SELF ASSESMENT EVALUATION FORMS - Home - UNICEF · PDF file7 Self assesment evaluation forms Annex: 2 Family and Community Partnership Sample Survey Form This tool is mainly developed

SELF ASSESMENT EVALUATION FORMSQUALITY INDICATORSCHILD FRIENDLY BARAABARU SCHOOLSMALDIVES

Copyright © Ministry of Education, Republic of MaldivesThe United Nations Children’s Fund (UNICEF), MaldivesMarch 2010

Cover design & layout by: BUGLETONE

ISBN: 99915-95-67-8

First print 2010

All rights reserved.No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems, without permission in writing from the Ministry of Education and UNICEF.

3 Self assesment evaluation forms

INTRODUCTION

SAMPLE SURVEY FORMS FOR SCHOOL SELF ASSESSMENT

WHY THEY ARE USED?

Evaluation tools are used to determine if input is achieved or are able to meet the targets and also as a means of assisting in planning and follow up actions or activities. In this regard the following tools have been designed to be used to determine whether the objectives of the school have been met or at least any progress has been made. Ideally lessons also can be learned on how the progress was made and what still needs to be done. The most common ways of assessing or evaluating an activity or program is through checklists, rubrics, surveys, observations, interviews etc.

The primary aim of using these tools in this document is to review and draw attention to the quality of education provided to the students in a child friendly environment.

WHO IS IT FOR?

This is YOUR tool for your continuous improvement. These tools can also be used by external evaluators or those working within it. External evaluators are the people who are doing the monitoring and evaluation at the province level or the personnel from the Educational Supervision and Quality Improvement Division which has the mandate for monitor-ing and evaluation of the schools in the Maldives. Educational Development Center, Center for Continuing Education, Faculty of Education and any other professional body of the Ministry of Education can be part of the external evaluation team.

Internal evaluators are the people who are directly involved in developing a Child friendly programme in the school, namely: students, parents, teachers, school heads, School board members, parent teacher associations.

There are 15 sample survey forms developed based on the 5 dimensions which specifically evaluate some of the indicators. A Sample School Performance Data form is also de-veloped for the evaluators to collect data on the performance of the previous year and the performance of this year’s evaluation and set a target or identify the areas which need to be progressed. After the completion of the performance data the ratings of the indicators should be identified and recorded in the rating sheet according to the collected data. Identify the needed areas for in-service or training and develop a school improvement plan.

The school improvement team will decide whether additional tools need to be prepared for certain dimensions/standards to complement the Standards and Indicator list and will prepare it themselves. All the evaluation forms included in this document are samples which the schools can use or develop on their own according to the need of the school.

SAMPLE SURVEY FORMS FOR SCHOOL SELF ASSESSMENT

Rating keys for the survey forms

1= Poor or None. The indicator is seldom or never found in the classroom or the school. It is not a day to day norm nor is it an impression that people would take away from a visit to the school( Not at all)

2= Fair. This indicator is found in some classes, and sometimes in the school. It is not regular or frequent most classes do not demonstrate this. It is the exception not the norm. ( sometimes) A visitor would be unlikely to get this impression of the school.

3= Good. The indicator is found in most classes and most times throughout the school. This is the norm in the school not the exception( most of the time)

4= Excellent. This indicator is found in all classes and throughout the school at all times. Any visitor to the school will recognize this quality ( Always)

ATTENTION: It should be noted that the natural temptation of respondents to award a middle ranking is avoided by the use of an even number of rankings. For example, in a 1-5 ranking system, 3 tends to be used as a neutral ranking; thus, four level of ratings forces the respondents to rate the item either more negatively (1-2) or more positively (3-4).


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Sam

ple

Scho

ol P

erfo

rman

ce D

ata

Nam

e of

the

scho

ol:-

____

____

____

____

____

____

____

____

__

Dat

e:- _

____

____

____

____

_

Perf

orm

ance

In

dica

tors

Mea

sure

Scho

ol p

er-

form

ance

pre

-vi

ous

year

Scho

ol p

er-

form

ance

this

ye

arSc

hool

Goa

l

Teac

her a

t-te

ndan

ce

Aver

age d

aily t

each

er at

tenda

nce

Lear

ner a

t-te

ndan

ce

Aver

age d

aily a

ttend

ance

: % of

lear

n-er

s enr

olled

who

are i

n sch

ool e

ach

day

Lear

ner d

rop-

out r

ate

% of

enro

lled

learn

ers w

ho

drop

out

Grad

e 6Gr

ade 7

Grad

e 8Gr

ade 9

Grad

e 10

Prom

oted

to

mid

dle

scho

ol

% of

lear

ners

who

are p

romo

ted to

gr

ade 6

Con

tinue

to

seco

ndar

y %

of gr

ade 7

who

ar

e pr

omote

d Le

arne

r A

chie

vem

ent

% of

lear

ners

with

at lea

st a

“C “p

ass

in 4

comp

ulsor

y and

3 oth

er su

bjects

Grad

e 1

Grad

e 2Gr

ade 3

Grad

e 4Gr

ade 5

Grad

e 6Gr

ade 7

Lear

ner

Ach

ieve

men

t%

of le

arne

rs wi

th at

least

a “C

” pas

s in

4 co

mpuls

ory a

nd 3

strea

m su

bjects

Grad

e 8

Grad

e 9Gr

ade 1

0


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Scho

ol S

elf A

sses

smen

t Sam

ple

Surv

ey F

orm

s

Ann

ex: 1

Stu

dent

’s p

erce

ptio

n ab

out t

he s

choo

l Th

is too

l is m

ainly

deve

loped

to be

used

by st

uden

ts on

their

own t

o rev

iew th

eir le

arnin

g

#R

atin

g sc

ale

Ques

tions

12

34

1My

teac

her g

ives o

ppor

tunity

to ex

pres

s our

opini

on.

2My

teac

her a

sks m

e to m

ake d

ecisi

ons.

3My

teac

her e

ncou

rage

s me t

o solv

e pro

blems

in a

creati

ve w

ay.

4My

teac

her

enco

urag

e me t

o solv

e pro

blems

by co

oper

ating

with

othe

r stud

ents

5Th

e prin

cipal,

staff

and t

each

ers a

re fr

iendly

and s

milin

g

6My

teac

hers

enco

urag

e me t

o ask

ques

tions

7I g

et the

opp

ortun

ity to

wor

k with

othe

r stud

ents

on pr

ojects

/assig

nmen

ts

8I f

eel th

at so

me ch

oice i

s give

n in

what

we ar

e lea

rning

(for

insta

nce,

which

stor

y to r

ead,

what

type o

f ass

ignme

nt to

comp

lete,

what

topic

to inv

estig

ate)

9I f

eel th

at w

e get

equa

l opp

ortun

ity in

the c

lass i

n res

pond

ing an

d ask

ing qu

estio

ns w

hethe

r I

am a

boy/g

irl10

I fee

l that

we c

an ta

lk to

the te

ache

r if w

e hav

e any

prob

lems

11I t

hink t

he sc

hool

is a s

afe pl

ace f

or al

l stud

ents

12Th

ere i

s som

eone

with

who

m I c

an s

hare

my

feelin

gs or

perso

nal p

roble

ms in

the s

choo

l and

wi

ll help

me

Tota

l (su

m o

f eac

h co

lum

n, th

en a

dd p

oint

s in

the

TOTA

L co

lum

n)

Summ

ary S

core

:- st

uden

ts’ pe

rcepti

on (

divide

total

by 12

)W

rite sc

ore i

n sum

mary

shee

t

Disc

ussio

n of s

tuden

t per

cepti

on

Wha

t are

the a

spec

ts of

the sc

hool

we ar

e mos

t pro

ud of

?W

hat a

re th

e asp

ects

of the

scho

ol tha

t we m

ost n

eed t

o wor

k on?

