School-based In-Service Training Implementation...

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4th Version - Aug 2014 -

Rwanda Education Board (REB)

Japan International Cooperation Agency (JICA)

August 2014

School-based In-Service Training Implementation Guideline

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Contents Abbreviation ..................................................................................................… …………………..2

1. Objective of This Guideline ................................................................................................ 3

1.1 Background of the Project ............................................................................................... 3

1.2 Setting up National SBI Framework ................................................................................. 4

1.3 Primary Objectives of this Guideline ............................................................................... 4

2. Outline of SBI Framework .................................................................................................. 5

2.1 Stakeholders .................................................................................................................... 5

2.2 Roles and Responsibilities ............................................................................................... 6

3. Concept of SBI in Rwanda .................................................................................................. 7

3.1 Definition of SBI in SBCT Project ...................................................................................... 7

3.2 Relationship between Off-JT and OJT .............................................................................. 8

4. Outline of SBI Implementation ........................................................................................ 10

4.1 Term-based Approach – School Calendar Friendly ....................................................... 10

4.2 PDSI Cycle ...................................................................................................................... 10

4.3 Visualization................................................................................................................... 10

4.4 District-level SBI Induction Workshop ........................................................................... 11

4.5 School-based SBI Induction Workshop .......................................................................... 12

4.6 Action Plan Preparation ................................................................................................. 14

(1) Planning Overview ......................................................................................................... 14

(2) Aim of Each Sheet ........................................................................................................... 15

4.7 Implementation of SBI ................................................................................................... 18

4.8 SBI Review ..................................................................................................................... 19 4.8.1 SBI Review at School……………………………………………………………………………………………….22

4.8.2 Monitoring by Sector (SEO)………………………………………………………..……………………….…24 4.8.3. Monitoring by District (DEO) ………………………………….……………………………………………..29 4.8.4 Monitoring by National Level (TDM/REB) ………………………………….…………………………33 4.9 Renewal of Action Plan ........................................................................................... ……..33 4.10 Summery of the role of schools/SEO/DEO/TDM for the review/monitoring process….33

Attachment 1 Sample SBI Activity Sheet (How to fill up Activity Sheets………….35

Attachment 2 Sample Monitoring Sheet(How to fill up monitoring sheets)…….45

Attachment 3 Power Point ：What SBCT is? What SBI is? Finding from Baseline Survey……………………………………………………64

Attachment 4 Power Point: Sample SBI Activities…………………………………………..68

Attachment 5 All sheets and form for copy………………………………………………75

Contacts to SBCT/TDM/REB…… on a back cover

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Abbreviation ASEI-PDSI Activity, Student-centred, Experiment, Improvisation, Plan-Do-See-

Improvement

CPD Continuous Professional Development

DEO District Education Officer

DoS Director of Studies

HT Head Teacher

INSET In-Service Teacher Training

JICA Japan International Cooperation Agency

MINEDUC Ministry of Education

OJT On the Job Training

Off-JT Off the Job Training

REB Rwanda Education Board

SBCT School-based Collaborative Teacher Training

SBI School-based INSET

SBM School-based Mentor

SEO Sector Education Officer

SMASSE Strengthening Mathematics and Science in Secondary Education

TDM Teacher Development and Management Department

T/L Teaching / Learning

TTC Teacher Training College

9YBE Nine Year Basic Education

12YBE Twelve Year Basic Education

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1. Objective of This Guideline This guideline is prepared to ensure quality School-Based In-service training (SBI) under the

“Project of Strengthening School-Based Collaborative Teacher Training (SBCT project)” in

Republic of Rwanda.

Main target users of the guideline are: 1) Head Teachers (HTs), Director of Studies (DOSs)

and teachers in schools with S1-3, and 2) District Education Officers (DEOs) and Sector

Education Officers (SEOs).

The SBCT project is an initiative under Teacher Development and Management department

(TDM) in Rwanda Education Board (REB) with the provision of expertise by Japan

International Cooperation Agency (JICA).

1.1 Background of the Project

Rwanda has expanded the free basic education from 6 years to 9 years in 2009. Since then

primary schools has been transformed either 9YBE or 12YBE. This expansion of basic

education has improved the enrollment in lower secondary education (S1-S3) rapidly. It

came up to 35.5% and exceeded African average (35.3%) in 2011.

This rapid expansion of lower secondary education yielded the more training needs for lower

secondary teachers, particularly in basic education schools, in order to accommodate more

learner friendly teaching to help slow learners giving chance to promote to secondary

education.

TDM/REB in cooperation with JICA has conducted “the Project on Strengthening

Mathematics and Science in Secondary Education (SMASSE)” from 2008 to 2011. The Project

aimed at introducing Learner Centered Methodology (LCM) and “ASEI-PDSI” (Activity-

Student-Experiment-Improvisation, Plan-Do-See-Improve). The achievements of the SMASSE

were observed in many classrooms. In other words, trained teachers were able to apply LCM

successfully. The Project was highly valued.

On the other hand, the limited expansion of the SMASSE was confirmed. The trained

teachers did not share what they learned from SMASSE training with other teachers as much

as expected. Only trained teachers could apply ASEI-PDSI properly when the project ended.

With this mutual understanding between TDM/REB and JICA, the SBCT project was initiated

with the focus of ensuring quality SBI in lower secondary schools.

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1.2 Setting up National SBI Framework

It was confirmed by both Rwandan and Japanese Government that the final goal of SBCT

project is to improve the academic performance of O-level students through establishing

national SBI framework.

Therefore, from the point of view of SBCT, the School-based In-service Training (SBI) aims to

improve classroom teaching in order to enhance students’ performance, though there

should be a variety of SBI.

1.3 Primary Objectives of this Guideline

As previous sections described, the primary objective of this guideline is to encourage

“School-Based In-service training (SBI)” which is truly articulated towards the improvement

in academic performance of O-level (S1-S3) students.

Therefore, this guideline explains;

Concepts of SBI

Roles and responsibilities of stakeholders involved in SBI

Methods for the implementation of SBI at school

Monitoring procedure

Key players such as HTs, DoSs and teachers in lower secondary education as well as DEOs

and SEOs are expected to be capable of planning, implementing and monitoring SBI.

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2. Outline of SBI Framework Although the word “SBI” is new in Rwanda, the concept of SBI is quite common as described

in the previous section. Thus the national SBI framework is comprised of those who are

already involved in the education sector operation.

2.1 Stakeholders

SBI framework has three different major stakeholders, TDM/REB, DEO/SEO and School as

presented in the figure below. Please note that the relationship between stakeholders does

NOT mean the “hierarchy” that contains higher or lower ranking. Teamwork with close

communication of these stakeholders is the key to successful implementation of SBI.

Figure 1 Stakeholders in SBI Framework

Main functions of each stakeholder are summarized as follows;

TDM/REB acts as training provider which plan and conduct training courses known as “Off

the Job Training (Off-JT)” to deliver advanced or new knowledge and skills. TDM/REB also

provides resource material and resource persons such as “School-Based Mentor (SBM)”. It

holds responsible to ensure “Continuous Professional Development (CPD)” environment for

teachers.

DEO and SEO: Primary function of DEO and SEO is to monitor SBI status and report it to

TDM/REB. Meanwhile, DEO and SEO deliver information released by TDM/REB and give

feedback of TDM to schools. Thus DEO and SEO play a very important role to intermediate

“Theory” and “Practice” or to bridge TDM and school. Through this process, DEO and SEO

naturally act as promoter of SBI. In other words, DEO and SEO play multirole. This, in turn,

highlights the value of DEO and SEO in national SBI framework.

Schools are the place to apply advanced knowledge and skills provided by training provider.

In other words, schools are the place to realize “CPD” process. Thus it can be said that

• TDM/REB

•Provide off the job training (Off-JT) and resources

•Dispatch resource persons like SBM for sound OJT

•Monitor training impacts

• DEO/SEO

•Monitor and report the status of SBI (OJT)

•Deliver the information both for Off-JT and SBI (OJT)

•Promote SBI (OJT)

• School •Plan, practise

and revirew SBI (OJT)

•Report SBI (OJT) status at school

•Practise CPD (Continuous Professional Development)

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schools are the main player in SBI framework while other stakeholders are the supporters

for schools.

2.2 Roles and Responsibilities

Overall roles and responsibilities of stakeholders are listed in the following table.

Table 1 Major Roles and Responsibilities of Stakeholders

Stakeholder Major Roles and Responsibilities

1. TDM/ REB Prepare SBI induction program, guidelines and SBI support tools (Action planning tool, monitoring tool, etc.) Monitor and review national level SBI status. Report the result of national level monitoring and feedback.

2. District Education

Officer (DEO)

Monitor and report district level SBI status to TDM/REB. Review and monitor result reported by TDM/REB. Feedback the monitoring result to SEO.

3. Sector Education

Officer (SEO)

Monitor and report sector level SBI status to DEO. Review the monitoring result reported by DEO and TDM/REB. Feedback the monitoring result to schools Promote SBI.

4. Head Teacher Initiate SBI at own school. Supervise SBI practice. Report SBI status to SEO Review the monitoring result reported by SEO Feedback the monitoring result to DoS and teachers.

5. Director of Studies

(DoS)

Organize and control SBI practice. Report SBI status regularly to HT.

6. Teachers Practice SBI and improve own teaching skill through SBI.

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3. Concept of SBI in Rwanda As explained before, the concepts of SBI is common and it is already in Rwandan schools. In

fact, the baseline survey conducted by SBCT project team confirmed that about 50% of

surveyed Rwandan school actively implemented SBI.

3.1 Definition of SBI in SBCT Project

Under SBCT Project, SBI is defined as an in-service training initiated by the ownership of

school.

One possible major form of SBI that most people may imagine is the training organized by

training providers such as REB and hosted by a school. However, the SBCT project does NOT

call it SBI. The reason is that the school does not prepare nor operate the training. It means

that there is no ownership of schools. The concept of SBI is summarized in the figure below.

Figure 2 Types of SBI in SBCT Project

Colored areas in the above figure are the SBI in SBCT project and they are divided into two

forms. One form of SBI is “Ready-Made” training that program and materials are basically

prepared by training providers. Schools just follow the instruction to conduct the program.

Therefore, it is well structured and it may be mandatory training in most case. Awareness

program such as HIV and human rights are the typical example. Training initiated by SBM can

be another example of this form, if SBM conducts “Ready-Made” program.

Another form of SBI is “Custom-Made” training initiated by teachers and/or schools to

address problems or issues that teachers and/or schools are encountering. The training is

designed according to the local context in daily duty at schools. The program is usually less

structured. Various activities including practices can be SBI. This form of SBI is more

commonly known as “On the Job Training (OJT).”

Hosted

Controlled by Training Provider

School just provides facilities to host training provided by the training provider.

The training program is fully controlled by the training provider

Examples)

- Training by REB (ICT, SMASSE, etc.)

- Training by NGOs

School-based

Guided by Training Provider

School organizes the training but it is required by someone (mainly training provider) to do.

The program is structured and materials are usually provided by training providers.

Examples)

- Awareness program (Gender, HIV, etc.)

- SBM initiated program

Oriented by Teacher

Teachers initiate trainings or practices according to the local context at school.

The training program is less structured but more problem-based.

Examples)

- Lesson Observation - Teacher oriented

activities supported by SBM

Off the Job Training

(Off-JT)

On the Job Training

(OJT)

SBCT Target Area

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The SBCT project much focuses its attention to enliven this form of SBI, because this SBI is

fully taken ownership by schools.

3.2 Relationship between Off-JT and OJT

“Ready-Made” training prepared by training provider is called Off the Job Training (Off-JT)

against the On the Job Training (OJT). Off-JT is often recognized as a major training method

and a most important occasion for professional development. On the other hand, OJT is also

an important “Gear” for the Continuous Professional Development (CPD).

Off-JT generally gives trainees new knowledge and skills which cannot be acquired in daily

work. Thus the opportunity is surely important. However, newly acquired knowledge and

skills are not necessarily applicable to all local context. Teachers have to examine and

customize the new knowledge and skills to improve the situation at school. The figure below

shows the conceptual image of Off-JT and OJT linkage.

Figure 3 Conceptual Image of Off-JT and OJT

The predecessor of SBCT, SMASSE, was implementing a form of Off-JT. As described in

background section, one of the lessons learnt through SMASSE is the limited expansion of

impact of SMASSE at school level. This is the reason that the SBCT project focus on the

enlivenment of SBI in this phase.

Major characteristics of Off-JT and OJT are compared in the table below. It easily indicates

that Off-JT and OJT complement each other.

On the Job Training (OJT)

Applying

Off the Job Training (Off-JT)

Using knowledge and skills

for students

Understanding

Leaning knowledge and skills

from authorities

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Table 2 Comparison of Off-JT and OJT

Off-JT OJT

Organizer

Parties other than School

Parties outside the school organize

training. e.g. REB, NGOs etc.

