1. Ibrahim Rasheed, Teacher Educator, CCE
iburasheed@hotmail.com, 7914914

2. 23rd January 2012, Monday
Session 1 08.00 – 10.00 Introduction to CFBS
Child-Friendly Baraabaru School Dimension
Self Evaluation
10.00 – 10.15 Break
Session 2 10.45 – 12.15 Pre-Evaluation
Data Collection
Post Evaluation
12.15 – 13.30 Prayer Break
Session 3 13.30 – 15.30 How to carry out School Self Assessment (In groups)
Planning for Field Work
15.00 – 16.00 Break
Session 4 16.15 – 17.30 Field Work
Session 5 20.15 – 21.15 Preparing the final Report
21.15 – 22.15 Presentation
Closing
Note: Members of the school board, PTA will join in this session)

3. What are your expectation of this workshop?
Discuss in groups and present

5. Strengths
Weaknesses
Opportunities
Threats

6. Lets make a SWOT for ourselves
My strengths My weakness
Opportunities I Threats for me
have

7. • You are allowed to make three changes at
work. You may change
– yourself
– the teaching and learning in your
school
– the infra structure of your school
– the people around you, etc.

9. What is your ideal school like?
• What is your ideal school like?
Administration
Parents Students Teachers
School
Climate

10. FIVE DIMENSIONS Inclusivity
Leadership Teaching &
& Learning
Management
School, Health &
Family & Safety
Community
partnerships

11. Instructions:
Identify the standards for the given dimensions

12. Policy on inclusivity
Annual enrolment and projection
Inclusion plan
Children at risk
Leadership and mentorship

13. Curriculum/ syllabus
Lesson planning
Teaching and learning strategies
Teaching and learning resources
Learning environment
Learner centered assessment
Co-curricular /career and vocational guidance
Achievement and Progress

14. Heath Personnel and facilities
School Health Policies
Health and Nutrition Services
Health Education
Healthy Physical Environment
Healthy social environment
Fitness and Activities

15. Family Participation
Communication
Parent Role
Community Involvement
Community Resources

16. Planning
Professional Development
Personnel Qualifications and Skills
Human Resource Management
Infrastructure and Finance Management
Leadership and Community
Student Leadership
Community Collaboration

17. For promoting awareness

18. For targeting needed improvements

19. For school self assessment

20. For monitoring at the national and regional level

21. To determine the quality of education provided
by the schools

23. What do you want to change in your own self
immediately and in the long run? Why?
Use Graphics only

24. What is school self evaluation?
Why do we self evaluate the schools?
How would school self evaluation impact the
schools?
What are the links between school self
evaluation and external evaluation?
How can you help in monitoring and evaluation
of schools?

25. • In a cycle of 4-5 years
External Evaluation
Central Level • Consolidates data from Province
evaluations and self-evaluations of
schools
• Reports on the system
• Put in a cycle of maximum 2-3 years
• Reports self-evaluation of schools to
Regional Level the central level
• Consider school level evaluations in
the province evaluations
• Provincial reporting
• Mandatory for all schools to carry
School Level out once every year
• Reporting to province

26. School Self Evaluation External Evaluation
• To improve quality from within • Need at centralised level to
• To monitor the progress of the control and guide schools
school • Ensure that quality education
• To report accurately to is provided and that schools
parents and wider public use resources efficiently
• To plan and improve at • Ensure that agreed outcomes
classroom, school and are met
community levels • Offer feedback to schools on
• To raise the involvement of all their strengths and
relevant stakeholders weaknesses
• Self-evaluation supports the • Provide comparative data on
development of the school school’s previous
(perspective of improvement) performance
• Perspective of accountability
(and improvement)

27. • School self-evaluation is something that schools do
to themselves, by themselves and for themselves.
• Self-evaluation is the process by which a school is
to look critically at itself in order to improve further
the quality of its provision and its performance.
Tthrough this process, the school:
– Reflects on their current practice;
– Identifies and celebrates the strengths of the school;
– Identifies and addresses areas for improvement in their
work;
– Engages in personal and professional development; and
– Focuses on improving the quality of learning and teaching,
and the standards of achievement in the school.

28. What are we going to
do next?
How do we know?
How good is our
school? Through self-evaluation, a school is
asking questions of itself which probe
thoroughly all aspects of quality.

29. Pre -
Evaluation
Post-
Evaluation

31. Select a school improvement
team
Decide the dimension
Organize Meetings
Design Tools
Collect Data

32. Who Why How
• Parents • Ownership. • Delegate
• Teachers • Minimize the responsibilities
• Students risk of biases. for members of
• Transparency the team
• Leading
teachers • Climate of trust • Identify a
facilitator
• Principal • Reflection
• Identify note
• School board • Team work
taker
• PTA

33. How would you select a dimension the time and
duration and frequency?
On what basis?

34. Conduct separate
stakeholder meetings for
data collection on the
selected dimension
through qualitative and
quantitative methods.
The type of data to be
collected will depend on
the selected dimension

35. Data collection is an
important task in the
supervision process. Good
quality data is collected to
avoid subjectivity and
biased observations.
Utmost importance needs
to be given to the nature of
the data collected, the way
in which it is collected, and
the verification method.