Act

ions

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

o im

prov

e te

achi

ng a

nd le

arni

ng?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

2 F

amily

and

Com

mun

ity P

artn

ersh

ip S

ampl

e Su

rvey

For

mTh

is too

l is m

ainly

deve

loped

to be

used

by pa

rents

and f

amilie

s to r

eview

the p

artic

ipatio

n of p

aren

ts in

the sc

hool.

#R

atin

g sc

ale

Pare

nt p

artic

ipat

ion

12

34

1Th

e sch

ool h

as a

sche

dule

for pa

rent

activ

ities.

x2

The s

choo

l has

a va

riety

of ac

tivitie

s to i

nvolv

e par

ents(

pare

nt tea

cher,

scho

ol ac

tivitie

s, sc

hool

boar

d, PT

A, sc

hool

comm

unity

activ

ities

x3

The c

ommu

nity v

alues

and a

ppre

ciates

the s

choo

l x

4Th

e prin

cipal

has m

eans

of co

mmun

icatio

n with

pare

nts

x5

The t

each

ers h

ave m

eans

of co

mmun

icatio

n with

pare

nts

6Co

mmun

icatin

g abo

ut lea

rner

prob

lems t

o par

ents

are s

ystem

atic

x7

The p

rincip

al en

cour

ages

an at

mosp

here

that

welco

mes p

aren

t visi

tsx

8Te

ache

rs we

lcome

and e

ncou

rage

pare

nt s a

nd fa

mily

involv

emen

t. x

9Th

e sch

ool h

as re

gular

ly sc

hedu

led pa

rent-

teach

er co

nsult

ation

x

Total

(sum

of ea

ch co

lumn,

then a

dd po

ints i

n the

TOT

AL co

lumn)

2

1212

Summ

ary s

core

:- pa

rent

partic

ipatio

n ( D

ivide

Total

by 9)

26/19

Write

scor

e sum

mary

shee

t

=

218

Disc

ussio

n of p

aren

t invo

lveme

ntW

hat a

re th

e as

pect

s of

par

ent p

artic

ipat

ion

that

we

are

mos

t pro

ud o

f?W

hat a

re th

e as

pect

s of

par

ent p

artic

ipat

ion

that

we

mos

t nee

d to

wor

k on

?

Act

ions

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e pa

rent

par

ticip

atio

n?Pr

inci

pal

Teac

hers

Pa

rent

s Le

arne

rs

SAMPLE


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

2 F

amily

and

Com

mun

ity P

artn

ersh

ip S

ampl

e Su

rvey

For

mTh

is too

l is m

ainly

deve

loped

to be

used

by pa

rents

and f

amilie

s to r

eview

the p

artic

ipatio

n of p

aren

ts in

the sc

hool.

#R

atin

g sc

ale

Pare

nt pa

rticipa

tion

12

34

1Th

e sch

ool h

as a

sche

dule

for pa

rent

activ

ities.

2Th

e sch

ool h

as a

varie

ty of

activ

ities t

o inv

olve p

aren

ts( pa

rent

teach

er, sc

hool

activ

ities,

scho

ol bo

ard,

PTA,

scho

ol co

mmun

ity ac

tivitie

s 3

The c

ommu

nity v

alues

and a

ppre

ciates

the s

choo

l

4Th

e prin

cipal

has m

eans

of co

mmun

icatio

n with

pare

nts

5Th

e tea

cher

s hav

e mea

ns of

comm

unica

tion w

ith pa

rents

6Co

mmun

icatin

g abo

ut lea

rner

prob

lems t

o par

ents

are s

ystem

atic

7Th

e prin

cipal

enco

urag

es an

atmo

sphe

re th

at we

lcome

s par

ent v

isits

8Te

ache

rs we

lcome

and e

ncou

rage

pare

nt s a

nd fa

mily

involv

emen

t.

9Th

e sch

ool h

as re

gular

ly sc

hedu

led pa

rent-

teach

er co

nsult

ation

Total

(sum

of ea

ch co

lumn,

then a

dd po

ints i

n the

TOT

AL co

lumn)

Summ

ary s

core

:- pa

rent

partic

ipatio

n ( D

ivide

Total

by 9)

Write

scor

e sum

mary

shee

t

Disc

ussio

n of p

aren

t invo

lveme

ntW

hat a

re th

e as

pect

s of

par

ent p

artic

ipat

ion

that

we

are

mos

t pro

ud o

f?W

hat a

re th

e as

pect

s of

par

ent p

artic

ipat

ion

that

we

mos

t nee

d to

wor

k on

?

Act

ions

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e co

mm

unity

par

ticip

atio

n?Pr

inci

pal

Teac

hers

Pa

rent

s Le

arne

rs


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

2.1

Fam

ily a

nd C

omm

unity

Par

tner

ship

Sam

ple

Surv

ey F

orm

#R

atin

g sc

ale

Comm

unity

Invo

lveme

nt1

23

4

1Pa

rents

are a

ctive

mem

bers

of the

scho

ol de

velop

ment

comm

ittee

2Pa

rents

/comm

unity

help

out in

the s

choo

l (clea

ning,

spec

ial ev

ents,

main

tenan

ce)

3Pa

rents

/comm

unity

help

out in

the c

lassro

om (g

ener

al su

ppor

t, rec

ess,

other

)

4Pa

rents

/comm

unity

help

teach

in th

e clas

sroom

s whe

n ask

ed.

5Pa

rents

enco

urag

e the

ir chil

dren

to do

well

in sc

hool

6Pa

rents

mak

e sur

e tha

t their

own c

hildr

en at

tend e

ach d

ay

7Pa

rents

mon

itor a

ttend

ance

, volu

nteer

s visi

t hom

es of

abse

nt lea

rner

s

8Mo

re th

an 20

% of

pare

nts ar

e inv

olved

in th

e sch

ool in

some

way

.

Total

(sum

of ea

ch co

lumn,

then a

dd po

ints i

n the

TOT

AL co

lumn)

Sum

mar

y sc

ore:

- Com

mun

ity in

volv

emen

t ( D

ivid

e To

tal b

y 8)

Writ

e sc

ore

in s

umm

ary

shee

t

Dis

cuss

ion

of c

omm

unity

invo

lvem

ent

Wha

t are

the

aspe

cts

of c

omm

unity

invo

lve-

men

t tha

t we

are

mos

t pro

ud o

f?W

hat a

re th

e as

pect

s of

com

mun

ity in

volv

emen

t th

at w

e m

ost n

eed

to w

ork

on?

