Accordingly, the Strategic Support Units Programme was designed to build leadership
capacity, strategic thinking, and technical competencies of the Strategic Support cadres.
The (SSU) programme is built around the concepts of leading and managing change,
elevating the level of thought and practice, and developing leadership practical skills and
competencies linked to the context of work. The knowledge, skills and competencies of
the programme are delivered through self-learning materials, the Competency
Framework, the Core Module, and the various online resources. The programme draws on
international evidence and is designed around five leadership domains:
1. Strategic leadership
2. Personal leadership qualities
3. Organisational leadership
4. People and resources leadership
5. Leadership for school improvement
The programme content and activities will challenge and provide you with opportunities
to think and reflect in order to develop your leadership practices at a strategic level. You
will also be able gain support from colleagues through group and peer meetings, in
addition to the on-going support from H/EDC and D/CFEP (Technical).
5 handbook for strategic support units heads and coordinators
The main aim of the programme is to build strategic leadership capacities to prepare and
enable each member of the Units to:
enhance and develop understanding of the context and constraints within which
the UNRWA Fields of Operations work;
play a full role in supporting the level of change needed to implement and embed
the UNRWA Education Reform Strategy successfully;
plan and act in an effective strategic mode;
create a Field level strategic vision which will support best practices and focus on
students outcomes and school improvement;
build a culture of learning and development;
conduct research, analyse findings and solve problems, and respond accordingly;
support school improvement at a strategic level, in collaboration with AEOs and
ESs; and
support the Education Programme in your Field in terms of monitoring the data
collection of the relevant MTS indicators and reporting against them.
The Strategic Support Units Programme:
utilizes a blended learning component;
is focused on skills development;
takes an engaging, active learning and development approach;
promotes reflection, innovation and strategic thinking;
develops autonomy through self-learning management;
enhances synergy in the three Strategic Support Units roles to increase
coordination and collaboration between the Units; and
promotes the use of information technology.
The structure of the programme is shown in the Programme Model below (see also annex two):
6 handbook for strategic support units heads and coordinators
Figure 2: Competencies for Strategic Support Staff (Competency Framework)
Figure 1: Strategic Support Units Programme Model
The programme written materials are produced in an interactive style that directly talks to you. These self-learning materials consist of:
The Competency Framework includes a self-evaluation
tool for Strategic Support Staff which is based on the five
leadership domains, there is also a sixth technical domain
relating to the skills and competencies associated with the
specific roles for Assessment, Professional Development
and Curriculum, and Quality Assurance.
The self-evaluation tool (see annex three), which is
organized around the five leadership domains, is designed to
help you reflect upon your performance in your current role and identify areas of strength
and development related to your new strategic role. In this way, it helps you prepare
yourself for a future “step-up” role.
When evaluating your leadership skills, it is important to think carefully and use specific
examples of what you have done and achieved as evidence for your judgment. The
7 handbook for strategic support units heads and coordinators
evaluation should be done twice: a first time at the beginning of the programme, i.e.
before interacting with the material, and a second time at the end of the programme.
In order to help you identify the level of your leadership skills, the competencies are
divided into four levels with increased complexity for each level as shown in the example
below:
Competency Core
Behaviors Level 1:
Emerging Level 2:
Developing Level 3:
Established Level 4: Mature
Strategic thinking
Thinks conceptually, imaginatively, systematically, and opportunistically to achieve future success.
Able to analyze a problem or situation to identify likely causes and potential solutions. Thinks through a problem systematically to find the best solution.
Able to integrate and analyze data from different sources to identify key issues and develop practical solutions. Able to apply learning or models from elsewhere to help tackle issues or create solutions. Able to analyze, prioritize and summarize key messages from often complex and varied sources.
Considers a range of perspectives and situations when confronted by an issue or challenge. Focuses attention and effort where they can have the greatest impact on achieving the desired goals. Has a sound understanding of the bigger picture coupled with the ability to get beyond the detail and locate issues in strategy.
Creates effective approaches based upon a deep understanding of the “big picture” that anticipate future issues and positively challenge current thinking. Synthesizes ideas from many sources to create solutions to new or complex issues. Draws new insights from complex, multi-faceted data to change fundamentally the way the organization operates. Scans the horizon for emerging opportunities and threats and responds accordingly.
Figure 3: Four levels of competencies
This Module includes the core knowledge, understanding, and skills for the Strategic
Support Staff and consists of five units organized around the five leadership domains. All
8 handbook for strategic support units heads and coordinators
units focus on enhancing leadership practices, each unit covering a particular leadership
domain, below is a brief description of the content of each unit:
Unit 1: Strategic Leadership:
moral purpose;
research skills 1;
future thinking and visioning; and
strategic planning formats.
Unit 2: Personal Leadership:
decision-making skills;
developing self-reflection and self-
awareness;
body language and communication;
communication skills; and
report writing skills.
Unit 3: Organizational Leadership:
vision linked to outcomes;
setting clear priorities;
performance management;
risk management; and
outcomes based accountability.
Unit 4: People and resources Leadership:
team development and engagement;
maintaining positive and constructive relationships; and
empowering others.
Unit 5: Leadership for school improvement:
research skills 2;
using UNRWA research briefings;
analysing school development plans to identify and meet needs; and
improving teacher impact.
In the Core Module, you will interact with Case Studies that will help you enhance your
understanding of your strategic role. There will also be a range of activities for you to think
about, interact with, implement, share, and reflect on to help you to perform your role
effectively.