School members

Colleague and/or supervisor

organize

Approach

Mastery-based

Participants are basically required

to complete curriculum for its

mastery.

Problem-based

Organized to solve or improve a

specific problem happening at the

site.

Program

Structured and Generalized

More generalized curriculum and

contents are prepared to fulfill all

participants’ learning needs

gathered from various affiliates.

Flexible and Specific

Any forms of activities are

available. More flexible than Off-JT.

In many case, even curriculum are

not clearly apparent.

Occasion

Off-site

Participants are away from their

site to gain new ideas which cannot

be generated in a local context.

On-site

Organized in a local context. More

relevant and practical idea can be

gained according to the site

condition

Advantages

Disadvantages

Advantages

Learn from others in a fresh

environment

New ideas are delivered

Disadvantages

Costly

Limited opportunities are

allowed.

Not sure if ideas function in

the local context.

Advantages

Casual and Economical training

can be organized

Can be formed on demand

Learn from reliable fellows,

relevant ideas are delivered

Disadvantages

Same environment may

depress participants

Ideas are limited in what

school members know

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4. Outline of SBI Implementation Although SBI should be planned and implemented by schools’ initiative since it is “Custom-

Made” training, the SBCT project introduces the standard SBI process and its cycle to

effectively promote SBI. It also enables nationwide monitoring based on the national SBI

framework.

The standard process contains the following three key important concepts for the effective

SBI dissemination.

4.1 Term-based Approach – School Calendar Friendly

Mismatch with school calendar may conflict with other activities. The standard SBI process

should easily be accommodated in Rwandan school calendar because the SBI is of course

implemented in Rwandan schools. That is why the SBI process in the SBCT applies “term-

based approach.”

4.2 PDSI Cycle

The SBCT project continues to use the useful concept called “PDSI” introduced in the

previous SMASSE project. “PDSI” stands for “Plan, Do, See and Improvement” and the idea

originally came from very famous improvement cycle argued by Dr. William Edwards Deming,

an American scholar. The conceptual image of SBI cycle in SBCT is shown in the figure below.

Figure 4 Image of SBI cycle based on PDSI

4.3 Visualization

The SBI instruments prepared by the SBCT project make SBI process such as action plan

visible. The visualized instrument enables strategic implementation of SBI. It also enables an

effective monitoring and review for further improvement of SBI.

The brief description of standard SBI implementation process is shown in the Table 3. Details

of the each process follows in the latter pages.

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Table 3 SBI Cycle

PDSI Steps Lengths Timing Brief Description

Plan

Induction Program (District)

3days Beginning

of term

HT and DoS together with DEO and SEO study the way to introduce SBI and develop induction training plan for each school

Induction Program (School)

Half day – 1 day

In 2

weeks

after

district

induction

program

HT and DoS organize induction program for teachers at own school. Teachers develop termly SBI action plan. SEO monitors the status of the action plan development and report the status to DEO.

Do SBI 1 term Whole

Term

(1st

Cycle) Teachers under the supervision of HT and DoS implement 1

st SBI according to the action plan.

See SBI Review

Half day Beginning

of term

(“SBI Review” and “Action Plan Renewal” can be done at once) Teachers review the actual 1

st SBI

achievement and present the result to HT and DoS. Renew action plan for new term

Improve

Action Plan Renewal

Half day Plan

Do SBI 1 term Whole

Term

(2nd

Cycle) Teachers under the supervision of HT and DoS implement 2

nd SBI according to the renewal

action plan.

See SBI Review

Half day Beginning

of term

(“SBI Review” and “Action Plan Renewal” can be done at once) Teachers review the actual 2

nd SBI

achievement and present the result to HT and DoS. Renew action plan for new term

Improve Action Plan

Renewal

Half day Plan

Do SBI 1 term Whole

Term

(3rd

Cycle) Teachers under the supervision of HT and DoS implement SBI according to the renewal action plan.

See SBI Review Half day

Beginning

of term

Teachers review the actual 3rd

SBI achievement and present the result to HT and DoS and process continues..

Continues SBI Cycle (Continues Professional Development: CPD)

4.4 District-level SBI Induction Workshop

2-day long district SBI induction Workshop is organized for the first initiation of SBI. DEO,

SEO and two teachers appointed by HT from each school are supposed to attend this district

level program.

Purpose of the district SBI induction program is to ensure that HTs, DoSs, SEOs and DEO

understand and support the SBI concept. This is also the preparation stage for the following

school-based SBI induction program.

During the district SBI induction program, HT and DoS prepare school-based SBI induction

workshop plan to initiate SBI at own school. HT and DoS are required to report to SEO the

date for school-based SBI induction program so that SEO is able to visit the school-based SBI

induction program for observation and monitoring.

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Table 4 District level SBI Induction workshop Time Table （Sample Version）

Activity Time table

Planned

1st Day

Registration 10AM

1. Opening/Orientation 11AM

2. Introduction - What SBCT? - What SBI? - Baseline Survey

11:30AM

Lunch 1PM

2. Intoroduction (cont.) - What SBI in your school?

2PM

Tea and break 4PM

2nd Day

3. Sample of SBI activity - Lesson Study (Class Observation and discussion) - Subject Activity - Making material - School Based Mentor Program - others

8AM

Break 10AM

4. How to use SBI action sheet Practice how to prepare Action plan - problem analysis - Making Activity Plan Sample of SBI activity

10:30AM

Lunch 1PM

5. SBI Monitoring and Reporting - Role of School, SEO, and DEO

2PM

Tea and break 4PM

3rd Day

6. Review of 1st day and 2nd day 8AM

7. How to conduct SBI induction program at school and How to fill Activity Sheets

9AM

Break 10AM

8. SBI News and SBI Calendar 10:30AM

9. Making schedule of School based SBI induction program

11:00AM

10. Exam analysis 0PM

Lunch 1PM

11. Self-Evaluation 2PM

12. Closing 3PM

Payment

4.5 School-based SBI Induction Workshop

Two teachers who attend District level workshop organize school-based induction program

at their own school to initiate SBI, according to the school-based SBI induction program plan

developed during the district SBI induction program. DEO/SEO and TDM staff may observe

the program if their schedule allow.

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Objectives of the school-based SBI induction program are as follows;

To describe the concept of SBI introduced by SBCT project

To understand the SBI framework and roles of stakeholders

To be capable for SBI action plan development

School-based SBI Induction Action Planning Sheet is attached in the Attachment 5, and detail

how to use sheet from page 14. The sheet is supposed to be used in the district-level

induction program to prepare the school-based induction program smoothly. The sample

program for school-based induction program is shown in the following table.

Table 5 Sample School-based SBI Induction Program

Duration Activity Material and resources

0.5 hour Introduction of SBI SBCT Brochure

SBI Guideline (this book)

0.5 hour Examples of SBI PPT material distributed in

district seminar

1-2hours SBI action plan development

Arrangement of SBI Group Situation analysis on current SBI Problem analysis What SBI we can do Scheduling

Action Planning sheet

SBI Guideline (this book)

Total:2-3 hours Expected output: SBI Action Plan

Each school is required to share SBI Action Plan of SBI Grope with SEO by “SBI Action Plan for

reporting to SEO” (see page 14 and 22).

How to arrange SBI Group:

According to size of school, and number of teachers, each school can look for any better

arrangement of SBI Group. Following table shows the several cases how to arrange SBI

Group.

Case 1: 9 year BES Group 1: Primary Teachers, Group 2: Secondary Teachers

Case 2: 9 year BES Group 1: P1-3 teachers, Group 2: Science and Mathematics teachers of P4-6 and S1-3, Group 3: Social study and language teachers of P4-6 and S1-3

Case 3: 12 years BES

Group 1: Language teachers of S1-6, Group 2: Social Study teachers of S1-6, Group 3: Science and Math teachers of S1-6, Group:4: Language teacher of S1-6, Social Study teachers of S1-6, Science and mathematics teachers of S1-6

Case 4: Secondary School

Group 1: Physics and ITC teachers, Group 2: Biology and Physical education teachers, Group 3: Chemistry teachers, Group 4 Mathematics teachers, Group 5: Language teachers, Group 6: Social Study teachers

Of course, it is possible to arrange other cases. Please arrange any effective SBI group at

your school.

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4.6 Action Plan Preparation

(1) Planning Overview

Each school is required to fill-up following the SBI Action Plan for reporting (Also see page 22). The SBI Action Plan for reporting to SEO summarizes the planned SBI activity by SBI Group in your school.

To prepare the SBI Action Plan, SBCT recommend using SBI Action Plan preparation sheets for teachers’ discussion. Self-planning by teachers is an essential part for a success of SBI activity. SBCT do requests school leaders not to omit this process. Those sheets was designed for;

- to analysis current SBI activities in your school, - to analysis current Teaching/Learning (T/L) problems in your school, - to adjust SBI activities and current T/L problems in your school, and - to share the idea of expected output and any evidence to show your output from SBI

activities.

There are five sheets to fill up for planning and implementing SBI. Sheet 1 and 2 is used for confirming present SBI and human resources in your school. Sheet 1

Sheet 2

Any SBI activity at

our school, past or

present

(name of Activity)

When and how

often have we

had/do we have

this SBI activity?

Was it useful for your teaching or

students’ learning?

(Yes or No. and reason)

Current SBI Analysis Chart Possible Resource Persons for SBI(Participation in any training before, SBM, Teachers who have skill,

which are useful for effective teaching/learning)

NAMESUBJECT/

Position

What contents he/she can introduce

to other teachers

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Sheet 3(3-1 For discussion, and 3-2 making priority) is used for confirming present problem and opportunity of SBI in your school. Sheet 3-1

Sheet 3-2

Sheet 1,and 2 are used for reviewing what School Based Activity you already managed, and who can be resource persons in your school. Sheet 3 (3-1 and 3-2) is used for Teaching/Learning problem analysis in your school. Then, following Sheet 4, 5, are for coming SBI activity.

Sheet 4, and 5 is used for making SBI plan in your school. Sheet 4

Sheet 5

(2) Aim of Each Sheet

(see samples on page 35-44, Attachment 1)

Sheet 1: Identification of existing SBI activities

Sheet 1 is for list up the present SBI present activities if your school did SBI before the SBI Induction program at your school.

The first column is “Any SBI activity at our school , past or present.”

The second column is “When, and how often, have we had / do we have this SBI activity?”

The third column is “Was it useful for your teaching or students’ learning?”

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by

this problem?Who will benefit if the

problem is solved?

Why should the problem be resolved?

Identification of Teaching/Learning Related Problems(For prioritization)

N

o.

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?


1.

2.

3.

4.


Name of the SBI group:

NAME SUBJECT POSITION CONTACT

SBI Group Team Members What SBI will we do? (SBI planning)Who will participate in the SBI group? How many teachers will join?

What kind of training will you arrange?

Why should we do this SBI? What current problems will it address?(Needs of training)

What kind of impact do you (teachers) and your students expect?

Can we measure the impact after the training? If yes, how?

Name of Activity:

When will we undertake the activity? (Plannedschedule with dates)

Any SBI activity at

our school, past or

present

(name of Activity)

When and how

often have we

had/do we have

this SBI activity?




Current SBI Analysis Chart

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Through filling up those columns by teacher themselves, they confirm what they did as SBI activity, and what impact it made for them. You can continues similar program as your SBI activity, or you can revise those activities to make more effectiveness. Sheet 2: Identification of Existing Human Resources for SBI in your school.

List up possible human resources who can contribute implementation of SBI to transfer knowledge, methodology, and skills which is effective teaching/learning;

For instance,

Staff/Teachers who participated any training program (off the job training) recently,

School Based Mentor, Teachers who have good ICT skill, Any possibility of experienced teachers, SEO,

and others.

Sheet 3 (3-1 and 3-2). Identification of Teaching and Learning (T/L) Related Problems

List up “T/L related Problems” of the school. Let the SBI Group members focus on the issues and things which you want to improve. If you want to improve, if you want to improve something, it means that there might be some problems in teachers’ teaching and students’ learning. These are the T/L related problems in your school. Please try to look for issues/areas from learners’ (Students’) point of view by asking following questions. “Are student satisfied with your lesson?” “What T/L activities do you provide to your

students?” “Is there any weakness in the national exam

result?” Also, please consider the reason why you want to improve something in your school. Some other questions such as “When did this problem happens?”, “Who is affected by this problem?” and “Why should the problem be resolved?” are useful to find the issues/areas for improvement. To find the problems, please consider “Who will benefit if the problem is solved?”, too. If your answer is “students’ learning” and / or “teachers’ teaching”, it is T/L related problem and you can make higher priority to the problem.

