Areas and Indicators of empowerment of school structures and processes

Material developed based on the presentation and discussion in the Core DRG workshop at Bekal on 29,30 November and 1st December 2010.

No

Performance indicators Seen and required

Priority Required but not seen now Not required to be seen

Area-1: Curriculum, Pedagogy and Assessment Maximum time is made available for teaching and learning during school hours. Activities are focused on learning, assessment and feedback not on managerial and general procedures. Teachers and school have definite goals in terms of their classes and students to achieve. Teachers clearly establishes and communicates learning goals (what is expected from students), learning procedures( what are they expected to do) and learning formats (how should they present their learning) for group/peer/individual tasks and activities. Teachers reflects on the activities, assesses students' learning through varied ways and organizes the next activity in tune with the students' learning levels (not sticking to mechanical procedure). Teachers decides the strategy to be used for the next step of learning based on assessment of students' learning and for providing suitable feedback to them. The school adheres to the conduct of varied models of assessment after each unit.

The school tracks the learning progress of students through their portfolios and their progress are discussed with the students. The resources at the school (library, lab, garden, building) are organised for facilitating effective learning. Teachers make use of teaching-learning materials, big picture, sand tray, bulletin board, students' and teachers' charts etc considering the space available. Teacher links the learning activities with the daily experiences, interests, levels, educational background and culture of students. Teacher provides alternate activities addressing the differences in learning levels, differences in motivation levels, and individual learning problems of students but focusing on the same learning goal. The school and the teacher reflects their daily practices and diagnostic/remedial activities are planned and implemented. The school and teaching-learning processes has equipped to meet the adaptive needs of SEN (physical barriers, adaptive devices, personnel to provide adaptive support) inclusively. Area-2: Student motivation, students' creative potentials and life skills Seen and required / Required but not seen now / Not required to be seen School provides opportunities for students to experience various art forms like drawing, drama, film, poems etc. Students get opportunity to interact with persons from various fields of art, sports and other walks of life.

School and teachers link these supportive and exploratory experiences with the relevant themes/units/topics of different subjects. School and teachers link their classroom teaching with the lives, knowledge and experience outside the school through talks, interactions, project surveys, problem solving activities linked with community life etc. School and teachers provide opportunities for students to present their artistic performances periodically before the whole school/class. School and teachers encourage students to fine tune their aptitudes, artistic talents and performance abilities through particpating in competitions and by providing specialised inputs/coaching. School provide infrastructure and opportunities for development of technological skills and soft skills. School make use of interventions like cycle riding, learn and earn etc to instill work culture among students. Students take up on their own collectively cleaning of school premises, toilets and classroom, keeping the garden, mending vegetable garden, providing drinking water and supply of nutrition supplies. Students are supported in their social activities inside and outside school through projects, club activities etc. Day celebrations are planned in detail providing opportunity for students to experience it and link it with their learning. Students participate actively in social and cultural activities and competitions at

school and sub district levels. Students are taken to field trips such as museums, exhibitions, etc as part of their learning. Area-3: School infrastructure, school environment, school culture and use of school resources Seen and required / Required but not seen now / Not required to be seen There are enough classrooms, toilets, play ground and kitchen available at the school. The school (classes, toilets, buildings, laboratories, library, and noon feeding rooms ) are clean. The school has taken precautions for students security. The school has enough laboratories, library books, ICT facilities and enough space and facilities for spare time of students. School environment permits easy and risk-free access to all the students. School has made physical adaptations to the students facing physical challenges. School manages and uses its resources (lab, library, club activities, play ground, noon-feeding programme etc) effectively. Students and teachers collaborate for keeping the school environment clean, healthy and hygienic. Teachers engage themselves in formal and informal discussions about students' learning, new experiments, successes, problems and challenges.

Teachers engage in try out/experimentation of pedagogic concepts, materials, strategies and techniques related with teaching, learning and assessment. Teachers, students, parents have high expectations about learning and development. Teachers, students, parents exhibit trust and confidence one another. Headmaster, parents and society members provide support to teachers and schools for improving students' learning and development. School, Parents and Teachers recognise and appreciate students' successes, development and celebrate it. The involvement of teachers, parents and community members are ensured in the decision making process. Traditions (ie. the rituals, ceremonies and symbols) that strengthen the school culture are followed at the school. There is honest and open communication among students, teachers and parents. Area-4: Teachers' professional development Seen and required / Required but not seen now / Not required to be seen Teachers and school positive towards the new curriculum, learning, assessment, teaching and learning strategies/ techniques and materials. Teachers' and school's beliefs and assumptions towards teaching, learning, students and community of the school are in tune with the curriculum. Teachers are able to apply knowledge construction process in the teaching-

learning process. Teachers are able to address pupil needs, individual differences, interpretations, participation etc in the process. Teachers are proficient in the development, selection and presentation of teaching learning materials, its processing and its display. Teachers able to apply creative interpretations, teaching strategies and creative ideas in the process. etc. Teachers are using necessary materials, equipments and tools in their classes. Teachers increases pupils freedom to participate by praising, accepting and developing their ideas , questions etc. Teachers processed the content and talked more at convergent, divergent, assessment and feedback levels and less at the factual level. Students talk less at factual and more at convergent and divergent levels. Teachers are enthusiastic about the new ideas and strategies and materials so as to apply it in their classrooms. Area-5: Collaborative efforts between School and Community Seen and required / Required but not seen now / Not required to be seen Structures like PTA, MPTA and CPTA participate actively in schools activities . Parents are regularly informed about childrens academic and general development and levels.
The school analyzes patterns of (different) committee participation as a planning tool

to maximize active and effective parent and community involvement in school functioning.

School has good relations with other institutions

Family and school collaborate to create programs and strategies that ensure mutually supportive relationships among teachers, families and the community at large. School staff and community members collaborate to provide a support structure that ensures a nurturing learning environment for all students. Teachers explain and discuss with parents students' learning, learning levels and the expected learning goals using students' learning evidences.

School collaborates with community, family and parents to establish and support policies and operational procedures to minimize disruptions to instruction. (time, rituals, ceremonies, religious studies etc)
Parents are familiar with the major learning expectations and learning processes across different subjects.

Area-6: Management of school structures, resources, finance, personnel and time Headmaster and teachers self-initiate actions to address issues, expectations, and performances in various fields related with school and students. School has shared vision, understandings and a plan of action towards school's and students' development and achievement. The Headmaster and staff ensures a co-operative climate and a collaborative process at school. School activities are planned and implemented through consensus and co operative planning of teachers.

Imaginative and economic use of school resources, personnel and time. Democratic planning, monitoring and assessment structures and processes of school activities. Finance- transparency of financial spending and bringing accountability through social audit.