20110413 report cpd tt and action plan fair april 2011

20110413 Report CPD TT and action plan fair April 2011.doc 2/18

Contents

Contents _________________________________________________________________________ 2

Participants ______________________________________________________________________ 3

Objectives _______________________________________________________________________ 5

Programme ______________________________________________________________________ 5

Executive summary ________________________________________________________________ 6

Meeting contents __________________________________________________________________ 7

Day 1: _________________________________________________________________________ 7 Are we on board? ______________________________________________________________ 7 Questionnaire on Action Plans _____________________________________________________ 7 Effect of the questionnaire _______________________________________________________ 8 VVOB Support to the Action Plans __________________________________________________ 9 Whispers become facts _________________________________________________________ 10 Any other business ____________________________________________________________ 11

Day 2: ________________________________________________________________________ 12 What role can MOE play to sustain the Action Plans? ____________________________________ 12 What role can CEs play to sustain the Action Plans? _____________________________________ 13 New or reviewed Action Plans: What steps to take? ____________________________________ 13 Action Plan Fair _______________________________________________________________ 13 And the winner is: _____________________________________________________________ 14

Way forward _____________________________________________________________________ 16

Appendix 1: Evaluation and feedback by participants ___________________________________ 17

Appendix 2: Hand outs ___________________________________________________________ 18

Please consider the environment before printing this report. It is not necessary to print out the (full) report. All appendices were handed out during the CPD Task Team as hand outs. The full PowerPoint versions (instead of the attached pdf hand out) of the presentations can be obtained on request.


Participants

Each college of education was represented by the Vice‐Principal and CPD coordinator. UNZA and MOE HQ (ESS and Standards) were also represented.

Surname First name Institution Function cell email

Chipeta CB Charles Lwanga CE VP 260977689760 [email protected]

Chilika G Charles Lwanga CE CPD 260977720284 [email protected]

Tembo Malizani Chipata CE VP 260978572239 [email protected]

Manda Florence Chipata CE CPD 260977815397 [email protected]

Chisala Felix

David Livingstone CE A/VP 260977249926 [email protected]

Mumba Fidelis

David Livingstone CE CPD 260977860193 [email protected]

Ntenga Oscar Kasama CE VP 260979121681 [email protected]

Musonda M Kasama CE CPD 260977300527 [email protected]

Chisala M Kitwe CE VP 260955593216 [email protected]

Walawala Bwalya William Kitwe CE CPD 260977440749 [email protected]

Simpasa Daniel Chola

Malcolm Moffat CE VP 260977505386 [email protected]

Kasimba Kennedy Malcolm Moffat CE CPD 260977634693 [email protected]

Musakula F Mansa CE CPD 260978289694 [email protected]

Mwila MP (Sr) Mansa CE A/VP 260977395150 [email protected]

Kandala E Mongu CE VP 260977598964 [email protected]

Matyola Misheck P Mongu CE CPD 260977429519 [email protected]

Kalumba Evaristo Mufulira CE 260977599625 [email protected]

Mulendema Stanley Mufulira CE VP 260978889888 [email protected]

Mukokwe J Solwezi CE CPD 260977369811 [email protected]

Chiyuka Albert Solwezi CE AVP 260977303855 [email protected]


Imasiku Lifunana, M. ZAMISE AVP 260977111413 [email protected]

Musonda Yotham ZAMISE CPD 260977882028 [email protected]

Mwale Fred M ZAMISE A 260977747411 [email protected]

Shanzuwe B. ZAMISE 260977968404 [email protected]

Phiri Gawani, D. ZAMISE 260977637300 [email protected]

Mwiinga Clare NISTCOL CPD 260977717248 [email protected]

Kalenga H.M. Standards 260977476590

Chizambe E ESS PEO 260977690196 [email protected]

Changala Moses UNZA‐AEES 260977676800 [email protected]

Casier Hans VVOB 260955889761 [email protected]

Irabishohoje Andre VVOB 260977200126 [email protected]

Kapambwe M. William VVOB 260977798785 [email protected]

