Self Assesment Evaluation Forms

7/25/2019 Self Assesment Evaluation Forms

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SELF ASSESMENT EVALUATION FORMSQUALITY INDICATORS

CHILD FRIENDLY BARAABARU SCHOOLS

MALDIVES


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Copyright

Ministry of Education, Republic of Maldives

The United Nations Childrens Fund (UNICEF), Maldives

March 2010

Cover design & layout by: BUGLETONE

ISBN: 99915-95-67-8

First print 2010

All rights reserved.

No part of this book may be reproduced in any form or by any electronic or mechanical means including information

storage and retrieval systems, without permission in writing from the Ministry of Education and UNICEF.


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3 Self assesment evaluation forms

INTRODUCTION

SAMPLE SURVEY FORMS FOR SCHOOL SELF ASSESSMENT

WHY THEY ARE USED?

Evaluation tools are used to determine if input is achieved or are able to meet the targets and also as a means of assisting in planning and follow up actions or activities. In this

regard the following tools have been designed to be used to determine whether the objectives of the school have been met or at least any progress has been made. Ideally lessonsalso can be learned on how the progress was made and what still needs to be done. The most common ways of assessing or evaluating an activity or program is through checklists,

rubrics, surveys, observations, interviews etc.

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

WHO IS IT FOR?

This isYOURtool for your continuous improvement. These tools can also be used by external evaluators or those working within it. External evaluators are the people who are

doing the monitoring and evaluation at the province level or the personnel from the Educational Supervision and Quality Improvement Division which has the mandate for monitor-

ing and evaluation of the schools in the Maldives. Educational Development Center, Center for Continuing Education, Faculty of Education and any other professional body of the

Ministry of Education can be part of the external evaluation team.

Internal evaluators are the people who are directly involved in developing a Child friendly programme in the school, namely: students, parents, teachers, school heads, School

board members, parent teacher associations.

There are 15 sample survey forms developed based on the 5 dimensions which specically evaluate some of the indicators. A Sample School Performance Data form is also de-

veloped for the evaluators to collect data on the performance of the previous year and the performance of this years evaluation and set a target or identify the areas which need

to be progressed. After the completion of the performance data the ratings of the indicators should be identied and recorded in the rating sheet according to the collected data.

Identify the needed areas for in-service or training and develop a school improvement plan.

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


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SAMPLE SURVEY FORMS FOR SCHOOL SELF ASSESSMENT

Rating keys for the survey forms

1= Poor or None.The indicator is seldom or never found in the classroom or the school. It is not a day

to day norm nor is it an impression that people would take away from a visit to the school( Not at all)

2= Fair.This indicator is found in some classes, and sometimes in the school. It is not regular or frequent

most classes do not demonstrate this. It is the exception not the norm. ( sometimes) A visitor would be

unlikely to get this impression of the school.

3= Good.The indicator is found in most classes and most times throughout the school. This is the norm

in the school not the exception( most of the time)

4= Excellent.This indicator is found in all classes and throughout the school at all times. Any visitor to

the school will recognize this quality ( Always)

ATTENTION: It should be noted that the natural temptation of respondents to award a middle ranking is avoided

by the use of an even number of rankings. For example, in a 1-5 ranking system, 3 tends to be used as a

neutral ranking; thus, four level of ratings forces the respondents to rate the item either more negatively (1-2) or

more positively (3-4).


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SampleSurveyformsforCFSSelfAssessment,2010,

Ed

ucationalSupervisionandQualityimprove

mentDivision

SampleSchoolPe

rformanceData

Nameoftheschool:-

______________________

____________

Date:-___

_______________

Performance

Indicators

Measure

Schoolper-

formancepre-

viousyear

Schoolpe

r-

formancethis

year

SchoolGoal

Teacherat-

tendance

Average

da

ilyteac

hera

tten

dance

Learnerat-

tendance

Average

da

ilya

tten

dance:

%o

flearn-

ersen

rolledw

hoare

insc

hoo

leac

h

day

Learnerdrop-

outrate

%ofe

nro

lled

learne

rsw

ho

dropou

t

Gra

de

6

Gra

de

7

Gra

de

8

Gra

de

9

Gra

de

10

Promoted

tomiddle

school

%oflearnersw

ho

arepromo

tedto

gra

de

6

Continueto

secondary

%ofg

rade

7w

ho

arepromo

ted

Learner

Achievement

%oflearners

withatleas

ta

Cpa

ss

in4

compu

lsoryan

d3

othersu

bjec

ts

Gra

de

1

Gra

de

2

Gra

de

3

Gra

de

4

Gra

de

5

Gra

de

6

Gra

de

7

Learner

Achievement

%oflearners

withatleas

ta

Cpa

ss

in4

compu

lsoryan

d3

stream

su

bjec

ts

Gra

de

8

Gra

de

9

Gra

de

10


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Ed

ucationalSupervisionandQualityimprovementDivision

S

choolSelfAssessmen

tSampleSurveyForm

s

Annex:1Studentsperceptionabouttheschool

Thistoo

lisma

inlydeve

lope

dtobeuse

dbys

tuden

tsonth

eirown

torev

iew

the

irlearn

ing

#

Ratingscale

Ques

tions

1

2

3

4

1

My

teac

herg

ivesoppo

rtun

ity

toexpressourop

inion

.

2

My

teac

heras

ksmeto

ma

ke

dec

isions

.

3

My

teac

herencourage

sme

toso

lvepro

blems

inacrea

tiveway.

