SCHOOL IMPROVEMENT MANUAL - World Bankwbgfiles.worldbank.org/documents/hdn/ed/saber/supporting...School improvement is a carefully planned and managed process that takes place over

GOVERNMENT OF SAMOA

___________________________________________________________

MINISTRY OF EDUCATION, SPORTS AND CULTURE

SCHOOL IMPROVEMENT MANUAL

F A 'A VAE I LE A TUA SAM O A

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4. SCHOOL IMPROVEMENT MODEL 4.1 A DEFINITION OF SCHOOL IMPROVEMENT There are two senses in which the phrase “school improvement” is generally used. Its common sense meaning relates to general efforts to make schools better places for pupils and students to learn in. A second or more technical use of the phrase is that “school improvement is about raising student achievement through focusing on the teaching – learning process and the conditions which support it.” School improvement is a carefully planned and managed process that takes place over a period of several years. Continuous school improvement is about establishing a culture that is focussed on improving the achievement levels of students and increasing the overall performance of the school through a planned set of processes and strategies. These include: - collecting and analysing information and data to identify needs and plan

improvements - making decisions about priorities for improvement - identifying the changes that will lead to improved performance - implementing those changes - monitoring and evaluating outcomes in terms of improved performance of

students 4.2 KEY PRINCIPLES: Several key principles have been identified which underpin school effectiveness and continuous improvement. These include: Continuous improvement applies to all schools regardless of their level of

performance. All schools have the potential to improve the learning outcomes of students.

The principal is responsible for leading the development and implementation of

improvement processes at the school. The process of annual improvement plans provides a cycle for continuous

improvement. A whole school design approach to improvement which captures all elements of

the learning environment is the most effective approach to school improvement. All schools are different and require different forms and levels of support.

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Successful school improvement combines strategies for early identification of areas for improvement and effective support for schools requiring assistance.

Successful school improvement depends on the willingness and capacity of

schools to take responsibility. The school improvement process must be transparent, open, frank, positive and

supportive 4.3 A WHOLE SCHOOL APPROACH Research indicates that there are several significant factors that impact on student learning and that the best results for school improvement are achieved when all of these factors are systematically addressed. Represented diagramatically the key factors in the Samoan context are:

For maximum improvement to occur all of these key factors must be addressed over time. Leadership Effective school leaders establish a shared vision for their school, develop a positive learning culture within the school, build the commitment and capacity of their staff and manage and allocate resources effectively to improve student learning outcomes.

Standards and Targets

Monitoring and assessment

Intervention and special assistance

Classroom teaching programs & materials

Professional Development of Teachers

Facilities and equipment

Home, school and community partnerships

School management and organisation

Leadership

School Improvement

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Standards & Targets Effective schools will have high expectations of student learning, recognise the standards that students are expected to achieve and set appropriate but challenging targets. Monitoring and Assessment Effective schools generate and use accurate data about student performance to guide improvement. Their assessment programs enable student performance to be monitored, accurately assessed and reported. Classroom teaching programs & materials Effective schools have professional staff who plan, use, evaluate and modify classroom teaching programs and materials to maximise student learning outcomes. Professional development of teachers Effective schools have policies for teacher development that are linked to school improvement priorities. The staff work as a team to support each other and share best practice. Facilities and equipment Effective schools are safe, hygenic and secure environments for student learning with adequate buildings and facilities. They are schools where there is pride in the way in which buildings and equipment are cared for and maintained. School Management and organisation Effective schools organise, co-ordinate, timetable and manage resources to best support the learning needs of students and maximise their learning outcomes. Intervention and special assistance Effective schools intervene and provide special assistance for students with special needs. Home, school and community partnerships Effective schools are able to generate high levels of student, parent and wider community involvement in school activities.

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4.4 THE PERFORMANCE IMPROVEMENT CYCLE Any continuous improvement process cycle addresses three key questions:

Put practically for a school the model becomes:

What is it we want to improve? (Priorities/Targets)

What actions do we need to take to bring about the improvement? (Strategies)

How will we assess or measure our improvement or progress?

Phase 1: Assessment/Evaluation Schools performance is assessed against standards using the Baseline Checklist

Phase 2: Planning Achievable priorities for improvement are identified by the school. Targets and strategies are determined for each priority

Phase 3: Implementation Strategies for improvement are implemented.

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4.5 THE BEGINNING OF EACH CYCLE The performance improvement cycle will commence with an initial assessment or evaluation of the schools current performance against the Baseline Checklist. The Baseline Checklist contains a set of basic standards expected of Samoan government schools in each of the key factors identified in the Whole School Approach. The Baseline Checklist is shown in the Appendices. The assessment phase will be conducted annually in September/October each year to allow the Planning phase to be undertaken in October/November for full implementation before, or at the beginning, of the new school year. 4.6 THE BASELINE CHECKLIST The Checklist: Is a set of basic standards expected of Samoan Government schools in each of the

key factors associated with quality schools. Has been designed to be able to be answered quickly by anyone with a sound

knowledge of the school such as the Principal or the SRO. Has been designed to be completed with a simple YES or NO answer to each

question. NB If the answer cannot categorically be a YES then the answer is NO. Must be answered frankly and honestly. Any attempt to dishonestly assess the

school will defeat the purpose of the Improvement Model and will be exposed at the external assessment.

Will help Review Teams and the School Team identify areas for improvement. Will be signed off by Review and School Team members on completion. Most schools will commence the assessment cycle with many more NO’s than YES’s. The task for schools is of course to turn all of the NO’s to Yes’s over time. 4.7 CARRYING OUT THE ANNUAL ASSESSMENT Assessment will be by a combination of self and external assessment. For the first two years the assessment will be a self assessment, carried out by a representative group within the school. The self assessment representative group will comprise: Principal or Head Teacher Teachers School Committee members

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The self assessment group should be kept fairly small. A four to five member group is both representative and workable. External assessment will be carried out by a Review Team of 3 or 4 SRO’s plus an advisor from Curriculum, Materials and Assessment Division (CMAD). The external assessment report would be discussed with the principal whilst still in draft form. Any assessment will be completed in an open and frank manner. The assessment is not an audit but a constructive and critical appraisal of the school’s performance. It is intended to give the school a platform from which to improve. The first assessment for any school in any year will test the school’s performance against the Baseline Checklist. This will be performed in September/October each year. The results of that assessment will enable the determination of priorities and targets for improvement for the following year. These priorities and targets, together with strategies for implementation, will make up the School Improvement Plan. The second assessment towards the end of the following year will evaluate the extent to which the school has achieved those targets. This will be performed in September/October each year. See Section 4.11 on Assessing the SIP The cycle will then repeat. 4.8 WRITING A SCHOOL IMPROVEMENT PLAN Step 1 Determine achievable priorities. Each year the school will determine it’s priorities for improvement with the assistance and advice of the SRO. The Baseline Checklist and other data held by the school will provide information on where improvement is required. The school should: (i) Choose priority areas that will make a real difference to the teaching and

learning process. (ii) Choose challenging but achievable priorities. (iii) Choose at least three priorities for improvement. (iv) Spread their priorities across a number of factors. Step 2 Set realistic targets for each priority area. Targets are the specific details on WHAT, WHEN or WHERE the improvement is to be made. They must be specific and they must be measurable outcomes. They will often contain information on QUANTITY or HOW MANY. They tell the Assessor exactly what the target is. The Assessor is then able to easily determine whether the target has been met by the agreed date.

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Step 3 Determine strategies or actions that will achieve those targets. Implementation strategies are the planned steps that the school intends to take to reach each of its targets. It is important to include all steps that are critical to the achievement of the target. The steps are usually listed in the order in which they occur. An assessor can use the implementation strategy to determine whether satisfactory progress is being made towards achieving the target. Step 4 Complete a written School Improvement Plan. This summarises in a single document the decisions made under Steps 1, 2 and 3. The School Improvement Plan will be signed off by the Principal, School Committee Chairperson and SRO. The school will be assessed at the end of the year on whether it has met the targets. A sample School Improvement Plan together with suggested guidelines for its completion are shown in the Appendices. Where a school wishes to change a Priority or Target after the School Improvement Plan has been approved, it must follow the procedure outlined in the “Policy for schools seeking to change Priorities and Targets”. This policy is included in the Appendices. Note than no approval to change Priorities and Targets will be given beyond April in any year. 4.9 THE ANNUAL PLAN The school’s Annual Plan must be completed by the end of February each year. The Annual Plan will be made up of: - The school’s Improvement Plan - The school’s budget - The school’s curriculum plan - The school’s maintenance plan for facilities and equipment Advice on how to prepare the last three of these components, together with exemplars is included in the School Management and Organisation Section.

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4.10 THE CYCLE IN DIAGRAMATIC FORM

MESC Support or Intervention

Next Cycle To MESC and School community

The School Agreement (Forms the basis of the partnership between school and community and describes the roles of each)

School Annual Plan Comprises: School Improvement Plan School Budget School Curriculum Plan School Maintenance Plan

Review Internal or self assessment for first two years. External review by Review Teams every third year.

Annual Report

Reports against: SIP Budget Curriculum Plan Maintenance Plan

To MESC database. •Baseline Checklist •Qualitative •Quantitative

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4.11 ASSESSING THE SCHOOL IMPROVEMENT PLAN School Improvement Plans operate on a three year assessment cycle: 1st year – self assessment 2nd year – self assessment 3rd year – external assessment The assessment process is essentially the same for both self and external assessment and follows five simple steps. 1. Schedule the Assessment The self assessment should be completed by a small representative team:

Principal/Head Teacher School Committee Members Teachers

The purpose is to honestly assess whether the school has met the targets in each priority area.

2. Assess each Target Decide whether the target was:

- Fully achieved - Partially achieved - Not achieved Assessments must be supported by evidence. Determine how successful the target was as a school priority – this information will prove useful in setting future priorities and targets.

3. Examine the implementation strategies This is particularly important in cases where the target is not achieved. Why did the strategy fail? What have we learned from the strategy? Question whether: - the strategy was followed - there were any steps missing in the strategy - the strategy could have been improved The answers to these questions will help the development of future priorities and targets.

1. Write the assessment This should be a short, sharp written statement.

Start with the overall assessment - Fully / Partially / Not achieved

Make a statement about: - the usefulness of the target - future intentions regarding this initiative

If the target was not achieved, make a statement about:

- what was achieved - why the target was not fully met - what the school intends to do in this priority area in the future.

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2. Report to the MESC

SRO/Principal/School Committee Chair sign the assessment One copy kept by the school One copy forwarded to PEO School Improvement

The completed SIP assessment will form part of the school’s Annual Report. A sample School Improvement Plan assessment is included in the Appendices. 4.11 PREPARING AN ANNUAL REPORT The Annual Report documents, for both the MESC and the school community, the school’s performance for the year in several key areas. The Annual Report usually has an introduction prepared by the Principal and School Committee President, which summarizes any highlights, achievements and special acknowledgements associated with the school’s performance in the key areas. The key areas that must be addressed in the Annual Report are:

SIP Report Financial Report Curriculum Report Facilities and Equipment Report

The school would normally present this information verbally at Prize-giving and is required to forward a copy of the Annual Report to MESC. A sample Annual Report together with Guidelines for Preparing a School Annual Report, are attached as Appendices. 4.12 ROLE OF THE REVIEW TEAMS Successful implementation of the cycle of continuous school improvement has required the formation of sufficient review teams to provide adequate support to schools, particularly during the initial stages of introduction.

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Review Teams will have three distinct roles in the School Improvement process. 1. An educational and training role in assisting school communities, and

particularly Principals, to understand and implement the components of the improvement cycle.

That is: 2. A review role in carrying out external reviews of schools on a three year cycle. 3. An assistance and intervention role providing support and remedial action to

under-performing schools where required. 4.14 THE ROLE OF PRINCIPALS IN SCHOOL IMPROVEMENT The Principal or Head Teacher is the most important element of the School Improvement process. Principals have been promoted to those positions because of their teaching skills, educational knowledge and leadership abilities. They are the people best placed to judge the strengths and weaknesses of their schools. Using the School Improvement model, and an annual planning approach, Principals can use and build on those strengths and work to remedy weaknesses. Principals therefore have a critical role in developing the School Improvement Plan and also in carrying out the activities identified in the School Management and Organisation Action Listings. Where a school is failing to properly implement the required activities under School Improvement or School Management and Organization, it will be deemed a Procrastinating School. The procedures outlined in the “Policy for procrastinating schools shown in the Appendices will then be followed.

