Improving Student Learning Outcomes through School

Leadership Development

Kaivalya Education FoundationPiramal School of LeadershipPresentation to Haryana Government

April 2014

Learning from Location-specific Customized Program Design, Workshop Design and Field Support lead to Constant Program Development

Program Design

All the 4 leaderships in PLDP must progress in an integrated and simultaneous process.

SLO assessment must be integrated with the leadership growth right from the beginning.

Design must involve Teachers through Organizational Leadership and Instructional Leadership so that results improve in every classroom.

Programme Design must be inclusive of after-school elements since learning time at school is too short for holistic development of child.

Workshop Design

Workshop Training must be a practice session platform for participants.

To – dos must be shared with the participants to encourage simultaneous action and reflection.

Workshop must be a space for peer learning to trigger motivation and facilitate best-practice sharing.

Design must encourage interaction among the participants more than just banking solutions.

Field –Support

Daily support must be aided with detailed plan

Listening and Responding must be the two important pillars of Field-support as an effective tool.

Entire School unit must be integrated to catalyze School change.

Flow of information must be dispersed transparently across school stakeholders to instil trust and develop Organizational Leadership and foster Team Building.

What we will discuss• Programme Model

– 3 year model• Long term• Flexible• Track Progress• Support Materials

– Curriculum Areas – • Personal Leadership, • Instructional Leadership • Organisational Leadership• Social Leadership

• Developing Motivation– Meaning– Pride– Learning– Joy

• Making Change Visible– Assessment Driven Class to

focus on SLO– Resource Rich Environment to

aid SLO– School Assembly to build

environment– Reflective HM to improve SLO– Staff capacity for whole school

SLO– Community Contribution to

support SLO

• Impact on SLO Churu, Jhunjhunu, Surat

PROGRAMME MODEL

SLDP is a 3 year Part-Time In-Service Program with ‘On-field support’ to Cause Real ChangeSLDP is delivered through a combination of expert instruction in workshops, on field support and learning among peer networks of program participants:

1. Training workshops for HMs (4+4+4 = 12 days per year, total 36 days over 3 years) Training workshops are designed to ‘kick start’ thinking and initiate ‘mind shifts’ for headmasters to change their current practice and ideological worldview in relation to their role through an interactive learning environment.

2. On-Field Support by Fellows (1 day per week = 24 days per year, 72 days over 3 years) On-field coaches visit HMs to ensure program implementation in schools. Each HM is routinely visited by a coach and an action plan is made, implemented and reviewed on a monthly basis. The action plan is based on specific needs of the school.

3. Self-Learning Material (SLM) for Need-Based Learning Self-learning material (SLMs) is available for HMs to delve deeper into specific topics as per need

• Workshop

3 months of Onsite support

• Workshop

3 months of Onsite support • Workshop

3 months of Onsite support

Self Learning Material

Self Learning Material

The curriculum is delivered in a ‘Sandwich’ Format to ensure continuous and customized support to the Headmasters

Flexible Training Model Caters to On-Ground Execution Challenges

• SLDP works with self-motivated HMs who voluntary enrol in the program and wish to turn their schools around.

• Experiential, action-reflection techniques in workshops to outline ways of integrating learning into day-to-day work activities

• Customized support provided to HM through continuous design, pilot, review and re-design that into account evolving learning needs

• Sandwich Technique of workshop followed by field support, then development needs arising out of onsite challenges being addressed in next workshop; SLM provided for deeper knowledge

•Forced trainings do not have participant buy-in; On-ground implementation of learning low due to lack of motivation

•Low applicability of training on the ground due to lack of focus on ways of integrating learning into action

•Standardized training content often has a disconnect with practical development needs of HMs w.r.t. their role

•One dimensional approach leads to limited learning and Lack of follow-up after training fails to address challenges of implementation

Long-Term Intervention at Various Levels for Large Scale, Systemic Change

• 3 year continuous onsite support and periodic training allows long term interaction for long term behavioral change

• Learning through Facilitation allows HM to explore and amplify their own ideas, provides platform to share best practices