Act

ions

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e co

mm

unity

invo

lvem

ent?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex: 3

Lea

rner

Cen

tere

d Te

achi

ng a

nd L

earn

ing

Sam

ple

Surv

ey F

orm

This

tool is

main

ly de

velop

ed to

be us

ed by

pare

nts, te

ache

rs, P

TA, s

choo

l boa

rd an

d othe

r stak

ehold

ers t

o rev

iew

the te

achin

g and

lear

ning p

racti

sed.

#R

atin

g sc

ale

Cur

ricul

um, l

esso

n pl

anni

ng, t

each

ing

and

lear

ning

reso

urce

s (c

lass

room

m

anag

emen

t pra

ctis

es)

12

34

1Al

l teac

hers

know

and u

nder

stand

the s

yllab

us an

d bas

ic co

mpete

ncies

and g

oals

for th

e gra

de

2Al

l teac

hers

have

easy

daily

acce

ss to

the s

yllab

us an

d mate

rials.

3Al

l teac

hers

use t

he ba

sic co

mpete

ncies

to pr

epar

e les

son p

lans.

4Ev

ery t

each

er ha

s a pr

epar

ed le

sson

plan

.

5Al

l teac

hers

have

good

mas

tery o

ver t

he su

bject

matte

r tha

t they

teac

h.

6Te

ache

rs ad

apt th

e cur

riculu

m to

learn

er ne

eds.

7Cl

asse

s star

t on t

ime,

and m

ove q

uickly

to in

struc

tiona

l acti

vities

.

8Th

e clas

sroom

has d

isplay

s of le

arne

r ach

ievem

ent a

nd in

struc

tiona

l mate

rials.

9Al

l teac

hers

deve

lop th

eir ow

n mate

rials

for th

e clas

s.

10Al

l teac

hers

help

learn

ers t

o pre

pare

mate

rials

for cl

ass.

Tota

l (su

m o

f eac

h co

lum

n, th

en a

dd p

oint

s in

the

TOTA

L co

lum

n)

Sum

mar

y Sc

ore

– C

lass

room

Man

agem

ent P

ract

ices

(div

ide

tota

l by

10)

Dis

cuss

ion

of p

aren

t inv

olve

men

tW

hat a

re th

e as

pect

s of

cla

ssro

om m

anag

e-m

ent P

ract

ises

th

at w

e ar

e m

ost p

roud

of?

Wha

t are

the

aspe

cts

of c

lass

room

man

agem

ent

Prac

tises

tha

t we

mos

t nee

d to

wor

k on

?

Act

ions

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e cl

assr

oom

man

agem

ent P

ract

ises

?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

3.1

Lea

rner

Cen

tere

d Te

achi

ng a

nd L

earn

ing

Sam

ple

Surv

ey F

orm

#R

atin

g sc

ale

Pers

onal

qua

lifica

tions

and

ski

lls (t

each

er at

titude

and m

otiva

tion)

12

34

1Te

ache

rs ha

ve co

nfide

nce i

n the

ir abil

ities a

nd kn

owled

ge.

2Te

ache

rs ar

e com

mitte

d to t

heir p

rofes

sion.

3Te

ache

rs sh

ow re

spec

t for le

arne

rs at

all tim

es.

4Le

arne

rs be

lieve

that

teach

ers c

are a

bout

them

perso

nally

.

5Te

ache

rs re

cogn

ize an

d rew

ard g

ood a

chiev

emen

t in ob

vious

way

s.

6Te

ache

rs ar

e ded

icated

to th

e sch

ool.

7Te

ache

rs se

t and

mod

el hig

h stan

dard

s of w

ork a

nd be

havio

r .

8 Te

ache

r abs

entee

ism is

low.

9Th

e tea

cher

know

s the

lear

ners

name

s and

inter

ests.

10Te

ache

rs re

gular

ly sta

rt cla

sses

on tim

e.

Tota

l (su

m o

f eac

h co

lum

n, th

en a

dd p

oint

s in

the

TOTA

L co

lum

n)

Sum

mar

y Sc

ore

– pe

rson

al q

ualifi

catio

ns a

nd s

kills

(div

ide

tota

l by

10)

Writ

e sc

ore

in s

umm

ary

shee

t

Dis

cuss

ion

of p

erso

nal q

ualifi

catio

n an

d sk

ills

W

hat a

re th

e as

pect

s of

teac

her a

ttitu

de th

at

we

are

mos

t pro

ud o

f?W

hat a

re th

e as

pect

s of

teac

her a

ttitu

de th

at w

e m

ost n

eed

to w

ork

on?

Act

ions

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e pe

rson

al q

ualifi

catio

n an

d sk

ills

of

all s

taff?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

3.2

Lea

rner

Cen

tere

d Te

achi

ng a

nd L

earn

ing

Sam

ple

Surv

ey F

orm

#R

atin

g sc

ale

Teac

hing

and

Lea

rnin

g St

rate

gies

(Lea

rner

Cen

tere

d Le

arni

ng)

12

34

1Te

ache

rs ar

e con

fiden

t in th

eir ab

ility a

nd un

derst

andin

g of L

earn

er C

enter

ed Le

arnin

g

2Te

ache

rs us

e a va

riety

of tea

ching

tech

nique

s

3Te

ache

rs eff

ectiv

ely us

e gro

up w

ork

4Te

ache

rs eff

ectiv

ely us

e pair

wor

k

5Te

ache

rs eff

ectiv

ely us

e ind

ividu

al as

signm

ents

6Te

ache

rs us

e a va

riety

of qu

estio

ning t

echn

iques

7Te

ache

rs us

e mixe

d abil

ity gr

oupin

g (lea

rner

s help

lear

ners)

8Le

arne

rs ar

e acti

vely

enga

ged i

n clas

sroom

activ

ities

9 Le

arne

rs ea

sily a

nd of

ten m

ove i

nto gr

oups

or pa

irs.

10Te

ache

rs us

e gam

es an

d role

-play

for le

arnin

g

11 Le

arne

rs ar

e acti

vely

enga

ged m

ost o

f the t

ime i

n clas

s.

12Le

arne

rs tal

k and

act m

ore t

han l

isten

in th

e clas

ses.

13Le

arne

rs lea

rn by

doing

.

14Le

arne

rs ha

ve re

spon

sibilit

ies fo

r clea

ning a

nd or

ganiz

ation

of th

e clas

s.

15Le

arne

rs ch

eck e

ach o

thers

work.

16Le

sson

s are

base

d on l

earn

ers e

xistin

g kno

wled

ge an

d exp

erien

ce.

17Te

ache

rs giv

e fre

quen

t feed

back

to le

arne

rs.

18Le

arne

rs ini

tiate

ques

tions

often

.

19Ho

mewo

rk is

regu

larly

chec

ked a

nd re

turne

d.

20Le

arne

rs bo

oks a

re m

arke

d with

cons

tructi

ve fe

edba

ck

Tota

l (su

m o

f eac

h co

lum

n, th

en a

dd p

oint

s in

the

TOTA

L co

lum

n)

Sum

mar

y Sc

ore

– Le

arne

r Cen

tere

d Le

arni

ng

(div

ide

tota

l by

20)

Writ

e sc

ore

in s

umm

ary

shee

t

Dis

cuss

ion

of le

arne

r cen

tere

d le

arni

ng

W

hat a

re th

e as

pect

s of

lear

ning

that

we

are

mos

t pro

ud o

f?W

hat a

re th

e as

pect

s of

lear

ning

tha

t we

mos

t ne

ed to

wor

k on

?