How to use the Baseline Checklist

How to write a School Improvement Plan

How to self assess against the SIP and Annual Plan

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4.15 MONITORING SCHOOL PERFORMANCE The Baseline Checklists, together with other data available to the MESC, is capable, over the next few years, of providing a rich and useful database on government schools. This database will allow comparisons to be made: - Of the improvement made in individual schools, - Of improvements made system wide, and - Between schools. The data from the school improvement process will be the starting point for - The identification of under-performing schools, - The diagnosis of underlying causes, and - The design of simple, efficient intervention strategies to assist schools. The data will also allow professional development to be targeted to identified needs on either a single school or system wide basis, and will assist the MESC to focus in the future on areas requiring intervention that may become the subject of future funding bids. 4.16 APPENDICES AND EXEMPLARS Baseline Checklist Sample School Improvement Plan School Improvement Plan - Template School Improvement Plan – Guidelines Sample School Improvement Plan Assessment Sample Annual Report Guidelines for Preparing a School Annual Report Policy for Schools Seeking to Change Priorities and Targets Policy for Schools Failing to Implement the School Improvement Plan or Failing to Proceed with School Management and Organization Actions

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CONTINUOUS SCHOOL IMPROVEMENT

BASELINE CHECKLIST OF STANDARDS FOR PRIMARY SCHOOLS

Year _____

Cluster _____

School Committee Members:

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Principal’s Name: ________________ Signature: ______________________

Review Team Members:

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Date: __________________

Name of School: _____________________

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FACILITIES & EQUIPMENT

1. Do all classrooms have a blackboard?

Yes/No

2. Do all classrooms have a pinboard?

Yes/No

3. Do all classrooms have sufficient desks?

Yes/No

4. Do all classrooms have sufficient chairs?

Yes/No

5. Does each teacher have a table or desk?

Yes/No

6. Is there a library in the school?

Yes/No

7. Is there a principal’s office?

Yes/No

8. Is there a staffroom in the school?

Yes/No

9. Does the school have secure storage for files and records?

Yes/No

10. Does the school have secure storage for equipment and tools?

Yes/No

11. Are there sufficient toilets to meet the specifications?

Boys 1:30 Girls 1:20

Yes/No Yes/No

12. Is a separate toilet for staff provided?

Yes/No

13. Are the toilets: clean? hygenic?

Yes/No Yes/No

14. Are the buildings and grounds kept in a clean, tidy and safe manner?

Yes/No

15. Is there a suitable hall or assembly space?

Yes/No

16. Is a playground area provided?

Yes/No

17. Does the school have adequate and safe sports: equipment? facilities?

Yes/No Yes/No

18. Is the school ground fenced? Yes/No

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19. Is electricity connected to the school?

Yes/No

20. Do all classrooms have lights?

Yes/No

21. Does each classroom have a powerpoint?

Yes/No

22. Does the school have an adequate water supply?

Yes/No

23. Are drinking fountains provided?

Yes/No

24. Does the school have a first aid kit/box?

Yes/No

25. Do the facilities accommodate any physically disabled students?

Yes/No

26. Does the school have access to: a typewriter?

Yes/No

a computer? Yes/No

a photocopier? Yes/No

a telephone? Yes/No

a fax? Yes/No

CD players? Yes/No

a radio? Yes/No

27. Does the school have a fire extinguisher?

Yes/No

28. Does the school follow correct procedures for safe storage of fuel and chemicals?

Yes/No

29. Is the general condition of school buildings satisfactory?

Yes/No

Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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HOME, SCHOOL & COMMUNITY PARTNERSHIP

1. Do parents monitor student homework? Yes/No

2. Do parents share information with the teachers about their child’s progress and problems?

Yes/No

3. Do parents take part in fundraising activities for the school?

Yes/No

4. Do parents do volunteer work at the school? Yes/No

5. Are parents involved in any educational programs at the school? Example:

listening to reading? helping to teach the Samoan language? teaching traditional songs and dances? teaching local art or craft? others _______________________

Yes/No Yes/No Yes/No Yes/No Yes/No

6. Do parents help on: sports days? field trips? culture days? others _______________________

Yes/No Yes/No Yes/No Yes/No

7. Are guest speakers from the local community ever used in the school?

Yes/No

8. Does the school inform parents on school matters/activities by:

Newsletter? Letter? Notes? Others _______________________


9. Does the school conduct parents meetings at least once a term? Yes/No

Summary ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________

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SCHOOL MANAGEMENT & ORGANISATION

1. Has a School Committee been formed? Yes/No

2. Does the School Committee have at least 5 members? Yes/No

3. Does the School Committee understand its role and responsibilities?

Yes/No

4. Does the School Committee meet at least twice a term? Yes/No

5. Does the School Committee report monthly to the local

community?

Yes/No

6. Are proper agendas prepared for School Committee meetings? Yes/No

7. Are proper minutes prepared for School Committee meetings? Yes/No

8. Does the School Committee conduct an Annual General Meeting?

Yes/No

9. Does the school have an Annual Plan? Yes/No

10. Does the school have a School Improvement Plan? Yes/No

11. Does the school have a Curriculum Plan? Yes/No

12. Does the school prepare an Annual Budget? Yes/No

13. Does the school have a proper record of:

money received? payments made?

Yes/No Yes/No

14. Does the school prepare a complete annual financial

statement?

Yes/No

15. Does the school prepare an Annual Report? Yes/No

16. Does the school maintain an accurate Assets Register? Yes/No

17. Does the school have a policy on the Use and Borrowing of School Assets?

Yes/No

18. Is the school policy on the Use and Borrowing of School Assets implemented and monitored?

Yes/No

19. Has a maintenance plan been established? Yes/No

20. Does the school have health and safety procedures? Yes/No

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21. Does the school follow the correct procedures for: suspension? expulsion? punishment?

Yes/No Yes/No Yes/No

22. Do all teachers understand the prohibition on corporal

punishment?

Yes/No 23. Do all teachers avoid the use of corporal punishment at all

times?

Yes/No 24. Is the school enrolment within the student enrolment capacity?

(or 750 students?)

Yes/No

25. Is the school within the class size targets?

Single level class – maximum 40 students Dual level class - maxim um 35 students Multiple (3) class – maximum 30 students Year 1 level class – maximum 30 students


26. Does the school have written school rules? Yes/No

27. Does the school maintain an accurate staff attendance

register?

Yes/No

28. Do all teachers maintain an accurate student attendance register?

Yes/No

29. Does the school have a process for following up on the

absences of students of Compulsory School Age (5-14)?

Yes/No

30. Does this process involve: School Review Officer? School Committee? Pulenuu? Village Council? Parents? Pastor?

Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No

Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________

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CLASSROOM TEACHING PROGRAMS & MATERIALS

1. Does the school have a full set of Annual Teaching and

Learning Programs for each subject at each year level?

Yes/No

2. Does each teacher have an Annual Teaching and Learning Program for each subject they teach?

Yes/No

3. Are the staff involved in school curriculum planning?

Yes/No

4. Do teaching plans correspond to achievement objectives for the levels taught?

Yes/No

5. Do the teaching plans identify the skills which the students will gain or enhance as an outcome (problem solving, communication, number skills, social skills etc)?

Yes/No

6. Are teachers teaching for understanding rather than memorisation?

Yes/No

7. Do teachers use the “plan – teach – evaluate-analyse” approach?

Yes/No

8. Does the teaching:

create student motivation? sustain student motivation?

Yes/No Yes/No

9. Do the classes regularly use:

small group work? team teaching? show and tell activities? hands on activity and practical work?


10. Does the teaching cater for the abilities and needs of all

students?

Yes/No

11. Do teachers have high expectations for students?

Yes/No

12. Are the lessons well organised and managed?

Yes/No

13. Is there effective teaching and learning interaction between: teachers and students? students and students?

Yes/No Yes/No

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14. Do teachers provide good models of language use?

Yes/No

15. Do the students’ books show that teachers give clear and specific feedback that is useful for making progress?

Yes/No

16. Does the learning environment include displays of: interesting stimulus material? recent or current students’ work? others _________________________________


17. Does the school have a science kit?

Yes/No

18. Does the school make use of: science kits and supplies? new curriculum materials?

Yes/No Yes/No

19. Does the school have a supply of reading material?

Yes/No

20. Is the school attempting to develop or acquire teaching materials?

Yes/No

21. Does the school listen to the school radio broadcast programs?

Yes/No


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MONITORING AND ASSESSMENT 1. Does the school have a school policy for student assessment?

Yes/No

2. Does each subject have an assessment plan for each year

level?

Yes/No 3. Do teachers assess students regularly?

Yes/No

4. Do teachers use a variety of assessment tools?

Yes/No

5. Do teachers keep ongoing records of student progress?

Yes/No

6. Do teachers reflect and plan on the basis of the assessment

results?

Yes/No 7. Is evaluation of students’ progress used to support and

encourage students and to extend and challenge them?

Yes/No

8. Do teachers report student progress to parents on a: termly basis? half yearly basis?

Yes/No Yes/No

9. Does the school have a report form?

Yes/No

10. Does the school conduct parent/teacher interviews to discuss

student progress?

Yes/No 11. Does the Principal maintain an accurate record of progress and

achievement for all students?

Yes/No 12. Does the student’s progress and achievement cards get

passed to the next school he or she goes to?

Yes/No


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LEADERSHIP

1. Does the school have:

school aims/goals? a school motto?

Yes/No Yes/No

2. Are the school aims/goals understood by:

Principal?

Yes/No

Staff? Yes/No

Students? Yes/No

School Committee? Yes/No

Parents? Yes/No

School Community? Yes/No

3. Is the school motto understood by: Principal?

Yes/No

Staff? Yes/No

Students? Yes/No


Parents? Yes/No


4. Do the teachers feel part of a team? Yes/No

5. Does the school have high morale:

amongst staff? amongst students?

Yes/No Yes/No

6. Does the school have high staff attendance patterns? Yes/No

7. Does the school use a teamwork approach to decisions or

problems?

Yes/No

8. Does the staff have regular meetings? Yes/No

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9. Does the principal maintain strong links between school and community?

Yes/No

10. Is the school community informed of: school decisions? school policies?

Yes/No Yes/No

11. Are parents consulted where appropriate about decisions made

by the school?

Yes/No

12. Is the Principal a good role model? Yes/No


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STANDARDS & TARGETS

1. Is the school following the required hours of attendance? Year 1-3 : 8 to 12.30 p.m. Year 4-8 : 8 to 1.30 p.m.

Yes/No Yes/No

2. Is the school providing the minimum hours of instruction?

Primary Year 1-3 – 20 hours/week Primary Year 4-8 – 25 hours/week

Yes/No Yes/No

3. Does the school teach the following subjects:

Primary Years 1 – 8 Samoan?

Yes/No

English? Yes/No

Social Science? Yes/No

Basic Science? Yes/No

Mathematics? Yes/No

Health? Yes/No

Arts/Crafts? Yes/No

Physical Education? Yes/No

4. Has the school established targets for: student attendance? student retention?

Yes/No Yes/No

5. Are students reaching the achievement levels specified in the Schemes/Teaching and Learning Programs?

Yes/No


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PROFESSIONAL DEVELOPMENT OF TEACHERS

1. Does the school have a teacher’s professional development program?

Yes/No

2. Is there a professional development coordinator? Yes/No 3. Are regular professional development meetings held? Yes/No 4. Have all teachers attended some external professional

development in the last year?

Yes/No 5. Does on-site professional development take place? Yes/No 6. Are the following strategies used in professional development

activities: sessions by curriculum advisers?

Yes/No school visits? Yes/No

demonstration teaching? Yes/No

classroom observation? Yes/No

teacher exchanges within the school? Yes/No

teacher exchanges between schools? Yes/No

training by School Review Officer(s)? Yes/No

guest Speakers (e.g. FoE and other Ministries)? Yes/No

7. Is there a report back from teachers who have attended Professional Development programs?

Yes/No

8. Does the Principal follow up on progress of teachers who have attended Professional Development Programs?

Yes/No

9. Does the Principal inform the staff on matters discussed at: Principals’ Annual Conference? other Principal Professional Development Programs? meetings with School Review Officer(s)? other Ministry programs?


Summary ______________________________________________________________ ______________________________________________________________ _____________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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INTERVENTION and SPECIAL ASSISTANCE

1. Do students who require special assistance get extra support?

Yes/No

2. Are “at risk” students identified in any way?

Yes/No

3. Does the school provide remedial work for students?

Yes/No

4. Does the school provide one to one intervention programs?

Yes/No

5. Are individual learning plans developed for students needing

ongoing support?

Yes/No 6. Are bright students identified in any way?

Yes/No

7. Is extension or exploration work provided for bright students?

Yes/No

8. Is the school targeting basic numeracy?

Yes/No

9. Is the school targeting basic literacy?

Yes/No

10. Are the results of year 4 and 6 tests in literacy and numeracy

used to develop and implement intervention strategies?

