how to increase learning outcomes with sbm 2

How to increase learning outcomes with School Based

Management

A Lao Principal’s Survival Handbook

Always begin with CONTEXTthis should be your standard INTROfor BAC and for the Manual

Big picture/general concepts

Then narrow down to details

In UbD this is your GOAL

Always remember the big “WHY”:

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

ຮັບປະກັນການສຶ ກສາທີີ່ ມີ ຄຸນນະພາບ ເທ ີ່ າທຽມກັນ ແລະ ຢີ່ າງທ ີ່ ວເຖິງ ແລະ ສ ີ່ ງເສີ ມກາລະໂອກາດ ໃນການຮຽນຮ ູ້ ຕະຫຼອດຊີ ວິ ດສ າລັບໝ ດທຸກຄ ນ

ເປ ູ້ າໝາຍການພັດທະນາແບບຍື ນຍ ງ

what the world needs to doSUSTAINABLE DEVELOPMENT GOALS (SDG

Sustainable Development Goals

“ຄວາມໝາຍຂອງການກືກໜັງສືໃນສະຕະວັດທີ 21 ບ ໍ່ ໄດ້

ໝາຍເຖິງ ຜ ້ ທີໍ່ ອໍ່ານບ ໍ່ ໄດ້ຂຽນບ ໍ່ ເປັນ, ແຕໍ່ໝາຍເຖິງ ຜ ້ ທີໍ່

ບ ໍ່ ສາມາດ ຮຽນ, ກ າຈັດຂ ້ ມ ນ ຫ ື ຄວາມຮ ້ທີໍ່ ບ ໍ່ ຖືກຕ້ອງ

ອອກຈາກຄວາມຄິດ ແລະ ຮຽນຮ ້ຄືນໃໝໍ່ ”.

= ສາມາດປັບໂຕເພືໍ່ ອປໍ່ ຽນແປງ (ປັບປຸງຕົນເອງ)

ເປັນຫຍັງຈຶີ່ ງຕູ້ ອງ ມີ ທັກສະ

ການຮຽນຮ ູ້ ຕະຫຼອດຊີ ວິ ດ?

“The illiterate of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.”

In short: can adapt to change

Why “LIFELONG LEARNING”?

ເປ ູ້ າໝາຍການພັດທະນາແບບຍື ນຍ ງ

The Lao Policy response

ນະໂຍບາຍການແບີ່ ງຂັູ້ ນຄຸູ້ ມຄອງ –ກ ດໝາຍການສຶ ກສາສະບັບລ ງວັນທີ ເດື ອນກ ລະກ ດປີ 2007

ດ າລັດຂອງນາຍ ກລັດຖະມ ນຕີ ວີ່ າດູ້ ວຍການຮັບຮອງແລະປະກາດໃຊູ້ຂອບພັດທະນາຂະແໜງການສຶ ກສາ (ESDF) ປີ 2009-2015, ເລກທີ .: 282/ນຍ, ວັນທີ 7/9/2011, ຊຶີ່ ງພູ້ ອມດຽວກັນນັູ້ ນກ ີ່ ໄດູ້ ຮັບຮອງເອ າແຜນງານສະໜອງເງິ ນບ ລິ ຫານປ ກກະຕິຂອງໂຮງຮຽນ(school block grant).

ຂ ູ້ ຕ ກລ ງວີ່ າດູ້ ວຍມາດຕະຖານຄຸນນະພາບຂອງການສຶ ກສາຊັູ້ ນມັດທະຍ ມ ໃນສປປລາວ, ເລກທີ 2166/ສສກ.ສປຄ, ລ ງວັນທີ 28/6/2012

ການຕອບສະໜອງທາງດູ້ ານນະໂຍບາຍໃນລະດັບຊາດ

what Laos is doing

Your job:

QUALITY EDUCATION

ຮັບປະກັນການສຶ ກສາທີີ່ ມີ ຄຸນນະພາບ ເທ ີ່ າທຽມກັນ ແລະ ຢີ່ າງທ ີ່ ວເຖິງ ແລະ ສ ີ່ ງເສີ ມກາລະໂອກາດ ໃນການຮຽນຮ ູ້ ຕະຫຼອດຊີ ວິ ດສ າລັບໝ ດທຸກຄ ນ

what you need to do

GAME: TRIP TO VIENTIANE

1. Arrange the group in a circle (if too many, divide into 2 groups with co-facilitatorsExplain that this game requires higher order thinking skills (analyzing, evaluating, creating)

