BRIDGE Monitoring & Evaluation Focus Group Presentation 11 th August 2016
Overview of Presentation Structure High Level Project Overview to give context to the M&E Application Overview of the NECT M&E Framework Explanation of the Internal process & tools developed to track progress against the identified indicators – with examples of resulting reports Project Team Monitoring Tools – brief overview
High level project overview
High Level Project Overview Working in 58 Schools in the Bohlabela District in Mpumalanga. • Primarily Underperforming schools • Selected by the NECT in consultation with the District • Programme being rolled out in 8 Districts – part of the National Development Plan NECT’s Overall Goal (Slide 5) NECT Focus Areas(Slide 6) Bohlabela Project Team Structure (Slide 7)
Overall Goal • To improve learning, education quality and education outcomes in schools Programme Goal • Support districts to achieve: 90% of learners passing at least 50% in language and Programme mathematics by 2030 Target
NECT Key Focus Areas KFA 1: Teacher Development & Professionalism KFA 2: School Management & Leadership KFA 3: District Development KFA 4: Learner Welfare KFA 5: Parent & Community Involvement
Bohlabela Project Organogram (19 people) Project Manager Teacher Leadership & Development Management Coordinator Coordinator Curriculum Curriculum Leadership & CA/Coach: CA/Coach: Management Maths (X 3) Language (X3) CA/Coach (X3) Curriculum CA/Coach: Science (X 3) Learner Parent & Logistics Welfare Community Coordinator CA/Coach (X1) CA/Coach (X1) Project Administrator
Overview of the NECT M&E Framework
School Level: Outcome Statement 2. Improved planning and monitoring of school operations in order to enhance curriculum planning and delivery
Team Responsible for School Level Indicators Project Manager Teacher Leadership & Development Management Coordinator Coordinator Curriculum Curriculum Leadership & CA/Coach: CA/Coach: Management Maths (X 3) Language (X3) CA/Coach (X3) Curriculum CA/Coach: Science (X 3) Parent & Learner Welfare Logistics Community CA/Coach (X1) Coordinator CA/Coach (X1) Project Administrator
School Level : Intermediate Outcomes Intermediate Indicators outcome 2.1.1 Number of instructional days per focus subject per grade 2.1.2 Existence of a CAPS compliant timetable 2.1.3 Availability of basic management documents at the school • Timetable 2.1 Basic • Year plan, term plan and calendars requirements • Attendance register for teachers and learners for school • Budget functionality are • Schedule of learner marks per term in place • Asset registers • Audited financial statements 2.1.4 Evidence of school calendars updated and circulated
School Level : Intermediate Outcomes Intermediate Indicators outcome 2.2.1 Existence of a complete SMT Structure 2.2.2 Evidence of a functional SMT Structure 2.2 More effective 2.2.3 Number of times that management monitors teaching in the structures and classroom, excluding IQMS process for curriculum 2.2.4 Evidence of a functional phase or subject committee leadership and management 2.2.5 Existence of a curriculum management plan 2.2.6 Implementation of a curriculum management plan
School Level : Intermediate Outcomes Intermediate Indicators outcome 2.3.1 Quality of written work completed in line with CAPS 2.3.2 Number of assessment tasks (Formal & Informal) completed as 2.3 Increased stipulated by CAPS use of 2.3.3 Existence of a school homework policy assessment and other data for 2.3.4 Evidence that assessment data is used to inform planning planning and 2.3.5 Existence of a remediation policy corrective 2.3.6 Evidence of implementation of remediation plan based upon action assessment results
School Level : Intermediate Outcomes Intermediate Indicators outcome 2.4 The 2.4.1 Implementation of a school assessment plan availability and 2.4.2 Evidence that learner assessment results are analysed and inform implementation corrective action of school 2.4.3 Existence of a school homework policy improvement plans
School Level : Intermediate Outcomes Intermediate Indicators outcome 2.5 More 2.5.1 Evidence of a policy on school and teacher engagement with effective parents structures and 2.5.2 Number and percentage of schools holiding scheduled meetings processes for with parents the involvement 2.5.3 Number of quarterly meetings with parents on learner of parents and performance and progress community in schools and in 2.5.4 Availability of parent meeting minutes learning 2.5.5 Number of agencies involved in health and safety of learners
School Level : Intermediate Outcomes Intermediate Indicators outcome 2.6 Enhanced 2.6.1 Learner attendance school ethos 2.6.2 Teacher attendance and culture to 2.6.3 Evidence of teacher leave forms improve functionality 2.6.4 Existence of a school discipline policy 2.6.5 Teachers assigned to their qualified areas of specialisation 2.6.6 Existence of equitable teaching loads 2.6.7 Percentage of available core LTSM for teachers and learners 2.6.8 Number of schools attending training on leadership and governance 2.6.9 Recognition of good performance of teachers by learner achievement
How to measure and track?
