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TRANSCRIPT
GOVERNMENT OF SAMOA
___________________________________________________________
MINISTRY OF EDUCATION, SPORTS AND CULTURE
SCHOOL IMPROVEMENT MANUAL
F A 'A VAE I LE A TUA SAM O A
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4. SCHOOL IMPROVEMENT MODEL 4.1 A DEFINITION OF SCHOOL IMPROVEMENT There are two senses in which the phrase “school improvement” is generally used. Its common sense meaning relates to general efforts to make schools better places for pupils and students to learn in. A second or more technical use of the phrase is that “school improvement is about raising student achievement through focusing on the teaching – learning process and the conditions which support it.” School improvement is a carefully planned and managed process that takes place over a period of several years. Continuous school improvement is about establishing a culture that is focussed on improving the achievement levels of students and increasing the overall performance of the school through a planned set of processes and strategies. These include: - collecting and analysing information and data to identify needs and plan
improvements - making decisions about priorities for improvement - identifying the changes that will lead to improved performance - implementing those changes - monitoring and evaluating outcomes in terms of improved performance of
students 4.2 KEY PRINCIPLES: Several key principles have been identified which underpin school effectiveness and continuous improvement. These include: Continuous improvement applies to all schools regardless of their level of
performance. All schools have the potential to improve the learning outcomes of students.
The principal is responsible for leading the development and implementation of
improvement processes at the school. The process of annual improvement plans provides a cycle for continuous
improvement. A whole school design approach to improvement which captures all elements of
the learning environment is the most effective approach to school improvement. All schools are different and require different forms and levels of support.
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Successful school improvement combines strategies for early identification of areas for improvement and effective support for schools requiring assistance.
Successful school improvement depends on the willingness and capacity of
schools to take responsibility. The school improvement process must be transparent, open, frank, positive and
supportive 4.3 A WHOLE SCHOOL APPROACH Research indicates that there are several significant factors that impact on student learning and that the best results for school improvement are achieved when all of these factors are systematically addressed. Represented diagramatically the key factors in the Samoan context are:
For maximum improvement to occur all of these key factors must be addressed over time. Leadership Effective school leaders establish a shared vision for their school, develop a positive learning culture within the school, build the commitment and capacity of their staff and manage and allocate resources effectively to improve student learning outcomes.
Standards and Targets
Monitoring and assessment
Intervention and special assistance
Classroom teaching programs & materials
Professional Development of Teachers
Facilities and equipment
Home, school and community partnerships
School management and organisation
Leadership
School Improvement
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Standards & Targets Effective schools will have high expectations of student learning, recognise the standards that students are expected to achieve and set appropriate but challenging targets. Monitoring and Assessment Effective schools generate and use accurate data about student performance to guide improvement. Their assessment programs enable student performance to be monitored, accurately assessed and reported. Classroom teaching programs & materials Effective schools have professional staff who plan, use, evaluate and modify classroom teaching programs and materials to maximise student learning outcomes. Professional development of teachers Effective schools have policies for teacher development that are linked to school improvement priorities. The staff work as a team to support each other and share best practice. Facilities and equipment Effective schools are safe, hygenic and secure environments for student learning with adequate buildings and facilities. They are schools where there is pride in the way in which buildings and equipment are cared for and maintained. School Management and organisation Effective schools organise, co-ordinate, timetable and manage resources to best support the learning needs of students and maximise their learning outcomes. Intervention and special assistance Effective schools intervene and provide special assistance for students with special needs. Home, school and community partnerships Effective schools are able to generate high levels of student, parent and wider community involvement in school activities.
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4.4 THE PERFORMANCE IMPROVEMENT CYCLE Any continuous improvement process cycle addresses three key questions:
Put practically for a school the model becomes:
What is it we want to improve? (Priorities/Targets)
What actions do we need to take to bring about the improvement? (Strategies)
How will we assess or measure our improvement or progress?
Phase 1: Assessment/Evaluation Schools performance is assessed against standards using the Baseline Checklist
Phase 2: Planning Achievable priorities for improvement are identified by the school. Targets and strategies are determined for each priority
Phase 3: Implementation Strategies for improvement are implemented.
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4.5 THE BEGINNING OF EACH CYCLE The performance improvement cycle will commence with an initial assessment or evaluation of the schools current performance against the Baseline Checklist. The Baseline Checklist contains a set of basic standards expected of Samoan government schools in each of the key factors identified in the Whole School Approach. The Baseline Checklist is shown in the Appendices. The assessment phase will be conducted annually in September/October each year to allow the Planning phase to be undertaken in October/November for full implementation before, or at the beginning, of the new school year. 4.6 THE BASELINE CHECKLIST The Checklist: Is a set of basic standards expected of Samoan Government schools in each of the
key factors associated with quality schools. Has been designed to be able to be answered quickly by anyone with a sound
knowledge of the school such as the Principal or the SRO. Has been designed to be completed with a simple YES or NO answer to each
question. NB If the answer cannot categorically be a YES then the answer is NO. Must be answered frankly and honestly. Any attempt to dishonestly assess the
school will defeat the purpose of the Improvement Model and will be exposed at the external assessment.
Will help Review Teams and the School Team identify areas for improvement. Will be signed off by Review and School Team members on completion. Most schools will commence the assessment cycle with many more NO’s than YES’s. The task for schools is of course to turn all of the NO’s to Yes’s over time. 4.7 CARRYING OUT THE ANNUAL ASSESSMENT Assessment will be by a combination of self and external assessment. For the first two years the assessment will be a self assessment, carried out by a representative group within the school. The self assessment representative group will comprise: Principal or Head Teacher Teachers School Committee members
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The self assessment group should be kept fairly small. A four to five member group is both representative and workable. External assessment will be carried out by a Review Team of 3 or 4 SRO’s plus an advisor from Curriculum, Materials and Assessment Division (CMAD). The external assessment report would be discussed with the principal whilst still in draft form. Any assessment will be completed in an open and frank manner. The assessment is not an audit but a constructive and critical appraisal of the school’s performance. It is intended to give the school a platform from which to improve. The first assessment for any school in any year will test the school’s performance against the Baseline Checklist. This will be performed in September/October each year. The results of that assessment will enable the determination of priorities and targets for improvement for the following year. These priorities and targets, together with strategies for implementation, will make up the School Improvement Plan. The second assessment towards the end of the following year will evaluate the extent to which the school has achieved those targets. This will be performed in September/October each year. See Section 4.11 on Assessing the SIP The cycle will then repeat. 4.8 WRITING A SCHOOL IMPROVEMENT PLAN Step 1 Determine achievable priorities. Each year the school will determine it’s priorities for improvement with the assistance and advice of the SRO. The Baseline Checklist and other data held by the school will provide information on where improvement is required. The school should: (i) Choose priority areas that will make a real difference to the teaching and
learning process. (ii) Choose challenging but achievable priorities. (iii) Choose at least three priorities for improvement. (iv) Spread their priorities across a number of factors. Step 2 Set realistic targets for each priority area. Targets are the specific details on WHAT, WHEN or WHERE the improvement is to be made. They must be specific and they must be measurable outcomes. They will often contain information on QUANTITY or HOW MANY. They tell the Assessor exactly what the target is. The Assessor is then able to easily determine whether the target has been met by the agreed date.
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Step 3 Determine strategies or actions that will achieve those targets. Implementation strategies are the planned steps that the school intends to take to reach each of its targets. It is important to include all steps that are critical to the achievement of the target. The steps are usually listed in the order in which they occur. An assessor can use the implementation strategy to determine whether satisfactory progress is being made towards achieving the target. Step 4 Complete a written School Improvement Plan. This summarises in a single document the decisions made under Steps 1, 2 and 3. The School Improvement Plan will be signed off by the Principal, School Committee Chairperson and SRO. The school will be assessed at the end of the year on whether it has met the targets. A sample School Improvement Plan together with suggested guidelines for its completion are shown in the Appendices. Where a school wishes to change a Priority or Target after the School Improvement Plan has been approved, it must follow the procedure outlined in the “Policy for schools seeking to change Priorities and Targets”. This policy is included in the Appendices. Note than no approval to change Priorities and Targets will be given beyond April in any year. 4.9 THE ANNUAL PLAN The school’s Annual Plan must be completed by the end of February each year. The Annual Plan will be made up of: - The school’s Improvement Plan - The school’s budget - The school’s curriculum plan - The school’s maintenance plan for facilities and equipment Advice on how to prepare the last three of these components, together with exemplars is included in the School Management and Organisation Section.
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4.10 THE CYCLE IN DIAGRAMATIC FORM
MESC Support or Intervention
Next Cycle To MESC and School community
The School Agreement (Forms the basis of the partnership between school and community and describes the roles of each)
School Annual Plan Comprises: School Improvement Plan School Budget School Curriculum Plan School Maintenance Plan
Review Internal or self assessment for first two years. External review by Review Teams every third year.
Annual Report
Reports against: SIP Budget Curriculum Plan Maintenance Plan
To MESC database. •Baseline Checklist •Qualitative •Quantitative
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4.11 ASSESSING THE SCHOOL IMPROVEMENT PLAN School Improvement Plans operate on a three year assessment cycle: 1st year – self assessment 2nd year – self assessment 3rd year – external assessment The assessment process is essentially the same for both self and external assessment and follows five simple steps. 1. Schedule the Assessment The self assessment should be completed by a small representative team:
Principal/Head Teacher School Committee Members Teachers
The purpose is to honestly assess whether the school has met the targets in each priority area.
2. Assess each Target Decide whether the target was:
- Fully achieved - Partially achieved - Not achieved Assessments must be supported by evidence. Determine how successful the target was as a school priority – this information will prove useful in setting future priorities and targets.
3. Examine the implementation strategies This is particularly important in cases where the target is not achieved. Why did the strategy fail? What have we learned from the strategy? Question whether: - the strategy was followed - there were any steps missing in the strategy - the strategy could have been improved The answers to these questions will help the development of future priorities and targets.
1. Write the assessment This should be a short, sharp written statement.
Start with the overall assessment - Fully / Partially / Not achieved
Make a statement about: - the usefulness of the target - future intentions regarding this initiative
If the target was not achieved, make a statement about:
- what was achieved - why the target was not fully met - what the school intends to do in this priority area in the future.
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2. Report to the MESC
SRO/Principal/School Committee Chair sign the assessment One copy kept by the school One copy forwarded to PEO School Improvement
The completed SIP assessment will form part of the school’s Annual Report. A sample School Improvement Plan assessment is included in the Appendices. 4.11 PREPARING AN ANNUAL REPORT The Annual Report documents, for both the MESC and the school community, the school’s performance for the year in several key areas. The Annual Report usually has an introduction prepared by the Principal and School Committee President, which summarizes any highlights, achievements and special acknowledgements associated with the school’s performance in the key areas. The key areas that must be addressed in the Annual Report are:
SIP Report Financial Report Curriculum Report Facilities and Equipment Report
The school would normally present this information verbally at Prize-giving and is required to forward a copy of the Annual Report to MESC. A sample Annual Report together with Guidelines for Preparing a School Annual Report, are attached as Appendices. 4.12 ROLE OF THE REVIEW TEAMS Successful implementation of the cycle of continuous school improvement has required the formation of sufficient review teams to provide adequate support to schools, particularly during the initial stages of introduction.
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Review Teams will have three distinct roles in the School Improvement process. 1. An educational and training role in assisting school communities, and
particularly Principals, to understand and implement the components of the improvement cycle.
That is: 2. A review role in carrying out external reviews of schools on a three year cycle. 3. An assistance and intervention role providing support and remedial action to
under-performing schools where required. 4.14 THE ROLE OF PRINCIPALS IN SCHOOL IMPROVEMENT The Principal or Head Teacher is the most important element of the School Improvement process. Principals have been promoted to those positions because of their teaching skills, educational knowledge and leadership abilities. They are the people best placed to judge the strengths and weaknesses of their schools. Using the School Improvement model, and an annual planning approach, Principals can use and build on those strengths and work to remedy weaknesses. Principals therefore have a critical role in developing the School Improvement Plan and also in carrying out the activities identified in the School Management and Organisation Action Listings. Where a school is failing to properly implement the required activities under School Improvement or School Management and Organization, it will be deemed a Procrastinating School. The procedures outlined in the “Policy for procrastinating schools shown in the Appendices will then be followed.
