TransformingSchoolsInclusiveandChildfriendly

TOWARDSAWHOLESCHOOLIMPROVEMENTPLAN

Thegoalsofaninclusive,childfriendlyschool Aninclusive,childfriendlylearningenvironmentisnotjustaplaceforformallearning,butalsoaplace wherechildrenhaverights:therighttobehealthy,tobeloved,tobetreatedwithrespect,therighttobe protectedfromviolenceandabuse(includingphysicalormentalpunishment),andtherighttoexpress hisorheropinion,andtobesupportedineducationirrespectiveoflearningneeds.Sothegoalsforeach schoolandcommunityarethefollowing. Goal1:Encouragechildrensparticipationinschoolandcommunity Goal2:Enhancechildrenshealthandwellbeing Goal3:Guaranteesafeandprotectiveenvironmentsforchildren Goal4:Encourageoptimalenrollmentandcompletion Goal5:Ensurechildrensoptimalacademicachievementandsuccess Goal6:Raiseteachersmotivationandsuccess Goal7:Mobilizeparentandcommunitysupportforeducation Maincharacteristicsofaninclusive,childfriendlyschool 1.Aninclusive,childfriendlyschoolandclassroomdoesnotdiscriminate,excludeormarginalizeany childbasedongender,socioeconomicbackground,ethnicity,abilitiesordisabilities,etc.Thismeans that: 2. An inclusive, childfriendly school/classroom is effective with children, facilitates and supports educationofgoodqualityandischildcentred.Thismeansthat: Teachersthinkaboutthebestinterestofeachchildwhendecidingonlearningactivities Teacherstrytoadjustthestandardcurriculumtothelearningneedsofthestudents Differentteachingmethodsareusedsothatallchildrencanlearn,thosewholearnbestby Nochildisrefusedenrollingandattendingclassesforwhateverreason Boysandgirlshaveequallearningopportunities Childrenarealltreatedthesame:withrespect

doing,byhearing,byseeing,bymoving,etc. Teachinglearningapproachesareusedthatinvitestudentstothinkandreasonandexpresstheir opinions Allchildrenaresupportedtolearnandmasterthebasicskillsofreading,(andlistening)writing andarithmetic. 3.Aninclusive,childfriendlyschool/classroomishealthyforchildren.Thismeansthat: Whathappensintheclassroomalsopromoteschildrenshealth School premises and Classrooms are clean, safe and have adequate water and sanitation facilities Therearepoliciesandregularpracticesthatpromotegoodhealth Health education and life skills are integrated in the curriculum and the teachinglearning activities 4.Aninclusive,childfriendlyschool&classroomiscaringandprotectiveofallchildren.Thismeans that: Childrenaresecureandprotectedfromharmandabuse Childrenareencouragedtocareforeachother Nophysicalormentalpunishmentisusedwithchildren Thereareclearguidelinesforconductbetweenteachersandstudentsandamongstudents(and nobullyingisallowed) 5.Aninclusive,childfriendlyclassroominvolvesfamiliesandcommunities.Thismeansthat: Parentsareinvitedandconsultedaboutthelearningoftheirchildren Teachersandparentsworktogethertohelpchildrenlearnbetterinschoolandathome Teachersandparentstogethercareaboutthechildrenshealth,nutritionandsafetyalsoonthe waytoandfromschool Parentsandcommunitymembersareinvitedforschoolcommunityeducationprojectactivities
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Childrenalsolearnbyexperiencing/discoveryandbyworkingtogether Teachersencouragechildrentoexpresstheirfeelingsthroughartsandotherforms

Objectivesofschoolbasedprogramme 1. To initiate the processes of open communication, consultation, collaboration and decision makingfocussingonschoolimprovementbyensuringrightsofallchildreninselectedschools. 2. Toidentify,analyseanddescribetheschoolrealitycriticallybytheschoolcommunity. 3. ToIdentifythespacesofactionsineachschoolbytheschoolcommunity. 4. ToevolveactionsandactionplanbasedonthegoalsanddevelopSchoolimprovementplans. NatureofProcesstobeused The process to be used will adhere to the democratic process of decision making including the followingprocesselements. Inclusiveconsultationandcollaborationwithteachers,parentsandSMC Opencommunicationwithteachersandstudentsandparents Freedomforcriticalreflection Afocusonthecommongoodofchildrenandtheirschooling Appropriatedecisionmakingprocessesbasedonensuringtherightsofallchildren.