Figure 4: Strategic Support Units Programme Core Module
9 handbook for strategic support units heads and coordinators
A website has been developed for the programme to facilitate access to the online
resources that will help and support you throughout the programme. The online resources
provide illustrations, enrichment and extension of the ideas and concepts presented in the
programme materials. You should hopefully find them interesting as they further provide
information and links for individual research and further study to enrich your knowledge.
The resources include books, articles, videos, etc. (see annex four). They all can be accessed
through http://www.unrwa.org/ssu.
Figure 5: Example of the online resources for unit 1 of the Strategic Support Units Programme on the website
Throughout the six to nine months study of the programme, you will be provided with
different kinds of support. In addition to the self-learning materials, which are considered
the first and most important kind of support, you will receive support from H/EDC and
D/CFEP (Technical) at your Fields and from your peers. The pattern and sequence of the
support is illustrated in the Programme Model on page 6 and (annex two).
As you work through the programme, all other Heads of Units and Coordinators will also
be working through the same materials, this will provide you with opportunities to share
your experiences in developing your leadership practices and skills with your peers in a
10 handbook for strategic support units heads and coordinators
community of learning. You and your colleagues, within the same Strategic Unit, or from
other Units, can also learn together by sharing successes and the things that did not work
as well as you hoped. It is true that a problem shared is a problem halved and a success
shared is very affirming and rewarding.
Within the overall programme support structure there will be four formal peer meetings
with colleagues in your Strategic Unit and/or from other Units. In order to gain maximum
benefit from these meetings you should do some preparation beforehand. Be sure that
you are keeping up with your reading and study and that you have carried out the
activities. Make notes of any questions or ideas you would like to discuss further or share
with your colleagues. The Heads of Units are responsible for coordinating these meetings
with H/EDC; and the H/EDC and D/CFEP (Technical) may attend some of these meetings in
order to provide support and gain feedback about the progress of the programme.
In addition to providing you with on-going support during your study, H/EDC and D/CFEP
(Technical) in your Field will provide formal support in groups and individually.
Throughout the programme duration there will be, at least, two facilitated group
workshops for all Heads of Units and Coordinators led by your H/EDC and D/CFEP
(Technical) in coordination with and support from HQ (A):
Introductory Workshop: This facilitated group workshop officially launches the
programme. The aim of the workshop is to ensure that you are well informed about the
(SSU) programme and ready to start your six to nine months of study. In this workshop,
you will be asked to evaluate your leadership skills, using the self-evaluation tool, to
identify your strengths and areas for development. There will also be group activities
and collaborative work to familiarize you with some of the practical leadership
knowledge and skills. Immediately after the Introductory Workshop you can start
working through the programme.
Final Workshop: Towards the end of your study you will be invited to attend another
group workshop. This workshop is an opportunity for you to discuss and share what
you have gained from the programme. In this workshop, you will be asked to evaluate
your leadership skills again, using the same self-evaluation of the Introductory
Workshop, to identify the areas that have been strengthened and the things that still
need improvement.
Furthermore, the H/EDC and D/CFEP (Technical) might conduct a third workshop towards
the middle of the programme. It is recommended that you attend this workshop as an
opportunity to help you reflect on the experience and the progress that you have gained
and achieved so far.
The H/EDC and D/CFEP (Technical) will also provide support during a formal mid-point
progress review that will be conducted for each Unit Head and Coordinator. This mid-
point session is an opportunity for you to get feedback, reflect on your progress, and
11 handbook for strategic support units heads and coordinators
identify and address potential challenges with support and assistance from the H/EDC and
D/CFEP (Technical) in your Field.
For this individual mid-point session, you are strongly recommended to prepare
beforehand, in order to share any concerns and raise any questions that you have.
Throughout your study, you should use the Core Module list of activities (see annex five).
This list will help you track and monitor your progress regularly by confirming that you
have completed the activity through providing your comments and feedback next to each
activity.
The content of the materials serves as a tool to achieve the programme aim of leveraging
your leadership skills and building your capacity to ensure that you‟re progressing from
one level to a more advanced one. Therefore, the best way to work through the materials
is to read thoroughly, implement the activities, and reflect upon your experience linking it
to the work of your Strategic Unit. There is no right or wrong answer for most of the
activities, however, they include ideas and concepts that will help you to improve your
working methods at the Unit‟s and the Field‟s levels.
As each of the Core Module units deal with particular domain of leadership, you are
expected to gain practical leadership knowledge and to enhance your leadership skills and
competencies in each domain after you complete studying that unit. For example, in unit
one, which is about „Strategic Leadership‟, there are activities, tools, and techniques to
enable you to think, plan and act in an effective strategic mode. The materials will help you
to integrate and analyze data from different sources to identify key practical issues and
address them through practical solutions.
In unit two, which deals with „Personal Leadership‟, there are activities to deepen your
understanding of yourself and your interactions with colleagues. You will have the
opportunity to reflect on your current performance and practice and extend and develop
your personal effectiveness. Moreover, you will enhance your understanding of the
qualities and personal attributes that make some leaders more successful than others in
achieving the desired outcomes.
In unit three, „Organizational Leadership‟, the content and activities will help you explore
and learn how to be an effective UNRWA leader in driving improvement across your Field
and ensuring that everything supports that improvement. Unit four, „People and
Resources leadership‟, will further strengthen your understanding of making the best
possible use of the people and resources to deliver the best possible outcomes. The
content of the unit will help you develop your skills in ensuring that the staff around you
have the knowledge, skills and attributes that they need, that they are well supported and
highly motivated.