SPELL 1 - Literacy - Numeracy

SPELL 2 - Literacy - Numeracy



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FA’ALELEIA O Ä’OGA

LISI O TAUNU’UGA MO’OMIA MO Ä’OGA TULAGALUA

Tausaga _______

Igoa o le Ä’oga: ___________________________

Väega _______

SUAFA O Ë NA FAIA LE ILOILOGA

Sui o le Komiti Ä’oga: Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________ Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Uluä’oga: _________________________ Saini: ___________________ Sui o le Väega Asiasi: Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Aso: ___________________

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FALEÄ’OGA MA ISI MEATÖTINO 1. Pe tofu le potuä’oga ma le laupapa ä’oga? Ioe/Leai

2. E tofu le potuä’oga ma le laupapa e fa’apipi’i ai galuega a

tamaiti?

Ioe/Leai

3. O lava kesi i potuä’oga uma? Ioe/Leai

4. Po o lava nofoa i potuä’oga uma? Ioe/Leai

5. E tofu le faiä’oga ma le laulau po o se kesi? Ioe/Leai

6. E iai se potu tusi (library) i le ä’oga? Ioe/Leai

7. E iai se ofisa o le Uluä’oga? Ioe/Leai

8. E iai se potu mo faiä’oga? Ioe/Leai

9. E iai se potu mautü mo le teuina o faila ma fa’amaumauga? Ioe/Leai

10. E iai se potu mautu mo le teuina o mea faigaluega, meata’alo ma isi meatotino?

Ioe/Leai

11. O talafeagai faleui ma tulaga ua fa’ata’atia?

Tama 1:30 Teine 1:20

Ioe/Leai Ioe/Leai

12. E iai se faleui mo faiä’oga? Ioe/Leai 13. E talafeagai faleui ma tulaga nei:

mamä? soifua maloloina?

Ioe/Leai Ioe/Leai

14. E mamä, saogalemü ma matagofie le faleä’oga ma le lotoä? Ioe/Leai

15. E iai se fale fa’apitoa mo potopotoga ma fa’atasiga a le ä’oga? Ioe/Leai

16. E iai se malae ta’alo? Ioe/Leai

17. E saogalemu ma lava mea nei mo ta’aloga a le a’oga?

meata’alo malae ta’alo

Ioe/Leai Ioe/Leai

18. E iai se pä e malupuipuia ai le ä’oga? Ioe/Leai

19. E fa’aaogä le eletise e le ä’oga? Ioe/Leai 20. E tofu potuä’oga uma ma mölï? Ioe/Leai 21. E tofu le potuä’oga ma le palaka? Ioe/Leai

29

22. O lelei le suävai mo le ä’oga? Ioe/Leai

23. E iai ni paipa inu fa’apitoa mo tamaiti? Ioe/Leai

24. E iai se kapoti ma vailä’au mo le soifua mälölöina? Ioe/Leai

25. E iai ni täpenaga i le faleä’oga mo tamaiti e lë atoatoa le malosi?

Ioe/Leai

26. E iai ni meatötino nei i le ä’oga:

masini lomitusi (typewriter)?

Ioe/Leai komepiuta (computer)? Ioe/Leai masini fai kopi (photocopier)? Ioe/Leai telefoni? Ioe/Leai fax? Ioe/Leai lä’au mo le täina o CDs? Ioe/Leai leitiö? Ioe/Leai

27. E iai se fagu tinei mü (fire extinguisher)? Ioe/Leai

28. O fa’atinoina e le ä’oga auala talafeagai ma le saogalemü mo le teuina lelei o vailä’au uma?

Ioe/Leai

29. O lelei vaega uma o le faleä’oga? Ioe/Leai

Aotelega

Fa’amatalaga

30

GALUEGA FA’APÄ’AGA A LE ‘ÄIGA, Ä’OGA ma ALALAFAGA 1. E siaki e mätua meaä’oga a tamaiti e fai i le fale?

Ioe/Leai

2. E talanoa mätua i faiä’oga i le fa’agasologa o ä’oga a tamaiti ma ni o latou fa’afitauli?

Ioe/Leai

3. E auai mätua i ni sa’iliga tupe a le ä’oga?

Ioe/Leai

4. E ofo mai mätua e fesoasoani i ni galuega i le ä’oga?

Ioe/Leai

5. E auai mätua i ni polokalame a le ä’oga ? Fa’ata’ita’iga:

Fa’alogologo i faitaugätusi a tamaiti? fesoasoani i le a’oa’oina o le Gagana Samoa? a’oa’oina o pese ma siva fa’asamoa? a’oa’oina o meataulima? Isi___________________________________________

Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai

6. E fesoasoani mätua i: aso o ta’aloga? malaga fa’aleä’oä’oga? aso ä’oga fa’aleaganu’u? Isi ________________________________________

Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai

7. E vala’aulia ni sui o le alalafaga e saunoa i le ä’oga? Ioe/Leai

8. E logoina matua i matä’upu tau i le ä’oga i auala nei:

nusipepa (newsletter)? tusi (letter)? Fa’aaliga (notes)? isi _________________________________________


9. E fa’atino ni fonotaga ma mätua ia lë itiiti ifo i le tasi i le vaitu’uaga?

Ioe/Leai

Aotelega _____________________________________________________________ ______________________________________________________________ Fa’amatalaga ______________________________________________________________

PULEGA O LE Ä’OGA MA LE FA’ATULAGAGA O GALUEGA 1. Ua iai se Komiti Ä’oga?

Ioe/Leai

2. E to’alima pe sili atu sui o le Komiti Ä’oga?

Ioe/Leai

3. Ua malamalama lelei le Komiti Ä’oga i ona tiute ma matäfaioi?

Ioe/Leai

4. E fa’alua pe sili atu fono a le Komiti Ä’oga i le vaitu’uaga?

Ioe/Leai

5. E tu’uina atu ni lipoti a le Komiti Ä’oga i le alalafaga i masina ta’itasi?

Ioe/Leai

6. E saunia lelei matä’upu talanoaina mo fonotaga a le Komiti Ä’oga?

Ioe/Leai

7. E saunia lelei fa’amaumauga o taualumaga o fonotaga a le Komiti Ä’oga?

Ioe/Leai

8. E fa’atino se fono fa’aletausaga a le Komiti Ä’oga? Ioe/Leai

9. E iai se Fuafuaga Fa’aletausaga a le ä’oga? Ioe/Leai

10. E iai se Fuafuaga mo le Fa’aleleia o le Ä’oga? Ioe/Leai

11. E iai se Fuafuaga o Matä’upu A’oa’oina a le ä’oga? Ioe/Leai

12. Ua saunia se tala fa’atatau o le tupe a le ä’oga? Ioe/Leai

13. E iai ni fa’amaumauga mautü a le ä’oga mo:

tupe maua? tupe fa’aaogä?

Ioe/LeaiIoe/Leai

14. E saunia se tala o le tupe mo le tausaga a le ä’oga? Ioe/Leai

15. E saunia se Lipoti Fa’aletausaga a le ä’oga? Ioe/Leai16. E iai se Lesitala o Meatötino o fa’amau sa’o uma ai meatötino a le

Ä’oga?

Ioe/Leai

17. E iai se faiga fa’avae a le ä’oga mo le fa’aaogäina o meatotino a le ä’oga?

Ioe/Leai

18. O fa’atino ma mäta’itü le faiga fa’avae o le fa’aaogäina o meatotino a le ä’oga?

Ioe/Leai

19. E iai se polokalame ua fa’ata’atia mo le va’aiga o le faleä’oga ma le fa’aleleia o ni mea o faalëtonu?

Ioe/Leai

20. E iai ni aiaiga a le ä’oga mo le soifua mälölöina ma le saogalëmü? Ioe/Leai21. O fa’aaogäina e le ä’oga ala ua fa’ata’atia mo itu nei:

fa’ate’aina lë tumau (suspension) o se tamaitiiti? fa’ate’aina tumau o se tamaitiiti (expulsion)? fa’asalaga?

Ioe/LeaiIoe/LeaiIoe/Leai

22. E malamalama uma faiä’oga i le tulafono e sä ona fa’ao’olima i tamaiti?

Ioe/Leai

32

23. E usita’ia e faiä’oga uma le tulafono e sä ona fa’ao’olima i tamaiti?

Ioe/Leai

24. O talafeagai le aofa’i o tamaiti ma le aofa’i fa’atulagaina e tatau ona

iai? (po o le 750 tamaiti)? Ioe/Leai

25. O talafeagai le aofa’i o tamaiti i vasega ma tapula’a fa’ata’atitia?

Vasega e tasi le Tausaga fa’alea’oa’oga e iai (single level class) – tapula’a e 40 tamaiti Ioe/Leai

Vasega e lua Tausaga fa’alea’oa’oga e iai (dual level class) – tapula’a e 35 tamaiti

Ioe/Leai

Vasega e tolu Tausaga fa’alea’oa’oga e iai (multiple (3) level class) – tapula’a e 30 tamaiti

Ioe/Leai

Vasega i le Tausaga muamua (Year 1 level class) – tapula’a e 30 tamaiti

Ioe/Leai

26. E iai ni tulafono tusitusia a le ä’oga? Ioe/Leai

27. O iai ma fa’aaogä lelei se api saini a le aufaigaluega? Ioe/Leai

28. O iai ma fa’aaogä lelei api tauvala’auga mo tamaiti? Ioe/Leai

29. O iai se faiga fa’ata’atia a le ä’oga mo le siakiina ma le tuliloaina o tamaiti olo’o fa’amalosia e le tulafono le a’o’oga (tamaiti i le vä o le 5 ma le 14 tausaga)?

Ioe/Leai

30. E aofia i lea faiga fa’ata’atia i latou nei:

Asiasiä’oga?

Ioe/Leai

Komiti ä’oga? Ioe/Leai

Pulenu’u? Ioe/Leai

Fono a Ali’i ma Faipule? Ioe/Leai

Mätua? Ioe/Leai

Faife’au? Ioe/Leai

Aotelega ___________________________________________________________ ___________________________________________________________ Fa’amatalaga ___________________________________________________________ ___________________________________________________________

33

POLOKALAME O A’OA’OGA, TUSIÄ’OGA MA ISI MEA E FA’AAOGÄ I

A’OA’OGA 1. E iai se Fuafuaga Fa’aletausaga a le ä’oga mo matä’upu ta’itasi, i

tausaga fa’alea’oa’oga taitasi (each year level)? (Annual Teaching and Learning Programs) Ioe/Leai

2. E tofu le faiä’oga ma le Fuafuaga Fa’aletausaga mo mataupu

ta’itasi o lo’o ia a’oa’oina?

Ioe/Leai

3. E auai faiä’oga i le fuafuaina o matä’upu a’oa’oina a le ä’oga? Ioe/Leai

4. O talafeagai fuafuaga mo le a’oa’oina o tamaiti (teaching plans) ma sini autü ma taunu’uga faamoemoeina o tausaga fa’alea’oa’oga ta’itasi?

Ioe/Leai

5. O mafai ona iloatino ma mautinoa i totonu o fuafuaga mo le a’oa’oina o tamaiti (teaching plans), tomai ma agava’a e tatau ona maua ma ausia e tamaiti, pe fa’aleleia atili (f.t.t. agava’a e fö’ia ai fa’afitauli ma tali ai fesili e tu’uina atu i ai, agava’a tau feso’ota’iga, agava’a tau numera, agava’a o le vä fealoa’i, m.f.)?

Ioe/Leai

6. O a’oa’o e faiä’oga tamaiti ina ia malamalama ae lë o le a’o fa’atauloto?

Ioe/Leai

7. Pe fa’aaogäina e faiä’oga le auala o le “fuafua – a’oa’o – iloilo”

(plan – teach – evaluate approach - analyse)?

Ioe/Leai

8. O mafai e a’oa’oga (teaching) ona: fa’atupuina le fiafia ma le naunau o tamaiti e a’o’oga? fa’atumauina le fiafia ma le naunau o tamaiti e a’o’oga?

Ioe/Leai

Ioe/Leai

9. Pe fa’aaogä so’o auala nei i le faiga o ä’oga: vaevae tamaiti i vaega (group work)? galulue faatasi o faiä’oga i le a’oa’oina o se lesona (team

teaching)? fa’aali ma fa’amatala (show and tell activities)? a’oa’oga e auala i fa’ata’iata’iga/fa’atinoga o galuega

(hands on activity and practical work)?

Ioe/Leai

Ioe/Leai Ioe/Leai

Ioe/Leai

10. O mafai e le ä’oga ona faatino a’oa’oga e talafeagai ma tali atu ai i

mana’oga o tamaiti uma?