4

My

teac

herencourag

eme

toso

lvepro

blems

bycooperatin

gw

itho

thers

tuden

ts

5

Theprinc

ipa

l,s

taffand

teac

hersare

frien

dlyan

dsm

iling

6

My

teac

hersencourag

eme

toas

kques

tions

7

Ige

ttheopportun

itytoworkw

itho

thers

tuden

tsonpro

jects

/ass

ignmen

ts

8

Ifee

ltha

tsomec

hoice

isg

iven

inw

ha

tweare

learn

ing

(for

ins

tance

,w

hichs

tory

torea

d,

what

typeo

fass

ignmen

ttocomp

lete

,w

ha

ttop

ictoinves

tiga

te)

9

Ifee

ltha

twege

tequa

lopportun

ity

inthec

lass

inrespond

ingan

das

kingques

tionsw

he

ther

I

ama

boy

/girl

10

Ifee

ltha

twecan

talk

tothe

teac

her

ifwe

haveanypro

blems

11

Ithinkthesc

hoo

lisa

sa

fep

lace

fora

lls

tuden

ts

12

There

issomeonewith

whom

Icans

haremy

fee

lingsorpersona

lpro

blems

inthesc

hoo

lan

d

willhe

lpme

Total(sumofeac

hcolumn,thenaddpointsin

theTOTALcolumn)

SummaryScore:-studentsperception(dividetotalby12)

Writescoreinsummarysheet

Discuss

iono

fs

tuden

tpercep

tion

Wha

tare

theaspec

tso

fthesc

hoo

lwearemos

tprou

do

f?

Wha

tare

theaspec

tso

fthesc

hoo

ltha

tw

emos

tnee

dtoworkon

?

Actionstobetaken

Whatarethethreethin

gswecandothisyeartoimproveteachingandlearning?

Principal

Teachers

Parents

Lea

rners


7/40



Ed


Annex:

2

FamilyandCommunityPartnershipSampleSurv

eyForm

Thistoo

lisma

inlydeve

lope

dtobeuse

dbyparen

tsan

dfam

ilies

torev

iew

thepart

icipa

tiono

fparen

tsinthesc

hoo

l.

#

Ratingscale

Parentparticipatio

n

1

2

3

4

1

Thesc

hoo

lhasasche

du

leforparen

tac

tiv

ities

.

x

2

Thesc

hoo

lhasavarie

tyo

fac

tiv

ities

toinvo

lveparen

ts(paren

tteac

her,sc

hoo

lac

tiv

ities

,sc

hool

board,

PTA,

schoolcommunityactivities

x

3

Thecommun

ityva

lues

an

dapprec

iates

thesc

hoo

l

x

4

Theprinc

ipa

lhasmeanso

fcommun

ica

tionw

ithparen

ts

x

5

The

teac

hers

haveme

anso

fcommun

ica

tionw

ithparen

ts

6

Commun

ica

tinga

bout

learnerpro

blems

toparen

tsaresyste

ma

tic

x

7

Theprinc

ipa

lencourag

esana

tmosp

here

tha

twe

lcomesparen

tv

isits

x

8

Teac

herswe

lcomean

dencourageparen

tsan

dfam

ilyinvo

lvemen

t.

x

9

Thesc

hoo

lhasregularlysc

he

du

ledparen

t-teac

herconsulta

tion

x

To

tal(sumo

feac

hcolumn

,thena

ddpo

intsinthe

TOTALco

lumn

)

2

12

12

Summaryscore:-parentparticipation(DivideTotalby9)

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Writescoresummarysheet

=218

Discuss

iono

fparen

tinvo

lvem

en

t

Whataretheaspectsofparentparticipation

thatwearemostprou

dof?

Wh

ataretheaspectsofparentparticipationthatwe

mostneedtoworkon?

Actionstobetaken

Whatarethethreethin

gswecandothisyearthatw

illimproveparentparticipation?

Principal

Teachers

Parents

Lea

rners


8/40



Ed


Annex:

2

FamilyandCommunityPartnershipSampleSurv

eyForm

Thistoo

lisma

inlydeve

lope

dtobeuse

dbyparen

tsan

dfam

ilies

torev

iew

thepart

icipa

tiono

fparen

tsinthesc

hoo

l.

#

Ratingscale

Parentparticipation

1

2

3

4

1

Thesc

hoo

lhasasche

du

leforparen

tac

tiv

ities

.

2

Thesc

hoo

lhasavarie

tyo

fac

tiv

ities

toinvo

lveparen

ts(paren

tteac

her,sc

hoo

lac

tiv

ities

,sc

hool

board,

PTA,

schoolcommunityactivities

3

Thecommun

ityva

lues

an

dapprec

iates

thesc

hoo

l

4

Theprinc

ipa

lhasmeanso

fcommun

ica

tionw

ithparen

ts

5

The

teac

hers

haveme

anso

fcommun

ica

tionw

ithparen

ts

6

Commun

ica

tinga

bout

learnerpro

blems

toparen

tsaresyste

ma

tic

7

Theprinc

ipa

lencourag

esana

tmosp

here

tha

twe

lcomesparen

tv

isits

8

Teac

herswe

lcomean

dencourageparen

tsan

dfam

ilyinvo

lvemen

t.

9

Thesc

hoo

lhasregularlysc

he

du

ledparen

t-teac

herconsulta

tion

To

tal(sumo

feac

hcolumn

,thena

ddpo

intsinthe

TOTALco

lumn

)

Summaryscore:-parentparticipation(DivideTotalby9)

Writescoresummarysheet

Discuss

iono

fparen

tinvo

lvem

en

t

Whataretheaspectsofparentparticipation

thatwearemostprou

dof?

Whataretheaspectsofparentparticipationthatwe

mostneedtoworkon?

Actionstobetaken

Whatarethethreethin

gswecandothisyearthatw

illimprovecommunityparticipation?