How to use the Baseline Checklist
How to write a School Improvement Plan
How to self assess against the SIP and Annual Plan
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4.15 MONITORING SCHOOL PERFORMANCE The Baseline Checklists, together with other data available to the MESC, is capable, over the next few years, of providing a rich and useful database on government schools. This database will allow comparisons to be made: - Of the improvement made in individual schools, - Of improvements made system wide, and - Between schools. The data from the school improvement process will be the starting point for - The identification of under-performing schools, - The diagnosis of underlying causes, and - The design of simple, efficient intervention strategies to assist schools. The data will also allow professional development to be targeted to identified needs on either a single school or system wide basis, and will assist the MESC to focus in the future on areas requiring intervention that may become the subject of future funding bids. 4.16 APPENDICES AND EXEMPLARS Baseline Checklist Sample School Improvement Plan School Improvement Plan - Template School Improvement Plan – Guidelines Sample School Improvement Plan Assessment Sample Annual Report Guidelines for Preparing a School Annual Report Policy for Schools Seeking to Change Priorities and Targets Policy for Schools Failing to Implement the School Improvement Plan or Failing to Proceed with School Management and Organization Actions
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CONTINUOUS SCHOOL IMPROVEMENT
BASELINE CHECKLIST OF STANDARDS FOR PRIMARY SCHOOLS
Year _____
Cluster _____
School Committee Members:
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Principal’s Name: ________________ Signature: ______________________
Review Team Members:
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Date: __________________
Name of School: _____________________
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FACILITIES & EQUIPMENT
1. Do all classrooms have a blackboard?
Yes/No
2. Do all classrooms have a pinboard?
Yes/No
3. Do all classrooms have sufficient desks?
Yes/No
4. Do all classrooms have sufficient chairs?
Yes/No
5. Does each teacher have a table or desk?
Yes/No
6. Is there a library in the school?
Yes/No
7. Is there a principal’s office?
Yes/No
8. Is there a staffroom in the school?
Yes/No
9. Does the school have secure storage for files and records?
Yes/No
10. Does the school have secure storage for equipment and tools?
Yes/No
11. Are there sufficient toilets to meet the specifications?
Boys 1:30 Girls 1:20
Yes/No Yes/No
12. Is a separate toilet for staff provided?
Yes/No
13. Are the toilets: clean? hygenic?
Yes/No Yes/No
14. Are the buildings and grounds kept in a clean, tidy and safe manner?
Yes/No
15. Is there a suitable hall or assembly space?
Yes/No
16. Is a playground area provided?
Yes/No
17. Does the school have adequate and safe sports: equipment? facilities?
Yes/No Yes/No
18. Is the school ground fenced? Yes/No
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19. Is electricity connected to the school?
Yes/No
20. Do all classrooms have lights?
Yes/No
21. Does each classroom have a powerpoint?
Yes/No
22. Does the school have an adequate water supply?
Yes/No
23. Are drinking fountains provided?
Yes/No
24. Does the school have a first aid kit/box?
Yes/No
25. Do the facilities accommodate any physically disabled students?
Yes/No
26. Does the school have access to: a typewriter?
Yes/No
a computer? Yes/No
a photocopier? Yes/No
a telephone? Yes/No
a fax? Yes/No
CD players? Yes/No
a radio? Yes/No
27. Does the school have a fire extinguisher?
Yes/No
28. Does the school follow correct procedures for safe storage of fuel and chemicals?
Yes/No
29. Is the general condition of school buildings satisfactory?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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HOME, SCHOOL & COMMUNITY PARTNERSHIP
1. Do parents monitor student homework? Yes/No
2. Do parents share information with the teachers about their child’s progress and problems?
Yes/No
3. Do parents take part in fundraising activities for the school?
Yes/No
4. Do parents do volunteer work at the school? Yes/No
5. Are parents involved in any educational programs at the school? Example:
listening to reading? helping to teach the Samoan language? teaching traditional songs and dances? teaching local art or craft? others _______________________
Yes/No Yes/No Yes/No Yes/No Yes/No
6. Do parents help on: sports days? field trips? culture days? others _______________________
Yes/No Yes/No Yes/No Yes/No
7. Are guest speakers from the local community ever used in the school?
Yes/No
8. Does the school inform parents on school matters/activities by:
Newsletter? Letter? Notes? Others _______________________
Yes/No Yes/No Yes/No Yes/No
9. Does the school conduct parents meetings at least once a term? Yes/No
Summary ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________
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SCHOOL MANAGEMENT & ORGANISATION
1. Has a School Committee been formed? Yes/No
2. Does the School Committee have at least 5 members? Yes/No
3. Does the School Committee understand its role and responsibilities?
Yes/No
4. Does the School Committee meet at least twice a term? Yes/No
5. Does the School Committee report monthly to the local
community?
Yes/No
6. Are proper agendas prepared for School Committee meetings? Yes/No
7. Are proper minutes prepared for School Committee meetings? Yes/No
8. Does the School Committee conduct an Annual General Meeting?
Yes/No
9. Does the school have an Annual Plan? Yes/No
10. Does the school have a School Improvement Plan? Yes/No
11. Does the school have a Curriculum Plan? Yes/No
12. Does the school prepare an Annual Budget? Yes/No
13. Does the school have a proper record of:
money received? payments made?
Yes/No Yes/No
14. Does the school prepare a complete annual financial
statement?
Yes/No
15. Does the school prepare an Annual Report? Yes/No
16. Does the school maintain an accurate Assets Register? Yes/No
17. Does the school have a policy on the Use and Borrowing of School Assets?
Yes/No
18. Is the school policy on the Use and Borrowing of School Assets implemented and monitored?
Yes/No
19. Has a maintenance plan been established? Yes/No
20. Does the school have health and safety procedures? Yes/No
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21. Does the school follow the correct procedures for: suspension? expulsion? punishment?
Yes/No Yes/No Yes/No
22. Do all teachers understand the prohibition on corporal
punishment?
Yes/No 23. Do all teachers avoid the use of corporal punishment at all
times?
Yes/No 24. Is the school enrolment within the student enrolment capacity?
(or 750 students?)
Yes/No
25. Is the school within the class size targets?
Single level class – maximum 40 students Dual level class - maxim um 35 students Multiple (3) class – maximum 30 students Year 1 level class – maximum 30 students
Yes/No Yes/No Yes/No Yes/No
26. Does the school have written school rules? Yes/No
27. Does the school maintain an accurate staff attendance
register?
Yes/No
28. Do all teachers maintain an accurate student attendance register?
Yes/No
29. Does the school have a process for following up on the
absences of students of Compulsory School Age (5-14)?
Yes/No
30. Does this process involve: School Review Officer? School Committee? Pulenuu? Village Council? Parents? Pastor?
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________
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CLASSROOM TEACHING PROGRAMS & MATERIALS
1. Does the school have a full set of Annual Teaching and
Learning Programs for each subject at each year level?
Yes/No
2. Does each teacher have an Annual Teaching and Learning Program for each subject they teach?
Yes/No
3. Are the staff involved in school curriculum planning?
Yes/No
4. Do teaching plans correspond to achievement objectives for the levels taught?
Yes/No
5. Do the teaching plans identify the skills which the students will gain or enhance as an outcome (problem solving, communication, number skills, social skills etc)?
Yes/No
6. Are teachers teaching for understanding rather than memorisation?
Yes/No
7. Do teachers use the “plan – teach – evaluate-analyse” approach?
Yes/No
8. Does the teaching:
create student motivation? sustain student motivation?
Yes/No Yes/No
9. Do the classes regularly use:
small group work? team teaching? show and tell activities? hands on activity and practical work?
Yes/No Yes/No Yes/No Yes/No
10. Does the teaching cater for the abilities and needs of all
students?
Yes/No
11. Do teachers have high expectations for students?
Yes/No
12. Are the lessons well organised and managed?
Yes/No
13. Is there effective teaching and learning interaction between: teachers and students? students and students?
Yes/No Yes/No
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14. Do teachers provide good models of language use?
Yes/No
15. Do the students’ books show that teachers give clear and specific feedback that is useful for making progress?
Yes/No
16. Does the learning environment include displays of: interesting stimulus material? recent or current students’ work? others _________________________________
Yes/No Yes/No Yes/No
17. Does the school have a science kit?
Yes/No
18. Does the school make use of: science kits and supplies? new curriculum materials?
Yes/No Yes/No
19. Does the school have a supply of reading material?
Yes/No
20. Is the school attempting to develop or acquire teaching materials?
Yes/No
21. Does the school listen to the school radio broadcast programs?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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MONITORING AND ASSESSMENT 1. Does the school have a school policy for student assessment?
Yes/No
2. Does each subject have an assessment plan for each year
level?
Yes/No 3. Do teachers assess students regularly?
Yes/No
4. Do teachers use a variety of assessment tools?
Yes/No
5. Do teachers keep ongoing records of student progress?
Yes/No
6. Do teachers reflect and plan on the basis of the assessment
results?
Yes/No 7. Is evaluation of students’ progress used to support and
encourage students and to extend and challenge them?
Yes/No
8. Do teachers report student progress to parents on a: termly basis? half yearly basis?
Yes/No Yes/No
9. Does the school have a report form?
Yes/No
10. Does the school conduct parent/teacher interviews to discuss
student progress?
Yes/No 11. Does the Principal maintain an accurate record of progress and
achievement for all students?
Yes/No 12. Does the student’s progress and achievement cards get
passed to the next school he or she goes to?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________
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LEADERSHIP
1. Does the school have:
school aims/goals? a school motto?
Yes/No Yes/No
2. Are the school aims/goals understood by:
Principal?
Yes/No
Staff? Yes/No
Students? Yes/No
School Committee? Yes/No
Parents? Yes/No
School Community? Yes/No
3. Is the school motto understood by: Principal?
Yes/No
Staff? Yes/No
Students? Yes/No
School Committee? Yes/No
Parents? Yes/No
School Community? Yes/No
4. Do the teachers feel part of a team? Yes/No
5. Does the school have high morale:
amongst staff? amongst students?
Yes/No Yes/No
6. Does the school have high staff attendance patterns? Yes/No
7. Does the school use a teamwork approach to decisions or
problems?
Yes/No
8. Does the staff have regular meetings? Yes/No
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9. Does the principal maintain strong links between school and community?
Yes/No
10. Is the school community informed of: school decisions? school policies?
Yes/No Yes/No
11. Are parents consulted where appropriate about decisions made
by the school?
Yes/No
12. Is the Principal a good role model? Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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STANDARDS & TARGETS
1. Is the school following the required hours of attendance? Year 1-3 : 8 to 12.30 p.m. Year 4-8 : 8 to 1.30 p.m.
Yes/No Yes/No
2. Is the school providing the minimum hours of instruction?
Primary Year 1-3 – 20 hours/week Primary Year 4-8 – 25 hours/week
Yes/No Yes/No
3. Does the school teach the following subjects:
Primary Years 1 – 8 Samoan?
Yes/No
English? Yes/No
Social Science? Yes/No
Basic Science? Yes/No
Mathematics? Yes/No
Health? Yes/No
Arts/Crafts? Yes/No
Physical Education? Yes/No
4. Has the school established targets for: student attendance? student retention?
Yes/No Yes/No
5. Are students reaching the achievement levels specified in the Schemes/Teaching and Learning Programs?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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PROFESSIONAL DEVELOPMENT OF TEACHERS
1. Does the school have a teacher’s professional development program?
Yes/No
2. Is there a professional development coordinator? Yes/No 3. Are regular professional development meetings held? Yes/No 4. Have all teachers attended some external professional
development in the last year?
Yes/No 5. Does on-site professional development take place? Yes/No 6. Are the following strategies used in professional development
activities: sessions by curriculum advisers?
Yes/No school visits? Yes/No
demonstration teaching? Yes/No
classroom observation? Yes/No
teacher exchanges within the school? Yes/No
teacher exchanges between schools? Yes/No
training by School Review Officer(s)? Yes/No
guest Speakers (e.g. FoE and other Ministries)? Yes/No
7. Is there a report back from teachers who have attended Professional Development programs?
Yes/No
8. Does the Principal follow up on progress of teachers who have attended Professional Development Programs?
Yes/No
9. Does the Principal inform the staff on matters discussed at: Principals’ Annual Conference? other Principal Professional Development Programs? meetings with School Review Officer(s)? other Ministry programs?
Yes/No Yes/No Yes/No Yes/No
Summary ______________________________________________________________ ______________________________________________________________ _____________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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INTERVENTION and SPECIAL ASSISTANCE
1. Do students who require special assistance get extra support?
Yes/No
2. Are “at risk” students identified in any way?
Yes/No
3. Does the school provide remedial work for students?
Yes/No
4. Does the school provide one to one intervention programs?
Yes/No
5. Are individual learning plans developed for students needing
ongoing support?
Yes/No 6. Are bright students identified in any way?
Yes/No
7. Is extension or exploration work provided for bright students?
Yes/No
8. Is the school targeting basic numeracy?
Yes/No
9. Is the school targeting basic literacy?
Yes/No
10. Are the results of year 4 and 6 tests in literacy and numeracy
used to develop and implement intervention strategies?