ActionsfortheProgrammes 1.Mappingtheschoolreality Analysisoftheexperiences,successesandissues/problemsofschoolpractices.Thiswouldleadtothe identificationofprinciples,policies,structuresandexperiencesoftheschoolcontextsthatshouldbe reinforcedinordertokeepbuildingimprovededucation.Thequestionstobeaskedatthisstagearethe following. Towhatextentthese experiences,successesandissues/problemsofschoolpracticeseffect students,teachersandschoolcommunity? Dotheyaffectallorsomeparticulargroups?(class,caste,gender,econoicstatus,educational status,childrenwithspecialneeds,tribalgroups..etc) Which are the principles, structures, processes and relationships behind these experiences, problemsandsuccesses? 2.Identifyingthespacesofactionsineachschoolbytheschoolcommunity Thiswouldexaminecriticallycurrentrealitieswithaconceptualframeworkthatemphasisesthespaces inwhichcounteractionscanbeorarenowgoingon.Fromthisspaces,wecanidentifyspecificand
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concreteactionswhicharetoaddedadded,altered,improvedorreinforced.Thequestionstobeaskedat thisstagearethefollowing. Whatarethetraditionsthatkeepingtheexperiences,successesandproblemsalive? Whicharethecontradictionsthatkeeptheexperiences,successesandproblemsaliveandleads tocurrentrealities? Whataretheprocessesandrelationshipscontrollingthesetraditionsandcontradictionsalive? Whataretheirinterests? Whatarethespacesforcounteractions? Whatarethegoalsofthesecounteractions?

3.Evolvingcounteractionsbasedonthegoals This process includes making connections between the schooling and the world of work (life), connecting the school environment, culture, curriculum and learning to the multiple situations of diversestudentsandcommunity,creatingmodelsofcontentandpedagogythatevensegregatedand marginalizedstudentsfindpersonallymeaningfulandcreatingconditionsthatparticpatecommunities deeplyintheeducationoftheirchildren.Thequestionstobeaskedatthisstagearethefollowing. Whatistheknowledgethatthecurriculumconsidersimportant? Whatisabsentandwhatispresentinthecurriculumintermsofthegoals? How does the textbooks, materials and pedagogic practices/processes that contril students, teachersandcommunity? Whatshouldbethecontent(experiences)andpedagogyoftheprogramme? Whatarethestructuresandprocessesformakingtheactionparticipatory?

4.Developingcompetenciesandresourcesofthecommunity Thisprocessincludesthecontentandprocessesforaugmentationofcompetenciesandresourcesof students,teachersandcommunity,whoworkasateamatschool.Themultiplecompetenciesrequired byeachoneofthesecommunityaretobeidentifiedatthisstageandtrainerswhocanworkalongwith theseteamshavetobeidentifiedandincorporated.Buttrainersarenot'trainers'totrain,butworkas assistantsforthecommunity.

5.Criticalevaluationoftheprogramme Thisprocessincludesthecriticalevaluationoftheprogrammeactionsintermsofitsexperiences, successesandproblems,criticalevaluationoftheprogrammesintermsofstructuresandprocessesfor reachingthegoalandsearchingfornewspacesofactions.Thiswillalsoincludethegoals,objectives, processesandlessonslearntintheprogramme. Criticalareasforidentifyingproblemsatschoollevel Whatcompetenciesdoweexpectourstudentstoacquirethroughschoolingatthisstage(lower/Upper primarystage)?Inordertorealisethosecompetencies,whatproblemsdoweface?Beginwiththe goals,findoutprobingquestionsandintegratethemwiththefollowingareasofschoolingtoo. 1. Schoolinfrastructure,facilitiesandequipment Ensuring buildings for Classrooms, Laboratory room, Library room, Computer Lab, Audiovisuallaboratory, Ensuring furniture, equipments and facilities required for their effective functioning accordingtosizeoftheschool(intermsofnumberofstudentsateachlevel.) 2. Schoolenvironmentandschoolculture Making the school environment in terms of physical facilities and infrastructure conductiveforlearning,freefromfearandfreedomtoexpress Democraticanddisciplinaryclimatewheresegregationandmarginalisationdoes not happen Achievement/progressorientationforstudentsintermsoflearning Scopeforinteractionamongteachers,studentsandparents ProblemsrelatedwithSchoolnormsandvaluesandSocialnormsandvalues Freedomfromfear Ownershipofschoolandschoolactivitiesandresourcesamongteachers,parentsand students Emphasisonlearningbasedoncollaborationbetweenteachers,studentsandparents 3. Curriculum,PedagogyandAssessment Opportunitytolearnandamounttimespentonlearninginclassrooms Alignmentofcurriculargoalswiththeteachinglearningprocess Establishinglearninggoalsforstudentsineachoneoftheactivities Teachersplanning Teachers and students ongoing evaluative reflection of their teaching and learning experiences and providing immediate feedback to students on their learning and feedbacktoteachersontheirteaching Teachersassessmentofprocessandresultsafterapedagogicalsequence(lesson),unit orterminrelationtotheindividual,localcultureandtheschoolascontext. Teachersevaluationafterapedagogicalsequence(lesson),unitorterminrelationto curriculumandevaluationatschoollevelandbringingchanges.level

