EO Training Cycle 1 Handouts

EDUCATION OFFICERS TRAINING: CYCLE 1 HANDOUTS

ACCELERATED QUALITY EDUCATION FOR LIBERIAN CHILDREN

EDUCATION OFFICERS TRAINING: CYCLE 1 HANDOUTS December 2018

USAID/LIBERIA ABE: ACCESS IDIQ CONTRACT

AID-OAA-I-14-00073/AID-669-TO-17-00001

Prepared for:

Edel Perez, Contractor Officer (CO)

Office of Acquisition and Assistance

United States Agency for International Development/Liberia

c/o American Embassy

502 Benson Street

Monrovia, Liberia

Prepared by:

Education Development Center

43 Foundry Avenue

Waltham, MA 02453-8313

USA

USAID/Liberia ABE:ACCESS IDIQ Contract AID-OAA-1-14-00073/AID-669-TO-17-00001 This document was made possible by the support of the American people through the United States Agency for International Development (USAID). This document was produced for review by the United States Agency for International Development. It was prepared by Education Development Center, Inc. (EDC) for USAID/Liberia Accelerated Quality Education for Liberian Children.

Rights and Permissions: This work is available under the Creative Commons Attribution 4.0 IGO license (CC BY 3.0 IGO) http://creativecommons.org/licenses/by/3.0/igo. Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work, including for commercial purposes, under the following conditions:

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Accelerated Quality Education for Liberian Children | Education Officers Training Cycle 1 Handouts 2018

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EO Training Cycle 1: Handouts by Session

Session Title Handout Title Page Session1: Introduction and Pre-Test

1.1 Outcomes and Agenda

1

1.2 Pre-test 4 1.3 Pre-test Answer Key 6

Session 2: Overview of AQE

2.1 Copies of overview of AQE Slides 8

Session 3: ICA Overview, Tool and Results

3.1 ICA Overview Slides 11 3.2 Worksheet for Tool Practice 16 3.3 ICA Results/Scores for Each County 20 3.4 County ICA plans 20

Session 4: ALP Framework

4.1: AE Principles 27 4.2: Steps through ALP 30

Session 5: County Meetings

5.1 Discussion Questions 32 5.2 K-W-L Chart 32

Session 6: EO Leadership

6.1 Definitions of educational leadership and management 34 6.2 Education Leadership Self-Assessment 35 6.3 Leadership Module 3 from SQA Tool 39 6.4 Diagram of roles/responsibilities AQE and MoE 41

Session 7: Monitoring for Quality

7.1 MoE One School Approach 43 7.2 AQE Cycles of Trainings 44 7.3 MoE School Quality Assessment Tool 45 7.4 AQE Site Survey Tool for Classes 70 7.5 AQE Site Survey Tool for Principal 75 7.6 AQE Classroom Observation Form 79 7.7 School Quality Improvement Process, MoE 91 7.8 ABE Program Quality Standards Diagram 105

Session 8: Community Engagement for Improved Student Outcomes

8.1: Copy of CSC

116

8.2 Action Plan 107 8.3 CSC Intake tracker 1108 8.4 CSC Service User Form 110

Session 9: County Meetings

9.1 Assignment Instruction 111 9.2 Meeting Chart 112

Session 10: Quality Reporting

10.1 MoE Reporting Template for CEO 113 10.2 MoE Reporting Template for DEO 117 10.3 MoE Reporting Template for Principal 123 10.4 MoE Reporting Flow Chart 129 10.5 MoE Organogram 129

Session 11: Team Work and EOs and Administration of ALP

11.1: List of schools, administrators and teachers per county/district 131 11.2: List of items provided by AQE to each site 132 11.3: Information on trainings (including PTAs) and other community engagement

133


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Session Title Handout Title Page Session 12: Action Planning

12.1 Action Planning Template 134

Session 13: Site Visit 1 – Data collection

13.1 SQA Tool 137 13.2 Site Survey Tool 137 13.3 Lesson Observation Tool 137

Session 14: Site Visit 2 – Analysis and Reflection

14.1 SQA Tool Analysis tool 137 14.2 Site Survey Tool Analysis & Reflection Tool 138 14.3 Lesson Observation Tool Analysis tool 146

Session 15: Post Test and Evaluation

15.1 Post Test 154 15.2 Training Evaluation Form 158


1

Session1: Introduction and Pre-Test

Handout 1.1 Outcomes and Agenda

Learning Outcomes: Based on the above, learning outcomes for this first cycle of EO training are those which are related to addressing the information needs of recently appointed EOs with limited experience in AE programs; the specific responsibilities and expectations of EOs for the program and specifically for the start-up of the new school year.

Specifically, by the end of the training participants will be able to:

• Describe accelerated education/learning programs including target group, curriculum, teachers, linkage to conventional school system, and how they contribute to the national mandate to provide education for all and the Education Sector Plan 2017-2020; and how AQE contributes to both.

• Develop a map of the process of entering and exiting the ALP system from the perspective of learners, highlighting the roles of key players at the site, district and county levels; and key documents involved in fulfilling those roles.

• Respond appropriately to frequently asked questions about ALP and the AQE implementation, including parents’ concerns about placement, assessment, retention, certification, transition and AQE financial, material and technical support to ALP implementation.

• Define expectations for appropriate participation in ALP related community engagement activities including operationalizing PTAs and the use of the Community Score Card, and other activities such as Participatory Theatre and Radio Talk Shows.

• Summarize the ICA process, key learnings from the recent ICAs and ICA related capacity development objectives and implement revised county ICA plans for the coming year.

• Prepare an action plan can be incorporated into the County’s Operational Plan and which includes:

o Activities from County ICA plans Activities to support to sites in the new academic year, including monitoring, supporting and reporting on teaching and learning, community engagement and quality improvement at ALP sites.


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AGENDA

Day 1 Time

Session Title

Lead/Co-Facilitators

Comments

7:00 – 7:30 REGISTRATION M&E 7:30 – 8:00 BREAKFAST All 8:00 – 09:00 Session 1: Introduction to Training 9:00 – 09:45 Pre-Test 9:45-10:30 Session 2: Overview of

AQE/ALP Accelerated Learning Program

10:30-12:30 Session 3: Institutional Capacity Assessment Process Overview and Application

12:30 – 1:30 LUNCH 1:30-3:00 Session 4: ALP Framework

3:00 – 3:45 Session 5: County Meeting 1 3:45 – 4:00 Closure and wrap up

Day 2

Time

Session Title

Lead/Co-Facilitators

Comments

7:0-– 8:30 BREAKFAST and Registration 8:30 – 9:00 Recap Day 1: Reflections from Day 1 9:00 – 10:30 Session 6: EO Leadership 10:30-12:00 Session 7: Monitoring for Quality: MoE

System: Purpose, Tools, Processes

12:00 – 1:00 LUNCH ALL 1:00 – 2:15 Session 7: Monitoring for Quality (Cont)

Roles and Responsibilities of EOs

2:15-3:30 Session 8: Community Engagement for Improved Student Outcomes

3:30-4:30 Session 9: County Meetings 2

Day 3

Time Session Title Lead/Co-Facilitators

Comments

7:00 – 08:30 Breakfast and Registration M&E 8:30 – 09:00 Recap based on Day 2 County Meetings 9:00-10:30 Session 10: Quality Reporting


3


Comments

10:30-12:00 Session 11: Administrative Support for AQE

12:00 – 1:00 LUNCH 1:00-3:15 Session 12: Action Planning 3:15– 3:30 Training Evaluation and Closing 3:30 – 4:30 Administration and Finance Matters

Day 4: Time Session Title Lead/Co-

Facilitators Comments

8:00 – 09:00 Breakfast and Registration M&E 9:00 – 10:00 Session 13: Site Visit 1 - Data Collection

Distribution of roles and responsibilities

10:00 -11:30 Review of monitoring tools (SQA & EDC tools)

11:30-12:00 Preparation of materials practicum 12:00 – 12:30 LUNCH 12:30 - 1:30 Depart for and arrive at sites

2:00 – 4:00 Conduct monitoring 4:00 – 5:00 Return to base and secure data/close

Day 5


Comments

8:00 – 09:00 Breakfast and Registration M&E 9:00 – 10:00 Session 14: Site Visit 2 - Review monitoring data 10:00 -12:00 Sample report development 12:00 – 1:00 LUNCH 1:00 – 3:00 Presentation of reports

• Questions and answers/suggestions • Review of Action Plan based on practicum

3:00 – 4:00 Session 15: Post-test and workshop evaluation 4:00 – 4:30 Next steps and closing remarks


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Handout 1.2 Pre-test

Pre-Test Questionnaires for Education Officers

Training Cycle 1 15 Minutes

Code:

Location:______________________________________ Date:____________ Score:______________ Site / County Direction: Please complete the Pre-Test Questionnaire for the Education Officers Cycle 1 Training. Carefully read the instruction for each question before answering.

1. The County Institutional Capacity Assessment: a. Assesses the county staff capacity to work in their respective offices b. Assesses the capacity of the county to effectively implement its education programs c. Assesses the county capacity to monitor and report on happenings in the system d. Assesses the county to find out if they are working and productive

2. In the school monitoring process, the SQA is used for:

a. Monitoring principals’ educational improvement b. Reporting on what’s happening in the county education system c. Monitoring all programs at the school with equal emphasis d. Informing the central ministry of how to improve the county office

3. An ALP learners completing level 3 should:

a. Be matched with one passing to grade 7 b. Be equivalent to a high school student c. Be considered as one qualified for night school d. Become a teacher of ALP now

4. From the EO induction program, the County reporting process is:

a. Principal to DEO; DEO to CEO; CEO to Assist Min. Basic & Secondary Ed. b. Principal to DEO; DEO to CEO and copy; Assist Min. Basic & Secondary Ed. c. Principal to DEO; DEO to CEO; CEO to DMI and copy all Assistant Ministers d. Principal to DEO; DEO to CEO; CEO to DMI

5. Accelerated Learning Program is a program that:

a. Targets all out of school children b. Is focused on out of school and dropped out children between 8 – 15 years old c. Should only be in Nimba, Bong, Lofa, Grand Bassa, Margibi, Montserrado d. Supports children once they are too old for their class


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6. The purpose of Eos to list names of teachers that teach the AQE/ALP classes in each school is:

a. To familiarize themselves with the schools AQE is presently working with b. To category, monitor, manage, pull out, sideline c. To category, delete, less monitor, push away d. To categories, monitor, sideline ,less monitor

7. Which of the following is orderly arranged as described the ICA? a. Governance, Administrative Management, Organizational Management, Program Implementation

and Management, Project Performance Management, Financial Management, Human Resource Management

b. Governance, Organizational Management, Administrative Management, Program Implementation and Management, Project Performance Management, Financial Management, Human Resource Management

c. Governance, Administrative Management, Organizational Management, Project Performance Management, Program Implementation and Management, Financial Management, Human Resource Management

d. Governance, Administrative Management, Organizational Management, Program Implementation and Management, Financial Management, Project Performance Management Human Resource Management

8. Which of these best describes Eos main supervisory role in all the AQE Sites is: a. The responsiveness of filling in the quality assessment tool b. To ensure there is quality education in all AQE classes for the benefit of learners c. The responsiveness of their positions regarding performance monitoring d. The responsiveness of positions regarding community engagement; use of data.

9. One of the importance of the AQE Site Survey Tool is: a. It is part of the AQE Rolling Assessment, which is a routine check on ALP schools to identify

gaps for improvement. b. It helps in tracking ALP schools as part of the Whole School Approach. c. More managerial in nature than leadership focused in ALP d. None of the above

10. Which of the following best describes the Community engagement strategies used under the

AQE project? a. Various community stakeholders b. PTA leadership, local leaders and traditional leaders c. Participation of parents, Teachers and students d. Community score card (CSC), Participatory Theatre (PTT) and Radio Talk Show


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Handout 1.3: Pre- test Answer Key for Education Officers Training Cycle 1 15 Minutes

Code:

Location:______________________________________ Date:____________ Score:______________ Site / County

1. The County Institutional Capacity Assessment:

a. Assesses the county staff capacity to work in their respective offices b. Assesses the capacity of the county to effectively implement its education

programs c. Assesses the county capacity to monitor and report on happenings in the system d. Assesses the county to find out if they are working and productive

2. In the school monitoring process, the SQA is used for: a. Monitoring principals’ educational improvement b. Reporting on what’s happening in the county education system c. Monitoring all programs at the school with equal emphasis d. Informing the central ministry of how to improve the county office

3. An ALP learners completing level 3 should: a. Be matched with one passing to grade 7 b. Be equivalent to a high school student c. Be considered as one qualified for night school d. Become a teacher of ALP now

4. From the EO induction program, the County reporting process is: a. Principal to DEO; DEO to CEO; CEO to Assist Min. Basic & Secondary Ed. b. Principal to DEO; DEO to CEO and copy; Assist Min. Basic & Secondary Ed. c. Principal to DEO; DEO to CEO; CEO to DMI and copy all Assistant Ministers d. Principal to DEO; DEO to CEO; CEO to DMI

5. Accelerated Learning Program is a program that: a. Targets all out of school children b. Is focused on out of school and dropped out children between 8 – 15 years

old c. Should only be in Nimba, Bong, Lofa, Grand Bassa, Margibi, Montserrado d. Supports children once they are too old for their class


a. To familiarize themselves with the schools AQE is presently working with b. To category, monitor, manage, pull out, sideline c. To category, delete, less monitor, push away d. To categories, monitor, sideline ,less monitor


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7. Which of the following is orderly arranged as described the ICA? a. Governance, Administrative Management, Organizational Management,

Program Implementation and Management, Project Performance Management, Financial Management, Human Resource Management




8. Which of these best describes Eos main supervisory role in all the AQE Sites?

a. The responsiveness of filling in the quality assessment tool b. To ensure there is quality education in all AQE classes for the benefit of

learners c. The responsiveness of their positions regarding performance monitoring d. The responsiveness of positions regarding community engagement; use of data.