Possible Resource Persons for SBI(Participation in any training before, SBM, Teachers who have skill,


NAMESUBJECT/

Position


to other teachers

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?



N

o.

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?


1.

2.

3.

4.


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During the discussion to plan SBI activities among SBI group members, please use Sheet 3-1 when you find problems freely before fill up Sheet 3-2. When you use Sheet 3-1, you can pick up any possible issues/ areas. When you fill up Sheet 3-2, please consider the priority of those issues/areas.

After listing up of the problems / opportunities, let the SBI group select issue to be addressed in the Sheet 6. How to improve this issue is your SBI activity. When teachers discuss the issue to be addressed for SBI, please consider following three criteria, “Feasibility”, “Significance” and “Cost Effectiveness”.

Although it is important role of supervisors, such as HT, DoS and SEO to give “advice” to the SBI Group against the selected issues, supervisors should be very careful “not to impose” their own ideas or opinions to the SBI Group. Because one of the most important features in SBI is “to enhance the ownership and commitment of teachers as practitioner who finally deliver education service to students” Sheet 4: SBI Group Members

List the members of SBI Group. Members are usually colleagues and subordinates from the same school.

Sector Education Officer (SEO) will be added in the Team Member List as a “Promoter.”

Formation and activation of SBI Groups in all schools is one of the most important features of SBI.

Main Objectives of SBI Group are as follows.

1) “Team Building” -creating an atmosphere of mutual trust and collaboration

2) “Leadership building” - creating a democratic approach to achieve work objectives.



SBI Group Team Members

Criteria for selecting the issue to be addressed

1. Feasibility: Can the problem be improved by the SBI Group within the

period of three months?

2. Significance: Is it significant and relevant to your school or class? Is it

valuable enough to spend time and effort of the SBI Group? (Please bear in

mind that SBI Action Plan and achievement will be collected by SEO and finally

reported to REB.)

3. Cost Effectiveness: Is it implementable without any additional resource?

Resource may include budget, staff and equipments.

18

Sheet 5: Detail of SBI Activity

Sheet 5 is a main part of SBI planning.

There are seven parts in the sheet.

- Who will participate in the SBI group? How many teachers will join? This is a part to explain the SBI group category. Which grade from P1-6, S1-3 teachers? Primary , lower secondary and/or upper secondary teachers? Which subject group? How many teachers?

- What kind of training will you arrange? For instance: Lecture type, Group work, Lesson observation and discussion, Learning making teaching material, Training with SBM, and other type. Combination of above style is also fine.

- Why should we do this SBI? What current problems will it address? (Needs of training) Please try to explain the reason why do you need this training activity for teachers in your school? This part is related with issues/areas which you discussed on sheet 3.

- What kind of impacts do you (teachers) and your students expect? Through and after the training program, what kind of impacts may happen to you (teachers) and students?

- Can we measure the impact after the training? If yes, how? If you can get any impacts from the SBI activity, how will you show it? What is different between before and after the SBI activity? Please try to look for any “evidence” of the impact. If you cannot find evidence soon, what evidence will you be able to show in future?

- Name of Activity Please name the activity.

- When will we undertake the activity? (Planned schedule of dates) Please try to write “schedule”. When will you start? Which date? How often will you arrange the training? (once a week? once a month? once a term? Any other?)

After completing the SBI Action Plan Sheets, please fill up “the SBI Action Plan for reporting

to SEO” which follow the SBI plan prepared by SBI Group Team members, and submit it with

copy of the SBI sheet 5 “Detail of SBI Activity”.

4.7 Implementation of SBI

SBI Group members implement SBI according to the developed action plan. Since there are

various forms of SBI available in school, no standard SBI implementation procedure is

suggested here. However, general TIPs and recommendations are listed as below.

Before SBI starts, check if the expected impacts are specific enough i.e. what to

improve? How much to improve? How and what to measure? Etc.

For the effective actions, make sure procedures and methodologies for your SBI

activity to sustain the achievement.

SBI design can be modified if necessary even in a period of SBI implementation. You

do not have to follow original plan if you find problem.

What SBI will we do? (SBI planning)Who will participate in the SBI group? How many teachers will join?





Name of Activity:


19

Holding regular meeting is a good way to check the status of SBI through the

meeting. You can think critically if the SBI process goes well or not.

Confirm specific responsibility of each SBI Group team member in implementing

the actions as the SBI Activity Plan.

Communicate with supervisors (HT, DoS and SEO) so that necessary support can be

provided and progress and achievement can be shared. If you have question about

SBI or whole SBI process, you can contact SBCT project staff too (Contact info is on

the back cover).

4.8 Review and Monitoring After the SBI activity, it is better that school review the result of SBI activity with all teachers

together, at the end of every term. When school review the SBI activity, please refer the SBI

action plan sheets which is prepared by teachers, too. Result of SBI school review should be

shared with SEO, DEO, and finally TDM/REB through monitoring report process. SBI

monitoring is comprised of three different communications among different levels as shown

following diagram.

Review at school and three communication level for SBI review and monitoring

School Level (SBI and Activity and Review)0. SBI School Review

1. Communication between school and sector

2. Communication between sector and district

3. Communication between district and national

Sector Level (SEO)

District Level (DEO)

National Level (TDM/REB)

School School School School

Sector Sector

District

National

District

20

Previous SMASSE project has introduced a great concept called “PDSI” to things moving

forward. “PDSI” stands for “Plan, Do, See and Improvement”. It implies that a monitoring to

check a status for improvement is one of the key activities as well as planning and doing

something. With this understanding SBCT/SBI prepares two types of monitoring process as

shown in the Figure 5 below (next page).

As “Regular Monitoring” which is a periodical motoring process to grasp an overall SBI

planning status (Monitoring on SBI planning) and an overall SBI activities status (Reviewing

and Monitoring on SBI actual activity). SEO, DEO and TDM/REB are responsible for sector,

district and national level monitoring respectively.

Additionally, as “Occasional Monitoring” which is organized to deeply understand a specific

problem, issue or good example reported through above regular monitoring process. It is

arranged according to needs by TDM (with DEO/SEO) to get information.

21

School SEO DEO REB

Induction

Program

District

Level

School

Level

SBI

Activity

and

Reviewing/

Monitoring

Monitoring

on SBI

planning

Reviewing

and

Monitoring

on SBI

actual

activities

SBI Feedback for

Improvement

New cycle of SBI Activity

and Review/Monitoring

Figure 5 Data flow in the SBI Review/Monitoring Framework

National

Monitoring

Report by

TDM/REB

Revised

Guideline

SBI Review and

arrange school

teachers workshop

to make a new SBI

action Plan

District Induction Workshop

School-based Induction

Program-Plan

School-based

Induction Workshop

TDM/REB gather

the report from

DEOs.

DEO collects

information from all

sectors and fill up the

monitoring sheet 2 for

DEO.

SEO’s Support/Advice

SEO gets SBI Action

plan from schools and

fills up the monitoring

sheet 1 for SEO.

SBI Action

Plan for

reporting

SBI

Activities

Situation Analysis

School Review

of SBI Activity

SEO’s Observing

SBI activities and

Advising. Also SEO

fill up the part 2 of

the monitoring sheet

1 for SEO.

School SBI

Review

Report

SEO gets SBI Review

from schools and fills

up the monitoring

sheet 2 for SEO.

According to needs, TDM/REB

contact with DEO/SEO/Schools to

get information.

If possible, TDM/REB organize

observation program on SBI.

(Occasional Monitoring)

DEO’s advise

to

SEO/schools,

if any.

SEO’s advise

to schools, if

any.

SBI Action

Plan

To be continued!

DEO collects

information from all

sectors and fill up

the monitoring sheet

1 for DEO.

TDM/REB gather

the report from

DEOs.

22

4.8.1 SBI Review at School

-STEP 1- (After filling up the SBI Action Plan preparing sheets)

Each School submits following the SBI Action Plan for reporting to SEO by SBI group which

summarizes SBI activity prepared by SBI Group team members with SBI Action Plan sheet 5

(Detail SBI Plan).

One school may prepare several “the SBI Action Plan for reporting to SEO” if the school has

several SBI Groups.

(See a sample on page 47-49 in Attachment 2)

-Step2- (after actual SBI activities)

School organizes a meeting or workshop to review and share achievement and lessons

learned from SBI. The meeting or workshop is suggested to arrange at the end of each term

after planned activities in the term. In the meeting or workshop, reflect on the whole

process and identify the benefit and lesson learned

When teachers review their SBI activities, the sheets they made at SBI planning have to be

referred. Following table shows standard SBI review process. It is welcomed to add other

components in order to visualize the progress and achievement in more effective and

attractive way. You can check the effectiveness of the actions by comparing the achievement

with the “desired improvement” in Action Plan. Then, finally, School leader (SH/DOS) fills up

the School-Based Inset (SBI) Activity Review Form and submit it to SEO.

23

Table 6 Standard Process of SBI Review

No. Item Explanation

1.

SBI Achievement

In the sheet 5 “detail of SBI Activity” of the SBI Action

Plan preparing sheets, you expleined “expected Impact”

as a part of “What is expected impacts to you (teachers)

and your students?”. Also in “the SBI Actibity Plan for

reporting to SEO”. There is a column of “Expected

Output (Desired Situation)”.

After the SBI activities, please evaluate how much you

can achieve this expected impact. At that time, also

consider the “evidence”. How much could you attain

those target you expected before the SBI activities?

if po

ssible

Visualization of Achievement

In the sheet 5 of the SBI Activity Plan preparation, you

also explained the part of “Can we measure the impact

after the training? If yes, how? “. This part is related

with the column of “Expected any evidence to show

output” in “the SBI Actibity Plan for reporting to SEO”.

If possible, try to show the any evidence to visualize

imkpact. For insetance, it may be showed by graphing

to make comparison “Before SBI” and “After SBI”. For

instance, if we use exam result to show the

improvement, we can make bar chart (See the left graf.)






Name of Activity:


Please fill up following SBI Review

form based on above analysis from

SBI Action Plan.

24

(See a sample sheets on page 50-51 in Attachment 2)

4.8.2 Monitoring by Sector (SEO)

Communication between schools and sector for monitoring is mainly managed by SEO. SEO

is expected to visit schools at least once during a term to monitor the status of SBI at each

school. SEO collects necessary information to report to DEO SBI status in a sector.

SBCT prepared two sheets for monitoring by SEO. One (Form 1 for SEO) is for information

by each school. If five schools who participated SBI induction program, please use five

Form 1 by school to explained each school progress. One more (Form 2 for SEO) will show

the sector performance of SBI activity. Information from each school can be gathered in

the Form 2 for SEO.

25

- Form 1 for SEO -

SEO monitoring Sheet by school (Form 1 for SEO monitoring) has part 1 (for monitoring

/planning stage) and part 2 (for monitoring SBI activity and reviewing stage)

-STEP 1-

Monitoring on SBI Planning (School-based induction program after District Induction

program)

Please see the monitoring form1 for SEO (next page.) SEO can fill up when he/she visits

school to monitor the school-based induction program which will be implemented after

District level Induction program. If SEO unfortunately does not have chance to observe the

SBI induction program at school, he/she can fill up after he/she receive SBI Action Plan sheet

from school.

School submits following the SBI Action Plan Sheets.


All language teachers in the schoolTotal 7 teachers from both secondary and primary.School based mentor is also member of the group


-Lesson observation and discussion- lecture type program


-Still some teachers do not have enough English skills (speaking, writing, vocabulary)- still some teachers cannot handle leaner centered methodology in their class effectively


-Teachers will prepare their lesson well (preparing appropriate words, sentences, teaching materials, time management, exercise, homework and so on)-Performance of students will be improved.


-Self evaluation by teachers-Impact of students homework performance-Result of term-exam

Name of Activity:


-Two teachers will be demo-teachers in the second term-Two lecture type trainings which will be led by SBM in the second term

SEO fill up following

Monitoring Form 1

Planning Stage

26

Based on observation of planning stage at school by SEO, or getting any information from

school leaders, and SBI action plan sheets, SEO fill up the Monitoring sheet 1 (Planning

Stage) for SEO of the following monitoring sheet.

See sample monitoring sheet1 for SEO on page 52-54 in Attachment 2

After fill up it, please submit to DEO and TDM.

(3) This part is filled

by SEO from the

information of

SBI Action Plan

of each school.

(2) This part is filled by

SEO after filling up

(1). It shows total

data of all schools

in the sector.

(1) Please write SEO’s

comment freely.

27

Reviewing Actual SBI Activities

At the end of each term, each school reviews its own SBI activity and submit school review

sheet to SEO (see Page 23-24). Please encourage each school in your sector to submit their

review sheet.

After collecting the school review sheet, SEO fill up the Monitoring Form 2 (Reviewing

Stage) for SEO (next page). In the sheet, there is a part to evaluate the status of SBI activity

implementation which is considered from comparing the SBI plan. SEO chose one status

from options. Also, try to explain your advice to the school.