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AssessmentofLearningataformalandcollectivelevelattheendofatermorannually. Needforsupportmaterialsforteachersandstudents Addressingthelearningproblemsrelatedwithmarginalizedandlowmotivatedstudents Meetingthesocioeconomicandfamiliarcontextsofstudentsinlearning Studentmotivation,meetingstudents'creativepotentialsandlifeskills Highexpectationsofpupilsprogress,developmentandachievement Opportunitiesforexperienceandexposureforcomprehensivedevelopmentofstudents throughArtandPhysicaleducation. BringingtheworldoutsideintotheschoolConnectingschoollifewiththeworldof workandlife Development of soft skill of students (communication skills, interaction skills, presentationskills,useofICT..) Recognitionofaptitudesofstudentsandprovidingexposuretorealizethem TeacherandTeachers'professionaldevelopment Teacherbehaviourandlevelofteachercompetencies Teacher beliefs , assumptions and attitudes towards teaching, learning, students and communityoftheschool. Teachersubjectknowledgeandassumptionsaboutlearningandteachingthesubject Teachers'levelofcompetencytoaddressthecurriculumneedsandtheneedsofdiverse populationofstudents Teacherasanorganisationalpersonatschool. SchoolingandCommunityaddressingthesocioeconomicandfamilialsituations Familialstatusofstudentsandscopefortheirlearning Educational status at home and families' understandings about school, learning, assessmentandstudents'development. Parentalandsocietalexpectationsfromtheschool,teachersandstudents Equityforaccesstoschool,accesstoqualityteachingandlearning Managementofschoolstructures,resources,personnelandtime SelfinitiationlevelofteachersandHeadmaster Degreeofdevelopmentandachievementorientedpolicy Educationalleadershipandcooperativeclimateatschool Consensusandcooperativeplanningofteachers Imaginativeandeconomicuseofschoolresources,personnelandtime Democraticplanning,monitoringandassessmentofschoolactivities

PlanforMappingtheschoolreality

PROCESSFOREQUIPPINGSCHOOLSTODEVELOPWHOLESCHOOL IMPROVEMENTPLAN
AimoftheProgramme Empowerschoolcommunity(teachers,parents,communitymembers,studentsandsupportpersonnel) with the willingness and competencies to develop a whole school improvement plan for ensuring academicachievement,growthanddevelopmentforallitsstudents. Objectivesofschoolbasedprogramme 1. To initiate the processes of open communication, consultation, collaboration and decision makingfocussingonschoolimprovementbyensuringrightsofallchildreninselectedschools. 2. Toidentify,analyseanddescribetheschoolrealitycriticallybytheschoolcommunity. 3. ToIdentifythespacesofactionsineachschoolbytheschoolcommunity. 4. ToevolveactionsandactionplanbasedonthegoalsanddevelopSchoolimprovementplans. NatureofSIPdevelopmentProcess The process to be used will adhere to the democratic process of decision making including the followingprocesselements. Inclusiveconsultationandcollaborationwithteachers,parentsandSMC Opencommunicationwithteachersandstudentsandparentsandengagingthemintheentire process Freedomforcriticalreflection Afocusonthecommongoodofchildrenandtheirschooling Appropriatedecisionmakingprocessesbasedonensuringtherightsofallchildren.