SPELL 1 - Literacy - Numeracy
SPELL 2 - Literacy - Numeracy
Yes/No Yes/No Yes/No Yes/No
Summary ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________
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FA’ALELEIA O Ä’OGA
LISI O TAUNU’UGA MO’OMIA MO Ä’OGA TULAGALUA
Tausaga _______
Igoa o le Ä’oga: ___________________________
Väega _______
SUAFA O Ë NA FAIA LE ILOILOGA
Sui o le Komiti Ä’oga: Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________ Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Uluä’oga: _________________________ Saini: ___________________ Sui o le Väega Asiasi: Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Aso: ___________________
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FALEÄ’OGA MA ISI MEATÖTINO 1. Pe tofu le potuä’oga ma le laupapa ä’oga? Ioe/Leai
2. E tofu le potuä’oga ma le laupapa e fa’apipi’i ai galuega a
tamaiti?
Ioe/Leai
3. O lava kesi i potuä’oga uma? Ioe/Leai
4. Po o lava nofoa i potuä’oga uma? Ioe/Leai
5. E tofu le faiä’oga ma le laulau po o se kesi? Ioe/Leai
6. E iai se potu tusi (library) i le ä’oga? Ioe/Leai
7. E iai se ofisa o le Uluä’oga? Ioe/Leai
8. E iai se potu mo faiä’oga? Ioe/Leai
9. E iai se potu mautü mo le teuina o faila ma fa’amaumauga? Ioe/Leai
10. E iai se potu mautu mo le teuina o mea faigaluega, meata’alo ma isi meatotino?
Ioe/Leai
11. O talafeagai faleui ma tulaga ua fa’ata’atia?
Tama 1:30 Teine 1:20
Ioe/Leai Ioe/Leai
12. E iai se faleui mo faiä’oga? Ioe/Leai 13. E talafeagai faleui ma tulaga nei:
mamä? soifua maloloina?
Ioe/Leai Ioe/Leai
14. E mamä, saogalemü ma matagofie le faleä’oga ma le lotoä? Ioe/Leai
15. E iai se fale fa’apitoa mo potopotoga ma fa’atasiga a le ä’oga? Ioe/Leai
16. E iai se malae ta’alo? Ioe/Leai
17. E saogalemu ma lava mea nei mo ta’aloga a le a’oga?
meata’alo malae ta’alo
Ioe/Leai Ioe/Leai
18. E iai se pä e malupuipuia ai le ä’oga? Ioe/Leai
19. E fa’aaogä le eletise e le ä’oga? Ioe/Leai 20. E tofu potuä’oga uma ma mölï? Ioe/Leai 21. E tofu le potuä’oga ma le palaka? Ioe/Leai
29
22. O lelei le suävai mo le ä’oga? Ioe/Leai
23. E iai ni paipa inu fa’apitoa mo tamaiti? Ioe/Leai
24. E iai se kapoti ma vailä’au mo le soifua mälölöina? Ioe/Leai
25. E iai ni täpenaga i le faleä’oga mo tamaiti e lë atoatoa le malosi?
Ioe/Leai
26. E iai ni meatötino nei i le ä’oga:
masini lomitusi (typewriter)?
Ioe/Leai komepiuta (computer)? Ioe/Leai masini fai kopi (photocopier)? Ioe/Leai telefoni? Ioe/Leai fax? Ioe/Leai lä’au mo le täina o CDs? Ioe/Leai leitiö? Ioe/Leai
27. E iai se fagu tinei mü (fire extinguisher)? Ioe/Leai
28. O fa’atinoina e le ä’oga auala talafeagai ma le saogalemü mo le teuina lelei o vailä’au uma?
Ioe/Leai
29. O lelei vaega uma o le faleä’oga? Ioe/Leai
Aotelega
Fa’amatalaga
30
GALUEGA FA’APÄ’AGA A LE ‘ÄIGA, Ä’OGA ma ALALAFAGA 1. E siaki e mätua meaä’oga a tamaiti e fai i le fale?
Ioe/Leai
2. E talanoa mätua i faiä’oga i le fa’agasologa o ä’oga a tamaiti ma ni o latou fa’afitauli?
Ioe/Leai
3. E auai mätua i ni sa’iliga tupe a le ä’oga?
Ioe/Leai
4. E ofo mai mätua e fesoasoani i ni galuega i le ä’oga?
Ioe/Leai
5. E auai mätua i ni polokalame a le ä’oga ? Fa’ata’ita’iga:
Fa’alogologo i faitaugätusi a tamaiti? fesoasoani i le a’oa’oina o le Gagana Samoa? a’oa’oina o pese ma siva fa’asamoa? a’oa’oina o meataulima? Isi___________________________________________
Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai
6. E fesoasoani mätua i: aso o ta’aloga? malaga fa’aleä’oä’oga? aso ä’oga fa’aleaganu’u? Isi ________________________________________
Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai
7. E vala’aulia ni sui o le alalafaga e saunoa i le ä’oga? Ioe/Leai
8. E logoina matua i matä’upu tau i le ä’oga i auala nei:
nusipepa (newsletter)? tusi (letter)? Fa’aaliga (notes)? isi _________________________________________
Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai
9. E fa’atino ni fonotaga ma mätua ia lë itiiti ifo i le tasi i le vaitu’uaga?
Ioe/Leai
Aotelega _____________________________________________________________ ______________________________________________________________ Fa’amatalaga ______________________________________________________________
PULEGA O LE Ä’OGA MA LE FA’ATULAGAGA O GALUEGA 1. Ua iai se Komiti Ä’oga?
Ioe/Leai
2. E to’alima pe sili atu sui o le Komiti Ä’oga?
Ioe/Leai
3. Ua malamalama lelei le Komiti Ä’oga i ona tiute ma matäfaioi?
Ioe/Leai
4. E fa’alua pe sili atu fono a le Komiti Ä’oga i le vaitu’uaga?
Ioe/Leai
5. E tu’uina atu ni lipoti a le Komiti Ä’oga i le alalafaga i masina ta’itasi?
Ioe/Leai
6. E saunia lelei matä’upu talanoaina mo fonotaga a le Komiti Ä’oga?
Ioe/Leai
7. E saunia lelei fa’amaumauga o taualumaga o fonotaga a le Komiti Ä’oga?
Ioe/Leai
8. E fa’atino se fono fa’aletausaga a le Komiti Ä’oga? Ioe/Leai
9. E iai se Fuafuaga Fa’aletausaga a le ä’oga? Ioe/Leai
10. E iai se Fuafuaga mo le Fa’aleleia o le Ä’oga? Ioe/Leai
11. E iai se Fuafuaga o Matä’upu A’oa’oina a le ä’oga? Ioe/Leai
12. Ua saunia se tala fa’atatau o le tupe a le ä’oga? Ioe/Leai
13. E iai ni fa’amaumauga mautü a le ä’oga mo:
tupe maua? tupe fa’aaogä?
Ioe/LeaiIoe/Leai
14. E saunia se tala o le tupe mo le tausaga a le ä’oga? Ioe/Leai
15. E saunia se Lipoti Fa’aletausaga a le ä’oga? Ioe/Leai16. E iai se Lesitala o Meatötino o fa’amau sa’o uma ai meatötino a le
Ä’oga?
Ioe/Leai
17. E iai se faiga fa’avae a le ä’oga mo le fa’aaogäina o meatotino a le ä’oga?
Ioe/Leai
18. O fa’atino ma mäta’itü le faiga fa’avae o le fa’aaogäina o meatotino a le ä’oga?
Ioe/Leai
19. E iai se polokalame ua fa’ata’atia mo le va’aiga o le faleä’oga ma le fa’aleleia o ni mea o faalëtonu?
Ioe/Leai
20. E iai ni aiaiga a le ä’oga mo le soifua mälölöina ma le saogalëmü? Ioe/Leai21. O fa’aaogäina e le ä’oga ala ua fa’ata’atia mo itu nei:
fa’ate’aina lë tumau (suspension) o se tamaitiiti? fa’ate’aina tumau o se tamaitiiti (expulsion)? fa’asalaga?
Ioe/LeaiIoe/LeaiIoe/Leai
22. E malamalama uma faiä’oga i le tulafono e sä ona fa’ao’olima i tamaiti?
Ioe/Leai
32
23. E usita’ia e faiä’oga uma le tulafono e sä ona fa’ao’olima i tamaiti?
Ioe/Leai
24. O talafeagai le aofa’i o tamaiti ma le aofa’i fa’atulagaina e tatau ona
iai? (po o le 750 tamaiti)? Ioe/Leai
25. O talafeagai le aofa’i o tamaiti i vasega ma tapula’a fa’ata’atitia?
Vasega e tasi le Tausaga fa’alea’oa’oga e iai (single level class) – tapula’a e 40 tamaiti Ioe/Leai
Vasega e lua Tausaga fa’alea’oa’oga e iai (dual level class) – tapula’a e 35 tamaiti
Ioe/Leai
Vasega e tolu Tausaga fa’alea’oa’oga e iai (multiple (3) level class) – tapula’a e 30 tamaiti
Ioe/Leai
Vasega i le Tausaga muamua (Year 1 level class) – tapula’a e 30 tamaiti
Ioe/Leai
26. E iai ni tulafono tusitusia a le ä’oga? Ioe/Leai
27. O iai ma fa’aaogä lelei se api saini a le aufaigaluega? Ioe/Leai
28. O iai ma fa’aaogä lelei api tauvala’auga mo tamaiti? Ioe/Leai
29. O iai se faiga fa’ata’atia a le ä’oga mo le siakiina ma le tuliloaina o tamaiti olo’o fa’amalosia e le tulafono le a’o’oga (tamaiti i le vä o le 5 ma le 14 tausaga)?
Ioe/Leai
30. E aofia i lea faiga fa’ata’atia i latou nei:
Asiasiä’oga?
Ioe/Leai
Komiti ä’oga? Ioe/Leai
Pulenu’u? Ioe/Leai
Fono a Ali’i ma Faipule? Ioe/Leai
Mätua? Ioe/Leai
Faife’au? Ioe/Leai
Aotelega ___________________________________________________________ ___________________________________________________________ Fa’amatalaga ___________________________________________________________ ___________________________________________________________
33
POLOKALAME O A’OA’OGA, TUSIÄ’OGA MA ISI MEA E FA’AAOGÄ I
A’OA’OGA 1. E iai se Fuafuaga Fa’aletausaga a le ä’oga mo matä’upu ta’itasi, i
tausaga fa’alea’oa’oga taitasi (each year level)? (Annual Teaching and Learning Programs) Ioe/Leai
2. E tofu le faiä’oga ma le Fuafuaga Fa’aletausaga mo mataupu
ta’itasi o lo’o ia a’oa’oina?
Ioe/Leai
3. E auai faiä’oga i le fuafuaina o matä’upu a’oa’oina a le ä’oga? Ioe/Leai
4. O talafeagai fuafuaga mo le a’oa’oina o tamaiti (teaching plans) ma sini autü ma taunu’uga faamoemoeina o tausaga fa’alea’oa’oga ta’itasi?
Ioe/Leai
5. O mafai ona iloatino ma mautinoa i totonu o fuafuaga mo le a’oa’oina o tamaiti (teaching plans), tomai ma agava’a e tatau ona maua ma ausia e tamaiti, pe fa’aleleia atili (f.t.t. agava’a e fö’ia ai fa’afitauli ma tali ai fesili e tu’uina atu i ai, agava’a tau feso’ota’iga, agava’a tau numera, agava’a o le vä fealoa’i, m.f.)?
Ioe/Leai
6. O a’oa’o e faiä’oga tamaiti ina ia malamalama ae lë o le a’o fa’atauloto?
Ioe/Leai
7. Pe fa’aaogäina e faiä’oga le auala o le “fuafua – a’oa’o – iloilo”
(plan – teach – evaluate approach - analyse)?
Ioe/Leai
8. O mafai e a’oa’oga (teaching) ona: fa’atupuina le fiafia ma le naunau o tamaiti e a’o’oga? fa’atumauina le fiafia ma le naunau o tamaiti e a’o’oga?
Ioe/Leai
Ioe/Leai
9. Pe fa’aaogä so’o auala nei i le faiga o ä’oga: vaevae tamaiti i vaega (group work)? galulue faatasi o faiä’oga i le a’oa’oina o se lesona (team
teaching)? fa’aali ma fa’amatala (show and tell activities)? a’oa’oga e auala i fa’ata’iata’iga/fa’atinoga o galuega
(hands on activity and practical work)?
Ioe/Leai
Ioe/Leai Ioe/Leai
Ioe/Leai
10. O mafai e le ä’oga ona faatino a’oa’oga e talafeagai ma tali atu ai i
mana’oga o tamaiti uma?