Principal

Teachers

Parents

Lea

rners


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Ed


Annex:

2.1FamilyandCommunityPartnershipSampleSur

veyForm

#

Ratingscale

Commun

ity

Invo

lvemen

t

1

2

3

4

1

Parentsareactivemembersoftheschooldevelopmentcom

mittee

2

Parents/communityhe

lpoutintheschool(cleaning,

specialevents,

maintenance)

3

Parents/communityhe

lpoutintheclassroom(

generalsupp

ort,

recess,

other)

4

Parents/communityhe

lpteachintheclassroomswhenasked.

5

Parentsencouragethe

irchildrentodowellinschool

6

Parentsmakesuretha

ttheirownchildrenattendeachday

7

Parentsmonitorattend

ance,

volunteersvisithomesofabse

ntlearners

8

More

than

20%o

fparen

tsare

invo

lve

dinthesc

hoo

linsom

eway.

To

tal(sumo

feac

hcolumn

,thena

ddpo

intsinthe

TOTALco

lumn

)

Summaryscore:-Comm

unityinvolvement(DivideTotalby8)

Writescoreinsummary

sheet

Discussionofcommun

ityinvolvement

Whataretheaspectsofcommunityinvolve-

mentthatwearemostproudof?

Wh

ataretheaspectsofcommu

nityinvolvement

tha

twemostneedtoworkon?

Actionstobetaken

Whatarethethreethin

gswecandothisyearthatwillimprovecommunityinvo

lvement?

Principal

Teachers

Parents

Lea

rners


10/40


SampleSurvey

formsforCFSSelfAssessment,2010,

Ed


Annex:3

LearnerCenteredTeachingandLearningSampleS

urveyForm

Thistoolismainlydev

elopedtobeusedbyparents,

teachers,

PTA,

schoolboardandothe

rstakeholderstoreview

the

teac

hingan

dlearn

ingprac

tise

d.

#

Ratingscale

Curriculum,less

onplanning,teachingandlearningresources(classroom

managementpractises)

1

2

3

4

1

Allteac

hers

knowan

dun

ders

tan

dthesy

llabusan

dbasiccompe

tenc

iesan

dgoa

lsfor

thegra

de

2

Allteac

hers

haveeasy

da

ilyaccess

tothesy

llabusan

dma

teria

ls.

3

Allteac

hersuse

the

bas

iccompe

tenc

ies

toprepare

lesson

plans

.

4

Every

teac

her

hasaprepare

dlessonp

lan

.

5

Allteac

hers

havegoo

dmas

teryover

thesu

bjec

tma

ttertha

tthey

teac

h.

6

Teac

hersa

dap

tthec

urr

icu

lum

tolearnernee

ds

.

7

Classess

tarton

time

,an

dmovequ

icklytoins

truc

tiona

lac

tiv

ities

.

8

Thec

lassroom

hasd

isp

layso

flearnerac

hievemen

tan

din

struc

tiona

lma

teria

ls.

9

Allteac

hers

deve

lop

the

irownma

teria

lsfor

thec

lass

.

10

Allteac

hers

he

lplearners

topreparema

teria

lsforclass

.

Total(sumofeachcolumn,thenaddpointsintheTOTALcolumn)

SummaryScoreClas

sroomManagementPractices(

dividetotalby10)

Discussionofparentinvolvement

Whataretheaspects

ofclassroommanage-

mentPractises

that

wearemostproudof?

Whataretheaspectsofclassroommanagement

Pr

actisesthatwemostneedtoworkon?

Actionstobetaken

Whatarethethreethi

ngswecandothisyearthat

willimproveclassroomman

agementPractises?

Principal

Teachers

Parents

Le

arners


11/40


SampleSurvey


Ed


Annex:3.1

LearnerCenteredTeachingandLearningSampleSurveyForm

#

Ratingscale

Personal

qualicationsandskills(teac

hera

ttitu

dean

dmo

tiva

tion

)

1

2

3

4

1

Teachershaveconde

nceintheirabilitiesandknowledge.

2

Teac

hersarecomm

itte

dtothe

irpro

fess

ion

.

3

Teac

herss

howrespec

tfor

learnersa

ta

lltimes

.

4

Learners

be

lieve

that

teac

herscarea

bou

tthempersona

lly.

5

Teac

hersrecogn

izean

drewardgoo

dac

hievemen

tino

bviousways

.

6

Teac

hersare

de

dicate

dtothesc

hoo

l.

7

Teac

hersse

tan

dmod

elhighs

tan

dardso

fworkan

dbe

havior

.

8

Teac

hera

bsen

tee

ism

islow

.

9

The

teac

her

knows

the

learnersnamesan

dinteres

ts.

10

Teac

hersregu

larlystartc

lasseson

time

.

Total(sumofeac

hcolumn,thenaddpointsin

theTOTALcolumn)

SummaryScoreper

sonalqualicationsandskills(dividetotalby10)

Writescoreinsumma

rysheet

Discussionofpersona

lqualicationandskills

Whataretheaspects

ofteacherattitudethat

wearemostproudof?

Wh

ataretheaspectsofteacherattitudethatwe

mo

stneedtoworkon?

Actionstobetaken

Whatarethethreethin

gswecandothisyearthatwillimprovepersonalqualicationandskillsof

allstaff?

Principal

Teachers

Parents

Lea

rners


12/40


SampleSurvey


Ed


Annex:3.2

LearnerCenteredTeach

ingandLearningSample

SurveyForm

#

Ratingscale

TeachingandLearningStrategies(Lear

nerCenteredLearning)

1

2

3

4

1

Teachersarecondent

intheirabilityandunderstandingofLearnerCenteredLearning

2

Teachersuseavariety

ofteachingtechniques

3

Teacherseffectivelyusegroupwork

4

Teacherseffectivelyusepairwork

5

Teacherseffectivelyuseindividualassignments

6

Teachersuseavariety

ofquestioningtechniques

7

Teachersusemixedab

ilitygrouping(learnershelplearners)

8

Learnersareactivelyengagedinclassroomactivities

9

Learnerseasilyandoftenmoveintogroupsorpairs.