Ioe/Leai

11. E maualuga ni fa’amoemoega o faiä’oga mo tamaiti? Ioe/Leai

12. E lelei ona fa’atulaga ma fa’avasega lesona? Ioe/Leai

13. E lelei le vä galulue o: faiä’oga ma tamaiti? tamaiti ma isi tamaiti?

Ioe/Leai Ioe/Leai

14. O fa’atino e faiä’oga ni ta’iala lelei o le fa’aaogäina o le gagana? Ioe/Leai

34

15. E mafai ona iloa mai i api a tamaiti olo’o avatu i ai e faiä’oga ni fa’amatalaga manino ma le tu’usa’o e aogä mo le aga’i i luma?

Ioe/Leai

16. E fa’atino e le ä‘oga ni fa’aaliga o:

tusitusiga ma nisi mea faitino e fa’atupuina ma fa’aosofia ai le fiafia o tamaiti i a’oa’oga?

galuega a tamaiti? ma isi _________________________________

Ioe/Leai Ioe/Leai Ioe/Leai

17. E iai se kapoti o mea fa’asaienisi a le ä’oga? Ioe/Leai

18. E fa’aaogä e le ä’oga mea nei: mea faitino mo le fa’asaienisi? tusi ä’oga fou?

Ioe/Leai Ioe/Leai

19.E iai ni tusi faitau a le ä’oga? Ioe/Leai

20. O iai se fuafuaga a le ä’oga e atina’e pe su’e ia maua, pe fa’atau foi ni mea e fa’atino ai a’oa’oga (teaching materials)?

Ioe/Leai

21. E fa’alogologo le ä’oga i polokalame leitiö a le Matägaluega? Ioe/Leai

Aotelega

___________________________________________________________

___________________________________________________________

___________________________________________________________ Fa’amatalaga ___________________________________________________________

___________________________________________________________

___________________________________________________________

35

MÄTA’ITÜINA MA ILOILOGA 1. E iai se faiga fa’avae a le ä’oga mo le iloiloga o le taumafai o

tamaiti?

Ioe/Leai

2. E iai se Fuafuaga mo le Iloiloga (Assessment Plan) o mataupu ta’itasi i Tausaga fa’alea’oa’oga taitasi?

Ioe/Leai

3. E iloiloina e faiä’oga le taumafai o tamaiti i se tulaga faifaipea? Ioe/Leai

4. E fa’aaogä e faiaoga ni metotia/auala ‘ese’ese mo iloiloga? Ioe/Leai

5. E fa’amauina lelei e faiä’oga i’uga ma fa’amaumauga o le

fa’agasologa o le taumafai/galuega a tamaiti?

Ioe/Leai6. E fa’aaogäina e faiä’oga i’uga o le taumafai o tamaiti e toe fuafua ai lesona ma a’oa’oga mo le aga’i i luma?

Ioe/Leai

7. O fa’aaogä le i’uga o su’esu’ega o le taumafai o tamaiti e fa’amalosi’au ai i tamaiti ma lu’itauina ai latou ina ia taumafai atili?

Ioe/Leai

8. E tu’uina atu ni lipoti o le taumafai o tamaiti i o latou mätua i:

kuata ta’itasi? ta’i ‘afa tausaga?

Ioe/LeaiIoe/Leai

9. E iai se lipoti (report form) ua saunia e le ä’oga mo tamaiti? Ioe/Leai

10. E fa’atino e le ä’oga ni talanoaga a mätua ma faia’oga e uiga i le

taumafai o tamaiti?

Ioe/Leai11. O tausia lelei e le Uluä’oga fa’amaumauga sa’o o le tulaga o le

taumafai o tamaiti ma le tulaga ua latou ‘ausia?

Ioe/Leai12. E ave fa’amaumauga o le taumafai o le tamaititi i lana ä’oga fou pe

afai e alu i se isi ä’oga?

Ioe/Leai

Aotelega

___________________________________________________________

___________________________________________________________

Fa’amatalaga

___________________________________________________________

___________________________________________________________

36

TA’ITA’IGA

1. E iai : ni sini autü ma taunu’uga fa’amoemoeina a le ä’oga (school

aims/goals)? se talitonuga autü a le ä’oga (school motto)?

Ioe/Leai

Ioe/Leai

2. Ua malamalama latou nei i sini autu ma taunu’uga fa’amoemoeina

a le ä’oga (aims/goals)? Uluä’oga

Ioe/Leai

Faiä’oga Ioe/Leai

Tamaiti ä’oga Ioe/Leai

Komiti Ä’oga Ioe/Leai

Mätua Ioe/Leai

Alalafaga Ioe/Leai

3. Ua malamalama latou nei i talitonuga autü a le ä’oga (school motto)? Uluä’oga

Ioe/Leai

Faiä’oga Ioe/Leai

Tamaiti ä’oga Ioe/Leai

Komiti Ä’oga Ioe/Leai

Mätua Ioe/Leai

Alalafaga Ioe/Leai

4. E galulue fa’atasi faiä’oga? Ioe/Leai

5. E fiafia ma tinoü e galulue: le aufaigaluega? tamaiti?

Ioe/LeaiIoe/Leai

6. E to’a’aga faiä’oga i le ä’oga (lë tia’i ä’oga)? Ioe/Leai7. E fai fa’atasi ni faai’uga po o ni talanoaga o ni fa’afitauli? Ioe/Leai8. E faifaipea ni fonotaga a faiä’oga? Ioe/Leai

9. E galue le Uluä’oga ina ia vävälalata feso’ota’iga ma mautü le

mafutaga a le ä’oga ma le alalafaga?

Ioe/Leai

10. E fa’amatala i le alalafaga: fa’ai’uga a le a’oga? faiga fa’avae a le ä’oga?

Ioe/LeaiIoe/Leai

37

11. E logoina ma fa’atalanoa mätua i fa’ai’uga a le ä’oga e tatau? Ioe/Leai

12. E faia e le Uluä’oga ni fa’ata’ita’iga lelei mo le ä’oga? Ioe/Leai

Aotelega

Fa’amatalaga

38

TAPULA’A MA MATÄTI’A

1. O tausisia e le ä’oga itula faatulagaina mo ä’oga: Tausaga 1-3: 8.00 am i le 12.30 pm? Tausaga 4-8: 8.00 am i le 1.30 pm?

Ioe/LeaiIoe/Leai

2. O tausisia e le ä’oga tapula’a o itulä e a’oa’oina ai tamaiti e pei ona

fa’atulagaina: Tausaga 1-3: ia lë itiiti ifo i le 20 itulä i le vaiaso? Tausaga 4-8: ia lë itiiti ifo i le 25 itulä i le vaiaso?

Ioe/LeaiIoe/Leai

3. O a’oa’oina e le ä’oga matä’upu nei:

Ä’oga Tulagalua Tausaga 1 - 8 Gagana Samoa (Samoan)?

Ioe/Leai

Gagana Peretania (English)? Ioe/Leai Va Fealoa’i (Social Science)? Ioe/Leai Fa’asaienisi (Basic Science)? Ioe/Leai Matematika (Mathematics)? Ioe/Leai Soifua Maloloina (Health)? Ioe/Leai Tusigäata ma Mea Taulima (Arts & Crafts)? Ioe/Leai Fa’amälositino (Physical Education)? Ioe/Leai

4. Ua iai ni tulaga fa’ata’atia e fua i ai le alualu i luma o le ä’oga i

itü nei: ‘Auai mai o tamaiti i le ä’oga? Fa’aauau pea ona aooga tamaiti fa’asolo i vasega uma o le ä’oga (retention)?

Ioe/Leai

Ioe/Leai

5. O ‘ausia e tamaiti tulaga mo’omia e pei ona fa’ata’atia mai i sini ma taunu’uga fa’amoemoeina o Fuafuaga mo le A’oa’oina o

Tamaiti (Schemes/Teaching and Learning Programs)? Ioe/Leai

Aotelega

Fa’amatalaga

39

ATINA’E O TOMAI O FAIÄ’OGA

1. E iai se polokalame a le ä’oga mo le atina’e o tomai o faiä’oga?

Ioe/Leai

2. Po ua tofia se tasi e fa’amaopoopoina le atina’e o tomai o faiä’oga? Ioe/Leai3. E faia ni fonotaga faifaipea mo le atina’e o tomai o faiä’oga? Ioe/Leai4. Pe na auai faiä’oga uma i ni polokalame i fafo atu o le ä’oga mo le

fa’aleleia o ö latou tomai fa’afaiä’oga?

Ioe/Leai5. E fa’atino polokalame i totonu o le ä’oga mo le atina’eina o tomai o

faiä’oga?

Ioe/Leai6. E fa’aaogaina auala nei i polokalame mo le atina’eina o tomai o

faiä’oga: a’oa’oga mai faufautua o matä’upu a’oa’oina (sessions by

curriculum advisers)?

Ioe/Leai asiasiga i nisi ä’oga? Ioe/Leai

fa’ata’ita’iga o ni lesona? Ioe/Leai

mätauina o a’oa’oga i potuä’oga? Ioe/Leai

fesuia’iga o faiä’oga i totonu o le ä’oga? Ioe/Leai

Fesuia’iga o faia’oga ma isi ä’oga? Ioe/Leai

A’oa’oga mai Äsiasiä’oga? Ioe/Leai

Saunoaga mai vala’aulia fa’apitoa (f.t.t. sui o le FoE, isi

Matägaluega)?

Ioe/Leai7. E faia ni lipoti a faiä’oga sa ‘auai i ni a’oa’oga mo le atina’eina o o

latou tomai fa’afaiä’oga pe fa’asoa atu foi lea tomai i isi faiä’oga?

Ioe/Leai8. E tuliloa e le Uluä’oga le fa’aaogäina e faiä’oga o tomai na maua mai

i a’oa’oga na ‘auai atu i ai?

Ioe/Leai9. E fa’ailoa atu ma fa’amalamalama e le Uluä’oga i faiä’oga matäupu

sa talanoaina i: fonotaga fa’aletausaga a le Matägaluega? fonotaga a Uluä’oga? fonotaga ma Asiäsiä’oga? isi fonotaga a le Matägaluega?

Ioe/LeaiIoe/LeaiIoe/LeaiIoe/Leai

Aotelega _________________________________________________________

_________________________________________________________

Fa’amatalaga _________________________________________________________ _________________________________________________________

40

FESOASOANI FA’APITOA

1. Po o tuuina atu se fesoasoani fa’aopoopo mo tamaiti e iai ni manaoga fa’apitoa?

Ioe/Leai

2. O fa’atinoina e le ä’oga ni auala e fa’amautinoa ai po o ai ni tamaiti o

ono fa’aletonu le tulaga o lö latou taumafai?

Ioe/Leai

3. O tu’uina atu e le ä’oga ni fesoasoani fa’aopoopo i tamaiti e lë o o’o lo latou taumafai i le tülaga e tatau ona iai?

Ioe/Leai

4. O iai ni polokalame fa’apitoa mo le a’oa’oina o tamaiti ta’itoatasi olo’o

mana’omia lea fesoasoani?

Ioe/Leai

5. E iai ni fuafuaga fa’ata’atitia mo tamaiti ta’ito’atasi e mana’omia le fesoasoani fa’aauau pea?

Ioe/Leai

6. O fa’atino e le a’oga ni auala e iloatino ai po o ai ni tamaiti e sili atu le

atamai nai lö le to’atele o tamaiti?

Ioe/Leai

7. O iai ni polokalame po o ni galuega fa’aopoopo e lu’iina ai mafaufau o tamaiti ua sili atu le atamamai?

Ioe/Leai

8. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia ai le tomai o

tamaiti i le numera (matematika)?

Ioe/Leai9. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia le faitautusi ma le

tusitusi a tamaiti?