Ioe/Leai
11. E maualuga ni fa’amoemoega o faiä’oga mo tamaiti? Ioe/Leai
12. E lelei ona fa’atulaga ma fa’avasega lesona? Ioe/Leai
13. E lelei le vä galulue o: faiä’oga ma tamaiti? tamaiti ma isi tamaiti?
Ioe/Leai Ioe/Leai
14. O fa’atino e faiä’oga ni ta’iala lelei o le fa’aaogäina o le gagana? Ioe/Leai
34
15. E mafai ona iloa mai i api a tamaiti olo’o avatu i ai e faiä’oga ni fa’amatalaga manino ma le tu’usa’o e aogä mo le aga’i i luma?
Ioe/Leai
16. E fa’atino e le ä‘oga ni fa’aaliga o:
tusitusiga ma nisi mea faitino e fa’atupuina ma fa’aosofia ai le fiafia o tamaiti i a’oa’oga?
galuega a tamaiti? ma isi _________________________________
Ioe/Leai Ioe/Leai Ioe/Leai
17. E iai se kapoti o mea fa’asaienisi a le ä’oga? Ioe/Leai
18. E fa’aaogä e le ä’oga mea nei: mea faitino mo le fa’asaienisi? tusi ä’oga fou?
Ioe/Leai Ioe/Leai
19.E iai ni tusi faitau a le ä’oga? Ioe/Leai
20. O iai se fuafuaga a le ä’oga e atina’e pe su’e ia maua, pe fa’atau foi ni mea e fa’atino ai a’oa’oga (teaching materials)?
Ioe/Leai
21. E fa’alogologo le ä’oga i polokalame leitiö a le Matägaluega? Ioe/Leai
Aotelega
___________________________________________________________
___________________________________________________________
___________________________________________________________ Fa’amatalaga ___________________________________________________________
___________________________________________________________
___________________________________________________________
35
MÄTA’ITÜINA MA ILOILOGA 1. E iai se faiga fa’avae a le ä’oga mo le iloiloga o le taumafai o
tamaiti?
Ioe/Leai
2. E iai se Fuafuaga mo le Iloiloga (Assessment Plan) o mataupu ta’itasi i Tausaga fa’alea’oa’oga taitasi?
Ioe/Leai
3. E iloiloina e faiä’oga le taumafai o tamaiti i se tulaga faifaipea? Ioe/Leai
4. E fa’aaogä e faiaoga ni metotia/auala ‘ese’ese mo iloiloga? Ioe/Leai
5. E fa’amauina lelei e faiä’oga i’uga ma fa’amaumauga o le
fa’agasologa o le taumafai/galuega a tamaiti?
Ioe/Leai6. E fa’aaogäina e faiä’oga i’uga o le taumafai o tamaiti e toe fuafua ai lesona ma a’oa’oga mo le aga’i i luma?
Ioe/Leai
7. O fa’aaogä le i’uga o su’esu’ega o le taumafai o tamaiti e fa’amalosi’au ai i tamaiti ma lu’itauina ai latou ina ia taumafai atili?
Ioe/Leai
8. E tu’uina atu ni lipoti o le taumafai o tamaiti i o latou mätua i:
kuata ta’itasi? ta’i ‘afa tausaga?
Ioe/LeaiIoe/Leai
9. E iai se lipoti (report form) ua saunia e le ä’oga mo tamaiti? Ioe/Leai
10. E fa’atino e le ä’oga ni talanoaga a mätua ma faia’oga e uiga i le
taumafai o tamaiti?
Ioe/Leai11. O tausia lelei e le Uluä’oga fa’amaumauga sa’o o le tulaga o le
taumafai o tamaiti ma le tulaga ua latou ‘ausia?
Ioe/Leai12. E ave fa’amaumauga o le taumafai o le tamaititi i lana ä’oga fou pe
afai e alu i se isi ä’oga?
Ioe/Leai
Aotelega
___________________________________________________________
___________________________________________________________
Fa’amatalaga
___________________________________________________________
___________________________________________________________
36
TA’ITA’IGA
1. E iai : ni sini autü ma taunu’uga fa’amoemoeina a le ä’oga (school
aims/goals)? se talitonuga autü a le ä’oga (school motto)?
Ioe/Leai
Ioe/Leai
2. Ua malamalama latou nei i sini autu ma taunu’uga fa’amoemoeina
a le ä’oga (aims/goals)? Uluä’oga
Ioe/Leai
Faiä’oga Ioe/Leai
Tamaiti ä’oga Ioe/Leai
Komiti Ä’oga Ioe/Leai
Mätua Ioe/Leai
Alalafaga Ioe/Leai
3. Ua malamalama latou nei i talitonuga autü a le ä’oga (school motto)? Uluä’oga
Ioe/Leai
Faiä’oga Ioe/Leai
Tamaiti ä’oga Ioe/Leai
Komiti Ä’oga Ioe/Leai
Mätua Ioe/Leai
Alalafaga Ioe/Leai
4. E galulue fa’atasi faiä’oga? Ioe/Leai
5. E fiafia ma tinoü e galulue: le aufaigaluega? tamaiti?
Ioe/LeaiIoe/Leai
6. E to’a’aga faiä’oga i le ä’oga (lë tia’i ä’oga)? Ioe/Leai7. E fai fa’atasi ni faai’uga po o ni talanoaga o ni fa’afitauli? Ioe/Leai8. E faifaipea ni fonotaga a faiä’oga? Ioe/Leai
9. E galue le Uluä’oga ina ia vävälalata feso’ota’iga ma mautü le
mafutaga a le ä’oga ma le alalafaga?
Ioe/Leai
10. E fa’amatala i le alalafaga: fa’ai’uga a le a’oga? faiga fa’avae a le ä’oga?
Ioe/LeaiIoe/Leai
37
11. E logoina ma fa’atalanoa mätua i fa’ai’uga a le ä’oga e tatau? Ioe/Leai
12. E faia e le Uluä’oga ni fa’ata’ita’iga lelei mo le ä’oga? Ioe/Leai
Aotelega
Fa’amatalaga
38
TAPULA’A MA MATÄTI’A
1. O tausisia e le ä’oga itula faatulagaina mo ä’oga: Tausaga 1-3: 8.00 am i le 12.30 pm? Tausaga 4-8: 8.00 am i le 1.30 pm?
Ioe/LeaiIoe/Leai
2. O tausisia e le ä’oga tapula’a o itulä e a’oa’oina ai tamaiti e pei ona
fa’atulagaina: Tausaga 1-3: ia lë itiiti ifo i le 20 itulä i le vaiaso? Tausaga 4-8: ia lë itiiti ifo i le 25 itulä i le vaiaso?
Ioe/LeaiIoe/Leai
3. O a’oa’oina e le ä’oga matä’upu nei:
Ä’oga Tulagalua Tausaga 1 - 8 Gagana Samoa (Samoan)?
Ioe/Leai
Gagana Peretania (English)? Ioe/Leai Va Fealoa’i (Social Science)? Ioe/Leai Fa’asaienisi (Basic Science)? Ioe/Leai Matematika (Mathematics)? Ioe/Leai Soifua Maloloina (Health)? Ioe/Leai Tusigäata ma Mea Taulima (Arts & Crafts)? Ioe/Leai Fa’amälositino (Physical Education)? Ioe/Leai
4. Ua iai ni tulaga fa’ata’atia e fua i ai le alualu i luma o le ä’oga i
itü nei: ‘Auai mai o tamaiti i le ä’oga? Fa’aauau pea ona aooga tamaiti fa’asolo i vasega uma o le ä’oga (retention)?
Ioe/Leai
Ioe/Leai
5. O ‘ausia e tamaiti tulaga mo’omia e pei ona fa’ata’atia mai i sini ma taunu’uga fa’amoemoeina o Fuafuaga mo le A’oa’oina o
Tamaiti (Schemes/Teaching and Learning Programs)? Ioe/Leai
Aotelega
Fa’amatalaga
39
ATINA’E O TOMAI O FAIÄ’OGA
1. E iai se polokalame a le ä’oga mo le atina’e o tomai o faiä’oga?
Ioe/Leai
2. Po ua tofia se tasi e fa’amaopoopoina le atina’e o tomai o faiä’oga? Ioe/Leai3. E faia ni fonotaga faifaipea mo le atina’e o tomai o faiä’oga? Ioe/Leai4. Pe na auai faiä’oga uma i ni polokalame i fafo atu o le ä’oga mo le
fa’aleleia o ö latou tomai fa’afaiä’oga?
Ioe/Leai5. E fa’atino polokalame i totonu o le ä’oga mo le atina’eina o tomai o
faiä’oga?
Ioe/Leai6. E fa’aaogaina auala nei i polokalame mo le atina’eina o tomai o
faiä’oga: a’oa’oga mai faufautua o matä’upu a’oa’oina (sessions by
curriculum advisers)?
Ioe/Leai asiasiga i nisi ä’oga? Ioe/Leai
fa’ata’ita’iga o ni lesona? Ioe/Leai
mätauina o a’oa’oga i potuä’oga? Ioe/Leai
fesuia’iga o faiä’oga i totonu o le ä’oga? Ioe/Leai
Fesuia’iga o faia’oga ma isi ä’oga? Ioe/Leai
A’oa’oga mai Äsiasiä’oga? Ioe/Leai
Saunoaga mai vala’aulia fa’apitoa (f.t.t. sui o le FoE, isi
Matägaluega)?
Ioe/Leai7. E faia ni lipoti a faiä’oga sa ‘auai i ni a’oa’oga mo le atina’eina o o
latou tomai fa’afaiä’oga pe fa’asoa atu foi lea tomai i isi faiä’oga?
Ioe/Leai8. E tuliloa e le Uluä’oga le fa’aaogäina e faiä’oga o tomai na maua mai
i a’oa’oga na ‘auai atu i ai?
Ioe/Leai9. E fa’ailoa atu ma fa’amalamalama e le Uluä’oga i faiä’oga matäupu
sa talanoaina i: fonotaga fa’aletausaga a le Matägaluega? fonotaga a Uluä’oga? fonotaga ma Asiäsiä’oga? isi fonotaga a le Matägaluega?
Ioe/LeaiIoe/LeaiIoe/LeaiIoe/Leai
Aotelega _________________________________________________________
_________________________________________________________
Fa’amatalaga _________________________________________________________ _________________________________________________________
40
FESOASOANI FA’APITOA
1. Po o tuuina atu se fesoasoani fa’aopoopo mo tamaiti e iai ni manaoga fa’apitoa?
Ioe/Leai
2. O fa’atinoina e le ä’oga ni auala e fa’amautinoa ai po o ai ni tamaiti o
ono fa’aletonu le tulaga o lö latou taumafai?
Ioe/Leai
3. O tu’uina atu e le ä’oga ni fesoasoani fa’aopoopo i tamaiti e lë o o’o lo latou taumafai i le tülaga e tatau ona iai?
Ioe/Leai
4. O iai ni polokalame fa’apitoa mo le a’oa’oina o tamaiti ta’itoatasi olo’o
mana’omia lea fesoasoani?
Ioe/Leai
5. E iai ni fuafuaga fa’ata’atitia mo tamaiti ta’ito’atasi e mana’omia le fesoasoani fa’aauau pea?
Ioe/Leai
6. O fa’atino e le a’oga ni auala e iloatino ai po o ai ni tamaiti e sili atu le
atamai nai lö le to’atele o tamaiti?
Ioe/Leai
7. O iai ni polokalame po o ni galuega fa’aopoopo e lu’iina ai mafaufau o tamaiti ua sili atu le atamamai?
Ioe/Leai
8. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia ai le tomai o
tamaiti i le numera (matematika)?
Ioe/Leai9. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia le faitautusi ma le
tusitusi a tamaiti?
Ioe/Leai10. O fa’aaogäina e le ä’oga fa’ai’uga o su’ega a le Tausaga 4 ma le Tausaga 6 i le faitautusi ma le numera e fau ai ma fa’atino ni
polokalame e fa’aleleia ai malamalama o tamaiti? SPELL 1 - Faitautusi & Tusitusi - Numera SPELL 2 - Faitautusi & Tusitusi - Numera
Ioe/LeaiIoe/LeaiIoe/LeaiIoe/Leai
Aotelega ______________________________________________________________
Fa’amatalaga ______________________________________________________________
______________________________________________________________
41
CONTINUOUS SCHOOL IMPROVEMENT
BASELINE CHECKLIST OF STANDARDS FOR SECONDARY SCHOOLS
Year ______
Cluster _______
School Committee Members:
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name: _______________________ Signature: ______________________
Name of Principal: ______________ Signature: ______________________
Review Team Members:
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Name: ________________________ Signature: ____________________
Date: __________________
Name of School: _________________________
42
FACILITIES & EQUIPMENT
1. Do all classrooms have a blackboard? Yes/No
2. Do all classrooms have a pinboard? Yes/No
3. Do all classrooms have sufficient desks? Yes/No
4. Do all classrooms have sufficient chairs? Yes/No
5. Does each teacher have a table or desk? Yes/No
6. Is there a library in the school? Yes/No
7. Is there a principal’s office? Yes/No
8. Is there a staffroom in the school? Yes/No
9. Does the school have secure storage for files and records? Yes/No
10. Does the school have secure storage for equipment and tools? Yes/No
11. Are there sufficient toilets to meet the specifications?
Boys 1:30 Girls 1:20
Yes/No Yes/No
12. Is a separate toilet for staff provided? Yes/No
13. Are the toilets:
clean? hygenic?
