This Master Action Plan is a part of US exchange program PELI-2011.

1. MASTER ACTION PLAN
SEEMA ZAHID
PELI -2011 PARTICIPANT

2. 1. INTRODUCTION
• MAP Title:
• Improving Educational Leadership skills in head
teachers and senior teachers of public boys’ secondary
schools in Karachi.
• MAP Audience:
• 20 Head teachers and senior teachers of secondary
Schools at Karachi.
• MAP Description:
• This Master Action Plan addresses lack of leadership
skills in head teachers and senior teachers of public
boys’ secondary schools at Karachi. It is also aimed to
provide knowledge and awareness on environmental
issues in the context of Pakistan to the participants.
The participants will be able to practice their skill to
improve management in their institutions and to be a 2

3. 2. MAP Goals
• PELI goals:
• Encourage Educational Leadership & Reform
• Explore environmental education models
• Educational goals:
• Translate institutional content into practice.
• Provide the required knowledge and skills to a group of
20 head teachers and senior teachers on educational
leadership and reforms.
• Provide an opportunity for the trainees to explore
environmental issues in the context of Pakistan.
3

4. 3. MAP Knowledge
• The participants will be able to:
• define and elaborate educational leadership and
associated skills.
• discuss about decision making, conflict resolution and
social responsibility.
• interpret social responsibility in terms of
environmental education.
• identify and understand water conservation as an
environmental issues in the context of Pakistan.
• analyze and compare the situation of water resources
in Pakistan with neighboring countries.
4

5. 4. MAP Skills
• Participants will be able to:
• appreciate the need for practicing educational leadership
skills
• outline decision making strategies in their organization
• devise protocols to resolve conflicts in their institutions.
• apply decision making and conflict resolution skills in their
schools
• describe environmental education as a social responsibility.
• generate teaching materials for environmental education
especially water conservation by using creative thinking
and available resources.
• use critical thinking to generate ideas in groups to conserve
water at home, school and community.
• organize public awareness campaigns in schools and the
community.
• value and judge the efforts done by different NGO's and
government agencies to address water conservation in
5

6. 5. MAP Timeline
(16 week activity )
• Week 1: Monday & Wednesday (Pre-workshop visits to 10
schools)
• Week 2: Monday, Tuesday &Wednesday (9.00AM to 1.30
PM) (three day workshop)
• Week 3: Head teachers and teachers will implement skills
learned in
• workshops.
• Week 4: Head teachers and teachers will implement skills
learned in
• workshops.
• Week 5: Head teachers and teachers will implement skills
learned in
• workshops.
6

7. -contd
• Week 6: Head teachers and teachers will
implement skills learned
in workshops.
• Week 7-8: Monday & Wednesday (post workshop
visits to 10 schools for feedback)
• Week 9: Monday (Post workshop meeting of
participants to share experiences and
feedback & problems in implementation
and to suggest solutions).
• Week 10-11: Finalization of report
• Week12 : Submission of draft to ITA.
• Week 14-15: Submission of final report to PELI
faculty. 7

8. Day 1
• Objectives
• The participants will be able to:
• identify the objectives of workshop.
• define and explain educational leadership.
• list educational leadership skills.
• describe effective characteristics of decision making.
• define and explain types of decision making
• trace the steps in the rational decision making process.
• compare and contrast the value and use of individual
verses group decision making.
• describe the barriers to effective decision making and
suggest ways of overcoming them
• provide three strategies for improving individual
decision making.
8

9. Materials
• Overhead projector,
• Multimedia,
• Transparencies,
• stationaery for
participants (pen, pencils,
colour markers, colour
pencils, crayons,
• white broad markers,
• flip charts, flip chart
stand,
• white board, white board
markers,
• sound system,
• banner,
• chart papers
• transparent or adhesive
tap,
• scissors,
• handouts,
• plain papers,
• registration sheets,
• formative assessment
sheets,
• summative evaluation
sheets,
• tea, water, snacks. 9