• Comprehensive Tracking tool measures step-wise growth on desired competencies and milestones

• Joint work with Cluster Resource Centres and Block Officers to build their capacity to provide training and support to HMs

•Tracking efficacy of training difficult in the absence of measurement of outcomes

•Cascade training leads to ineffective skill-building in ground-level officers

•One-time training causes short-term action, but long-term change not achieved due to lack of further input

Approach of ‘giving’ training stifles HM creativity, initiative and autonomy; limited scope for cross-learning

Transformational HM Leadership Requires Capacity Building on 4 Levels

• Developing intrinsic motivation, self-awareness and ability to critically analyse experiences and shift own mindsets.

• Emphasises reflective practice, proactive problem-solving and goal-directed planning• Stepping stone towards the other three dimensions of the leadership

Personal Leadership

• Improving teaching and learning processes and encouraging adoption of child-centred, activity-based teaching and learning.

• Skills to mentor teachers to adopt the required attitude and skills for making their teaching more effective and result oriented for the student,

• Strategic allocation of available resources for teaching processes to enhance student learning.

Instructional Leadership

• School as system: working with teachers, improving administration processes, relationships with Government Officials, etc. to engage them in the functioning of the school

• Implementing processes to enable peer-learning and collaboration among staff• Engaging families and community in school processes• Managing the organization by strategically allocating resources

Organizational Leadership

• Getting parents and community involved in the education of their children, encouraging enrolment and ongoing participation within the education system.

• Involving the community at various levels in planning, administration, implementation, financing, monitoring, and supervision of the working of the school by mobilising and collaborating with School Management Committees or Village Education Committees, etc.

Social Leadership

• HM creates a stimulating school environment• HM reflects on his actions & behaviours• HM systematises administrative work

Personal Leadership

• HM creates democratic, child centric environment, focus on Learning

• HM coaches staff through role-modelling, observation & feedback

• Learning community among teachers

Instructional Leadership

• HM facilitates staff meeting for collective problem solving & planning

• Parameters for teacher performance• HM facilitates collective visioning & creating of SDP

with staff

Organizational Leadership

• HM builds continuous engagement with community • HM facilitates regular parent meetings for all classes

through teachers • Regular SMC meetings

Social Leadership

SLDP Equips HMs to Implement Changes in Significant Areas that Impact Student Learning

•Fearful school environment•HM does not reflect on his work or behavior in order to improve and grow•Administrative work is inefficient and time-consuming

•Classroom environment that fails to foster learning, rote based learning methods•HM fails to role-model best practices •No platform for peer learning among teachers

•Irregular staff meetings that focus on admin work, no discussion or planning on SLO•Low accountability of teachers in the absence of review or feedback•No attempt to form a School Devt Plan (SDP)

•Community not engaged in or aware of school activities•Irregular parent meetings with low parent attendance•SMC not functional, no involvement in SDP

Currently In SLDP

SLDP Curriculum Provides tools to Support Intervention & Systematically Track HM Growth

Training workshop Guides

• Workshop content is designed to inspire and motivate the HM and meet specific competencies that are essential for HM to progress on Growth Areas outlined in the SLDP Curriculum

• Comprehensive Facilitator guides, preparatory sessions before workshops build facilitator capacity to assist HM learning on specific workshop content

Field Support Guides

• Fellows provide continuous support to HM on-site; support HM through observation, discussion, co-planning, demo, feedback and triggering reflection

• Specific field support guides outline areas of intervention and suggestions to support the HM in implementing workshop learning into regular school practice.

• Tools to plan, track and review for every HM for each growth stage, competency, intervention

Self-Learning Material (SLM)

• SLMs help HM to efficiently implement new knowledge, attitude and skills according to individual need

• Topics wise list of readings on deeper understanding of the four aspects of leadership

• SLM for Fellows and staff acts as reference guide for the integrated curriculum; gives rationale and answers frequently asked questions by HMs

Growth Stages and Competency Framework

• Detailed rubric of observable behaviors helps numeric tracking of individual HM movement on the 15 competencies part of the SLDP Curriculum

• Step-wise breaking-down of major growth areas into growth stages guides intervention in the school

• Learning log (Register) that allows HM to document track own progress and reflect through each workshop, growth stage and competency

IC 2 offers a concrete and holistic framework aligned to SLO for school change

• IC 2 outlines systematic, SLO oriented, step-wise interventions to bring long-term change in the school.