9. One of the importance of the AQE Site Survey Tool is: a. It is part of the AQE Rolling Assessment, which is a routine check on ALP

schools to identify gaps for improvement. b. It helps in tracking ALP schools as part of the Whole School Approach. c. More managerial in nature than leadership focused in ALP d. None of the above


AQE project? a. Various community stakeholders b. PTA leadership, local leaders and traditional leaders c. Participation of parents, Teachers and students d. Community score card (CSC), Participatory Theatre (PTT) and Radio Talk

Show


8

Session 2: Overview of AQE Handout 2.1: Copies of overview of AQE slides

Accelerated Quality Education for Liberian Children – At a Glance


9


10


11

Session 3: ICA Overview, Tool and Results Session 3.1: ICA overview slides


12


13


14


15


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Handout 3.2: Worksheet for Tool Practice


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MINISTRY OF EDUCATION MoE COUNTY WORK PLAN TEMPLATE

WORK PLAN PERIOD: OBJECTIVES AND ACTIVITIES

OUTCOME

COUNTY LEAD

(NAME)

MOE ASSISTAN

CE (NAME)

AQE ASSISTA

NCE (NAME)

TIME

FRAME

FROM TO

COMMENTS

OBJECTIVE 1: ( Category 1: Governance 1.2: Institutional Support to ALP) ALP activities included in the county work plan Activity 1.1: Assess engagement level in schools

Activity 1.2:

Activity 1.3:

Activity 1.4:

OBJECTIVE 2: (Category 3: Organizational Management: 3.1 - Work Plan Development) Activity 2.1:

Activity 2:2:

Activity 2:3:


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Activity 2:4:

Activity 2:5:

OBJECTIVE 3: (Category 3: Organizational Management 3.2 – Knowledge Management) Activity 3.1:

Activity 3.2:

Activity 3.3:

Activity 3.4:

OBJECTIVE 4: (Category 4: Program Implementation & Management 4.5 – Community and Private Sector Engagement) Activity 4:1:

Activity 4.2:

Activity 4.3:

Activity 4.4:

Activity 4.5:

OBJECTIVE 5: (Category 5: Performance Management: 5.3 – Standards) Activity 5.1:

Activity 5.2:

Activity 5.3:

Activity 5.4:

Activity 5.5:

OBJECTIVE 6: (Category 5:Program Performance Management: 5.6 - Monitoring and Evaluation of AE activities) Activity 6.1:

Activity 6.2:


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Activity 6,3:

Activity 6.4:

Activity 6.5:

OBJECTIVE 7: (Category 6: Financial Management: 6.1: Financial Management Systems) Activity 7.1:

Activity 7.2:

Activity 7.3:

Activity 7.4:

Activity 7.5:

OBJECTIVE 8: (Category 7 Human Resource Management: 7.4 – Staff Performance Expectation) Activity 8.1:

Activity 8.2:

Activity 8.3:

Activity 8.4:

Activity 8.5:


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Handout 3.3 ICA Results/Scores for Each County

Handout 3.4 County ICA plans GRAND BASSA COUNTY ICA RESULTS 2018

Capacity Domains Average Score Rating Scores/ No.

Participants 3.1 Work Plan Development 2.62 1.1 Organization Structure 1.85 2.1 Operational Policies, Procedures and Systems 0.77 4.5 Community and Peivate Sector Involvement 0.69 2.3 Procurement 0.62 2.2 Travel Policy and Procedures 0.54 4.2 AE Facilitator Payment 0.54 3.2 Knowledge Management 0.38 5.6 Monitoring and Evaluation of AE Activities 0.38 7.1 Job Descriptions for Ministry and Service Providers 0.38

GRAND BASSA CAPACITY CATEGORIES SCORES Governance 75.00% Administration 50.00% Organizational Management 66.67% Program Implementation & Management 54.17% Project Performance Management 66.67% Financial Management 75.00% Human Resource Management 81.25% Total 468.75% General average 66.96%


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LOFA ICA RESULTS 2018

CAPACITY CATEGORIES SCORES Governance 62.50% Administration 66.67% Organizational Management 66.67% Program Implementation & Management 66.67% Project Performance Management 66.67% Financial Management 68.75% Human Resource Management 81.25% Total 479.17% General average 68.45%

Lofa County

LOFA COUNTY INSTITUTIONAL CAPACITY DEVELOPMENT PRIORITIES 2018

ICA CATEGORY ICA ELEMENT SCORE

1 ORGANIZATIONAL MANAGEMENT Work Plan Development 2 2 GOVERNANCE & LEADERSHIP Institutional Support 2

3 PROGRAM PERFORMANCE MANAGEMENT Monitoring and Evaluation of AE Activities 2

4 HUMAN RESOURCE MANAGEMENT Staff Performance Expectation 2

5 PROGRAM PERFORMANCE MANAGEMENT Quality Assurance 2

6 PROGRAM IMPLEMENTATION MANAGEMENT

Community & Private Sector Involvement 2

7 ORGANIZATIONAL MANAGEMENT Stakeholder Involvement 3

8 PROGRAM IMPLEMENTATION MANAGEMENT AE Facilitator Payment 3

9 FINANCIAL MANAGEMENT Financial Management Systems 3 10 ORGANIZATIONAL MANAGEMENT Knowledge Management 3

11 PROGRAM PERFORMANCE MANAGEMENT Supervision of AE Facilitators 3


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BONG COUNTY ICA 2018

CAPACITY CATEGORIES Score Governance 62.50% Administration 58.33% Organizational Management 83.33% Program Implementation & Management 70.83% Project Performance Management 62.50% Financial Management 75.00% Human Resource Management 81.25% Total 493.75% General average 70.54%


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BONG COUNTY INSTITUTIONAL CAPACITY DEVELOPMENT PRIORITIES 2018

ICA CATEGORY ICA ELEMENT

1 ORGANIZATIONAL MANAGEMENT Certification of AE Facilitators

2 GOVERNANCE & LEADERSHIP Institutional Support to ALP

3 PROGRAM PERFORMANCE MANAGEMENT Monitoring and Evaluation of AE Activities

4 HUMAN RESOURCE MANAGEMENT Staff Performance Expectation

5 PROGRAM PERFORMANCE MANAGEMENT Quality Assurance

6 PROGRAM IMPLEMENTATION MANAGEMENT Community & Private Sector Involvement

7 ORGANIZATIONAL MANAGEMENT Stakeholder Involvement

8 PROGRAM IMPLEMENTATION MANAGEMENT AE Facilitator Payment

9 ORGANIZATIONAL MANAGEMENT Knowledge Management

10 PROGRAM PERFORMANCE MANAGEMENT Supervision of AE Facilitators

11 PROGRAM PERFORMANCE MANAGEMENT Standards

12 ORGANIZATIONAL MANAGEMENT Work Plan Development

MARGIBI ICA RESULTS 2018



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ICA Priority Elements Average Score Rating Scores/ No.

Participants 5.1 Program Implementation on Status 1.29 3.1 Work Plan Development 1.0 1.2 Institutional Support for ALP 0.93 2.1 Operational Policies, Procedures and Systems 0.86 1.1 Organization Structure 0.79 5.6 Monitoring and Evaluation of AE Activities 0.64 4.5 Community and Private Sector Involvement 0.57 4.1 AE Service Delivery 0.5 6.1 Financial Management System 0.5 3.3 Stakeholder Involvement 0.43

MONTSERRADO ICA 2018

ICA Priority Elements

Average Score Rating Scores/

No. Participants Governance 50.00% Administration 25.00% Organizational Management 33.33% Program Implementation & Management 33.33% Project Performance Management 50.00% Financial Management 75.00% Human Resource Management 68.75% Total 335.42% General average 47.92%


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Top Ten Priorities 3.1 Worl Plan Development 2.78 2.1 Operational Policies, Procedures and Systems 1.17 1.2 Institutional Support for ALP 0.89 7.1 Job Descriptions for Ministry and Service Providers 0.72 4.5 Community and Peivate Sector Involvement 0.56 1.1 Organization Structure 0.44 4.2 AE Facilitator Payment 0.44 5.6 Monitoring and Evaluation of AE Activities 0.39 4.3 Program Review 0.33 5.1 Program Implementation on Status 0.33


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NIMBA COUNTY ICA RESULTS 2018


ICA Priority Elements Average Score Rating Scores/ No.

Participants 4.3 Program Review 0.00 3.1 Work Plan Development 1.13 1.2 Institutional Support for ALP 0.88 2.1 Operational Policies, Procedures and Systems 1.50 3.2 Knowledge Management 0.31 7.4 Staff Performance Expectations 0.31 4.5 Community and Private Sector Involvement 0.63 4.2 AE Facilitator Payment 0.44 7.2 Staff Recruitment and Retention 0.69 3.3 Stakeholder Involvement 0.69


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Session 4: ALP Framework Session 4: Handout 1 – Alternative Education Principles


28


29


30

Handout 4.2: Steps through ALP

1

5 6

3 4

2


31

7 8

9 10

11


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Session 5: County Meetings Handout 5.1 Discussion Questions

Handout 5.2 K-W-L Chart § Develop a model flip chart for the report out:

K – W – L

County:________________________________________________________________ Group

members:________________________________________________________

___

___________________________________________________________

Name of reporter: _________________________________________________________

What do we now know about the ICA process, tools, results and action plans?, AEP,

Learner’s progress through ALP and our roles?

Discussion Activity § In County Groups, select one county team member to be the rapporteur for the duration

of training, compiling the results of all county group work and county meetings. § Discuss the following: 1. What do we now know about the ICA tool, process and how it can help us in the county? 2. What do we now know about the Accelerated Learning Principles, ALP and AQE in

Liberia? 3. What are the most important roles we play in making sure that learners can take

advantage of ALP? 4. What outstanding questions do we have for the parking lot? 5. How will we find out what we need to know?

§ Choose a reporter for tomorrow’s recap. § Post the outstanding questions in the parking lot. § Post the results on a flip chart. § Put the name of the county, group members and reporter on the chart. § Place the flip chart on the wall.


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For Each Category: complete the KWL chart

ICA Know Want to Know Learned 1

1 1

2

2 2

3

3 3

AEP Principles applied to Liberia Know Want to Know Learned 1 1 1 2 2 2 3 3 3

Learner’s Progress Know Want to Know Learned 1 1 1 2 2 2 3 3 3

My Role in ICA, AEP and Learner’s Progress Know Want to Know Learned 1 1 1 2 2 2 3 3 3

County


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Session 6: EO Leadership Handout 6.1: Definitions of educational leadership and management

Education leadership: Education leadership (or school leadership) is the process of enlisting and guiding the talents and energies of teachers, pupils, parents, and communities toward achieving common educational aims.

Education leadership involves working with teachers, school principals, district education officers and other education professionals on systemic plans to increase education quality by improving educational programming and outcomes. (ABE Independent Study Guide Educational Leadership, MoE/AYP 2017)

Education management: Education management (or education administration) consists of all the processes, systems, and activities needed to run a school on a daily basis. (Ibid p 12) Important to provide sources - it can be highlighted and provided in a footnote or end note


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Handout 6.2 Education Leadership Self-Assessment Time: Directions for individuals

1. Read the explanation of the self-assessment below. 2. Answer the self-assessment questions, writing your answers in the

space provided 3. Once you have completed the self-assessment, review it and

chose two or three education leadership practices you would like to strengthen in yourself.

Direction for Groups 1. Select one person to facilitate the activity. 2. Read and discuss the explanation of the self-assessment below 3. Answer the assessment questions individually, writing your

answers in the space provided 4. If you feel comfortable doing so, discuss your self-assessment

answer with each other, sharing two or three education leadership practices you to would like to strengthen in yourself. Take no more than 10 minutes Education Leadership Self-assessment The following self-assessment helps you look at your experience and capacity with various education leadership practices and can help you identify strength and areas in need further development. Think about your experience with any of the practices listed in the self-assessment. Remember there are no right or wrong answers. The assessment is designed to help you learn about yourself and about and is intended to further your own development, so be as honest as you can be. If you are not a school or site administrator at the present time but hope to become one, please answer this survey using your current


36

position as the example. If you have no experience with the statement, select NA. For each of the statements, choose one of the following answers: 1 = Never 2 = Occasionally 3 = Frequently NA – Not Application Once you have finished the assessment, reflect upon your results. You can use your learning journal to note down your responses to the following prompts: • Think about two areas of weaknesses you discovered by

doing the assessment. • Think about two areas of strength you discovered by doing

the assessment. • Think about two or three things you’d like to focus on in

order to strengthen your practice of education leadership. For each of the statements, choose one of the following answers:

• 1 = Never 2 = Occasionally 3 = Frequently NA – Not Applicable


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Education Leadership Self-Assessment 1 2 3 N Vision and Working with Others I have a vision for my school/institution I communicate that vision regularly to others I encourage others to set themselves challenging tasks I take responsibility and avoid blaming others I frequently check the level of staff morale and motivation I encourage teachers to teach at their best levels and student to learn at their highest levels

I appreciate the different contribution that each staff makes to our overall mission

I communicate with staff members frequently and clearly I am approachable to staff and build a team spirit I treat others equitably and in a non-biased manner I build a learning environment that is safe and promote positive interactions

Supervision I offer individual help to teachers on improving their teaching I meet with individuals I supervise to develop individual work plans

I promote opportunities for staff learning and career advancement

I regularly visit classrooms and carry out lessons observations I provide positive feedback to staff after supervision as well as helpful suggestions for improvement

Leading for example I try to inspire staff by leading by example My attendance and punctuality are exemplary I have a clear set of values related to my job I listen to others carefully, even when they disagree with me, and encourage new ideas and innovations

I show through my own actions my commitment to the goals of the school/institution


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I know and enforce all elements of the Teacher code of conduct

I welcome feedback from colleagues, staff and mentors for my own development

Shared Leadership I delegate tasks to other staff members where appropriate I plan with together with staff I take staff ideas, suggestions and wishes into account whenever possible

I seek information from reliable sources to identify needs in my school

I allow staff to have a say in decisions that affect them I encourage teamwork, cooperation and a positive working environment

Management I orient and induct new members of staff I adopt my management style to suit the situation I try to enlist community support to lighten the staff’s load I meet with community members regularly to listen to concerns and solve problems

I understand what data is collected at my learning site and work with others to collect it regularly

I use data to make decisions at my learning site. Transparency I explain my decisions to members of staff and other appropriate stakeholders.

I treat problem solving as an opportunity for improvement. I encourage staff to come to me with their problem. I look for underlying causes for any problem that arise. I plan daily, weekly and monthly schedules and make these available to others.

I plan staff meetings well in advance and provide a clear agenda.


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Handout 6.3: Leadership Module 3 from SQA Tool

Module 3: School Leadership and Management The purpose of this module is to check Principals are doing their job properly. This should take place in a dedicated space. Meet with the Principal or School Administrator in Charged. Standard Yes

Records sighted

No

3.1 Is there a functional PTA and SMT 3.2 Has the School Management Team (SMT) met in the last month? Show me the last meeting minutes.

3.3 Has the Parent Teacher Association (PTA) met in the last three months? Show me the last meeting minutes.

3.4 Do you have student class president(s)? Show me the list of elected student presidents.

3.5 Do you have a list of teachers who have been absent and the reasons for their absence? Show me the records. (2pts)

3.6 Is there a system in place to track male and female students who have dropped out since the start of the academic year and the reasons (e.g. Migration, Poor Health, Child Employment, Financial Reasons, Traditional Practices, Pregnancy, Other)? Show me the system.

3.7 Is there a system in place to track students with disabilities? Show me the system

3.8 Is there a system in place to track over-aged students? Show me the system

3.9 Is there a system in place for suspending and expelling students? Show me the system

3.10 Is there a system in place to track student’s report of physical abuse? Show me the system

3.11 Do you visit each classroom every month to observe the teacher and give feedback? Show me the observation and feedback records. (2pts)

3.12 All teachers meet minimum teaching load 3.13 Do you have a publicly displayed list of the fees the school charges/income received? Show me. (2pts)

3.14 Do you have an expenditure report for the school fees collected/income received? Show me. (2pts)


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3.15 Do your teachers keep assessment records for each student? Show me three examples.