Leroy Lieve VVOB 260978609194 [email protected]

Visitors (to the Action Plan Fair):

Surname First name Institution Function cell email

Mubanga Ruth ESS Director 260977761339 [email protected]

Chifunda Juliet HR 260977745311 [email protected]

Mweetwa Rhoda DODE 260977850639 [email protected]

Haambokoma Christopher UNZA AUCE 260977713219 [email protected]

Chileshe John JICA 260966762284 [email protected]

Funjika Steven DAPP 260977334576 [email protected]

Rombaut Bart VVOB PM 260976690431 [email protected]

Vandenbosch Tom VVOB PO [email protected] And all participants of the CODeL‐CT.


Objectives

• To create a shared understanding: are we onboard? (past – future ) • To share and learn from each other’s Action Plan monitoring (questionnaire;

implementation, challenges and successes, action plan Fair) • To M&E support strategies • To agree on the way forward

– Exploring the sustainability of the use of Action Plans – Reviewing and/or developing new Action Plans

Programme

CPD Wednesday 6 April 2011

8:30 Introduction, outcomes of the Task Team

8:45 Monitoring: background, ownership (CE, MOE)

9:15 Monitoring Action Plans

10:15 Break 10:30 Monitoring Action Plans

11:30 Support Action Plans

12:45 Lunch

14:00 From whispers to sharing

14:45 AOB

15:15 Break

15:30 Prepare Action Plan Fair 17:00 Closure and evaluation

CPD Thursday 7 April 2011

8:00 Fair

9:00 Promotion presentation by all CEs

10:15 Fair

11:00 Round table

13:00 Lunch

14:15 Consolidation and way forward Evaluation of the event

15:30 Fair

17:00 Closure

Note: tea and coffee will be provided at 10:15 and 15:30. The Fair will just continue.


Executive summary

This CPD Task Team started with a reminder about our programme’s objectives, our vision and achievements so far. We then discussed the results from the questionnaire sent to and completed by 10 out of the 11 colleges. Based on the successes achieved and challenges experienced, we asked ourselves some critical questions pertaining to implementation, review, follow up and impact. These reflections were meant to move our impact to a higher level. Colleges exchanged their ideas and initiatives. We also discussed the satisfaction with the VVOB support given to the planning, implementation and monitoring and evaluations of the Action Plans. We then discussed how to work towards sustainability of the Action Plans, even without the support of VVOB. In a round table conversation with members of colleges, UNZA, MOE headquarters we discussed the role both MOE HQ and Colleges can play in sustaining the Action Plans. All colleges promoted their Action Plan successes and show cased them in an Action Plan Fair. All participants exchanged expertise and experiences and learned from and with each other. The Fair was visited by MOE HQ (Standards, ESS, DODE, DHRA), UNZA (AUCE) and representatives of cooperating partners (DAPP, JICA, VVOB). We discussed the steps to take for developing new or reviewing Action Plans. In Any Other Business (AOB) Colleges exchanged some of their other projects and partnerships with international institutions. We also shared information (and watched a video clip) on the forthcoming Lead and Learn Zambia (30 May‐3 June 2011). The main outputs of the workshop were as follows:

• CPD TT Meeting Report as reference • Better understanding of the programme, the next phase of the programme and the role

each member (CE and MOE) can play to sustain the use of Action Plans • Action Plan Fair: exhibition of successes reached, critical reflection on implementation of the

Action Plans


Meeting contents

Note: This symbol is used next to any question or remark that needs follow up at the college. Day 1:

(see PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt) 1. Welcome by chair 2. Introduction of all participants 3. We remember Nkolola Chitambo,

senior lecturer, CPD and ICT coordinator Chipata College of Education

4. Are we on board? What have we achieved so far? How do we link all our activities to this vision? (see pp)

Are we on board? 5. Reminder of the discussions of Oct

2010: M&E of structures (CPD committee at CE and CPD TT) and of processes (use of Action Plans): The conclusion was: the structures and processes are helpful. We should move along these lines.