• Curriculum facilitates HM growth on the 4 Leadership Levels. Each Leadership Level corresponds with specific Growth Areas (GA).

• Growth Areas are set to move progressively across 8 Growth Stages.

• Defined Growth Areas and Growth Stages (GS) help HM to set small, step-wise goals towards school development; framework makes it easy to track and measure progress on the goals.

• Each growth stage has specific recommended actions that HM must complete to move into the next growth stage.

• Curriculum design allows HMs the flexibility to set goals according to their current individual and school needs

• Integrated approach ensures continuous work on multiple areas of improvement simultaneously.

Growth Area 1

Growth Area 2

Growth Area 3

Growth Area 4

HM may work on many Growth Areas simultaneously according to specific needs of his school. He can track progress on each GA separately, and can be on different levels of progress on each at any given time.

Growth Stage 5

Growth Stage 2

Growth Stage 4

Growth Stage 6

GENERATING MOTIVATION

Training Grounded in A Person-Centric, Action-Oriented Approach to Cause Sustainable Change• The SLDP adopts a person-centric approach in its

engagement with the Headmasters:

1. Person is first: Training is guided by the belief that Person is foremost and emphasizes strong personal bonds, the basis for which is respect, care, love, sensitivity and sharing. The processes of dialoguing, deliberation and responsibility form the pillars on which the program stands.

2. Sensitivity: Resource persons and coaches are expected to be sensitive and non judgmental. They nurture and support HMs to cause significant change in their practice and therefore their school.

3. Meaning making: Interventions are geared towards meaning making as we believe that each HM will engage when they find meaning for themselves in the work they do with us.

4. Change in action: All the processes they would do are geared towards causing change on the ground. This is the driving force.

Training Principl

es

Finding Meani

ng

Feel Pride in One’s team

Joy of Expres

sion

Opportunity for

Learning

A person centric approach to training deepens HM’s engagement to create a sustainable change

Discovery of Meaning in Their Role Drives HMs to Actively Contribute to Student Learning

• HMs currently experience their role as limited, meaninglessFace the challenge of discovering meaning in their work, being more involved in mundane tasks for much of their time that do not allow them to see themselves as ‘mentors’ for their students.

• Workshops encourage reflecting on their motivation for becoming teachersReflection, life mapping, sharing sessions and deep enquiries help HMs question why they are doing what they are doing. This alleviates resistance to change as HMs are able to add a sense of purpose to their view of their role.

• HMs see the meaning in their role, become ‘active’ practitioners involved in an exciting ‘nation building’ activity See themselves as shaping the future of the country by moulding children’s characters and helping them discover themselves and the world around

An HM sharing a happy moment with her students

Joy of Continuous ‘Learning’ Motivates HMs to Re-Engage with their Work with Delight

• Sense of monotony in the job keeps HMs from experiencing the joy of learning at presentHMs get engrossed in their admin roles and daily mechanical repetition of classes, unable to cater to their need for personal growth and learning

• Workshops invigorate HMs and facilitate learning through stimulating discussions, readings, etc.Dialogue and debates around relevant topics for HMs to broaden their horizon of thoughts,. E.g. Impact of policy, challenges in implementation, etc.Activities focus on respecting them as people, providing a platform for continuous and collaborative learning.

• HMs Appreciate their knowledge and build the motivation to learn moreRecognition that there is a much more to ‘learn’, experience and discuss with peers makes HMs feel proud, motivated, and energized to learn more, helping them re-engage with their work with renewed gusto and awareness

HMs engaged in a discussion during an art activity in a Training Workshop

Finding Joy in Creative Expression & Interactions with Children Infuses Energy in HM’s Work

• HMs struggle to find appropriate media to connect with themselves or their students Few HMs get the time or space to explore the expressive media in their daily routine.