10. Procedure
• 8.30AM-9.00AM Registration/Introduction of participants/Ice breaker
(Who are we.
• 9.00AM-9.30 AM Introduction/objectives of workshop (Power point
presentation # 1)
• 9.30 AM- 9.45 AM Presentation # 2 (Educational Leadership, definition,
need, issues)
• 9.45 AM-10.15 AM Presentation# 3 (Educational Leadership Skills)
• 10.15 AM-10.45AM Activity # 1 Divide participants into 4 groups and ask
them to
• choose and explain importance of one leadership skill most
important to be practiced in their school.
• 10.45 AM-11.00AM Tea Break
• 11.00AM-11.30AM Group presentations on Activity # 1.
• 11.30AM -12.00PM Presentation # 4 on decision making (definition, types
and issues)
• 12.00PM-12.30PM Presentation # 5 on decision making process
• 12.30PM-1.00pm Group activity # 2 explore decision making skills
hypothetical scenario involving Wilderness survival.
• Group activity #
• 1.00PM-1.15PM Formative assessment: Gather information on
educational leadership skills from participants.
• 1.15PM-1.30PM Reflection and summative evaluation.
10

11. Assessment
• Formative:
• Assessment sheet # 1
• Q.1. Define educational leadership in your own
words.
• Q.2. Why educational leadership is important for
school principals and teachers?
• Q.3. List any 5 educational leadership skills and
explain in what situations these will be helpful.
• Summative:
• Evaluate the situation of educational leadership
in your own school. (Responses are due on next
day) 11

12. Day 2
• Objectives
• The participants will be able to;
• understand and define conflict and conflict
resolution.
• describe different steps of conflict resolution.
• understand social responsibility as an
educational leadership skill.
• explore environmental issues globally.
12

13. Materials
• Overhead projector,
• Multimedia,
• Transparencies,
• stationery for participants
(pen, pencils, colour
markers, colour pencils,
crayons,
• white broad markers,
• flip charts, flip chart
stand,
• white board, white board
markers,
• sound system,
• banner,
• charts paper
• transparent or adhesive
tap,
• scissors,
• handouts,
• plain papers
• formative assessment
sheets,
• summative evaluation
sheets,
• tea, water, snacks.
13

14. Procedure
• 8.30AM-9.00AM Review of previous day’s activities and
outcomes.
• 9.00AM-9.30 AM PRESENTATION # 6 conflicts and Conflict
resolution
• 9.30 AM- 10.00 AM Activity # 3: Group discussion (What
type of conflicts arise in your organization?
How do you address these issues?)
• 10. AM-10.15 AM Brainstorming groups discussion
• 10.15AM-10.45AM Presentation# 7 (Type of conflicts) and
(Levels of conflict)
• 10.45 AM-11.15AM Activity # 4: Role plays for conflict
resolution
• 11.15AM-11.30 Tea Break
• 11.30AM-12.00PM Formative Assessment # 2:
•
• 12.00PM-12.30PM Presentation # 8 (Social Responsibility as
an educational leadership
skill)
• 12.30PM-1.00PM Presentation# 9 (Global Environmental 14

15. Assessment
• Formative Assessment:
• Assessment sheet No. 2
• Q.1 What types of conflict can exist among
groups?
• Q.2 Offer a protocol for diagnosing conflict in an
organization.
• Q.3 Suggest a range of strategies for intervening
in conflict among groups.
• Summative Assessment:
• What type of conflicts arises in your
organizations?
• How you will be able to manage/resolve these 15

16. Day 3
Objectives
• The participants will be able to:
• recognize water conservation as an important
environmental issue in context of Pakistan.
• compare the data (water facts) of Pakistan with
neighboring countries.
• identify areas of curriculum or school activities where
environmental education can be integrated.
• communicate with community through awareness
campaigns on water conservation.
• appraise the efforts of government and non
government agencies on water conservation.
16

17. Materials
• Overhead projector,
• Multimedia,
• Transparencies,
• stationary for participants
(pen, pencils, colour
markers, colour pencils,
crayons,
• white broad markers,
• flip charts, flip chart
stand,
• white board, white board
markers,
• sound system,
• banner,
• charts paper
• transparent or adhesive
tap,
• scissors,
• handouts,
• plain papers
• formative assessment
sheets,
• summative evaluation
sheets,
• tea, water, snacks.
17