School submit the following review sheet

SEO fill up following

Monitoring form 2

(Reviewing Stage) for

SEO

(See page 23-24)

28

See a sample monitoring sheet 2 for SEO on page 55-57 in Attachment 2

After fill up the form2, please submit to DEO and TDM.

(1) This part is filled by SEO

from the information of

SBI Review sheet of each

school. Also please

compare the SBI Action

Plan and Review Sheet

how much they

implemented SBI as

same as the plan.


SEO after filling up

(1). It shows total

data of all schools in

the sector.

(3) Please write SEO’s

comment freely.

29

4.8.3 Monitoring by District (DEO)

Communication between sector(SEO) and District (DEO) for monitoring is mainly managed

by DEO. DEO is expected to communicate with SEO regularly and tries to collect necessary

information through any opportunities.

SEO collects the information from schools and submit following format of the monitoring for checking SBI activity implementation from planning stage to reviewing stage.

SEO submits following sheet for SBI Monitoring Form 1 (Planning Stage)

↑ SEO monitoring form 1 (Planning Stage): Sector total information: See page 26

This part of the

Monitoring Form 1 from

SEO is important when

DEO fill up the Monitoring

Form 1 for DEO. Please

copy this data into the

DEO’s Monitoring Form 1.

DEO fill up following

Monitoring form 1

(Planning Stage ) for

DEO.

30

DEO holds these records from SEO, and give any advice or applause to SEO/schools, if you find any reasons. After DEO collects information from SEOs, DEO are expected to summarize the SBII

information of the District in the following Monitoring Form 1 (Planning Stage) for DEO.

See sample monitoring sheet 1 (Planning Stage) for DEO on page 58-60 in Attachment 2

After fill up the monitoring form 1, please submit to DEO with SEO’s report.


DEO from the

information of the

Monitoring Form 1

(Planning Stage)

from SEO. DEO copy

the data which SEO

collected.


DEO after filling up

(1). It shows total

data of all sectors in

the District.

(3) Please write

DEO’s comment

freely.

31

Also, at the reviewing stage, SEO collects data from school (SBI School Review Sheet), and

SEO submit the following Monitoring Form 2 (Reviewing stage) for SEO.

↑ SEO monitoring form 2 (Reviewing Stage): Sector total information: See page 28

This part of the

Monitoring Form 2 from

SEO is important when

DEO fill up the Monitoring

Form 2 for DEO. Please

copy this data into the

DEO’s Monitoring Form 2.

DEO fill up following

Monitoring form 2

(Reviewing Stage ) for

DEO.

32

See sample monitoring Form 2 (Reviewing Stage) for DEO on page 61-63 in Attachment 2

(1) This part is filled by DEO

from the information of

the Monitoring Form 2

(Reviewing Stage) from

SEO. DEO copy the data

which SEO collected.

(2) This part is filled by DEO

after filling up (2). It

shows total data of all

sectors in the District.

(3) Please write DEO’s

comment freely.

33

4.8.4 Monitoring by National Level (TDM/REB)

DEO submits the District in the Monitoring Form for DEO for checking Planning and Actual

Implementation. to TDM/REB as District level SBI status report.

TDM/REB compiles “District level SBI status report” to grasp a nationwide SBI status.

TDM/REB also makes necessary analysis in order to improve SBI guideline (this document).

“The National SBI Status Report” is given to schools through DEO and SEO together with

modified guideline to enhance SBI in each school.

TDM/REB sometimes may arrange “occasional monitoring” to check a specific problem,

issue or good example. TDM/REB plans occasional monitoring based on information from

DEO/SEO/School through any opportunity, even through the report from DEO “District level

SBI status report”. TDM/REB directly visits schools where problem or good practice is

observed. TDM/REB arranges interviews with stakeholders in school. The collected

information is reflected in “The National SBI Status Report.”

4.9 Renewal of Action Plan

After the SBI review, go back to the step “4.6 Action Plan Preparation” to renew the action plan for new term. This can be function as “Refresher Course” and you can invite new members to join SBI at your school. You do not have to plan new SBI all the time. If an achievement of previous SBI does not address to your desired situation or target KPI, you can continue similar SBI by reflecting the lessons learnt from SBI review process.

4.10 Summery of the role of schools/SEO/DEO/TDM for the review/

monitoring process

SBI Review/Monitoring Process Planning Stage Implementa

tion Stage Reviewing Stage

Schools Making the SBI Action Plan.

Submitting SBI Action Plan for reporting to SEO.

(See page 14 and page 22)

Implementing SBI activities.

Making the SBI school Review Report (Filling up the SBI review from for school), and submit it to SEO.

(See page 23 - 24)

SEO Supporting to making plan at school.

Collecting Acton Plan from school. Filling up the part 1 in the form 1 for SEO monitoring.

(See page25 - 26)

Visiting schools and observing and supporting SBI activities. If you visit schools, please fill up the part 2 in the form 1 for SEO monitoring. (see page 27)

Collecting the SBI school Review form, and filling up the part 3 in the form 1 for SEO monitoring. After getting information from all schools in the sector, please fill up the form 2 for SEO monitoring. And . Submit Form 1 and Form 2 to DEO.

(See page 28-30)

34

DEO Collecting information from SEO. (Collecting the monitoring form 1 & 2 for SEO, and Filling up the monitoring sheet for DEO and submit it to REB/TDM.

(See page 31-32)

TDM/ REB

Before the first cycle of SBI implementation, conducting the SBI induction workshop at District level.

Occasional monitoring

Collecting information from DEO. (Collecting the monitoring form for DEO.)

Analyzing the status of SBI implementation and making SBI report. If necessary, revising the SBI guideline and distribute it to schools through DEO/SEO.

(see page 33)

35

Attachment 1

SBI Induction Program

Sample SBI Action Plan Preparation Sheets

This attachment is for School Leaders and SEO to give advice how to use the SBI Action Plan Preparation Sheets to

teachers at the school level.

36

Sheet 1, 2 and 3 are used for analysis the present SBI and present problem in your school.

Sheet 1 Sheet 2 Sheet 3-1 (for discussion) Sheet 3-2 (to show priority)

Sheet 4 Sheet 5 SBI Action Plan for reporting to SEO

Any SBI activity at

our school, past or

present

(name of Activity)

When and how

often have we

had/do we have

this SBI activity?




Current SBI Analysis Chart Possible Resource Persons for SBI(Participation in any training before, SBM, Teachers who have skill,


NAMESUBJECT/

Position


to other teachers

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?



N

o.

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?


1.

2.

3.

4.




SBI Group Team Members What SBI will we do? (SBI planning)Who will participate in the SBI group? How many teachers will join?





Name of Activity:


37

Sheet 1-a

sheet 1-b

Sheet 1 is for confirming present SBI activity in the school. Sheet1-a: A school (9-years BES) which submitted the Sheet 1-a have had several SBI activities already. They did tow type of SBI already. One is lesson observation activity which they called “model lesson activity”. This is also similar to Lesson Study activity. They conducted it once or twice in each term by subject group. They explained “Teachers learned from observation of a model lesson which done by one teachers.” in the column of “Was it useful for your teaching or students’ learning?”. One more activity was L3 Program for Lower Primary level by School Based Mentor. If you have any SBI program with SBM, please include it as SBI activity. A school (secondary school) also submitted the Sheet 1-b. They listed up two activities. One is a workshop for chemistry teachers. It seems that this workshop has been done every term However, they also started to include a activity (Botanic Garden program) which they have not started yet. In the Sheet 3-b, those “expected” SBI activity is shown in gray part. This “expected” SBI activity is not needed to be listed up here. In the sheet 3, past and present activities should be listed. If there is no SBI activity in your school, you can keep Sheet 3 as empty. Teachers will discuss about “expected” SBI activity in other sheets.

Any SBI activity at

our school, past or

present

(name of Activity)

When and how

often have we

had/do we have

this SBI activity?




Model lesson activity

(Lesson study activity)

Once or twice

every term

Teachers learned from observation

of a model lesson which is done by

one teachers

L3 Program for lower

primary level

Once a every

month

SBM implement session with priary

teacher to learn learner-centered

methodology teaching


Any SBI activity at

our school, past or

present

(name of Activity)

When and how

often have we

had/do we have

this SBI activity?




Chemistry workshopOnce or twice

every time

Yes. Chemistry teachers brush up

their subject knowledge and

experimental skill

Botanic garden

program

We will start next

term if possible

Yes. Biology teachers and students

can get appropriate plant as

teaching materials from botanic

garden


38

Sheet 2-a

Sheet 2-b

Possible Resource Persons for SBI(Participation in any training before, SBM, Teachers who has skill,


NAMESUBJECT/

Position


to other teachers

Theogene Teacher Lesson Study

Prosper Teacher Teaching Document

Egide DOS Lesson Plan

Chemistry Dep.

MembersTeachers Chemistry Activities

Sheet 2 is for confirming present human resources for SBI activity in your school. For instance, if some teachers participated some training program in these weeks, they may have something knowledge and skill to share with other teachers in a school. Sheet 2-a was submitted by 9-years BES, and Sheet 2-b by Secondary School. In the Sheet 2-a, for instance, Ms. Caludette (Mathematics Teacher) participated a training program to study statistics last school year. If she had a chance, she can share some skills with Excel to other teachers. Mr. Tite (Head Teacher) is a SMASSE district trainer and he has been trained how to make and use improvised teaching material. He can also manage and facilitate lesson study with teachers. SBM is also one of important human recourses. In the school which submitted the Sheet 2-a, one SBM has been assigned already. If your school has SBM, please list up her/him as human resource of SBI activity in your school.



NAMESUBJECT/

Position


to other teachers

Ms. Claudette MathStatistics (school enrollment, drop out,

exam analysis)

Mr. Tite HT

-Improvisation of teaching material

-ICT (how to use excel)

-Lesson plan

SBCT through Mr. Tite HT Result of Baseline Survey

SBMEnglish/

teaching skillEnglish, L3 teaching module

39

Sheet 3-1a

Sheet 3-2a

Sheet 3 is one of essential parts of making SBI action plan process in school. Sheet 3-1 and Sheet 3-2 are almost the same format. Sheet 3-1 is not fixed low line to write more freely than Sheet 3-2. When teachers discussed about their problem in your school, it is easy to fill into sheet 3-1 at first. After listing up problems in sheet 3-1, please make priority among problems. In sheet 3-2, teachers can show the priority higher from top. Please see sheet 3-1a and sheet 3-2a. At first, teachers made sheet 3-1a. Then, they re-arrange the order of problem in sheet 3-2a by priority of the problems. After discussion among teachers, they listed a problem “The learners (students) do not make a self-study” as the highest priority to be solved to improve Teaching/Learning condition. This problem often happened when teachers give homework to students. Of course, it is problem for teachers because they cannot confirm students learning approach if many students do not do their home work. Also, it is a big problem for students. In boarding schools, students have enough time to do home work in the evening. But, students in day school may not have enough time at home. Of course, the answer of the question in the sheet “If we can improve the problem, who will get benefit” must be “students”. Also, they picked up five problems in the Sheet 3-2a. Please check the 5th problem. It mentioned that “Several toilet room’s doors are broken”. This problem is particularly for girl students. However, it is not problem for Teaching/Learning. This problem should be solved by school management process, not through School Based Inset Program for teachers. So, this problem is deleted from the sheet finally.

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?


Insufficiency of training about

- improvisation method

-Lesson preparation

- ICT

Insufficiency of enough

teaching materials

Several toilet room doors are

broken

The learners do not make a

self-study

The misunderstanding of

English as a T/L language

use

When teachers give home work to students, students in

“day school” have less time for self-study than students in

“boarding school”.

We can encourage a collaboration between teachers and

parents

When teachers teach in their class, for students if there is

material, they can learn more effectively

Particularly, it is problem for female students


“day school” have less time for self-study than students in

“boarding school”.

We can encourage a collaboration between teachers and

parents

Some teachers still have English problem, particularly, lack

of specific words

Students

Teachers and students

Students (girl students)

Students

Teachers and students


N

o.

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?


1.

The learners do not make a

self study


“day school” have less time for self-study than students

in “boarding school”. We can encourage a collaboration

between teachers and parents

Students

2.

Insufficiency of training

about

-Improvisation method

-Lesson preparation

-ICT

There is a need to improve quality of classroom

teaching/learning for all teachers

Lesson preparation process should be encouraged

Students/ teachers

3.Insufficiency of teaching

materials

When teachers teach in their class, for students if there is

material, they can learn more effectively

Teachers, students

4.The misunderstanding of

English as a T/L language

used

Some teachers still have English problem, particularly

lack of specific words

Teachers, students

5Several toilet room doors

are broken

Particularly it is problem for female students Students (girl students)


40

Sheet 3-2b

N

o.