36. The data could be collected qualitatively and
quantitatively from a variety of sources:
parents, students, teachers and other
stakeholders through various means.

37. Most of the time on site is spent gathering first-hand
evidence by:
 observing teaching and learning;
 talking with staff, pupils and others in the school;
observing extra-curricular activities and the way in which
the school runs on a day-to-day basis;
 tracking school processes such as evaluation and
performance management;
 analysing samples of pupils’ current and previous work
and results;
 joining meetings such as school board or management
meetings, staff meetings, coordination meetings and
observing management processes, such as the monitoring
of teaching directly;
 analysing records relating to pupils with special
educational needs (where relevant)

38. •Looking at previous supervision reports (school self
evaluation, province/gaumee idharaa evaluation)
•School mission and vision
•School Strategic plan
•National Curriculum
•Lesson plans and schemes
•Student work both current and previous
•Job descriptions
•Records of meetings
•Attendance records ( student and staff)
•Portfolios
•Salary sheets
•Confidentiality should be maintained at the data
collection stage, especially for protection of
sources.

39. Verify the collected data
Obtain evidence for justification of the collected data
Analyze and interpret data
Summarize and communicate judgments through
verbal and written feedback
The findings must provide a measure of validity
accountability and help the school to set a target to
improve the quality of education provided by the
school.

40. The team leader must manage the team
meetings to ensure that judgments about the
school, particularly the main evaluation and
reporting requirements in the Evaluation Criteria
are corporately agreed.
The strengths and weaknesses of the school
and what it must do to improve are identified.
Judgements must be convincingly supported
by evidence
The team leader must assure the quality of
the evidence and all judgements

41. How well is the school led and managed?
Supervisors must evaluate and report on:
The quality of leadership of the school,
particularly by the head of school, senior
management team and other staff with
responsibilities
The effectiveness of management
The effect of any particular aids or barriers to
raising achievement, either within the school
or externally.

42. Judgments should be made only after
triangulation from other sources.
Where relevant, get written feedback from focus
group discussions, especially where
controversial matters arise.
Where relevant the correct sample size of the
population should be targeted to measure the
validity.
Evidence must be of sufficient range and
quality to secure and justify judgments

43. The school self-evaluation process using CFBS
involves stakeholder discussion, reflection and
debate on each indicator’s status, review and
documentation of the supporting evidence for
each indicator, the award of a level of
achievement (from emerging to achieved, or
none of these) for each standard and
identification of constraints faced.

45. The report is based on the supervision conducted
during a specified period and is collaboratively
compiled by the team.
Report Feedback and recommendations has to be given
Writing
to improve the quality of education provided by
the school.
Summary of the report has to be
presented to all the stakeholders.
Feedback
Recommendations has to be prioritized
and 5 selected for immediate action.
The report of SSE should be published
and disseminated to all stakeholders
Reporting
Send a copy of the report to the region
and ESQID.
Planning

46. • Policies are in place but there are issues in
Emerging implementation.
• Policies are in place - implementation to
Progressing some extent.
• Policies are in place - proper
Achieving implementation at school level.
• Policies are in place - proper
Achieved implementation at school level and
beyond.

47. Emerging Progressing Achieving Achieved
For any scale of rating, the indicators must be met in
full. If they are not met in full, the school does not yet
have a rating for that scale. (Example)
For a rating of Progressing one would need to have
met all Emerging and Progressing indicators.
When clear evidence is not available, the lower scale
(or in some cases, no scale) should be chosen.
Fluctuation of ratings for the Indicators of quality may be
seen over time. Changes in school staff, community
participation, provision of finances, or infrastructure are
examples of how ratings may vary.

50. Type Objectives Duration
Strategic Plan To achieve the school 3-5 years
vision and mission
Development To focus on areas of 1-2 years
Plan/Improvement priority and work
Plan through activities
Action Plan To plan for specific 1 year
actions based on the
development
Plan/Improvement
Plan
Operational Plan To deal with special Short term
operations

51. Where are we?
What do we want to achieve?
Where do we want to go?
How do we get there?
What resources will we need to go there?
When will it be done?
Who will be responsible?

52. Dimension: Learner centred teaching
and learning
Standard: Learning environment - The
school provides a friendly, stimulating, and safe
environment that promotes social, physical, and
intellectual learning needs of all students
Indicator: Principal, staff and teachers
smile and demonstrate that they enjoy being
with children.

53. Goal: Bring the smile to the school and create a happy ‘smiling’ environment
Performance target: By the end of August 2011, Principal, staff and teachers smile
and demonstrate that they enjoy being with Children.
Foc Curren Objective Performance Target Strategies Durati Person
us t s outcome audien on responsib
status ce le
2.5 Some To create Principal, All staff Education July- All
do it, a happy staff and through August stakehold
some ‘smiling’ teachers awareness- ers
don’t environme smile and incorporate the
nt demonstrate idea of smiling
that they and its effect on
enjoy being the individual,
with children group,
community etc…
into the
curriculum.
‘Bring back the
smile’
campaign –
displays,
banners, posters
etc…
Giving badges
to the most…..