Education Management

Certificate Course
Module Six
Monitoring School Effectiveness
Assignment One

NAME OF TEACHER: Sharon Williams

SCHOOL: Harmony Secondary
NAME OF MASTER TRAINER: Ms. Ava Chapman
 Task
(a) (i) In relation to school management , explain the term, “ Efficient and Effective
schools”

School effectiveness is the indication of the school’s ability to produce students with
great expectation which results in excellent performance at both internal and external
examinations. Therefore head teacher, teachers, parents and students are answerable for
the effectiveness of a school. Hence everyone plays a dynamic role in monitoring and
evaluating this.
(a) (i) In the management of a school the term efficient refers to how much, or to what
degree, of the input ,that is the resources, is used to the fullest to produced what
is expected while a school is effective when the achievement of set goals are not
only measured by purpose and effort but also by judgment or to what extent the
outcomes or outputs are attained.

(ii) Explain four (4) factors that may contribute to a strong, inclusive school ethos

School ethos refers mainly to the social activities and behaviours that the school’s performers are

involved in, and the school atmosphere that is created, rather than the physical and organisational

school environment .Factors that contributes to a strong, inclusive school ethos includes: -

(i) Leadership

This speaks to the head and the administrative staff, this team is the main pillar of the school, the

way in which they sell the school’s vision and goals as well as involve all stakeholders in the

development of the school will contribute to a strong, inclusive school ethos. Effective leaders

are visible, able to successfully convey the school’s goals and vision, collaborate with

teachers to enhance their skills, and are involved in the discovery of and solutions to

problems.
 (ii) Positive attitudes of teachers to learners and to each other

Teachers’ expectations of their students’ learning may be more important in influencing student

progress than learners’ abilities. ‘High expectation teachers’ believe that students will learn faster

and will improve their level of achievement. They also have more positive attitudes towards

learners and more effective teaching practices. Eventually, learners would be motivated to work.

This will be evident in students’ progress and achievement in internal and external examinations.

Even so, when the teacher cast away students who are slow learners then he/ she may fail that child

before he/she writes any examination. This is evident in the students’ behaviour.

(iii) A vibrant and resilient Parent Teachers’ Association

Having a vibrant and resilient PTA will ensure that parents and teachers cooperate and

collaborate in boosting of morals which will cause the students to become aware of the strong

bond created between the school and home which will in turn give them the confidence they

need. It is also necessary for the head teacher to communicate with the Parent Teachers
Association (PTA) so that they will able to encourage the local community to support any

activity or event the school will have since it will benefit the students. The relationship among

the stake holders and the school will be evident from the success of any activity or event.

(iv) Having effective Discipline strategies

Discipline is a major factor that contributes to a strong inclusive school ethos. For this to be
effective clear and precise rules and guidelines must be made and followed. All must be aware of
the consequences and it must be applied to all the defaulters, there must not be any biasness
when the application of discipline is needed. It must be noted that the defaulters must also be
aware of their actions and the appropriate consequences.
(b) “The quality of learning and teaching should take precedence over other factors of
school effectiveness. This is because effective learning and teaching determines the
perceptions of everyone who is interested in the quality of your school”
Justify two (2) reasons to show why you agree or disagree with the above statement.

I totally agree that the quality of learning and teaching should take precedence over other

factors of school effectiveness. This is shown in the area where the students acquire study skills

and use resources well. When the teacher guides students in studying this enables them to

acquire study skills and teaches them how to use the available resources they have well.

Eventually, excellent performance will ensure that many stakeholders contribute to the quality of

education receive at the learning institute and the child as well the parents’ desire for their child

to attend the school. The community will see the school as a resourceful place which is molding

and creating citizens that can function effectively in today’s society. Another factor that can be

considered is the positive attitude of the teachers towards the teaching learning process. The

expectation we have of our learners. Evan (2001) emphasized the importance of teacher-student

relationships and interactions. Teacher-student relationships and interactions were found to be

important in facilitating or hindering the learning process. She noted, “The sentiments which

teachers and students have toward one another are critical to the relationship and become the

basis for successful efforts at teaching and learning” (Evans, 2001, p. 30). The relationship that

teachers and students establish with each other creates a social setting within which teaching and

learning must take place. Evans (2001) believed that it is the teacher’s responsibility to initiate

and develop good relationships with students; ultimately creating the appropriate social setting

for maximum student learning. How a teacher treats a child will determine the relationship with

the parent. This significantly contributes to the quality of your school. Parents will invest in their
child’s learning because they are motivated to do such. Furthermore, the Ministry of Education

will contribute to the schools significantly because over the years they have been seeing results.

