BRIDGE Monitoring & Evaluation Focus Group Presentation 11 th - - PowerPoint PPT Presentation

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BRIDGE Monitoring & Evaluation Focus Group Presentation 11 th - - PowerPoint PPT Presentation

Nov 23, 2022 364 likes •922 views

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

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BRIDGE Monitoring & Evaluation Focus Group Presentation

11th August 2016

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SLIDE 2

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

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SLIDE 3

High level project overview

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High Level Project Overview

  • 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

Working in 58 Schools in the Bohlabela District in Mpumalanga. NECT’s Overall Goal (Slide 5) NECT Focus Areas(Slide 6) Bohlabela Project Team Structure (Slide 7)

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SLIDE 5

Overall Goal

Programme Goal

  • To improve learning, education quality and

education outcomes in schools

Programme Target

  • Support districts to achieve: 90% of learners

passing at least 50% in language and mathematics by 2030

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SLIDE 6

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

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SLIDE 7

Bohlabela Project Organogram (19 people)

Project Manager Learner Welfare CA/Coach (X1) Parent & Community CA/Coach (X1) Logistics Coordinator Project Administrator Teacher Development Coordinator Curriculum CA/Coach: Maths (X 3) Curriculum CA/Coach: Language (X3) Curriculum CA/Coach: Science (X 3) Leadership & Management Coordinator Leadership & Management CA/Coach (X3)

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Overview of the NECT M&E Framework

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SLIDE 9

School Level: Outcome Statement

  • 2. Improved planning and monitoring of school
  • perations in order to enhance curriculum

planning and delivery

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SLIDE 10

Team Responsible for School Level Indicators

Project Manager Learner Welfare CA/Coach (X1) Parent & Community CA/Coach (X1) Logistics Coordinator Project Administrator Teacher Development Coordinator Curriculum CA/Coach: Maths (X 3) Curriculum CA/Coach: Language (X3) Curriculum CA/Coach: Science (X 3) Leadership & Management Coordinator Leadership & Management CA/Coach (X3)

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School Level : Intermediate Outcomes

Intermediate

  • utcome

Indicators 2.1 Basic requirements for school functionality are in place 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
  • Year plan, term plan and calendars
  • Attendance register for teachers and learners
  • Budget
  • Schedule of learner marks per term
  • Asset registers
  • Audited financial statements

2.1.4 Evidence of school calendars updated and circulated

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SLIDE 12

School Level : Intermediate Outcomes

Intermediate

  • utcome

Indicators 2.2 More effective structures and process for curriculum leadership and management 2.2.1 Existence of a complete SMT Structure 2.2.2 Evidence of a functional SMT Structure 2.2.3 Number of times that management monitors teaching in the classroom, excluding IQMS 2.2.4 Evidence of a functional phase or subject committee 2.2.5 Existence of a curriculum management plan 2.2.6 Implementation of a curriculum management plan

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School Level : Intermediate Outcomes

Intermediate

  • utcome

Indicators 2.3 Increased use of assessment and

  • ther data for

planning and corrective action 2.3.1 Quality of written work completed in line with CAPS 2.3.2 Number of assessment tasks (Formal & Informal) completed as stipulated by CAPS 2.3.3 Existence of a school homework policy 2.3.4 Evidence that assessment data is used to inform planning 2.3.5 Existence of a remediation policy 2.3.6 Evidence of implementation of remediation plan based upon assessment results

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School Level : Intermediate Outcomes

Intermediate

  • utcome

Indicators 2.4 The availability and implementation

  • f school

improvement plans 2.4.1 Implementation of a school assessment plan 2.4.2 Evidence that learner assessment results are analysed and inform corrective action 2.4.3 Existence of a school homework policy

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School Level : Intermediate Outcomes

Intermediate

  • utcome

Indicators 2.5 More effective structures and processes for the involvement

  • f parents and

community in schools and in learning 2.5.1 Evidence of a policy on school and teacher engagement with parents 2.5.2 Number and percentage of schools holiding scheduled meetings with parents 2.5.3 Number of quarterly meetings with parents on learner performance and progress 2.5.4 Availability of parent meeting minutes 2.5.5 Number of agencies involved in health and safety of learners

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School Level : Intermediate Outcomes

Intermediate

  • utcome

Indicators 2.6 Enhanced school ethos and culture to improve functionality 2.6.1 Learner attendance 2.6.2 Teacher attendance 2.6.3 Evidence of teacher leave forms 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

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How to measure and track?