2. Ask if anyone has played this game before, those who did should allow other participants to discover on their own

3. Explain that you are going to Vientiane and would need companions to bring what you need in order for the mission to be successful

4. Begin with what you will bring and then ask participants one by one what they intend to bring. If correct, they must stand up and follow you, if not, they pass.

a) As you go around say that those who cannot bring what you need will be left behind and plant sweet potato all day until you get back

b) Complete the 9 items you need to bring as participants guess/analyze what the hidden rules are.

c) Once 9 item are complete and there is still time, you can decide on a “side trip” that can bring other things and give more time to others to guess the rule)

PROCESS:1. How does it feel to be left behind? 2. What is the hidden lesson in the game?

• “ຄວາມໝາຍຂອງການກືກໜັງສືໃນສະຕະວັດທີ 21 ບ ໍ່ ໄດ້ໝາຍເຖິງ ຜ ້ ທີໍ່ ອໍ່ານບ ໍ່ ໄດ້ຂຽນບ ໍ່ ເປັນ, ແຕໍ່ໝາຍ

ເຖິງ ຜ ້ ທີໍ່ ບ ໍ່ ສາມາດ ຮຽນ, ກ າຈັດຂ ້ ມ ນ ຫ ື ຄວາມຮ ້ທີໍ່ ບ ໍ່ ຖືກຕ້ອງ ອອກຈາກຄວາມຄິດ ແລະ ຮຽນຮ ້ ຄືນໃໝໍ່ ”.

• You need to learn faster and deeper in order to keep up and not be left behind.

3. It is hard to be measured, as a learner, if you have no idea what the standards or

performance indicators are. In Learner Centered techniques we call this the WALT and WILF

4. It is more efficient if from the beginning, we define what we are looking for: what are the

acceptable evidences for example of QUALITY

5 we call this KEY RESULTS AREAS (KRAs) or KEY PERFORMANCE AREAS (KPAs) in English or in

Lao (insert translation here).

Your PERFORMANCE will be measured by the MOES based on the following KEY RESULTS AREAS:

Key Result Area Key Performance Indicator (6 QUALITY STANDARDS) Your Critical Skills

LEADERSHIP & GOVERNANCE

1. Management- administration: Governance structure is established (SchoolCouncil, PPA, VEDC, Student Council)

2. Community participation (partnerships, local relationships)

Organizing, Strategic Planning, Communications, Partnerships

CURRICULUM & LEARNING

3. Learner ( student performance)4. Learning-teaching (Teacher Performance/learner-centered)5. Learning-teaching material (Textbooks/References, Equipment, Laboratory) 6. Environment (classrooms, campus, facilities improvement)

Motivating, Remedial ClassesSetting clear standards/ targets and measuring these

CONTINUOUS IMPROVEMENT

School Improvement Plan (SIP); Progress Tracking Planning, Budgeting,Monitoring & Evaluation;

MANAGINGRESOURCES

Accounting, Transparency and efficiency ( timely records/reports) Delegating; Tasking; Checking

EVIDENCE: How to measure quality

What the School Head Must do

1. Organize, motivate the SCHOOL COUNCIL

The School Head must have very good and effective decision making skills to support school improvement.

2. prepare the annual school improvement plan on time in close collaboration with other education SCHOOL COUNCIL/stakeholders.

The School Improvement Plan must set very clear education performance targets for the school which shall be the basis for the performance evaluation of the school head.

3. The School Improvement Plan must be implemented efficiently and effectively, in collaboration with education stakeholders within the community, thereby producing good results for the school,

The School Head must have good and effective leadership skills which leads to meeting of goals and objectives

set by the school. The School Head must be recognized and respected as school leader.

• measure

• Partnerships

• collaboration

• Partnerships

• collaboration

• Learning Problems

• Resources/Assets

• Motivation

• environment

Your KNOWLEDGE Toolwhat you need to KNOW

Prepare the School

Improvement Plan

(SIP)

You

Teachers

students

Community partners

Understand your

Learners

Planning & Budgeting

Organize the School Council

Monitoring & Evaluation

SQIM

Implement the

School Improvement

Plan (SIP)

Continuous

communications

plan

do

check

evaluate

SBM

We shifted from TEACHER-CENTERED to LEARNER-CENTERED

Is this related to the changes from CENTRALIZED to DECENTRALIZED management? Top-down to bottoms-up management? National to local based management?