10

Teachersusegamesandrole-p

layforlearning

11

Learnersareactivelye

ngagedmostofthetimeinclass.

12

Learnerstalkandactm

orethanlistenintheclasses.

13

Learnerslearnbydoing

.

14

Learnershaveresponsibilitiesforcleaningandorganizationofth

eclass.

15

Learnerscheckeachotherswork.

16

Lessonsarebasedonlearnersexistingknowledgeandexperien

ce.

17

Teachersgivefrequent

feedbacktolearners.

18

Learnersinitiatequestionsoften.

19

Homeworkisregularlycheckedandreturned

.

20

Learnersbooksarema

rkedwithconstructivefeedback

Total(sumofeach

column,thenaddpointsintheTOTALcolumn)

SummaryScoreLearnerCenteredLearning

(divide

totalby20)

Writescoreinsummarysheet

Discussionoflearner

centeredlearning

Whataretheaspects

oflearningthatweare

mostproudof?

Whataretheaspectsoflearnin

gthatwemost

ne

edtoworkon?

Actionstobetaken

Whatarethethreethingswecandothisyearthat

willimprovelearnercenteredlearning?

Principal

Teachers

Parents

Learners


13/40


SampleSurvey

formsforCFSSelfAssessment,2010,Ed


Annex3.3:Learner

CenteredTeachingandLearningSampleSurveyFo

rms

#

Ratingscale

Learner

Cen

tere

dAssessmen

t

1

2

3

4

1

TeachersarecondentinabilitytoimplementContinuo

usAssessment

2

Teac

hersassess

lea

rners

inthe

learn

ingo

bjec

tives

3

Teac

hers

inc

ludeassessmen

tac

tiv

ity

ineac

hlessonp

lan

4

Teac

herscanaccura

telydescri

be

thec

lassac

hieveme

ntforse

lec

tedbas

iccompe

ten-

ciesa

tany

time

.

5

Teac

herscanaccura

telydescri

be

thea

bilityo

feac

hlearner

inthec

lass

forse

lec

ted

bas

iccompe

tenc

ies.

6

Teac

hersregu

larlya

ndimme

diatelyg

ive

fee

dbac

ktolearnersonac

hievemen

tsan

d

responses

.

7

Teac

hersuseassessmen

tstoa

dap

tteac

hingp

lans

.

8

Teac

hers

keep

timelyan

daccura

terecordso

finforma

lan

ds

truc

ture

dassessmen

tsfor

eac

hlearner.

9

Teac

hersuseavarie

tyo

fassessmen

ts

tra

teg

ies

.

10

Teac

hersmon

itorlearners

/groupsprogress

.

Total(sumofea

chcolumn,thenaddpoin

tsintheTOTALcolumn)

SummaryScoreLearnercenteredassessme

nt(dividetotalby10)

Writescoreinsumm

arysheet

Discuss

iono

flearnercente

redassessmen

t

Whataretheaspect

soflearnercenteredas-

sessmentthatwearemostproudof?

Whataretheaspectsofle

arnercenteredas-

sessmentthatwemostne

edtoworkon?

Actiontobetaken

Whatarethethreeth

ingswecandothisyeart

hatwillimprovelearnerce

nteredassess-

ment?

Principal

Teachers

Parents

Learners


14/40


SampleSurvey

formsforCFSSelfAssessment,2010,E

ducationalSupervisionandQualityimprovementDivision

Annex:3.4SampleTeacherSelfEvaluationGuide

Thistoo

lisma

inlydeve

lope

dtobeuse

dby

the

teac

hers

,leading

teac

hersan

dprinc

ipa

lson

the

irown

torev

iew

the

ir

teac

hingan

dlearn

ing

.

#

Toeva

lua

teyourself

asa

teac

her,

indica

tethe

frequencyw

ith

whichyoumee

tthe

listedpos

itive

tra

itso

fthesuccess

ful

teac

hero

fyours

tude

nts

Never

Seldom

Someof

thetime

Mostof

thetime

1

Do

Ihavegenu

inea

ffec

tion

fora

llthec

hildren

inmyclass

?

2

Do

Irespec

ttherigh

tso

fc

hildren

?

3

Do

Irespec

tthe

feel

ingso

fthec

hildrenw

hen

they

don

otagree

withme

?

4

Am

Is

incerew

henIpra

ise

thec

hildren

?

5

Do

Irea

dcurren

tpro

fess

iona

llitera

ture

tos

tay

informe

do

fnew

developmentsinmy

eld?

6

Do

Ip

lan

for

da

ily,w

ee

klyan

dyearly

learn

ingexperien

ces

?

7

Am

Iw

illing

toa

dapt

my

teac

hingp

lans

toaccommoda

teunex-

pec

tedlearn

ingoppo

rtun

ities

?

8

Am

Ise

lfmo

tiva

tedtoimprovemy

teac

hingperforman

ces

?

9

Do

Ip

lan

tohaveop

portun

ity

tohaveone-t

ooneconta

ctw

ith

eac

hc

hild?

10

DoIfeelcondentin

myrelationshipwithstudentsand

par-

en

ts?


15/40


SampleSurvey


ducationalSupervisionandQualityimprov

ementDivision

Ann

ex:3.5TeachingandLearningSelfEvaluationGuide

Thistoo

lisma

inlydeve

lope

dfor

the

teac

hers

,torev

iew

their

lessonscon

duc

ted

inthec

lassro

om

.

#

Yes

No

1

Werea

llo

fthe

behav

iora

lo

bjec

tivesaccomp

lishe

d?