Therefore, the effectiveness of the school is determined by the quality of teaching and learning

which occurs through teacher’s positive relationship with their learners.

(c) A team of officers from the department of education visited your school and found a
number of deficiencies which included the following:
 Poor lesson plans
 Unmarked pupils workbooks
 Poor record keeping
 Financial irregularities
 Untidy classrooms
Discuss the implications of any three (3) of the deficiencies listed and possible strategies to
address them

1. Poor Lesson Plans

Mahon (2011) refers to the lesson plan as, ―an organized outline for signal instructional

periods, it tells the instructor which teaching method is to be used for the lesson,

what is to be taught, and in what sequence to present information. Lesson plan is an

effective tool of teaching. As such, poor lesson plans will have a number of

implications. This includes:

 Poor classroom management: - Lesson Plans is the beginning of the teaching learning

process. It’s the teacher’s plan of action. If the plan of action is poor then it will be

reflected at my work site ( the classroom). Butt (2006) claimed that the key to good

teaching, purposeful classroom management and the achievement of nonstop

educational development occurs in effective lesson planning. Thus, the most

effectively the teacher plan his lessons, the classroom will be well managed.
  Unable to meet the objectives of the lesson: - The lesson plan outlines the objective/s

of the lesson and this gives a teacher the direction to follow. Once it is poorly

planned, the teacher would be all over the place and seem as though he/she is not sure

of he/she is about. The students are quite aware if the teachers are unprepared and

they react accordingly.

 The evaluation of learners’ progress would not be reflected truthfully:-In a poor

lesson the objectives can be unattainable, the methodology focuses on the teacher, no

activities to evaluate learners’ understanding of the concept, etc. this has serious

implications for the learners since the teacher will be of the opinion that learning has

took place when in reality it didn’t.

However, with these implications of having poor lesson plans there are a number of strategies

that be done to improve areas that contributes to the lesson plan being poor. This includes:

- professional development sessions that aids in the writing of effective lesson plans which

includes attainable specific objectives, methodologies to be used and the importance of the

evaluation of learners at the end of a lesson.

- Observation and supervision of the teacher by the Deputy Head Teacher along with the Head

of department. Observation and supervision will guide the teacher towards planning and

executing quality lessons.

- Planning in groups, especially if the teachers are teaching at the same level, for the following

week. This will aid in the lesson plans being of a better quality.
2. Unmarked pupil’s workbooks

The learners in the teaching learning process are crucial to its success. Their response to the

teachers’ lessons will determine their success. However, the teacher will only be able to know if

the concepts were grasp if the learners’ book is marked. Unmarked learners’ workbook has

implications to the teacher as well as the learner.

 The learner- he/ she would not be able to know if he/she is going in the correct

direction. If their books are not marked then they can be of the impression that

what they did was correct. As a result, if it is incorrect that learner would more

than likely fail their examinations since they will answer base on what they

practice. Additionally, a learners’ unmarked book will cause the learners to

believe that the teacher doesn’t care for their progress, as a result they will

become complacent and lack the motivation to work.

 The teacher- the workbook gives the teacher a clear picture of students’

understanding of a concept. Moreover, the teacher would know who are the

learners that works and those that do not. Besides, the teacher is responsible for

the learners’ book and will answer to any officer who demands an explanation

for the learners’ books not being marked.

Some strategies that can be used to address unmarked pupils’ workbook.

 Supervision: this can be from the Deputy and HOD to check specifically students’ work

book so that will give the teachers’ an extra push to mark students’ books. Teachers
 found lacking in this area can be educated on the issue and written to by the Head teacher

if he/she continues.

 Have Regular Departmental meetings: At these Meetings, teachers must be reminded

to mark the students’ books and reinforced when the HOD check on the teacher.

 Self evaluation: Teachers can be encouraged to do self-evaluation to know if their

approach to teaching was able to reach the learners and find ways to improve learners’

performance.

3. Poor Record Keeping

Good record keeping is very essential to the overall success of the school system. Poor

management and maintenance of records about the school and students can ruin

the success of the whole system. Moreover, a poorly managed information system

could eventually result in the organizational disaccord and conflict.

Ultimately, record keeping aims to achieve accurate and proper maintenance of

records of students’ achievement and growth, school activities and successes and

other related matters, which would bring about efficiency in the school

system. Therefore, poor record keeping will have implications which

includes: -

 Head teacher being unable to present information to parents concerning their child.

Relevant records pertaining to students, example, Report Booklets, child’s’ academic

performances, provides information on the child’s progress at school. If these records are

not kept properly then parents would not be knowledgeable of their child’s performance

and attendance to school as well as their progress.