Process In-school Coaching/ Monitor & Track Train SMT mentoring implementation Support • Support provided: • Visit reports • M&E Tracker updated approximately 2 hrs every fortnight at the approximately every 2 school months • Coaching provided is recorded- against Intermediate outcomes • SMT School Visit Record • Individual school • M&EIndicatorStatusSL reports written up after each visit • Electronic record • Only cover areas focused on in the visit • Focus of support depends on what was covered in the training
Purpose of the M&E Tracking Report To obtain “hard” statistical information on implementation progress To be in a position to demonstrate through data the positive impact of the work we are doing Meet the reporting requirements of the NECT M&E Framework
Example of reporting results: School Level Indicators
School Level Intermediate outcomes
2.1 Basic Requirements for school functionality are in place (1)
2.1 Basic Requirements for school functionality are in place (2)
2.2 More effective structures and process for curriculum leadership & management (1)
2.2 More effective structures and process for curriculum leadership & management (2)
2.2 More effective structures and process for curriculum leadership & management (3) • A goal of the Principal’s & HOD’s Curriculum Management Training was to get them to proactively track and manage curriculum . This is through requiring the HOD’s to report back at SMT meetings and to utilise the HOD’s Curriculum Coverage Tracker . • This will remain a focus of the Management Change Agents so as to embed good practices in the 50% of the schools which are now tracking more proactively as well as to get positive movement in the remaining schools.
Trends: Improved Curriculum Coverage- Foundation Phase
Trends: Improved Curriculum Coverage- Intermediate Phase
Trends: Improved Curriculum Coverage- Senior Phase
2.3 Increased use of assessment and other data for planning and corrective action
2.4 Availability of school improvement plans
2.5 More effective structures and processes for the involvement of parents and community in schools and in learning
2.6 Enhanced School Ethos and culture to improve school functionality
2.6 Enhanced School Ethos and culture to improve school functionality Average Educator Absenteeism (Jan – May) • 2015 : 5.1% • 2016: 4.4 %
2.6 Enhanced School Ethos and culture to improve school functionality Average Learner Absenteeism (Jan – May) • 2015 : 2.8% • 2016: 2.1 %
2.6 Enhanced School Ethos and culture to improve school functionality
Teacher professionalisation : Outcome Statement 3. Improved professional practice of teachers to enhance learner achievement
Team Responsible for Teacher Professionalization Indicators Project Manager Teacher Leadership & Development Management Coordinator Coordinator Curriculum Curriculum Leadership & CA/Coach: CA/Coach: Management Maths (X 3) Language (X3) CA/Coach (X3) Curriculum CA/Coach: Science (X 3) Parent & Learner Welfare Logistics Community CA/Coach (X1) Coordinator CA/Coach (X1) Project Administrator
Teacher Professionalization : Intermediate Outcomes Intermediate Indicators outcome 3.1 Increased 3.1.1 Change in teacher content knowledge and skills after training teacher content 3.1.2 Increased capacity of using ICT in teaching knowledge & skills in maths, Science and Languages 3.2 More effective 3.2.1 Evidence of use of trackers, learning programmes, DBE Workbooks and use of teaching & other resources learning resources 3.3 More effective 3.3.1 Formal assessment tasks are appropriate to age, cognitive level, grade and assessment subject (Used as designed) practices with evidence 3.3.2 Number of minimum assessment tasks administered as per CAPS
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