12 handbook for strategic support units heads and coordinators
By studying unit five, which deals with „Leadership for School Improvement‟, you are
expected to provide direction and focus for the education of Palestinian children in
UNRWA schools by exploring the knowledge, understanding and competencies required
to lead school improvement at a strategic level. While implementing the activities,
consider that schools improvement is at the heart of the purpose of your Strategic Unit.
While reading through each unit, you will be introduced to key elements identified by
visual icons. These icons have been used to facilitate your work through each unit and to
help you recognize the activities. The icons are as follows:
Online Activity
Links
Resources
Self-reflection
Learning Log
Self-reflection /Learning Log
Online Activity/Learning Log
Group Activity
Self-reflection/Group Activity
To help you organize, plan your study and manage your time, you will be provided with a
suggested programme planning tool that has been designed to guide you in distributing
the programme activities and milestones across the nine months (see annex six). This tool
will help you to monitor your progress and ensure that you are achieving the progress in a
way which can be evaluated and measured. The programme planning tool attached to this
Handbook is just an example to suggest how to organize your study; however, you can
modify it based on your starting date and schedule or you may create your own.
The assessment of the programme will focus on your professional practices, rather than on
any theoretical or formal examination. It will not be a question of “pass” or “fail‟, but rather
“completion” or “non-completion”. In a final individual evaluation discussion, your
assessment will be based on provision of evidence as well as on your self-evaluation. This
final evaluation discussion comes after you complete the programme requirements and
provide evidence of your learning. The certification of completion decision is taken
13 handbook for strategic support units heads and coordinators
collaboratively by H/EDC and D/CFEP (Technical), and verified by HQ (A) based on fulfilling
all the requirements. The following are the elements of the programme assessment:
You will develop a portfolio, which is a compilation of various types of evidence assembled
throughout your study of the programme. The portfolio will provide a way to document
and monitor your progress and collect evidence on your learning. Its purpose is to help
you, and others, to evaluate your learning outcomes and accomplishments. The portfolio
should include:
your pre-and post- self-evaluation;
list of Core Module activities with your feedback on the completion of the activities
against success criteria/required action;
demonstrated report writing skills, through a report about the Strategic Units‟ work or
any relevant subject (for Heads of Units only);
a research plan on topics connected to the context of your work;
evidence of your attendance of the group and peer meetings and individual mid-point
review (provided by H/EDC);
copy of your final presentation (soft or hard copy).
Your H/EDC and D/CFEP (Technical) might request that you submit your portfolio a few
days prior to the final individual discussion. It is expected that you will provide clarification
and elaboration on the implementation of the Core Module activities in the final
discussion, if requested by H/EDC and D/CFEP (Technical).
You also need to create a learning log where you record your reflections and thoughts on
the ideas, concepts and practices presented in the materials. Therefore, you are
encouraged to reflect on topics, Case Studies, activities, etc. Although the learning log is
an important component of the programme, it is a personal one that comprises individual
considerations and reflections. The learning log will not be assessed, however you have to
show that you have created and utilized your own.
An integral component of the programme is attending the group workshops, peer
meetings, and individual reviews and discussion (see annex one: guidelines- 2.2.
absenteeism).
In order to reflect upon your active engagement and participation in the programme, you
will have to deliver a presentation on the progress that you have achieved through the
programme. This should be linked to your pre-and post- self-evaluation, the areas that you
have strengthened and the aspects that still need further work. While presenting, you will
have to show evidence from your portfolio. The presentation should take 10 to15 minutes
14 handbook for strategic support units heads and coordinators
and H/EDC and D/CFEP (Technical) may opt to prepare questions beforehand in order to
guide the presentation.
The following diagram reflects the components that are key for the assessment of
programme completion and certification:
Figure 6: Strategic Support Units Programme Assessment Overview
Your successful completion of the programme requirements and milestones will be
reflected on a Registration and Certification Template (RCT) that was developed by HQ for
this purpose. Once this completion template is signed by H/EDC and D/CFEP (Technical),
you will be eligible for an UNRWA endorsed certificate of your completion of the (SSU)
programme. Your completion of the programme will also be recorded in the e-PER and
EMIS and forwarded to the Field HR Office for inclusion in the formal personnel file.
The (SSU) programme is crucial to the successful implementation, monitoring, support
and embedding of the Education Reform Programmes. The aim of this blended self-
learning programme is to promote, enhance and enrich the leadership skills of the
Strategic Support cadres to enable you to perform your roles at a strategic level. The
programme perhaps entails changing your mind-set; it encourages critical and strategic
Learning Log for self-reflection personal log includes
reflections throughout the programme.
Attendance of two group workshops;
four peer meetings;
mid-point progress review.
Portfolio Developed and maintained by you. It includes:
pre-and post- self-evaluation; list of Core Module activities with your feedback on the completion of the
activities against success criteria; report (for Heads of Units only); research plan; evidence of your attendance of the group and peer meetings and individual mid-
point review (provided by H/EDC); copy of your presentation (soft or hard copy).
Final Individual Evaluation Discussion presentation on your active
participation in the programme;
portfolio;
learning log.
15 handbook for strategic support units heads and coordinators
thinking towards UNRWA‟s shared vision of improving all children‟s outcomes and
ensuring the delivery of quality, equitable and inclusive education to all UNRWA students.
16 handbook for strategic support units heads and coordinators
a. The (SSU) programme is aimed at all Heads of Units and Coordinators of the new
Strategic Support Units, regardless of their qualifications and experience. The
programme is designed in a way that all participants would benefit from it.
b. Participation, progress and delays in the programme will be reflected in the annual
Performance Evaluation Report (e-PER) of the Heads of Units and Coordinators, as
taking the (SSU) programme is part of their commitment to professional
development and their confirmation on the current post.
c. All Heads of Units and Coordinators who have successfully completed the
programme will receive an UNRWA endorsed Certificate of Completion.
d. The completion of the programme will be reflected on EMIS and forwarded to the
Field Human Resources Department for inclusion in the formal personnel.
e. Completion of the programme is considered a prerequisite for possible future
career advancement and placement opportunities.
