Initial training for cluster monitors

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Initial training for cluster monitors

• Soma
• November 2005

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Introduction

• Quality issues
• Primary role of key stakeholders
• The cluster monitor role
• BESPOR and VSO
• Why do we need a manual?

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Introduction to the manual

• Introduction
• School level activities
• Cluster level activities
• Appendices and forms
• Reference documents

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Quality of what?

• Improved pupil achievement
• from
• the quality of teaching and learning

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(No Transcript)
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So how do we get there?

• By knowing what is happening
• By having a clear view of why things are as they
  are
• By understanding how different aspects of the
  school relate to one another
• By involving key stakeholders in assessing
  strengths and weaknesses
• And in deciding on the priorities for improvement
• By planning the development of the school with
  quality as the focus

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Areas for whole school development

• Teachers professional development
• Teaching and learning resources
• Curriculum development
• Community participation
• Learner welfare and the school environment
• Leadership and management

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Group task

• Take the two aspects of the school assigned to
  your group
• Appoint a scribe and a spokesperson for the group
• Brainstorm onto a flip chart what you would
  expect to see in a successful school for each
  aspect
• Be prepared to feed back to the whole group

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The case study school

• Read through the case study
• Identify the main strengths and weaknesses
  (remember pupil achievement and quality of
  teaching and learning)
• Discuss these as a group and agree on your view
  of priorities for improvement

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The case study school

• Taking your priorities for development, work in
  pairs or threes
• Use the manual to identify a small number of key
  questions for discussion with the headteacher
  that you would use to help the headteacher to
  focus on the most important issues
• Write your questions on post-its to share with
  the whole group

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Agreeing school targets

• Specific
• Measurable
• Achievable
• Relevant
• Time-bound

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Drawing up a plan for development

• In pairs or threes, take one of your priorities
  for improvement.
• Decide on a SMART target.
• Use the sheet to plan actions to achieve the
  target, with timescales and success criteria.
• Identify who should take the action.

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Planning
Target Actions required Success criteria Time- scales Who is responsible
Raise the enrolment of girls from 42 to 46 of the school roll Carry out PTA meeting and home visits Tackle sexual harassment from students and staff develop and implement policy All parents of girls in the village contacted Policy in place, agreed by staff, community, students Reports and observations of sexual harassment decrease 2 months 1 term HT, PTA committee, female teachers Deputy HT, 2 male and 2 female teachers, PTA committee All staff and students
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Monitoring the plan

• Need for regular review of progress towards
  target
• Interim assessment by progress on the actions
• Involve stakeholders
• Have the actions made any difference to how well
  pupils achieve?
• If not, what needs to be done differently?

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Completing the school visit report

• Working individually, complete a School Visit
  Report Form for the activity you have undertaken.
  There may not be entries for all sections.
• Using the manual as a guide, discuss your form
  with a partner, and make suggestions to one
  another about how it might be improved.

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Analysing cluster needs

• Read through the selection of School Visit
  Reports
• Identify any common themes or issues
• Write a Cluster Report based on these School
  Visit Forms, as if they were records of your own
  visits
• Pay particular attention to the sections for
  summarising further actions

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Analysing cluster needs

• With a partner, using the manual as a guide,
  decide what your next steps would be
• What strategies might you adopt to address these
  needs?
• Join another pair or three and share your ideas

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Teacher development

• There is a range of ways to develop teachers
  performance
• Workshops and courses are not always the most
  effective or powerful
• We should focus on activities at school and
  cluster level

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Work expectations

• A demanding and time-consuming role
• The working day
• Length of school visits
• Travelling time
• Time spent in schools
• The remainder of the time
• Meetings with regional office staff
• Day-to-day organisation

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Use of the motor bike

• Fuel allowance
• Use outside the cluster
• Use outside the region
• Private travel
• Mileage record
• Day-to-day maintenance
• School holidays

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Code of conduct

• Work with professionalism and integrity
• Act with consistency, equity and fairness,
  regardless of personal connections and interests
• Act always in the best interest of learners
• Deal with all stakeholders with respect, courtesy
  and sensitivity, ensuring involvement
• Give and seek advice and support
• Evaluate objectively and report honestly and
  fairly
• Communicate clearly and frankly
• Respect confidentiality
• Be a role model

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And finally.

• What are the main learning points that you take
  away with you from this workshop?
• How do you feel now it is coming to an end?
• What are your next steps to improve your work as
  a cluster monitor?
• What do you see as your most important training
  needs?

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• Thank you for your participation
• Safe journey home