T/L Related Problems

Issues/areas for

improvement

When this

problem

happened?

Who is affected by

this problem?Who sill benefit

if the problem is

solved?Why should the problem be resolved?

1.

Low motivation of

Learners (Particularly for

A-level students because

few scholar opportunity.)

While teaching Students Students

Some students lost their motivation for

larning.

2.

Improvement

of Lesson delivering

Some lesson were not

smooth for students

learning.

While teaching Teacher Teachers &

StudentsTo make smooth of learning process for

students

3.

Having common

understanding on teaching

documents (including

lesson plan)

Lesson prepartion Teachers Teachers,

Students and

AdministrationSome teachers do not understand the

function of lesson plan format

4.

Lack of Genetics Materials

(For biology S3, S6)

While teaching

Genetics

S3 & S6 teachers /

students

Biology teachers

and Students

We have to teach genetics coming term.


Sheet 3-2b was submitted by the school with S1-3/S4-6. They picked up “Low motivation of learners (Particularly for A-level students because few scholar opportunity)”. During discussion among teachers, they also considered how to improve this problem. It is difficult to change the situation of scholarship issue by teachers’ effort. So, they did not arrange their own activity to approach this problem though they raised this program here. Then, they planned some training activities to approach other problems from 2 to 4. Teachers wrote “Improvement of lesson delivering” as a problems. School Head suggested that “Improvement of lesson delivering” is not appropriate to explain the problem. So, teachers re-considered together and they wrote “Some lessons were not smooth for students’ learning”.

41

Sheet 4-a Sheet 4-b Sheet 4-c

Name of SBI Group: GS Kabuye Secondary Team


Kubnlimana Marcelim English teacher (see real paper)

Mukansaysenga Claudette Math teacher

Nsereko Ualentise English teacher

Ukaruzinda Fortviee GEO-History teacher

Rwambibi Augustin Kinyarwanda teacher

Mukamana Jacpreline Physics/ICT teacher

Sebazungu Claude Chemistry teacher

Habamahirwa Francois Math / Physics teacher

Barahira Evariste GeographyDeputy HT

(DOS)


Name of the SBI Group: Eco and Entrepreneurship


GASIRIKARE Alexis Economics Teacher

SALOMON HishamundaEntrepreneurship(s4)

Teacher

KANGABO Eric Economics Teacher

HATANGIMANATheodonne

Entrepreneurship(s5)

Teacher

NUMUBYEYI JeanneComputer science

Teacher

MUNYANKUSI J.Paul Alain

Entrepreneurship(s.6)

Teacher


Name of the SBI Group: Chemistry


BAJENEZA Jean De Dieu Chemistry Teacher

HABUMUREMYI Jackson Chemistry Teacher

VUGAYABAGABO

Frederic Chemistry Teacher

NSHIMIYUMUKIZA

Theogene Chemistry Teacher

NTAWUKURIRYAYO

Philbert Chemistry Teacher

SBI GroupTeam Members

It is better to arrange Sheet 4 by SBI group in school if your school has several SBI groups.

Sheet 4-a is a list of SBI group team of Secondary Education Teachers at a 9 year Basic Education School (P1-6 and S1-3). So, they

arranged the team with teachers who are teaching different subjects.

Sheet 4-b and 4-c are samples from Secondary School (S1-3 and S4-6). They arranged SBI group by subject department. So, Sheet 4-b is

SBI group team for Economic and Entrepreneurship teachers, and Sheet 4-c is SBI group for Chemistry teachers.

It is recommended that all teachers should belong to one SBI group. If some teachers were absent from the meeting to make action

plan, please include her/him to a SBI group. Also, if new teachers were assigned to your school, also please add her/his name in SBI

group team member list.

42

Sheet 6-a

Who will participate in the SBI group? How many teachers will join?

All Language Teachers in the school.Total 7 teachers from both secondary and primary.School Based Mentor is also member of the group.


- Lesson Observation and discussion- Lecture type program


- Still some teachers do not have enough English skills (Speaking, Writing, Vocabulary)- Still some teachers cannot handle learner centered methodology in their class effectively.


- Teachers will prepare their lesson well. (Preparing appropriate words, sentences, teaching materials, time management, exercise, homework, and so on.- Performance of students will be improved.


- Self evaluation by teachers- Impact of students homework performance- Result of term-exam

Name of Activity: - Improving English skill for language teachers


- Two teachers will be demo-teachers in the second term. - Two lecture type trainings which will be leaded by SBM in the second term.

What SBI will we do? (SBI planning)

Sheet 6 is the most important part of SBI activity plan. Once please read P18 on which what information should be written in Sheet 6 is mentioned. Sheet 6-a is a sample from one school. Main part of the sheet 6 is three low at the middle. At the low of “Why should we do this SBI? What current problems will it address? (Needs of training)”, please consider well about the needs of teachers to solve problems which are also discussed at the sheet 3 (problem analysis). If the SBI activity is not related with the real problem for teachers, it seems that the SBI is not so useful for them. If teachers could not explain the reason of the activity, this activity is not appropriate for the real teachers’ needs. If it is not appropriate for teachers’ needs, it is not necessary to do this activity, right?

At the low of “What kind of impact to you (teachers) and your students expect?”, please consider what changes is expected on you

(teachers) and students after the SBI activity. What different may happen between before and after the activity? It is expected impact

on you (teachers) and students from the activity you planed. If teachers cannot explain clearly, it means that the activity may not make

any impact as improvement teaching and learning, right?

At the low of “Can we measure the impact after the training? If yes, how?”, it is the process of visualization of impact which can be

used for evaluation of the activity. If we use other words of visualization of impact, it is “evidence of improvement”. Of course, it may

43

not easy to show some difference which shows “evidence of improvement” as soon as the activity implementation. Visual impact may

not be attained in short term. In the sheet 6-a, they explained to use “Self evaluation by teachers”, “Impact of students homework

performance” and “a result of term-exam” as the evidence of improvement.

We need some data before the activity and after the activity to compare those data. For instance, If we can explain that “Less than 50%

of students could show good performance of homework before the SBI activity. However, after the SBI activity, teacher successes to

encourage students homework better than before. Then, more than 80% students shows good performance of homework.”, it can be

evidence based evaluation. But, how can show “less than 50 %” and “more than 80%”? Can Teacher record students’ performance of

homework regularly? Please discuss among teachers how to show the evidence in your school.

Please use an original format of sheet 6 by activity. If there are several activities in the same group, please prepare different sheet 6 for each activity because the reason of the activity and expected impact of the activity must be different by the activity. Sample 1 of SBI Action Plan for reporting to SEO

SBI Action Plan for reporting to SEO is used for summarizing the SBI activity. Sample 1 (left) is a sample from one SBI group (language group) and sheet 6-a and Sample 1 are linked each other. Based on the SBI plan on the sheet 6-a, the SBI language group arranged four activities, which are two lesson study (lesson observation) activities and two lecture type activities with SBM, in the 2nd term of 2014. Also, please fill up a part of “SBI Theme” which explains the subject of the SBI Activity by Group planned for coming term. In the sheet 6-a, they explained “Developing English Capacity of Language Teachers” as their SBI Theme. When you fill up the SBI Action Plan for reporting to SEO, please check your school calendar and set the date as much as concretely. Also, please consider the expected output of each activity with all members of the SBI Group. It is not good if some members participate passably the SBI activity without knowing expected output.

44

Sheet 6-b Sample 2 of SBI Action Plan for reporting to SEO

Sheet 6-b and Sample 2 of SBI Action Plan for reporting to SEO were made by SBI chemistry group in a secondary school. They explained general expected output in sheet 6-b, and explained more detail expected output from each activity which focuses on the specific topic of the laboratory work such as molarity, equivalent, and neutralization titration in Sample 2 of SBI Action Plan for reporting to SEO. The line of “Why shall we do this SBI? What current problems will it address? (Needs of training)” in the sheet 6-b and the column of “Current Teaching /Learning Problem (Current Situation)” in the sample 2 are linked. Also, the line of “Can we measure the impact after the training? If yes, how?” in the sheet 6-b and the column of “Expected any evidence to show output” in the sample 2 are linked. As their SBI Theme, they explain “A brush-up on skills and knowledge of laboratory work”.

45

Attachment 2

SBI Induction workshop

SBI Monitoring Forms

&

Sample how to fill up SBI Monitoring Forms

This attachment is for School Leaders, SEO and DEO to give advice how to fill up the SBI Review/Monitoring Sheets.

46

Planning Stage Page 46-48

School →SEO Page 51-53

SEO →DEO

Page 57-59

DEO→REB

Reviewing Stage

Page 49-50

School →SEO Page 54-56

SEO →DEO Page 60-62

DEO→REB

School SEO DEO REB

47

Monitoring form for school

Please “SBI Action Plan for reporting to SEO” with attachment (SBI plan preparation sheet 6 “Detail SBI plan”)

Bellow left: SBI Action Plan for reporting to SEO (left) Bellow right: Attachment SBI plan preparation Sheet 6 “Detail SBI plan”

What SBI we will do? (For making SBI plan)Who will participates of SBI group?How many teachers will join?

All Secondary teachers (9 teachers + 2 Students Teachers)

What style training will you arrange?

- Lesson Study (Lesson observation and discussion)

Why will we do this program? What problem do you have now?(Needs of training)

-To share the good point of teaching methodology- To share the idea how to improve a lesson

Teachers do not prepare their lesson well.

What is expected impacts to you (teachers) and your students?

-It is a good motivation prepare a lesson plan well for teachers.After the workshop, each participants try to prepare lesson plan. Also students performance in a lesson will be more active.


- Self evaluation by teachers- Result of term exam will be better than last year.

Name of Activity: - Lesson Study for secondary teachers

When will we do?Which date will we do?

-30th May (Friday) 2PM-5PM (molarity, equivalent)- 27th June (Friday) 2PM-5PM (neutralization titration)

If you have several SBI groups your school, each group should prepare its action plan. So, please bind all team plans together and submit them to SEO.

These parts will be used

in the school review sheet.

48

SBI Action Plan for reporting to SEO (Sample) Date of filling up: 03 May 2014 ,

SBI Group: Language Teachers Group . , Name of School: GS XXXXXXXX .

Sector: XXXXXXXX , District: XXXXXXXXX .

SBI Theme: Developing English Capacity of Language Teachers

Current Teaching /Learning Problem (Current

Situation)

Planned Activity Expected Out-put (Desired Situation)

Expected

date/week

Person in charge Expected any evidence to show output

1 - Still some teachers do not have enough English skills (Speaking, Writing, Vocabulary)

- Still some teachers cannot handle learner centered methodology in their class effectively.

Lesson Observation 1

Participants share the lesson plan prepared by the demo teacher and good points of lesson through observation.

May 29 (Thursday)

Mr. XXXXXX (Demo Teacher)

- Self evaluation by teachers how much they improve.

- Impact of students homework performance

- Result of term-exam

2 Lecture “how to prepare the lesson?”

Participants learn (or brush up) how to prepare lesson well with a lesson plan.

June 05 (Thursday)

Ms. YYYYYYYY (Group Leader) and Ms. ZZZZZZZZZ (SBM)

3 Lesson Observation 2

Participants share the lesson plan prepared by the demo teacher and good points of lesson through observation.

June 19 (Thursday)

Miss AAAAAAA (Demo Teacher)

4 Lecture “Unclear English words”

Participants learn term of words to increase their vocabularies. (Group leader collects unclear English words from teachers before the lecture. )

July 03 (Thursday)

Ms. YYYYYYYY (Group Leader) and Ms. ZZZZZZZZZ (SBM)

Please attach the SBI planning sheet for discussion

Prepared by Approved by PPPPPPPPPPPPPPP HHHHHHHHHHHHHHHH . (Representative of SBI Group) (Head Teacher)

49

SBI Action Plan for reporting to SEO (Sample) Date of filling up: 03 May 2014

SBI Group: Chemistry Teachers Group . , Name of School: GS VVVVVVV .

Sector: YYYYYYYYY , District: ZZZZZZZZZZ .

SBI Theme: A brush-up on skills and knowledge of laboratory work

Current Teaching /Learning Problem (Current

Situation)


Expected

date/week

Person in charge Expected any evidence to show output

1 - Still Some teachers’ laboratory work skill are not good.

- Some contents in the textbook are not clear for some teachers and students. It is necessary for them to give opportunity to reconfirm those unclear contents with laboratory work.

Laboratory work (morality, equivalent)

After the workshop - Participants understand concept of morality(mole concentration) and equivalent, and - Participants can arrange solution with fixed mole concentration correctly.

30th May (Friday) 2PM-5PM

Mr. XXXXXX (Leader of Chemistry Group)

- Self evaluation by teachers how much they improve.