CriticalelementsofSIPprocess 1. Organizing 2. Planning 3. Implementing 4. Sustaining

PhasesofSIPProcess Phase1:OrganizingtheProcesses 1.1.Equippingthesupportpersonnel(trainers) Objective:Equipthetrainerswiththeconceptsandcompetenciesforinitiatingschoolcommunityto undertaketheirSIPprocess. Action1:2dayorientationoftrainersontheprocessesforSIPfrom1213thJuly2012. Action2:BRClevelplanningmeetingforidentifyingschoolsandpreparationofmodulefor HMorientation0n16thJuly2012. Action3:Finalisingtoolsformappingschoolprocesses,resourcesetcfrom17thto18thJuly2012 atBRCHosdurg. Action4:BRClevelplanningandfamiliarisngthetoolformappingschoolprocesses,resources etcon..... Action5: BRC level Sharing of school experiences, school realities and planning for the conductofSMCatschoolon....... Action6:BRClevelsharingofSMCexperiencesandsharingproblemsatschoolsandtheir potentia;lsandidentifyingspacesforaction(leadingtoschoolspecificgoals)on...... Action7:DistrictlevelreviewandfurtherplanningforPhase2(3&4later)oftheProgramme.

1.2.EquippingHeadmastersofschoolsselectedforSIP Objective:EquiptheHeadmasterswiththetheneed,conceptsandcompetenciesforinitiatingand leadingschoolcommunitytoundertaketheirSIPprocess. Action1:1dayorientationofHeadmastersontheprocessesforSIPon..(beforethetrainer teamarrivesatschool) Action2:ReviewmeetingofHeadmasterson.............attheendoffirstphaseofSIPand planningfornextphase. Action3:ReviewmeetingofHeadmasterson.............attheendofSecondphaseofSIPand planningfornextphase. Action-4: Review meeting of Headmasters on ............. at the end of Third phase of SIP and planning for implementing and monitoring their SIP.

Phase2:PlanningforSIP 2.1.Mappingtheschoolreality Objective:Equiptheschoolcommunitywiththewillingnessandcompetenciestoidentifytheproblems thattheyfaceforensuringacademicachievement,growthanddevelopmentofallchildrenandfor guaranteeingtheirRighttoEducationinallitsaspects. Actionsdetails Day1: MeetingwiththeHeadmaster,ObservationofschoolenvironmentandBuildingrapportwith schoolcommunity. PlanningmeetingwiththeHeadmasterandschedulingobservationofclasses,conveningSRG, CPTA,SMCmeetings. CollectingpreliminarydataaboutschoolName,addressandgeographicalbackgroundofthe school,Levelsofschoolingandnumberofclasses,Areaofschoolplot,numberofclassrooms andsizeofclassrooms(sizecategorywise),Sketchofschool(plan),Studentstrengthineach class,Studentsbackgroundingeneral,communitybackground,Teachers Observationofschoolenvironment,schoolbuildings,Classrooms,Laboratoryroom,Library room,ComputerLab, Observationofclassroomsetup,furniture,equipments,facilities,resourcesetcrequiredfor theireffectivelearning Observationofavailabilityofclean,safeandhaveadequatewaterandsanitationfacilities, ObservationofNoonfeedingprogramme,kitchen,diningspaceanditsroutineandpoliciesand practicesthatpromotegoodhealthetc. SharingtheintentionsandaimsofSIPwithteachersintheSRGmeetandplanningforclass observation,conductofCPTAandSMCandidentificationofmainteacherconcernsandtheir perceptionofschoolproblems. Planninglessonsfornextdaywiththeteacher/teachersandinteractionwithHMandstudents Reflectiverecordingofobservationdatabythetrainer

Day2:Engagement,Involvement&Participationinschooling Continuingobservationandinteractionsbeganonday1 Classroomobservationandinteractionwithteacheron:1) ClassroomsetupStudentstrength,

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AvailablespaceDimensions,Sketchofclass(withwindowsanddoors),Availableinfrastructure (Materials,Books,Equipments,Furniture),Qualityofinfrastructureintermsofavailability, childfriendliness,theiruseandfrequency,Currentuseofspace(specifythepurposesforwhich space is used in the class), Current lay out of using space in the class (position of chairs/benches,table,storage,readingcorneretc),Presentstateandqualityofinteriorspace: (floor,walls),Presentstateandqualityofexteriorspace:(floor,walls,verandha),Qualityof doorsandwindows,Verandha,stepsandsteppingground. Classroomobservationandinteractionwithteacheron:2)Classroomprocess,Assessmentand Students'achievement Classroomobservationandinteractionwithteacheron:3)Studentmotivation,meetingstudents' learningneedsandtheirlearningperformancesandproblems. Classroom observation and interaction with teacher on: 4)Teacher motivation, classroom managementandinteractionwithstudents Collectionandanalysisofchildren'sportfolios,notebooksandotherlearningevidences. Interactionwithteacheraftertheclasstoknowstudents'learningproblems,itscauses,their achievementinlearningintermsoflearningoutcomesandotherelementsmentionedabove. Planningtheclassesfornextdaywithrespectiveteachers ParticipatinginSRGmeetingtounderstandthesuccesses,problemsandpotentialsofschoolin thefollowingareasofSIP. 1.Managementofschoolstructures,resources,personnelandtime SelfinitiationlevelofteachersandHeadmaster Degreeofdevelopmentandachievementorientedpolicy Educationalleadershipandcooperativeclimateatschool Consensusandcooperativeplanningofteachers Democraticplanning,monitoringandassessmentofschoolactivities