3.16 Has there been any teacher in-service at the school during the last academic semester or the current one? Show me the evidence (for example, minutes, in-service attendance register)

3.17 Has the School Self-Assessment being completed for this academic school year?

3.18 Evidence of the School Self-Assessment 3.19 Have any Teacher Appraisals been completed this academic year? (2pts)

3.20 Evidence of any and all completed Teacher Appraisals 3.21 Is there a file for each staff at the school with HR related records? (Employment history, CV, Disciplinary actions, classroom observations feedback, appraisal document etc.) (2pts)

3.22 Is there a functional school health club 3.23 Is there an accountability and responsibility system in place for WASH facilities?

3.24 Is there a water quality test plan? 3.25 Is there a proper and adequate site for garbage disposal? If yes, show me.

Score out of 31 Total


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Handout 6.4: Diagram roles /responsibilities AQE and MoE

MOE Teachers Guide/ Learners workbook

Lesson observations AQE

SQA – bi-annual assessments Classroom observation

Level 1 Lessons • Literacy/ Numeracy • Learning Together/

Life Skills Levels 2&3 Lessons • English Language

Arts/ Mathematics • Science & Social

Studies

Step 1: Discuss the lesson and materials with teachers Step 2: Lesson Observation Step 3: Discuss lesson & reflect with teacher Step 4: Reporting and data input on survey to go

AQE cycle assessments Classroom observation

SQA School survey modules

Learner Assessments School Quality Assessment

Site Survey

• Placement • Formative –

informal (learner observations)

• Formative – formal (mid-end-unit)

• Summative

Step 1: Discuss site visit with principal Step 2: Carry out SQA / site survey Step 3: Discuss survey & reflect with school principal Step 4: Reporting and data input on survey to go

Learner Assessments

Support by School Management and

Leadership

Support by County AQE Team

Support by PTA and Traditional Leaders

Support by County Education Officers


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Training Cycles Cycles of ALP Residential, Cluster and School-based Continuous Professional Development

Training and school visit cycles

Aug

Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul

Residential Training Cycles 1-2 (3 days)

Residential 1 Teacher/ school principal/ PTAs/ EOs

Cycle 1

Residential 2 Teacher/ school principal/ PTAs/ EOs

Cycle 2

Cluster Training cycles 1-4 (one day)

Cluster 1 Teacher/ school principal / EOs




School visit/ Lesson obs cycles 1-4

1-1 1-2 1-3 2-1 2-2 2-3 3-1 3-2 3-3 4-1


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Session 7: Monitoring for Quality Handout 7.1: MoE One School Approach Ministry of Education: ONE SCHOOL APPROACH The Whole School approach, reminds all educators and community members that the Ministry of Education’s constitutional mandate is to “provide equal access to educational opportunities and facilities For ALL citizens.” The Education Reform Act of 2011 describes how the Ministry of Education will operationalize this constitutional mandate. To achieve these critical objectives of the Education Reform Act with the limited resources available to the Ministry of Education the Ministry is promoting a “One School Approach” “One School Approach”

• Encourages/requires all education officers and principals to monitor, support and ensure quality of all education programs at a given site. This includes the formal school, Accelerated Learning Programs, Alternative Basic Education Programs, Adult Education Programs, as well as Technical Vocational Training and other programs using public facilities.

• Treat students, teachers, community members and partners equitably with respect to access to programs for which they are eligible.

• Include all MoE supported programs in statistical data and quality assessment and improvement processes.

• Ensure that PTAs are open to members from all school programs.

• Promoting the transfer of teaching, learning and child development practices across programs.

• Inform the County and national offices of program needs of students and families in the schools catchment area.

• Support students as they transfer between strata of the system and/or between different programs.

From the Education Reform Act 2011

The stated objectives of the Education Reform Act of 2011 details the objectives that give substance to this mandate. Specifically, the Objectives of the Act are “to govern and regulate the educational system and the delivery and management of that system and shall encompass the following:

a) Ensure the provision of quality education to all citizens at every level of the educational strata;

b) Promote equal access to educational opportunities for all Liberians, without discrimination of any kind;

c) Promote and sustain public confidence in the educational system;

d) Decentralize the educational system so that it has maximum effect throughout the country;

e) Promote and protect the concept of human rights for all Liberians both with respect to access and opportunities for quality education;

f) Reduce the high rate and level of illiteracy in the country;

g) Promote gender equity and equality throughout the educational system and opportunities for education;

h) Produce good citizens possessing the necessary skills for the reconstruction and development of the country; and

i) Ensure the proper and adequate governance and management of the education sector consistent with the national education philosophy and education


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One School will ensure that government resources are used well at the site level and provide a strong foundation for the decentralization process.

Handout 7.2: AQE Cycles of Trainings


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Handout 7.3: MoE School Quality Assessment Tool

Ministry of Education

Republic of Liberia

School Quality-Assessment (SQA)

Forms

SCHOOL QUALITY ASSESSMENT TOOL (SQA) INTRODUCTION This is the school Quality Assessment tool for all levels ECD – 12 grades including

Alternative Education. These tools are to be administered by District Education Officers and

Instructional supervisors/ principal supervisors. The below guidelines must be followed:

1. When making any additional comments, the supervisor should refrain from using phrases

like "on course", "everything was good". Thorough explanations are needed.

2. ALL questions must be answered. If something is incomplete, then it should be

scored/checked as a "No".

3. When recording the staff and students list, printed out lists are not acceptable UNLESS

it has ALL of the information that the SQA is asking for.

Lists with the first/last names as initials will not be accepted.

SCORE 1. The total score of this tool is 100 points

2. Any school scoring below 70 points shall be considered A SCHOOL AT RISK and must be

placed on immediate probation with key recommendations for improvement.

CLASSIFICATION RATING: SEE MODULE 8 FOR RATING GUIDELINES

FINAL ASSESSMENT SCORE: _________


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FINAL CLASSIFICATION RATING: ______

Summary School Name: _____________________________________ EMIS Code: ______

Permit (Tick One): ☐Yes ☐No Permit Number: ____________________________

Grades taught (tick all that apply):

☐Public School ☐Private School ☐Community School ☐Faith-Based School

☐Early Childhood Education

☐Primary (Lower Basic)(Grades 1– 6)

☐Junior Secondary (Upper Basic)(Grades 7–9)

☐Senior Secondary(Grades 10-12)

☐Accelerated Learning Program

☐Alternative Basic Education

☐Technical and Vocational Education and Training

☐ Intervention Provider name: _____________________

List of interventions Provided by partners (eg. Hand pumps, latrine, renovation, supplies, etc):

County________________________ District: ______________________ Date of assessment: ___________________ Time assessment started: _______ Time assessment ended: ________ Name of the Principal: ___________________ Mobile Number of Principal: _____________________________________ DEO/Inspector Name: _____________________________________ Mobile Number of DEO/Inspector: _____________________________________ SQA SCORE Module Score or NA 1 Verification Not applicable 2 Document Check /15 3 School Leadership & Management /30 4 School Physical Infrastructure /12


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5 Classroom Observation /27 (9x3) 6 Parents & Students /9 7 Textbooks & Teaching & Learning Materials

/7

Total (all schools) /100 8 Alternative Education 9 TVET

Module 1: Verification The purpose of this section is to check teachers who are present or absent and match the information with the EMIS figure or Payroll.

Write down the names of the staff in the school’s staff register and verify the list with those present Include all staff managers, registrars and administrators.

1.1 Staff absent on day of assessment:

Name Payroll number Reason (if known)


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N/Y ☐ All teachers are present at the time of SQA visit.

1.2 Total staff, teaching load and qualification

Name(Gender) Position Weekly Teaching Load (hrs per day x 5)

Present (tick)

Payroll Number Qualification


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Note: Add additional names at the back of the sheet

1.3 Staff summary Calculate the numbers of staff present and absent.

Staff EMIS/PAYROLL Count present Count absent Male Female 1.4 Teachers required The purpose of this section is to check how many teachers are required in different subjects. This data will form the basis for teacher supply or transfer.

Using the staff register, discuss the numbers of teachers assigned, how many are volunteers (not on the payroll) and calculate the gaps.

Level/Core

Subjects Self-

Contained

Yes No

Number of teachers

assigned to the school

Number of volunteer teachers

Number of Students

Number of teachers required

ECD Primary Upper Basic

SECONDARY SCHOOL SECTION Level/Core

Subjects Number of

Payroll teachers assigned to the

school

Number of volunteer teachers

Number of Sections

Number of teachers required

Math English Biology


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Chemistry Physics History Geography Economics Literature 1.5 Verify students The purpose of this section is to check whether schools are reporting student numbers accurately.

Go around to each of the classrooms and conduct a physical head count of all male and female students in the classroom. Count all the males and females for each grade including ECE.

Grade EMIS # of

males Count # of males

EMIS # of females

Count # of females


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Total Comments:

1.6 Verify fees The purpose of this section is to check actual fees charged to parents and students. Ask the principal, does the school charge fees to parents and students?

Question Yes No 1.6.1 Does your school charge fees to the parents and students?

Questions Tick all that

apply Amount per year

(LD/USD) 1.6.2 What kind of fees are being charged?

PTA fees Purpose(s):

School fees Development fees Purpose(s):

Registration fees Purpose(s):

Tuition Fees Purpose:


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Tuition Fees Purpose:

WAEC Examination fees WASSCE Examination Fees Uniform fees

OTHERS

Module 2: Document Check The purpose of this section is to ensure schools keep correct records.

Meet with the Principal and Vice Principal (s). Ask them to show you these documents.

Document check (All questions in column “1 yes” are 1 point each All questions in column “2 yes” are 0.5 point each)

Yes Sighted & up-todate

Yes Sighted but not up-todate (0.5pts each)

No

2.1There is a logbook for visitors to sign 2.2 There is a register of all students 2.3 There are student daily attendance roll books for each class

2.4 There is a register of all staff 2.5 There is a staff daily attendance roll book for signing

2.6 There is a School Quality Improvement Plan (SQIP)

2.6a The SQIP was signed by the PTA 2.6b The SQIP was approved by the DEO 2.7 There is a MoE academic calendar


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2.8 The last school census (EMIS form) was completed and submitted

2.9 There is a school timetable/master schedule with periods, subjects, time and assigned teacher names

2.10 There is a school receipt book 2.11 There is a school bank statement/Expenditure report for fees collected or income received

2.12 There is a Student Handbook 2.13 There is a copy of the Teacher’s Code of Conduct available at the school?

Score out of 15pts /15pts /15pts

Additional data on school documentation not to be scored PTA Handbook Girl’s Education Handbook

Module 3: School Leadership and Management The purpose of this module is to check Principals are doing their job properly. This should take place in a dedicated space.

Meet with the Principal or School Administrator in Charged.

Questions (All questions in this module are 1 point each except 3.1, 3.2, 3.4, 3.5, 3.10, 3.12, 3.16 & 3.17 that are 2 pts each)

Yes Records sighted

No

3.1 There is a functional PTA at the school (Show me the last meeting minutes in the last three months) (2pts)

3.2 There is a functional SMT at the school (Show me the last meeting minutes in the last three months) (2pts)

3.3 There are student representatives within the school. (Show me the list of student representatives).

3.4 There is a list of teachers who have been absent and the reasons for their absence? (Show me the records). (2pts)

3.5 There is a system in place to track student flow rates (Dropped-out, retention and promotion) by gender. For dropped-out, are recorded? (E.g. Migration, Poor Health, Child Employment, Financial Reasons, Traditional Practices, Pregnancy, Other)? Show me the system. (2pts)


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3.6 There is a system in place to track students with disabilities? Show me the system

3.7 There is a system in place to track over-aged students? Show me the system

3.8 There is a system in place for suspending and expelling students? Show me the system

3.9 There is a system in place to track student’s report of physical abuse? Show me the system

3.10 There are classroom visits every month to observe the teacher and give feedback. (Show me the observation and feedback records). (2pts)

3.11 There is a schedule to show that all teachers met the minimum teaching load

3.12 There is a publicly displayed list of the fees the school charges/income received. Show me.

3.13 There is evidence that teachers are keeping assessment records (Test, quizzes, assignments) for each student (Show me three examples).

3.14 There has been teacher in-service training at the school during the last academic semester or the current one. Show me the evidence (for example, minutes, inservice attendance register) (2pts)

3.15 There has been School Self-Assessment during this current academic year. (Show me the completed forms)

3.16 There has been Teacher Appraisals for teachers during this academic year? (Show me the evidence) (2pts)

3.17 There is a file for each staff at the school with HR related records? (Employment history, CV, Disciplinary actions, classroom observations feedback, appraisal document etc.) (2pts)

3.18 There is a system in place to track disciplinary actions taken against teachers.

3.19 There is a functional school health club 3.20 There is an accountability and responsibility system in place for WASH facilities?

3.21 There is a water quality test plan?

3.22 There is a proper and adequate site for garbage disposal? If yes, show me.


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Score out of 30pts /30pts Comments:

Module 4: School Physical Infrastructure The purpose of this module is to check the school is clean and safe to facilitate teaching and learning.

Walk around the school with the Principal and Vice Principal. Inspect each classroom. Inspect the playground, library, latrines, water supply, garbage disposal site and cooking area where applicable.

Questions (All questions in this module are “1pt” each)

Yes Sighted

No

4.1 There is a functional chalkboard in every classroom. 4.2 There are clean and tardy classrooms on the campus (E.g. No garbage, orderly chairs, no graffiti)

4.3 There are rules against physical violence, verbal abuse, teasing and sexual harassment posted around the school

4.4 There are clean latrines on the campus (if available) 4.5 There are doors with locked for all latrines (if available, if not use for information purposes below)

4.6 There is clean running water for students and staff to wash their hands

4.7 There is soap for students and staff to wash their hands 4.8 There is safe and clean running water for students and staff to drink

4.9 There is a proper and adequate site for garbage disposal If yes, show me.


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4.10 There is a safe school environment free from hazards (e.g. Broken glass, holes)

4.11 There is a school notice board for parents and students 4.12 There is a sign that identifies the school.

Score out of 12pts /12pts Additional data on school’s infrastructure not to be scored There are enough desk, chairs and/or benches for the students in every classroom

There are separate latrines for male and female students. There are separate staff latrines for male and female staff. There are toilet papers in every latrine. There is a school fence. There are stairs with bannisters where applicable. There are accessible latrines for students with disabilities. There are no classrooms with leaking roof There are offices for school administrators

There is a clean cooking area and cafeteria

There is a clean, dedicated space for a library.

There is a clean, dedicated space for a laboratory where applicable

Classrooms are well ventilated with enough light to facilitate reading and writing during all seasons

Module 5: Classroom Observation The purpose of this module is to confirm that teachers are delivering the curriculum effectively.

Choose three classrooms to observe. Visit the classrooms while teaching is going on for 15 minutes and observe the lesson.

Script for the DEO:

<To the overall class> “Good morning. I am the District Education Office, Mrs/Ms/Mr. _____ and I am here to observe your class for a few minutes for the Ministry of Education. <To the teacher> What is your name, please? May I ask if you can show me a copy of your lesson plan? Also, can you show me a copy of the syllabus or teacher guide and your assessment records? Thank you for your hard work.”