Ioe/Leai10. O fa’aaogäina e le ä’oga fa’ai’uga o su’ega a le Tausaga 4 ma le Tausaga 6 i le faitautusi ma le numera e fau ai ma fa’atino ni

polokalame e fa’aleleia ai malamalama o tamaiti? SPELL 1 - Faitautusi & Tusitusi - Numera SPELL 2 - Faitautusi & Tusitusi - Numera

Ioe/LeaiIoe/LeaiIoe/LeaiIoe/Leai

Aotelega ______________________________________________________________

Fa’amatalaga ______________________________________________________________

______________________________________________________________

41

CONTINUOUS SCHOOL IMPROVEMENT

BASELINE CHECKLIST OF STANDARDS FOR SECONDARY SCHOOLS

Year ______

Cluster _______

School Committee Members:

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name: _______________________ Signature: ______________________

Name of Principal: ______________ Signature: ______________________

Review Team Members:

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Name: ________________________ Signature: ____________________

Date: __________________

Name of School: _________________________

42

FACILITIES & EQUIPMENT

1. Do all classrooms have a blackboard? Yes/No

2. Do all classrooms have a pinboard? Yes/No

3. Do all classrooms have sufficient desks? Yes/No

4. Do all classrooms have sufficient chairs? Yes/No

5. Does each teacher have a table or desk? Yes/No

6. Is there a library in the school? Yes/No

7. Is there a principal’s office? Yes/No

8. Is there a staffroom in the school? Yes/No

9. Does the school have secure storage for files and records? Yes/No

10. Does the school have secure storage for equipment and tools? Yes/No

11. Are there sufficient toilets to meet the specifications?

Boys 1:30 Girls 1:20

Yes/No Yes/No

12. Is a separate toilet for staff provided? Yes/No

13. Are the toilets:

clean? hygenic?

Yes/No Yes/No

14. Are the buildings and grounds kept in a clean, tidy and safe

manner?

Yes/No

15. Is there a suitable hall or assembly space? Yes/No

16. Is a playground area provided? Yes/No

17. Does the school have adequate and safe sports: equipment? facilities for sports?

Yes/No Yes/No

18. Is the school ground fenced? Yes/No

43

19. Is electricity connected to the school? Yes/No

20. Do all classrooms have lights? Yes/No

21. Does each classroom have a powerpoint? Yes/No

22. Does the school have an adequate water supply? Yes/No

23. Are drinking fountains provided? Yes/No

24. Does the school have a first aid kit/box? Yes/No

25. Do the facilities accommodate any physically disabled students?

Yes/No

26. Does the school have access to:

a typewriter?

Yes/No a computer? Yes/No

a photocopier? Yes/No

a telephone? Yes/No

a fax? Yes/No

27. Does the school have a fire extinguisher? Yes/No

28. Does the school follow correct procedures for safe storage of fuel and chemicals?

Yes/No

29. Is the general condition of school buildings satisfactory? Yes/No

30. Does the school have a science laboratory? Yes/No

31. Does the school have a food and textile technology room or space?

Yes/No

32. Does the school have an agricultural science room or area?

Yes/No

33. Does the school have a design technology room or space? Yes/No


44

HOME, SCHOOL & COMMUNITY PARTNERSHIP

1. Do parents monitor student homework? Yes/No

2. Do parents share information with the teachers about their child’s progress and problems?

Yes/No

3. Do parents take part in fundraising activities for the school?

Yes/No

4. Do parents do volunteer work at the school? Yes/No

5. Are parents involved in any educational programs at the school? 6. Example:

helping to teach the Samoan language? teaching traditional songs and dances? teaching local art or craft? others _______________________


7. Do parents help on: sports days? field trips? culture days? others _______________________


8. Are guest speakers from the local community ever used in the school?

Yes/No

9. Does the school inform parents on school matters/activities by:

Newsletter? Letter? Notes? Others _______________________


10. Does the school conduct parents meetings at least once a term? Yes/No


45

SCHOOL MANAGEMENT & ORGANISATION

1. Has a School Committee been formed?

Yes/No

2. Does the School Committee have at least five members? Yes/No

3. Are all the villages within the district represented in the School Committee?

Yes/No

4. Does the School Committee understand its role and responsibilities?

Yes/No

5. Does the School Committee meet at least twice a term?

Yes/No

6. Does the School Committee report monthly to the local community?

Yes/No

7. Are proper agendas prepared for School Committee meetings?

Yes/No

8. Are proper minutes prepared for School Committee meetings?

Yes/No

9. Does the School Committee conduct an Annual General Meeting?

Yes/No

10. Does the school have an Annual Plan?

Yes/No

11. Does the school have a School Improvement Plan?

Yes/No

12. Does the school have a Curriculum Plan?

Yes/No

13. Does the school prepare an Annual Budget?

Yes/No

14. Does the school have a proper record of: money received? payments made?

Yes/No Yes/No

15. Does the school prepare a complete annual financial statement?

Yes/No

16. Does the school prepare an Annual Report?

Yes/No

17. Does the school maintain an accurate Assets Register?

Yes/No

18. Does the school have a policy on the Use and Borrowing of School Assets?

Yes/No

19. Is the school policy on the Use and Borrowing of School Assets

implemented and monitored?

Yes/No

20. Has a maintenance plan been established? Yes/No

46

21. Does the school have health and safety procedures?

Yes/No

22. Does the school follow the correct procedures for: suspension? expulsion? punishment?


23. Do all teachers understand the prohibition on corporal punishment?

Yes/No

24. Do all teachers avoid the use of corporal punishment at all times?

Yes/No

25. Is the school enrolment within the student enrolment capacity? (or 750 students?)

Yes/No

26. Is the school within the class size targets? (Maximum class size – 40 students)

Yes/No

27. Does the school have written school rules?

Yes/No

28. Does the school maintain an accurate staff attendance register?

Yes/No

29. Do all teachers maintain an accurate student attendance

register?

Yes/No


47

CLASSROOM TEACHING PROGRAMS & MATERIALS

1. Does the school have a full set of Annual Teaching and Learning Programs for each subject at each year level?

Yes/No

2. Does each teacher have an Annual Teaching and Learning Programs for each subject they teach?

Yes/No

3. Are the staff involved in school curriculum planning?

Yes/No

4. Do teaching plans correspond to achievement objectives for the levels taught?

Yes/No

5. Do the teaching plans identify the skills which the students will gain or enhance as an outcome (problem solving, communication, number skills, social skills etc)?

Yes/No

6. Are teachers teaching for understanding rather than memorisation?

Yes/No

7. Do teachers use the “plan – teach – evaluate - analyse” approach?

Yes/No

8. Does the teaching: create student motivation? sustain student motivation?

Yes/No Yes/No

9. Do the classes regularly use:

small group work? team teaching? hands on activity and practical work?


10. Does the teaching cater for the abilities and needs of all students?

Yes/No

11. Do teachers have high expectations for students?

Yes/No

12. Are the lessons well organised and managed?

Yes/No

13. Is there effective teaching and learning interaction between: teachers and students? students and students?

Yes/No Yes/No

14. Do teachers provide good models of language use?

Yes/No

15. Do the students’ books show that teachers give clear and specific feedback that is useful for making progress?

Yes/No

48

16. Does the learning environment include displays of: interesting stimulus material? recent or current students’ work? others _________________________________


17. Does the school have a science kit?

Yes/No

18. Does the school make use of: Science kits and supplies? New curriculum materials?

Yes/No Yes/No

19. Does the school have a supply of reading material?

Yes/No

20. Is the school attempting to develop or acquire teaching materials?

Yes/No


49

MONITORING AND ASSESSMENT

1. Does the school have a school policy for student assessment?

Yes/No

2. Does each subject have an assessment plan for each year

level?

Yes/No 3. Do teachers assess students regularly?

Yes/No

4. Do teachers use a variety of assessment tools?

Yes/No

5. Do teachers keep ongoing records of student progress?

Yes/No

6. Do teachers reflect and plan on the basis of the assessment

results?

Yes/No 7. Is evaluation of students’ progress used to support and

encourage students and to extend and challenge them?

Yes/No

8. Do teachers report student progress to parents on a: termly basis? half yearly basis?

Yes/No Yes/No

9. Does the school have a report form?

Yes/No

10. Does the school conduct parent/teacher interviews to discuss

student progress?

Yes/No 11. Does the Principal maintain an accurate record of progress and

achievement for all students?

Yes/No

12. Does the school receive progress and achievement cards from all new students?

Yes/No


50

LEADERSHIP 1. Does the school have:

school aims/goals? a school motto?

Yes/No Yes/No

2. Are the school aims/goals understood by:

Principal?

Yes/No

Staff? Yes/No

Students? Yes/No


Parents? Yes/No


3. Is the school motto understood by: Principal?

Yes/No

Staff? Yes/No

Students? Yes/No


Parents? Yes/No


4. Do the teachers feel part of a team?

Yes/No

5. Does the school have high morale:

amongst staff? amongst students?

Yes/No Yes/No

6. Does the school have high staff attendance patterns?

Yes/No

7. Does the school use a teamwork approach to decisions or

problems?

Yes/No

8. Does the staff have regular meetings?

Yes/No

9. Does the principal maintain strong links between school and community?

Yes/No

10. Is the School Community informed of: school decisions? school policies?

Yes/No Yes/No

51

11. Are parents consulted where appropriate about decisions made

by the school?

Yes/No

12. Is the Principal a good role model? Yes/No


52

STANDARDS & TARGETS

1. Is the school following the required hours of attendance? Year 9-13 : 8 to 1.45 p.m.

Yes/No

2. Is the school providing the minimum hours of instruction? Secondary Year 9-13 – 25 hours/week

Yes/No

3. Does the school teach the following subjects:

Secondary Years 9 – 11 English?

Yes/No

Samoan? Yes/No

Mathematics? Yes/No

Science? Yes/No

Social Education? Yes/No

Physical Education? Yes/No

The Arts? Yes/No

Business Studies? Yes/No

Design Technology? Yes/No

Food & Textiles Technology? Yes/No

Agricultural Science? Yes/No

Secondary Year 12 English?

Yes/No

Mathematics? Yes/No

Samoan? Yes/No

History? Yes/No

Geography? Yes/No

Accounting? Yes/No

Economics? Yes/No

Science? Yes/No

Typing? Yes/No

Design Technology? Yes/No

Food & Textiles Technology? Yes/No

Biology? Yes/No

Chemistry? Yes/No

Physics? Yes/No

PE/Health? Yes/No


The Arts? Yes/No

53

Secondary Year 13 English?

Yes/No

Samoan? Yes/No

Mathematics? Yes/No

History? Yes/No

Geography? Yes/No

Biology? Yes/No

Chemistry? Yes/No

Physics? Yes/No

Economics? Yes/No

Accounting? Yes/No

Development Studies? Yes/No

Computer Studies? Yes/No

Design & Technology? Yes/No


4. Has the school established targets for:

student attendance? student retention?

Yes/No Yes/No

5. Are students reaching the achievement levels specified in Curriculum Statements?

Yes/No


54

PROFESSIONAL DEVELOPMENT OF TEACHERS

1. Does the school have a teacher’s professional development program?

Yes/No

2. Is there a professional development coordinator? Yes/No

3. Are regular professional development meetings held? Yes/No

4. Have all teachers attended some external professional development in the last year?

Yes/No

5. Does on-site professional development take place? Yes/No

6. Are the following strategies used in professional development activities: sessions by curriculum advisers?

Yes/No school visits? Yes/No demonstration teaching? Yes/No classroom observation? Yes/No teacher exchanges within the school? Yes/No teacher exchanges between schools? Yes/No training by School Review Officer(s)? Yes/No guest speakers (e.g. FoE and other Ministries)? Yes/No

7. Are teachers teaching the subjects they are qualified to teach?

Yes/No

8. Is there a report back from teachers who have attended Professional Development programs?

Yes/No

9. Does the Principal follow up on progress of teachers who have attended Professional Development Programs?

Yes/No

10. Does the Principal inform the staff on matters discussed at: Principals’ Annual Conference other Principal Professional Development Programs? meetings with School Review Officer(s)? other Ministry programs?


Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

55

INTERVENTION and SPECIAL ASSISTANCE

1. Do students who require special assistance get extra support?

Yes/No

2. Are “at risk” students identified in any way?

Yes/No

3. Does the school provide remedial work for students?

Yes/No

4. Does the school provide one to one intervention programs?

Yes/No

5. Are individual learning plans developed for students needing

ongoing support?

Yes/No 6. Are bright students identified in any way?

Yes/No

7. Is extension or exploration work provided for bright students?

Yes/No

8. Is the school targeting basic numeracy?

Yes/No

9. Is the school targeting basic literacy?

Yes/No


56

FA’ALELEIA O Ä’OGA

LISI O TAUNU’UGA MO’OMIA MO Ä’OGA MAUALUGA

Tausaga ______

Igoa o le Ä’oga: ___________________________

Vaega _______

SUAFA O Ë NA FAIA LE ILOILOGA

Sui o le Komiti Ä’oga: Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________ Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Uluä’oga: _________________________ Saini: ___________________ Sui o le Vaega Asiasi: Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Suafa: ___________________________ Saini: ___________________

Aso: ___________________

57

FALEÄ’OGA MA ISI MEATÖTINO 1. Pe tofu le potuä’oga ma le laupapa ä’oga?

