Evidence that school SIP, Curriculum Reform, Sustainability assessment i.e. ownership, commitment capacity gains are School Leadership, TPD, CCT and resource flows sustainable Evidence that school School Leadership Assessment that the focus of the head teacher is on the leaders addressing the priority needs of the schools (i.e. MoE policy priorities, priority needs of the SIP) school Evidence that staff School Leadership Teacher and head teacher surveys Assessment of the actions of the head teacher to management is improving strengthen staff performance and whether this is likely School administration data: teacher attendance and its effect on the to lead to better classroom delivery school Evidence that school School Leadership Head teacher survey: time use Assessment of the head perceptions and teachers’ leaders are showing a attitudes competent understanding of effective school management Evidence that school School Leadership Assessment of the extent that head teachers have leaders are showing an adapted their management to changes & emerging ability to adapt to opportunities maximise improvements Evidence that the PD is TPD Assessment of needs and relevance (and teachers’ meeting the capacity gap effectiveness) of TDP of teachers Evidence that all +L4 TPD/KELP Teacher survey: +L4 teacher has completed KELP Assessment of EL in-class delivery teachers’ teachers have undertaken (and how much training they completed) KELP and are providing appropriate EL teaching in the classroom Early evidence that the IECs/DEOs Assessment of whether the interaction between the DEOs/IECs are making a school/school leader is likely to be fostering difference in the schools improvements in school administration, policy admin, policy implementation and problem-solving implementation, and problem-solving
Evidence that school capacity gains are sustainable SIP, Curriculum Reform, School Leadership, TPD, CCT Sustainability assessment i.e. ownership, commitment and resource flows Evidence that school leaders addressing the priority needs of the school School Leadership Assessment that the focus of the head teacher is on the priority needs of the schools (i.e. MoE policy priorities, SIP) Evidence that staff management is improving and its effect on the school School Leadership Teacher and head teacher surveys School administration data: teacher attendance Assessment of the actions of the head teacher to strengthen staff performance and whether this is likely to lead to better classroom delivery Evidence that school leaders are showing a competent understanding of effective school management School Leadership Head teacher survey: time use Assessment of the head teachers’ perceptions and attitudes Evidence that school leaders are showing an ability to adapt to maximise improvements School Leadership Assessment of the extent that head teachers have adapted their management to changes & emerging opportunities Evidence that the PD is meeting the capacity gap of teachers TPD Assessment of teachers’ needs and relevance (and effectiveness) of TDP Evidence that all +L4 teachers have undertaken KELP and are providing appropriate EL teaching in the classroom TPD/KELP Teacher survey: +L4 teacher has completed KELP (and how much training they completed) Assessment of teachers’ EL in-class delivery Early evidence that the DEOs/IECs are making a difference in the schools admin, policy implementation, and problem-solving IECs/DEOs Assessment of whether the interaction between the school/school leader is likely to be fostering improvements in school administration, policy implementation and problem-solving