Act

ions

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e le

arne

r cen

tere

d le

arni

ng?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex 3

.3 :

Lea

rner

Cen

tere

d Te

achi

ng a

nd L

earn

ing

Sam

ple

Surv

ey F

orm

s

#R

atin

g sc

ale

Lear

ner C

enter

ed A

sses

smen

t1

23

4

1Te

ache

rs ar

e con

fiden

t in ab

ility t

o imp

lemen

t Con

tinuo

us A

sses

smen

t

2Te

ache

rs as

sess

lear

ners

in the

lear

ning o

bjecti

ves

3Te

ache

rs inc

lude a

sses

smen

t acti

vity i

n eac

h les

son p

lan

4Te

ache

rs ca

n acc

urate

ly de

scrib

e the

clas

s ach

ievem

ent fo

r sele

cted b

asic

comp

eten-

cies a

t any

time.

5Te

ache

rs ca

n acc

urate

ly de

scrib

e the

abilit

y of e

ach l

earn

er in

the c

lass f

or se

lected

ba

sic co

mpete

ncies

.6

Teac

hers

regu

larly

and i

mmed

iately

give

feed

back

to le

arne

rs on

achie

veme

nts an

d re

spon

ses.

7Te

ache

rs us

e ass

essm

ents

to ad

apt te

achin

g plan

s.

8Te

ache

rs ke

ep tim

ely an

d acc

urate

reco

rds o

f infor

mal a

nd st

ructu

red a

sses

smen

ts for

ea

ch le

arne

r. 9

Teac

hers

use a

varie

ty of

asse

ssme

nt str

ategie

s.

10Te

ache

rs mo

nitor

lear

ners/

grou

ps pr

ogre

ss.

Tota

l (su

m o

f eac

h co

lum

n, th

en a

dd p

oint

s in

the

TOTA

L co

lum

n)

Sum

mar

y Sc

ore

– Le

arne

r cen

tere

d as

sess

men

t (di

vide

tota

l by

10)

Writ

e sc

ore

in s

umm

ary

shee

t

Disc

ussio

n of le

arne

r cen

tered

asse

ssme

ntW

hat a

re th

e as

pect

s of

lear

ner c

ente

red

as-

sess

men

t tha

t we

are

mos

t pro

ud o

f?W

hat a

re th

e as

pect

s of

lear

ner c

ente

red

as-

sess

men

t tha

t we

mos

t nee

d to

wor

k on

?

Act

ion

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e le

arne

r cen

tere

d as

sess

-m

ent?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex: 3

.4 S

ampl

e Te

ache

r Sel

f Eva

luat

ion

Gui

de

This

tool is

main

ly de

velop

ed to

be us

ed by

the t

each

ers,

leadin

g tea

cher

s and

princ

ipals

on th

eir ow

n to r

eview

their

tea

ching

and l

earn

ing.

#To

evalu

ate yo

urse

lf as a

teac

her, i

ndica

te the

freq

uenc

y with

wh

ich yo

u mee

t the l

isted

posit

ive tr

aits o

f the s

ucce

ssful

tea

cher

of yo

ur st

uden

ts

Nev

erSe

ldom

Som

e of

th

e tim

eM

ost o

f th

e tim

e

1Do

I hav

e gen

uine a

ffecti

on fo

r all t

he ch

ildre

n in m

y clas

s?

2Do

I res

pect

the rig

hts of

child

ren?

3Do

I res

pect

the fe

eling

s of th

e chil

dren

whe

n the

y do n

ot ag

ree

with

me?

4Am

I sinc

ere w

hen I

prais

e the

child

ren?

5Do

I rea

d cur

rent

profe

ssion

al lite

ratur

e to s

tay in

forme

d of n

ew

deve

lopme

nts in

my fi

eld?

6Do

I plan

for d

aily,

week

ly an

d yea

rly le

arnin

g exp

erien

ces?

7Am

I willi

ng to

adap

t my t

each

ing pl

ans t

o acc

ommo

date

unex

-pe

cted l

earn

ing op

portu

nities

?

8 A

m I s

elf m

otiva

ted to

impr

ove m

y tea

ching

perfo

rman

ces?

9 D

o I pl

an to

have

oppo

rtunit

y to h

ave o

ne-to

one c

ontac

t with

ea

ch ch

ild?

10Do

I fee

l con

fiden

t in m

y rela

tions

hip w

ith st

uden

ts an

d par

-en

ts?


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex: 3

.5 T

each

ing

and

Lear

ning

Sel

f Eva

luat

ion

Gui

deTh

is too

l is m

ainly

deve

loped

for t

he te

ache

rs, to

revie

w the

ir les

sons

cond

ucted

in t

he cl

assro

om.

#

Yes

No

1W

ere a

ll of th

e beh

avior

al ob

jectiv

es ac

comp

lishe

d?

2W

as th

e exp

erien

ce ap

prop

riate

for th

e chil

dren

?

3Di

d you

succ

essfu

lly m

otiva

te the

child

ren?

4Di

d you

keep

their

inter

est?

5Di

d the

y res

pond

or co

ntribu

te ve

rball

y?

6Di

d the

expe

rienc

e lea

d the

m to

be in

teres

ted in

addit

ional

area

s of le

arnin

g?

7W

as th

e acti

vity a

ppro

priat

ely tim

ed to

captu

re th

e chil

dren

’s int

eres

t?

8Di

d you

use m

ateria

ls cre

ative

ly an

d effe

ctive

ly?

9W

ould

you u

se th

is ac

tivity

again

? Exp

lain

10W

ere t

he te

achin

g mate

rials

read

y and

avail

able

for us

e at th

e app

ropr

iate t

ime?

Wha

t follo

w-up

activ

ities w

ould

you s

ugge

st if o

ther r

elated

expe

rienc

es ar

e nee

ded t

o rein

force

a pa

rticula

r con

-•

cept?

Who

partic

ipated

in th

e exp

erien

ce? W

hich s

tuden

ts did

not?

• Su

mmar

ize th

e exp

erien

ce:

•


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex: 3

.6 P

eer O

bser

vatio

n G

uide

This

tool is

main

ly de

velop

ed fo

r the

teac

hers,

and t

heir p

eers

to re

view

their t

each

ing an

d lea

rning

in th

e clas

sroom

Rat

ing

Scal

e#

12

34

Pers

onal

and

pro

fess

iona

l Qua

litie

s

1De

mons

trate

profe

ssion

al be

havio

r, inc

luding

appr

opria

te dr

ess a

nd

groo

ming

2Us

es a

pleas

ant, e

ffecti

ve te

achin

g voic

e

3Is

balan

ced a

nd c

ontro

ls em

otion

s

4Co

oper

ates w

ith ot

hers

5Is

open

to co

nstru

ctive

critic

ism

6Co

ntinu

es to

stud

y pro

fessio

nally

Teac

hing c

ompe

tencie

s

1 P

lans e

xper

ience

s app

ropr

iate t

o dev

elopm

ental

leve

l of th

e gr

oup

2 P

lans e

xper

ience

s bas

ed on

over

all go

als, p

rogr

am ob

jectiv

es an

d ide

ntifie

d con

cepts

3Us

es a

varie

ty of

teach

ing m

ethod

s

4Re

infor

ces g

uidan

ce po

sitive

ly

5Re

lates

to ea

ch ch

ild in

dividu

ally e

ach d

ay

6Ev

aluate

s sys

temati

cally


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

4 L

eade

rshi

p an

d M

anag

emen

t Sa

mpl

e Su

rvey

For

m

This

tool is

main

ly de

velop

ed fo

r the

teac

hers,

pare

nts, s

tuden

ts, P

TA, s

choo

l, boa

rd an

d othe

r stak

ehold

ers t

o rev

iew

the le

ader

ship

and m

anag

emen

t in th

e sch

ool.