2.Schoolenvironmentandschoolculture Achievement/progressorientationforstudentsintermsoflearning Scopeforinteractionamongteachers,studentsandparents ProblemsrelatedwithSchoolnormsandvaluesandSocialnormsandvalues

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Ownershipofschoolandschoolactivitiesandresourcesamongteachers,parentsandstudents Collaborationbetweenteachers,studentsandparents

3.ParticipatinginCPTA(oftheclassobservedearlier)tounderstandCommunity'ssocioeconomicand familialsituations,whichinclude, Familialstatusofstudentsandscopefortheirlearning Educationalstatusathomeandfamilies'understandingsaboutschool,learning,assessmentand students'development. Parentalandsocietalexpectationsfromtheschool,teachersandstudents Accesstoschool,accesstoqualityteachingandlearning Makinghomesupportiveforlearning,growthanddevelopment

4.Reflectiverecordingofobservationdatabythetrainer Day3,4,5:Engagement,Involvement&Participationinschooling(thesameprocessindifferent classesandinCPTAs) Day6:Reflectiverecordingonthelastfivedaysatschoolbasedonvariousdatacollected.(atBRC) Themainquestionswe'vetoaskourselvesforidentifyingtheproblemsandpotentialitiesoftheschool forimprovementarethefollowing.Takeeachoneofthe7areasandanalyseusingthese. Whataretheexperiences,successesandissues/problemsofschoolpractices? Towhatextentthese experiences,successesandissues/problemsofschoolpracticeseffect students,teachersandschoolcommunity? Dotheyaffectallorsomeparticulargroups?(class,caste,gender,econoicstatus,educational status,childrenwithspecialneeds,tribalgroups..etc) Which are the principles, structures, processes and relationships behind these experiences, problemsandsuccesses? Whicharetheproblemstobeaddressed,successestobecontinued,experiencestobeimproved andeffortstobecorrectedforimprovingstudents'achievement,growthanddevelopment? Day7:Sharingtheproblems,successesandexperienceswithSRG Sharingtheproblemstobeaddressed,successestobecontinued,experiencestobeimproved andeffortstobecorrectedforimprovingstudents'achievement,growthanddevelopment. Consolidatethemareawise.
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SchedulethedateandagendaforSMCmeeting Share the outcomes to be expected from SMC (Objective of SMC may be to discuss the findings and with their approval finalise the problems to be addressed, successes to be continued, experiences to be improved and efforts to be corrected for improving students' achievement,growthanddevelopment)

Day8:SharingthefindingsinBRC Share(areawise)theproblemstobeaddressed,successestobecontinued,experiencestobe improved and efforts to be corrected for improving students' achievement, growth and developmentinrespectofeachschool. ShareopinionsonpossiblespacesforactionineachareawithBRCcolleagues FixtheobjectiveofSMCmeetingandthepossiblequestionsandanswerstothem. Fixthefinaloutcome,itsformatandprocessesfortheconductofSMCmeet. Preparerelevantmaterialsfordistribution,samplesofstudents'learningevidencesandothersif necessary. Day9:SMCmeeting Sharingthesuccessestobecontinued,experiencestobeimprovedandeffortstobecorrected forimprovingstudents'achievement,growthanddevelopment Identify the spaces of actions in each school by examining critically current realities and identifyspacesforaction.Fromthisspaces,wecanidentifyspecificandconcreteactionswhich aretoaddedadded,altered,improvedorreinforced. Developpossibleactionsandascheduleforaction.(finalisetheactionplanlater)

Day9:SharingtheActionsinBRC Day10:Sharingtheexperiences,processesandpossibleactionsatDRG Thedetailsofdays9and10andtheremainingphasescanbeworkedoutlater.

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