Yes/No Yes/No
14. Are the buildings and grounds kept in a clean, tidy and safe
manner?
Yes/No
15. Is there a suitable hall or assembly space? Yes/No
16. Is a playground area provided? Yes/No
17. Does the school have adequate and safe sports: equipment? facilities for sports?
Yes/No Yes/No
18. Is the school ground fenced? Yes/No
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19. Is electricity connected to the school? Yes/No
20. Do all classrooms have lights? Yes/No
21. Does each classroom have a powerpoint? Yes/No
22. Does the school have an adequate water supply? Yes/No
23. Are drinking fountains provided? Yes/No
24. Does the school have a first aid kit/box? Yes/No
25. Do the facilities accommodate any physically disabled students?
Yes/No
26. Does the school have access to:
a typewriter?
Yes/No a computer? Yes/No
a photocopier? Yes/No
a telephone? Yes/No
a fax? Yes/No
27. Does the school have a fire extinguisher? Yes/No
28. Does the school follow correct procedures for safe storage of fuel and chemicals?
Yes/No
29. Is the general condition of school buildings satisfactory? Yes/No
30. Does the school have a science laboratory? Yes/No
31. Does the school have a food and textile technology room or space?
Yes/No
32. Does the school have an agricultural science room or area?
Yes/No
33. Does the school have a design technology room or space? Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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HOME, SCHOOL & COMMUNITY PARTNERSHIP
1. Do parents monitor student homework? Yes/No
2. Do parents share information with the teachers about their child’s progress and problems?
Yes/No
3. Do parents take part in fundraising activities for the school?
Yes/No
4. Do parents do volunteer work at the school? Yes/No
5. Are parents involved in any educational programs at the school? 6. Example:
helping to teach the Samoan language? teaching traditional songs and dances? teaching local art or craft? others _______________________
Yes/No Yes/No Yes/No Yes/No
7. Do parents help on: sports days? field trips? culture days? others _______________________
Yes/No Yes/No Yes/No Yes/No
8. Are guest speakers from the local community ever used in the school?
Yes/No
9. Does the school inform parents on school matters/activities by:
Newsletter? Letter? Notes? Others _______________________
Yes/No Yes/No Yes/No Yes/No
10. Does the school conduct parents meetings at least once a term? Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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SCHOOL MANAGEMENT & ORGANISATION
1. Has a School Committee been formed?
Yes/No
2. Does the School Committee have at least five members? Yes/No
3. Are all the villages within the district represented in the School Committee?
Yes/No
4. Does the School Committee understand its role and responsibilities?
Yes/No
5. Does the School Committee meet at least twice a term?
Yes/No
6. Does the School Committee report monthly to the local community?
Yes/No
7. Are proper agendas prepared for School Committee meetings?
Yes/No
8. Are proper minutes prepared for School Committee meetings?
Yes/No
9. Does the School Committee conduct an Annual General Meeting?
Yes/No
10. Does the school have an Annual Plan?
Yes/No
11. Does the school have a School Improvement Plan?
Yes/No
12. Does the school have a Curriculum Plan?
Yes/No
13. Does the school prepare an Annual Budget?
Yes/No
14. Does the school have a proper record of: money received? payments made?
Yes/No Yes/No
15. Does the school prepare a complete annual financial statement?
Yes/No
16. Does the school prepare an Annual Report?
Yes/No
17. Does the school maintain an accurate Assets Register?
Yes/No
18. Does the school have a policy on the Use and Borrowing of School Assets?
Yes/No
19. Is the school policy on the Use and Borrowing of School Assets
implemented and monitored?
Yes/No
20. Has a maintenance plan been established? Yes/No
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21. Does the school have health and safety procedures?
Yes/No
22. Does the school follow the correct procedures for: suspension? expulsion? punishment?
Yes/No Yes/No Yes/No
23. Do all teachers understand the prohibition on corporal punishment?
Yes/No
24. Do all teachers avoid the use of corporal punishment at all times?
Yes/No
25. Is the school enrolment within the student enrolment capacity? (or 750 students?)
Yes/No
26. Is the school within the class size targets? (Maximum class size – 40 students)
Yes/No
27. Does the school have written school rules?
Yes/No
28. Does the school maintain an accurate staff attendance register?
Yes/No
29. Do all teachers maintain an accurate student attendance
register?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
47
CLASSROOM TEACHING PROGRAMS & MATERIALS
1. Does the school have a full set of Annual Teaching and Learning Programs for each subject at each year level?
Yes/No
2. Does each teacher have an Annual Teaching and Learning Programs for each subject they teach?
Yes/No
3. Are the staff involved in school curriculum planning?
Yes/No
4. Do teaching plans correspond to achievement objectives for the levels taught?
Yes/No
5. Do the teaching plans identify the skills which the students will gain or enhance as an outcome (problem solving, communication, number skills, social skills etc)?
Yes/No
6. Are teachers teaching for understanding rather than memorisation?
Yes/No
7. Do teachers use the “plan – teach – evaluate - analyse” approach?
Yes/No
8. Does the teaching: create student motivation? sustain student motivation?
Yes/No Yes/No
9. Do the classes regularly use:
small group work? team teaching? hands on activity and practical work?
Yes/No Yes/No Yes/No
10. Does the teaching cater for the abilities and needs of all students?
Yes/No
11. Do teachers have high expectations for students?
Yes/No
12. Are the lessons well organised and managed?
Yes/No
13. Is there effective teaching and learning interaction between: teachers and students? students and students?
Yes/No Yes/No
14. Do teachers provide good models of language use?
Yes/No
15. Do the students’ books show that teachers give clear and specific feedback that is useful for making progress?
Yes/No
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16. Does the learning environment include displays of: interesting stimulus material? recent or current students’ work? others _________________________________
Yes/No Yes/No Yes/No
17. Does the school have a science kit?
Yes/No
18. Does the school make use of: Science kits and supplies? New curriculum materials?
Yes/No Yes/No
19. Does the school have a supply of reading material?
Yes/No
20. Is the school attempting to develop or acquire teaching materials?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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MONITORING AND ASSESSMENT
1. Does the school have a school policy for student assessment?
Yes/No
2. Does each subject have an assessment plan for each year
level?
Yes/No 3. Do teachers assess students regularly?
Yes/No
4. Do teachers use a variety of assessment tools?
Yes/No
5. Do teachers keep ongoing records of student progress?
Yes/No
6. Do teachers reflect and plan on the basis of the assessment
results?
Yes/No 7. Is evaluation of students’ progress used to support and
encourage students and to extend and challenge them?
Yes/No
8. Do teachers report student progress to parents on a: termly basis? half yearly basis?
Yes/No Yes/No
9. Does the school have a report form?
Yes/No
10. Does the school conduct parent/teacher interviews to discuss
student progress?
Yes/No 11. Does the Principal maintain an accurate record of progress and
achievement for all students?
Yes/No
12. Does the school receive progress and achievement cards from all new students?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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LEADERSHIP 1. Does the school have:
school aims/goals? a school motto?
Yes/No Yes/No
2. Are the school aims/goals understood by:
Principal?
Yes/No
Staff? Yes/No
Students? Yes/No
School Committee? Yes/No
Parents? Yes/No
School Community? Yes/No
3. Is the school motto understood by: Principal?
Yes/No
Staff? Yes/No
Students? Yes/No
School Committee? Yes/No
Parents? Yes/No
School Community? Yes/No
4. Do the teachers feel part of a team?
Yes/No
5. Does the school have high morale:
amongst staff? amongst students?
Yes/No Yes/No
6. Does the school have high staff attendance patterns?
Yes/No
7. Does the school use a teamwork approach to decisions or
problems?
Yes/No
8. Does the staff have regular meetings?
Yes/No
9. Does the principal maintain strong links between school and community?
Yes/No
10. Is the School Community informed of: school decisions? school policies?
Yes/No Yes/No
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11. Are parents consulted where appropriate about decisions made
by the school?
Yes/No
12. Is the Principal a good role model? Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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STANDARDS & TARGETS
1. Is the school following the required hours of attendance? Year 9-13 : 8 to 1.45 p.m.
Yes/No
2. Is the school providing the minimum hours of instruction? Secondary Year 9-13 – 25 hours/week
Yes/No
3. Does the school teach the following subjects:
Secondary Years 9 – 11 English?
Yes/No
Samoan? Yes/No
Mathematics? Yes/No
Science? Yes/No
Social Education? Yes/No
Physical Education? Yes/No
The Arts? Yes/No
Business Studies? Yes/No
Design Technology? Yes/No
Food & Textiles Technology? Yes/No
Agricultural Science? Yes/No
Secondary Year 12 English?
Yes/No
Mathematics? Yes/No
Samoan? Yes/No
History? Yes/No
Geography? Yes/No
Accounting? Yes/No
Economics? Yes/No
Science? Yes/No
Typing? Yes/No
Design Technology? Yes/No
Food & Textiles Technology? Yes/No
Biology? Yes/No
Chemistry? Yes/No
Physics? Yes/No
PE/Health? Yes/No
Agricultural Science? Yes/No
The Arts? Yes/No
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Secondary Year 13 English?
Yes/No
Samoan? Yes/No
Mathematics? Yes/No
History? Yes/No
Geography? Yes/No
Biology? Yes/No
Chemistry? Yes/No
Physics? Yes/No
Economics? Yes/No
Accounting? Yes/No
Development Studies? Yes/No
Computer Studies? Yes/No
Design & Technology? Yes/No
Agricultural Science? Yes/No
4. Has the school established targets for:
student attendance? student retention?
Yes/No Yes/No
5. Are students reaching the achievement levels specified in Curriculum Statements?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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PROFESSIONAL DEVELOPMENT OF TEACHERS
1. Does the school have a teacher’s professional development program?
Yes/No
2. Is there a professional development coordinator? Yes/No
3. Are regular professional development meetings held? Yes/No
4. Have all teachers attended some external professional development in the last year?
Yes/No
5. Does on-site professional development take place? Yes/No
6. Are the following strategies used in professional development activities: sessions by curriculum advisers?
Yes/No school visits? Yes/No demonstration teaching? Yes/No classroom observation? Yes/No teacher exchanges within the school? Yes/No teacher exchanges between schools? Yes/No training by School Review Officer(s)? Yes/No guest speakers (e.g. FoE and other Ministries)? Yes/No
7. Are teachers teaching the subjects they are qualified to teach?
Yes/No
8. Is there a report back from teachers who have attended Professional Development programs?
Yes/No
9. Does the Principal follow up on progress of teachers who have attended Professional Development Programs?
Yes/No
10. Does the Principal inform the staff on matters discussed at: Principals’ Annual Conference other Principal Professional Development Programs? meetings with School Review Officer(s)? other Ministry programs?
Yes/No Yes/No Yes/No Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
55
INTERVENTION and SPECIAL ASSISTANCE
1. Do students who require special assistance get extra support?
Yes/No
2. Are “at risk” students identified in any way?
Yes/No
3. Does the school provide remedial work for students?
Yes/No
4. Does the school provide one to one intervention programs?
Yes/No
5. Are individual learning plans developed for students needing
ongoing support?
Yes/No 6. Are bright students identified in any way?
Yes/No
7. Is extension or exploration work provided for bright students?
Yes/No
8. Is the school targeting basic numeracy?
Yes/No
9. Is the school targeting basic literacy?
Yes/No
Summary ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Comments ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
56
FA’ALELEIA O Ä’OGA
LISI O TAUNU’UGA MO’OMIA MO Ä’OGA MAUALUGA
Tausaga ______
Igoa o le Ä’oga: ___________________________
Vaega _______
SUAFA O Ë NA FAIA LE ILOILOGA
Sui o le Komiti Ä’oga: Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________ Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Uluä’oga: _________________________ Saini: ___________________ Sui o le Vaega Asiasi: Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Suafa: ___________________________ Saini: ___________________
Aso: ___________________
57
FALEÄ’OGA MA ISI MEATÖTINO 1. Pe tofu le potuä’oga ma le laupapa ä’oga?
