Sharing of Experiences in Sharing of Experiences in

Procurement of Procurement of

Professional ServicesProfessional Services

Language Learning Support Section, EDB

21 and 22 February 2011

Why

Who

Panel chair of Newman Catholic College

English teacher of Yu Chun Keung Memorial College

Newman Catholic College

3 PDs for Ts6 programmes for Ss

Yu Chun Keung Memorial College

4 PDs for Ts4 programmes for Ss

Service

Provider A

Service

Povider B

Service

Provider A

EEG

EEG

EEG

EEG

EEG

EEG

EEGEEG

EEGEEG

EEG EEG

Why

We pay. You do for us and we

wash our hands off!

Want to learn some

new knowledge

Don’t know how to do it

ourselves (Ts not ready!)

Get some materials for use with Ss in

future

Did things turn out

as what Ts had planned or thought?

Who

What

WhyPay and wash

hands off

Don’t know how to do it ourselves

Want to learn some new knowledge

Get some materials for use with Ss in

future

Pre While Post

WhatSchool-based experiences

(Dealing with the service providers selected)

(Before selecting the right service providers)

(After the service

providers are gone)

Concerns

Problems encountered

Coping strategies Programmes for students

Workshops for teachers

Pre

What programmes we want and what services to buy

Newman

PDs for Ts on Short stories, Social issues and Workplace communication to prepare for NSS challenges

YCK

Programmes for Ss on phonics, drama, creative writing to cater for their needs (foundation) and interests + to equip Ts

Analyze both the external and internal situations

Do some research on the related topic

Not knowing …

Pre How to look for the potential service providers

Newman

YCK

Issue ads on the newspaper

Search on the internet

Ask around

Use the 1st hand information Ts have

Look into the information sent in by the service providers

Ring up service providers or vice versa Meet the service providers

What are the things to include?

Pre What next after knowing what services to buy

Writing Programme Specification

No golden rule!!

(Depending on the

kinds of service required)

Subject level

coordinator

Subject teachers at

the level

What do we want from the service providers?

Program-in-charge

Sharing of school practices

Yan Chai Hospital Lim Por Yen Secondary School:

S1 Reading Program

Aided

An adapted version for illustrative purpose:

Reference only

(1)

Item No.

(2)

Description/

Specification

(3)

Quantity required

(4)

Unit

Rate $

(5)

Total Amount $

(6)

Delivery offered

1 Part I: Program Objectives 1

XXX Secondary School

English Enhancement Scheme

Tender Schedule for S1 Reading Course 2009-2010

I) Program Objectives- Ts: To train up Ts?- Ss: Motivation? Development of Knowledge & Skills in particular areas? Remedial or Enhancement? - Both

(1)

Item No.

(2)

Description/

Specification

(3)

Quantity required

(4)

Unit

Rate$

(5)

Total Amount$

(6)

Delivery offered

Part II: Expected Outcomes

1. Course Content:

a) Coverage of knowledge & skills about reading

b) Teaching and Learning Materials

c) Teaching and Learning Activities

d) Evaluation

2. Products from students

1

II) Expected Outcomes1) Course Content - Coverage of knowledge & skills

2) Products from Ss

- T & L materials

- T & L activities

- Evaluation (No. + modes)

- Teaching approaches

(1)

Item No.

(2)

Description/

Specification

(3)

Quantity required

(4)

Unit

Rate$

(5)

Total Amount$

(6)

Delivery offered

Part III: Target Groups

Part IV: Course Arrangements

1. Duration of lessons

2. Tutors required

1

IV) Course Arrangements1) Duration of the program - One-off? Short course?(No. of lessons) - Period - Inside or Outside class

III) Target Groups (If for Ss)- Level- No. of classes X no. of Ss in each class- Ss’ abilities & level of motivation

2) Tutors required - No. for each class (Roles) - Qualifications & Teaching experience

(1)

Item No.