Where are the main learners? In school level

Who is closest to the learner? The teachers, the principal, the school council

With SBM, we give them the power for more effectiveness.

“ການຄຸູ້ ມຄອງທີີ່ ເນັູ້ ນໂຮງຮຽນເປັນຫັຼກ” (SBM)

ສາມາດປັບປຸງຜ ນການສຶ ກສາແນວໃດ?

HOW can SBM IMPROVE EDUCATIONAL OUTCOMESwhat you need to know

LEADERSHIP & GOVERNANCE. local decision-makers are empowered to determine the best mix of inputs and education policies according to local realities and needs

improves accountability of principals and teachers to students, parents and teachers. Putting people at the center of service invites participation,

partnerships that improve service delivery.

SBM helps us adapt to change… together

• ຖູ້ າແບີ່ ງຄວາມຮັບຜິດຊອບຂອງຜ ູ້ ບ ລິ ຫານໂຮງຮຽນ ແລະ ຄ -ອາຈານ ໄປຫາ ນັກຮຽນ, ພ ີ່ -

ແມີ່ ແລະ ຄ -ອາຈານ ເຊິີ່ ງໝາຍຄວາມວີ່ າ ຖື ເອ າຜ ູ້ ຊ ມໃຊູ້ ການບ ລິ ການທາງການສຶ ກສາເປັນສ າຄັນ ກ ຈະເກີ ດມີ ການປະກອບສີ່ ວນ, ການຮີ່ ວມມື , ຜ ູ້ ຮີ່ ວມງານ (ຫຸູ້ ນສີ່ ວນ) = ການບ ລິ ການຖື ກປັບປຸງ.

• ຜ ູ້ ມີ ອ ານາດຕັດສິ ນໃຈໃນທູ້ ອງຖິີ່ ນມີ ອ ານາດໃນການກ ານ ດ... = ພວກເຂ າຈະເປັນຜ ູ້ ເຂ ູ້ າໃຈທີີ່

ດີ ທີີ່ ສຸດ ໃນການເຊືີ່ ອມສານບັນດາປັດໄຈທີີ່ ມີ ຢ ີ່ ແລະ ນະໂຍບາຍດູ້ ານການສຶ ກສາຕີ່ າງໆ ໃຫູ້ຖື ກຕູ້ ອງ ແລະ ເໝາະສ ມຕາມຄວາມເປັນຈິ ງ ແລະ ຄວາມຕູ້ ອງການຂອງທູ້ ອງຖິີ່ ນ.

what you need to know

The main goal is to improve school performance and

student achievement

ໃນລະດັບຊາດ

ເປ ູ້ າໝາຍຫັຼກ ຄື :

ປະສິ ດທິ ພາບ ຂອງໂຮງຮຽນ ແລະ

ຄວາມສ າເລັດຂອງນັກຮຽນ

UbD

mindmapping

PCK

Bloom’s

etc

Make the connection

BLOOM’s

revised

Taxonomy

Of thinking

Skillsremembering

understanding

applying

analyzing

evaluating

creating

designing

structuring

Shaping/formatting

Sequencing/ordering

RE-structuring

RE-Shaping/RE-formatting

RE-Sequencing/RE-ordering

RE-designing

RE-creatingLEARN

UNLEARN

RELEARN

Lifelong LEARNINGBy DESIGNunderstanding

experience

Re CONSTRUCT/redefine/re-INVENT YOURSELF as a LIFELONG LEARNER first—always seeking and adding new knowledge by challenging what you thought you knew

“ຄວາມໝາຍຂອງການກືກໜັງສືໃນສະຕະວັດທີ 21 ບ ໍ່ ໄດ້ໝາຍເຖິງ ຜ ້ ທີໍ່ ອໍ່ານບ ໍ່ ໄດ້ຂຽນບ ໍ່

ເປັນ,

ແຕໍ່ໝາຍເຖິງ ຜ ້ ທີໍ່ ບ ໍ່ ສາມາດ ຮຽນ, ກ າຈັດຂ ້ ມ ນ ຫ ື ຄວາມຮ ້ທີໍ່ ບ ໍ່ ຖືກຕ້ອງ ອອກຈາກ

ຄວາມຄິດ

ແລະ ຮຽນຮ ້ ຄືນໃໝໍ່ ”.