Ioe/Leai
2. E tofu le potuä’oga ma le laupapa e fa’apipi’i ai galuega a tamaiti? Ioe/Leai
3. O lava kesi i potuä’oga uma?
Ioe/Leai
4. Po o lava nofoa i potuä’oga uma?
Ioe/Leai
5. E tofu le faiä’oga ma le laulau po o se kesi?
Ioe/Leai
6. E iai se potu tusi (library) i le ä’oga?
Ioe/Leai
7. E iai se ofisa o le Uluä’oga?
Ioe/Leai
8. E iai se potu mo faiä’oga?
Ioe/Leai
9. E iai se potu mautü mo le teuina o faila ma fa’amaumauga?
Ioe/Leai
10. E iai se potu mautü mo le teuina o mea faigaluega, meata’alo ma isi meatotino?
Ioe/Leai
11. O talafeagai faleui ma tulaga ua fa’ata’atia?
Tama 1:30 Teine 1:20
Ioe/Leai Ioe/Leai
12. E iai se faleui mo faiä’oga?
Ioe/Leai
13. E talafeagai faleui ma tulaga nei: mamä? soifua maloloina?
Ioe/Leai Ioe/Leai
14. E mamä, saogalemü ma matagofie le faleä’oga ma le lotoä?
Ioe/Leai
15. E iai se fale fa’apitoa mo potopotoga ma fa’atasiga a le ä’oga?
Ioe/Leai
16. E iai se malae ta’alo?
Ioe/Leai
17. E saogalemu ma lava mea nei mo ta’aloga a le ä’oga? meata’alo malae ta’alo
Ioe/Leai Ioe/Leai
18. E iai se pä e malupuipuia ai le ä’oga?
Ioe/Leai
19. E fa’aaogä le eletise e le ä’oga?
Ioe/Leai
20. E tofu potuä’oga uma ma mölï?
Ioe/Leai
58
21. E tofu le potuä’oga ma le palaka? Ioe/Leai 22. O lelei le suävai mo le ä’oga?
Ioe/Leai
23. E iai ni paipa inu fa’apitoa mo tamaiti? Ioe/Leai
24. E iai se kapoti ma vailä’au mo le soifua mälölöina?
Ioe/Leai
25. E iai ni täpenaga i le faleä’oga mo tamaiti e lë atoatoa le malosi?
Ioe/Leai
26. E iai ni meatötino nei i le ä’oga: masini lomitusi (typewriter)?
Ioe/Leai
komepiuta (computer)? Ioe/Leai masini fai kopi (photocopier)? Ioe/Leai telefoni? Ioe/Leai fax? Ioe/Leai lä’au mo le täina o CDs? Ioe/Leai leitiö?
Ioe/Leai
27. E iai se fagu tinei mü (fire extinguisher)?
Ioe/Leai
28. O fa’atinoina e le ä’oga auala talafeagai ma le saogalemü mo le teuina lelei o vailä’au uma?
Ioe/Leai
29. O lelei vaega uma o le faleä’oga?
Ioe/Leai
30. E iai se potu fa’asaienisi?
Ioe/Leai
31. E iai se potu mo le matä’upu o Taumafa ma Su’isu’i?
Ioe/Leai
32. E iai se potu mo le matä’upu fa’afaifa’atoaga?
Ioe/Leai
33. E iai se potu mo le Fa’akamuta?
Ioe/Leai
Aotelega
Fa’amatalaga
59
GALUEGA FA’APÄ’AGA A LE ‘ÄIGA, Ä’OGA ma ALALAFAGA
1. E siaki e mätua meaä’oga a tamaiti e fai i le fale?
Ioe/Leai
2. E talanoa mätua i faiä’oga i le fa’agasologa o ä’oga a tamaiti ma ni o latou fa’afitauli?
Ioe/Leai
3. E auai mätua i ni sa’iliga tupe a le ä’oga?
Ioe/Leai
4. E ofo mai mätua e fesoasoani i ni galuega i le ä’oga?
Ioe/Leai
5. E auai mätua i ni polokalame a le ä’oga ? Fa’ata’ita’iga:
fa’alogologo i faitaugätusi a tamaiti? fesoasoani i le a’oa’oina o le Gagana Samoa? a’oa’oina o pese ma siva fa’asamoa? a’oa’oina o meataulima? Isi___________________________________________
Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai
6. E fesoasoani mätua i: aso o ta’aloga? malaga fa’aleä’oä’oga? aso ä’oga fa’aleaganu’u? Isi ________________________________________
Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai
7. E vala’aulia ni sui o le alalafaga e saunoa i le ä’oga? Ioe/Leai 8. E logoina matua i matä’upu tau i le ä’oga i auala nei:
nusipepa (newsletter)? tusi (letter)? fa’aaliga (notes)? Isi _________________________________________
Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai
9. E fa’atino ni fonotaga ma mätua e lë itiiti ifo i le tasi i le vaitu’uaga? Ioe/Leai Aotelega ________________________________________________________________
________________________________________________________________
Fa’amatalaga
________________________________________________________________
PULEGA O LE Ä’OGA MA LE FAATULAGAGA O GALUEGA
1. Ua iai se Komiti Ä’oga?
Ioe/Leai
3. E to’alima pe sili atu sui o le Komiti A’oga? Ioe/Leai
4. O tofu le alalafaga ma le sui i totonu o le Komiti Ä’oga?
Ioe/Leai
5. Ua malamalama lelei le Komiti Ä’oga i ona tiute ma matäfaioi?
Ioe/Leai
6. E fa’alua pe sili atu fono a le Komiti Ä’oga i le vaitu’uaga?
Ioe/Leai
7. E tu’uina atu ni lipoti a le Komiti Ä’oga i le alalafaga i masina ta’itasi?
Ioe/Leai
8. E saunia lelei matä’upu talanoaina mo fonotaga a le Komiti Ä’oga?
Ioe/Leai
9. E saunia lelei fa’amaumauga o taualumaga o fonotaga a le Komiti Ä’oga?
Ioe/Leai
10. E fa’atino se fono fa’aletausaga a le Komiti Ä’oga?
Ioe/Leai
11. E iai se Fuafuaga Fa’aletausaga a le ä’oga?
Ioe/Leai
12. E iai se Fuafuaga mo le Fa’aleleia o le Ä’oga?
Ioe/Leai
12. E iai se Fuafuaga o Matä’upu A’oa’oina a le ä’oga? Ioe/Leai
13. Ua saunia se tala fa’atatau o le tupe a le ä’oga?
Ioe/Leai
14. E iai ni fa’amaumauga mautü a le ä’oga mo: tupe maua? tupe fa’aaogä?
Ioe/Leai Ioe/Leai
15. E saunia se tala o le tupe mo le tausaga a le ä’oga?
Ioe/Leai
16. E saunia se Lipoti Fa’aletausaga a le ä’oga?
Ioe/Leai
17. E iai se Lesitala o Meatötino o fa’amau sa’o uma ai meatötino a le Ä’oga?
Ioe/Leai
18. E iai se faiga fa’avae a le ä’oga mo le fa’aaogäina o meatötino a le ä’oga?
Ioe/Leai
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19. O fa’atino ma mata’itu le faiga fa’avae o le fa’aaogäina o meatotino a le ä’oga?
Ioe/Leai
20. E iai se polokalame ua fa’ata’atia mo le va’aiga o le faleä’oga ma le fa’aleleia o ni mea o fa’alëtonu?
Ioe/Leai
21. E iai ni aiaiga a le ä’oga mo le soifua mälölöina ma le saogalëmü?
Ioe/Leai
22. O fa’aaogäina e le ä’oga ala ua fa’ata’atia mo itu nei: fa’ate’aina lë tumau (suspension) o se tamaitiiti? fa’ate’aina tumau o se tamaitiiti (expulsion)? fa’asalaga?
Ioe/Leai Ioe/Leai Ioe/Leai
23. E malamalama uma faiä’oga i le tulafono e sä ona fa’ao’olima i tamaiti?
Ioe/Leai
24. E usita’ia e faiä’oga uma le tulafono e sä ona fa’ao’olima i tamaiti?
Ioe/Leai
25. O talafeagai le aofa’i o tamaiti ma le aofa’i fa’atulagaina e tatau ona iai? (po o le 750 tamaiti)?
Ioe/Leai
26. O talafeagai le aofa’i o tamaiti i vasega ma tapula’a fa’ata’atitia? Tapula’a o vasega – 40 tamaiti
Ioe/Leai
27. E iai ni tulafono tusitusia a le ä’oga?
Ioe/Leai
28. O iai ma fa’aaogä lelei se api saini a le aufaigaluega?
Ioe/Leai
29. O iai ma fa’aaogä lelei api tauvala’auga mo tamaiti?
Ioe/Leai
Aotelega ______________________________________________________________ ______________________________________________________________ Fa’amatalaga ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
62
POLOKALAME O A’OA’OGA, TUSIÄ’OGA MA ISI MEA E FA’AAOGÄ I A’OA’OGA
1. E iai se Fuafuaga Fa’aletausaga a le ä’oga mo matä’upu ta’itasi
(each year level)? (Annual Teaching and Learning Programs)
Ioe/Leai
2. E tofu le faiä’oga ma le Fuafuaga Fa’aletausaga mo matä’upu ta’itasi o lo’o ia a’oa’oina?
Ioe/Leai
3. E auai faiä’oga i le fuafuaina o matä’upu a’oa’oina? Ioe/Leai
4. O talafeagai fuafuaga mo le a’oa’oina o tamaiti (teaching plans) ma
sini autü ma taunu’uga fa’amoemoeina o Tausaga fa’alea’oa’oga ta’itasi?
Ioe/Leai
5. O mafai ona iloatino ma mautinoa i totonu o fuafuaga mo le a’oa’oina o tamaiti (teaching plans), tomai ma agava’a e tatau ona maua ma ‘ausia e tamaiti, pe faaleleia atili (f.t.t. agava’a e fö’ia ai fa’afitauli ma tali ai fesili e tu’uina atu iai, agava’a tau feso’ota’iga, agava’a tau numera, agava’a o le vä fealoa’i, m.f.)?
Ioe/Leai
6. O a’oa’o e faiä’oga tamaiti ina ia malamalama ae lë o le a’o fa’atauloto?
Ioe/Leai
7. Pe fa’aaogäina e faiä’oga le auala o le “fuafua – a’oa’o – iloilo (plan –
teach – evaluate-analyse-approach)?
Ioe/Leai
8. O mafai e a’oa’oga (teaching) ona Fa’atupuina le fiafia ma le naunau o tamaiti ä’oga e a’o’oga? fa’atumauina le fiafia ma le naunau o tamaiti e a’o’oga?
Ioe/Leai Ioe/Leai
9. Pe fa’aaogä so’o auala nei i le faiga o ä’oga: vaevae tamaiti i vaega (group work)? galulue fa’atasi o faiä’oga i le a’oa’oina o se lesona (team
teaching)? fa’aali ma fa’amatala (show and tell activities)? a’oa’oga e auala i fa’ata’iata’iga/fa’atinoga o galuega (hands on activity and practical work)?
Ioe/Leai
Ioe/Leai Ioe/Leai
Ioe/Leai
10. O mafai e le ä’oga ona faatino a’oa’oga e talafeagai ma tali atu ai i
mana’oga o tamaiti uma?
Ioe/Leai
11. E maualuga ni fa’amoemoega o faiä’oga mo tamaiti? Ioe/Leai
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12. E lelei ona fa’atulaga ma fa’avasega lesona? Ioe/Leai
13. E lelei le vä galulue o: faiä’oga ma tamaiti tamaiti ma isi tamaiti?
Ioe/Leai Ioe/Leai
14. E fa’atino e faiä’oga ni ta’iala lelei o le fa’aaogäina o le gagana? Ioe/Leai
15. E mafai ona iloa mai i api a tamaiti olo’o avatu i ai e faiä’oga ni fa’amatalaga manino ma le tu’usa’o e aogä mo le aga’i i luma?
Ioe/Leai
16. E fai e le ä‘oga ni faaaliga o:
tusitusiga ma nisi mea faitino e fa’atupuina ma fa’aosofia ai le fiafia o tamaiti e a’oa’oga?
galuega a tamaiti? ma isi _________________________________________
Ioe/Leai Ioe/Leai Ioe/Leai
17. E iai se kapoti o mea faasaienisi a le ä’oga? Ioe/Leai
18. E faaaogä e le ä’oga mea nei: mea faitino mo le fa’asaienisi? tusi ä’oga fou?
Ioe/Leai Ioe/Leai
19.E iai ni tusi faitau a le ä’oga? Ioe/Leai
20. O iai se fuafuaga a le ä’oga e atina’e pe su’e ia maua, pe fa’atau foi ni mea e fa’atino ai a’oa’oga (teaching materials)?