18. Procedure
• 8.30 AM-9.00 AM Pre test to understand the behavioral and attitude
change towards environmental issues especially
water crisis in Pakistan.
• 9.00AM-9.30 AM Activity # 5 : Group discussion on different
environmental issues.
• 9.30 AM- 10.00 AM Group presentation (Charts on different environmental
issues)
• 10. AM-10.30 AM News letters, brochures and handouts about the work
of NGOs and ministry of environment will be distributed to
the participants to analyze and evaluate their role in
water conservation.
• 10.30 AM-11.00AM Presentation # 10 (Water facts) Documentary (Water
conservation)
• 11.00 AM-11.15AM Tea break
• 11.15AM-11.30AM Activity # 6: Problem Solving Strategy (Different groups
will be given different areas of their community to find
solution to address water conservation).
• 11.30AM-12.00PM Groups through their presentations will show some
solutions addressing conservation of water in given areas
of community.
• 12.00PM-12.30PM Presentation # 11: Show sample connections between
environment and existing subject areas in curriculum.
• 12.30PM-1.00PM Activity # 7 Participants in groups will identify different
methods to inculcate environmental education in their 18

19. SUMMATIVE ASSESSMENT:
• Reflection:
• Q.1 What new things you learned in this
workshop?
• Q.2 How will you apply these in your
institution?
• Q.3 Facilitator was able to present knowledge
and facilitate activities accordingly?
• Q.4 Your suggestion to improve workshop in
future.
19

20. Assessment
• Formative:
• Pre test to understand the behavioral and attitude change
towards environmental issues especially water crisis in
Pakistan.
• Summative:
• Post test to understand the behavioral and attitude change
towards environmental issues especially water crisis in
Pakistan.
• Plan a campaign in your area of work or community to
address issue of water wastage.
• Highlight the efforts done by the NGOs and Government of
Pakistan in addressing water conservation issues in a couple
of paragraphs.
• Write and maintain journals focused on decision making
and conflict resolution in your organization. 20

21. Take Aways
• The participants will be able to learn and take away some activities
for thier students to work on. Below are some examples of these.
• Activity # 1
• Every drop counts (Adopted from Project learning tree Pre-K8)
Activity Guide)
• Skills:
• Predicting, Estimating, Organizing information, Analyzing, Solving
problems
• Objectives:
• Students will:
• monitor their daily actions and estimate the day
• describe how water is wasted and why it is important to conserve it,
• design and implement a water conservation plan, and
• determine the amount of water and money saved through their
plan
• Assessment:
• Have teams of students design a brochure for the general public,
urging them to save water in their daily lives.
21

22. Activity # 2
• Water Actions (Adopted from The watercourse and Council for
Environment Education (CEE)
• Skills
• Applying (developing and implementing investigations and action
plans); Evaluating; Presenting
• Objectives:
• Students will:
• explain the importance of considering the feelings and values of
others involved in water-related issues.
• analyze the appropriates of proposed action strategies
• plan and evaluate the steps needed to investigate and conduct an
action project.
• conduct water action projects.
•
22

23. Activity # 3
• A drop in the Bucket (Adopted from The watercourse
and Council for Environment Education (CEE)
• Skills:
• Gathering information (observing, calculating);
• organizing;
• interpreting(drawing conclusions)
•
• Objectives: Students will:
• Calculate the percentage of fresh water available for
human use.
• Explain why water is a limited resource.
23

24. MAP Assessment Evidence:
• Formative Assessment
• 1 Charts and posters made by the
participants.
• 2 Formative assessment sheets.
• 3 Group presentations.
24

25. Summative Assessment
• Evaluate the situation of educational leadership in your
own school. (Responses are due on next day)
• What type of conflicts arises in your organizations? How
you will be able to manage/resolve these conflicts?
• What type of conflicts arises in your organizations? How
you will be able to manage/resolve these conflicts?
• Videos
• photographs
• interview checklists
• questionares
• evidences collected during post workshop visits
• pre test and post test
25

26. THANK YOU
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