There are circumstances whereby a Head of Unit and/or a Coordinator can opt out of the programme:
a. Unforeseen personal circumstances for which a Head of Unit and/or a Coordinator can
no longer take part in the programme; this will be discussed with H/EDC, D/CFEP
(Technical), and communicated to CFEP;
b. If a Head of Unit and/or a Coordinator is expelled from his/her duties during the
programme, he/she will not be allowed to continue the programme.
There are face-to-face sessions that Heads of Units and Coordinators should attend.
These comprise:
at least two group workshops (Introductory and Final);
four peer meetings;
Participation in these sessions is one of the key completion criteria for the (SSU) programme.
a. If a participant cannot attend one of the peer meetings due to justifiable reasons,
H/EDC is to coordinate for a compensatory meeting with colleagues from other
17 handbook for strategic support units heads and coordinators
Units. If it is not possible to compensate in another peer meeting, the participant
should be briefed about the outcomes of the peer meeting by the Head of Unit or
one of his/her colleague. Evidence of compensation should be included in the
portfolio.
b. H/EDC is to ensure that the participant(s) who missed a workshop for justifiable
reasons receives a summary of the main issues tackled in the workshop, in addition
to providing them with all the handouts used in the workshop.
c. All Heads of Units and Coordinators should attend the individual sessions (mid-
point progress review and final individual evaluation discussion); if a session is
missed due to unforeseen circumstances, a new individual session should be
arranged/planned;
d. Failing to participate in the meetings and workshops will result in the non–issuance
of the Strategic Support Units Programme Certificate.
a. If newly recruited Heads and Coordinators have missed the start of the (SSU)
programme by no more than one month, they are strongly encouraged to join the
programme. Additional support from the H/EDC and D/CFEP (Technical) will be
available if requested to accelerate the process of catching up with peers.
Colleagues are also encouraged to support these newly recruited Heads and
Coordinators. Any decision by the newly recruited Heads and Coordinators not to
participate in the programme will be reflected in the e-PER.
b. Heads and Coordinators who, due to unforeseen personal circumstances (such as
maternity leave, grave illness); incur a delay in the programme progression can
apply to postpone the programme until they are able to do it. H/EDC will discuss
the case with D/CFEP (Technical) and communicate to the CFEP.
c. Any Head of Unit and/or Coordinator who, for one of the reasons above, face delay
in completing the programme, has up to six months to complete the programme
after the completion date of the coordinators in his/her Field.
d. Not completing the programme will be recorded in in the e-PER, EMIS, and the
personnel file of the staff member.
a. In case of promotion, exceptional measures may be implemented. When more
than half way through (SSU) programme, i.e. if a Head of Unit and/or a Coordinator
has completed three or more units and has attended the relevant group and peer
meetings, and promoted to:
An educational post they have the right to complete the programme. This
needs to be discussed with H/EDC, D/CFEP (Technical) and communicated to
the CFEP.
18 handbook for strategic support units heads and coordinators
A non-educational post: they have the right to complete the programme.
This needs to be discussed with H/EDC, D/CFEP (Technical) and
communicated to the CFEP.
b. Units Heads and Coordinators, who leave their post at UNRWA, except for those
dismissed by UNRWA, can opt to complete the programme. This needs to be
discussed with H/EDC, D/CFEP (Technical) and communicated to the CFEP.
All Heads of Units and Coordinators are strongly encouraged to participate in the
programme. It is not acceptable that any Head of Unit or Coordinator refuses to
study the programme.
20 handbook for strategic support units heads and coordinators
This self-evaluation tool is designed to help you reflect upon your performance in your
current role and identify the areas of strength and development needs that you bring to
your new strategic role. You can also use the tool to help you prepare yourself for a future,
“step up”, role. The self-evaluation tool should be used alongside the UNRWA Competency
Framework for Strategic Support Staff and is organised around the same five domains:
1. Strategic leadership
2. Personal leadership qualities
3. Organisational leadership
4. People and resources leadership
5. Leadership for school improvement
The Competency Framework describes the core skills and competencies that strategic
support staff need to play a full role in supporting the level of change needed to
implement the UNRWA Education Strategy successfully. It offers a range of descriptors or
standards divided into 4 levels with each level becoming increasingly complex: Level 1:
Emerging - Level 2: Developing - Level 3: Established - Level 4: Mature.
It is important to think carefully about your self-evaluation and to use specific examples of
what you have done and achieved as evidence for your judgement.
Once you have identified some of your strengths and areas for development, it is helpful
to consider:
How can you use your strengths to address your key development needs?
What action do you need take to address your development needs?
Who can support you and how?
What tools or resources will you need?
Strength Development Need
4 3 2 1
A “super strength”;
Consistently and
reliably
demonstrate the
attribute;
Exceed
expectations for
current role.
A positive
strength;
Demonstrate the
attribute for much
of the time;
Reliably meet
expectations for
current role.
An area for
development;
Demonstrate the
attributes but not
consistently;
Need to develop further
to be fully effective in
current or more senior
role.
A development
priority;
Have little or no
opportunity to
demonstrate
the attributes.
21 handbook for strategic support units heads and coordinators
Strength Development Need
Strategic thinking 4 3 2 1
Think conceptually, imaginatively, systematically and opportunistically to achieve future success.