Questionnaire on Action Plans 6. Questionnaire on Action Plans:

(Data from 10 out of 11 colleges who have worked with Action Plans) Please note: all colleges should take the critical questions asked at each of the topics below as points for action in their colleges. These points are indicated with the following symbol:

a. Successes: The main successes are: • Producing modules • ICT integration in teaching • E‐learning has taken off • Increased team work and support • Collaboration with TRC • Collaboration/visit other colleges • Peer review student results • Feedback from students BUT:

• Module writing: how does it impact on face to face students? o Lecturers feel they are more capable to produce books and manuals

for students o Case studies of modules are adjusted and used with face to

face/regular students

Improving Teaching & Learning

M&E

Improvement planning Implementation

Context

Improvement Cycle

Supportive environment

● shared vision ● moral purpose ● resources ● CPD●collaboration ● distributed leadership ● networking ●

partnerships ● strong relationships ● dialogue

Link to literature


o Modules are used for full time students (as lesson preparation for the lecturer, NOT as hand out for the students)

o Skills gained are also used to produce materials for F2F students Conclusion: given the above (more confidence, more skills, more preparedness) we should start producing more course materials for F2F students as well.

• Big progress in ICT? Time to move on and take it one step further: how can

we really start changing the classroom practices towards more effective instructional strategies (not only by ICT).

b. Challenges:

• Motivation, resistance, time o Put resistance in perspective (see pp) o Motivation: who has used tips and tricks of the learning files? o There is no one‐solution‐fits‐all: Each college has its own local

politics and issues (we will learn from each other during informal interaction)

• Budgeting: how well are Action Plans integrated in the budgets? • M&E: who uses Action Plans as check list in a regular way? • Follow up activities after a workshop: it is clear that a workshop as such does

not lead to change in the classroom. What can help to reach the desired change?

o Team presentation and team teaching in sections; collaborative lesson preparation

o Just find out from staff how they applied what was learned. Collect evidence by making video recording.

o Coaching each other o Building in support (observation, pairing)

c. Levels of impact: Have we reached the level of impacting on the student results? When you analyse student results: compare them with previous results and identify where the changes are. Which results have changed? Have they improved? Reflect on the changes and try to find what has caused the change? Try to use the causes for improved results to further improve other results. Sustain the improvement. Identify weaknesses and strengths and link those with professional development. Effect of the questionnaire

7. Effect of the questionnaire: Did it help? Did it have any results? Did you take any action? Review? Plans for the future?

Comments:

• Some colleges indicate regrets that they didn’t get more out of the questionnaire; that they could have captured more data.

• Some colleges wished the questionnaire came earlier, it would have encouraged to reflect earlier

• BUT the questions were agreed upon during the last Task Team meeting in October?


• Don’t wait for others to push you, take ownership for the Action Plans and reflect regularly and jointly.

Answer: • Yes, it helped us going through the Action Plans again; we were reminded about certain

activities that were carried out or were not done yet. • It was a reminder that we need to develop instruments to get information from the students

to measure the impact on student learning and outcomes • We realized from reflecting on the Action Plan that there was need for a person at the

college that takes care of ICT troubleshooting. • The questionnaire helped us identify activities which we need to do next.

VVOB Support to the Action Plans 8. VVOB Support to the Action Plans: VVOB supported the Action Plans in the different stages:

• Planning (e.g. via email, skype, feedback and assistance in developing the plan) • Implementation (e.g. via budget support to expertise and access to information) • M&E (e.g. via the questionnaire) • Supportive environment (e.g. via Lead and Learn Zambia)

How did you perceive the support? • Timely • Useful • The budget support was a relief to CE administration • It helped implementation What further support would you suggest? • Same (financial) support for Action Plans & capacity building

ICT Teaching and learning strategies Lead & Learn Zambia Assessment Coaching

• Technical advice (e.g. cheaper and reliable Internet, DE)

• Linking us with International partners (e.g. SEN with Zimbabwe)

• Equipment, e.g. for printing modules • Support and coaching visits to the

colleges • Resources, e.g. (e)books How did the ‘Learning Files’ help? • Informative, gave a better background

on the topic • Increased delegation • Used in teaching about motivation


• We distributed them but we don’t follow up the utilisation. • Next one? What will the topic? Who wants to contribute?