2

Was

theexperienceappropria

tefor

thec

hildren

?

3

Didyousuccessful

lymo

tiva

tethec

hildren

?

4

Didyou

keep

their

interes

t?

5

Didtheyrespon

dorcon

tribu

teverba

lly?

6

Didtheexperience

lea

dthem

tobe

interes

tedina

dditiona

lareaso

flearn

ing

?

7

Was

theac

tiv

ityappropria

telytime

dtocap

ture

thech

ildren

sinteres

t?

8

Didyouusema

teria

lscrea

tive

lyan

de

ffec

tive

ly?

9

Wou

ldyouuse

this

ac

tiv

ityaga

in?Exp

lain

10

Were

the

teac

hingma

teria

lsrea

dyan

dava

ilableforu

sea

ttheappropria

tetime

?

Wha

tfollow-u

pac

tivit

ieswou

ldyousugges

tifo

therre

latedexperiencesarenee

de

dtorein

forceapart

icu

larcon-

cep

t?

Whopart

icipa

tedinth

eexperience

?Whichs

tuden

tsdid

no

t?

Summarize

theexper

ience:


16/40


SampleSurvey



ementDivision

Annex:3.6PeerO

bservationGuide

Thistoo

lisma

inlydeve

lope

dfor

the

teac

hers

,an

dthe

irpeers

torev

iew

the

irteac

hingan

dlearn

ing

inthec

lassroom

RatingScale

#

1

2

3

4

Person

alandprofessionalQualities

1

Demons

tra

tepro

fes

siona

lbe

hav

ior,

inc

ludingappropr

iatedressan

d

groom

ing

2

Usesap

leasan

t,ef

fec

tive

teac

hingvo

ice

3

Isba

lance

dan

dco

ntro

lsemo

tions

4

Coopera

tesw

ithoth

ers

5

Isopen

tocons

truct

ivecri

tic

ism

6

Con

tinues

tos

tudypro

fess

iona

lly

Teac

hingcompe

tenc

ies

1

Plansexperiences

appropriatetodevelopmentalleve

lofthe

group

2

Plansexperiences

basedonoverallgoals,

programo

bjectivesand

identiedconcepts

3

Usesavarie

tyo

fteac

hingme

tho

ds

4

Re

inforcesgu

idancepos

itive

ly

5

Re

lates

toeac

hchi

ldindividua

llyeac

hday

6

Eva

lua

tessys

temat

ica

lly


17/40


SampleSurvey



ementDivision

Annex:4LeadershipandManagementSampleSurveyF

orm

Thistoolismainlydevelopedfortheteachers,

parents,

stude

nts,

PTA,

school,boardandother

stakeholderstoreview

the

lea

ders

hipan

dmanagemen

tinthesc

hoo

l.

#

Planning

(sc

hoolmanagemen

tprac

tices

)

Yes

No

1

Thesc

hoo

lhasawr

ittenm

iss

ionan

dv

isions

tatement

.

2

Them

iss

ionan

dvis

ions

tatemen

tiss

hare

dan

dun

ders

too

dby

learners

,paren

ts,

teachers

,

an

dprinc

ipa

lan

dcommun

itymem

bers

.

3

Thesc

hoo

lhasacle

ar

lineo

fcommun

ica

tionsys

temd

eve

lope

d.

4

Sc

hoo

lboard

isinvo

lve

dincon

duc

tingnee

dsassessm

en

tstodeve

lop

theac

tionp

lan

.

5

Sc

hoo

lImprovemen

tp

lan

isdeve

lope

dan

dcommunica

tedtoa

lls

take

ho

lders

6

Principal,teachersa

ndschoolboardexplaintheschoo

lgoalstoparentsandlearners

7

Theprinc

ipa

lregular

lyv

isits

thec

lassroom

tog

ive

direc

tfee

dbac

ktoteac

hersregard

ing

studentlearningand

theteachersidentiedPDgoals

8

Ap

lan

isinp

lace

for

regu

larsupport

ivesuperv

ision

.

SummaryScore

Writescoreinsumm

arysheet

Discussionofplanning(schoolmanagementp

ractices)

Whataretheaspectsofschoolmanage-

mentpracticesthat

wearemostproudof?

Whataretheaspectsofschoolmanage-

mentpracticesthatwemostneedtowork

on?

Actiontobetaken

Whatarethethreeth

ingswecandothisyearthatwillimproveschoolm

anagementprac-

tices?

Principal

Teachers

Parents

Learners


18/40


SampleSurvey



ementDivision

Annex

:4.1LeadershipandManagementSampleSurveyForm

#

Ra

tingsca

le

Teacherprofess

ionaldevelopment

1

2

3

4

1

Teac

herspart

icipate

inm

inimum

15hourso

fpro

fessio

na

ldeve

lop-

men

to

ftra

ining

three

timesayear

2

Theteacheractively

identiespedagogical/methodolo

gicalissuesand

see

kssupport

fromt

he

irco

lleagues

.

3

Theteachersarequalied,

orareupgrading/pursuingqualications

4

The

teac

hers

informa

llys

hare

ideasan

dsupporteach

other

5

Thesc

hoo

lhasasc

he

du

leforcoord

ina

tionmee

tings

6

Se

lfrev

iew

isdonea

ndnecessaryc

hanges

broug

ht

7

Theprincipalactivelyidentiespedagogicalissuesand

seekssupport

from

his/herco

lleagu

es

.

To

tal(sumo

feac

hco

lumn

,thena

ddpo

intsinthe

TOTALco

lumn

)

SummaryScorete

acherprofessionaldevelo

pment(dividetotalby7)

Writescoreinsumm

arysheet

Discussionofteacherprofessionaldevelopme

nt

Whataretheaspectsofprofessionaldevel-

opmentthatweare

mostproudof?