Ioe/Leai
Aotelega
______________________________________________________________
______________________________________________________________
______________________________________________________________
Fa’amatalaga ________________________________________________________________
________________________________________________________________
________________________________________________________________
64
MÄTA’ITÜINA MA ILOILOGA
1. E iai se faiga fa’avae a le ä’oga mo le iloiloga o le taumafai o tamaiti? Ioe/Leai
2. E iai se Fuafuaga mo le Iloiloga (Assessment Plan) o Tausaga
fa’alea’oa’oga taitasi mo matä’upu taitasi?
Ioe/Leai
3. E iloiloina e faiä’oga le taumafai o tamaiti i se tulaga faifaipea? Ioe/Leai
4. E fa’aaogä e faiaoga ni metotia/auala ‘ese’ese mo iloiloga? Ioe/Leai
5. E fa’amauina lelei e faiä’oga i’uga ma fa’amaumauga o le fa’agasologa o le taumafai/galuega a tamaiti?
Ioe/Leai
6. E fa’aaogäina e faiä’oga i’uga o le taumafai o tamaiti e toe fuafua ai lesona ma a’oa’oga mo le aga’i i luma?
Ioe/Leai
7. O fa’aaogä le i’uga o su’esu’ega o le taumafai o tamaiti e fa’amalosi’au i tamaiti ma lu’itauina ai latou ia taumafai atili?
Ioe/Leai
8. E tu’uina atu ni lipoti o le taumafai o tamaiti i o latou mätua i:
kuata ta’itasi? ta’i afa tausaga?
Ioe/Leai Ioe/Leai
9. E iai se lipoti (report form) ua saunia e le ä’oga mo tamaiti? Ioe/Leai
10. E fa’atino e le ä’oga ni talanoaga a mätua ma faiaoga e uiga i le
taumafai o tamaiti?
Ioe/Leai
11. O tausia lelei e le Uluä’oga faamaumauga sa’o o le tulaga o le taumafai o tamaiti ma le tulaga ua latou ‘ausia?
Ioe/Leai
12. E ave fa’amaumauga o le taumafai o le tamaititi i lana a’oga fou pe
afai e alu i se isi ä’oga?
Ioe/Leai Aotelega
____________________________________________________________________
Fa’amatalaga ____________________________________________________________________
65
TA’ITA’IGA
1. E iai :
ni sini autü ma taunu’uga fa’amoemoeina a le ä’oga (school aims/goals)?
se talitonuga autü a le ä’oga (school motto)?
Ioe/Leai Ioe/Leai
2. Ua malamalama latou nei i sini autu ma taunu’uga fa’amoemoeina a
le a’oga (aims/goals)? Uluä’oga
Ioe/Leai Faiä’oga Ioe/Leai Tamaiti ä’oga Ioe/Leai Komiti Ä’oga Ioe/Leai Matua Ioe/Leai Alalafaga
Ioe/Leai
3. Ua malamalama latou nei i talitonuga autu a le a’oga (aims/goals)? Uluä’oga
Ioe/Leai
Faiä’oga Ioe/Leai Tamaiti ä’oga Ioe/Leai Komiti Ä’oga Ioe/Leai Matua Ioe/Leai Alalafaga
Ioe/Leai
4. E galulue fa’atasi faiä’oga? Ioe/Leai
5. E fiafia ma tinou e galulue: le aufaigaluega? tamaiti?
Ioe/Leai Ioe/Leai
6. E to’a’aga faiä’oga i le a’oga (le tia’i a’oga?) Ioe/Leai
7. E fai fa’atasi ni fa’ai’uga po o ni talanoaga o ni fa’afitauli? Ioe/Leai
8. E faifaipea ni fonotaga a faiä’oga? Ioe/Leai
9. E galue le Uluä’oga ina ia vävälalata feso’ota’iga/mäfana le mafutaga
a le ä’oga ma le alalafaga po o le itümalö?
Ioe/Leai
10. E fa’amatala i le alalafaga: faai’uga a le ä’oga? faiga faavae a le ä’oga?
Ioe/Leai Ioe/Leai
66
11. E logoina ma fa’atalanoa mätua i faai’uga a le ä’oga e tatau? Ioe/Leai
12. E faia e le Uluä’oga ni fa’ata’ita’iga lelei mo le ä’oga? Ioe/Leai
Aotelega
Fa’amatalaga
67
TAPULA’A MA MATÄTI’A
1. O tausisia e le ä’oga itula faatulagaina mo ä’oga:
Tausaga 9-13: 8.00 a.m. i le 1:45 p.m.?
Ioe/Leai
2. O tausisia e le ä’oga tapula’a o itulä e a’oa’oina ai tamaiti e pei ona faatulagaina: Tausaga 9-13: ia le itiiti ifo i le 25 itulä i le vaiaso?
Ioe/Leai
3. O a’oa’oina e le ä’oga matä’upu nei:
Ä’oga Maualuluga Tausaga 9 – 11
Gagana Peretania?
Ioe/Leai
Gagana Samoa? Ioe/Leai
Matematika? Ioe/Leai
Fa’asaienisi? Ioe/Leai
Social Education? Ioe/Leai
Physical Education? Ioe/Leai
The Arts? Ioe/Leai
Business Studies? Ioe/Leai
Design Technology? Ioe/Leai
Food & Textiles Technology? Ioe/Leai
Agricultural Science? Ioe/Leai
Ä’oga Maualuluga Tausaga 12 English?
Ioe/Leai Mathematics? Ioe/Leai
Samoan? Ioe/Leai
History? Ioe/Leai
Geography? Ioe/Leai
Accounting? Ioe/Leai
Economics? Ioe/Leai
Science? Ioe/Leai
Typing? Ioe/Leai
68
Design Technology? Ioe/Leai
Food & Textiles Technology? Ioe/Leai
Biology? Ioe/Leai
Chemistry? Ioe/Leai
Physics? Ioe/Leai
PE/Health Ioe/Leai
Agricultural Science Ioe/Leai
The Arts? Ioe/Leai
Ä’oga Maualuluga Tausaga 13
English?
Ioe/Leai Samoan? Ioe/Leai
Mathematics? Ioe/Leai
History? Ioe/Leai
Geography? Ioe/Leai
Biology? Ioe/Leai
Chemistry? Ioe/Leai
Physics? Ioe/Leai
Economics? Ioe/Leai
Accounting? Ioe/Leai
Development Studies? Ioe/Leai
Computer Studies? Ioe/Leai
Design & Technology? Ioe/Leai
Agricultural Science? Ioe/Leai
4. Ua iai ni tulaga fa’ata’atia e fua i ai le alualu i luma o le ä’oga i itü nei:
Auai mai o tamaiti i le ä’oga? Fa’aauau pea ona a’o’oga tamaiti fa’asolo i vasega uma o le ä’oga (retention)?
Ioe/Leai
Ioe/Leai
5. O ‘ausia e tamaiti tulaga mo’omia e pei ona fa’ata’atia mai i sini ma taunu’uga fa’amoemoeina o fa’amatalaga o matä’upu a’oa’oina (curriculum statements)?
Ioe/Leai Aotelega
69
Fa’amatalaga
70
ATINA’E O TOMAI O FAIÄ’OGA 1. E iai se polokalame a le ä’oga mo le atina’e o tomai o faiä’oga?
Ioe/Leai
2. Po ua tofia se tasi e fa’amaopoopoina le atina’e o tomai o faiä’oga? Ioe/Leai
3. E faia ni fonotaga faifaipea mo le atina’e o tomai o faiä’oga?
Ioe/Leai
4. Pe na auai faiä’oga uma i ni polokalame i fafo atu o le ä’oga mo le
fa’aleleia o o latou tomai fa’afaiä’oga?
Ioe/Leai
5. E fa’atino polokalame i totonu o le a’oga mo le atina’eina o tomai o faiä’oga?
Ioe/Leai
6. E fa’aaogäina auala nei i polokalame mo le atina’eina o tomai o
faiä’oga: a’oa’oga mai faufautua o matä’upu a’oa’oina (sessions by
curriculum advisers)?
Ioe/Leai
asiasiga i nisi ä’oga? Ioe/Leai
fa’ata’ita’iga o ni lesona? Ioe/Leai
mätauina o a’oa’oga i potuä’oga? Ioe/Leai
fesuia’iga o faiä’oga i totonu o le a’oga? Ioe/Leai
fesuia’iga o faia’oga ma isi ä’oga? Ioe/Leai
a’oa’oga mai Asiasiä’oga? Ioe/Leai
saunoaga mai vala’aulia fa’apitoa (f.t.t. sui o le FoE, isi Matägaluega)?
Ioe/Leai
7. Po o a’oa’oina e faiä’oga matä’upu ua iai lo latou tomai e faiä’oga ai? Ioe/Leai 8. E faia ni lipoti a faiä’oga sa auai i ni a’oa’oga mo le atina’eina o o
latou tomai fa’afaiä’oga pe fa’asoa atu foi lea tomai i isi faiä’oga?
Ioe/Leai
9. E tuliloa e le Ulua’oga le fa’aaogaina e faia’oga o tomai na maua mai i a’oa’oga na ‘auai atu i ai?
Ioe/Leai
71
10. E fa’ailoa atu ma fa’amalamalama e le Ulua’oga i faia’oga mataupu sa talanoaina i:
fonotaga fa’aletausaga a le Matägaluega? fonotaga a Uluä’oga? fonotaga ma Asiasiä’oga? isi fonotaga a le Matägaluega?
Ioe/Leai Ioe/Leai Ioe/Leai Ioe/Leai
Aotelega ________________________________________________________________
________________________________________________________________
________________________________________________________________
Faamatalaga ________________________________________________________________ ________________________________________________________________
72
FESOASOANI FAAPITOA
1. Po o tuuina atu se fesoasoani fa’aopoopo mo tamaiti e iai ni manaoga fa’apitoa?
Ioe/Leai
2. O fa’atinoina e le ä’oga ni auala e fa’amautinoa ai po o ai ni tamaiti o
ono fa’aletonu le tulaga o lö latou taumafai?
Ioe/Leai
3. O tu’uina atu e le ä’oga ni fesoasoani fa’aopoopo i tamaiti e lë o o’o lo latou taumafai i le tülaga e tatau ona iai?
Ioe/Leai
4. O iai ni polokalame fa’apitoa mo le a’oa’oina o tamaiti ta’itoatasi olo’o
mana’omia lea fesoasoani?
Ioe/Leai
5. E iai ni fuafuaga fa’ata’atitia mo tamaiti ta’ito’atasi e mana’omia le fesoasoani fa’aauau pea?
Ioe/Leai
6. O fa’atino e le aoga ni auala e iloatino ai po’o ai ni tamaiti e sili atu le
atamai nai lö le to’atele o tamaiti?
Ioe/Leai
7. O iai ni polokalame poo ni galuega fa’aopoopo e lu’iina ai mafaufau o tamaiti ua sili atu le atamamai?
Ioe/Leai
8. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia ai le tomai o tamaiti
i le numera (matematika)?
Ioe/Leai
9. O iai ni taumafaiga fa’apitoa a le ä’oga e fa’aleleia le faitautusi ma le tusitusi a tamaiti?
Ioe/Leai
Aotelega ________________________________________________________________
Fa’amatalaga ________________________________________________________________
________________________________________________________________
School Improvement Plan - 2005
School: ISP Primary School Priority Areas
Targets
Implementation Strategies
Assessment against Targets
1. Facilities & Equipments 3 toilets are not enough for
6 teachers, 288 students. The condition of these facilities is quite unhealthy.
Build 3 extra toilets. One for teachers, one for boys and one for girls.
Improve the condition of the current ones.
Meet with PTA to decide on fundraising activities. Eg. Raffle, bingo, concert etc.
Request for donor support through the member of Parliament eg. JICA/EU/JOCV etc.
2. Home, School & Community Partnership
Parents do not share any
information about their children as there are no chances provided in the school programme to do that.
Prepare reports for students every term.
Parents’ signatures must appear on these reports.
The report must show achievements of students.
A report format must be designed. Students need to take reports to
their families at the end of every term.
Allow parents to come in once a term to discuss reports.
3. Intervention and Special Assistance
It was evident that there are
no targets set especially to tackle basic numeracy and basic literacy.
Plan intervention strategies for every month.
Implement strategies. Select a working party to
check the whole process. Eg. Principal, FA & Infant Supervisor.
Check strategies to see if improvements is shown.
Set higher level strategies to implement in the following month.
Do an assessment to evaluate the whole process at the end of the term. Eg. Test.