Exercise: retirement of funds

Whispers become facts 9. Whispers become facts: colleges exchange some of their projects, partnerships, trainings.

• CLCE: support students in Choma district Networking of Choma PRC (ICT) so that students can access information from the PRC. Staff at Resource Centre was trained.

• MOCE: training software VI (VI=visual impaired)

Training happened on free software Thunders. The national coordinator for VI, Mr. Wawa facilitated the training. MOCE also received an Embosser from MOE.

• MOCE: link with Dutch college

Students from the Dutch college come for teaching practice. They are very good at ICT and demonstrate how to use ICT in teaching and learning. Next year Mongu might also receive students from Denmark for teaching practice.

• ZAMISE: training software VI

Training of 8 lecturers on JAWS from Library VI; Received ‘Dolphin’ pens, another software for VI; Training of VI students on use of ICT; Other info: Before ZAMISE received CCTV and Embosser through a partnership with institution in Netherlands College is employing sign language interpreters for HI.

• ZAMISE: Edulink project

Project involves four countries: Finland, Kenia, Nambia and Zambia. In Zambia UNZA and ZAMISE are involved. It looks at capacity building on assessment of impairments. Also build and equipped a centre for both assessment and rehabilitation.

• KICE/CLCE: ZITEP

CLCE lecturers train KICE lecturers on action research; There was a meeting on how the two colleges can work with resource centres.

• MUCE: Partnership with Bath University

Partnerships with Bath University. Partnership for students and lecturers to come to the college and schools in Mufulira to do research.

• DALICE: partnership

Partnership with Tromso University in Norway: members of staff are going for six months to teach and follow a course. Another partnership with another University in Norway is on its way: a member of staff can do his Masters Mathematics


• KACE, MACE, MMCE: joint module writing 3 CEs worked together to produce modules for distance students. Managed to come up with one module for each of the seven subjects. Note: could CEs try to exchange this kind of information spontaneously?

Any other business 10. Any other business:

• Next seminar LLZ: specialisation, Preparation, clip D. Reeves Note: transport to Lusaka at CE cost

• The learning files: o Hand out hard copy of learning file on Student consultation o What will be our next topic?

• ZIMZAMSEN: Facebook group (find Lieve Leroy VVOB) • MOE Master Plan: trying to broaden it to incorporate all CPD. The round table of Day 2 will

also impact. • MYP1 R2/5.1 end report (see hand out) • Books: arrange pick up at NSC (Friday 8 April 2011) • Ownership and sustainability: is VVOB too much in the driving seat? Can the Role of the

chair, MOE and vice‐chair become more prominent? • Can colleges take more part in the costs of CPD TT meetings: e.g. Allowances next CPD TT:

ZMK295,000‐50,000 (Golfview); or 295,000 without lunch (other venue)

11. Preparation Round Table, Which topics are key to sustainability?

Triggering questions: • What concerns from today do we want to further discuss at the round table? • Would the Action Plans continue to exist at your CE without VVOB (Yes; yes,but; no)

“Yes, but”: • MOE has a role to play.

o In terms of funding o By identifying someone who can give us this bit of pressure towards

building Action Plans, towards budgeting. • CEs have a role a play • Challenges:

o As CEs we appreciate help from VVOB in getting things (such as books and software) from outside the country

The CPD TT concludes that the following questions are key for the Round Table talk: a. What role can MOE play to sustain the Action Plans? b. What role can CEs play to sustain the Action Plans?


Day 2:

(see PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt) 1. Setting up Action Plan Fair

2. Promotion talk: all colleges promote their college products/table in a 3 minute presentation

3. Action Plan Fair (see later)

Visits by peer colleges, MOE HQ (Dir ESS, DHRA, Standards, DODE) 4. Round table:

a. Introduction: improvement cycle and Action Plans

b. Energiser: square wheels c. Group work:

• What role can MOE play to sustain the Action Plans?