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CLASSROOM 1 Date and time

Grade

Teacher’s name(s)

Subject

Yes No 5.1 There is an assigned teacher present in the classroom

5.2 There is a match between the attendance displayed on the chalkboard or recorded by the teacher in the notebook, with the actual number of male and female students in class?

5.3 There are up-to-date assessment records for every student in the possession of the teacher

5.4 There are students performing the class work or class activities assigned by the teacher

5.5 There are forms of assessments taking place throughout the lesson? (Tests, quizzes, periodic checks for understanding, questions and answers)

5.6a For primary, AE and secondary grades There are instructional materials for students to use during the lesson presentation

5.6b For ECE grades There are play materials available to students, the students have access to play materials?

5.7 There is an opportunity for both male and female students to speak and answer questions.

5.8 There is an atmosphere of good student behavior.

Score out of 9pts /9pts


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Please insert your additional comments about the class here: If you see any discrimination from the teacher on the basis of gender or ethnicity, any instance of harassment by the teacher or a student or any other inappropriate behavior, please mention it here and report to the Principal and MoE hotline.


Grade

Teacher’s name(s)

Subject

Yes No 5.1 There is an assigned teacher present in the classroom 5.2 There is a match between the attendance displayed on the chalkboard or recorded by the teacher in the notebook, with the actual number of male and female students in class?







5.8 There is an atmosphere of good student behavior.


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Grade

Teacher’s name(s)

Subject

Yes No 5.1 There is an assigned teacher present in the classroom 5.2 There is a match between the attendance displayed on the chalkboard or recorded by the teacher in the notebook, with the actual number of male and female students in class?






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5.8 There is an atmosphere of good student behavior. Score out of 9pts /9pts


Module 6: Parents & Students The purpose of this module is to verify information the Principal has told you and to make sure parents and students are involved in improving their school.

Parents Meet with at least two males and two female parents selected by you without the presence of the Principal, PTA chairperson or teachers.

Questions Yes No 6.1 There are meetings with Teachers and PTA to discuss their students’ academic performance after each marking period

6.2 There has been PTA meeting in the last three months 6.3 There are PTA elections every two years 6.4 There is evidence that the PTA has ongoing school initiatives (WASH, sign board, leaking roof, school repairs etc.)

Students Meet or assemble a group of at least six randomly selected students (50% male and 50% female) without the presence of the principal or teachers.

Questions Yes No


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6.5 There are extra-curricular activities in the school program (e.g. Health clubs, sports). List examples:

6.6 There were teachers present and attending classes last week, 6.7 There are elected/appointed student representatives in your school

6.8 There is a student council government in your school 6.9 There was full participation of the student leadership in the SQIP development


Module 7: Textbooks & Teaching - Learning Materials The purpose of this module is to ensure MoE supplied materials are being properly stored and used. Visit the dedicated space or classroom to check the MoE textbooks and its utilization.

Questions Yes

Sighted & up-todate

Yes Sighted, but not up-todate

No

7.1 There is a dedicated space that is clean, dry, tidy and secure for book storage

7.2 There is an up-to-date logbook to track the number of textbooks and reading books received, distributed and lost

7.3 There is a system in place for signing out Textbooks and reading materials by teachers and students

7.4There are copies of the curriculum provided by MoE available for teachers.

7.5 There are copies of the WAEC/WASSCE syllabus available for teachers.

7.6 Textbooks and reading materials are labeled with the school name/stamp

7.7 There are textbooks in classrooms being used by teachers and students



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TOTAL SCORE FOR CURRENT YEAR: _________

Recommendations for school improvement Instruction and recommendations given to the school (at least three practical improvements that may be used in the development of the School Quality Improvement Plan):

1.

2.

3.

Module 8: FOR CLASSIFICATION PURPOSES NOTE ON CLASSIFICATION:

1. CLASS A SCHOOLS: Meet all the above requirements 2. CLASS B SCHOOLS: Schools missing any two of the non-curriculum related items listed

above shall be classified as Class-B Schools. Additionally, 80% or above of the students sitting the

West African Examination Council exams must pass at the first sitting. 3. CLASS C SCHOOLS: Schools missing any three (3) of the non-curriculum related items listed

above shall be automatically designated Class-C.

Additionally, 70% of its students must pass the West African Examination Council exams at the first sitting.

4. CLASS D SCHOOLS: Any school missing any four (4) of the non-curriculum related items

listed above are automatically designated Class D. Additionally, at least 60% of the students must

pass the WAEC exams at the first sitting. Class-D schools are required to remain in this category

for a period not to exceed one academic year before being demoted to Class-E if the school

administration is unable to comply with the requirements set forth by the Ministry. 5. CLASS E SCHOOLS: Schools that are missing five of the non-curriculum related items listed

above are automatically classified as Class-E schools. Schools in this category will be given a

probation period of twelve (12) months to remedy the defects and improve performance before

the withdrawal of the permit to operate or immediate closure. 6. CLASS F SCHOOLS: Schools missing six of the non-curriculum related items listed above are

classified as Class F schools. These schools shall be automatically closed down if operated by the


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government or have their permit to operate withdrawn if operated by private individuals or by a

faith based institution. This section must be completed by the DEOs after the assessment and the classification indicated below along with the score. Classification Criteria Yes No 8.1 There are adequate seating facilities for all students and teachers, including armchairs with backrest, desks, chairs, benches, and tables.

8.2 There are spacious and serviceable libraries or reading rooms for students and teachers equipped with state of the art technology, fully supplied with books, current periodicals, other reading aids, and instructional materials.

8.3 There exit operative science laboratory with an adequate supply of equipment and consumables.

8.4 There exist Spacious kitchen, adequate food storage, eating and food preparation utensils, and dining room facilities.

8.5 There are relevant teaching aids or materials that include copies of Ministry of Education Curriculum for all administrators and faculty, textbooks, computers, copy and printing facilities, etc.

8.6 There is adequate supply of clean water for drinking and for washing.

8.7 There exist clean, conducive, and sanitary environment. 8.9 There are sports and Athletics facilities that include a football field, basketball/volleyball court, etc.

8.10 There is s spacious auditorium. 8.11 There are spacious and well-ventilated classrooms. 8.12 There are well-lighted classrooms. 8.13 There is a qualified Principal with a bachelor degree in Education or its equivalent

8.14 90% of students passed the previous year WAEC/WASSE/Grade Level National Assessment where applicable

8.15 20% of the students passed in levels one and two of WAEC/WASSE/ Grade level National Assessment where applicable

CLASSIFICATION FOR CURRENT YEAR

Signature of DEO/Inspector ___________________________________

Signature of Principal ___________________________________

Signature of Vice Principal/Registrar _______________________________

Signature of PTA Chairperson ______________________________


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Module 9: Alternative Education ALTERNATIVE EDUCATION SCHOOL PROGRAMS

I. Accelerated Learning Program Schedule, Teacher and Student Data Collection:

1. When do classes start and end? a. Between 3pm – 7pm b. Between 4pm – 8pm c. Between 5pm – 9pm d. Between 6pm – 10pm

ALP Level

Number of ALP teachers assigned to site this year

Number of ALP teachers on duty during visit

Are teachers ALP trained?

Male Female Total Male Female Total Yes: How many?

No: How many?

Frequency of trainings (Yearly, Semester, Quarterly, Monthly, etc.)

L-1 L-2 L-3

ACCELERATED LEARNING PROGRAM (ALP) TEACHER COMPENSATION

ALP Level

Number of ALP teachers who are on MOE payroll

Amount that ALP teachers on payroll are paid to teach ALP (list range)

Number of ALP teachers who are not paid to teach ALP

L-1 L-2 L-3 Please specify other incentives that ALP teachers receive (i.e. in-kind services, food, soap money collected by parents or community, etc.):

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________


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ACCELERATED LEARNING PROGRAM (ALP)

STUDENT FLOW ALP Level

Number of students enrolled this year

Number of current students promoted from last year

Number of students repeating last year’s level

Number of students dropped out since last year

Male Female Total Male Female Total Male Female Total Male Female Total L-1 L-2 L-3

ACCELERATED LEARNING PROGRAM (ALP) TEACHER &

STUDENT ATTENDANCE ALP Level

Is there a current teacher attendance roster? Y / N

How many teachers report to teach at least 85% of their assigned ALP classes?

Is there a current student attendance roster? Y / N

How many students attend at least 85% of their ALP classes?

L-1 L-2 L-3

Teaching and Learning Materials:

1. Are you using the Ministry of Education ALP Curriculum? Y / N If no, which curriculum are you using?

2. Are you using the Ministry of Education recommended textbooks? Y/ N If no, which textbooks are you using?

3. What additional materials do you use to teach ALP students other than the Ministry of Education prescribed materials – including teaching aids?


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4. Does every teacher have an ALP teacher’s manual? Y/ N

a. If yes, does every teacher have a teacher’s guide/teaching materials? Y / N

b. Is there a current inventory of them? Y / N c. Are they stored securely/locked? Y / N

5. Are student workbooks/learning materials provided? Y/ N a. If yes, does every student have a workbook / learning materials? Y / N b. Is there a current inventory of them? Y / N c. Are they stored security/locked? Y / N

Assessment of students’ progress

1. Do teachers conduct assessment of the students? If yes, which of the below forms of assessments do they use? a. Class work b. Homework

c. Quizzes

d. Period Test

e. Exams

f. Others (please specify):

_______________________________________________________

2. Do teachers provide feedback to students about the assessment? If yes, how?

a. Oral

b. Written

c. Others (please specify):

ALTERNATIVE EDUCATION SCHOOL PROGRAMS:

II. Alternative Basic Education Program (ABE) Schedule, Facilitator and Learner Data Collection:

1. When do classes start and end?


67

a. Between 3pm – 7pm b. Between 4pm – 8pm c. Between 5pm – 9pm d. Between 6pm – 10pm

2. Please check which days of the week ABE classes are normally held:

___ Monday ___ Tuesday ___ Wednesday ___ Thursday ___ Friday ___ Saturday ___ Sunday

ABE Level

Number of ABE facilitators assigned to site this year

Number of ABE facilitators on duty during visit

Are facilitators ABE trained?

Male Female Total Male Female Total Yes: How many?

No: How many?

Frequency of trainings (Yearly, Semester, Quarterly, Monthly, etc.)

L-1 L-2 L-3

ALTERNATIVE BASIC EDUCATION PROGRAM (ABE) FACILITATOR COMPENSATION

ABE Level

Number of ABE facilitators who are on MOE payroll

Amount that ABE facilitators on payroll are paid to teach ABE (range)

Number of ABE facilitators who are not paid to teach ABE

L-1 L-2 L-3 Please specify other incentives that ALP teachers receive (i.e. in-kind services, food, soap money collected by learners or community, etc.):

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


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ALTERNATIVE BASIC EDUCATION PROGRAM (ABE)

LEARNER FLOW ABE Level

Number of learners enrolled this year

Number of current learners promoted from last year

Number of learners repeating last year’s level

Number of learners dropped out since last year

Male Female Total Male Female Total Male Female Total Male Female Total L-1 L-2 L-3

ALTERNATIVE BASIC EDUCATION PROGRAM (ABE) FACILITATOR

& LEARNER ATTENDANCE ABE Level Is there a

current facilitator attendance roster? Y / N

How many facilitator report to teach at least 85% of their assigned ALP classes?

Is there a current learner attendance roster? Y / N

How many learners attend at least 85% of their ABE classes?

L-1 L-2 L-3

Teaching and Learning Materials:

1. Is the curriculum that you use to teach ABE aligned with the MOE ABE curriculum? Y / N

2. If not using the MoE curriculum, is your curriculum approved by the MoE? Y / N

If no, how did you get to use the curriculum?

3. What additional materials do you use to teach ABE other than the Ministry of Education prescribed materials – including teaching aids?

6. Does every facilitator have an ABE facilitator’s manual? Y/ N

a. If yes, does every facilitator have a facilitator’s guide/teaching materials? Y / N b. Is there a current inventory of them? Y / N c. Are they stored security/locked? Y / N


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7. Are learner workbooks/learning materials provided? Y/ N a. If yes, does every learner have a workbook/learning material? Y / N b. Is there a current inventory of them? Y / N c. Are they stored securely/locked? Y / N

Assessment of Learners’ Progress

3. Do facilitators conduct assessment of the learners? If yes, which of the below forms of assessments do they use? a. Workbook activities b. Mid-module

c. End of module

d. Others (please specify):

_______________________________________________________

4. Do facilitators provide feedback to learners about the assessment? If yes, how?

a. Oral

b. Written

c. Others (please specify): _______________________________________________________

Community Engagement and Support:

1. Is there a PTA sub-committee for the ABE program? Y / N (If yes, ask to meet with committee leadership and request evidence: meeting schedule, meeting minutes, etc.)

a. How often does the sub-committee meet? (Once per year / semester / bi-monthly / monthly)

b. When was the last time they met formally? _____________________________________________________________

c. What support do the committees provide to the learning center? _____________________________________________________________

(examples include VSLA, soap making, school garden, etc.)

d. Is the community involved with the learners’ recruitment? Y / N

e. Is the community involved with facilitators’ recruitment? Y / N Teaching and Learning Environment:

2. Is the relationship between facilitators and learners cordial? Y / N


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(*Do facilitators speak to, and listen to, learners with respect? Do they include all learners in conversations and activities, rather than just a select group? Do learners respect and approach facilitators without hesitation?)

a. Are there postings relative to ABE on the school walls? Y / N


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Handout 7.4: AQE Site Survey Tool for Classes

Site Survey Tool 1: Information from Classes

EDC collects site information quarterly from Classes and Principals that are directly related to what the project is doing, i.e., it is for project monitoring. The information from classes is summarized here.

Summary of AQE Site Survey: Classes Note: the Principal should accompany AQE staff on classroom visits; the survey information is completed for each classroom visited.

1. Basic Information:

Date

Observer’s Name

County

District

School

Site Code

2. What Classes are you visiting? (Level and Section)

Level Section (a or b or c etc.)

3. Teacher and Lesson Subjects

Teacher’s Name Subject taught during classroom observation

4. Classroom Environment:

Classroom Observation Rating Questions Yes And in good condition 2

Yes But poor condition 1

No 0

Rating

Does every learner have proper furniture to sit on (a desk, armchair, etc.)?

Level 1: Are these charts on the wall? Level 1: Is the L1 alphabet chart on the wall? Level 1: Is the L1 number chart on the wall? Level 1: Is the L1 parts of the body chart on the wall?


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No 0

Rating

Level 2: Is the L 2 multiplication tables chart on the wall?

Level 2: Is the L2 systems of the body chart on the wall?

Total Average

5. Attendance: How many learners are present?

Level Total No of Learners Boys Girls

6. Instructional Materials: At end of class, ask learners -"Please hold up your work book for this lesson so I can see it. Okay, put your books down. How many of you never received a book for [this subject]? (Put your hand down if you lost your book or ruined it. Only raise your hand if nobody gave you any book.)" How many learners never received the book?

Level Total no. of learners Boys Girls

7. Attendance log:

Attendance rating questions Yes It is regularly updated 2

Yes Not regularly updated 1

No 0

Rating

Does the class have a teacher's attendance log available for you to review?

