1. 2012/02/10
Instructional Leadership
Workshop
- How should we change our current practice in order
to attain Quality Education for All? -
Presenter: Dr Muavia Gallie (PhD)
Session 3
1
1. Teaching to fish is better than
providing fish;
2. Leadership is a decision, not a
position or set of skills;
3. Leaders breed leaders, not
follower; and
4. You don t need me (anyone
else) to be a Quality Principal!
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1
2. 2012/02/10
There is no
management
without
monitoring and
evaluation
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Monitor!
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3. 2012/02/10
Evaluate!
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What is Monitoring and Evaluation?
" Monitoring is the systematic, regular collection and occasional
analysis of information to identify and possibly measure
changes over a period of time.
" Evaluation is the analysis of the effectiveness and direction of
an activity and involves making a judgment about progress and
impact.
" The main differences between monitoring and evaluation are
the timing and frequency of observations and the types of
questions asked. However, when monitoring and evaluation are
integrated, the line between the two becomes rather blurred.
" Participatory monitoring and evaluation (PM&E) is the joint
effort or partnership of two or more stakeholders to monitor and
evaluate, systematically, one or more research or development
activities (Vernooy et al., 2003).
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Why should we M&E?!
In general, the purpose of monitoring & evaluation can be:
• To assess results - to find out if and how objectives are being met and are
resulting in desired changes.
• To improve management and process planning - to better adapt to
contextual and risk factors such as social and power dynamics that affect the
research process.
• To promote learning - to identify lessons of general applicability, to learn how
different approaches to participation affect outcomes, impact, and reach, to
learn what works and what does not, and to identify what contextual factors
enable or constrain the participatory research.
• To understand different stakeholders' perspectives - to allow, through
direct participation in the monitoring and evaluation process, the various people
involved in the organisation to better understand each others views and values
and to design ways to resolve competing or conflicting views and interests.
• To ensure accountability - to assess whether the organisation is effectively,
appropriately, and efficiently executed to be accountable to they key
agencies (Estrella and Gaventa, 1998).
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Methods and Techniques of
Monitoring!
Programmes even with a good planning,
adequate organisational machinery and sufficient
flow of resources cannot automatically achieve
the desired result.
• There must be some warning mechanism,
which can alert the organisation about its possible
success and failures, off and on.
• Constant watching not only saves wastage of
scarce resources but also ensure speedy
execution of the programmes.
• Thus monitoring enables a continuing critique
of the programme implementation.
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Defining Monitoring!
Monitoring means keeping a track of
implementation process.
• Monitoring involves watching the progress of a
project against time, resources and performance
schedules during the execution of the project and
identifying lagging areas requiring timely attention
and action.
• Monitoring is defined as a management
function to guide in the intended direction and
to check performance against pre – determined
plans.
• Monitoring means periodic checking of
progress of works against the targets laid down
9 in order to ensure timely completion of the
programme.
Reasons for Monitoring!
• Efficiency refers to the amount of time and resources put into
the programme relative to the outputs and outcomes. A
programme evaluation may be designed to find out if there was
a less expensive, more appropriate, less time-consuming
approach for reaching the same objectives.
• Effectiveness describes whether or not the organisational
process was useful in reaching programme goals and objectives,
or resulted in positive outcomes.
• Relevance or appropriateness describes the usefulness,
ethics, and flexibility of a programme within the particular
context.
Combined, these criteria enable judgment about whether the
outputs and outcomes of the programme are worth the costs
of the inputs. Effectiveness, efficiency and appropriateness can
be considered for the different methods, tools and approaches
rather than questioning the value of the approach as a whole.
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Purpose of Monitoring!
Programme monitoring helps to provide
constructive suggestions like.
• Re-scheduling the programme (if the
programme run behind the schedule)
• Re-budgeting the programme
(appropriating funds from one head to
another; avoiding expenses under
unnecessary heading).
• Re–assigning the staff (shifting the staff
from one area to other; recruiting
temporary staff to meet the time schedule).
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What to Monitor!
Understanding the conditions before the
programme was initiated is useful in order to
provide a point of comparison for monitor and
evaluating changes that occur during the
programme.
• Baseline survey conducted at the beginning
of the programme can provide a point of
reference for comparison and for understanding
changes.
• It is useful to distinguish between the different
kinds of results generated from the
programme: outputs, processes, outcomes,
impact and reach.
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Different kinds of Results in
Monitoring!
These can be briefly defined as follows:
• Outputs describe the concrete and tangible products of
the organisation as well as the occurrence of the activities
themselves.
• Processes describe the methods and approaches used for
the programme.
• Outcomes describe the changes that occur that can be
attributed, at least in part, to the programme process and
outputs.