= ສາມາດປັບໂຕເພືໍ່ ອປໍ່ ຽນແປງ (ປັບປຸງຕົນເອງ)

Group 1

• Learning Problems

• Resources/Assets

• Motivation

• environment

You

students

Community partners

Understand your

Learners

Identify stakeholders & analyze context

SBMstudents

CURRICULUM & LEARNING

3. Learner ( student performance)4. Learning-teaching (Teacher Performance/learner-centered)5. Learning-teaching material (Textbooks/References, Equipment, Laboratory) 6. Environment (classrooms, campus, facilities improvement)

Motivating, Remedial ClassesSetting clear standards/ targets and measuring these


Instructional tools: KWH, Learning Board, Mindmaps, PPT

How does this look in UbD?

Stage 1- Desired Results

Established Goals: G

SDG 4: ຮັບປະກັນການສຶ ກສາທີີ່ ມີ ຄຸນນະພາບ ເທ ີ່ າທຽມກັນ ແລະ ຢີ່ າງທ ີ່ ວເຖິງ ແລະ ສ ີ່ ງເສີ ມກາລະໂອກາດ ໃນການຮຽນຮ ູ້ ຕະຫຼອດຊີ ວິ ດສ າລັບໝ ດທຸກຄ ນ (same for all groups)

Understandings: ULEARNER will understand that…Lifelong learning is self-directed learning

and that creating or “creative thinking” is the highest level thinking skill.

ນັກຮຽນຈະຕູ້ ອງເຂ ູ້ າໃຈວີ່ າ…ການຮຽນຕະຫຼອດຊີ ວິ ດແມີ່ ນການຮຽນຮ ູ້ ທີ ີ່ ຜ ູ້ ຮຽນເປັນຜ ູ້ ກ ານ ດເອງ ແລະ ການປະດິ ດສູ້ າງ ຫຼື “ການຄິ ດຢີ່ າງສູ້ າງງສັນ” ແມີ່ ນທັກສະການຄິ ດຂັູ້ ນສ ງສຸດ.

Essential Questions: Q

1. WHO are the learners?

2. HOW could learning be faster and deeper?

3. WHY do I need SBM?

4. WHAT other tools do I need?

Students will know… K

process/techniques/tools to transfer knowledge (HOW) is more

impt than new content

ຂະບວນການ/tເຕັກນິ ກ/tເຄື ີ່ ອງມື ໃນການຖີ່ າຍໂອນຄວາມຮ ູ້ (HOW) ຊຶ ີ່ ງສ າຄັນກວີ່ າການຮຽນຮ ູ້ ເນື ູ້ ອໃນໃໝີ່

Students will be able to (skill) S

IMPLEMENT

Prepare the School Improvement Plan (SIP)

Understand your Learners

Implement the School Improvement Plan (SIP)

plan

do

check

evaluate

SBM

Stage 2- Assessment Evidence

Performance Tasks:

Redesign/re-arrange/re structure

MANUAL/Content/Activity based on

Target competency

Other Evidence: OE

Mindmaps are at least 3 levels; join online learning,

pretest/post test

OUTPUTS

Stage 3- Learning Plan (sequence/order/design)

Learning Activities: L

LAO (lecturette [ppt], activity (game/song/group work/watch video), output [report/manual/module])

ALO (activity, lecturette, output)

Group 2

(follow example)

LEADERSHIP & GOVERNANCE

1. Management- administration: Governance structure is established (School Council, PPA, VEDC, Student Council)2. Community participation (partnerships, local relationships)

Organizing, Strategic Planning, Communications, Partnerships

• Partnerships

• collaboration

Prepare the School

Improvement Plan

(SIP) Planning & Budgeting

SQIM

Organize the School Council

plan


SBM


Sub-skills (HOW TO)

Group 3


CONTINUOUS IMPROVEMENT

School Improvement Plan (SIP); Progress Tracking Planning, Budgeting, Monitoring & Evaluation;

• Partnerships

• collaboration

Implement the

School Improvement

Plan (SIP)

Continuous

CommunicationsNot just awareness:

(Information/ Education/ Advocacy)

do

SBM


Sub-skills (HOW TO)

Group 4

• measureMonitoring & Evaluation

check

evaluateSBM

MANAGINGRESOURCES

Accounting, Transparency and efficiency ( timely records/reports) Delegating; Tasking; Checking