Attendance Observation Questions How many girls are listed in the teachers log? How many boys are listed in the teachers log?


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Absences – Male and Female

Look at the teacher's log. Look at the red A's:

Estimate

How many children have been absent most of the time (more than half the days) during the last four weeks: Males ____________; Females _____________

Attendance Rating Questions Absences during the last four weeks

Yes Absent most of the time 0

Yes Absent some of the time 1

No Not absent 2

Rating

Males

Females

Total Average

8. Today’s Lesson: What lesson did they just teach today? Was the lesson based on the academic calendar of the lesson they supposed to be teaching today?

Level Lesson Taught Yes

Based on the academic calendar 2

No Not based on the academic calendar 1

Rating

9. Teacher’s Guides: Ask teacher: Do you have the teacher’s guide for:

Level Subject Yes 2

No 1

N/A Rating

Level 1 Literacy Numeracy Learning Together Life Skills Bingo Cards

Level 2 Learning Together Life Skills English Language Arts Mathematics Science Social Studies

Total Average


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Missing guides and why? ______________________________________________________________

Bingo cards: Do they have all the cards? _______________________________________________________________

Example: Classroom Survey Rating Average Summary

0.50.7

1.8

0.7

1.6

CLASSROOM ENVIRONEMNT

ATTENDANCE LOG ABSENCES CALENDAR LESSONS TEACHERS' GUIDES

Classroom Survey

Classroom Survey


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0

0.5

1

1.5

2

2.5

clasrromenvironment

attendance log absences calendar lessons teachers guide

Clasroom Survey


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Handout 7.5: Site Survey Tool for Principal

Site Survey Tool 2: Information from Principals

EDC collects site information quarterly from Classes and Principals that are directly related to what the project is doing, i.e., it is for project monitoring The information from Principals is summarized here

1. Basic Information: Today’s Date

Observer’s Name

County

District

School

Site Code

2. Holding Classes: Since you started school this year, how many days did you not have class? _______________

Why? _____________________

Please give a number for each reason below.

Reason Number of Days No of days we did not have class because of teacher absence:

No of days we did not have class because of death in the community:

No of days we did not have class because of traditional cultural practices (e.g., county devil, bush schools):

No of days we did not have class because of market day:

No of days we did not have class because of farming activity:

No of days we did not have class because of rainy season:

No of days we did not have class because of other reasons (specify other and number):


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3. DEO Visits: How many times has the DEO visited the ALP this year? _______________ DEO visits Yes

Visits without AQE Staff 2

Yes Visits with AQE staff 1

No No visits 0

Rating

Have DEOs visited the school?

4. PTA: Since ALP classes started, how many times has the PTA met this school year? __________ [This shouldn't include the meeting during orientation.]

PTA meetings Yes And there is document evidence 2

Yes There is no document evidence 1

No 0

Rating

At the beginning of the school year, did the PTA meet for ALP orientation week?

Are ALP issues discussed in PTA meetings?

Total Average

Have you given a copy of academic calendar to PTA? _____________________________________________________________________________

5. Attendance How many classes per Level do you have at this site? Verify L1____, L2____ L3____

Are there any special situations AQE should know about? For example, classes that are combined/consolidated, canceled, 2+ teachers in a class, teachers resigned.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Using Principal’s Attendance Log – see what has the enrollment and average attendance over last four weeks. (there are detailed instructions in the tool) ____________________________________________________________________________


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Attendance Yes And there is document evidence 2


No 0

Rating

ALP attendance compares favorably with the formal school?

Attendance has been steady over last four weeks – based on Principal’s Attendance Log

Total Average

6. School documentation Key Yes

And there is document evidence 2


No 0

Rating

Is the Plastic Box provided by AQE available?

Are the waybills stored in the plastic box?

Is there a lesson calendar schedule on the notice board?

Is there an academic calendar on the noticeboard?

Total Average

Which waybills does the school have? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


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Handout 7.6: AQE Classroom Observation Form

Accelerated Quality Education for Liberian Children

Classroom Observation Tool

Instructions Before the lesson:

1. Get your copy of the teacher’s guide and something to write with.

2. If you know which lesson the teacher will teach, then review the lesson plan in the teacher’s guide before class starts. Please check the content of the previous lesson also to see if the teacher connects it to the new one.

During the lesson:

1. Sit at the back of the class, and do not interrupt the lesson. 2. Check ONE box per row. 3. You may only check where there is a checkbox. 4. You may NOT skip any items!

Scoring Guide

Strong: Quality: Outstanding performance with no errors Frequency: Done in about 100% of possible/appropriate instances

Proficient: Quality: Above the average standard but with minor errors Frequency: Done in about 75% of possible/appropriate instances

Basic:

Quality: Generally sound work with a number of notable errors Frequency: Done in about 50% of possible/appropriate instances

Developing: Quality: Fair but with significant shortcomings Frequency: Done in about 25% of possible/appropriate instances

No, not at all:

Quality: Did not attempt or do at all, but should have Frequency: Done in 0% of possible/appropriate instances

Not applicable:

This item was not relevant to the lesson; there was no reason to do it


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Background – ALL SECTIONS ARE REQUIRED!

Observer’s name: Date of observation:

School name: School EMIS number:

Class (circle one): 1A 1B 1C 1D 1E 1F 2A 2B 3A 3B Teacher name:

Subject (check one):

q L1 Literacy

q L1 Numeracy

q L1/L2 Learning

Together

q L1 Life Skills

q L2 ELA

q L2 Math

q L2 Science

q L2 Social Studies

Lesson number being taught today:

________

Lesson number that should be taught today, according to lesson calendar:

________

Lesson start & end time: From ______:_______ to ______:_______

Number of learners:

Total: ________

Male: ________ Female: _________

Number of learners with workbooks: ________


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1. Introduction

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If 0 or 1, explain:

1.1. Facilitator greeted the learners q q q q q q

1.2. Facilitator did roll call q q q q q q

1.3. Facilitator reviewed the previous lesson as part of the introduction

q q q q q q

1.4. Facilitator reviewed learners’ homework q q q q q q

1.5. Facilitator stated the objectives(s) of the lesson to the learners

SHOULD HAPPEN EVERY

LESSON q q q q q


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2. Methodologies used

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If 0 or 1, explain:

2.1. Facilitator instructed learners to use workbooks during the lesson

q q q q q q

2.2. Facilitator used roleplay with students q q q q q q

2.3. Facilitator used demonstration to explain a concept

q q q q q q

2.4. Facilitator used brainstorm with students q q q q q q

2.5. Facilitator used group work q q q q q q

2.6. Facilitator used pair work q q q q q q

2.7. Facilitator used individual work q q q q q q

2.8. Facilitator used lectures for the amount of time described in the lesson plan

q q q q q q

2.9. Facilitator used reflection/self assessment q q q q q q


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2.10. Facilitator used flashcard games q q q q q q

2.11. Facilitator used gestures, drawings, miming and/or real objects to help learners understand vocabulary and instructions

q q q q q q

2.12. Facilitator used read-aloud stories q q q q q q

2.13. Facilitator used think, pair, share q q q q q q

2.14. Facilitator used poem, chant, or songs q q q q q q

2.15. Facilitator used word problems q q q q q q

3. Materials recommended by the teacher’s guide

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If applicable, please specify what materials were used:

3.1. Facilitator used own locally available materials q q q q q q

3.2. Facilitator used materials provided by the AQE project

q q q q q q


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4. Content

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If 0 or 1, explain:

4.1. Facilitator had good knowledge of subject matter

APPLIES TO EVERY

LESSON q q q q q

4.2. Facilitator followed the teacher guide when explaining subject matter

APPLIES TO EVERY

LESSON q q q q q


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5. Facilitation of learning

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If 0 or 1, explain:

5.1. Facilitator equally encouraged boys’ and girls’ participation

q q q q q q

5.2. Facilitator used legible writing that was visible from the back of the classroom

q q q q q q

5.3. Facilitator pointed to the relevant information on the chalkboard when speaking or providing explanations

q q q q q q

5.4. Facilitator encouraged learners to think critically q q q q q q

5.5. Facilitator related lesson to everyday life or helped learners to do so q q q q q q

5.6. Facilitator conducted formative assessment q q q q q q


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5. Facilitation of learning

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If 0 or 1, explain:

5.7. Facilitator moved around the class to support learners’ learning q q q q q q

5.8. Facilitator distributed questions and coordinated interactions between learners sitting in different areas of the classroom

q q q q q q

5.9. Facilitator used simple language appropriate to the level of the learners when providing explanation

q q q q q q

5.10. Facilitator checked workbooks q q q q q q


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6. Questioning

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If 0 or 1, explain:

6.1. Facilitator used open-ended questions

SHOULD HAPPEN EVERY

LESSON q q q q q

6.2. Facilitators allowed learners to ask questions

SHOULD HAPPEN EVERY

LESSON q q q q q

6.3. Facilitator provided opportunity for learners to think before answering (wait time)

SHOULD HAPPEN EVERY

LESSON q q q q q

6.4. Facilitator provided opportunities for learners to give their opinion

SHOULD HAPPEN EVERY

LESSON q q q q q

6.5. Facilitator gave praise and applauded learners’ efforts

SHOULD HAPPEN EVERY

LESSON q q q q q


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7. Conclusion

N/A Not applicable

0 No, not at all

1 Developing

2 Basic

3 Proficient

4 Strong

If 0 or 1, explain:

7.1. Learners and facilitator formed the conclusion

SHOULD HAPPEN EVERY

LESSON q q q q q

7.2. Facilitator assessed lesson objectives (classwork, test, homework etc.)

SHOULD HAPPEN EVERY

LESSON q q q q q

7.3. Facilitator provided learners with a task to complete after class

SHOULD HAPPEN EVERY

LESSON q q q q q

7.4. Facilitator collected results of learner work (end of module assessment) in learner file

q q q q q q


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8. Curriculum 0

No 4

Yes If 0, explain:

8.1. Facilitator completed the lesson plan in the timeframe prescribed

SHOULD HAPPEN EVERY

LESSON q q


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Teacher Self-Reflection Observer Feedback

Recommendation

Action points and timeline for working with teacher

Strengths:

Challenges: What needs to be improved:


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Signatures “I certify that I conducted this observation of an entire lesson on the date and time recorded on this form, and I reviewed my ratings and remarks with the classroom

facilitator.”

____________________________________ SIGNATURE OF OBSERVER

“I certify that the observer was observing my classroom for the whole lesson, and he/she reviewed all his/her notes and ratings with me.”

_____________________________________

SIGNATURE OF FACILITATOR


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Handout 7.7 School Quality Improvement Process

MINISTRY OF EDUCATION REPUBLIC OF LIBERIA

School Quality Improvement Plan (SQIP) Framework & Tools

November 2017


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1.0 BACKGROUND/INTRODUCTION The framework for school quality improvement is intended to guide the quality improvement of schools in Liberia. It is expected that implementation of the framework combined with other quality inputs will lead to improved learning outcomes. The school quality improvement plan (SQIP) should be written after the school has evaluated its performance and, most importantly, thoroughly analyzed the outcomes which pupils have achieved. Two sets of assessments will be conducted; internal and external. The former is a school self-assessment conducted by the principals and the latter is conducted by District Education Officers (DEOs). The internal assessment will be conducted twice a year, once every semester prior to the DEO visit. There will be three external visits; two announced visits by the DEO, one in each semester and one unannounced spot-checked visit by the Central Inspectorate. Feedback from the first DEO visit combined with the findings from school self-assessment process will be used to draft the school improvement plan and the plan will cover three years with annual milestones to be monitored and reported against. Consequently, for it to be really effective, school improvement planning must also be recurrent; in other words, there must be on-going review, updated planning, implementation and evaluation throughout the school year. 1.1 WHAT IS A SCHOOL QUALITY IMPROVEMENT PLAN? The School Quality Improvement Plan is the result of anneeds,analysisstrengthsandweaknessesof as identifiedschool’sthroughself-assessment, external assessment and through other documents like the School Census report and the end of school year report. Additionally, the SQIP is:

1. A school development plan;

2. An accountability tool for all stakeholders at the school, district, county and national levels;

3. An engagement tool to incorporate stakeholder participation in school decision making;

4. A planning tool that maps out the long-term priorities and goals, as well as short-term actions which will ensure that the long-term priorities are met, and achieved.


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1.2 THE PLAN SHOULD INCLUDE:

• Goals and objectives over a three-year period;

• Objectives and targets for improvement. These must be SMART (specific, measurable, achievable, realistic and time-framed) and crucially, the majority must be focused on outcomes for pupils;

• Details of the actions which will be taken and the outcomes which will be achieved as a result of each action;

• Details of the costed actions required to achieve the targets;

• Details of who is responsible for each of the actions;

• A timeline for implementation with key dates and/or milestones. The milestones should be measurable, clearly identifying what will be achieved;

for example, at the end of the first semester, then the second semester;

• Details of what, who, when, where and how the impact of the plan will be evaluated, and analyzed.

• A section to report results.

1.3 ACTORS AND THEIR ROLES IN THE SCHOOL QUALITY IMPROVEMENT PLAN Students: The student’s role in the SQIP is to (first);Onefemalehaveandone maletwo. The student representatives will have knowledge of the needs and concerns of their peers. They will present student concerns and recommendations to the SQIP team. Teachers: The teacher’s role in the SQIP ativeison totheteamalso.Theteacherhaverepresentative(atwill havele working knowledge of the needs and concerns of the teaching staff in their school. They will present the concerns of the teaching staff and recommendations to the SQIP team about the teaching learning situation. School School administrators are the leads in the SQIP process. Administrators provide recommendations for school improvement and are Administrators a member of the plan’s development ollaborative,team.consultativeAdministratoone,getitapproved /Principals by the DEO, they lead the implementation biannuallyofthe. plan, and Community: The Parent Teachers Association (PTA) must be represented on the SQIP team. The PTA representative will have knowledge of the shared needs and concerns. They will present the concerns and recommendations to the SQIP team. Parents will also help to monitor the implementation of the plan. The community will also have an added role of fundraising to assist the school.


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1.4 COMMUNICATION PLAN Once the SQIP had been drafted and adopted; school administrators must update Education Officers (EOs) and all other stakeholders associated with the school on the progress, challenges and outstanding actions or needs with regards to the SQIP. SQIP communications will occur biannually, during the school year through varying means (formal reports, letters, and PTA meetings) 1.5 DATA TO INFORM SQIP

1. School Quality Assessment Report (SQAR) –The SQAR will serve as one of the means by which the SQIP team will identify the areas for improvement. After the DEO has completed the SQA visit at least three improvement recommendations will be made to the school.

2. Education Management Information System (EMIS DATA) –EMIS data will provide information on the school’scensus, as well as

information on student retention, promotion and dropout rates.

3. School Self-Assessment (SSA) –The SSA will serve as a means by which the school will gather additional information around teaching, learning conditions, practices and challenges to inform the development of the plan. SSA will be completed by principals/administrators twice annually.