• What role can CEs play to sustain the Action Plans?

d. Plenary: It is stressed that the whole idea of Action Plans is that colleges take responsibility towards improvement of teaching and learning. They identify goals that are feasible and in their own hands. However, if the Action Plans are to continue, also without the support of VVOB, what needs to be put in place?

What role can MOE play to sustain the Action Plans? What role can MOE play to sustain the Action Plans? 1. Financial support:

• A budget line specific for CPD • Financial support for coaching visits • Financial support for organizing an

Action Plan Fair • Financial support for organizing the

national CPD Task Team meeting • Financial support for the

implementation of the Action Plans (e.g. buying resources, equipment, experts, allowing collaboration, allowing/funding attendance to international conferences,…)

2. Strengthening of monitoring structures and processes. Can MOE play the role of a critical friend? Can they help with guidelines? Can this be linked to some kind of performance appraisal system?

3. Can MOE be more visible to take over the role of VVOB (reminding, calling, supporting, sending emails)?


4. Invite stakeholders and higher MOE HQ offices which will lead to better understanding of the processes taking place in the colleges and better appreciation of events like Action Plan Fairs.

5. Modeling and leading by example. 6. Revising job descriptions and establishment (e.g. CPD coordinator). This will be part of

the institutional assessment. 7. Assist with integration of CPD in the curriculum to prepare students for CPD at school

level (this item doesn’t really impact on Action Plans).

What role can CEs play to sustain the Action Plans? What role can CEs play to sustain the Action Plans? 1. Owning Action Plans and CPD activities.

Prioritising and budgeting for it. 2. Continuation of development of Action

Plans, based on reflection and self‐evaluation.

3. Strengthen networking, collaboration, communication within CEs and between CEs and MOE HQ.

4. Documenting all activities. Building evidence archive and doing knowledge management. 5. Create more linkages with TRCs. 6. Organise local Action Plan Fairs. Contributing to national Action Plan Fairs. 7. Ask feedback from students to evaluate the impact of the Action Plan. 8. Administrators to take the lead, by e.g. participating in CPD activities, by helping

budgeting, … 9. Build CPD into the curriculum (this item doesn’t really impact on Action Plans).

New or reviewed Action Plans: What steps to take? 5. New or reviewed Action Plans: What steps to take?

1. How to go about? a. Reflection b. Review/Identifying areas for improvement c. Prioritise (What? Why? Feasible? Willingness?) d. Plan (How?): goal and activities

2. When? Note: it was suggested to start developing Action Plans with the attempt to have a final version before May 30th 2011.

3. How to embed it in college budget? 4. How can VVOB assist? For more details: see pp

Action Plan Fair


6. Action Plan Fair

Colleges shared their Action Plan, showcased some products, exhibited successes and challenges. When learning from other colleges, peers reflected according to the following questions:

1. What do I want to take with me? 2. How will I try to use it? 3. Which questions do I still have?

All participants and visitors got a ballot paper. They were requested to select 3 things that impressed them most. They noted these down (inclusive of the name of the college) and put their vote in the ballot box. The following was the result: And the winner is: On number 1 we find the use of animations and software that support the teaching of subject areas such as sciences and languages (Mufulira).

On number 2 we find the use of devices, such as CCTV, and software, such as JAWS (ZAMISE). On number 3 we find the joint module writing effort (Malcolm Moffat, Kasama and Mansa). From the voting we learn that visitors of the Fair were most interested in the following:

• ICT applications in education • Tools and support for students with SEN • Working together as colleges and networking.

These three topics are indeed also commonly found in the Action Plans. For all exhibitors it is good to reflect on your own exhibited successes: How can you further strengthen them? How can you share them with others? How can you bring them in the classroom? Were the successes showcased actually part of your Action Plan?



Way forward

Activity responsible Timeframe Inputs

• Review and develop new Action Plan CPD committee By 30 May 2011 or by college adequate time

• Prepare for Lead and Learn Zambia All participants By 30 May 2011 • Implement lessons learned from this CPD TT meeting in the

MOE CPD Master Plan MOE asap

• Disseminate what has been learned from other CEs in your college

Participants CEs asap

• Taking up/dealing with all issues indicated with in the text above.