Ioe/Leai

2. E tofu le potuä’oga ma le laupapa e fa’apipi’i ai galuega a tamaiti? Ioe/Leai

3. O lava kesi i potuä’oga uma?

Ioe/Leai

4. Po o lava nofoa i potuä’oga uma?

Ioe/Leai

5. E tofu le faiä’oga ma le laulau po o se kesi?

Ioe/Leai

6. E iai se potu tusi (library) i le ä’oga?

Ioe/Leai

7. E iai se ofisa o le Uluä’oga?

Ioe/Leai

8. E iai se potu mo faiä’oga?

Ioe/Leai

9. E iai se potu mautü mo le teuina o faila ma fa’amaumauga?

Ioe/Leai

10. E iai se potu mautü mo le teuina o mea faigaluega, meata’alo ma isi meatotino?

Ioe/Leai

11. O talafeagai faleui ma tulaga ua fa’ata’atia?

Tama 1:30 Teine 1:20

Ioe/Leai Ioe/Leai

12. E iai se faleui mo faiä’oga?

Ioe/Leai

13. E talafeagai faleui ma tulaga nei: mamä? soifua maloloina?

Ioe/Leai Ioe/Leai

14. E mamä, saogalemü ma matagofie le faleä’oga ma le lotoä?

Ioe/Leai

15. E iai se fale fa’apitoa mo potopotoga ma fa’atasiga a le ä’oga?

Ioe/Leai

16. E iai se malae ta’alo?

Ioe/Leai

17. E saogalemu ma lava mea nei mo ta’aloga a le ä’oga? meata’alo malae ta’alo

Ioe/Leai Ioe/Leai

18. E iai se pä e malupuipuia ai le ä’oga?

Ioe/Leai

19. E fa’aaogä le eletise e le ä’oga?

Ioe/Leai

20. E tofu potuä’oga uma ma mölï?

Ioe/Leai

58

21. E tofu le potuä’oga ma le palaka? Ioe/Leai 22. O lelei le suävai mo le ä’oga?

Ioe/Leai

23. E iai ni paipa inu fa’apitoa mo tamaiti? Ioe/Leai

24. E iai se kapoti ma vailä’au mo le soifua mälölöina?

Ioe/Leai

25. E iai ni täpenaga i le faleä’oga mo tamaiti e lë atoatoa le malosi?

Ioe/Leai

26. E iai ni meatötino nei i le ä’oga: masini lomitusi (typewriter)?

Ioe/Leai

komepiuta (computer)? Ioe/Leai masini fai kopi (photocopier)? Ioe/Leai telefoni? Ioe/Leai fax? Ioe/Leai lä’au mo le täina o CDs? Ioe/Leai leitiö?

Ioe/Leai

27. E iai se fagu tinei mü (fire extinguisher)?

Ioe/Leai

28. O fa’atinoina e le ä’oga auala talafeagai ma le saogalemü mo le teuina lelei o vailä’au uma?

Ioe/Leai

29. O lelei vaega uma o le faleä’oga?

Ioe/Leai

30. E iai se potu fa’asaienisi?

Ioe/Leai

31. E iai se potu mo le matä’upu o Taumafa ma Su’isu’i?

Ioe/Leai

32. E iai se potu mo le matä’upu fa’afaifa’atoaga?

Ioe/Leai

33. E iai se potu mo le Fa’akamuta?

Ioe/Leai

Aotelega

Fa’amatalaga

59

GALUEGA FA’APÄ’AGA A LE ‘ÄIGA, Ä’OGA ma ALALAFAGA

1. E siaki e mätua meaä’oga a tamaiti e fai i le fale?

Ioe/Leai

2. E talanoa mätua i faiä’oga i le fa’agasologa o ä’oga a tamaiti ma ni o latou fa’afitauli?

Ioe/Leai

3. E auai mätua i ni sa’iliga tupe a le ä’oga?

Ioe/Leai

4. E ofo mai mätua e fesoasoani i ni galuega i le ä’oga?

Ioe/Leai

5. E auai mätua i ni polokalame a le ä’oga ? Fa’ata’ita’iga:

fa’alogologo i faitaugätusi a tamaiti? fesoasoani i le a’oa’oina o le Gagana Samoa? a’oa’oina o pese ma siva fa’asamoa? a’oa’oina o meataulima? Isi___________________________________________


6. E fesoasoani mätua i: aso o ta’aloga? malaga fa’aleä’oä’oga? aso ä’oga fa’aleaganu’u? Isi ________________________________________


7. E vala’aulia ni sui o le alalafaga e saunoa i le ä’oga? Ioe/Leai 8. E logoina matua i matä’upu tau i le ä’oga i auala nei:

nusipepa (newsletter)? tusi (letter)? fa’aaliga (notes)? Isi _________________________________________


9. E fa’atino ni fonotaga ma mätua e lë itiiti ifo i le tasi i le vaitu’uaga? Ioe/Leai Aotelega ________________________________________________________________

________________________________________________________________

Fa’amatalaga

________________________________________________________________

PULEGA O LE Ä’OGA MA LE FAATULAGAGA O GALUEGA

1. Ua iai se Komiti Ä’oga?

Ioe/Leai

3. E to’alima pe sili atu sui o le Komiti A’oga? Ioe/Leai

4. O tofu le alalafaga ma le sui i totonu o le Komiti Ä’oga?

Ioe/Leai

5. Ua malamalama lelei le Komiti Ä’oga i ona tiute ma matäfaioi?

Ioe/Leai

6. E fa’alua pe sili atu fono a le Komiti Ä’oga i le vaitu’uaga?

Ioe/Leai

7. E tu’uina atu ni lipoti a le Komiti Ä’oga i le alalafaga i masina ta’itasi?

Ioe/Leai

8. E saunia lelei matä’upu talanoaina mo fonotaga a le Komiti Ä’oga?

Ioe/Leai

9. E saunia lelei fa’amaumauga o taualumaga o fonotaga a le Komiti Ä’oga?

Ioe/Leai

10. E fa’atino se fono fa’aletausaga a le Komiti Ä’oga?

Ioe/Leai

11. E iai se Fuafuaga Fa’aletausaga a le ä’oga?

Ioe/Leai

12. E iai se Fuafuaga mo le Fa’aleleia o le Ä’oga?

Ioe/Leai

12. E iai se Fuafuaga o Matä’upu A’oa’oina a le ä’oga? Ioe/Leai

13. Ua saunia se tala fa’atatau o le tupe a le ä’oga?

Ioe/Leai

14. E iai ni fa’amaumauga mautü a le ä’oga mo: tupe maua? tupe fa’aaogä?

Ioe/Leai Ioe/Leai

15. E saunia se tala o le tupe mo le tausaga a le ä’oga?

Ioe/Leai

16. E saunia se Lipoti Fa’aletausaga a le ä’oga?

Ioe/Leai

17. E iai se Lesitala o Meatötino o fa’amau sa’o uma ai meatötino a le Ä’oga?

Ioe/Leai

18. E iai se faiga fa’avae a le ä’oga mo le fa’aaogäina o meatötino a le ä’oga?

Ioe/Leai

61

19. O fa’atino ma mata’itu le faiga fa’avae o le fa’aaogäina o meatotino a le ä’oga?

Ioe/Leai

20. E iai se polokalame ua fa’ata’atia mo le va’aiga o le faleä’oga ma le fa’aleleia o ni mea o fa’alëtonu?

Ioe/Leai

21. E iai ni aiaiga a le ä’oga mo le soifua mälölöina ma le saogalëmü?

Ioe/Leai

22. O fa’aaogäina e le ä’oga ala ua fa’ata’atia mo itu nei: fa’ate’aina lë tumau (suspension) o se tamaitiiti? fa’ate’aina tumau o se tamaitiiti (expulsion)? fa’asalaga?


23. E malamalama uma faiä’oga i le tulafono e sä ona fa’ao’olima i tamaiti?

Ioe/Leai

24. E usita’ia e faiä’oga uma le tulafono e sä ona fa’ao’olima i tamaiti?

Ioe/Leai

25. O talafeagai le aofa’i o tamaiti ma le aofa’i fa’atulagaina e tatau ona iai? (po o le 750 tamaiti)?

Ioe/Leai

26. O talafeagai le aofa’i o tamaiti i vasega ma tapula’a fa’ata’atitia? Tapula’a o vasega – 40 tamaiti

Ioe/Leai

27. E iai ni tulafono tusitusia a le ä’oga?

Ioe/Leai

28. O iai ma fa’aaogä lelei se api saini a le aufaigaluega?

Ioe/Leai

29. O iai ma fa’aaogä lelei api tauvala’auga mo tamaiti?

Ioe/Leai

Aotelega ______________________________________________________________ ______________________________________________________________ Fa’amatalaga ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

62

POLOKALAME O A’OA’OGA, TUSIÄ’OGA MA ISI MEA E FA’AAOGÄ I A’OA’OGA

1. E iai se Fuafuaga Fa’aletausaga a le ä’oga mo matä’upu ta’itasi

(each year level)? (Annual Teaching and Learning Programs)

Ioe/Leai

2. E tofu le faiä’oga ma le Fuafuaga Fa’aletausaga mo matä’upu ta’itasi o lo’o ia a’oa’oina?

Ioe/Leai

3. E auai faiä’oga i le fuafuaina o matä’upu a’oa’oina? Ioe/Leai

4. O talafeagai fuafuaga mo le a’oa’oina o tamaiti (teaching plans) ma

sini autü ma taunu’uga fa’amoemoeina o Tausaga fa’alea’oa’oga ta’itasi?

Ioe/Leai

5. O mafai ona iloatino ma mautinoa i totonu o fuafuaga mo le a’oa’oina o tamaiti (teaching plans), tomai ma agava’a e tatau ona maua ma ‘ausia e tamaiti, pe faaleleia atili (f.t.t. agava’a e fö’ia ai fa’afitauli ma tali ai fesili e tu’uina atu iai, agava’a tau feso’ota’iga, agava’a tau numera, agava’a o le vä fealoa’i, m.f.)?

Ioe/Leai

6. O a’oa’o e faiä’oga tamaiti ina ia malamalama ae lë o le a’o fa’atauloto?

Ioe/Leai

7. Pe fa’aaogäina e faiä’oga le auala o le “fuafua – a’oa’o – iloilo (plan –

teach – evaluate-analyse-approach)?

Ioe/Leai

8. O mafai e a’oa’oga (teaching) ona Fa’atupuina le fiafia ma le naunau o tamaiti ä’oga e a’o’oga? fa’atumauina le fiafia ma le naunau o tamaiti e a’o’oga?

Ioe/Leai Ioe/Leai

9. Pe fa’aaogä so’o auala nei i le faiga o ä’oga: vaevae tamaiti i vaega (group work)? galulue fa’atasi o faiä’oga i le a’oa’oina o se lesona (team

teaching)? fa’aali ma fa’amatala (show and tell activities)? a’oa’oga e auala i fa’ata’iata’iga/fa’atinoga o galuega (hands on activity and practical work)?

Ioe/Leai

Ioe/Leai Ioe/Leai

Ioe/Leai

10. O mafai e le ä’oga ona faatino a’oa’oga e talafeagai ma tali atu ai i

mana’oga o tamaiti uma?

Ioe/Leai

11. E maualuga ni fa’amoemoega o faiä’oga mo tamaiti? Ioe/Leai

63

12. E lelei ona fa’atulaga ma fa’avasega lesona? Ioe/Leai

13. E lelei le vä galulue o: faiä’oga ma tamaiti tamaiti ma isi tamaiti?

Ioe/Leai Ioe/Leai

14. E fa’atino e faiä’oga ni ta’iala lelei o le fa’aaogäina o le gagana? Ioe/Leai

15. E mafai ona iloa mai i api a tamaiti olo’o avatu i ai e faiä’oga ni fa’amatalaga manino ma le tu’usa’o e aogä mo le aga’i i luma?

Ioe/Leai

16. E fai e le ä‘oga ni faaaliga o:

tusitusiga ma nisi mea faitino e fa’atupuina ma fa’aosofia ai le fiafia o tamaiti e a’oa’oga?

galuega a tamaiti? ma isi _________________________________________


17. E iai se kapoti o mea faasaienisi a le ä’oga? Ioe/Leai

18. E faaaogä e le ä’oga mea nei: mea faitino mo le fa’asaienisi? tusi ä’oga fou?

Ioe/Leai Ioe/Leai

19.E iai ni tusi faitau a le ä’oga? Ioe/Leai

20. O iai se fuafuaga a le ä’oga e atina’e pe su’e ia maua, pe fa’atau foi ni mea e fa’atino ai a’oa’oga (teaching materials)?