• Program encourages use of creative methods to engage with their emotions or studentsUse of art, poetry, songs, music and other expressive media in their classroom interactions to create deeper bonds with children while at the same time opening new ways of interacting in a playful and effective manner.

• HMs experience the joy of expression through creative means, start having ‘fun’ and playful interactions with studentsFacilitates exploration of emotions, desire and vision. HMs realise that creating and expressing is joy by itself, redraft the self image as a creator rather than consumer.Find alternate ways to engage with and connect to students in a joyful manner.

An HM teaches children to make paper huts while discussing the different types of houses

Feeling Pride and Trust in One’s Co-workers Builds a Well-Knit Team in School

• HMs experience distrust, disconnect within team; affecting team motivation and productivity There is limited recognition in staff of what one can learn from ones co-workers; teachers feel alone and scared to share their failings in the classrooms for fear of being perceived as incompetent.

• Program encourages team building activities to create a well-knit and productive teamCompleting joint projects as a team improves motivation of staff; achieving a difficult goal together changes their own self image as a “Team”. E.g. Sport has being used as an effective reflective medium to build teams in schools.

• HMs build their team’s ability to work together purposefully and with motivation A non-threatening environment facilitates learning to support and share skills with each other.HMs begin to find value in the diverse interests and abilities of the team-members, are able to view themselves as mentors and attempt to set up processes that enable learning in everyday work