Participants CEs

• Explore how the role of Chair and vice chair can become more prominent

• Explore ways of cost sharing in CPD TT meetings

Chair, vice‐chair, VVOB asap

• Explore the role of MOE and CEs in the sustainability of the Action Plans: design a proposal

Chair, vice‐chair, MOE, VVOB asap

• Prepare report and send to all participants VVOB By 20/04/2011 • Networking All always • Learning File:

o Topic identification o read and contribute

?????? asap


Appendix 1: Evaluation and feedback by participants

What was liked: • All colleges scored big successes and showed them in the Action Plan Fair • The Fair was highly educative. There was time to be exposed to other colleges’ successes. • Clear presentations by facilitators • Great inputs of all participants. Interactions. • Room for open discussions. • Reflect on crucial issues such as sustainability, ownership, … • The Action Plan Fair (and CPD TT) was well organised • The Action Plan Fair acted as an M&E exercise. • Round table

What was not liked:

• For a new member: the quick discussions of the history was difficult to follow • Too much attention to ICT; should we not look at teaching and learning in a wider way? • For a VP: moving from the CODeL‐CT to CPD TT: there is always something missed.

Recommendations:

• More time • Action Plan Fair as M&E tool • Action Plan Fairs to continue (annually)! • Support in making tailor made and realistic Action Plans • MOE to play a more active role and support Action Plan Fair • CPD TT chair to chair the meeting • More ICT materials to support SEN. Also SEN to consider SEN materials


Appendix 2: Hand outs

PP 20110405 M&E Action Plan Fair April CPD Task Team.ppt

Hand outs are on request also available in PP format.

1

April 06-07, 2011Lusaka

CPD Task Team

We remember…

Mr Nkolola Chitambo

Senior lecturer Chipata College of EducationCPD and ICT coordinator

Objective

• To create shared understanding: are we onboard? (past – future )

• To share and learn from each other’s action plan monitoring (questionnaire)

• To M&E support strategies• To agree on the way forward

– Sustainability of the use of action plans– Reviewing and developing new action plans

Are we on board?

MOE - VVOB Programme 2008-20102011-2013


M&E


Context

Improvement Cycle




Link to literature

2

Overview realised activities

2008

Establishment Task Team

June 2008Effective CPD,Baseline, gap

analysis

August 2008

Leading change

November 2008

Planning M&E Tow

ards

hig

h qu

ality

te

achi

ng a

nd le

arni

ng

Literature reviewWorking group

T&L Policy + Guidelines

Planning for improvement

External input: College visit + networking

Implement, M&E

Where do we want to go?

Where are we now?

How to get there?

How do we know we are making progress?

Self-evaluation

Self-evaluation guidelines and instruments

Overview realised activities (continued)

2009 (-2010)

February 2009

Literature review:

T&L Guidelines

March 2009

T&L Policy

March 2009

Self-evaluation

June-August 2009

Coaching visits

Oct-Dec 2009March 2010

M&E programme and action

plans

Initiatives of CPD Task

Team: inventory of challenges

Main challenges and recommendations

Any other

CPD/DE gap

analysis

From CEs

ongoing

Coaching visit

report8/2009

M&E report9/2009Action

plan report3/2010

Bridge activity

DE12/2009

Topics How to deal with?

T&L methods (LCT) and material/module development

Partners (VVOB)Lead and Learn ZambiaLearning Files

SEN ZAMISE, forum, partners

(Formative) Assessment Lead and Learn Zambia

ICT integration in education Short courses

ODeL CODEL-CT, TESSA training, modulewriting WS

T&L topics Supportive environment

Challenges How to deal with?