  Impeding of the planning, preparing and executing of work: - for instance a major

record, such as The Students’ Admission Book should be kept up to date with all the

needed and relevant information. This would alleviate all unnecessary delays when

information requires by the Ministry of Education, example, cash grants.

However, strategies can be put in place to eliminate poor record keeping. One such strategy is

 the delegation of duties -The headteacher can delegate the duties of maintaining

student’s records to the Senior Maters/Mistresses and/or level supervisors who must

ensure that the records are up to date. Additionally, records in the school must be updated

on a regular basis with accurate information. This will speak to the effectiveness of

leadership and management when resords are updated regularly. Another strategy is to

 have professional development sessions - on the preparation of basic records. for

example, on the preparation of inventory, this can be done with the Admin. Staff and it

will enable the Heads of Department to have an understanding of what is required and

how to prepare and maintain the document.

 REFERENCE

ALLDER, M., (1993). The meaning of ‘school ethos‘. Westminster Studies in Education, 16(1),

pp.59–69.

Barge, J. Dr. (2014), Teacher Assessment on Performance Standard 3: Instructional Strategies.

George Department of Education

GLOVER, D., & COLEMAN, M., (2005). School culture, climate and ethos: Interchangeable or

distinctive concepts? Journal of In-Service Education, 31(2), pp.251–272.

HALSTEAD, J. M., & TAYLOR, M. J., (2000). Learning and teaching about values: A review of

recent research. Cambridge Journal of Education, 30(2), pp.169–202.

Hanane, T., (2016). The Effects of Lesson Plan on Teacher’s Classroom Management; Case study:

Second Year English Students of LMD at Biskra University

Education Management
Certificate Course
Module Six
Monitoring School Effectiveness
Assignment Two

NAME OF TEACHER: Sharon Williams

SCHOOL: Harmony Secondary
 NAME OF MASTER TRAINER: Ms. Ava Chapman

(a) i) Explain what is meant by the term, Evaluation.

Evaluation refers to the periodic process of gathering data and then analyzing it in such a way that

the resulting information can be used to determine how effective teaching is and the extent to which

it is achieving its stated objective and anticipated results. This also speaks for the institution as well.

(ii) State three reasons why we need to evaluate

Evaluation is necessary in the achievements of an organization’s goal and objectives. Three reasons

why we need to evaluate are that it

 provides feedback that can be used to address strengths and weaknesses with the teaching

learning process or the management of the school.

 helps to improve instruction and to plan appropriate and adequate techniques of instruction.

 helps to test the efficiency of teachers in providing suitable learning experiences.

(b) As the head teacher you need to put in place various techniques of Monitoring and
Evaluation.

(i) Outline four (4) such techniques

Four techniques of monitoring and Evaluation that the headteacher needs to put in place

are:-
  Observation of lessons: it is a monitoring and evaluating technique that enables the

headteacher to see the interactions between the teacher and learners. It evaluates the

effectiveness of teachers, appropriateness of methodologies, the response of learners, the

overall learning and teaching environment, teacher’s classroom management, the use of

learning resources and physical facilities.

 Inspection of learners’ work: - this manages the learners’ work-what they write and

record as well as their interactions with others, and teachers during their lesson. It is

evidence of their learning.

 Analysis of data and test/ examination results: it is said that assessments need to have

a purpose. One of the functions is to use the data to improve the quality of teaching and

learning process. The evaluation of this information can identify whether or not teaching

has been successful and the needs for improvement.

 Efficient record keeping: the collection of evidence about areas of school life, for

instance, teachers’ and students’ punctuality and performance is enhanced by records

which later can be analyzed and evaluated

(i) Discuss three measures the head teacher can employ to ensure there is a cordial

relationship between parents and teachers.

‘The best way to avoid misunderstanding between parents and teachers is to have

regular, clear, established lines of communication. The more informed and involved

parents are with what is going on in the classroom, the more they feel as a part of the

classroom team’ (Bender, 2005). Informed parents who feel included on a regular

basis are more likely to be supportive and understanding and less likely to
 jump to negative conclusions. The greatest beneficiary of the rewards of a positive

parent-teacher partnership is the child. When parents and teachers work together in

the best interests of the child, an environment is created with optimal

potential for learner development (Fuller, 1999). Parent involvement in primary

school encompasses a wide variety of parent behavior patterns and practices and

cannot be defined by one specific feature. Parent involvement in primary school

is multidimensional and can include parent’s aspirations, expectations, interests,

attitudes and beliefs regarding education, as well as parent’s participation in school

activities at school and at home (Hong & Ho, 2005)

Hence, three measures that can be employed to ensure that there is cordial relationship between

parents and teachers are:

 Encourage parental involvement.  A parent’s contribution to the school community is

enormous. Many parents have unique skills that can be used to support the school

community. Parents are great volunteers on field trips or school events. Parents also are

great at creating and organizing programs within the school. As a teacher, it is important

when you speak to parents to listen closely.  During those conversations, you not only

learning about the student, but you are also learning about the parents. During the

conversation your parents may come up with ideas that can benefit you as a teacher.