Whataretheaspectsofprofessionaldevel-

opmentthatwemostneedtoworkon?

Actiontobetaken

Whatarethethreeth

ingswecandothisyearthatwillimproveprofessio

naldevelopmentin

theschool?

Principal

Teachers

Parents

Learners


19/40


SampleSurvey



ementDivision

Annex

:4.2LeadershipandManagementSampleSurveyForm

#

Communitycollaboration

Yes

No

1

Theschoolhasacompleted

SchoolImprovementPlandevelopedwithactivepartici-

pa

tiono

fteac

hers

,p

aren

ts,

princ

ipa

l,an

dlearners

2

TheschoolandallstakeholdersareactivelyimplementingtheSIPplan

3

Thesc

hoo

lboardregu

larlymon

itors

imp

lemen

tationprogress

4

TheschoolboardreviewsandupdatestheSIPeachyear

5

Thesc

hoo

lboard

/managemen

thasagoo

dun

ders

tand

ingo

fhow

toimprovesc

hoo

l

ac

tiv

ities

6

TheSIPactionplanisfocusedonactionsthatwillimprovethequalityofeducation

7

TheSIPhelpseveryoneintheschooltofocusonwhattheyaredoingtoimprove

sc

hoo

lteac

hingand

learn

ing

8

TheSIPhelpstogainmoreactivesupportandcommit

mentfromt

hecommunity

To

tal(sumo

feac

hco

lumn

,thena

ddpo

intsinthe

TOTALco

lumn

)

Writescoreinsumm

arysheet

Discussionofcomm

unitycollaboration

Whataretheaspectsofschoolplanning

thatwearemostproudof?

Whataretheaspectsofschoolplanning

thatwemostneedtoworkon?

Actiontobetaken

Whatarethethreeth

ingswecandothisyearthatwillimprovecommunitycollaboration

in

theschool?

Principal

Teachers

Parents

Learners


20/40


21/40


SampleSurvey



ementDivision

PersonalFilesofmembersofstaff

Comments(observations,

perceptio

ns,suggestions)

Individualpersonallesarepreparedandkeptforeachmem

berofstaff

Allmem

berso

fs

taffhave

the

irjobdescrip

tions

issue

dtoth

eman

dthisde-

scrip

tion

inc

lude

informat

ionon

thesa

larypaya

ble

Allthenecessarypart

icularsare

intheno

ticeo

fjobinforma

tiono

fthenew

ly

recru

ite

dpersonne

lan

do

femp

loyeesw

hoseserv

icesareterm

ina

teden

tere

d

su

ita

blyinthes

taffa

ttend

ancereg

ister

There

isapart

icu

larmem

bero

fs

taffw

ho

isaccoun

tablefor

ma

intaining

the

atten

dancereg

ister

Recordsonannua

lleave

an

ds

ickleavema

intaine

dregu

larly?

InventoryandStock

Comments(observations,

perceptio

ns,suggestions

The

inven

tory

been

drawn

upaspergu

ide

linesapprove

dby

thegovernmen

t

Allthe

items

tha

tnee

dto

been

tere

dinthe

inven

tory

listed

The

inven

tory

isc

hec

ked

annua

llytoensure

the

items

listedon

the

inven

tory

ex

ist

Thes

toc

kisbeen

drawnupaspergu

ide

linesapprove

dbythegovernmen

t

Thes

toc

kba

lance

iskept

up

da

ted

The

items

inthes

toc

kare

store

dsecure

ly

Comments:-

Actiontobetaken:-


22/40


SampleSurvey



ementDivision

Annex:6SchoolO

bservationGuide

Thistoo

lisdeve

lope

dmain

lyforparen

ts/studen

ts/teac

hers/s

choo

ls

taffmon

itoringo

fthec

hild-

frien

dlinesso

fthesc

hoo

l.

Thepart

icipan

tsw

illo

bserve

thesc

hoo

lprem

ises

,the

fac

ilitiesan

dma

teria

lsprov

ide

d,

the

info

rma

tionpu

bliclydis

-

playe

d,

the

interac

tions

betweensc

hoo

ls

taffan

ds

tuden

tsan

damongs

ts

tuden

ts.

A-Publiclydisplayedinform

ation

Com

ments(observa-

tion

s,perceptions,sug-

ges

tions)

1

Is

the

inc

lus

iveeduca

tionpo

licypos

tedinapu

blic

space

inthesc

hool?

Yes

No

2

Are

theemergencyex

itsp

lanmarke

dan

dpos

tedin

eac

hc

lassroom

,allcorr

idors

,ha

lls&s

taffareas

?

Yes

Inmos

tcases

Toam

inorex

ten

t

No

3

Does

thesc

hoo

lhav

ep

lacesw

here

informa

tion

isprov

ide

dtofam

ilie

s?(i

.e.

pu

blicno

tice

board

,

website,

emailnotications)

Yes

,in3p

laces

Yes

,in1or

2p

laces

No

4

Isthisinforma

tionup

da

tedda

ily?

Yes

No

5

Isa

llworko

fthesch

oo

lboardan

dcomm

ittees

pos

tedinapu

blicsp

ace

?

Yes

Inmos

tcases

No

6

Does

thesc

hoo

lha

sthem

iss

ionan

dv

isions

tate

-

men

tpos

tedinapu

blicareao

fthesc

hoo

lbu

ilding

?

Yes

No

B-Interactions

Com

ments(observa-

tion

s,perceptions,sug-

ges

tions)

1

Didyouo

bservechi

ldrenw

ithdisa

bilitiespart

icipa

t-

ing

incurr

icu

larand

co-c

urr

icu

larac

tiv

ities

?