(2)

Description/

Specification

(3)

Quantity required

(4)

Unit

Rate$

(5)

Total Amount$

(6)

Delivery offered

Part V: Other Details

Part VI: Special Terms and

Conditions

1

V) Other Details-The supply of substitute tutor(s) and replacement of the appointed tutor(s) whenever the school finds the quality of the arrangement inappropriate.

- The whole course will be video-taped for the school’s retention and proof for sustainability

(1)

Item No.

(2)

Description/

Specification

(3)

Quantity required

(4)

Unit

Rate$

(5)

Total Amount$

(6)

Delivery offered

Part VI: Special Terms and

Conditions

VI) Special Terms & Conditions-The copyright of the T&L materials and resources (lesson plans, handouts, worksheets and the written and oral records of Ss’ production) prepared by the service provider including the video-clips and photos

shall vest with XXX Secondary School. -If the program provider fails to perform all the above said duties, the School will reserve the right to deduct a proportion of the course fee/ remuneration.

• Be specific

• Work it out before you invite

tender

• Not aim at a perfect one

• School-based requirements

(What? How many?)

• Official documents required by EDB: EDB Circular No.15/2007 (esp. Pg 20)

• File all the documents for record & inspection

Choosing the right service providers

Writing Programme Specification

Inviting service

providers to

submit tenders

How should we select the right service providers?

• Should I just look at the price that the service providers will charge us?

• Are we bound to pick the one that

offers the lowest? No

Consideration

How to consider the quality of the service providers by reading the tenders submitted

Course description documents/

Proposals from the service providers

School-based Tool: Comparison Table/ Tender Summary

Yan Chai Hospital Lim Por Yen Secondary School

Aided

An adapted version for

illustrative purpose:

Reference only

Sharing of school practices

What factors to consider/ compare?

What service providers have you invited?

Recommend or not?

What factors to consider/ compare?

What factors to consider/compare in the selection

Meet the sch requirements/ specifications?

With justification

• School-based tool

(Not an exhaustive list of

‘Factors to consider’ +

Amount of details can

vary)

• Optional

• Can be submitted as an APPENDIX to the official documents required by EDB

• Official documents required by EDB: EDB Circular No.15/2007 (esp. 16-17)• File all the documents for record & inspection

Does the Pre-stage come to an end with the choosing of the service provider?

Can Ts leave the job to the service provider and get back to their teaching?

Pre WhileNot Yet!

Translating the programme outlines into a teaching kit

Service provider

Setting of pre-tests and post-tests

Making time-table arrangements

Agreeing on: roles to play & frequency to meet

While The time when most problems arise

Discovery of problems:

Dealing of problems:

Before: setting of pre-test (testing grammar)

Informing the person-in-charge

Termination of a student programme

During: poor teaching quality of tutors (observed by Ts)

After: putting the blame on Ss

Inviting VP to observe lessons Discussing with teachers concerned

While The time when most problems arise

Arriving of decision

Termination of a student programme

Informing the service provider (issue an official letter to inform the SP + settle the payment)

Planning for make-up action

Terminating the service

Finding substituting service

Informing the principal to get her blessing

Formal Notice of Service Termination

Re: XYZ Programme for S2

Dear Ms S,

Further to the telephone conversation conducted between you, Mr P (Vice-Principal) and Miss B (English Panel Head) on 15 October 2009, I would like to officially notify you that ABC College has decided to terminate the service of the above-captioned programme you offered between 17 September and 15 October.

We will provide payment for the three lessons already conducted. No further service is required with immediate effect.