#Pl

anni

ng (s

choo

l man

agem

ent p

racti

ces)

Yes

No

1Th

e sch

ool h

as a

writte

n miss

ion an

d visi

on st

ateme

nt.

2Th

e miss

ion an

d visi

on st

ateme

nt is

shar

ed an

d und

ersto

od by

lear

ners,

pare

nts, te

ache

rs,

and p

rincip

al an

d com

munit

y mem

bers.

3Th

e sch

ool h

as a

clear

line o

f com

munic

ation

syste

m de

velop

ed.

4Sc

hool

boar

d is i

nvolv

ed in

cond

uctin

g nee

ds as

sess

ments

to de

velop

the a

ction

plan

.

5Sc

hool

Impr

ovem

ent p

lan is

deve

loped

and c

ommu

nicate

d to a

ll sta

keho

lders

6Pr

incipa

l, tea

cher

s and

scho

ol bo

ard e

xplai

n the

scho

ol go

als to

pare

nts an

d lea

rner

s

7Th

e prin

cipal

regu

larly

visits

the c

lassro

om to

give

dire

ct fee

dbac

k to t

each

ers r

egar

ding

stude

nt lea

rning

and t

he te

ache

rs ide

ntifie

d PD

goals

8A

plan i

s in p

lace f

or re

gular

supp

ortiv

e sup

ervis

ion.

Sum

mar

y Sc

ore

Writ

e sc

ore

in s

umm

ary

shee

t

Dis

cuss

ion

of p

lann

ing

(sch

ool m

anag

emen

t pra

ctic

es)

Wha

t are

the

aspe

cts

of s

choo

l man

age-

men

t pra

ctic

es th

at w

e ar

e m

ost p

roud

of?

Wha

t are

the

aspe

cts

of s

choo

l man

age-

men

t pra

ctic

es th

at w

e m

ost n

eed

to w

ork

on?

Act

ion

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e sc

hool

man

agem

ent p

rac-

tices

?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

4.1

Lea

ders

hip

and

Man

agem

ent S

ampl

e Su

rvey

For

m

#Ra

ting s

cale

Teac

her p

rofe

ssio

nal d

evel

opm

ent

12

34

1Te

ache

rs pa

rticipa

te in

mini

mum

15 ho

urs o

f pro

fessio

nal d

evelo

p-me

nt of

traini

ng th

ree t

imes

a ye

ar

2Th

e tea

cher

activ

ely id

entifi

es pe

dago

gical/

meth

odolo

gical

issue

s and

se

eks s

uppo

rt fro

m the

ir coll

eagu

es.

3Th

e tea

cher

s are

quali

fied,

or ar

e upg

radin

g/pur

suing

quali

ficati

ons

4Th

e tea

cher

s info

rmall

y sha

re id

eas a

nd su

ppor

t eac

h othe

r

5Th

e sch

ool h

as a

sche

dule

for co

ordin

ation

mee

tings

6Se

lf rev

iew is

done

and n

eces

sary

chan

ges b

roug

ht

7Th

e prin

cipal

activ

ely id

entifi

es pe

dago

gical

issue

s and

seek

s sup

port

from

his/he

r coll

eagu

es.

Total

(sum

of ea

ch co

lumn,

then a

dd po

ints i

n the

TOT

AL co

lumn)

Sum

mar

y Sc

ore

– te

ache

r pro

fess

iona

l dev

elop

men

t (d

ivid

e to

tal b

y 7)

Writ

e sc

ore

in s

umm

ary

shee

t

Dis

cuss

ion

of te

ache

r pro

fess

iona

l dev

elop

men

tW

hat a

re th

e as

pect

s of

pro

fess

iona

l dev

el-

opm

ent t

hat w

e ar

e m

ost p

roud

of?

Wha

t are

the

aspe

cts

of p

rofe

ssio

nal d

evel

-op

men

t tha

t we

mos

t nee

d to

wor

k on

?

Act

ion

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e pr

ofes

sion

al d

evel

opm

ent i

n th

e sc

hool

?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex:

4.2

Lea

ders

hip

and

Man

agem

ent S

ampl

e Su

rvey

For

m

#C

omm

unity

col

labo

ratio

nYe

sN

o

1Th

e sch

ool h

as a

comp

leted

Sch

ool Im

prov

emen

t Plan

deve

loped

with

activ

e par

tici-

patio

n of te

ache

rs, pa

rents

, prin

cipal,

and l

earn

ers

2Th

e sch

ool a

nd al

l stak

ehold

ers a

re ac

tively

imple

menti

ng th

e SIP

plan

3Th

e sch

ool b

oard

regu

larly

monit

ors i

mplem

entat

ion pr

ogre

ss

4Th

e sch

ool b

oard

revie

ws an

d upd

ates t

he S

IP ea

ch ye

ar

5Th

e sch

ool b

oard

/man

agem

ent h

as a

good

unde

rstan

ding o

f how

to im

prov

e sch

ool

activ

ities

6Th

e SIP

actio

n plan

is fo

cuse

d on a

ction

s tha

t will

impr

ove t

he qu

ality

of ed

ucati

on

7Th

e SIP

helps

ever

yone

in th

e sch

ool to

focu

s on w

hat th

ey ar

e doin

g to i

mpro

ve

scho

ol tea

ching

and l

earn

ing8

The S

IP he

lps to

gain

more

activ

e sup

port

and c

ommi

tmen

t from

the c

ommu

nity

Total

(sum

of ea

ch co

lumn,

then a

dd po

ints i

n the

TOT

AL co

lumn)

W

rite

scor

e in

sum

mar

y sh

eet

Dis

cuss

ion

of c

omm

unity

col

labo

ratio

nW

hat a

re th

e as

pect

s of

sch

ool p

lann

ing

that

we

are

mos

t pro

ud o

f?W

hat a

re th

e as

pect

s of

sch

ool p

lann

ing

that

we

mos

t nee

d to

wor

k on

?

Act

ion

to b

e ta

ken

Wha

t are

the

thre

e th

ings

we

can

do th

is y

ear t

hat w

ill im

prov

e co

mm

unity

col

labo

ratio

n i

n th

e sc

hool

?