Intellectually flexible and open to new possibilities
Stay at the forefront of understanding and key developments and willing to embrace new, positive and productive ideas and ways of working, regardless of their origin.
Relentless focus on Outcomes
Focus relentlessly on improving outcomes and maintain this focus regardless of the situation.
Builds partnerships to create and sustain commitment across the Field
Collaborate with others to build support, increase influence and deliver the best possible educational outcomes.
Champion partnership working and the benefits collaborative working can bring.
Leadership for change
Communicate clearly why change is needed, based on a cogent and persuasive analysis of issues and a compelling vision of a better future.
Engage team members, partner organisations in strategy development and implementation.
Overall
Evidence
22 handbook for strategic support units heads and coordinators
Strength Development Need
Personal resilience and tenacity 4 3 2 1
Have the courage to maintain a principled and ethical position in the face of resistance, and the integrity to concede and respond to legitimate challenge
Have the inner resources needed to withstand setbacks and maintain the motivation and drive required to see things through
Self-awareness and motivation
Able to learn from experience, with the self-awareness and confidence to reflect on feedback from others
Recognise own emotional and behavioural reactions to situations and understand own strengths and limitations
Overall
Evidence
23 handbook for strategic support units heads and coordinators
Strength Development Need
Driving improvement 4 3 2 1
Provide a clear sense of the Agency‟s direction and purpose that team members understand and to which they are fully committed
Establish and sustain effective performance management coupled with a systematic approach to workforce development
Holding to account
Expect team members to have high aspirations for themselves and the organisation and refuse to compromise if that is not the case
Overall
Evidence
24 handbook for strategic support units heads and coordinators
Strength Development Need
Building capacity and sustainability 4 3 2 1
Understand, manage and deploy the organisation‟s people, resources, potentials, basic competencies, and tangible and intangible assets
Empowering others
Encourage ideas and contributions from others to inspire, challenge, motivate and empower them to achieve high quality outcomes
Learning continuously
Committed to continuous learning for self and others, and to challenge the way in which the organisation perceives itself and implements strategic change
Understand what it means to be a learning organisation and the systems which support continuous improvement
Overall
Evidence
25 handbook for strategic support units heads and coordinators
Strength Development Need
School and learner centred 4 3 2 1
Understanding of and commitment to an “intelligent accountability” model for school improvement based on accurate data and information
Support for school improvement
Understand and promote a culture of quality in education
Overall
Evidence
Summarise your responses to identify your current strengths and areas for further development.
Strengths Priority for Development
Current Role
Step-up Role
26 handbook for strategic support units heads and coordinators
1. 8 forces for leaders of change.
2. Are you thinking and planning strategically?
3. Fan plan.
4. Impact evaluation model.
5. Introduction to research and research methods.
6. Strategic planning format I
7. Strategic planning format II
1. OBA 2 page Summary
2. Videos:
How to write a vision statement that inspires
Introduction to outcome based accountability
Risk management methods
A) Team Development and Engagement
1. Agenda template
2. Introductory ice breakers
3. Managing conflicts in meetings
4. Running an effective meeting
5. Team charters or ground rules
6. Role of facilitators
7. Useful icebreakers
8. Videos:
Conflict resolution training
How to be a great facilitator
Learn how to manage people
Six steps facilitation
B) Maintaining positive and constructive relationships
1. Conversation starters
27 handbook for strategic support units heads and coordinators
2. Courageous conversation tip sheet
3. Dealing with disagreement and conflict
4. Prompt sheet for planning
5. Videos:
Lauren Mackler video
C) Empowering others
1. J&S model
2. J&C coaching as CPD
3. J&S Jeoff petty
A) UNRWA Reports
1. 2013 harmonised results report
2. 2014 harmonised results report
3. 2013 Education reform report
4. 2014 Education reform report
5. MLA 2013 student performance
6. 2010 Universalia report on the Quality of Education
7. UNRWA classroom practices baseline 2014
8. Perceptions of UNRWA‟s Education Programme, 2015
9. Drop out study report
10. Research and Development Unit research briefs
11. Education Reform Strategy
12. Videos:
Using data to guide school improvement
B) Hattie and Dweck info
1. Hattie politics of collaborative expertise
2. Hattie politics of distraction
3. Summary of main ideas
4. Videos:
Carol Dweck video
Hattie 8 mindframes
The power of yet C. Dweck
Why are so many teachers and schools successful
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handbook for strategic support units heads and coordinators
1. Online activity: read the article about drivers of change “8 Forces for Leaders of Change”
6 Short summary of the article documented in your learning log
2. Links: read Unit 1.2 in LftF and watch the video on moral purpose
6 Additional reading and watch the video
3. Self-reflection/Learning log: reflection on moral purpose
7 Self-reflection documented in learning log
4. Self-reflection on research 8 Self-reflection
5. Self-reflection on research methodology
16 Self-reflection
6. Online activity: check resources on how to plan a research project
16 Short summary of one of the two articles documented in the learning log
7. Resources: Read Bradford University booklet “An Introduction to Research and Research Methods”
17 Additional reading
8. Learning log: keep a record of professional interest or research questions
17 Self-reflection documented in learning log/start planning a research project
9. Links: refer to Unit 5 of SSU Core Module to explore more about research questions
17 Additional reading
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handbook for strategic support units heads and coordinators
10 Self-reflection: reflect on your leadership
17-19
Reflection to be completed in the Core Module (do the reflection and provide evidence on your judgment)
11. Links: read and work through the activities in Unit 1.4 in LftF about setting and sharing a vision
19 Reflection to be completed in the textbook
12. Self-reflection: reflection on strategic planning and thinking
20 Reflection to be completed in the textbook
13. Links: read Unit 1.6 in LftF 24 Additional reading
14. Self-reflection on strategic thinking and planning
24 Self-reflection documented in learning log
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handbook for strategic support units heads and coordinators
1. Links: look at tools for decision making in LftF change toolkit especially SWOT Analysis and Prioritization Matrix
26 Evidence of the usage of one decision making tool
2. Online activity: read about good and ethical decisions
30 Read the online information and record the main ideas in the learning log
3. Self-reflection/Learning log: use the personal SWOT tool to discover strengths and weaknesses
32 Self-reflection documented in the learning log
4. Online activity: take the online test to find out more about the dimensions of your personality
33 Document a hard copy of the test results in your portfolio
5. Learning log: ask a colleague to rate your personality using the same test and compare your results
33 Self-reflection and discussion with a colleague
6. Online activity: read about how to manage negative thinking
38 A summary to be documented in the learning log
7.