Date _______ Principal’s Signature________ SRO’s Signature_______ School Committee Chair’s Signature ___________
School Improvement Plan - 2005
School: Primary School
Priority Areas
Targets
Implementation Strategies
Assessment against Targets
Date ________ Principal’s Signature___________ SRO’s Signature___________ School Committee Chair Signature___________
75
School Improvement Plans – Guidelines Priority Areas No more than three priorities in first year of cycle. Select the most important priorities to improve teaching and learning Priorities should be achievable but not too easy Attempt to get a spread across more than one factor Targets Must be outcomes Must be measurable Realistic but challenging – not too easy Must be carefully described
– be precise, not vague – be clear about exactly what you want to achieve
Implementation Strategies List the steps that need to be taken to reach the targets List steps in order Anticipate obstacles – and solutions Include every action that is critical to the achievement of the target Do not list trivial steps or actions Assessment against Targets Against targets NOT strategies Targets can be - achieved – partially achieved – not achieved Comments may be appropriate Special circumstances may need to be recognised NB If Targets have been realistically set, and the implementatin remains focussed, the Targets will be achieved.
77
School Improvement Plan - 2005
School: ISP Primary School Priority Areas
Targets
Implementation Strategies
Assessment against Targets
1. Facilities & Equipments 3 toilets are not enough
for 6 teachers, 288 students. The condition of these facilities is quite unhealthy.
Build 3 extra toilets. One for teachers, one for boys and one for girls.
Improve the condition of the current ones.
Meet with PTA to decide on fundraising activities. Eg. Raffle, bingo, concert etc.
Request for donor support through the member of Parliament eg. JICA/EU/JOCV etc.
Fully achieved School was able to raise enough funds to build the planned toilet facilities.
2. Home, School & Community Partnership
Parents do not share any
information about their children as there are no chances provided in the school programme to do that.
Prepare reports for students every term.
Parents’ signatures must appear on these reports.
The report must show achievements of students.
A report format must be designed. Students need to take reports to
their families at the end of every term.
Allow parents to come in once a term to discuss reports.
Fully achieved Parent teacher meetings are now a regular feature of the school reporting program. The new report format is an improvement and the parents are pleased with the new style. The same reporting process will be used in 2004.
3. Intervention and Special Assistance
It was evident that there
are no targets set especially to tackle basic numeracy and basic literacy.
Plan intervention strategies for every month.
Implement strategies. Select a working party to
check the whole process. Eg. Principal, FA & Infant Supervisor.
Check strategies to see if improvements is shown.
Set higher level strategies to implement in the following month.
Do an assessment to evaluate the whole process at the end of the term. Eg. Test.
Partially achieved Target only partially achieved because the strategies were not well thought out and the school was unclear on exactly what it was trying to achieve. This target will be reattempted in 2004.
Date _______ Principal’s Signature________ SRO’s Signature_______ School Committee Chair’s Signature
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Financial Report Income:
During 2003 the School Committee received $5000 in fees and made $800 through
fundraising. All monies received were properly accounted for.
The fundraising together with previous school bank balance of $1000 enabled the School
Committee to build the new toilet facilities that were targeted.
Expenditure:
All monies expended by the School Committee were properly accounted for in the attached
financial report.
Total expenditure was within budget and actual expenditure for each budget line was close
to the amount estimated.
Signed: ___________________________ School Treasurer
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ISP PRIMARY SCHOOL BUDGET for 2003
BudgetIncome Pili Ä’oga Kuata 1 2,000.00 Kuata 2 2,000.00 Kuata 3 1,000.00 School Fund 1,000.00
Fundraising 800.00 Aofai tupe maua 6,800.00Expenditure Vai 400.00 Eletise 300.00 Telefoni 300.00Repairs and maintenance 600.00 Teaching Materials 2,500.00 Cleaning 500.00 Sports Equipment 200.00 Improvement facilities 2,000.00 Aofa’i o tupe fa’aaoga 6,800.00
80
Actual Expenditure Record School: ISP Primary School Term: 1, 2 and 3
Budget Line Budget Actual Expenditure - Cash Payments Total Balance RemainingJ F M A M J J A S O N D
Water 400 86 80 91 102 359 41
Electricity 300 25 23 21 23 23 20 22 21 20 20 20 19 257 43
Telephone 300 27 20 28 28 21 22 37 27 25 25 25 25 310 (10)
Repairs and maintenance 600 420 32 51 65 116 684 (84)
Cleaning 500 127 50 50 50 50 327 173
Teaching materials 2,500 453 297 117 380 250 660 114 98 2,369 131
Sport & PE 200 120 163 48 1,989 11
Improvement of facilities 2,000 1989
1,989 11
TOTAL 6,800 TOTAL 6,626 174
Signed ___________________ School Treasurer __________________________School Principal _____________ Curriculum Report
81
Curriculum Report
Curriculum Provision
The school was able to offer a full range of subjects during 2003 and a special focus
was made on targeted intervention in basic numeracy and basic literacy in years 4 and
6.
Course of Study
The school has followed the recommended course of study for each subject at each
year level.
Assessment and Reporting
The school is pleased to announce that it now reports on student progress to parents at
the end of each term. The school ensures that assessment is done regularly, recorded
by teachers and reported to parents each term.
During 2003 the School Committee changed the format of student reports and held a
meeting of parents to discuss the proposed changes. Parents are pleased with the new
format.
Professional Development
As part of the focus during 2003 on basic numeracy and literacy a series of professional
development activities were held for teachers with the assistance of CMAD Personnel.
Professional development was also held for teachers on assessment practices and how
to follow the new reporting procedures.
82
Student Achievement
Eight students sat the Year 8 National Examinations and seven of those were selected
for Samoa College. One of these students, Simi Moli, had the second highest results of
all students examined.
School Facilities and Equipment Report
The school targeted improvement to the toilet facilities as part of its 2003 school
improvement plan and was able to successfully complete this work within the $2000
available. Parents who assisted in either the fundraising or the building work itself are
sincerely thanked.
The School Committee believes that facilities are generally adequate however the school
will target improvement of the art rooms as part of its school improvement plan in
2004.
The school maintenance plan for 2003 is attached.
83
Curriculum Report
Curriculum Provision
The school was able to offer a full range of subjects during 2003 and a special
focus was made on targeted intervention in basic numeracy and basic literacy
in years 4 and 6.
Course of Study
The school has followed the recommended course of study for each subject at
each year level.
Assessment and Reporting
The school is pleased to announce that it now reports on student progress to
parents at the end of each term. The school ensures that assessment is done
regularly, recorded by teachers and reported to parents each term.
During 2003 the School Committee changed the format of student reports
and held a meeting of parents to discuss the proposed changes. Parents are
pleased with the new format.
Professional Development
As part of the focus during 2003 on basic numeracy and literacy a series of
professional development activities were held for teachers with the assistance
of CMAD Personnel.
Professional development was also held for teachers on assessment practices
and how to follow the new reporting procedures.
84
Student Achievement
Eight students sat the Year 8 National Examinations and seven of those were
selected for Samoa College. One of these students, Simi Moli, had the second
highest results of all students examined.
School Facilities and Equipment Report
The school targeted improvement to the toilet facilities as part of its 2003
school improvement plan and was able to successfully complete this work
within the $2000 available. Parents who assisted in either the fundraising or
the building work itself are sincerely thanked.
The School Committee believes that facilities are generally adequate however
the school will target improvement of the art rooms as part of its school
improvement plan in 2004.
The school maintenance plan for 2003 is attached.
85
School : I.S.P Primary School Maintenance Plan Year : 2003
Task Priority
Urgent = U Not Urgent =
N
To be completed by:
(Date)
Who will do the work?
Special Requirements/ Equipments /Materials
Completed/Reasons Not Completed
1. Grounds clean / rubbish removal 2. Classroom / Hall cleaning
3. Toilet cleaning and disinfecting
4. Replace 4 broken Louvers 5. Blocked boys toilet
6. Fallen tree near rugby ground 7. Broken lock on library
door 8. Graffiti on School fence
9. New Roof for Classroom 3
10. etc
N
U
N
U
U
N
Daily
Daily
Daily
End of Term
Tomorrow
End of Term
Today
End of Term
End of Term
Students
Students
Cleaner
Volunteer
Plumber
Volunteers
Volunteer
Volunteers
Volunteers
Purchase Louvers Toilet closed off until plumber arrives No danger or obstruction Purchase new lock Paint/brushes Timber and Iron
Completed regularly
Completed regularly
Completed regularly
All replaced 6/4
Completed 17/3
Removed and rubbish cleared 7/4
Replaced 17/3
Fence repaired 18/6
Rebuild 27/8
etc
Principal: ___________________________ School Committee Chair: _______________________
GUIDELINES FOR PREPARING A SCHOOL ANNUAL REPORT
The Annual Report consists five parts:
1. Principal and President's Report 2. Report on the School Improvement Plan 3. Financial Report 4. Curriculum Report and 5. Facilities and Equipment Report
1. The Principal and President's Report
Introduces the Annual Report Lists the contents Notes any highlights in:
- Academic achievement - sporting achievement
Notes the achievement of S.I.P targets Makes any special acknowledgements
- Sponsorship - Particular community fundraising effort - Retirement of long serving teacher - Welcome to new teacher, etc
Signed by Principal and School Committee Chair 2. The School Improvement Plan Report
Simply include the S.I.P once the assessment against targets has been made. Mention of the full or partial achievement of targets will be acknowledged in other sections of the report.
3. The Financial Report
Deals with Income and Expenditure
Income Make a statement that all monies received were properly accounted for. Provide relevant information like: - Whether the school raised what it expected in the budget (fees and fundraising) - If not, why not?
87
- If not, what does the school intended to do about it? - Any changes proposed for next year Expenditure Make a statement that all money expended was properly accounted for. Provide relevant information like: - Whether total expenditure was within budget? - If not, why not? - Whether the budget was a reasonable estimate of true expenses? - Whether any changes are proposed for next year? Signed by the School Treasurer Include a copy of; - the annual budget - the annual expenditure record
4. The Curriculum Report Includes five brief sections;
Curriculum Provision Statement - Explains whether the school offered the full range of subjects and met the
required subject terms. - Outlines only special curriculum provision - Lists any special extra curricula activities
Course of Study Statement - Explains to the parents that the school has followed sequential courses of study
for each subject at each year level.
Assessment and Reporting Statement - Explains to parent that the school follows a program of regular assessment,
recorded by teachers and used to report student progress to parents. - Comments on any special initiatives
Professional Development Statement - Comments on the Professional Development Plan that has been followed by the
school. - Makes any links with targeted improvements.
88
Student Achievement Report - Lists special academic achievements/awards - Lists special sporting achievements/awards
5. Facilities and Equipment Report
Mentions any special facilities matters - Present or future
Mentions any facilities achievements under S.I.P. Comments on facilities generally May comment on future intentions
Attach completed Maintenance Plan for that year
89
POLICY FOR SCHOOLS SEEKING TO CHANGE PRIORITIES
AND TARGETS The School Improvement process assumes that priorities and targets within an approved SI Plan have been chosen with some care. Therefore there must be a sound reason to change a priority or target once signed off. The following policy will therefore apply: Where, because of extraordinary circumstances, a school seeks to change priorities and targets, the following procedure should be followed:
1. School provides SRO with a written request for change specifying: - reason for the change - replacement priority and targets
2. Where the SRO deems the requested change to be educationally sound the SRO may approve the change. The school’s revised SI Plan should be forwarded to the PEO – SI
3. The SRO may seek the advice of the PEO - SI before making a decision
4. An educational target may not be changed to a facilities target
5. The SRO will advise the School Principal of the decision
6. No approval to change priorities and targets will be given beyond April in any
year
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POLICY FOR SCHOOLS FAILING TO IMPLEMENT THE SCHOOL IMPROVEMENT PLAN OR FAILING TO PROCEED
WITH SCHOOL MANAGEMENT & ORGANISATION ACTIONS The School Improvement process requires each school to complete a SI Plan by the beginning of the school year and then progressively work on the implementation strategies throughout the year. School Improvement is also premised on schools carrying out the actions required to implement the School Management & Organisation policies and practices. Where schools are not taking appropriate implementation action the following procedure is to be followed:
1. On the basis of progress reports received the PEO – SI and SRO may identify “procrastinating” schools
2. SRO will formally discuss with the Principal and/or School Committee Chair the
reasons behind the lack of action. The SRO will record the results of the meeting in writing and it will be countersigned by the Principal
3. The formal discussion will explore whether the SRO is able to provide further
assistance. Revised strategies or timelines may be agreed
4. The situation will continue to be monitored by the SRO
5. Where implementation fails to proceed the SRO will prepare a written report for the PEO – SI. The Principal will be required to meet with the PEO – SI to explain. The PEO – SI will document the meeting
6. After further monitoring the PEO - SI will advise the ACEO – SOD on whether
implementation is taking place. If necessary the Principal will be required to meet with the ACEO – SOD