How can we improve performances? Catharina Foundation 13 july 2010 Tanei Kayie Maartje Reitsma

How can we improve performances?

Catharina Foundation13 july 2010Tanei KayieMaartje Reitsma

Stakeholders outside

Community

Ecological approach

FamilySchool

Child Class

Child

What works?

• Research Evidence based

• Different levels for the capacity building:1. Child / family

2. Class

3. School

4. Community / stake holders

Child / family level

• Support of the family• Self-esteem / self-efficacy of the child• Feeling good: child likes school• Parents have high, realistic expectations Motivation / working hard

• And also characteristics of the child, but we can not change that

Class (teacher) level

• Self-efficacy of the teacher• High, realistic expectations of the teacher

for the child• Good child-teacher relationship

(supportive)• Good class management (individual

approach, instruction time, learning time, day / week tasks, peer support)

• Education of the teacher

Class (teacher) level (continued)

• Data-driven teaching: goal activity test evaluation / feedback to the child (new)goal

Plan

DoCheck

Act

School (head-teacher) level

• Good leadership• Supervision• Learning from each other / visiting classes• Analysis school performances• School development plan• Vision / mission / motto:

talking about and practices• Education of the head-teacher

Community / stake holders level

• Parent participation

• Shared responsibility of all participants(including the child itself)

• Working together with stakeholders

Observations(at school visits)

• Positive observations

Observations(at school visits)

• Challenges

ideas – how we made them

• What works principles: evidence based• Observations• Possibillities

IdeasDiscussionPrioritiesNeeds working out

Capacity building plans: Child level

• idea 1– What: better enrolment and transition of girls– How:

• Empowering girls through peer groups• Peer support• Building self-efficacy• Role models

Capacity building plans: Child level

• idea 2– What: better performance through support

from parents and teacher– How: School and

teacher

ParentsChild

Dialogue

aims of parents participation

aim what

Parenting / educational

Working together on the child development on the family and the school level. Fine tuning the raising.

Organizational Parents are working in the class and in the school; helping and supporting the teachers

Democratic The parents and the community co-decide how the school is developing

Capacity building plans:Class (teacher) level

• idea 3– What: more individual attention in co-

curricular activities– How: working in small groups through

assistents and parent participation in the class– Example:

- cooking,

- music,

- dance in ECD

• idea 4– What: improve the performance of teachers

and head-teachers– How: exchange program of the NGO

• within schools• between schools

Capacity building plans:Class and school level

• idea 5– What: improve the performance of teachers

and head-teachers– How: exchange program with

The Netherlands• communication / school bridging• visiting

Capacity building plans:Class and school level

• idea 6– What: building strong informal ties between

children, parents, (head-)teachers, community members

– How:

organizing happy days

Capacity building plans:Community level

• idea 7– What: improving performances PTA– How: workshops about themes

• Example: children rights, what works

Capacity building plans:Community level

discussion