- Result of student experimentation test

- Observation of participant teachers’ teaching by DOS.

2

Laboratory work (reutilization titration)

After the workshop - Participants can manage the experimentation of neutralization titration for students, and - Participants can explain the concept of neutralization titration to students.

27th June (Friday) 2PM-5PM

Mr. YYYYY (Sub-Leader of

Chemistry Group)


Prepared by Approved by XXXXXXXX AAAAAAAAA . (Representative of SBI Group) (Head Teacher)

50

School-base Inset Activity (SBI) Review Form

School Name:_GS. XXXXXXXXXXX__

Report of term (1st, 2nd, √ 3rd)

Person in charge of recording: XXXXXXXXXXXXXX (Head Teacher), (Phone number: 078-xxxxxxxxxxx)

School Type: (√ ) 9YBE School ( ) 12YBE School ( ) Secondary School School Form: ( ) Boarding school (√ ) Day school

Ownership: ( ) Public ( √ )Gov. Aided ( ) Private

Name of SBI Groups: Secondary teachers Group .

How many teachers belong to the SBI Group?: (9 teachers and 2 student-teachers )

1. Plan and Actual SBI activity

No. Activity

Person in-charge and participants Expected Date/Week Expected Output

Expected/Planned Actual Expected/Planned Actual Expected/Planned Actual

1.

Lesson Study Head Teacher

- Biology Teacher

(Joseph)

- English teacher

(Marceline)

- Physics teacher

Same as

Planed.

(1) On Thursday the

22nd August,

Biology S1

English S2

(2) Middle of

September

Physics

(1) Same as planed.

(2) 12th September

Teaching skill is improved

with revised lesson plan

and the result of term

exam will be good..

Demo-teachers lessons after

the workshop were improved

according to self-evaluation by

teachers.

Term-exam data was not

analyzed yet.

2.

These parts are copied from

SBI Action Plan.

51

2. Attainment of Expected Impact

What kind of impact do you (teachers) and your students expect? Achieved Actual Impact (Could you realize the expected impact?)

- It is a good motivation to prepare a lesson plan well for teachers.

- After the workshop, each participant try to prepare lesson plan.

- Also students’ performance in a lesson will be more active.

- From teacher’s comments, they are positive to have their lessons observed by other teachers.

- Demo-teachers lessons with well-prepared lesson plan were improved by their self-evaluation.

- Observers also try to prepare the lesson plan according to the interview to teachers.

- According to observation of lessons by HT and DOS, students’ performance in lessons was being active, particularly lessons by three demo-teachers.

Can we measure the impact after the training? If yes, how? Any information on measuring the impact?(Any evidence of impact)

- Self evaluation by teachers - Result of term exam will be improved than

last year.

- Self –evaluation was done at the end of the term. - We do not compare exam data before and after SBI.

If expected output has not been attained as actual output, please summarize the reason.

- We continue our SBI and keep exam data every term. And after one or two years, we can start comparing the student achievement as evidence of impact of SBI.

Are there any lessons learned from the process of planning, implementation and review? If yes, what are they? Is it useful in making SBI more successful in your school? (Please write freely.)

According to interview to three demo-teachers, it was a good experience to be observed their lesson by other teachers. One of them, physics teacher, revised her lesson after the lesson plan, and REB staff observed to confirm her improvement.

We are planning to assigned other teachers to do demo-lesson in lesson study. Within two years, all teachers have to do demo-lesson.

If you have any good/effective examples from your SBI activities to show or to report to SEO/DEO/TDM, please write.

1. We can show our lesson study program as a good example of SBI to SEO/DEO/TDM.

These parts are copied from SBI Action Plan.

52

Monitoring form 1 (Planning Stage) for SEO Please sent to DEO and REB. Name of Sector Education Officer:__ _XXXXXXXXX_____________________________________, Phone number 078-xxxxxxxx .

Sector Name:___YYYYYYYYYYYY_ ___________________________ District Name:____AAAAAAAAAAA√___________________________________

Report Term (1st, 2nd, √3rd) Date recorded: Date 03 Month September Year 2014 .

Summary table of SBI planning status in each school

Name of Schools that participated in District-level SBI induction workshop

Induction and planning

Did the school implement the SBI Induction program at school?

Did SBI Groups in the school make the SBI activity Plan?

What SBI Groups made the SBI activity plan? (List of SBI Groups)

Sample of planed activities

Planned date/week

GS XXXXXXX √Yes, No, Not sure √Yes, No, Not sure

- Primary Teacher Group

- Secondary Teacher Group

- Activity with SBM - Making Teaching Material

- Model Lesson Observation

- Last Wednesday every month - The first week of Octobe

- S1 Math on Sep 4, S2 Geography on Oct 3

ES YYYYY

√Yes, No, Not sure √Yes, No, Not sure

- Science Group - Math and ICT Group - Language Group - Social Study Group

- Activity with JOCV - ICT program - Lesson observation

- Sep 06 (Saturaday) - In the first week of October (not fixed date) - Language Group (in the first week of

September), and Social Study Group (in the second week of September)

GS ZZZZZZZ

Yes, √No, Not sure Yes, √No, Not sure

No No No

GS MMMMMMM

√Yes, No, Not sure Yes, No√ Not sure

No information yet. No information yet. No information yet.

53



Did the school implement the SBI Induction program at

school?




Planned date/week

GS BBBBBBBBB


- P1- P3 teacher Group - Science and Math

Group (P4-6 & S1-3Teachers)

- Language and Social Study Group (P4-6 and S1-3 Teachers)

- Group study with SBM - Lesson Study for

science/Math

- Lesson Study for Language/Social Study

- Spe 04, Sep 18, Oct. 02 - Sep 04, Oct 02

- Sep 04, Oct 02

MMMM High

School


- All teachers Group - Model Lesson Observation a Last Thursday every month (Aug 28 and Sep 25)

Yes, No, Not sure Yes, No, Not sure



54

Total Data (Total number of schools with the answer “Yes”, “No”, or “Not sure” respectively)

Number of schools that participated in District-level SBI induction workshop



Did teachers in the school make the SBI activity Plan?

Yes, : 5 No, : 1 Not sure: 0


Remarks to be reported to DEO and TDM/REB (If any)

HT of GS ZZZZZ was sick. They could not arrange SBI workshop at school.

If you have good/effective SBI activity plans, please note them down here and recommend DEO/TDM to visit the school to observe their SBI.

GS XXXXXX prepared SBI group and planned their SBI activity well.

55

Monitoring form 2 (for SBI Reviewing) for SEO Please sent to DEO and REB. Name of Sector Education Officer:__ _XXXXXXXXX_____________________________________, Phone number 078-xxxxxxxx .

Sector Name:___YYYYYYYYYYYY_ ___________________________ District Name:____AAAAAAAAAAA√___________________________________

Report Term (1st, 2nd, √3rd) Date recorded: Date 30 Month November Year 2014 .



SBI Implementation and Reviewing

Did the any SBI group at the school implement the SBI Activity?

Did the school submit the SBI review sheet?

What SBI Groups did the SBI activity? (List of SBI Groups)

If teachers each school implemented their SBI Activity, please compare the SBI Activity Plan and the actual SBI Activity. How much their plan and activities are matched? Please chose one appropriate answer from a-e by each school.

GS XXXXXXX √

Yes, No, Not sure √Yes, No

- Primary Teacher Group

- Secondary Teacher Group

a. √ Plan and real activities are well matched in all SBI groups.(70-100%)

b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review report. .

ES YYYYY

√Yes, No, Not sure √Yes, No

- Science Group - Math and ICT

Group - Language Group - Social Study Group

a. √ Plan and real activities are well matched in all SBI groups.(70-100%)

b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review report..

GS ZZZZZZZ

Yes, √No, Not sure Yes, √No,

No a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review report. .

GS MMMMMMM

√Yes, No, Not sure Yes, √No,

No information yet. a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%)

e. √ I cannot compare because they do not have a plan and/or a review

report. .

56





If teachers each school implemented their SBI Activity, please compare the SBI Activity Plan and the actual SBI Activity. How much their plan and activities are matched? Please chose one appropriate answer from a-e by each school.

GS BBBBBBBBB

√Yes, No, Not sure Yes, √No

- P1- P3 teacher Group

- Science and Math Group (P4-6 & S1-3Teachers)

Language and Social Study Group (P4-6 and S1-3 Teachers)

a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%)

e. √ I cannot compare because they do not have a plan and/or a review

report.

MMMM High School

√Yes, No, Not sure √Yes, No,

All teachers Group a. Plan and real activities are well matched in all SBI groups.(70-100%)

b. √Plan and real activity are somewhat match (40-70%).

c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review

report. .

Yes, No, Not sure Yes, No,

a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review

report. .

Yes, No, Not sure Yes, No


report. .

Yes, No, Not sure Yes, No


report. .

57






Please count how many answer a, b, c, d or e totally? a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%)

d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or review

report.

Yes, : 5

No, : 1

Not sure: 0

Yes, : 3

No, : 3

a: 2 b: 1 c: 0 d :0 e: 2


HT of GS ZZZZZ was sick and they could not organize SBI at school last term.

If you have good/effective SBI activity, please note them down here and recommend DEO/TDM to visit the school to observe their SBI.

GS XXXXXXXX, ES YYYYYYY, and MMMMMM High School implemented SBI activities very well.

58

Monitoring form 1 (Planning Stage) for DEO

Monitoring Form for DEO

Name of District Education Officer:__XXXXXXXXXXXXX________ Phone: 078-nnnnnnnnnnn .

District: Name:_KKKKKKKKKKKKKKKKKK____________________ Total Number of Sectors 10 .

Report Term (1st, 2nd, √ 3rd) Date recorded: 15th September 2014 .

Data of Sectors within the district

Name of Sector Number of schools that participated in District-level SBI induction workshop


How many schools belong to answer “yes” , “no” or “not sure” of question ”Did the school implement the SBI Induction program at school?” ?

How many schools belong to answer “yes” , “no” or “not sure” of question Did teachers in the school make the SBI activity Plan?

AAAAAAAA

4



BBBBBBB 5



CCCCCCC 2



DDDDDDDDD

3



59




How many schools belong to answer “yes” , “no” or “not sure” of question “Did teachers in the school make the SBI activity Plan?”?

EEEEEEE 3



FFFFFFFF 3



GGGGGGG 4



HHHHHHHH

2



JJJJJJJJJJJJJJ 2



KKKKKKKKKKK

4



Yes, : No, : Not sure:


60



Part 1 (Induction and planning)



32 Yes, : 22 No, : 4 Not sure: 6


cc

Please evaluate the SBI planning status in your district and explain possible ways of improving SBI in your district:

Among 32 schools which participated SBI Induction workshop at District level, 22 schools conducted SBI workshop at school

and submitted SBI plan. It is 69% of schools made their plan.

If you found any good/effective SBI activities in your district, please recommend to TDM to visit the school to observe their SBI here.

I recommend TDM to visit Schools in Sector CCCCC. SEO of Sector CCCCCCC is very active to encourage SBI.

61

Monitoring form 2 (Reviewing stage) for DEO


Name of District Education Officer:__XXXXXXXXXXXXX________ Phone: 078-nnnnnnnnnnn .

District: Name:_KKKKKKKKKKKKKKKKKK____________________ Total Number of Sectors 10 .

Report Term (1st, 2nd, √ 3rd) Date recorded: 15th December 2014 .




How man schools belong to answer “Yes”, “no” or “Not sure” of question “Did the any SBI group at the school implement the SBI Activity?”?

How man schools belong to answer “Yes”, “no” or “Not sure” of question “Did the school submit the SBI review sheet?”

Please count how many schools belong to answer “a”,” b”,” c”, “d” or “e” totally?

a. Plan and real activities are well matched in all SBI groups.(70-100%)

b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%)

d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or review

report.

AAAAAAAA 4


Yes, : 2 No, : 2

a: 1 b: 1 c: 0 d: 0 e: 2

BBBBBBB 5


Yes, : 1 No, : 4

a: 1 b: 0 c: 0 d: 0 e: 4

CCCCCCC 2


Yes, : 2 No, : 0

a: 2 b: 0 c: 0 d: 0 e: 0

DDDDDDDDD

3


Yes, : 2 No, : 1

a: 1 b: 1 c: 0 d: 0 e: 1

62






a. Plan and real activities are well matched in all SBI groups.(70-100%)

b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%)

d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan or review

report.