Moreover, parents need to know that their opinions are valuable.

 The school can encourage the exchange of experiences between parents. The

exchange of ideas between the parents themselves can have a motivating effect on those

parents who do not show enough readiness to cooperate with the school. The school can
 be a significant basis and source of parental support by expanding the possibility of

exchanging experiences between parents, for example, within parent meetings; giving

opportunities for parents to self-organize and hold informal meetings in the school

premises; equipping school libraries with appropriate literature that will enrich the

knowledge and experience of parents

 The school can start an ongoing discussion with the parents about their

participation in the decision-making process. Many researchers are highlighted that

parents have very little influence in making decisions about certain aspects of school

life. It is suggested that parents and teachers engage in dialogue about their own

expectations and attitudes related to parental involvement in the school decision-making

process.

(b) At your school’s last Annual Examination, most grades did not perform well in

Mathematics.

Describe a detailed plan/ intervention you would use to improve your mathematics

results. Give justifiable reasons for each step of your plan and also state how each step

will be monitored.

1. Collecting Evidence: this can be done using the test analysis for the Annul

Examinations. Besides, the head of department questions teachers on area of

difficulties and make observations of teachers’ lessons to see what may be lacking.

2. Identifying the issue/s: this step suggested issue/s will identified so that teachers

will be aware of areas of challenges. These issues can vary from lack of teaching
 learning resources, methodologies used by the teachers for delivery, learners’

unpreparedness for class, lack of parental involvement and learners’ negative attitude

towards the subject.

3. Formulate a set of objectives (set targets): Objectives are formulated so that

everyone; teachers, students and parents will be aware of what is to be accomplished.

The objectives can be used as a road map, especially when the teacher/s may forget

why this intervention is being done. Furthermore, the objectives make it easier to

evaluate performance during and at the end of the intervention. Moreover, objectives

help us to stay within our boundaries and limits monitoring so that the focus is

clearly on the issue.

4. Set a time frame for the achievement of the objectives: a time frame should be

considered since if the objectives are too long or short, negative effects is likely to be

produced. If the activities are done in a hasty manner, then it will defeat the purpose

of the intervention. If the evaluation goes on too long persons may lose interest and

introducing changes may become more difficult.

5. Availability of resources: it is essential to identify the resources available for

evaluation especially human resources; the time of those who would be involved.

Once resources are allocated, they must match the time scale. Progress should be

monitored to ensure exercise is completed on schedule.

6. Collecting relevant data: since issues are identified, the head of department along

with other senior teachers can conduct observation of lessons of teachers and

distribute questionnaire to students to investigate why mathematics is seen as a

problem.
7. Analyzing of the information: the evaluation done is to find practical, problem-

solving exercises that will provide new solutions to the old problem of learners’

inability to excel at their mathematics examination. The analysis and interpretation

of data from the questionnaire, observation of lessons and interviews with teachers

would be limited to describing the problem and identifying possible solutions/ way

forward to the issue.

8. Preparation of an Evaluation Report: the evaluation report is the vital product of the

evaluation process. Its purpose is to provide a transparent basis for accountability for

results, for decision making, for learning drawing lessons and improvements.

Ultimately, it is intended to promote awareness on how the evaluation reached its

outcomes and conclusions and an effective way to disseminate findings of an

investigate the relevant entities. Mathematics Evaluation report must highlight the

problem, and strategies that can be implemented to resolve the problems.

9. Present the report to parents and staff: at this stage the various stakeholders are

provided with feedback on the data collected. This will ensure that all stakeholders

are aware that they are all needed to implement the strategies outlined so that

learners will excel.

10. Preparation of an action plan: the Mathematics Head of Department and teachers

would prepare a plan of action to address the issues and strategies to be implemented

to address same. The Head of Department will ensure that a status report is prepared;

this will assist teachers to check on students’ progress in achieving the objectives.
 REFERENCE

Bender, Y. (2005). The tactful teacher. Effective communication with parents, colleagues, and

administrators. United States: Normad Press.

Fuller, C. (1999). Helping your child succeed in public school. From kindergarten to high school

(2nd Edition) Illinois: Tyndale.