Transcript VSO_presentation

VSO Contribution to
Education leadership
and Management
Education Leadership
support work is aimed
at improving the quality
of education for all
children
VSO believes that a
school well led supports
improved teaching
using learner centred
methods and impacts
on the learning of
children
Is training alone enough to improve on
school leadership and management?
ESSP prioritises the quality of education
enriched with qualified teachers at all
levels and more..........
Priority 10 of the ESSP 2013-2018
emphasises the importance of leadership
and administration.
Field experience
extra duties that are non education
handled by education leaders on a day to
day basis
time for monitoring school running,
teaching and learning is not sufficient
 limited support for teachers
Effective monitoring of pupils’ attendance
and participation
All this affects learning outcomes
Existing framework of education
leadership in the decentralized
structures
Should delegation of authority in education
leadership and management follow structured as
below?
And therefore should related capacity building
follow suit?
DEOs
SEOs
Head teachers
(PTC)
VSO’s Contribution
leadership and management through
training for SEOs and HTs on ‘time
management’ e.g.:
•How to balance private life and work life.
•Working effectively and efficiently
•Delegation
•Postponement
•Staff mentoring and development
Quote from a head teacher
“Yes, I remember we talked about
leadership style in the training. I am a
team builder! I talk to my teachers
and we decide things together as
much as possible. I delegate tasks to
particular teachers as well.”
VSO’s Contribution
Pedagogical management:
 Lesson Observation skills that are
learner centered.
 planning (lesson plans, schemes of
work) in line with the curriculum
 Discipline and Behavior management
(school and class)
VSO’s Contribution
HTs are trained on pedagogical
management:
 Lesson Observation skills that are
learner centered.
 planning (quality lesson plans,
schemes of work) in line with the
curriculum
 Discipline and Behavior management
(school and class)
Quote from a head teacher
“The training from VSO was good. It
helped us to think about how to
support our teachers, what to look for
in a good lesson and how to help them
to create a positive learning
environment. It also helped me to
think about planning ahead and how
to delegate responsibilities”
Behavior management
School Development Plan
HTs are supported by leadership Advisors on
how to use the Bridge model that requires
input from the PTC members and the wider
community for proper school planning based
on:
Vision of the school.
Mission of the school.
Bridge Model
Girls and Boys participation
Should education leaders be concerned
about the participation of girls and boys?
How is the school environment enabling /
discouraging equal participation?
HTs are facilitated to:
-establish girls’ and boys’ clubs.
-Girls’ rooms.
-Separate girls’ and boys’ toilets
-Creating strong students council
Equipped girls’ room
Data analysis & Interpretation
HTs are mentored and coached on
interpreting data (what it means for the
sch) :
School level data (school attendance)
Linking the data with the indicators
Analysis & interpretation of national
Exam results.
setting targets for developing sch.
improvement plans and in staff
Quote from a Head teacher
“I analyse all the test results and use them to
see which classes are getting better results.
Then I have a meeting with all the teachers and
we discuss how we can improve and who needs
to do better. These tests are mainly used by me
to judge the teachers performance. The P6
results at our school have consistently improved
over the last three years I am looking for a
further improvement this year.”
English language as medium
of instruction
Are head teachers facing challenges in using
English?
collaboration with SM and SBMs in training the
school community on English language
proficiency helps to address that.
Training on speaking skills:
• Personalization
• Story telling
• Debate and grammar
Co-facilitating with school based
mentor (HTs and SEOs)
Encouraging good practice of getting
books out of boxes!
Are school plans inclusive? Why not?
HTs training on inclusion- are
there children missing on
education for all?
school planning
Awareness
classroom teaching
learning
Are HTs able to plan for all children to access
schools and participate in learning?
Leadership
intervention
Any questions???
Thank you!
MURAKOZE
THANK YOU