A Staff Gathering following a successful Independence Day event in the school

MAKING CHANGE VISIBLE

Child friendly

environment

Involve class teacher in different ways to

build her capacities

Create self learning

opportunities

Child learning friendly

environment

purpose

Principles

strategies

Assessment driven class to focus on

SLO

to demonstrate SLO change

in 1 class

To role model for

other teachers

Tracking growth

regularly

Grouping and differentiated

instruction

Use EI results

from Day 1

Set goals for M and

L

develop various ways of

thinking in children

Create new spaces/

resources for

learning

activate existing learning

spaces like library

organize reading and math events in alignment

with EI results

encourage observation of the world

around

purpose

Principles

strategies

Resource rich environment

to aid SLO

to create/use spaces outside classroom to

enable learning

bring whole school

attention on the need to focus at the

goalallow

experimen-tation

Everyone has the space to

participate and contribute

equally

Invite children to share their

original ideas

Encourage new

activities

Encourage more and more kids

Everyone must feel

safe

purpose

Principles

strategies

Assembly

Share school goals

Role model school values

Focus on democratic

values

To create a sense of

community

Shared ownership

Balancing academic and administrative responsibilities

Use resource material for self

learning

Use visuals

Document actively

Enlarging circle of

influence

purpose

Principles

strategies

Reflective HM to

improve SLO

Focus on school goals

Role model

leadership values and attitudes

Plan and review

regularly

Reflect on personal

constraints

Take help Vs

delegation

Thematic workshops

Teachers as Co-Rs

Teachers as RPs

Results the basis of

relationship

purpose

Principles

strategies

Staff capacity for

whole school SLO

Build their

capacities for SLO

Align teachers to SLO

Community to take ownership

of children’s learning

Engage SMC

proactively

Activate formal engagement

spaces

Open school for parents

through multiple activities

Learning time must increase

purpose

Principles

strategiesCommunity contribution to support

SLO

Establish after

school learning centers

Bring in new stakeholders

IMPACT

First Batch Headmasters Growth on Key Competencies Over 3 Years

Involvement in cl

assroom

Attitu

de as a te

acher

Teaching Le

arning Practi

ce

Personal le

adership

Institu

tional Leadersh

ip

Vision fo

r the sc

hool

Relationship w

ith KEF

Self0.000.501.001.502.002.503.003.504.004.50

4.06 4.11 3.87 4.03 3.90 3.75 4.103.97

3.45 3.653.41

3.663.35 3.09

3.56 3.392.93

3.253.01 3.29

2.69 2.543.32 3.01

1.88 2.24 2.11 2.062.11

1.872.39 2.10

Rajasthan : Average Movement of HM 1 - Compentency Wise

Apr-12Oct-11Apr-11Dec-10

Self Reflection

Institution Setting

Vision for the School

Relationship with

Stakeholders

Attitude as a

Teacher

Classroom Involvement

Teaching Learning Practice

SKILL1 SKILL2 SKILL3 SKILL40%

10%

20%

30%

40%

50%

60%

70%

66%62%

52%

46%

Base LineMidterm

MIDLINE ASSESSMENT (CHURU)Language

Skill2 SKILL3 SKILL40%

10%

20%

30%

40%

50%

60%

46%44%

52%

Base LineMidterm

MIDLINE ASSESSMENT (CHURU)

Math

Skill1 SKILL2 SKILL30%

10%

20%

30%

40%

50%

60%

70%

41%

32%

17%

60%

53%

42%

Base LineMidterm

MIDLINE ASSESSMENT (JHUNJHUNU)

Language

Skill1 SKILL2 SKILL30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

54%

29%25%

79%

37%40% Base Line

Midterm

MIDLINE ASSESSMENT (JHUNJHUNU) Math

MIDLINE ASSESSMENT (SURAT)

Math

Skill 1 Skill 2 Skill 50.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

49%

28%

35%

79%

55%

Base Line End Line

Skill 1 Skill 2 Skill 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

50%47%

31%

78%

66%

Base Line End Line

MIDLINE ASSESSMENT (SURAT)

Language

HARYANA

Significant scale and diversity necessitates area specific interventions in 5 District Hubs of Haryana

5 Hubs for Institute of Education Leadership

5 Central Hubs of Haryana

1. Bhiwani2. Sirsa3. Faridabad4. Sonipat5. Ambala

State Transformation needs Area Specific Interventions:

• Haryana has a population of 2.5 Cr• Administrative structure comprises 21 districts , 127

Blocks

2

1

4

5

3

Bhiwani Sirsa Faridabad Sonipat Ambala

• Rohtak• Kaithal• Rewari

• Fatehbad• Hisar• Jind

• Gurgaon• Mahendragarh• Mewat• Palwal

• Panipat• Karnal• Jhajjar

• Yamunanagar• Kurukshetra• Panchkula

District-wise 5 Central Hub and Spoke Model Map

Education Process Development

Innovation and Education

Teacher Training & Curriculum

Development

Public Project Planning &

Management

Education Leadership

Spec

ializ

atio

n S

poke

Dist

ricts

HU

B

School Leadership Academy

PLDP DLDP Academic Research & Innovation

Possible Operational PlanYear Goal

Target Groups Format Bhiwani Sirsa Faridaba Sonipat Ambala

Pilot Head Masters

Workshop - 4+4+4 days, FS - 16 days 100 100 100 100 100

PilotCluster & Block

WS - 4+2+4, FS - 16 days 50 50 50 50 50

OrientationDistrict Functionaries

2 + 2 days of orientation 10 10 10 10 10

Scale-up Headmasters

Workshop - 4+4+4 days, FS - 16 days 500 500 500 500 500

Scale-up

Cluster & Block & District

WS - 4+2+4, FS - 16 days 250 250 250 250 250

OrientationDistrict Functionaries

4+2+4 days of workshop 50 50 50 50 50

2014-15

2015-16

In Summary• Have 3 year model that is long term, flexible• Have Materials developed from practice • Change is trackable in Growth Areas and Growth Stages• Curriculum covers Personal, Instructional, Organisational and

Social Leadership (PIOS)• We Developing Motivation by developing Meaning, Pride,

learning and Joy (MPLJ)• We Making Change through institutionalising 6 key processes -

Model Class, whole school Assembly, Positive school Environment, Peer based Staff Capacity building, Community engagement, Personal

• Impact on SLO – 10-40% Improvement

Annexure IC2 Framework

GA

1 : A

sses

smen

t Driv

en c

lass

to F

ocus

on

SLO

(IL)

HM tries to set rules and consequences with children 40 to 60% of times during the classroom visits.HM facilitates discussions to resolve conflicts (if any amongst kids) and decide consequences 20 to 30% of the times

HM practices rule setting with kids and invite them to form new relevant rules if needed 50 to 70% of the timesHM starts debriefing (circle time) with children 50 to 70% of the times.