Ioe/Leai

Aotelega

______________________________________________________________

______________________________________________________________

______________________________________________________________

Fa’amatalaga ________________________________________________________________

________________________________________________________________

________________________________________________________________

64

MÄTA’ITÜINA MA ILOILOGA

1. E iai se faiga fa’avae a le ä’oga mo le iloiloga o le taumafai o tamaiti? Ioe/Leai

2. E iai se Fuafuaga mo le Iloiloga (Assessment Plan) o Tausaga

fa’alea’oa’oga taitasi mo matä’upu taitasi?

Ioe/Leai

3. E iloiloina e faiä’oga le taumafai o tamaiti i se tulaga faifaipea? Ioe/Leai

4. E fa’aaogä e faiaoga ni metotia/auala ‘ese’ese mo iloiloga? Ioe/Leai

5. E fa’amauina lelei e faiä’oga i’uga ma fa’amaumauga o le fa’agasologa o le taumafai/galuega a tamaiti?

Ioe/Leai

6. E fa’aaogäina e faiä’oga i’uga o le taumafai o tamaiti e toe fuafua ai lesona ma a’oa’oga mo le aga’i i luma?

Ioe/Leai

7. O fa’aaogä le i’uga o su’esu’ega o le taumafai o tamaiti e fa’amalosi’au i tamaiti ma lu’itauina ai latou ia taumafai atili?

Ioe/Leai

8. E tu’uina atu ni lipoti o le taumafai o tamaiti i o latou mätua i:

kuata ta’itasi? ta’i afa tausaga?

Ioe/Leai Ioe/Leai

9. E iai se lipoti (report form) ua saunia e le ä’oga mo tamaiti? Ioe/Leai

10. E fa’atino e le ä’oga ni talanoaga a mätua ma faiaoga e uiga i le

taumafai o tamaiti?

Ioe/Leai

11. O tausia lelei e le Uluä’oga faamaumauga sa’o o le tulaga o le taumafai o tamaiti ma le tulaga ua latou ‘ausia?

Ioe/Leai

12. E ave fa’amaumauga o le taumafai o le tamaititi i lana a’oga fou pe

afai e alu i se isi ä’oga?

Ioe/Leai Aotelega

____________________________________________________________________

Fa’amatalaga ____________________________________________________________________

65

TA’ITA’IGA

1. E iai :

ni sini autü ma taunu’uga fa’amoemoeina a le ä’oga (school aims/goals)?

se talitonuga autü a le ä’oga (school motto)?

Ioe/Leai Ioe/Leai

2. Ua malamalama latou nei i sini autu ma taunu’uga fa’amoemoeina a

le a’oga (aims/goals)? Uluä’oga

Ioe/Leai Faiä’oga Ioe/Leai Tamaiti ä’oga Ioe/Leai Komiti Ä’oga Ioe/Leai Matua Ioe/Leai Alalafaga

Ioe/Leai

3. Ua malamalama latou nei i talitonuga autu a le a’oga (aims/goals)? Uluä’oga

Ioe/Leai

Faiä’oga Ioe/Leai Tamaiti ä’oga Ioe/Leai Komiti Ä’oga Ioe/Leai Matua Ioe/Leai Alalafaga

Ioe/Leai

4. E galulue fa’atasi faiä’oga? Ioe/Leai

5. E fiafia ma tinou e galulue: le aufaigaluega? tamaiti?

Ioe/Leai Ioe/Leai

6. E to’a’aga faiä’oga i le a’oga (le tia’i a’oga?) Ioe/Leai

7. E fai fa’atasi ni fa’ai’uga po o ni talanoaga o ni fa’afitauli? Ioe/Leai

8. E faifaipea ni fonotaga a faiä’oga? Ioe/Leai

9. E galue le Uluä’oga ina ia vävälalata feso’ota’iga/mäfana le mafutaga

a le ä’oga ma le alalafaga po o le itümalö?

Ioe/Leai

10. E fa’amatala i le alalafaga: faai’uga a le ä’oga? faiga faavae a le ä’oga?

Ioe/Leai Ioe/Leai

66

11. E logoina ma fa’atalanoa mätua i faai’uga a le ä’oga e tatau? Ioe/Leai

12. E faia e le Uluä’oga ni fa’ata’ita’iga lelei mo le ä’oga? Ioe/Leai

Aotelega

Fa’amatalaga

67

TAPULA’A MA MATÄTI’A

1. O tausisia e le ä’oga itula faatulagaina mo ä’oga:

Tausaga 9-13: 8.00 a.m. i le 1:45 p.m.?

Ioe/Leai

2. O tausisia e le ä’oga tapula’a o itulä e a’oa’oina ai tamaiti e pei ona faatulagaina: Tausaga 9-13: ia le itiiti ifo i le 25 itulä i le vaiaso?

Ioe/Leai

3. O a’oa’oina e le ä’oga matä’upu nei:

Ä’oga Maualuluga Tausaga 9 – 11

Gagana Peretania?

Ioe/Leai

Gagana Samoa? Ioe/Leai

Matematika? Ioe/Leai

Fa’asaienisi? Ioe/Leai

Social Education? Ioe/Leai

Physical Education? Ioe/Leai

The Arts? Ioe/Leai

Business Studies? Ioe/Leai

Design Technology? Ioe/Leai

Food & Textiles Technology? Ioe/Leai

Agricultural Science? Ioe/Leai

Ä’oga Maualuluga Tausaga 12 English?

Ioe/Leai Mathematics? Ioe/Leai

Samoan? Ioe/Leai

History? Ioe/Leai

Geography? Ioe/Leai

Accounting? Ioe/Leai

Economics? Ioe/Leai

Science? Ioe/Leai

Typing? Ioe/Leai

68

Design Technology? Ioe/Leai

Food & Textiles Technology? Ioe/Leai

Biology? Ioe/Leai

Chemistry? Ioe/Leai

Physics? Ioe/Leai

PE/Health Ioe/Leai

Agricultural Science Ioe/Leai

The Arts? Ioe/Leai

Ä’oga Maualuluga Tausaga 13

English?

Ioe/Leai Samoan? Ioe/Leai

Mathematics? Ioe/Leai

History? Ioe/Leai

Geography? Ioe/Leai

Biology? Ioe/Leai

Chemistry? Ioe/Leai

Physics? Ioe/Leai

Economics? Ioe/Leai

Accounting? Ioe/Leai

Development Studies? Ioe/Leai

Computer Studies? Ioe/Leai

Design & Technology? Ioe/Leai

Agricultural Science? Ioe/Leai

4. Ua iai ni tulaga fa’ata’atia e fua i ai le alualu i luma o le ä’oga i itü nei:

Auai mai o tamaiti i le ä’oga? Fa’aauau pea ona a’o’oga tamaiti fa’asolo i vasega uma o le ä’oga (retention)?

Ioe/Leai

Ioe/Leai

5. O ‘ausia e tamaiti tulaga mo’omia e pei ona fa’ata’atia mai i sini ma taunu’uga fa’amoemoeina o fa’amatalaga o matä’upu a’oa’oina (curriculum statements)?

Ioe/Leai Aotelega

69

Fa’amatalaga

70

ATINA’E O TOMAI O FAIÄ’OGA 1. E iai se polokalame a le ä’oga mo le atina’e o tomai o faiä’oga?

Ioe/Leai

2. Po ua tofia se tasi e fa’amaopoopoina le atina’e o tomai o faiä’oga? Ioe/Leai

3. E faia ni fonotaga faifaipea mo le atina’e o tomai o faiä’oga?

Ioe/Leai

4. Pe na auai faiä’oga uma i ni polokalame i fafo atu o le ä’oga mo le

fa’aleleia o o latou tomai fa’afaiä’oga?

Ioe/Leai

5. E fa’atino polokalame i totonu o le a’oga mo le atina’eina o tomai o faiä’oga?

Ioe/Leai

6. E fa’aaogäina auala nei i polokalame mo le atina’eina o tomai o

faiä’oga: a’oa’oga mai faufautua o matä’upu a’oa’oina (sessions by

curriculum advisers)?

Ioe/Leai

asiasiga i nisi ä’oga? Ioe/Leai

fa’ata’ita’iga o ni lesona? Ioe/Leai

mätauina o a’oa’oga i potuä’oga? Ioe/Leai

fesuia’iga o faiä’oga i totonu o le a’oga? Ioe/Leai

fesuia’iga o faia’oga ma isi ä’oga? Ioe/Leai

a’oa’oga mai Asiasiä’oga? Ioe/Leai

saunoaga mai vala’aulia fa’apitoa (f.t.t. sui o le FoE, isi Matägaluega)?

Ioe/Leai

7. Po o a’oa’oina e faiä’oga matä’upu ua iai lo latou tomai e faiä’oga ai? Ioe/Leai 8. E faia ni lipoti a faiä’oga sa auai i ni a’oa’oga mo le atina’eina o o

latou tomai fa’afaiä’oga pe fa’asoa atu foi lea tomai i isi faiä’oga?

Ioe/Leai

9. E tuliloa e le Ulua’oga le fa’aaogaina e faia’oga o tomai na maua mai i a’oa’oga na ‘auai atu i ai?

Ioe/Leai

71

10. E fa’ailoa atu ma fa’amalamalama e le Ulua’oga i faia’oga mataupu sa talanoaina i:

fonotaga fa’aletausaga a le Matägaluega? fonotaga a Uluä’oga? fonotaga ma Asiasiä’oga? isi fonotaga a le Matägaluega?


Aotelega ________________________________________________________________

________________________________________________________________

________________________________________________________________

Faamatalaga ________________________________________________________________ ________________________________________________________________

72

FESOASOANI FAAPITOA

1. Po o tuuina atu se fesoasoani fa’aopoopo mo tamaiti e iai ni manaoga fa’apitoa?

Ioe/Leai

2. O fa’atinoina e le ä’oga ni auala e fa’amautinoa ai po o ai ni tamaiti o

ono fa’aletonu le tulaga o lö latou taumafai?

Ioe/Leai

3. O tu’uina atu e le ä’oga ni fesoasoani fa’aopoopo i tamaiti e lë o o’o lo latou taumafai i le tülaga e tatau ona iai?

Ioe/Leai

4. O iai ni polokalame fa’apitoa mo le a’oa’oina o tamaiti ta’itoatasi olo’o

mana’omia lea fesoasoani?

Ioe/Leai

5. E iai ni fuafuaga fa’ata’atitia mo tamaiti ta’ito’atasi e mana’omia le fesoasoani fa’aauau pea?

Ioe/Leai

6. O fa’atino e le aoga ni auala e iloatino ai po’o ai ni tamaiti e sili atu le

atamai nai lö le to’atele o tamaiti?

Ioe/Leai

7. O iai ni polokalame poo ni galuega fa’aopoopo e lu’iina ai mafaufau o tamaiti ua sili atu le atamamai?

Ioe/Leai

8. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia ai le tomai o tamaiti

i le numera (matematika)?

Ioe/Leai

9. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia le faitautusi ma le tusitusi a tamaiti?

Ioe/Leai

Aotelega ________________________________________________________________

Fa’amatalaga ________________________________________________________________

________________________________________________________________

School Improvement Plan - 2005

School: ISP Primary School Priority Areas

Targets

Implementation Strategies

Assessment against Targets

1. Facilities & Equipments 3 toilets are not enough for

6 teachers, 288 students. The condition of these facilities is quite unhealthy.

Build 3 extra toilets. One for teachers, one for boys and one for girls.

Improve the condition of the current ones.

Meet with PTA to decide on fundraising activities. Eg. Raffle, bingo, concert etc.

Request for donor support through the member of Parliament eg. JICA/EU/JOCV etc.

2. Home, School & Community Partnership

Parents do not share any

information about their children as there are no chances provided in the school programme to do that.

Prepare reports for students every term.

Parents’ signatures must appear on these reports.

The report must show achievements of students.

A report format must be designed. Students need to take reports to

their families at the end of every term.

Allow parents to come in once a term to discuss reports.

3. Intervention and Special Assistance

It was evident that there are

no targets set especially to tackle basic numeracy and basic literacy.

Plan intervention strategies for every month.

Implement strategies. Select a working party to

check the whole process. Eg. Principal, FA & Infant Supervisor.

Check strategies to see if improvements is shown.

Set higher level strategies to implement in the following month.

Do an assessment to evaluate the whole process at the end of the term. Eg. Test.