1.6 FOCUS OF SCHOOL IMPROVEMENT PLANNING All aspects of the review should ultimately relate back to student learning, ensuring other inputs such as teacher quality improvement, leadership development, school climate, physical environment and community engagement are all planned for and working according to plan.


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1.7 SCHOOL IMPROVEMENT PLANNING AND IMPLEMENTATION CYCLE

STEP 8:

Report results and challenges to DEOs, PTA

and School STEP 7: Implement, Monitor and Evaluate the SQIP STEP 6: Develop the SQIP

STEP 1:

Gather the data from the SQAR, SSA and

EMIS report

Improved Learning Outcomes STEP 5: Set goals, measurable objectives and targets

STEP 2: Fill out the School Data Profile Template (SDPT) STEP 3: Schedule SQIP Team meeting

and provide meeting date, time and venue

STEP 4:

At first meeting, review the SDPT and identify root causes

and solution to each recommendation


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1.SCHOOL IMPROVEMENT PLANNING PROCEDURES

Collect Data

Inquire

Plan

Implement

Report

Plan

Get Ready (Set up the SQIP Team) Collect Data (DEO SQA feedback, flow rates teacher attendance data etc.) Build Profile School Data Profile (SDP) Analyze Data Identify major problems Identify causes to problems Identify solution to problems Identify strategies for achieving solutions Set Goals (Overall school improvement goal. Set measurable Objectives. Objectives should be linked to identified Research Best Practice (Learn from others)) Develop School Improvement Plan Implement the Plan Monitor the Plan Evaluate the Plan Report progress, challenges, opportunities an Submit end of semester report Ensure the report captures progress, call Plan again for the next semester


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2.0 SCHOOL QUALITY IMPROVEMENT PLAN TEMPLATE Name of school: ________________________________________

EMIS School code: ___________________________________________ Town: _________________________ District: _________________________ County: _________________________ Administrator’s name:_____________________________________ Phone number: ________________________________________ PTA chair name: _______________________________________ Phone number: _____________________________________________ Date/Month/Year: _____________________________________________

Composition of SQIP development team:

Name Representing Telephone

School Administrator/Principal

Teacher Representative

Student Representative (Female)

Student Representative (Male)

PTA Representative

Community Chair

Youth Representative (if applicable)

Women’s Representative (if applicable)


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The SQIP will focus on the following standards (no more than three (3):

1. Classroom Environment 2. School Climate 3. Community Engagement 4. School Leadership 5. Teaching, Learning Assessment 6. Teaching, Learning Materials 7. Teacher’s Accountability 8. Curriculum and Learning 9. School Physical Environment (Action plan for the sustainable WASH program in school is a priority) 10. Extra Curriculum and Student Engagement 11. Students with Special Needs

PROBLEM IDENTIFICATION

# DEOs Recommendations (Problems Identified) Related Quality Standard 1. 2. 3.

School Self-Assessment (Problems Identified) Related Quality Standard 1. 2. 3.

Major Causes of Problems

# DEOs Recommendations (Solutions to Problems Identified) 1. 2. 3.

School Self-Assessment (Solutions to Problems Identified) 1. 2. 3.


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SOLUTIONS IDENTIFICATION

# DEOs Recommendations (Solutions to Problems Identified) Related Quality Standard 1. 2. 3.

School Self-Assessment (Solutions to Problems Identified) Related Quality Standard 1. 2. 3.

Strategic Objective/Goal of the SQIP Problems What do we How we want to By Who is How do Targets to be Met want to make the when? responsible? you know improve? improvement? (Time) (Accountability) it’s (Objectives) (Strategy) met? (Evidence)

SQIP Plan Budget Purpose # from Item Quantity Unit cost Total cost above


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SQIP REPORTING TEMPLATE Targets Achieved Implementation Status Challenges Next Step (Y/N)

Signed by all school leadership members 1. Signature: ______________________________ Name: ____________________________________ 2. Signature: ______________________________ Name: ____________________________________ 3. Signature: ______________________________ Name: ____________________________________ 4. Signature: ______________________________ Name: _____________________________________ 5. Signature: ______________________________ Name: _____________________________________ Approved and stamped by District Education Officer Signature: ___________________________________ Date: ___________________________________


102

ANNEXES


103

1.0 SCHOOL DATA PROFILE TEMPLATE

School Data Profile Template

Ministry of Education Liberia

SCHOOL DATA PROFILE SCHOOL YEAR Enrollment Male Female Total Male Female Total Male Female Total

Total enrollment

Dropout Rate

Promotion Rate

Repetition Rate

SCHOOL YEAR Average student Attendance Male Female Total Male Female Total Male Female Total

Month:

Month:

Month:

Month:

SCHOOL YEAR Average teacher Attendance Present Absent % Absent Present Absent % Absent Present Absent % Absent

Month:

Month:

Month:

Month:

Male Female Total Male Female Total Male Female Total

SCHOOL YEAR Teacher Qualification Male Female Total Male Female Total Male Female Total

Number of Qualified Teachers

Number of Unqualified Teachers

Subjects without Teachers/Grades without teachers # of Teachers with full teaching load


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# of teachers without full load

# of Teachers with over load

SCHOOL YEAR School Safety& WASH Y N Partly Y N Partly Y N Partly

The school has a functional health club

Is there a hand pump or well for water

Is there gender specific toilets accessible to the disable

Is there a functional hand washing center

Are there chalk boards in all the classrooms

Are all the chalk boards functional (In good condition)

Are there chairs for every student

Is the school roof in good condition

Are the doors in good condition with locks

Are there sufficient classrooms for all grades

SCHOOL YEAR School Leadership Y N Partly Y N Partly Y N Partly

Is the Principal conducting the school self-assessment

Is the principal conducting teacher appraisal

Is the PTA meeting regularly

Is the community contributing to the school development

Student suspensions

COMMENTS


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Handout 7.8 ABE Program Quality Standards diagram

Teaching and

Learning

Recruitment and Support

Management

CommunityEngagement

• M & E • Program Mgt

§ Curriculum Content and Instructional time

§ T & L Materials and Instructional Methods

§ Teaching and Learning Environment

§ Assessment of Learners’ Progress

Community Links and Support to ABE

Facilitators recruitment, Training & Support

Learners Recruitment & Support


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Session 8: Community Engagement for Improved Student Outcomes Handout 8.1: Copy of Community Score Card (CSC)

Accelerated Quality Education Program Group Name: Date: Site/Community: County: District:

Indicator

Scoring Reason

Very Bad 1

Bad 2

Just Okay 3

Good 4

Very Good 5

Indicator 1

Indicator 2

Indicator 3

Indicator 4


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Handout 8.2: Action Plan Priority Theme

Action

(activities needed to

address the issue)

Who will lead it

(name of staff/Institution)

With whom

(who will support )

Completion Date (if

applicable, Be realistic)

Resource(s) required

Notes/Comments


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Handout 8.3 CSC Intake Tracker

Input Tracker Matrix

Service Users

Input Entitlement (as specified by ALP service

mandate)

Actual (Community perception, what is really happening in the school)

Remarks/Evidence

Personnel

*Teachers stipend

*1 principal

*3 teachers

*Max.40 students, min-15 students

Operational materials

*pencils

*pens

*erasers

*sharpeners

Instructional materials

*Teachers Guides *Learners workbooks *Copy books *chalk *Roll books *Poster sheets *Markers *Taps *Charts (#, human body and Alphabets)

Training and support *Teachers training *Monitoring and supervision *PTA training *SRGVB package

Curriculum *Registration and placement *Instructional time (3.5hrs per day and 5 days per week)


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Input Tracker Matrix

Service Users

Input Entitlement (as specified by ALP service

mandate)

Actual (Community perception, what is really happening in the school)

Remarks/Evidence

*Support 3 levels *Teachers recruitment


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Handout 8.4: CSC Service User Form Service Users

Issues Priority Reason

Students Male parents/com. leaders

female parents/Com. leaders


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Session 9: County Meetings Handout 9.1: Assignment Instruction

Part I: Meet in your groups and agree on:

3 most important learnings from day and how those can be used at your schools

2 things from the day that were unclear and need more explanation.

1 thing you still want to learn.

Part2: Meet in your Groups: Share your school answers to the above.

Choose 3 most important learnings and one good idea for using them at school.

2 things that were unclear to all and need more explanation

1 thing that you agree you need to learn to improve PTA support for ALP in the district.

Prepare your feedback to the whole group.


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Handout 9.2 Meeting Chart County:

What we learned

Why it is important

How can we apply it? (What can we do?)


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Session 10: Quality Reporting Handout 10.1 MoE reporting template for CEO

Handout 10.1

MINISTRY OF EDUCATION

DEPARTMENT OF INSTRUCTION

COUNTY EDUCATION OFFICERS MONTHY REPORTING TEMPLATE

1. NAME OF COUNTY: _________________________________________________________________

2. REPORTING PERIOD: ________________________________________________________________

3. Major Activities Implemented In Line with CEO MONTHLY Work Plan: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DEMOGRAPHIC STEACHERS

PUBLIC SCHOOL PRIVATE SCHOOLS Number of Teachers Male _________ Female___________ TOTAL _______

Number of Teachers Male __________ Female _________ TOTAL _______

Number of Teachers Who Dropped Out Male _________ Female _________ TOTAL _______

Number of Teachers Who Dropped Out Male _________ Female -__________ TOTAL _______

Number of Teachers Who Left For Any Reason Male _________ Female __________ TOTAL ______

Number of Teachers Who Left For Any Reason Male _________ Female __________ TOTAL _______

TOTAL NUMBER OF CURRENT TEACHERS _______


Number of Facilitators in *Alternative Education Male _________ Female __________ TOTAL _______

Number of Facilitators in* Alternative Education Male __________ Female __________ TOTAL _______

STUDENTS

PUBLIC SCHOOL PRIVATE SCHOOL Number of Students Male __________ Female ___________ TOTAL ______

Number of Students Male _________ Female ____________ TOTAL _______


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Number of Students Who Dropped Out Male _________ Female ___________ TOTAL _______

Number of Students Who Dropped Out Male _________ Female ___________ TOTAL ________

TOTAL NUMBER OF STUDENTS ____________

TOTAL NUMBER OF STUDENTS ___________

Number of Learners in Alternative Education Male _________ Female __________ TOTAL NUMBER OF AE LEARNERS ____________

Number of Learners in Alternative Education Male _________ Female __________ TOTAL NUMBER OF AE LEARNERS _____________

*Alternative Education = AE

SCHOOLS

PUBLIC SCHOOL PRIVATE SCHOOL Number of Pre-Schools___________ Number of Pre-Schools __________ Number of Elementary Schools ___________ Number of Elementary Schools __________ Number of Junior High Schools ___________ Number of Junior High Schools __________ Number of Senior High Schools ___________ Number of Senior High Schools __________ TOTAL NUMBER OF SCHOOLS ___________

TOTAL NUMBER OF SCHOOLS __________

NUMBER OF SCHOOLS with *AE ___________

NUMBER OF SCHOOLS with* AE __________

5. CAPACITY GAPS ASSOCIATED WITH COLLECTING THE ABOVE DATA __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. MONITORING AND SUPERVISION VISITATIONS A. Number of Monitoring and Supervision Visits Made By DEO: _________ B. Number of Monitoring and Supervision Visits Made by CEO: _________ C. Number of Schools in the District: _________ D. Number of Schools Visit: _________ E. Number of Visits to Schools With *AE: _________

7. LIST NAMES AND CONTACT NUMBERS FOR PRINCIPALS AND SCHOOLS WITH DATES

OF VISITS NAMES OF

PRINCIPALS CONTACT NUMBERS

NAMES OF SCHOOLS

DATES OF VISITS


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8. OBSERVATIONS OF EDUCATION FACILITIES: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ *Alternative Education = AE

9. OBSERVATIONS OF LEARNING ENVIRONMENT: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. LIST SCHOOLS OPERATING WITHOUT MINISTRY OF EDUCATION PERMIT NUMBER: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. ACTIONS TAKEN ON SCHOOLS OPERATING WITHOUT PERMIT: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. FINDINGS FROM MONITORING AND SUPERVISION VISITS: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. NAMES OF PRINCIPALS WITH WHOM FINDINGS WERE SHARED: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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14. LIST OF NAMES OF DEOs WITH SIGNIFICANT CONCERNS AND JOB PERFORMANCE

NAMES SIGNIFICANT CONCERNS

JOB PERFORMANCE

15. A. CHALLENGES/CONSTRAINTS ENCOUNTERED DURING PLANNED IMPLEMENTATION: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ B. HOW WERE THESE CHALLENGES ADDRESSED? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. CONCLUSION: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17. RECOMMENDATIONS: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

18. PLAN ACTIVITIES FOR THE NEXT REPORTING PERIOD: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CEO’s Name ____________________________ Signature _______________________ Date_________


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Handout 10.2 MoE reporting template for DEOs



DISTRICT EDUCATION OFFICERS MONTHY REPORTING TEMPLATE

1. NAME OF DISTRICT: _________________________________________________________________

2. NAME OF COUNTY: _________________________________________________________________

3. REPORTING PERIOD: ________________________________________________________________

4. Major Activities Implemented In Line with DEO MONTHLY Work Plan: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DEMOGRAPHICS TEACHERS

PUBLIC SCHOOL PRIVATE SCHOOLS Number of Teachers Male _________ Female___________ TOTAL _______

Number of Teachers Male __________ Female _________ TOTAL _______

Number of Teachers Who Dropped Out Male _________ Female _________ TOTAL _______

Number of Teachers Who Dropped Out Male _________ Female -__________ TOTAL _______

Number of Teachers Who Left For Any Reason Male _________ Female __________ TOTAL ______

Number of Teachers Who Left For Any Reason Male _________ Female __________ TOTAL _______



Number of Facilitators in Altermative Education Male _________ Female __________ TOTAL _______

Number of Facilitators in Alternative Education Male __________ Female __________ TOTAL _______

STUDENTS

PUBLIC SCHOOL PRIVATE SCHOOL Number of Students Male __________ Female ___________

Number of Students Male _________ Female ____________


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TOTAL ______ TOTAL _______ Number of Students Who Dropped Out Male _________ Female ___________ TOTAL _______

Number of Students Who Dropped Out Male _________ Female ___________ TOTAL ________

TOTAL NUMBER OF STUDENTS ____________

TOTAL NUMBER OF STUDENTS ___________

Number of Learners in Alternative Education Male _________ Female __________ TOTAL NUMBER OF AE LEARNERS ____________

Number of Learners in Alternative Education Male _________ Female __________ TOTAL NUMBER OF AE LEARNERS _____________

SCHOOLS

PUBLIC SCHOOL PRIVATE SCHOOL Number of Pre-Schools___________ Number of Pre-Schools __________ Number of Elementary Schools ___________ Number of Elementary Schools __________ Number of Junior High Schools ___________ Number of Junior High Schools __________ Number of Senior High Schools ___________ Number of Senior High Schools __________ TOTAL NUMBER OF SCHOOLS ___________