Self-reflection/Learning log: reflect on your learning and professional performance, record your reflections in your learning log daily (if possible)
38 Regular reflections to be documented in the learning log
8.
Self-reflection/Learning log: record your reflections and proposed actions regarding your body language when communicating with others
41 Self-reflection and proposed actions in the learning log
9. Links: read Unit 2.2 of the LftF about the Emotionally Intelligent Leader
41 Additional reading
10. Online activity: read about Transactional Analysis
44 Read the online information and record main ideas in the learning log
11. Self-reflection/Learning log: record 44 Self-reflection documented in the
31
handbook for strategic support units heads and coordinators
your self-reflection on Transactional Analysis
learning log
12. Links: read the following units from LftF: M4: Unit 2; M3: Unit 1; M2: Unit 2
45 Additional reading
13.
Self-reflection/Learning log: record your reflections on communication skills for reflective leadership considering your successes and areas for improvement
45 Self-reflection documented in the learning log
14. Links: read Unit 1 & Unit 5 about research skills in the SSU core module
48 Additional reading
15. Self-reflection/Learning log: make notes in learning log to help you develop your report writing techniques
48 Self-reflection documented in the learning log
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handbook for strategic support units heads and coordinators
1. Online activity: watch a short video about creating a vision statement that inspires
50 Watch the video and record main ideas in the learning log
2. Links: read Unit 1.4 in LftF about setting and sharing your vision
50 Additional reading
3. Online activity: read about what the Agency does and aims to achieve
51 Check the website
4. Links: reflect on the Prioritization Matrix in the LftF change toolkit
56 Read and reflect on the Matrix
5.
Self-reflection/Learning log: make notes about the analysis of your strategic priorities for the development of the work of the Unit
56 Self-reflection documented in the learning log
6. Links: Read M4 Units 1, 2, 3 and 4 on the APM process
58 Additional reading
7. Self-reflection/Learning log: make notes about a successful APM system
58 Self-reflection in textbook
8. Links: Use the SWOT tool from LftF change toolkit
60 Additional reading
9. Online activity: a video on Risk Management
62 Watch the video and record the main ideas in the learning log
10. Self-reflection/Learning log: read about the benefits of Risk Analysis
62 Self-reflection documented in the learning log
11. Online activity: watch the video “Outcomes Bases Accountability (OBA)Turning the Curve”
63 Watch the video and record main ideas in the learning log
12. Online activity: watch the video about OBA
67 Watch the video
13. Self-reflection: reflect on the Leaking 68 Self-reflection in the learning log
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handbook for strategic support units heads and coordinators
Roof
14. Group activity: work on the “Turning the Curve Report” activity
69 Complete the action plan in textbook – report to be documented in your portfolio
15. Online activity: watch more videos about OBA
70 Watch the video and record main ideas in the learning log
16. Self-reflection/Learning log: keep a record of your completed “Turning the Curve reports”
70 Self-reflection on learning log – reports to be documented in your portfolio
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handbook for strategic support units heads and coordinators
1. Self-reflection/Learning log: complete the self-assessment on team performance
72
Self-reflection in textbook
2. Links: read M2 Unit 2.4 in LftF about Leading a team
75 Additional reading
3. Self-reflection/Learning log: read about a successful team and Cog‟s Ladder
76 Self-reflection documented in the learning log
4. Online activity: read about types of icebreakers for effective facilitation
79 Document the tips of at least one of the icebreakers in the learning log
5. Online activity: read about the Team Charter that Basma prepared
79 Read and reflect on the Charter
6. Online activity: read about how to become a great facilitator
81 Watch the video and document main ideas in your learning log
7. Learning log: record your ideas on becoming more reflective as a strategic leader and team member
81 Self-reflection documented in the learning log
8. Self-reflection/Learning log: reflect on difficult conversations
83 Self-reflection documented in the learning log
9. Online activity: watch video about how to handle courageous conversations
84 Watch the video and reflect on the key points
10. Self-reflection/Learning log: write a summary about courageous conversations
84 Record the summary in the learning log
11. Self-reflection/Group activity: discussion about difficult conversations
85 Group discussion – document main reflections in the learning log
12. Resources: read more about the preparation of courageous conversations
85 Additional reading
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handbook for strategic support units heads and coordinators
13. Online activity: read about how to plan a courageous conversation
86 Additional reading
14. Links: read LftF Unit 4.2 M4 to understand the skills required for coaching and mentoring
87 Additional reading
15.