Date _______ Principal’s Signature________ SRO’s Signature_______ School Committee Chair’s Signature ___________


School: Primary School

Priority Areas

Targets



Date ________ Principal’s Signature___________ SRO’s Signature___________ School Committee Chair Signature___________

75

School Improvement Plans – Guidelines Priority Areas No more than three priorities in first year of cycle. Select the most important priorities to improve teaching and learning Priorities should be achievable but not too easy Attempt to get a spread across more than one factor Targets Must be outcomes Must be measurable Realistic but challenging – not too easy Must be carefully described

– be precise, not vague – be clear about exactly what you want to achieve

Implementation Strategies List the steps that need to be taken to reach the targets List steps in order Anticipate obstacles – and solutions Include every action that is critical to the achievement of the target Do not list trivial steps or actions Assessment against Targets Against targets NOT strategies Targets can be - achieved – partially achieved – not achieved Comments may be appropriate Special circumstances may need to be recognised NB If Targets have been realistically set, and the implementatin remains focussed, the Targets will be achieved.

77


School: ISP Primary School Priority Areas

Targets



1. Facilities & Equipments 3 toilets are not enough

for 6 teachers, 288 students. The condition of these facilities is quite unhealthy.

Build 3 extra toilets. One for teachers, one for boys and one for girls.

Improve the condition of the current ones.

Meet with PTA to decide on fundraising activities. Eg. Raffle, bingo, concert etc.

Request for donor support through the member of Parliament eg. JICA/EU/JOCV etc.

Fully achieved School was able to raise enough funds to build the planned toilet facilities.

2. Home, School & Community Partnership

Parents do not share any

information about their children as there are no chances provided in the school programme to do that.

Prepare reports for students every term.

Parents’ signatures must appear on these reports.

The report must show achievements of students.

A report format must be designed. Students need to take reports to

their families at the end of every term.

Allow parents to come in once a term to discuss reports.

Fully achieved Parent teacher meetings are now a regular feature of the school reporting program. The new report format is an improvement and the parents are pleased with the new style. The same reporting process will be used in 2004.

3. Intervention and Special Assistance

It was evident that there

are no targets set especially to tackle basic numeracy and basic literacy.

Plan intervention strategies for every month.

Implement strategies. Select a working party to

check the whole process. Eg. Principal, FA & Infant Supervisor.

Check strategies to see if improvements is shown.

Set higher level strategies to implement in the following month.

Do an assessment to evaluate the whole process at the end of the term. Eg. Test.

Partially achieved Target only partially achieved because the strategies were not well thought out and the school was unclear on exactly what it was trying to achieve. This target will be reattempted in 2004.

Date _______ Principal’s Signature________ SRO’s Signature_______ School Committee Chair’s Signature

78

Financial Report Income:

During 2003 the School Committee received $5000 in fees and made $800 through

fundraising. All monies received were properly accounted for.

The fundraising together with previous school bank balance of $1000 enabled the School

Committee to build the new toilet facilities that were targeted.

Expenditure:

All monies expended by the School Committee were properly accounted for in the attached

financial report.

Total expenditure was within budget and actual expenditure for each budget line was close

to the amount estimated.

Signed: ___________________________ School Treasurer

79

ISP PRIMARY SCHOOL BUDGET for 2003

BudgetIncome Pili Ä’oga Kuata 1 2,000.00 Kuata 2 2,000.00 Kuata 3 1,000.00 School Fund 1,000.00

Fundraising 800.00 Aofai tupe maua 6,800.00Expenditure Vai 400.00 Eletise 300.00 Telefoni 300.00Repairs and maintenance 600.00 Teaching Materials 2,500.00 Cleaning 500.00 Sports Equipment 200.00 Improvement facilities 2,000.00 Aofa’i o tupe fa’aaoga 6,800.00

80

Actual Expenditure Record School: ISP Primary School Term: 1, 2 and 3

Budget Line Budget Actual Expenditure - Cash Payments Total Balance RemainingJ F M A M J J A S O N D

Water 400 86 80 91 102 359 41

Electricity 300 25 23 21 23 23 20 22 21 20 20 20 19 257 43

Telephone 300 27 20 28 28 21 22 37 27 25 25 25 25 310 (10)

Repairs and maintenance 600 420 32 51 65 116 684 (84)

Cleaning 500 127 50 50 50 50 327 173

Teaching materials 2,500 453 297 117 380 250 660 114 98 2,369 131

Sport & PE 200 120 163 48 1,989 11

Improvement of facilities 2,000 1989

1,989 11

TOTAL 6,800 TOTAL 6,626 174

Signed ___________________ School Treasurer __________________________School Principal _____________ Curriculum Report

81

Curriculum Report

Curriculum Provision

The school was able to offer a full range of subjects during 2003 and a special focus

was made on targeted intervention in basic numeracy and basic literacy in years 4 and

6.

Course of Study

The school has followed the recommended course of study for each subject at each

year level.

Assessment and Reporting

The school is pleased to announce that it now reports on student progress to parents at

the end of each term. The school ensures that assessment is done regularly, recorded

by teachers and reported to parents each term.

During 2003 the School Committee changed the format of student reports and held a

meeting of parents to discuss the proposed changes. Parents are pleased with the new

format.

Professional Development

As part of the focus during 2003 on basic numeracy and literacy a series of professional

development activities were held for teachers with the assistance of CMAD Personnel.

Professional development was also held for teachers on assessment practices and how

to follow the new reporting procedures.

82

Student Achievement

Eight students sat the Year 8 National Examinations and seven of those were selected

for Samoa College. One of these students, Simi Moli, had the second highest results of

all students examined.

School Facilities and Equipment Report

The school targeted improvement to the toilet facilities as part of its 2003 school

improvement plan and was able to successfully complete this work within the $2000

available. Parents who assisted in either the fundraising or the building work itself are

sincerely thanked.

The School Committee believes that facilities are generally adequate however the school

will target improvement of the art rooms as part of its school improvement plan in

2004.

The school maintenance plan for 2003 is attached.

83

Curriculum Report

Curriculum Provision

The school was able to offer a full range of subjects during 2003 and a special

focus was made on targeted intervention in basic numeracy and basic literacy

in years 4 and 6.

Course of Study

The school has followed the recommended course of study for each subject at

each year level.

Assessment and Reporting

The school is pleased to announce that it now reports on student progress to

parents at the end of each term. The school ensures that assessment is done

regularly, recorded by teachers and reported to parents each term.

During 2003 the School Committee changed the format of student reports

and held a meeting of parents to discuss the proposed changes. Parents are

pleased with the new format.

Professional Development

As part of the focus during 2003 on basic numeracy and literacy a series of

professional development activities were held for teachers with the assistance

of CMAD Personnel.

Professional development was also held for teachers on assessment practices

and how to follow the new reporting procedures.

84

Student Achievement

Eight students sat the Year 8 National Examinations and seven of those were

selected for Samoa College. One of these students, Simi Moli, had the second

highest results of all students examined.

School Facilities and Equipment Report

The school targeted improvement to the toilet facilities as part of its 2003

school improvement plan and was able to successfully complete this work

within the $2000 available. Parents who assisted in either the fundraising or

the building work itself are sincerely thanked.

The School Committee believes that facilities are generally adequate however

the school will target improvement of the art rooms as part of its school

improvement plan in 2004.

The school maintenance plan for 2003 is attached.

85

School : I.S.P Primary School Maintenance Plan Year : 2003

Task Priority

Urgent = U Not Urgent =

N

To be completed by:

(Date)

Who will do the work?

Special Requirements/ Equipments /Materials

Completed/Reasons Not Completed

1. Grounds clean / rubbish removal 2. Classroom / Hall cleaning

3. Toilet cleaning and disinfecting

4. Replace 4 broken Louvers 5. Blocked boys toilet

6. Fallen tree near rugby ground 7. Broken lock on library

door 8. Graffiti on School fence

9. New Roof for Classroom 3

10. etc

N

U

N

U

U

N

Daily

Daily

Daily

End of Term

Tomorrow

End of Term

Today

End of Term

End of Term

Students

Students

Cleaner

Volunteer

Plumber

Volunteers

Volunteer

Volunteers

Volunteers

Purchase Louvers Toilet closed off until plumber arrives No danger or obstruction Purchase new lock Paint/brushes Timber and Iron

Completed regularly

Completed regularly

Completed regularly

All replaced 6/4

Completed 17/3

Removed and rubbish cleared 7/4

Replaced 17/3

Fence repaired 18/6

Rebuild 27/8

etc

Principal: ___________________________ School Committee Chair: _______________________

GUIDELINES FOR PREPARING A SCHOOL ANNUAL REPORT

The Annual Report consists five parts:

1. Principal and President's Report 2. Report on the School Improvement Plan 3. Financial Report 4. Curriculum Report and 5. Facilities and Equipment Report

1. The Principal and President's Report

Introduces the Annual Report Lists the contents Notes any highlights in:

- Academic achievement - sporting achievement

Notes the achievement of S.I.P targets Makes any special acknowledgements

- Sponsorship - Particular community fundraising effort - Retirement of long serving teacher - Welcome to new teacher, etc

Signed by Principal and School Committee Chair 2. The School Improvement Plan Report

Simply include the S.I.P once the assessment against targets has been made. Mention of the full or partial achievement of targets will be acknowledged in other sections of the report.

3. The Financial Report

Deals with Income and Expenditure

Income Make a statement that all monies received were properly accounted for. Provide relevant information like: - Whether the school raised what it expected in the budget (fees and fundraising) - If not, why not?

87

- If not, what does the school intended to do about it? - Any changes proposed for next year Expenditure Make a statement that all money expended was properly accounted for. Provide relevant information like: - Whether total expenditure was within budget? - If not, why not? - Whether the budget was a reasonable estimate of true expenses? - Whether any changes are proposed for next year? Signed by the School Treasurer Include a copy of; - the annual budget - the annual expenditure record

4. The Curriculum Report Includes five brief sections;

Curriculum Provision Statement - Explains whether the school offered the full range of subjects and met the

required subject terms. - Outlines only special curriculum provision - Lists any special extra curricula activities

Course of Study Statement - Explains to the parents that the school has followed sequential courses of study

for each subject at each year level.

Assessment and Reporting Statement - Explains to parent that the school follows a program of regular assessment,

recorded by teachers and used to report student progress to parents. - Comments on any special initiatives

Professional Development Statement - Comments on the Professional Development Plan that has been followed by the

school. - Makes any links with targeted improvements.

88

Student Achievement Report - Lists special academic achievements/awards - Lists special sporting achievements/awards

5. Facilities and Equipment Report

Mentions any special facilities matters - Present or future

Mentions any facilities achievements under S.I.P. Comments on facilities generally May comment on future intentions

Attach completed Maintenance Plan for that year

89

POLICY FOR SCHOOLS SEEKING TO CHANGE PRIORITIES

AND TARGETS The School Improvement process assumes that priorities and targets within an approved SI Plan have been chosen with some care. Therefore there must be a sound reason to change a priority or target once signed off. The following policy will therefore apply: Where, because of extraordinary circumstances, a school seeks to change priorities and targets, the following procedure should be followed:

1. School provides SRO with a written request for change specifying: - reason for the change - replacement priority and targets

2. Where the SRO deems the requested change to be educationally sound the SRO may approve the change. The school’s revised SI Plan should be forwarded to the PEO – SI

3. The SRO may seek the advice of the PEO - SI before making a decision

4. An educational target may not be changed to a facilities target

5. The SRO will advise the School Principal of the decision

6. No approval to change priorities and targets will be given beyond April in any

year

90

POLICY FOR SCHOOLS FAILING TO IMPLEMENT THE SCHOOL IMPROVEMENT PLAN OR FAILING TO PROCEED

WITH SCHOOL MANAGEMENT & ORGANISATION ACTIONS The School Improvement process requires each school to complete a SI Plan by the beginning of the school year and then progressively work on the implementation strategies throughout the year. School Improvement is also premised on schools carrying out the actions required to implement the School Management & Organisation policies and practices. Where schools are not taking appropriate implementation action the following procedure is to be followed:

1. On the basis of progress reports received the PEO – SI and SRO may identify “procrastinating” schools

2. SRO will formally discuss with the Principal and/or School Committee Chair the

reasons behind the lack of action. The SRO will record the results of the meeting in writing and it will be countersigned by the Principal

3. The formal discussion will explore whether the SRO is able to provide further

assistance. Revised strategies or timelines may be agreed

4. The situation will continue to be monitored by the SRO

5. Where implementation fails to proceed the SRO will prepare a written report for the PEO – SI. The Principal will be required to meet with the PEO – SI to explain. The PEO – SI will document the meeting

6. After further monitoring the PEO - SI will advise the ACEO – SOD on whether

implementation is taking place. If necessary the Principal will be required to meet with the ACEO – SOD

Documents

SCHOOL IMPROVEMENT MANUAL - World Bankwbgfiles.worldbank.org/documents/hdn/ed/saber/supporting...School improvement is a carefully planned and managed process that takes place over