EEEEEEE 3


Yes, : 3 No, : 0

a: 1 b: 1 c: 1 d: 0 e: 0

FFFFFFFF 3


Yes, : 0 No, : 3

a: 0 b: 0 c: 0 d: 0 e: 3

GGGGGGG 4


Yes, : 2 No, : 2

a: 2 b: 0 c: 0 d: 0 e: 2

HHHHHHHH

2


Yes, : 2 No, : 0

a: 1 b: 1 c: 0 d: 0 e: 0

JJJJJJJJJJJJJJ 2


Yes, : 1 No, : 1

a: 1 b: 0 c: 0 d: 0 e: 1

KKKKKKKKKKK

4


Yes, : 2 No, : 2

a: 2 b: 0 c: 0 d: 0 e: 2

63

Total Data in your District (Total number of schools with the answer “Yes”, “No”, or “Not sure” respectively)





Please count how many schools belong to answer “a”,” b”,” c”, “d” or “e” totally? a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%)

d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan.

32 Yes, : 20 No, : 2 Not sure: 10

Yes, : 17 No, : 15

a: 12 b: 4 c: 1 d: 0 e: 15

cc

Please evaluate the SBI implementation status in your district and explain possible ways of improving SBI in your district:

Some sectors’ performance was not good. (For example, BBBBBB Sector and FFFFFFF Sector). Some sectors’ performance was good. (For example, AAAAAA Sector, CCCCCCC Sector, EEEEEEE Sector, and HHHHHH Sector) It seems that the result of SBI depends on the SEO capacity. I suggest to REB that additional training program for SEOs is needed.


I recommend to observe GS AAAAAA in AAAAAAA Sector, and GS YYYYYYY in HHHHHHHH Sector as good samples of SBI Activity in District.

64

Attachment 3

Power Point ：What SBCT is? What SBI is?

Finding from Baseline Survey

Introduction

School Based In-Service (SBI) Induction Workshop at District Level

1

1. Background

● TSC implemented SMASSE Phase 1 from 2008 to 2011.

SMASSE is In-service Teacher Training (INSET) for teachers of Science and Mathematics in Secondary Schools

SMASSE training focused on ASEI-PDSI

• Through SMASSE training, many teachers were trained about ASEI-PDSI.

A0 ---- around 800 teachersA1 --- around 1,000 teachersA2 --- around 3,000 teachers

Learning from SMASSE:

- Follow-up system after the training was not

functioning well.

- New knowledge and teaching skills sharing

from trained teachers to other teachers at

school level after training was not active.

What is happening at school

after training?

Teacher A participated in a

training to study new teaching

theory, methodology, and

brushed up his/her

knowledge.

He/She needs to adjust new

theory and methodology to

his/her students / classroom.

Who can help him/her?

Other teachers at school did not

have an opportunity to study new

theory and methodology.

Who can share new knowledge

and skills with them?

What is happening at sector

after training?

School A has trained

teachers, and received

teaching materials.

Other schools in the same sector did

not have an opportunity to study new

theory and methodology, even no

materials at schools.

Who can share new knowledge, skills

and materials with them?

New project:

SBCT(Strengthening School Based Collaborative Teacher

Training)

2013 January – 2015 March

Objective of SBCT:

To establish a Framework in which school can plan and

implement School based In-Service Teacher Training(SBI) in schools with S1-3 (including 9BES, 12BES)

After considering this, it would work better if School based

training among teachers, and

a follow up system in sectors could be encouraged for

quality of education.

65

S B C T – C h a l l e n g e f o r E n g a g i n g Tw o G e a r s

O n t h e J o b T r a i n i n g ( O J T )

A p p l y i n g

O f f t h e J o b T r a i n i n g ( O f f-J T )

U s i n g k n o w l e d g e a n d s k i l l s

f o r s t u d e n t s

U n d e r s t a n d i n g

L e a n i n g k n o w l e d g e a n d s k i l l s

f r o m a u t h o r i t i e s

O f f t h e J o b T r a i n i n g

2 . W h a t i s S B I ?

I n t r o d u c i n g a n d B r u s h i n g u p

t h e o r i e s , k n o w l e d g e a n d

m e t h o d o l o g i e s

t h r o u g h a n y t r a i n i n g

f o c u s e s o n p r a c t i c a l

k n o w l e d g e / m e t h o d o l o g i e s

u s e f u l f o r s t u d e n t s ’ c l a s s r o o m

s i t u a t i o n s

SBI c a n t a k e v a r i o u s w a y s .• G r o u p t r a i n i n g t o s h a r e p r a c t i c a l k n o w l e d g e / m e t h o d o l o g y a n d

e x p e r i e n c e

• L e s s o n S t u d y ( s t u d y i n g f r o m e a c h t e a c h e r ’ s l e s s o n t h r o u g h l e s s o n

o b s e r v a t i o n )

• I n d i v i d u a l a p p r o a c h / S e l f-l e a r n i n g

• A s k i n g f o r a d v i c e f r o m s e n i o r t e a c h e r s / S B M s / C o l l e a g u e t e a c h e r s

S B I c a n b e e x p a n d e d t o n e i g h b o r s c h o o l s ( o n S e c t o r l e v e l )

O n t h e J o b T r a i n i n g ( O J T )

3. Baseline survey

The baseline survey researched mainly about

• How much teachers got In-service training program?

• Is there SBI in Rwandan schools?

If yes, • How much do schools have SBI?• Is there any impact of SBI?

(Is there any difference between schools with SBI and without SBI?)

Sample size

30 schools (1 school per district)• 17 Secondary Schools (S1-S6)

included 16 Schools of Excellence(SoE)- High possibility to implement of SBI

• 13 Basic Education Schools9 years BES ----- 7 schools

12 years BES ----- 6 schools• For S3 Exam analysis: Above 30 schools (Basic education and

schools of excellence) plus 9 Secondary Schools (not SoE). In total 39 schools data.

Schedule of school visit– BLS 1: 24th Mar. – 28th Mar (at the end of 1st term), 2013– BLS 2: 28th Apr.- 1st May (at the begging of 2nd Term), 2013

66

Survey tools and collectionSurvey tools Collection

Questionnaire (School Head teachers) 30

Questionnaire (SBM) 8

Questionnaire (Teachers) 332

Structured-interview 30

S3 Exam analysis (2010, 2011, 2012) SoE 16 , SS 10, BES 13 (9 years 7,

12 years 6)Nationwide

Before analysis of Baseline Survey.....Let us ask: One Question!

If you once happened to observe a teacher’s lesson in your school. Let’s say that his/her teaching could not satisfy you. He/She noticed that you were not satisfied by his/her lesson.

If you asked him/her why, he/she explained to you:

“ I sometimes cannot carry out a good lesson, because ( ------------------------------------------.)”

Can you guess how he/she explained?

11

Findings : Teachers would wish to have an In-service training

• Surprisingly, the frustration of less training opportunity is even higher than other problem !!

2.6 2.8 3 3.2 3.4 3.6 3.8

I cannot carry out a good lesson because students'

capacity is low.

I cannot carry out a good lesson because teachers'

salary is low.

I cannot carry out a good lesson because there is a

lack of textbooks and teaching learning …

I cannot carry out a good lesson because teachers are not provided enough

training.

SBCT baseline survey asked teachers the agreement level against some possible frustration or obstacle for quality lesson.“Less training” was the biggest frustration among them. It overcome lack of teaching material, salary issue, and low students’ capacity.

Source: SBCT Baseline survey (2013)

Higher Frustration

12

Findings : Teachers need In-service training

• Even though the intensive provision of training opportunity from the government, about a half of teachers have never been trained yet.

How about teachers in your school?

2 times31%

Once20%

None49%

REB/MINEDUC Training experience in last 5 years

Source: SBCT Baseline survey (2013)13

For analysis of baseline surveyabout SBI:

Q: Is there SBI?A: Yes!

Q: How much do schools have SBI?A: From 30 Schools in the baseline survey, half of 30 schools have SBI!(it means 15 schools out of 30 schools of BLS have SBI)

15 Schools with SBI (SS 10, BES 5)

15 schools with no-SBI (SS 7, BES 8)

We compared these 2 types in the baseline survey analysis.

14

Output from the Baseline SurveyFindings: What difference between Schools

with SBI and with No-SBI

• SBI implementing schools may perform well in terms of national exam result.

67

Change of achievement by SBI status

SBI Schools (10 SS) No SBI Schools (7 SS)

94.1%

80.7%

62.4%48.8%

99.3%87.9%

79.5%

50.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Division IV Achievers

Division III Achievers

Division II Achievers

Division I Achievers

2010 2012

98.8%90.3%

69.6%

53.5%

98.1%

81.4%

71.6%

42.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Division IV Achievers

Division III Achievers

Division II Achievers

Division I Achievers

2010 2012

Source: SBCT Baseline survey (2013)16

Findings

• Teachers involved in intensive SBI indicated the better student understanding.


Be

tter

SBCT baseline survey compared responses of questionnaire from teachers by SBI status. Teachers in SBI schools indicated higher

confidence .

*Statistical difference was confirmed in all questions.5.2

5.4

5.6

5.8

6

6.2

6.4

6.6

6.8

I know the points in which my

students often make mistakes in

advance.

I check my

students’understandings

during my lesson.

I can explain my

students’understandings after my lesson.

Results from national

examination are analyzed by all

teachers together.

No SBI

SBI

19

Findings

• Teachers in SBI schools are more collaborative and active to teach/learn each other.

5.2

5.4

5.6

5.8

6

6.2

6.4

6.6

6.8

I give advice/consultation to my colleagues to

improve their teaching.

I accept comments/advice

from anybody, regardless to their gender or

age.

I use the feedback/advice

given by my colleague to improve my teaching and

learning process.

No SBI

SBI

Be

tter


SBCT baseline survey compared responses of questionnaire from teachers by SBI status.

*Statistical difference was confirmed in all questions.

20

Findings

• Teachers assessed that things better managed in SBI schools. Situation in SBI schools would be more improved.

4.8

5

5.2

5.4

5.6

5.8

6

6.2

6.4

School activities are proceeded as planned in my

school.

The objectives and plans are

achieved successfully in

my school.

My opinions contribute to the process of

making decision in my

school.

No SBI

SBI SBCT baseline survey compared responses of questionnaire from teachers by SBI status

*Statistical difference was confirmed in all questions.


Be

tter

21

For analysis of baseline surveyabout SBI:

Q: Is there any impact of SBI?(Is there any difference between schools with SBI and without SBI?)

A: Yes.It seems that SBI gives a positive impact to both teachers and students.

22

68

4.Confirmed SBI Logic Model

1. A good school management initiates a good SBI (Good school management is the foundation). A good SBI also improves a school management by activating communication among school staff. They strengthen each other.

2. This complementary relationship between school management and SBI develops motivation and esteem of teachers. Those motivated and dedicated teachers become “active learners”.

3. SBI itself improves teaching skills including student understanding capacity. It directly contributes to improve student performance. Particularly, an improvement of student understanding capacity is important to realize LCM for sure.

4. Finally those motivated, dedicated, skilled and experienced teachers produce quality students who reached higher achievement level.

Quality Students

Good CommunicationMotivation

Esteem

Skills

Experience

SBI gives spiral dynamics

Good School Management No SBI

23

Discussion...

Is there any kind of SBI in your schools, and in your sectors?

If yes, what kind of SBI is going on??

25

Any SBI activity at

our school, past or

present

(name of Activity)

When and how

often have we

had/do we have

this SBI activity?





69

Attachment 4

Power Point ：Sample SBI Activities

Sample SBI Activity 1

Lesson Study

Lesson Study is professional development process in which teachers

systematically work with their colleagues to examine and improve their teaching.

1

Why should we do Lesson Study?What current problem will it address?

For instance;- Teacher do not prepare lesson well,- Teacher feel uneasy about his/her teaching methodology,- Teacher do not have any opportunity to share ideas how to arrange effective teaching/learning with other teachers ......

If you have those problems in your school, Lesson Study can be SBI to reduce those problem.

2

Process of Lesson StudyStage 1: Lesson Planning

Demo-teachers make lesson planSH/DOS/other teachers can support him/her

Stage 2: Lesson Implementation and observation

Stage 3: Reflective discussion on the lesson

All members share good points and point to be improved.

Stage 4: Further ImprovementDemo-teacher improver her lesson.Other teachers can use good point/point to be improved for his/her own lesson.

2

Stage 1: Lesson Planning

Before the day of lesson study activity,

physics teacher made lesson plan for S1 (Up-thrust force from water). SH gave some advice to her when she made a lesson plan.

3

Stage 2: Lesson Implementation and observation

Before observing lesson, SH arranged a short meeting with teacher who will observe her lesson.

- distributing lesson plan

- distributing observation sheet

4

Tool: Observation Sheet

What is the difference between inspector’s observation and observation in Lesson Study?

5

70

Inspector’s observation: for evaluation

Observation in Lesson Study: for learning from other teacher’s

lesson- Good point - Any point to be improved. (If I were the teacher, ...............)

6

--> Lesson Observation

Observing teaching or learning?