Prin

cipa

l Te

ache

rs

Pare

nts

Lear

ners


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex 5

: Inf

ra S

truc

ture

and

Fin

ance

Man

agem

ent O

bser

vatio

n G

uide

This

tool is

deve

loped

for s

choo

l boa

rd, P

TA, p

aren

ts an

d tea

cher

s for

mon

itorin

g the

infra

struc

ture a

nd fin

ance

man

-ag

emen

t of th

e sch

ool. T

he ob

serva

tion g

uide h

elps t

o ass

ess t

he st

atus o

f the f

ollow

ing in

dicato

rs:

Bud

get P

lann

ing

Com

men

ts (o

bser

vatio

ns,

perc

eptio

ns, s

ugge

stio

ns)

Budg

et is

plann

ed in

align

with

gove

rnme

nt po

licy

The e

xtent

of ed

ucati

onal

aspe

cts in

form

ulatin

g the

budg

etTh

e exp

ertis

e offe

red i

n for

mulat

ing th

e bud

get.

The a

cade

mic s

taff is

invo

lved i

n plan

ning t

he bu

dget

Bud

get S

ectio

nC

omm

ents

(obs

erva

tions

, pe

rcep

tions

, sug

gest

ions

)Th

e bud

get a

nd fin

ance

is m

anag

ed by

the fi

nanc

e adm

inistr

ator

Expe

rts ar

e emp

loyed

to w

ork i

n this

secti

onTh

e staf

f emp

loyed

have

adeq

uate

traini

ng to

hand

le the

budg

et /fin

ance

Ther

e are

writt

en po

licies

prac

ticed

in sp

endin

g the

bud

get i

n the

scho

olTh

e bud

getar

y tas

ks ar

e ass

igned

to m

embe

rs of

staff w

ho ar

e able

to as

sume

ful

l resp

onsib

ility

Bud

get E

xpen

ditu

re

Com

men

ts (o

bser

vatio

ns,

perc

eptio

ns, s

ugge

stio

ns)

The b

udge

t is di

stribu

ted ac

cord

ing to

prior

ity ne

eds

Ther

e are

writt

en p

olicie

s on h

ow to

spen

d the

budg

et Th

ere a

re w

ritten

guide

lines

or po

licies

on h

ow to

purch

ase t

he st

ock f

or th

e sc

hool

Ther

e is a

requ

est fo

rm to

purch

ase t

he st

ock

which

is ne

eded

Prior

to m

aking

purch

asing

orde

r it is

chec

ked w

hethe

r the

re is

balan

ceRe

spon

sibilit

ies ar

e ass

igned

prop

erly

on pu

rchas

es, it

ems r

eceiv

ed an

d ex

pend

iture

sTh

ere i

s a de

signa

ted pe

rson

resp

onsib

le fo

r au

thoriz

ing pa

ymen

t vou

cher

Pr

ior to

spen

ding i

t is en

sure

d tha

t bills

and o

ther r

eleva

nt do

cume

nts ar

e use

d ac

cord

ing to

the p

olicie

s laid

down

by th

e con

cern

ed au

thoriti

es of

the g

over

n-me

nt Me

thods

are e

mploy

ed to

prev

ent p

ayme

nts th

at ma

y be m

ade m

ore t

han o

nce

on th

e sam

e bill

Metho

ds ar

e emp

loyed

to ch

eck t

hat h

e amo

unts

enter

ed on

the b

ills ar

e cor

-re

ctAr

rang

emen

ts ar

e mad

e to c

heck

the b

udge

t bala

nce a

t any

give

n tim

eAr

rang

emen

ts ar

e mad

e to c

heck

the i

tem b

alanc

e at a

ny gi

ven t

ime

Adm

inis

trat

ive

sect

ion

Comm

ents

(obs

erva

tions

, per

cepti

ons,

sugg

estio

ns)

Job d

escri

ption

is si

gned

and p

rovid

ed to

all s

taff

Admi

nistra

tive w

ork i

s org

anize

d and

all s

taff a

re gi

ven r

espo

nsibi

lities

Acad

emic

secti

on is

give

n ass

istan

ce fr

om th

e adm

inistr

ative

secti

onAl

l the r

equir

ed fa

cilitie

s are

prov

ided

for th

e nee

ds of

the s

taff

All s

taff a

re tr

ained

in do

ing th

eir jo

bsAl

l staf

f has

the i

ndivi

dual

staff p

rofile

Al

l staf

f are

awar

e of th

eir re

spon

sibilit

ies


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Pers

onal

File

s of

mem

bers

of s

taff

Com

men

ts (o

bser

vatio

ns,

perc

eptio

ns, s

ugge

stio

ns)

Indivi

dual

perso

nal fi

les ar

e pre

pare

d and

kept

for ea

ch m

embe

r of s

taff

All m

embe

rs of

staff h

ave t

heir j

ob de

scrip

tions

issu

ed to

them

and t

his de

-sc

riptio

n inc

lude i

nform

ation

on th

e sala

ry pa

yable

All th

e nec

essa

ry pa

rticula

rs ar

e in t

he no

tice o

f job i

nform

ation

of th

e new

ly re

cruite

d per

sonn

el an

d of e

mploy

ees w

hose

servi

ces a

re te

rmina

ted en

tered

su

itably

in th

e staf

f atte

ndan

ce re

gister

Ther

e is a

partic

ular m

embe

r of s

taff w

ho is

acco

untab

le for

main

tainin

g the

att

enda

nce r

egist

erRe

cord

s on a

nnua

l leav

e and

sick

leav

e main

taine

d reg

ularly

?

Inve

ntor

y an

d St

ock

Com

men

ts (o

bser

vatio

ns,

perc

eptio

ns, s

ugge

stio

nsTh

e inv

entor

y bee

n dra

wn up

as pe

r guid

eline

s app

rove

d by t

he go

vern

ment

All th

e item

s tha

t nee

d to b

e ente

red i

n the

inve

ntory

listed

The i

nven

tory i

s che

cked

ann

ually

to en

sure

the i

tems l

isted

on th

e inv

entor

y ex

istTh

e stoc

k is b

een d

rawn

up as

per g

uideli

nes a

ppro

ved b

y the

gove

rnme

ntTh

e stoc

k bala

nce i

s kep

t upd

ated

The i

tems i

n the

stoc

k are

stor

ed se

cure

ly

C

omm

ents

:-

Act

ion

to b

e ta

ken:

-


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

Ann

ex: 6

Sch

ool O

bser

vatio

n G

uide

This

tool is

deve

loped

main

ly for

pare

nts/st

uden

ts/tea

cher

s/sch

ool s

taff m

onito

ring o

f the c

hild-

friend

lines

s of th

e sch

ool.

The p

artic

ipants

will

obse

rve th

e sch

ool p

remi

ses,

the fa

cilitie

s and

mate

rials

prov

ided,

the in

forma

tion p

ublic

ly dis

-pla

yed,

the in

terac

tions

betw

een s

choo

l staf

f and

stud

ents

and a

mong

st stu

dents

.

A -

Publ

icly

dis

play

ed in

form

atio

nC

omm

ents

(obs

erva

-tio

ns, p

erce

ptio

ns, s

ug-

gest

ions

)

1 Is

the i

nclus

ive ed

ucati

on po

licy p

osted

in a

publi

c sp

ace i

n the

scho

ol?Ye

s □

No □

2 Ar

e the

emer

genc

y exit

s plan

mar

ked a

nd po

sted i

n ea

ch cl

ass r

oom,

all c

orrid

ors,

halls

& st

aff ar

eas?