Skills for College Based CPD: Collaborative learning, coaching, action research skills

NISTCOL (e.a.) short coursesLead and Learn Zambia

Leadership: shared vision, creation of supportive environment, distribution

Lead and Learn Zambia

Safe environment to try out and make mistakes

Grassroots

Access to information/expertise Partners (VVOB)

Motivation Learning Files

PM&E, inclusive of feedback system from students

Coaching visits, Guidance reviewed action plansFB students: Learning Files,

3

Overview realised activities (continued)

2010

March-June 2010

Self-evaluation, coaching visits,

action plans

August 2010

Lead and Learn Zambia

(leadership, coaching, T&L, form assess.)

August –Oct 2010

Support action plansSEN

Learning files

MYP2 2011-2013

Action plansShort courses

LLZ

CPD Task Team College Individual

The system should improve

Structures, processes, policies, culture/values•PIM•Supportive environment

MYP2 (2011-2013)

1. Increased capacity of college leadership (P, VP, MT, CPD/DE/ICT coordinators, others) to create a shared vision, to develop plans for improved teaching and learning, to monitor and evaluate the improvement outcomes, to create and sustain a supportive learning environment

2. Improved capacity/ competencies of DE coordinators in the development, implementation, support and guidance of an ODeL programme for college staff and learner support staff of TRC

3. MoE has developed and started to implement a framework that caters for a variety of community school teacher development initiatives of which some result in an official teacher training certificate

MYP2 continued

4. Improved capacity of a workgroup including librarians to establish a knowledge centre at the colleges of Education and a selected number of TRCs (6) that promote the advertising, discovery, access, dissemination and use of information and data to lecturers, student-teachers and teachers.

5. Improved capacity of NISTCOL to provide quality specialized courses and other forms of INSET to college, TRC and other MOE staff on topics identified in the other result areas

6. MOE promotes bottom up initiatives from educational practitioners to enhance quality teaching and learning and disseminates good practices to the broader educational community

Sharing CE action plan monitoring

M&E Oct 2010

• M&E of structures:– CPD TT– CPD committee at CE

• M&E of processes: action plans

Conclusion: all of the above has helped and should be continued

4

M&E of the action plans

• What has been the greatest success in implementing the action plans? Explain

• What has been the greatest challenge in implementing the action plans? Explain

• Have you made any adjustments? Explain

• Are the action plans making a difference?

• Did the action plans result in any change on these different levels? How can you tell?

Successes

• Producing modules• ICT integration in teaching• E-learning has taken off• Increased team work and support• Collaboration with TRC• Collaboration/visit other colleges• Peer review student results• Feedback from students

Successes

• Producing modules• ICT integration in teaching• E-learning has taken off• Increased team work and support• Collaboration with TRC• Collaboration/visit other colleges• Peer review student results• Feedback from students

•Celebrate big successes

•Module writing: any effects on F2F?

•Big progress in ICT! Time to move on?

Challenges

• Inadequate ICT facilities• Time constraints• Lack of motivation/resistance to change• Lack of M&E system• Lack of follow up

Challenges

• Inadequate ICT facilities• Time constraints• Lack of motivation/resistance to change• Lack of M&E system• Lack of follow up

•Motivation (LF)/resistance

•Time: focus? Re-plan? Prioritise?

•Budgeting?

•M&E: who used the action plan?

•Follow up: build in ways of follow up

Challenges: resistance

“Sleepers keep the rails straight”

5


Renewers: 3%Leaders: 14%Early birds: 34%Late followers: 34%Rejecters, slow pokes: 16% (2-3% never)


“Every resistance has its positive intention”

= self protection (protects against expected pain and loss)= energy and dynamism (it helps to renew the balance; it protects the vulnerable spot)= a handle to change


comfort risk danger:• Challenge• Feasible• Support (see questionnaire)• Confidence

“Sensitisation”Don’t expect your colleagues to quickly pick up what took you 2 weeks to learn.

Impact of the action plans

• Staff attitude towards CPD

• Knowledge and skills

• Use of knowledge and skills, classroom practice

• Creating a supportive environment

• Student learning/outcomes (feedback from students, schools, analysis of results)

Are the action plans making a difference?

Did the action plans result in any change on these different levels? How can you tell?