We know that teachers have to observe both teacher’s teaching and students’ learning.However, usually, observer observes teachers more than students.

7

Stage 3: Reflective discussion on the lesson

(1) Demo-teacher’s self-coment

(2) Any question from observers

(3) Comment

- Good point

- Any point to be improved.(If I were the teacher, .........................)

+ Demo-teacher do not need to follow all suggestions. He/She can chose useful idea for him/her.

8

For good discussion....

1. Pick up many good point!

2. Not only pick up “problems”, but also show any idea “how to solve the problems”. (At that time, “If I were the teacher, I will.......” sentence is useful.

3. It is better that all participants give comment. “One comment by each teacher” is useful to encourage all participants give comment.

9

Stage 4: Further Improvement

• Demo-teachers (physics teachers) challenged to improve the lesson, and taught the same topic in the other class again.

• For teachers who observed the lesson, Lesson study was a good opportunity to have another look at his/her own lesson objectively.

10

How to measure the impact of Lesson Study as SBI activity

• Lesson plan before and after.

• One more lesson observation by SH/DOS after Lesson Study to see any improvement.

• Impression of demo-teacher, and participated teachers.

• Impact of students learning:- Impression of students (Questionnaire, interview.....)- Short test, Homework result, Exam result....

11

72


Making Teaching/Learning Material

12

Why should we do “making T/L material”?What current problem will it address?

For instance;- There is not enough T/L material which can be prepared by teacher,- Teacher feel uneasy how to use T/L material effectively in his/her class,- Teacher do not have any opportunity to share how to make, and how to use T/L material with other teachers,

If you have those problems in your school, making T/L material can be SBI to reduce those problem.

15

13

15

Plan to make Teaching/Learning Aid for P5-6 (sample)

P5 P6Subject T/L Aids Number Subject T/L Aids NumberMaths Charts of Clock 2Maths Geometry Prism 6

Cylinder 6Charts of Moving Bodies

2

Plastic Bottle 60English Charts of Dialogue

"Grammer"2

EnglishCharts of Dialogue "Grammer"

2SST Charts of Rwanda Map 1

Charts of Africa Map 1

SSTCharts of Cooperation

1SET Charts of Plants 2

Charts of Alcoholism 1 Charts of Cooperatiue 2

SET Charts of Electlicity 1 ? Bottles 30

Charts of Animals 1KinyaruwandaAMASHUSHO y'IMYANDIKO

2

KinyaruwandaAMASHUSHO y'IMYANDIKO

2AMASHUSHO IKINYAZINA

2

AMASHUSHO IKINYAZINA

218

73

Making T/L material in SBI activity

1. What T/L material can improve teaching/learning efficiency?

2. School can afford cost of T/L material?

3. Making material together.

4. Using T/L material in classroom.

5. It is better to share how to use T/L material.

6. Impact of students learning-How to know the impact?

Voice of students, teachers’ impression, small test, homework, ........

19

• Only making T/L material is not SBI activity, yet. It is a one step of SBI.

• Share idea how to use in class, and how to get impact should be considered well in the SBI planning.

20


Subject Department Activity

Case of Chemistry Department at GS St. Aloys Rwamagana

21

Why should we do “subject department activity”?What current problem will it address?

For instance;- There is gap of knowledge and skills among teachers in your school,- Only limited teachers participated some training, and other teachers were not invited.

If you have those problems in your school, department activity can be SBI to reduce those problem.

25

Arrangement

• They usually use “Umuganda” for workshop (from 8AM to at noon).

• Leader of Department acts as a trainer. He decides the topic in training, and prepares documents and experiment.

• All Chemistry teachers in the school participate.

• Some teachers from a neighbor school are invited. DoS contacted the neighbor school.

22

Comment from Participants

• Before this training, I was not able to explain effectively formula calculation of molarity to my students. After the training, I can explain clearly to students.

• I got/remembered some technique in experiment, such as to rinse a beaker, to make solution, and so on.

• The lesson contents and experiment has become very clear for me through the workshop.

• This will help me to improve my students understanding.

23


Activity with SBM

24

Why should we do “activity with SBM”?What current problem will it address?

For instance;- Teachers’ English skill is low, - SBM have program with only limited teachers, and other teachers do not have a chance to share skills and knowledge with SBM,- SBM’s plan was not shared with school and teachers well.

If you have those problems in your school, activity with SBM can be SBI to reduce those problem.

29

74

SBI and SBM

SBI (school with S1-3) SBM (school with P1-6)

Schools with only Secondary (about 500 schools)

Schools with both Primary and Secondary(about 1,000 schools)

Schools with only primary(about 1,500 schools)

• Both SBI and SBM focuses on developing the quality of the 9 years basic education (P1-S3).• SBM focuses on English skill for teachers. SBI focuses on comprehensive school quality. SBI also encourages SBM activities.• Actors of monitoring of SBI and SBM are almost same.SBI monitoring focuses on looking for further improvement of SBI. SBM monitoring focuses on SBM impacts and their work evaluation.

25

27

Name of the SBI group: Language Teachers group


Ms. XXXXXXXX EnglishSecondary Teacher

Leader of the group095-xxxxxxx

Mr. XXXXXXXXX Kinyarwanda Secondary teacher 098-xxxxxxx

Ms. XXXXXXXX English/Kiswahili Primary Teacher 095-xxxxxxxx

Miss XXXXXXXX English Primary Teacher 095-xxxxxxxx

Mr. XXXXXXXXX Kinyarwanda Primary Teacher 098-xxxxxxx

Mr. XXXXXXXX English/Kiswahili Secondary teacher 098-xxxxxxxx

Ms. XXXXXXX SBM 095-xxxxxxxx

Work Improvement Team Members

28

Possible SBI activity with SBM

1. SBM + one Teacher ActivityPreparing Lesson Plan, Observation by SBM

2. SBM + Teachers GroupHow to use teaching materials (Ex: L3 T/L material)

English Training e.t.c.

3. Any other programs with SBM

28

75

Appendix 5

All sheets and forms for copy

1. SBI Action Plan Preparation Sheets

1.1 Current SBI Analysis Chart………………………………76

1.2 Possible Resource persons for SBI ………………….77

1.3.1 Identification of Teaching/Learning Related

Problems (For discussion) ……………………………78

1.3.2 Identification of Teaching/Learning Related

Problems (For finalizing with priority) ………… 79

1.4 SBI Group Team Members ……………………………. 80

1.5 What SBI will we do? (SBI Planning) ……………… 81

2. Reporting/Monitoring/Reviewing Format

2.1 SBI Action Plan for reporting to SEO ……………… 82

2.2 SBI Review ……………………………………………..83, 84

2.3 Monitoring form 1 (Planning stage)

for SEO ……. 85,86,87

2.4 Monitoring form 2 (Reviewing stage)

for SEO ………. 88, 89,90 2.5 Monitoring form 1 (Planning stage)

for DEO ……….. 91, 92, 93

2.6 Monitoring form 2 (Reviewing stage)

for DEO ………. 94, 95, 96

76

Any SBI activity at

our school, past or

present

(name of Activity)

When and how

often have we

had/do we have

this SBI activity?





77



NAMESUBJECT/

Position


to other teachers

78

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?



79

N

o.

T/L Related

Problems

Issues/areas for

improvement

When did this

problem occur?

Who is affected by


problem is solved?


1.

2.

3.

4.


80




81






Name of Activity:


82

SBI Action Plan for reporting to SEO Date of filling up: ,

SBI Group: . , Name of School: .

Sector: , District: .

SBI Theme :

Current Teaching /Learning Problem (Current Situation)


Expected date/week

Person in charge Any expected evidence to show output


Prepared by Approved by

.

(Representative of SBI Group) (Head Teacher)

83

SBI Activity Review Form

School Name:______________________________

Report of term (1st, 2nd, 3rd) Date recorded:______________________________

Person recorded: . (Phone Number: )

School Type: ( ) 9YBE School ( ) 12YBE School ( ) Secondary School, School Form: ( ) Boarding school ( ) Day school

Ownership: ( ) Public ( )Gov. Aided ( ) Private

Name of SBI Group: .

How many teacher member belong to the SBI Group?: ( )

3. Plan and Actual SBI activity

No. Activity

Person in-charge and participants Expected Date/Week Expected Output

Expected/

Planned Actual

Expected/

Planed Actual Expected/Planed Actual

1.

2.

3.

4.

84

4. Attainment of Expected Impact

What is expected impacts to you (teachers) and your students? Achieved Actual Impact (Can you achieve expected impact?)

Can we show any evidence to show output of the SBI Activity ? If yes, how?

Any information to measure the impact?(Any evidence of impact)

If expected output has not been attained in actual output, please summarize the reason.

Is there any lessons learned from the process of plan, implementation and review? If yes, what are they? Is that useful for more success of SBI in your school? (Please write freely.)

If you have any good/effective examples from your SBI activities to show or to report to SEO/DEO/TDM, please write.

85

Monitoring form 1 (Planning Stage) for SEO Please sent to DEO and REB. Name of Sector Education Officer:__ _ ____________________________________, Phone number .

Sector Name:___ ___________________________ District Name:_______________________________________

Report Term (1st, 2nd, 3rd) Date recorded: Date Month Year .








Planned date/week


- - -


- - -



86



Did the school implement the SBI Induction program at

school?

Did SBI Groups in the school make

the SBI activity Plan?



Planned date/week


- -


- -





87









If you have good/effective SBI activity plans, please note them down here and recommend DEO/TDM to visit the school to observe their SBI.

88

Monitoring form 2 (for SBI Reviewing) for SEO Please sent to DEO and REB.

Name of Sector Education Officer:__ ______________________________________, Phone number .

Sector Name:___ _ ___________________________ District Name:____ ___________________________________

Report Term (1st, 2nd, 3rd) Date recorded: Date Month Year .







If teachers each school implemented their SBI Activity, please compare the SBI Activity Plan and the actual SBI Activity. How much their plan and activities are matched? Please chose one appropriate answer from “a” to “e” by each school.


- a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review report.


a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review report.



89






If teachers each school implemented their SBI Activity, please compare the SBI Activity Plan and the actual SBI Activity. How much their plan and activities are matched? Please choose one appropriate answer from a-e by each school.






a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%) d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review report .







90




How many schools belong to answer “Yes”, “no” or “Not sure” of question “Did the any SBI group at the school implement the SBI Activity?”?

How many schools belong to answer “Yes”, “no” or “Not sure” of question “Did the school submit the SBI review sheet?”


a. Plan and real activities are well matched in all SBI groups.(70-100%) b. Plan and real activity are somewhat match (40-70%). c. Plan and real activity are poorly matched (10-40%)

d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review

report. Yes, :

No, : Not sure:


a: b: c: d: e:


If you have good/effective SBI activity, please note them down here and recommend DEO/TDM to visit the school to observe their SBI.

91

Monitoring form 1 (Planning Stage) for DEO


Name of District Education Officer:___ __ __________ Phone: .

District: Name:__ _______________________ Total Number of Sectors .

Report Term (1st, 2nd, 3rd) Date recorded: .





How many schools belong to answer “yes” , “no” or “not sure” of question Did teachers in the school make the SBI activity Plan?









92

Name of Sector Number of schools that

participated in District-level SBI induction workshop


















93








cc

Please evaluate the SBI planning status in your district and explain possible ways of improving SBI in your district:


94

Monitoring form 2 (Reviewing stage) for DEO


Name of District Education Officer:___ __ __________ Phone: .

District: Name:__ _______________________ Total Number of Sectors .

Report Term (1st, 2nd, 3rd) Date recorded: .








report.



a: b: c: d: e:



a: b: c: d: e:



a: b: c: d: e:



a: b: c: d: e:

95







report.



a: b: c: d: e:



a: b: c: d: e:



a: b: c: d: e:



a: b: c: d: e:



a: b: c: d: e:



a: b: c: d: e:

96

Total Data in your District (Total number of schools with the answer “Yes”, “No”, or “Not sure” respectively)






d. Plan and real activity are very poorly matched (0-10%) e. I cannot compare because they do not have a plan and/or a review report. .



a: b: c: d: e:

cc

Please evaluate the SBI implementation status in your district and explain possible ways of improving SBI in your district:


98

Rwanda SBCT Project

Facebook:

https://www.facebook.com/RwandaSBCT

Contacts Person in Charge in TDM/REB Mr. MUSABE Jules Simon (TDT Unit) Tel: 0788452183 Email: [email protected]

Mr. MUTSINZI Antoine (TDT Unit)

Tel: 0788642956

Email: [email protected]

Project Staff Ms. GIKUNDIRO Berthine (SBCT office) Tel:0788628698 Email: [email protected] Ms. MUTESI Immaculate (SBCT office) Tel:0788634429 Email: [email protected]

School-based In-Service Training Implementation Guideline

mailto:[email protected]

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