Yes

Inmos

tcases

Toam

inorex

ten

t

No

2

Do

theprinc

ipa

l,sta

ffan

dteac

herssm

ilean

ddem-

ons

tra

teanen

joyme

nto

fc

hildren

?

Yes

Inmos

tcases

Toam

inorex

ten

t

No

C-Facilitiesandmateria

ls

Com

ments(observa-

tion

s,perceptions,sug-

ges

tions)

1

Isthesc

hoo

linfrastruc

turesa

fean

dsecure

?

Yes

Toa

largeex

ten

t

Toam

inorex

ten

t

No

2

Doesou

tdoorspace

prov

idess

he

lter

fromsun

?

(sha

de

dareas

)

Yes

Toa

largeex

ten

t

Toam

inorex

ten

t

No

3

Issomeageapprop

ria

teou

tdoorp

layequ

ipmen

t

ava

ilable?

Yes

No

4

Are

thereanys

tudy

areas

/opencorners

ins

ide

the

sc

hoo

lprem

ises

?

Yes

No


23/40


SampleSurvey



ementDivision

5

Does

thesc

hoo

lhave

indooran

d/orou

tdoorspace

forp

hys

ica

lac

tiv

ity?

Yes

No

6

Does

thesc

hoo

lhavesomema

teria

ls/equ

ipmen

tfor

phys

ica

lac

tiv

ity

?

Yes

No

7

Are

thes

tuden

tsengage

dinp

hys

ica

lac

tiv

ities

da

ily?

Yes

No

8

Does

thesc

hoo

lhave

1tapper

50s

tuden

to

fc

lean

drin

kingwa

ter?

Yes

No

9

Does

thesc

hoo

lhavesepara

tetoiletfac

ilitiesan

d

han

dwas

hing

facilit

ies

(1for

50peop

le)?

Yes

No

10

Does

the

fema

letoilethas

1ru

bbishbinw

ithlid/to

ilet

ingoo

dcon

ditionan

disdispose

dona

da

ilybas

is?

Yes

No

11

Does

thesc

hoo

lhavea

tleas

tone

toiletw

hichmee

ts

han

dicapaccess

ibilitys

tan

dards

?

Yes

No

12

Does

thesc

hoo

lhaveasan

itary

kitc

henorcan

teen

wherenu

tritious

foodisprepare

dan

d/orserve

dfree

offoo

d-b

orne

illness

es

?

Yes

No

13

Does

thesc

hoo

lhaveap

lace

toa

tten

dfor

thes

ick?

Yes

No

Comments:-

Actiontobetaken:-


24/40


Rating Sheet

Brief Instructions:

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

Complete observation of classrooms, review relevant documents, indoor/outdoor common areas, and interview representatives of the school community (child,

parent, teacher, administrator, community member, and school board member) to gain detailed information about the school.

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

On this form tick the rating based on collected data. For emerging, all of the criteria for that category must be evident to select that rating. If not, write not yet

to the left of emerging. For higher ratings, all of the criteria in the previous ratings must be met, in addition to all of the criteria for that rating. When in doubt,

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


25/40


DIMENSION 1: Inclusivity

Standard 1.1 Policy on Inclusivity Emerging Progressing Achieving Achieved

School has a policy on inclusivity to ensure that all children are sought out, enrolled and placed

in a learning environment that best meets the specic needs of male and female members of the

school community without bias or discrimination.

Standard 1.2 Annual Enrollment and Projection Emerging Progressing Achieving Achieved

Annual enrollment and projection reporting includes current year census data, educational and

health information from each household.


26/40


Standard 1.3 Inclusion Plan Emerging Progressing Achieving Achieved

Students with special needs experience a meaningful plan of inclusion with an annual Individual

Education Plan (IEP), trained specialists and adaptive learning equipment and materials.

Standard 1.4 Children At Risk Emerging Progressing Achieving Achieved

Children who leave school before completion of the nal year (Grade 10 or 12) are sought out

for re-enrollment in a setting appropriate to their learning needs.

Standard 1.5 Leadership and Mentorship Emerging Progressing Achieving Achieved

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

leadership and mentorship.


27/40


Standard 2.1 Curriculum/Syllabus Emerging Progressing Achieving Achieved

Curriculum/syllabus and/or framework is learner centered and differentiated based on students

ability, interests, backgrounds, local culture, tradition, Islamic values, locally relevant livelihoods

and life skills.

Standard 2.2 Lesson Planning Emerging Progressing Achieving Achieved

Planning and preparation of lessons stems from the belief that leaner centered learning is

important and appropriate to support the school mission and vision

Standard 2.3 Teaching and Learning Strategies Emerging Progressing Achieving Achieved

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

DIMENSION 2: Learner Centered Teaching and Learning


28/40


Standard 2.4 Teaching and Learning Resources Emerging Progressing Achieving Achieved

Teaching and learning resources are provided which promote intellectual, social and physical

learning needs of all students.

Standard 2.5 Learning Environment Emerging Progressing Achieving Achieved

The school provides a friendly, stimulating, and safe environment that promotes social, physical,

and intellectual learning needs of all students.

Standard 2.6 Learner Centered Assessment Emerging Progressing Achieving Achieved

Learner centered assessment practices and procedures improve teaching and learning and

enhance student performance


29/40


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

Co-curricular, curricular and career/vocational guidance are aligned with the school mission and

vision, are child friendly, and prepare students as responsible citizens.


30/40


Standard 3.1 Health Personnel and Facilities Emerging Progressing Achieving Achieved

The school has qualied health personnel, a School Health Team (SHT)and essential facilities to

provide health services, promote school health, formulate and implement policies (as per MoH

and MoE policies and guidelines) to improve and support health and well-being of all studentsand staff.