TOTAL NUMBER OF SCHOOLS __________

NUMBER OF SCHOOLS with AE ___________

NUMBER OF SCHOOLS with AE __________

*AE = Alternative Education

5. CAPACITY GAPS ASSOCIATED WITH COLLECTING THE ABOVE DATA ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. MONITORING AND SUPERVISION VISITATIONS A. Number of Monitoring and Supervision Visits Made By DEO: _________ B. Number of Monitoring and Supervision Visits Made by CEO: _________ C. Number of Schools in the District: _________ D. Number of Schools Visit: _________ E. Number of Visits to Schools With AE: _________

7. LIST NAMES AND CONTACT NUMBERS FOR PRINCIPALS AND SCHOOLS WITH DATES

OF VISITS NAMES OF

PRINCIPALS CONTACT NUMBERS

NAMES OF SCHOOLS

DATES OF VISITS


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8. OBSERVATIONS OF EDUCATION FACILITIES: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. OBSERVATIONS OF LEARNING ENVIRONMENT: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. LIST SCHOOLS OPERATING WITHOUT MINISTRY OF EDUCATION PERMIT NUMBER: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. ACTIONS TAKEN ON SCHOOLS OPERATING WITHOUT PERMIT: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. FINDINGS FROM MONITORING AND SUPERVISION VISITS: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. NAMES OF PRINCIPALS WITH WHOM FINDINGS WERE SHARED: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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14. LIST OF NAMES OF PRINCIPAL WITH SIGNIFICANT CONCERNS AND JOB PERFORMANCE

NAMES SIGNIFICANT CONCERNS

JOB PERFORMANCE

15. A. CHALLENGES/CONSTRAINTS ENCOUNTERED DURING PLANNED IMPLEMENTATION: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ B. HOW WERE THESE CHALLENGES ADDRESSED? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. CONCLUSION: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17. RECOMMENDATIONS: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

18. PLAN ACTIVITIES FOR THE NEXT REPORTING PERIOD: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DEO’s Name ___________________________ Signature ___________________________ Date _____


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Basic Statistic for Public Schools Date: District:

DEO’s Name _______________________ Signature ________________________ Date _______

No. School’s Name

Students Alternative Education Learners

Teachers

Alternative Education Facilitators

Total

Male Female Male Female Male Female Male Female


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Basic Statistic for Private Schools Date: District:

DEO’s Name ____________________________ Signature _______________________ Date______

No. School’s Name

Students Alternative Education Learners

Teachers

Alternative Education Facilitators

Total

Male Female Male Female Male Female Male Female


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Handout 10.3 MoE reporting Template for Principal



PRINCIPALS MONTHY REPORTING TEMPLATE

SCHOOL PROFILE

1. Name of School: _______________________________________________________________________

2. REPORTING PERIOD: _______________________________________________________________________

3. LEVEL OF SCHOOL (PRE-SCHOOL, ELEMENTARY, JUNIOR HIGH, SENIOR HIGH) _______________________________________________________________________

4. LOCATION OF SCHOOL (COMMUNICATION, DISTRICT AND COUNTY) ______________________________________________________________________________________________________________________________________________

5. DATE SCHOOL WAS ESTABLISHED: __________________________________________________________________________

6. SOURCE OF ESTABLISHMENT (GOVERNMENT, DONOR FUNDING, COMMUNITY INITIATIVE: ____________________________________________________________________________________________________________________________________________________

DEMOGRAPHICS A. TEACHERS

PUBLIC SCHOOL PRIVATE SCHOOLS Number of Teachers Male _________ Female___________ TOTAL ________

Number of Teachers Male ________ Female _________ TOTAL _______

Number of Senior High School Teachers Male ________ Female __________ TOTAL________

Number of Senior High School Teachers Male __________ Female __________ TOTAL ________

Number of Junior High School Teachers Male________ Female ___________ TOTAL _______

Number of Junior High School Teachers Male __________ Female _________ TOTAL ________

Number of Elementary School Teachers Male ________ Female ___________ TOTAL _______

Number of Elementary School Teachers Male __________ Female _________ TOTAL _________

Number of Pre-School Teachers Male _________ Female __________ TOTAL ________

Number of Pre-School Teachers Male __________ Female _________ TOTAL ________


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Number of Teachers Who Dropped Out Male _________ Female __________ TOTAL ________

Number of Teachers Who Dropped Out Male ___________ Female ________ TOTAL ________

Number of Teachers Who Left for Other Reasons Male _________ Female __________ TOTAL ________

Number of Teachers Who Left for Other Reasons Male _________ Female __________ TOTAL _________

TOTA NUMBER OF CURRENT TEACHERS _______


Number of Facilitators in Alternative Education Male _________ Female __________ TOTAL _________

Number of Facilitators in Alternative Education Male __________ Female __________ TOTAL _________

NAMES OF TEACHERS WHO DROPPED OUT: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. STUDENTS

PUBLIC SCHOOL PRIVATE SCHOOL Total Number of Students Male __________ Female ___________ TOTAL ________

Total Number of Students Male _________ Female ____________ TOTAL _________

Number of Senior High Students Male _________ Female ___________ TOTAL ________

Number of Senior High Students Male _________ Female ____________ TOTAL _________

Number of Junior High Students Male __________ Female __________ TOTAL ________

Number of Junior High Students Male __________ Female ___________ TOTAL __________

Number of Elementary School Students Male __________ Female __________ TOTAL _________

Number of Elementary School Students Male __________ Female __________ TOTAL __________

Number of Pre-School Students Male __________ Female __________ TOTAL _________

Number of Pre-School Students Male __________ Female __________ TOTAL __________

Number of Students Who Dropped Out Male __________ Female __________ TOTAL __________

Number of Students Who Dropped Out Male __________ Female __________ TOTAL __________

Number of Students With Disabilities Male _________ Female ___________ TOTAL _________

Number of Students With Disabilities Male _________ Female ___________ TOTAL __________


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TOTAL NUMBER OF CURRENT STUDENTS _______

TOTAL NUMBER OF CURENT STUDENTS _______

Number of Learners in Alternative Education (AE) Male ________ Female __________ TOTAL NUMBER OF LEARNERS in AE___________

Number of Learners in Alternative Education (AE) Male _________ Female __________ TOTAL NUMBER OF LEARNERS in AE ___________

C. SCHOOLS

Number of Classes in the School __________

Number of Classes in the AE Levels _________

Number of Classes in Pre-School Level __________

Number of Classes in Elementary Level _________

Number of Classes in Junior High Level -__________

Number of Classes in Senior High Level _________

Number of Gender Friendly Bathrooms __________


7. CURRICULUM A. Are there enough copies of the curriculum? YES ____ NO ____ B. Are there enough copies of the *AE curriculum? YES ____ NO____ C. Is the curriculum being followed daily? YES ____ NO ____ D. Is the *AE curriculum being followed daily? YES ____ NO ____

8. TEXTBOOKS A. Are there enough textbooks per grade level? YES ____ NO ____ B. Are there enough *AE textbooks per level? YES ____ NO ____ C. What is the ratio of students to textbooks per grade level?

I. PRE-SCHOOL __________ II. ELEMENTARY __________ III. JUNIOR HIGH __________ IV. SENIOR HIGH __________ V. ALTERNATIVE EDUCATION __________

9. INSTRUCTIONAL AIDS

List all instructional aids available at school: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. LEARNING FACILITIES A. Library? YES ____ NO ____


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B. Science Laboratory? YES ____ NO ____ C. Computer Lab? YES____ NO ____ NUMBER OF COMPUTERS

____ D. Name and list the number of equipment/apparatus available in the Science Lab:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Does the school have an auditorium? YES ____ NO ____

E. Does the school have lighting? YES ____ NO ____ What type? Solar Panel_____ Chinese Lamp ______ Generator______ Others ______


11. FINANCIAL

A. Does the school have a bank account? YES ____ NO ____ B. If yes. provide the following details:

I. Name of Banking Institution _____________________________________________

II. Bank Account Number__________________________________________________

III. Bank Balance _________________________________________________________

IV. Name of Signatories to Bank Account ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. OTHERS A. Does each teacher have a daily roster? YES ____ NO ____ B. Do the teachers take daily attendance: YES ____ NO ____ C. Number of teachers on payroll

____________________________________________________________________Number of support staff NOT on payroll ____________________________________

D. Are there filled-out emergency forms for all the students? YES ____ NO____ E. Are there extra-curricular activities in the school? YES ____ NO____ F. List all the extra-curricular activities available at school:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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________________________________________________________________________________________________________________________________________

13. NUMBER OF MONITORING AND SUPERVISION VISITS MADE BY DEO TO: Regular Classes ____________ Classes in Alternative Education ______________

14. FINDING FROM MONITORING AND SUPERVISION VISITS MADE BY DEO: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15. STATE SIGNIFICANT PROGRESS MADE DURING PERIOD UNDER REVIEW: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. CHALLENGES/CONSTRAINTS ENCOUNTERED DURING PERIOD UNDER REVIEW: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17. HOW WERE THESE CHALLENGES/CONSTRAINTS ADDRESSED? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

18. CONCLUSIONS: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

19. RECOMMENDATIONS ON THE WAY FORWARD: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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20. PLAN ACTIVITIES FOR THE NEXT REPORTING PERIOD:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Principal’s Name _______________________ Signature _______________________ Date_________


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Handout 10.4: MoE Reporting Flow Chart Timeframe and benefits of quality reporting/information sharing

Timeframe

Benefits

COEs

DEOs

Principals


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Handout 10.5: MoE Organogram


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Session 11: Team Work and EOs and Administration of ALP Handout 11.1 List of Schools, Administrators, and Teachers per County/ Districts

See in attached.


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Handout 11.2: List of items provided by AQE to each Site • List of ALP teachers per district per county

• Sample form for teachers to enroll in mobile money for payment

• List of Curricular Materials

a. teacher guide

b. learners’ workbook

c. plastic box with stationery in it

d. multi-purpose teaching aids

• Copies of sample waybill for curricular materials.


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Handout 11.3: Information on trainings (including PTAs) and other community engagement

EO/MoE Involvement

AQE Involvement

Results Documentation

Site mapping and selection

Represent; finalize; approve list

Lead; criteria; tools; analysis; results; presentations

Schools selected, approved by MoE.

Site lists per county and district; copies to DEOs, CEOs, MoE, EDC.

Learner recruitment, enrollment, placement

Learner enrollment/intake forms; placement results: DEOs and AQE

Forming classes by Level (1,2,3)

Class lists

Teacher recruitment, testing, selection

Teacher rosters by site, district, county; contact information completed for stipend payments.

Teacher, principal, EO orientations and trainings (discussed previously)

Delivery of teachers’ guides, learners workbooks, wall charts, operational supplies

List of instructional materials offered; waybills confirming receipt.

Assessment of furniture requirements and priorities

Assessment reports/summary

Procurement/delivery of furniture in targeted sites

Waybills confirming receipt. (role of county?)

Scheduling trainings (Teachers, Principals, EOs, PTAs)

Propose calendar

Activity Reports: trainings, assessments, M&E, Ops Research

Communication within MoE structure

Communication with County officials


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Session 12: Action Planning Handout 12.1: Action Planning Template

MINISTRY OF EDUCATION COUNTY EDUCATION OFFICE

WORK PLAN WORK PLAN PERIOD: OCTOBER - DECEMBER, 2018 OBJECTIVES AND ACTIVITIES

OUTCOME COUNTY LEAD

(NAME)

MOE ASSISTANCE

(NAME)

AQE ASSISTANCE

(NAME)

TIME FRAME

FROM TO

COMMENTS

OBJECTIVE 1: Activity 1.1:

Activity 1.2:

Activity 1.3:

Activity 1.4:


Activity 2:2:

Activity 2:3:


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Activity 2:4:

Activity 2:5:


Activity 3.2:

Activity 3.3:

Activity 3.4:

OBJECTIVE 4: Activity 4:1:

Activity 4.2:

Activity 4.3:

Activity 4.4:

Activity 4.5:


Activity 5.2:

Activity 5.3:

Activity 5.4:

Activity 5.5:


Activity 6.2:

Activity 6,3:

Activity 6.4:

Activity 6.5:


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Activity 7.2:

Activity 7.3:

Activity 7.4:

Activity 7.5:


Activity 8.2:

Activity 8.3:

Activity 8.4:

Activity 8.5:


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Session 13: Site Visit 1 – Data collection Handout 13.1 – SQA Tool (see tool handout from session 7) Handout 13.2 – Site Survey Tool (see tool handout from session 7) Handout 13.3 Lesson Observation Tool (see tool handout from session 7)

Session 14: Site Visit 2 – Analysis and Reflection Handout 14.1 MOE – School Quality Assurance Analysis & Reflection Tool – 6 Modules Modules Description Scores Module 1 Verification Not applicable Module 2 Document Check /15 Module 3 School Leadership & Management /30 Module 4 School Phisical Infrastructure /12 Module 5 Classroom Observation /27 (9X3) Module 6 Parents and Students /9 Module 7 Textbooks and Teaching & learning Materials /7

Totals / 100


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Handout 14.2 AQE SITE SURVEY TOOL ANALYSIS & RELFECTION TOOL– 16 TABLES

Site Survey Tool 1: Information from Classes

EDC collects site information quarterly from Classes and Principals that are directly related to what the project is doing, i.e., it is for project monitoring. The information from classes is summarized here.

Summary of AQE Site Survey: Classes – 10 Tables Note: the Principal should accompany AQE staff on classroom visits; the survey information is completed for each classroom visited.

1. Basic Information:

Date

Observer’s Name

County

District

School

Site Code

2. What Classes are you visiting? (Level and Section)

Level Section (a or b or c etc.)

3. Teacher and Lesson Subjects

Teacher’s Name Subject taught during classroom observation

4. Classroom Environment:



No 0

Rating

Does every learner have proper furniture to sit on (a desk, armchair, etc.)?

Level 1: Are these charts on the wall? Level 1: Is the L1 alphabet chart on the wall? Level 1: Is the L1 number chart on the wall? Level 1: Is the L1 parts of the body chart on the wall?

Level 2: Is the L 2 multiplication tables chart on the wall?

Level 2: Is the L2 systems of the body chart on the wall?


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No 0

Rating

Total Average

5. Attendance: How many learners are present?

Level Total No of Learners Boys Girls

6. Instructional Materials: At end of class, ask learners -"Please hold up your work book for this lesson so I can see it. Okay, put your books down. How many of you never received a book for [this subject]? (Put your hand down if you lost your book or ruined it. Only raise your hand if nobody gave you any book.)" How many learners never received the book?

Level Total no. of learners Boys Girls

7. Attendance log:

Attendance rating questions Yes It is regularly updated 2

Yes Not regularly updated 1

No 0

Rating

Does the class have a teacher's attendance log available for you to review?

Attendance Observation Questions How many girls are listed in the teachers log? How many boys are listed in the teachers log?


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8. Absences – Male and Female Look at the teacher's log. Look at the red A's:

Estimate

How many children have been absent most of the time (more than half the days) during the last four weeks: Males ____________; Females _____________

Attendance Rating Questions Absences during the last four weeks

Yes Absent most of the time 2

Yes Absent some of the time 1

No Not absent 0

Rating

Males

Females

Total Average

9. Today’s Lesson: What lesson did they just teach today? Was the lesson based on the academic calendar of the lesson they supposed to be teaching today?