HM uses debriefing (circle time) with children 50 to 70% of the times to encourage children to think of constructive/democratic solutions.

HM sets up a classroom library for children's and teachers reference.HM conducts and analyses the results of 1 small test.

HM ensures there is relevant learning material in the classroom for M and L and teacher uses it in her teaching actively.HM plans and debriefs 1 small test with the teacher at the end of the Q.

HM ensures there is relevant learning material in the classroom for M and L and children learn to use it freely and constructively with and without the teacher.

HM and teacher create a list with 7 to 10 indicators in a model class and plan to institutionalize them in the class.Teacher conducts the small test and analyses the results.

HM meets the CT 3 to 4 times to review the SLO growth of the class as well as the model class indicators.

1

2

3

4

5

6

7

8

GROWTH STAGE

GA

2 : R

esou

rce

Rich

Env

ironm

ent t

o ai

d SL

O

Sets up the school library as a separate and accessible space for children

HM ensures teacher does 2 to 4 activities in the library with contextual words and visuals and puts them up on the walls.HM organizes a 2 hour whole school reading mela with activities that encourage children to read.

HM plans to support teacher to continue using the library and innovate according to the goal with the fellow 2 to 3 times.

Demonstrates 3 to 5 activities of math related to a relevant concept to the class teacher.HM organizes a 2 hour whole school math mela for children to learn math in a different format.

HM ensures there is relevant learning material in the classroom for M and L and teacher uses it in her teaching actively.HM plans and debriefs 1 small test with the teachDemonstrates 3 to 5 activities of math related to a relevant concept to the class teacher.

HM works with another class teacher to use the space in and around the class to learn math in a practical way.Demonstrates 3 to 5 activities of math related to a relevant concept to the class teacher.

HM plans with different teachers to use physical space and natural material for math learning 2 to 3 times a week.HM gets some areas in school painted with info, games, concepts for children to learn on their own.

The school building (walls, doors, galleries, windows, floors) is used as learning space and the display in certain area keeps changing.

1

2

3

4

5

6

7

8

GROWTH STAGE

GA

3 : I

nclu

sive

Ass

embl

y

HM attends the assembly 12 to 15 times a month without the fellow.HM does whole school activities that motivate children to come to school 40 to 50% of the times.

HM ensures that 15 to 20 new children get to participate and contribute in assemblyHM starts using assembly to appreciate children's efforts in assembly and other spaces.

HM facilitates 7 to 10 observation and reflection based activities to encourage children to learn through this medium.HM starts using assembly to share weekly school plan with children and get their response/help 3 to 5 times a month.

HM observes teacher led assembly 3 to 5 times a week and shares feedback.HM starts using assembly to appreciate teacher initiatives in classrooms and other spaces 4 to 6 times a month.

HM uses the assembly space creatively to share the LC idea with children and understand their response/opinion.HM invites SMC members and youth for introducing themselves and learning centres.

HM and teachers introduce/rejuvenate the children committees system. Organize student meetings for the same 2 to 3 times a month.

HM and teachers review the committee system with children 5 to 7 times and re-plan/reorganize as necessary. Ensure it is an inclusive and fair system.

1

2

3

4

5

6

7

GROWTH STAGE

GA

4 : R

eflec

tive

HM

to Im

prov

e SL

O (P

L) HM sits with the fellow 2 to 3 times each month for 30 to 40 minutes for reflection. Lists 3 to 4 patterns from the current SLO using EI base line

HM makes 1 presentation consolidating the 1 year experience and reflecting on his strengths and areas of development in time management and relationships with children and other stakeholders, math and language skills

HM and fellow use written/visual tools to reflect as well as document the reflection sessions 2 to 3 times a month

Plans for other ways to make the physical space more resourceful for students to use them as learning spaces.Plan and debrief for his class 2 to 3 times a month with the fellow.