Standard 3.2 School Health Policies Emerging Progressing Achieving Achieved

School health policy(s) is/are comprehensive document(s) written to engage the school commu-

nity in the most important and current issues affecting student health and safety.

Standard 3.3 Health and Nutrition Services Emerging Progressing Achieving Achieved

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

ment.

DIMENSION 3: Health and Safety


31/40


Standard 3.4 Health Education Emerging Progressing Achieving Achieved

The school provides health education that helps the students and school community to acquire

the knowledge, attitude, values and skills needed to practice healthy behavior and lifestyle.

Standard 3.5 Healthy Physical Environment Emerging Progressing Achieving Achieved

The school proactively ensures the safety of all members of the school community by provid-

ing a safe, hygienic, pleasant and stimulating environment and uphold practices that support asustainable and energy efcient environment

Standard 3.6 Healthy social environment Emerging Progressing Achieving Achieved

The social environment of the school is an environment of care, trust and friendliness whichfosters good relationship among and between staff , students and the community and which

encourages student attendance and involvement in school.


32/40


Standard 3.7 Fitness and Activities Emerging Progressing Achieving Achieved

The school has a regular program of sports, recreation and physical tness activities with active

involvement of all school community members.


33/40


Standard 4.1 Family Participation Emerging Progressing Achieving Achieved

School acknowledges the importance of family and provides an open and welcoming atmos-

phere for their involvement.

Standard 4.2 Communicat ion Emerging Progressing Achieving Achieved

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

Standard 4.3 Parental Role Emerging Progressing Achieving Achieved

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

DIMENSION 4: School, Family and Community Partnerships


34/40


Standard 4.4 Community Involvement Emerging Progressing Achieving Achieved

School and community work together to design, implement, monitor and assess youth develop-

ment programs in the community.

Standard 4.5 Community Resources Emerging Progressing Achieving Achieved

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


35/40


Standard 5.1 Planning Emerging Progressing Achieving Achieved

Planning and school improvement is a continuous process and guided by all stakeholders ac-

cording to the vision and mission of the school

Standard 5.2 Professional Development Emerging Progressing Achieving Achieved

Principal and leading teachers provide and facilitate instructional leadership to support quality

teaching and learning.

Standard 5.3 Personnel Qualications and Skills Emerging Progressing Achieving Achieved

Staff qualications and leadership skills are acknowledged, veried and utilized by the principalto enhance the collective expertise for the quality and improvement of the school.

DIMENSION5: Leadership and Management


36/40


Standard 5.4 Human Resource Management Emerging Progressing Achieving Achieved

The principal leads, manages, and utilizes all human resources for the sustainable development

and quality of the school.

Standard 5.5 Infrastructure and Finance Management Emerging Progressing Achieving Achieved

Principal as a leader manages the nance and school infrastructure according to government

rules and regulations.

Standard 5.6 Leadership and Community Emerging Progressing Achieving Achieved

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


37/40


Standard 5.7 Community Collaboration Emerging Progressing Achieving Achieved

The School Board and the Parent Teacher Association (P.T. A ) work collaboratively with the

school principal and other members of the school community to support student learning and

development.

Standard 5.8 Student Leadership Emerging Progressing Achieving Achieved

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


38/40


SchoolImpro

vementPlan

BeforedevelopingaScho

olImprovementPlan(SIP),identifyfromt

heratingscaleandthesc

ores,

whereyouare

(Emerging,

Progressing,Achieving,

Achieved).Fromw

hereyouaredevelopatargetonwhatyouwanttoachieve,

where

doyouwan

ttogo,

howcanyougo

there

?Wha

treso

urcesor

tra

iningyouw

illnee

dforyours

taffan

ds

tuden

ts,

when

itw

illbe

donean

dw

how

illberespons

ibletodo

it.

SampleofaSchool

ImprovementPlan

Dimens

ion

/

Stan

dard

/

indica

tor

Curren

t

status

Objec

tive

Performance

ou

tcome

Targe

tau

di-

ence

ActionPlan/

stra

teg

ies

Du

ration

Person

respons

ible

D,2

/stan

dard

2.3

Novaria-

tionorno

teac

hing

an

dlearn

ing

stra

teg

ies

identied

Crea

tean

d

ma

intaina

nurturing

env

ironmen

t

wherea

ll

studen

ts

benetfrom

avarie

tyo

f

learn

ingap-

proac

hes

By

theen

d

of2010a

ll

teac

hersw

ill

useavarie

ty

ofteac

hing

me

tho

ds

forprimary

studen

ts.

In2011a

ll

teac

hersw

ill

useavarie

ty

ofteac

hing

me

tho

ds

for

secon

dary

studen

ts

Allprimary

an

dsecon

d-

ary

teac

hers

Long

term

tra

iningon

us

ingvarie

d

me

tho

dso

f

teac

hing

for

allprimary

teac

hers

Short

term

tra

ining

for

allprimary

teac

herson

us

ingvarie

d

me

tho

ds

Long

term

tra

iningon

us

ingvarie

d

me

tho

dso

f

teac

hing

for

allsecon

d-

ary

teac

hers

Short

term

tra

ining

for

allsecon

d-

ary

teac

hers

onus

ingvar-

iedme

tho

ds

24thJanuary

to28thJanu-

ary

2010

1stto11th

February

2010

24thto28th

January

2010

14thto18th

February

2010

Lea

ding

teac

hers

.

Teac

her

A,

B,

an

dC

(Primary)

Lea

ding

teac

hers

,

Teac

her

A,

B,

an

dC

(Secon

dary

)

No

te:-

ThisisonlyanEXAMPLE

;theschoolscanuseordeveloptheirownschoolimprovementplan

accordingtotheneedof

thesc

hoo

l.


39/40



40/40

Ministry of Education

Republic of Maldives

Documents

Self Assesment Evaluation Forms