Yes

□In

most

case

s □

To a

mino

r exte

nt □

No □

3

Does

the s

choo

l hav

e plac

es w

here

infor

matio

n is

prov

ided t

o fam

ilies?

(i.e

. pub

lic n

otice

boar

d, we

bsite

, ema

il noti

ficati

ons)

Yes,

in 3

place

s □

Yes,

in 1o

r 2 pl

aces

□No □

4Is

this i

nform

ation

upda

ted da

ily?

Yes

□No □

5Is

all w

ork o

f the s

choo

l boa

rd an

d com

mitte

es

poste

d in a

publi

c spa

ce?

Yes

□In

most

case

s □

No □

6Do

es th

e sch

ool h

as th

e mi

ssion

and v

ision

state

-me

nt po

sted i

n a pu

blic a

rea o

f the s

choo

l buil

ding?

Yes

□No □

B- I

nter

actio

nsC

omm

ents

(obs

erva

-tio

ns, p

erce

ptio

ns, s

ug-

gest

ions

)

1Di

d you

obse

rve ch

ildre

n with

disa

bilitie

s par

ticipa

t-ing

in cu

rricu

lar an

d co-

curri

cular

activ

ities?

Yes

□In

most

case

s □

To a

mino

r exte

nt □

No □

2Do

the p

rincip

al, st

aff an

d tea

cher

s smi

le an

d dem

-on

strate

an en

joyme

nt of

child

ren?

Yes

□In

most

case

s □

To a

mino

r exte

nt □

No □

C- F

acili

ties

and

mat

eria

lsC

omm

ents

(obs

erva

-tio

ns, p

erce

ptio

ns, s

ug-

gest

ions

)

1Is

the sc

hool

infra

struc

ture s

afe an

d sec

ure?

Yes

□To

a lar

ge ex

tent

□To

a mi

nor e

xtent

□No □

2Do

es ou

tdoor

spac

e pro

vides

shelt

er fr

om su

n?

(shad

ed ar

eas)

Yes

□To

a lar

ge ex

tent

□To

a mi

nor e

xtent

□No □

3Is

some

age a

ppro

priat

e outd

oor p

lay eq

uipme

nt av

ailab

le?Ye

s □

No □

4Ar

e the

re an

y stud

y are

as / o

pen c

orne

rs ins

ide th

e sc

hool

prem

ises?

Yes

□No □


Sam

ple

Sur

vey

form

s fo

r CFS

Sel

f Ass

essm

ent,

2010

, E

duca

tiona

l Sup

ervi

sion

and

Qua

lity

impr

ovem

ent D

ivis

ion

5Do

es th

e sch

ool h

ave i

ndoo

r and

/or ou

tdoor

spac

e for

phys

ical a

ctivit

y?Ye

s □

No □

6Do

es th

e sch

ool h

ave s

ome m

ateria

ls/eq

uipme

nt for

ph

ysica

l acti

vity?

Yes

□No □

7Ar

e the

stud

ents

enga

ged i

n phy

sical

activ

ities

daily

? Ye

s □

No □

8Do

es th

e sch

ool h

ave 1

tap p

er 50

stud

ent o

f clea

n dr

inking

wate

r?Ye

s □

No □

9Do

es th

e sch

ool h

ave s

epar

ate to

ilet fa

cilitie

s and

ha

nd w

ashin

g fac

ilities

(1 fo

r 50 p

eople

)?Ye

s □

No □

10Do

es th

e fem

ale to

ilet h

as 1

rubb

ish bi

n with

lid/to

ilet

in go

od co

nditio

n and

is di

spos

ed on

a da

ily ba

sis?

Yes

□No □

11Do

es th

e sch

ool h

ave a

t leas

t one

toile

t whic

h mee

ts ha

ndica

p acc

essib

ility s

tanda

rds?

Yes

□No □

12Do

es th

e sch

ool h

ave a

sanit

ary k

itche

n or c

antee

n wh

ere n

utritio

us fo

od is

prep

ared

and/o

r ser

ved f

ree

of foo

d-bo

rne i

llnes

ses?

Yes

□No □

13Do

es th

e sch

ool h

ave a

plac

e to a

ttend

for t

he si

ck?

Yes

□No □

Com

men

ts:-

Act

ion

to b

e ta

ken:

-


Rating Sheet

Brief Instructions:

Read detailed instructions for the use of CFS Standards and indicators.

Complete observation of classrooms, review relevant documents, indoor/outdoor common areas, and interview representatives of the school community (child, parent, teacher, administrator, community member, and school board member) to gain detailed information about the school.

Use the detailed document with criteria for each standard and note evidence provided for each.

On this form tick the rating based on collected data. For emerging, all of the criteria for that category must be evident to select that rating. If not, write “not yet” to the left of “emerging”. For higher ratings, all of the criteria in the previous ratings must be met, in addition to all of the criteria for that rating. When in doubt,

choose the lower rating, allowing motivation for improvement. Discuss results and plans for improvement with the School improvement Committee.


DIMENSION 1: Inclusivity

Standard 1.1 Policy on Inclusivity Emerging Progressing Achieving Achieved

School has a policy on inclusivity to ensure that all children are sought out, enrolled and placed in a learning environment that best meets the specific needs of male and female members of the school community without bias or discrimination.

Standard 1.2 Annual Enrollment and Projection Emerging Progressing Achieving Achieved

Annual enrollment and projection reporting includes current year census data, educational and health information from each household.


Standard 1.3 Inclusion Plan Emerging Progressing Achieving Achieved

Students with special needs experience a meaningful plan of inclusion with an annual Individual Education Plan (IEP), trained specialists and adaptive learning equipment and materials.

Standard 1.4 Children At Risk Emerging Progressing Achieving Achieved

Children who leave school before completion of the final year (Grade 10 or 12) are sought out for re-enrollment in a setting appropriate to their learning needs.

Standard 1.5 Leadership and Mentorship Emerging Progressing Achieving Achieved

All students, regardless of ability and/or background (nationality, SES) are included in student leadership and mentorship.


Standard 2.1 Curriculum/Syllabus Emerging Progressing Achieving Achieved

Curriculum/syllabus and/or framework is learner centered and differentiated based on students’ ability, interests, backgrounds, local culture, tradition, Islamic values, locally relevant livelihoods and life skills.

Standard 2.2 Lesson Planning Emerging Progressing Achieving Achieved

Planning and preparation of lessons stems from the belief that leaner centered learning is important and appropriate to support the school mission and vision

Standard 2.3 Teaching and Learning Strategies Emerging Progressing Achieving Achieved

Varied teaching and learning strategies are experienced by students to enhance active participa-tion and improve achievement for both boys and girls according to their interests and abilities.

DIMENSION 2: Learner Centered Teaching and Learning


Standard 2.4 Teaching and Learning Resources Emerging Progressing Achieving Achieved

Teaching and learning resources are provided which promote intellectual, social and physical learning needs of all students.

Standard 2.5 Learning Environment Emerging Progressing Achieving Achieved

The school provides a friendly, stimulating, and safe environment that promotes social, physical, and intellectual learning needs of all students.