While What other problems besides poor teaching quality of tutors

Problem Coping strategy

Frequent change of

tutors

Tutors being late

Tutors not turning up

Tutors lack experience in

classroom management

Factor the requirements into the programme specification and/or the contract terms (note-making)

Sit in lessons

report immediately

provide necessary help

While What other problems besides those related to tutors

Service providersSchool

Materials developed fallen short of teacher’s expectations (set menu for all schools)

Sent in materials 1 to 2 weeks beforehand for scrutiny

Identify the problems and request amendments (provide directions to improve) ~ mechanism

Assign one person to coordinate the collection of viewpoints from Ts

While

Service providersSchool

Lesson arrangement: discord resulted from SP failing to fit in school schedule and vice versa

No one party should have all the say! Arrive at an agreed arrangement through negotiation

Make adjustments in the school time-tabling, if necessary

Mark up tutors soon after knowing which SP to use before dealing with other matters

While

Time & involvement required of Ts

Isn’t that the job of:- service provider?- panel?- EES coordinator?- released Ts?

Involve other Ts in the curriculum development process (Strategic deployment of Ts and holistic planning of the curriculum)

Driving force: for the good sake of Ss + L-T development of school

Accept the reality and make the best out of it

Build in a realistic and reasonable no. of checkpoints

Collective responsibility

Accountability

Ts’ lack of ownership

While What else other than divergence in expectations

Service providersSchool

SP the IC may not be the tutor

Schedule regular meetings with the SP; resort to emails and phone calls in b/w

SP not familiar with Ts

SP knows little about our students

explain requirements and discuss details

keep record

facilitate comn b/w IC & tutor

Communication strategies: Give counter-suggestions rather

than mere criticisms

Make evidence-based judgments

While What else other than communication problems

SchoolService

providers

Don’t know how to monitor/evaluate the effectiveness of the outsourced programmes, both for Ts and Ss

Done too late!

Establish an evaluation mechanism to monitor the process (tools e.g. L.O., regular meetings)

Use of appropriate qualitative and quantitative methods to track student performance (pre- and post-tests, surveys, questionnaires, Ss’ work, interviews, T’s reports & logs)

Work out measurable and observable output targets

Mark allocation

Portfolio Cover -- 10%Character Profile WS -- 10%

Radio Drama Presentation -- 20%Self Reflective WS on Radio Drama -- 10%

Blocking Presentation -- 25%Self Assessment of the whole year -- 5%

Portfolio -- 10% Continuous Assessment -- 10%

A school example: Assessment of a Drama Course

While Post

School Service providers

How to sustain the programmes once the providers are gone

How to ensure the materials developed could be used again

Review, modify and integrate the outsourced programmes developed into the regular school programme when the service providers leave

Make sure at least one T who has undergone the process stays in the respective level to lead others

Documentation (L&T materials, video-clips of PDs, correspondence with SP)

Looking back, would you resort to using service providers?

YCK

Newman

Free 1 person as the coordinator

Venue arrangement

Time-tabling

Get a good SP - Very rare!- Still need to work very hard!

Get a poor SP - A torture to Ts and Ss!- A waste of money!

Too BIG a temptation to resist BUT once engaged, it’s a commitment that lasts for a couple of years.

Why

We pay. You do for us and we

wash our hands off!

Want to learn some

new knowledge

Don’t know how

to do it ourselves

Get some materials for use with Ss in

future

Reminders • Be realistic when deciding

the no. of outsourced programmes to run at school !!

• Strategic delegation of duties

Today’s sharing + Seek advice

from professional groups

Joint Recruitment Briefing Session

Date: 19 March 2011 (Sat)

Time: 9:30 ~ 11:45 a.m.

Venue: Christian and Missionary Alliance Sun Kei Sec. Sch.

6 Tong Chun Street, Tseung Kwan O, Sai Kung, N.T.

RundownRundownTime Event

0930 ~ 1030 Parallel briefing session (I)

1030 ~ 1045 Break

1045 ~ 1145 Parallel briefing session (II)

Circular will be uploaded this month

http://resources.emb.gov.hk/cd/languagesupport

LLanguage anguage LLearning earning SSupport upport SSectionection

Ms. Serlina Suen

Ms. Peggy Tsang

The END

THANK YOU