Articulates his understanding of self learning and spaces for self learning for kids in schooldocuments teachers M and L skills and develops a year long plan for the same.

Reviews the impact of community learning centres on SLOReviews teacher workshop initiatives.

HM reflects on the quality of staff meetings and plans to make them more efficient with the fellow 2 to 3 times for 40 to 60 minutes.HM debriefs the days with fellow 2 to 3 times a month for 30 to 40 minutes.

lists 3 to 6 changes in self (habits, attitude, perspective) that made the change possible.Articulates 2 to 3 challenges that he could overcome as well those that he could not.

1

2

3

4

5

6

7

8

GROWTH STAGE

GA

5 : S

taff

Capa

city

for s

choo

l SLO

(tea

cher

s to

follo

w th

e H

Ms

IL a

nd

SL tr

ajec

tory

in th

eir c

lass

room

from

4th

GS

onw

ards

) (O

L)

Starts building perspective on assessment and how it reflects on teachers.Displays the EI results of each class in the classroom for teachers reference.

Invites 1 willing teacher to be the Co-R for organizing reading mela and plans with her 3 to 5 times.Meets all the teachers 2 to 4 times to organize the reading mela and support them to use it for EI.

HM observes 1 class for 15 to 20 minutes once a week and gives feedback to teachers.Organizes small test in each class and discusses the results with teachers.

Meets all the teachers 2 to 4 times to organize the math mela and support them to use it for EI resultsHM conducts 2 to 3 workshop and grouping and differentiated instruction.

HM introduces teachers to the resource material and creates space for teachers to refer/use them 70 to 80% of the times during M and L sessions.Debiref assembly initiative of teachers in 3 to 5 meetings.

Plans for orienting the community youth with the co- R teachers 3 to 4 times.Orients teachers towards learning center and ensures that they follow up about this with children.

HM lists the capacity building needs from the observations and designs 4 to 5 workshops to build capacities of teachers.HM ensures that 60 to 70% of teachers use the resource material for planning and problem solving.

HM and teachers set the goal for quarter and check where they are in refernce to that at the beginning of the Q and list what they need to change to be able to achieve the goal.

1

2

3

4

5

6

7

8

GROWTH STAGE

GA

6 : A

fter

sch

ool L

earn

ing

Supp

ort t

o En

hanc

e SL

O (S

L)

HM visits home of all the children in his class with their results 1 to 2 times a month with the fellow.HM visits home of all the children in his class with their results 1 to 2 times a month without the fellow

HM ensures that 40 to 60% of the teachers visit community to invite parents of their respective classes.HM ensures that 50 to 70% of the teachers interact with the parents using the EI language results and give them relevant worksheets to practice with their children at home.

HM ensures that 60 to 80% of the teachers organize and personally invite parents for their class PTA.HM and teachers share 2 to 3 things that parents can do at home to support the improvement of their children's SLO.

HM ensures that 40 to 60% of the teachers visit community to invite parents of their respective classes.HM ensures that 50 to 70% of the teachers interact with the parents using the EI math results and give them relevant worksheets to practice with their children at home.

HM ensures that 60 to 80% teachers share 2 to 3 follow up exercises that parents can do at home to support the improvement of their children's SLO.HM visits the community 3 to 5 times to identify 2 to 3 youth with the help of SMC.

HM meets the youth 3 to 4 times to orient them and allocates after school learning responsibilitiesHM visits learning centres 2 to 3 times.

60 to 70% of teachers visit the local community 2 to 3 times.HM takes SMC support to encourage community contribution for supporting the centre and the youth

60 to 70% teachers organize a PTA to share follow up exercises with parents and share the quarter goals for their children.HM and SMC organize a public testing of whole school.

1

2

3

4

5

6

7

8

GROWTH STAGE