Self-reflection/Learning log: read resources and watch the videos from LftF and SSU website to find out more about coaching and mentoring skills
91 Read and watch the videos - keep record of your notes in the learning log
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handbook for strategic support units heads and coordinators
1. Self-reflection/Learning log: reflect on your current and future actions regarding school improvement
94 Self-reflection documented in the learning log
2. Self-reflection/Learning log: make notes about performance of schools in your Field
98 Self-reflection documented in the learning log
3. Online activity/Learning log: read UNRWA reports available on SSU website
99 Read the reports and keep record of the main outcomes in your learning log
4.
Group activity: discuss with colleagues the performance of schools in your Field based on the questions in Case Study p.100
102 Group discussion – document the main outcomes in your learning log
5. Self-reflection/Learning log: answer the questions on school performance
102 Self-reflection documented in learning log
6. Online activity: read research briefings 104 Summary of the briefings to be documented in the learning log (see activity 3)
7.
Links: read M1 Unit 5.1 in LftF about the role of the School Principal in school improvement based on the findings of the McKinsey & Co research
104 Additional reading
8. Self-reflection/Learning log: reflect on how to improve your role based on your reading UNRWA research briefings
107 Self-reflection to documented in the learning log
9. Self-reflection/Learning log: reflect on the map of delivery and make notes about change and improvement
108 Self-reflection documented in the learning log
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handbook for strategic support units heads and coordinators
10.
Links: look at the planning tools used in in the Core Module of SSU and M1 Unit 1 & Unit 6 in LftF “Thinking and leading strategically”
109 Additional reading
11. Learning log: make a detailed list of priorities then analyze to find commonality and overlap
110 Detailed list of priorities document in the learning log
12.
Self-reflection/Learning log: how will you use School Developmental Plans to focus on an improvement project to be undertaken by your Strategic Unit
112 Self-reflection documented in the learning log
13.
Online activity: watch a video about successful teachers, compare between Hattie‟s research results with UNRWA‟s research results
112 Watch the video and record main ideas in the learning log
14. Online activity: find a list of all influences on student learning Hattie has collected online
114 Read and reflect on the list of influences
15. Group activity: working on interventions and factors that have effect on students learning
114 -
115
Group discussion – evidence to be documented in the textbook
16. Self-reflection/Learning log: reflection on classroom interactions and the impact on student learning
116 Self-reflection documented in the learning log
17. Links: read M 1 Unit 1 in LftF about growth and fixed mind sets
116 Additional reading
18. Online activity: read further articles and watch more videos regarding high impact classroom interventions
116 Additional reading to enhance understanding
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Labor day
2 Attend Introductory Workshop (Official launching)
3 Read Competencies for SSU staff
4 Continue reading Competencies for SSU staff
5 Fill pre-self Evaluation
6
7
8
Fill pre-self Evaluation
9 Start reading Unit 1(SSU) Strategic leadership
10 Online activity P. 6
11 Online activity P. 6
12 Online activity P. 6
13 14
15 Read Unit 1.2 of LftF
16
Read Unit 1.2 of LftF
17 Self-reflection /Learning log P. 7
18 Continue reading Unit 1(SSU)
19 Self-reflection P. 8
20 21
22 Continue reading Unit 1(SSU)
23 Continue reading Unit 1(SSU)
24 Self-reflection P. 16
25 Online activity P. 16
26 Online activity P. 16
27
28
29 Resources/ Read Bradford university booklet P. 17
30 Resources/ Read Bradford university booklet P. 17
31 Resources/ Read Bradford university booklet P. 17
This month can be changed as per the starting date of your study.
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Learning log activity P. 17
2 Self-reflection PP.17,18,19
3 4
5 Self-reflection PP.17,18,19& Links P. 19
6 Self-reflection PP.17,18,19& Links P. 19
7 Self-reflection PP. 20,21
8 Self-reflection PP. 20,21
9 Continue reading Unit 1 (SSU)
10
11
12 Continue reading Unit 1 (SSU)
13 Continue reading Unit 1 (SSU)
14 Peer Meeting with SS Unit
15 Read unit 1.6 of LftF
16 Read unit 1.6 of LftF
17 18
19 Read unit 1.6 of LftF
20 Read unit 1.6 of LftF
21 Use the straight line planning tool/LftF
22 Use the straight line planning tool/LftF
23 Use the straight line planning tool/LftF
24 25
26 Self-reflection/ Learning log page 24
27 Self-reflection/ Learning log page 24
28 Organizing portfolio papers
29 Organizing portfolio papers
30
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2
3 Start reading Unit 2(SSU) Personal leadership
4 Links P. 26
5 Continue reading
Unit 2(SSU)
6 Eid Al-Fitr
7 Eid Al-Fitr
8 9
10 Continue reading Unit 2(SSU)
11 Online activity P. 30
12 Online activity P. 30
13 Continue reading Unit 2 (SSU)
14 Self-reflection /learning log P. 32
15 16
17 Online activity P. 33
18 Learning log P.33
19 Continue reading Unit 2 (SSU)