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Process

  • SMT School Visit Record
  • M&EIndicatorStatusSL

Train SMT In-school Coaching/ mentoring Support Monitor & Track implementation

  • Support provided:

approximately 2 hrs every fortnight at the school

  • Coaching provided is

recorded- against Intermediate outcomes

  • Individual school

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

  • Visit reports
  • M&E Tracker updated

approximately every 2 months

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SLIDE 19

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

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Example of reporting results: School Level Indicators

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School Level Intermediate outcomes

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2.1 Basic Requirements for school functionality are in place (1)

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2.1 Basic Requirements for school functionality are in place (2)

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2.2 More effective structures and process for curriculum leadership & management (1)

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2.2 More effective structures and process for curriculum leadership & management (2)

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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.

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Trends: Improved Curriculum Coverage- Foundation Phase

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Trends: Improved Curriculum Coverage- Intermediate Phase

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Trends: Improved Curriculum Coverage- Senior Phase

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2.3 Increased use of assessment and other data for planning and corrective action

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2.4 Availability of school improvement plans

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2.5 More effective structures and processes for the involvement of parents and community in schools and in learning

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SLIDE 33

2.6 Enhanced School Ethos and culture to improve school functionality

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2.6 Enhanced School Ethos and culture to improve school functionality

Average Educator Absenteeism (Jan – May)

  • 2015 : 5.1%
  • 2016: 4.4 %
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SLIDE 35

2.6 Enhanced School Ethos and culture to improve school functionality

Average Learner Absenteeism (Jan – May)

  • 2015 : 2.8%
  • 2016: 2.1 %
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SLIDE 36

2.6 Enhanced School Ethos and culture to improve school functionality

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SLIDE 37

Teacher professionalisation : Outcome Statement

  • 3. Improved professional practice of teachers to

enhance learner achievement

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Team Responsible for Teacher Professionalization Indicators

Project Manager Learner Welfare CA/Coach (X1) Parent & Community CA/Coach (X1) Logistics Coordinator Project Administrator Teacher Development Coordinator Curriculum CA/Coach: Maths (X 3) Curriculum CA/Coach: Language (X3) Curriculum CA/Coach: Science (X 3) Leadership & Management Coordinator Leadership & Management CA/Coach (X3)

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Teacher Professionalization : Intermediate Outcomes

Intermediate

  • utcome

Indicators

3.1 Increased teacher content knowledge & skills in maths, Science and Languages 3.1.1 Change in teacher content knowledge and skills after training 3.1.2 Increased capacity of using ICT in teaching 3.2 More effective use of teaching & learning resources 3.2.1 Evidence of use of trackers, learning programmes, DBE Workbooks and

  • ther resources

3.3 More effective assessment practices with evidence 3.3.1 Formal assessment tasks are appropriate to age, cognitive level, grade and subject (Used as designed) 3.3.2 Number of minimum assessment tasks administered as per CAPS

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Teacher Professionalization : Intermediate Outcomes

Intermediate

  • utcome

Indicators

3.4 More effective curriculum planning, management and coverage 3.4.1 Evidence of workplans for the terms and weekly lesson plans 3.4.2 % of Curriculum Covered in line with CAPS 3.4.3 Weighting of content areas per subject in line with CAPS 3.5 Enhanced classroom management practices 3.5.1 Evidence of differentiation in classroom practices to manage diverse abilities 3.5.2 Existence of classroom rules and standards of behaviour 3.5.3 Implementation of a class homework timetable as per school policy

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Process

Train Teachers In-school Coaching/ mentoring Support Monitor & Track implementation

  • Support provided:

School visited approx every fortnight

  • Coaching provided is

recorded- against Intermediate outcomes

  • Individual school

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

  • Visit reports
  • M&E Tracker updated

approximately every 2 months

  • Start of Term

Workshops

  • Learning Programmes
  • Content
  • Methodology
  • Tools
  • Customised Training -

Groups

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Example of reporting results: Teacher Professionalisation Indicators

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3.2 More effective use of teaching & learning resources (1)

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3.2 More effective use of teaching & learning resources (2)

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3.2 More effective use of teaching & learning resources (3)

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DBE/NECT Workbook Utilisation

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DBE/NECT Workbook Utilisation

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3.3 More effective assessment practices with evidence: Maths (1)

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3.3 More effective assessment practices with evidence : Natural Science (2)

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3.3 More effective assessment practices with evidence : Maths

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3.3 More effective assessment practices with evidence : Natural Science

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Project Team Monitoring Tools

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Tracking Activities of Team members

Quarterly Support Plan – Schedule of visits to allocated schools Track Actual School visits against plan Track actual # of individuals supported, focus of support by Intermediate Outcome & duration of support MngtVisitsTracker Term 3 TDVisitsSupportTracker

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90% of learners pass mathematics, science and languages with at least 50% by 2030