• Student learning/outcomes

• Interest in CPD

• Use of ICT

• Research done by tutors

• Commitment to action plans

• Request for relevant training







• ICT: learning by doing

• Module writing: hands on training

• Bit confused with next level

6







• Use of ICT

• Access to info for students

• Better modules and learning materials

• Interactive and learner centred methodologies

• Tutors reflecting on their teaching







• Procurement of ICT and media

• Support via refreshments

• Presence of administration

• Improved flow of information: top down, bottom up

• Time tabled CPD

• BUT:







• Some CEs have attached student results

• Improved results/quality of work

• Increased use of ICT lab by students

• BUT:

Impact of this questionnaire

• Did this questionnaire help?• Did it have any results?• Did you take any action? Review? Plans for the future?

Support to the action plans

• Planning• Implementation• M&E• Supportive environment

• What support have you received?

• How did you perceive the support?

• What further support would you suggest?

Support to the action plans

• Learning Files:– Motivation– Student consultation

– Who has tried out/applied some of the tips and tricks?

– Are these helpful?– Which could be next topic: e.g.

questioning techniques– Who helps?

7

VVOB’s worries to Support

Support of expertise and/or access to information

• Cheque retirement of funds Task• Books:

– Old/out of print– Politics at departments

AOB

Whispers become facts

• CLCE: support students in Choma district?• MOCE: training software VI?• MOCE: link with Dutch college?• ZAMISE: training software VI?• ZAMISE: Edulink project?• KICE/CLCE: ZITEP?• MUCE: partnership with UK?• Joint module writing?

AOB continued

• Next seminar LLZ: specialisation,Preparation, transport

• The learning files• ZIMZAMSEN: Facebook• ZITEP• MOE Master Plan?• MYP1 R2/5.1 end report (see hand out)• Books: arrange pick up at NSC (Friday?)• Evaluation (what do you take from here)

AOB continued: VVOB worries

• Ownership and sustainability: is VVOB too much in the driving seat? Role chair, MOE, vice-chair?

• Allowances next CPD TT: audit 295,000-50,000 Golfview; or 295,000 without lunch (other venue)

Action plan Fair

8

Action plan fair

• Prepare the action plan fair: Share your action planShowcase some productsExhibit your successes and challenges

• Presentation: promotional talk, 3minutes each

• Round table

• Guests: all CEs, MOE, UNZA, partners

Action plan fair

• What should you do?• Use the form:

1. What do I want to take with me?2. How will I try to use it?3. Questions I still have?

• Election time: note down the 3 things that impressed you most (college + what)

Round table

• What concerns from today do we want to further discuss at the round table?

• How sustainable are the strategies? What will happen when VVOB leaves?

Sustainability


M&E


Context

Improvement Cycle




Ultimate goal Round table

Sustainability of the action plans• What role can MOE play?• What role can the CEs play

http://www.squarewheels.com/mainpage/swsmain.html

9

Way forward: New college action plan

New college action plan

• How to go about?– Reflection– Review/Identifying areas for improvement– Prioritise (What? Why?)– Plan (How?): goal and activities

• When?• How to embed in college budget?• How can we assist?

To keep in mind

• Start from college self-evaluation/review priorities• Ensure participation/ownership• Work with rewards rather than punishment/control• Action is more important than the plan (as long as you

know what you want to do)• What is the benefit for students?

Criteria of a good plan

• cost effectiveness• collaboration-dialogue-communication• continuity of activities to lead to a change of behaviour/

follow up • focus : how to get to vision? Avoid overload and

fragmentation ( current: ICT, T&L materials, SEN and assessment )

• Clear time frames/flexibility• Others?

Literature

10 factors for a

successful journey

Literature: 10 factors for success

1. Leadership and management2. Shared understanding of staff development3. Learning-centred culture4. Individual development is linked to needs analysis

(performance management & career development) and to self-evaluation & school improvement

5. Should make a difference for the students6. Choose quickest and most effective forms7. Discussing, coaching, mentoring, observing and

developing others are highly effective8. Time made available9. CPD monitored and impact evaluated10.Share, acknowledge, celebrate