Standard 2.6 Learner Centered Assessment Emerging Progressing Achieving Achieved

Learner centered assessment practices and procedures improve teaching and learning and enhance student performance


Standard 2.7 Co-curricular/ Curricular/ Career and Vocational Guidance Emerging Progressing Achieving Achieved

Co-curricular, curricular and career/vocational guidance are aligned with the school mission and vision, are child friendly, and prepare students as responsible citizens.


Standard 3.1 Health Personnel and Facilities Emerging Progressing Achieving Achieved

The school has qualified health personnel, a School Health Team (SHT)and essential facilities to provide health services, promote school health, formulate and implement policies (as per MoH and MoE policies and guidelines) to improve and support health and well-being of all students and staff.

Standard 3.2 School Health Policies Emerging Progressing Achieving Achieved

School health policy(s) is/are comprehensive document(s) written to engage the school commu-nity in the most important and current issues affecting student health and safety.

Standard 3.3 Health and Nutrition Services Emerging Progressing Achieving Achieved

School health personnel, together with health partners (government/NGO) provide a range of health related services to all students and teachers to enhance student learning and achieve-ment.

DIMENSION 3: Health and Safety


Standard 3.4 Health Education Emerging Progressing Achieving Achieved

The school provides health education that helps the students and school community to acquire the knowledge, attitude, values and skills needed to practice healthy behavior and lifestyle.

Standard 3.5 Healthy Physical Environment Emerging Progressing Achieving Achieved

The school proactively ensures the safety of all members of the school community by provid-ing a safe, hygienic, pleasant and stimulating environment and uphold practices that support a sustainable and energy efficient environment

Standard 3.6 Healthy social environment Emerging Progressing Achieving Achieved

The social environment of the school is an environment of care, trust and friendliness which fosters good relationship among and between staff , students and the community and which encourages student attendance and involvement in school.


Standard 3.7 Fitness and Activities Emerging Progressing Achieving Achieved

The school has a regular program of sports, recreation and physical fitness activities with active involvement of all school community members.


Standard 4.1 Family Participation Emerging Progressing Achieving Achieved

School acknowledges the importance of family and provides an open and welcoming atmos-phere for their involvement.

Standard 4.2 Communication Emerging Progressing Achieving Achieved

Communication between school, community and family is consistent, relevant, and transparent.

Standard 4.3 Parental Role Emerging Progressing Achieving Achieved

School advocates parents to play an integral role in assisting student learning as well as their growth and development.

DIMENSION 4: School, Family and Community Partnerships


Standard 4.4 Community Involvement Emerging Progressing Achieving Achieved

School and community work together to design, implement, monitor and assess youth develop-ment programs in the community.

Standard 4.5 Community Resources Emerging Progressing Achieving Achieved

School makes use of community resources to improve education and development of students


Standard 5.1 Planning Emerging Progressing Achieving Achieved

Planning and school improvement is a continuous process and guided by all stakeholders ac-cording to the vision and mission of the school

Standard 5.2 Professional Development Emerging Progressing Achieving Achieved

Principal and leading teachers provide and facilitate instructional leadership to support quality teaching and learning.

Standard 5.3 Personnel Qualifications and Skills Emerging Progressing Achieving Achieved

Staff qualifications and leadership skills are acknowledged, verified and utilized by the principal to enhance the collective expertise for the quality and improvement of the school.

DIMENSION5: Leadership and Management


Standard 5.4 Human Resource Management Emerging Progressing Achieving Achieved

The principal leads, manages, and utilizes all human resources for the sustainable development and quality of the school.

Standard 5.5 Infrastructure and Finance Management Emerging Progressing Achieving Achieved

Principal as a leader manages the finance and school infrastructure according to government rules and regulations.

Standard 5.6 Leadership and Community Emerging Progressing Achieving Achieved

The principal is an ambassador of the school to the community.


Standard 5.7 Community Collaboration Emerging Progressing Achieving Achieved

The School Board and the Parent Teacher Association (P.T. A ) work collaboratively with the school principal and other members of the school community to support student learning and development.

Standard 5.8 Student Leadership Emerging Progressing Achieving Achieved

School principal ensures fair participation of all students in the decision making processes.


Scho

ol Im

prov

emen

t Pla

n

Befor

e dev

elopin

g a S

choo

l Impr

ovem

ent P

lan (

SIP)

, iden

tify fr

om th

e rati

ng sc

ale an

d the

scor

es, w

here

you a

re

( Eme

rging

, Pro

gres

sing,

Achie

ving ,

Ach

ieved

). Fr

om w

here

you a

re de

velop

a tar

get o

n wha

t you

wan

t to ac

hieve

, wh

ere d

o you

wan

t to go

, how

can y

ou go

ther

e? W

hat r

esou

rces o

r tra

ining

you w

ill ne

ed fo

r you

r staf

f and

stud

ents,

wh

en it

will b

e don

e and

who

will

be re

spon

sible

to do

it.

Sam

ple

of a

Sch

ool I

mpr

ovem

ent P

lan

Dime

nsion

/St

anda

rd/

indica

tor

Curre

nt sta

tusOb

jectiv

ePe

rform

ance

ou

tcome

Targ

et au

di-en

ce

Actio

n Plan

/ str

ategie

sDu

ratio

nPe

rson

resp

onsib

le

D,2/s

tanda

rd

2.3No

varia

-tio

n or n

o tea

ching

an

d lea

rning

str

ategie

s ide

ntifie

d

Crea

te an

d ma

intain

a nu

rturin

g en

viron

ment

wher

e all

stude

nts

bene

fit fro

m a v

ariet

y of

learn

ing ap

-pr

oach

es

By th

e end

of

2010

all

teach

ers w

ill us

e a va

riety

of tea

ching

me

thods

for

prim

ary

stude

nts.

In 20

11 al

l tea

cher

s will

use a

varie

ty of

teach

ing

metho

ds fo

r se

cond

ary

stude

nts

All p

rimar

y an

d sec

ond-

ary t

each

ers

Long

term

tra

ining

on

using

varie

d me

thods

of

teach

ing fo

r all

prim

ary

teach

ers

Shor

t term

tra

ining

for

all pr

imar

y tea

cher

s on

using

varie

d me

thods

Long

term

tra

ining

on

using

varie

d me

thods

of

teach

ing fo

r all

seco

nd-

ary t

each

ers

Shor

t term

tra

ining

for

all se

cond

-ar

y tea

cher

s on

using

var-

ied m

ethod

s

24th

Janu

ary

to 28

th Ja

nu-

ary

2010

1st to

11th

Febr

uary

2010

24th

to 28

th Ja

nuar

y 20

10

14th

to 18

th Fe

brua

ry 20

10

Lead

ing

teach

ers.

Teac

her A

, B,

and C

(P

rimar

y)

Lead

ing

teach

ers,

Teac

her A

, B,

and C

(S

econ

dary)

Note:

-

This

is on

ly an

EXA

MPLE

; the s

choo

ls ca

n use

or de

velop

their

own s

choo

l impr

ovem

ent p

lan ac

cord

ing to

the n

eed o

f the

scho

ol.


Ministry of EducationRepublic of Maldives

Documents

SELF ASSESMENT EVALUATION FORMS - Home - UNICEF · PDF file7 Self assesment evaluation forms Annex: 2 Family and Community Partnership Sample Survey Form This tool is mainly developed