20 Continue reading Unit 2 (SSU)
21 Online activity P. 38
22 23
24 Online activity P. 38
25 Self-reflection/ learning log P. 38
26 Continue reading Unit 2 (SSU)
27 Self-reflection/ Learning log P. 41
28 Continue reading Unit 2 (SSU)
29 30
31 Links P. 41 read Unit 2.2 / LftF
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
Links P. 41 read Unit 2.2/LftF
2 Continue reading Unit 2 (SSU)
3 Online activity P. 44
4 Self-reflection/ Learning log P. 44
5 6
7 Continue reading Unit 2 (SSU)
8 Links P.45
9 Self-reflection/ Learning log P. 45
10 Peer Meeting With SS Unit
11 Continue reading Unit 2 (SSU)
12 13
14 Links P. 48
15 Self-reflection/ Learning log P. 48
16 Organizing portfolio papers
17 Organizing portfolio papers
18
19 20
21 Strat reading Unit 3(SSU) Organizational leadership
22 Online activity P. 50
23
Links Read Unit 1.4 P. 50
24 Continue reading Unit 3 (SSU)
25 Online activity P. 51
26 27
28 Continue reading Unit 3 (SSU)
29 Continue reading Unit 3 (SSU)
30 Links P.56
31 Self-reflection/ Learning log P. 56
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Continue reading Unit 3 (SSU)
2 3
4 Links P. 58
5 Links P. 58
6 Links P. 58
7 Links P. 58
8 Self-reflection/ Learning Log P. 58
9 10
11 Continue reading Unit 3 (SSU)
12 Eid Al-Adha
13 Eid Al-Adha
14 Links P. 60
15 Continue reading Unit 3 (SSU)
16 17
18 Online activity & Self-reflection/ Learning log P. 62
19 Continue reading Unit 3 (SSU)
20 Online activity P. 63
21 Continue reading Unit 3 (SSU)
22 Online activity P. 67
23 24
25 Self-reflection P. 68
26 Group activity P.69 (Prepare for the activity)
27 Group
activity P.69 (Discuss with the team)
28 Online activity P. 70
29 Online activity P. 70
30 1 OCT
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
2 Self-reflection P. 70
3 Organizing portfolio papers
4 Organizing portfolio papers
5
6 Individual Mid-Point progress review
7 8
9 10 Start reading Unit 4(SSU) People and resource leadership
11 Self-reflection/ Learning Log PP. 72,73
12 Continue reading Unit 4 (SSU)
13 Continue reading Unit 4 (SSU)
14 15
16 Read Unit 2.4 of the LftF/ First Links P. 75
17 Read Unit 2.4/ LftF First Links P.75
18 Read Case Study P. 75
19 Second Links P.75
20 Self-reflection/ Learning Log PP.76,77,78,79
21 22
23 First online activity P. 79
24 Second online activity P. 79
25 Continue reading Unit 4 (SSU)
26 Online activity Page 81 Watch video ”Great facilitator”
27 Online activity & Watch video “Six steps” Learning log P. 81
28 29
30 Continue reading Unit 4 (SSU)
31 Self-reflection/ Learning Log P. 83
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Online activity Page 84 Self-reflection/ Learning log P. 84
2 Self- reflection/ group activity & Resources P. 85
3 Resources Page 85
4 5
6 Online activity P. 86
7 Continue reading Unit 4 (SSU)
8 Links P.87
9 Links P. 87
10 Peer Meeting With SS Unit
11 12
13 Continue reading Unit 4 (SSU)
14 Continue reading Unit 4 (SSU)
15 Continue reading Unit 4 (SSU)
16 Self-reflection/ Learning Log P. 91
17 Self-reflection/ Learning Log P. 91
18 19
20 Self-reflection/ Learning Log P. 91
21 Organizing portfolio papers
22 Organizing portfolio papers
23
24 25 26
27 Start reading Unit 5 Leadership for school improvement
28 Self-reflection/ Learning Log P. 94
29 Self-reflection/ Learning Log P. 94
30 Continue reading Unit 5 (SSU)
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Continue reading Unit 5 (SSU)
2 3
4 Self-reflection/ Learning Log P.98
5 Self-reflection/ Learning Log P. 98
6 Continue reading Unit 5 (SSU)
7 Online activity P. 99
8 Online activity P. 99
9 10
11 Online activity P. 99
12 Online activity P.99
13 Online activity P. 99
14 Online activity P. 99
15 Online activity P. 99
16 17
18 Online activity P. 99
19 Continue reading Unit 5 (SSU)
20 Read case study PP. 100,101,102
21 Group activity P. 102
22 Group activity P. 102
23 24
25 Christmas
26 Christmas
27 Self-reflection/ Learning Log P. 102
28 Continue reading Unit 5 (SSU)
29 Online activity P. 104
30 31
Notes:
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handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 New year
2 Online activity P. 104
3 Links P. 104
4 Links P.104
5 Read case PP.105,106
6 7
8 Self-reflection/ Learning Log P. 107
9 Continue reading Unit 5 (SSU)
10 Self-reflection/ Learning Log P.108
11 Continue reading Unit 5 (SSU)
12 Links P. 109
13 14
15 Links P. 109
16 Links P.109
17 Peer Meeting with SS Unit
18 Learning Log P. 110
19 Continue reading Unit 5 (SSU)
20 21
22 Self- reflection/ Learning Log& Online activity P. 112
23 Continue reading Unit 5 (SSU)
24 Online activity P. 114
25 Self-reflection/ Learning Log P. 116
26 Self-reflection/ Learning Log P. 116
27 28
29 Links& Online activity P. 116
30 Organizing Portfolio papers
Notes:
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47
handbook for strategic support units heads and coordinators
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Organizing Portfolio papers
2 Fill Post self-evaluation
3 4
5 Final workshop with all SS Units
6
Preparation for final discussion
7
Preparation for final discussion
8 Final individual discussion-Learning Log/Portfolio assessment
9 10 11
12
13 14 15 16 17 18
19
20
21 22
23
24 25
26
27
28
* Note: The rest of February should be used for portfolio refinement, preparation for final individual evaluation discussion including the presentation.
Notes:
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