Level Lesson Taught Yes

Based on the academic calendar 2

No Not based on the academic calendar 1

Rating

10. Teacher’s Guides: Ask teacher: Do you have the teacher’s guide for:

Level Subject Yes 2

No 1

N/A Rating

Level 1 Literacy Numeracy Learning Together Life Skills Bingo Cards

Level 2 Learning Together Life Skills English Language Arts Mathematics Science Social Studies

Total Average

Missing guides and why? ______________________________________________________________


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Bingo cards: Do they have all the cards? __________________________________________________

Example: Classroom Survey Rating Average Summary

0.50.7

1.8

0.7

1.6

CLASSROOM ENVIRONEMNT

ATTENDANCE LOG ABSENCES CALENDAR LESSONS TEACHERS' GUIDES

Classroom Survey

Classroom Survey


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Site Survey Tool 2: Information from Principals

EDC collects site information quarterly from Classes and Principals that are directly related to what the project is doing, i.e., it is for project monitoring The information from Principals is summarized here

Summary of AQE Site Survey: Principals – 6 Tables

1. Basic Information: Today’s Date

Observer’s Name

County

District

School

Site Code

2. Holding Classes: Since you started school this year, how many days did you not have class? _______________

Why? _____________________

Please give a number for each reason below.

Reason Number of Days No of days we did not have class because of teacher absence:

No of days we did not have class because of death in the community:

No of days we did not have class because of traditional cultural practices (e.g., county devil, bush schools):

No of days we did not have class because of market day:

No of days we did not have class because of farming activity:

No of days we did not have class because of rainy season:

No of days we did not have class because of other reasons (specify other and number):


143

3. DEO Visits: How many times has the DEO visited the ALP this year? _______________ DEO visits Yes

Visits without AQE Staff 2

Yes Visits with AQE staff 1

No No visits 0

Rating

Have DEOs visited the school?

4. PTA: Since ALP classes started, how many times has the PTA met this school year? __________ [This shouldn't include the meeting during orientation.]

PTA meetings Yes And there is document evidence 2


No 0

Rating

At the beginning of the school year, did the PTA meet for ALP orientation week?

Are ALP issues discussed in PTA meetings?

Total Average

Have you given a copy of academic calendar to PTA? _____________________________________________________________________________

5. Attendance How many classes per Level do you have at this site? Verify L1____, L2____ L3____

Are there any special situations AQE should know about? For example, classes that are combined/consolidated, canceled, 2+ teachers in a class, teachers resigned.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Using Principal’s Attendance Log – see what has the enrollment and average attendance over last four weeks. (there are detailed instructions in the tool) _____________________________________________________________________________


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Attendance Yes And there is document evidence 2


No 0

Rating

ALP attendance compares favorably with the formal school?

Attendance has been steady over last four weeks – based on Principal’s Attendance Log

Total Average

6. School documentation Key Yes

And there is document evidence 2


No 0

Rating

Is the Plastic Box provided by AQE available?

Are the waybills stored in the plastic box?

Is there a lesson calendar schedule on the notice board?

Is there an academic calendar on the noticeboard?

Total Average

Which waybills does the school have? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________


145

1

1.9

0.8

1.7

DEO VISITS PTA MEETINGS ATTENDANCE SCHOOL DOCUMENTATION

Site Survey - Information from Principals

Site Survey - Information from Principals


146

Handout 14.3 AQE: Classroom Observation Analysis & reflection Tool– 8 Domains AQE: Classroom observations sections

AQE Classroom Observation Tool is an instrument used to capture snapshots of teaching and learning activities while they are taking place in the classroom. It is meant to identify areas of strength and weakness in order to inform the review and development of teaching and learning materials, and support teacher professional capacity development. Given it importance, the Classroom Observation Tool is administered in every ALP classroom at least once in a unit.

Scoring the Classroom Observation Tool helps to identify potential gaps and weaknesses and direct the kind of intervention that is needed, with the overall goal of improving instructional quality in ALP schools. Directions for scoring various domains of the tool are as follow:

§ Each statement in the Classroom Observation Tool carries only one rating. For example, “1.1. Facilitator greeted the learners” is rated only once and the corresponding score is placed in the rating column.

§ Each rating carries the point accompanying the descriptor. For example, each rating under the option “Not at all” carries a 0 point, each rating under “Developing” carries 1 point, ratings under “Basic” carries 2 points, and so forth. No point is given for ratings under the option “Not Applicable (N/A).

§ The total score for each component of the Classroom Observation Tool is determined by adding up individual points in the rating column.

§ To determine the average score for each domain, the total score is divided by the number of statements (items) in said domain.


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1. Introduction Introduction N/A

Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

8.2. Facilitator greeted the learners

8.3. Facilitator did roll call

8.4. Facilitator reviewed the previous lesson as part of the introduction

8.5. Facilitator reviewed learners’ homework

8.6. Facilitator stated the objectives(s) of the lesson to the learners

Total Score Average Score

2. Methodologies Used Methodologies used

N/A Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

2.1 Facilitator instructed learners to use workbooks during the lesson

2.2 Facilitator used roleplay with students

2.3 Facilitator used demonstration to explain a concept

2.4 Facilitator used brainstorm with students

2.5 Facilitator used group work

2.6 Facilitator used pair work


148

Methodologies used

N/A Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

2.7 Facilitator used individual work

2.8 Facilitator used lectures for the amount of time described in the lesson plan

2.9 Facilitator used reflection/self assessment

2.10 Facilitator used flashcard games

2.11 Facilitator used gestures, drawings, miming and/or real objects to help learners understand vocabulary and instructions

2.12 Facilitator used read-aloud stories

2.13 Facilitator used think, pair, share

2.14 Facilitator used poem, chant, or songs

2.15 Facilitator pointed to the chalkboard when guiding learners’ reading

2.16 Facilitator used word problems



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3. Materials recommended by the Teacher Guide

Materials recommended by the teacher guide

N/A Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

3.1 Facilitator used own locally available materials

3.2 Facilitator used materials provided by the AQE project


4. Content Content N/A

Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

4.1 Facilitator had good knowledge of subject matter

4.2 Facilitator followed the teacher guide when explaining subject matter



150

5. Facilitation of Learning 5.Facilitation N/A

Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

5.1 Facilitator equally encouraged boys’ and girls’ participation

5.2 Facilitator used legible writing that was visible from the back of the classroom

5.3 Facilitator pointed to the relevant information on the chalkboard when speaking or providing explanations

5.4 Facilitator encouraged learners to think critically

5.5 Facilitator related lesson to everyday life or helped learners to do so

5.6 Facilitator conducted formative assessment

5.7 Facilitator moved around the class to support learners’ learning

5.8 Facilitator distributed questions and coordinated interactions between learners sitting in different areas of the classroom

5.9 Facilitator used simple language appropriate to


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5.Facilitation N/A Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

the level of the learners when providing explanation

5.10 Facilitator checked workbooks


6. Questioning

6. Questioning N/A

Not applicable

0

Not at all

1

Developing 2

Basic 3

Proficient 4

Strong Ratings

6.1 Facilitator used open-ended questions

6.2 Facilitators allowed learners to ask questions

6.3 Facilitator provided opportunity for learners to think before answering (wait time)

6.4 Facilitator provided opportunities for learners to give their opinion

6.5 Facilitator gave praise and applauded learners’ efforts



152

7. Conclusion

7. Conclusion N/A Not applicable

0 Not at all

1 Developing

2 Basic

3 Proficient

4 Strong

Ratings

7.1 Learners and facilitator formed the conclusion

7.2 Facilitator assessed lesson objectives (classwork, test, homework etc.)

7.3 Facilitator provided learners with a task to complete after class

7.4 Facilitator collected results of learner work (end of module assessment) in learner file


8. Curriculum

8. Curriculum

N/A

Not applicable

0

Not at all

1

Developing 2

Basic 3

Proficient 4

Strong Ratings

8.1 Facilitator completed the lesson plan in the timeframe prescribed



153

01234

Introduction

Learner workbooks

Methodologies

Materials Teacher's Guide

ContentFacilitation of Learning

Questioning

Conclusion

Curriculum

Classroom ObservationExample: Average Scores Per Domain

Average Scores


154

Session 15: Site Visit 2 – Analysis and Reflection Handout 15.1: Post Test

Post Test Questionnaires for Education Officers Training Cycle 1 15 Minutes

Code:

Location:______________________________________ Date:____________ Score:________________ Site / County Direction: Please complete the Post-Test Questionnaire for Education Officers Training Cycle 1. Carefully read the instruction for each question before answering.

1. An ALP learners completing level 3 should:

a. Be matched with one passing to grade 7 b. Be equivalent to a high school student c. Be considered as one qualified for night school d. Become a teacher of ALP now


a. Assesses the county staff capacity to work in their respective offices b. Assesses the capacity of the county to effectively implement its education programs c. Assesses the county capacity to monitor and report on happenings in the system d. Assesses the county to find out if they are working and productive


AQE project? a. Various community stakeholders b. PTA leadership, local leaders and traditional leaders c. Participation of parents, Teachers and students d. Community score card (CSC), Participatory Theatre (PTT) and Radio Talk Show

4. Which of the following is orderly arranged as described the ICA Categories?

a. Governance, Administrative Management, Organizational Management, Program Implementation and Management, Project Performance Management, Financial Management, Human Resource Management





155

5. One of the importance of the AQE Site Survey Tool is: a. It is part of the AQE Rolling Assessment, which is a routine check on ALP schools to

identify gaps for improvement. b. It helps in tracking ALP schools as part of the Whole School Approach. c. More managerial in nature than leadership focused in ALP d. None of the above


a. To familiarize themselves with the schools AQE is presently working with b. To category, monitor, manage, pull out, sideline c. To category, delete, less monitor, push away d. To categories, monitor, sideline, less monitor

7. Which of these best describes Eos main supervisory role in all the AQE Sites: a. The responsiveness of filling in the quality assessment tool b. To ensure there is quality education in all AQE classes for the benefit of learners c. The responsiveness of their positions regarding performance monitoring d. The responsiveness of positions regarding community engagement; use of data.

8. Accelerated Learning Program is a program that: a. Targets all out of school children b. Is focused on out of school and dropped out children between 8 – 15 years old c. Should only be in Nimba, Bong, Lofa, Grand Bassa, Margibi, Montserrado d. Supports children once they are too old for their class

9. From the EO induction program, the County reporting process is: a. Principal to DEO; DEO to CEO; CEO to Assist Min. Basic & Secondary Ed. b. Principal to DEO; DEO to CEO and copy; Assist Min. Basic & Secondary Ed. c. Principal to DEO; DEO to CEO; CEO to DMI and copy all Assistant Ministers d. Principal to DEO; DEO to CEO; CEO to DMI

10. In the school monitoring process, the SQA is used for:



156

Post- test Answer Key for Education Officers Training Cycle 1 15 Minutes

Code:

Location:______________________________________ Date:____________ Score:______________ Site / County

1. An ALP learners completing level 3 should: a. Be matched with one passing to grade 7 b. Be equivalent to a high school student c. Be considered as one qualified for night school d. Become a teacher of ALP now


a. Assesses the county staff capacity to work in their respective offices b. Assesses the capacity of the county to effectively implement its education

programs c. Assesses the county capacity to monitor and report on happenings in the system d. Assesses the county to find out if they are working and productive


AQE project? a. Various community stakeholders b. PTA leadership, local leaders and traditional leaders c. Participation of parents, Teachers and students d. Community score card (CSC), Participatory Theatre (PTT) and Radio Talk

Show

4. Which of the following is orderly arranged as described the ICA Categories ? a. Governance, Administrative Management, Organizational Management,

Program Implementation and Management, Project Performance Management, Financial Management, Human Resource Management




5. One of the importance of the AQE Site Survey Tool is:

a. It is part of the AQE Rolling Assessment, which is a routine check on ALP schools to identify gaps for improvement.

b. It helps in tracking ALP schools as part of the Whole School Approach. c. More managerial in nature than leadership focused in ALP d. None of the above


157

6. The purpose of Eos to list names of teachers that teach the AQE/ALP classes in each school is: a. To familiarize themselves with the schools AQE is presently working with b. To category, monitor, manage, pull out, sideline c. To category, delete, less monitor, push away d. To categories, monitor, sideline, less monitor

7. Which of these best describes Eos main supervisory role in all the AQE Sites is: a. The responsiveness of filling in the quality assessment tool b. To ensure there is quality education in all AQE classes for the benefit of

learners c. The responsiveness of their positions regarding performance monitoring d. The responsiveness of positions regarding community engagement; use of data.

8. Accelerated Learning Program is a program that: a. Targets all out of school children b. Is focused on out of school and dropped out children between 8 – 15 years

old c. Should only be in Nimba, Bong, Lofa, Grand Bassa, Margibi, Montserrado d. Supports children once they are too old for their class

9. From the EOS induction program, the County reporting process is:

a. Principal to DEO; DEO to CEO; CEO to Assist Min. Basic & Secondary Ed. b. Principal to DEO; DEO to CEO and copy; Assist Min. Basic & Secondary Ed. c. Principal to DEO; DEO to CEO; CEO to DMI and copy all Assistant Ministers d. Principal to DEO; DEO to CEO; CEO to DMI

10. In the School monitoring process, the SQA is used for:



158

Handout 15.2: Training Evaluation Form Training Evaluation Form

Test Code: ____________________________________

Type of Training: Cluster Residential Location:___________________ Date:____________

Thanks for participating in the capacity-building training. Please complete this training evaluation form as objective as possible in order to help us improve the quality of future training.

Instructions: Please indicate your level of agreement with the statements listed below in #1-13; and provide your candid views to questions #14- 16.

Strongly Agree

Agree Neutral Disagree Strongly Disagree

1. The training venue is ideal. ¦ ¦ ¦ ¦ ¦

2. The training met my expectations. ¦ ¦ ¦ ¦ ¦

3. I will be able to apply the knowledge learned. ¦ ¦ ¦ ¦ ¦

4. The training objectives for each session were clear. ¦ ¦ ¦ ¦ ¦

5. The training objectives for each session were met. ¦ ¦ ¦ ¦ ¦

6. The training content was organized and easy to follow. ¦ ¦ ¦ ¦ ¦

7. The materials distributed were relevant and useful. ¦ ¦ ¦ ¦ ¦

8. The trainer was knowledgeable. ¦ ¦ ¦ ¦ ¦

9. The quality of instruction was good. ¦ ¦ ¦ ¦ ¦

10. The trainer modelled knowledge and skills that they want you to acquire.

¦ ¦ ¦ ¦ ¦

11. Participation and interaction were encouraged. ¦ ¦ ¦ ¦ ¦

12. Adequate time was provided for questions and discussion.

¦ ¦ ¦ ¦ ¦

13. How do you rate the training overall? Excellent Good Average Poor Very poor ¦ ¦ ¦ ¦ ¦

14. What new thing did you learn from the training, and how do you intend to use it in teaching?

15. What aspects of the training was most relevant and what aspects was least relevant?

16. What aspects of the training could be improved?

Documents

EO Training Cycle 1 Handouts