EDUCATION OFFICERS 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.

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

i

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


ii

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.


2

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


4

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


5

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


6

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

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

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?

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


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


16

Handout 3.2: Worksheet for Tool Practice


17

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


22

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


37

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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Classroom Observation Rating Questions Yes And in good condition 2

Yes But poor condition 1

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

0.5

0.7

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? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Documents

EDUCATION OFFICERS TRAINING: CYCLE 1 HANDOUTS