• Impact describes overall changes that occur which the
programme is one of many contributing factors.
• Reach describes who is influenced by the programme and
who acts because of this influence.
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Steps in Monitoring!
Identifying the different units involved in
planning & implementation
• Identifying items on which feedback is
required.
• Developing pro-forma for reporting.
• Determining the periodicity of reporting.
• Fixing the responsibility of reporting at
different levels.
• Processing and analysing the reports.
• Identifying the critical / unreliable areas in
implementation.
• Providing feedback to corrective measures.
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Meaning of Evaluation!
Evaluation has its origin in the Latin word Valupure
which means the value of a particular thing, idea or
action. Evaluation, thus, helps us to understand the
worth, quality, significance amount, degree or
condition of any intervention desired to tackle a social
problem.
• Finding out the value of something.
• The procedures of fact finding
• Assessments whether or not certain activities, treatment and
interventions are in conformity with generally accepted professional
standards.
• Is any information obtained by any means on either the conduct or the
outcome of interventions, treatment or of social change programme.
• To provide systematic, reliable and valid information on the conduct,
impact and effectiveness of the projects.
• The study and review of past operating experience.
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Purpose of Evaluation!
1. From an accountability perspective:
• To make the best possible use of funds by the programme
managers who are accountable for the worth of their programmes.
• Measuring accomplishment in order to avoid weaknesses and
future mistakes.
-Observing the efficiency of the techniques and skills employed
-Scope for modification and improvement.
-Verifying whether the benefits reached the people for whom the
programme was meant.
2. From a knowledge perspective:
• To establish new knowledge about social problems and the
effectiveness of policies/programmes designed to alleviate them.
• Understanding people s participation & reasons for the same.
• Evaluation helps to make plans for future work.
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Money taken by Administration
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Principles of Evaluation!
1. Evaluation is a continuous process (continuity).
2. Evaluation should involve minimum possible costs
(inexpensive).
3. Evaluation should be done without prejudice to day to day
work (minimum hindrance to day to day work).
4. Evaluation must be done on a co-operative basis in which
the entire staff and the board members should participate
(total participation).
5. As far as possible, the organisation should evaluate its
programme but occasionally outside evaluation machinery
should also be made use of (external evaluation).
6. Total overall examination of the organisation will reveal
strength and weaknesses (organisation/programme
totality).
7. The result of evaluation should be shared with all in the
organisation (sharing).
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Criteria for Developing Evaluation Assistance!
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Steps in Evaluation!
1. Learning about the programme;
2. Creating an evaluation plan and
indicators;
3. Brief the concerned people about the
evaluation plan and indicators;
4. Revising and elaborating on the
evaluation plan;
5. Initiating evaluation, and;
6. Utilising/ sharing the information.
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Phases in Evaluation!
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Types of Evaluation!
1. By timing (when to evaluate?)
" Formative evaluation
• Done during the programme (development stages)
" Summative evaluation
• Done at the end of the programme (assessment)
2. By organization (who is evaluating?)
" Internal evaluation
• It is a process/impact, done by management
" External evaluation
• Unbiased,objective detailed assessment by outsider
3. By stage (how frequent?)
" On going (during the implementation)
" Terminal (at the end of or immediately after completion)
" Ex-post (after a time lag from completion)
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Views about Evaluation!
Evaluation primarily perceived from three
perspectives.
1. Evaluation as an analysis - determining the merits or
deficiencies of a programme, methods and process.
2. Evaluation as an audit - systematic and continuous
enquiry to measure the efficiency of means to reach
their particular preconceived ends.
3. Evaluation as administration - appraisal or
judgement of the worth and effectiveness of all the
processes (e.g. planning, organising, staffing, etc.)
designed to ensure that the organisation
accomplishes its objectives.
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Purpose:
Areas of Evaluation!
• The review the objectives of the organisation/programme and how far these are
being fulfilled.
Programmes:
• Aspects like number of beneficiaries, nature of services rendered to them, their
reaction to the services, effectiveness and adequacy of services, etc. may be
evaluated.
Staff:
• The success of any programme depends upon the type of the staff an organisation
employs. Their attitude, qualifications, recruitment policy, pay and other benefits and
organisational environment. These are the areas which help to understand the
effectiveness of the organization/programme.
Financial Administration:
• The flow of resources and its consumption is a crucial factor in any organisation.
Whether the money is rightly consumed, any over spending in some headings,
appropriation and misappropriation. These are some of the indicators that reveal the
reasons for the success or failures of organisations.
General:
• Factors like public relations strategies employed by the organisation, the constitution
of the organisation or governing body and their contribution to future plans of the
organisation are important to understand the success or failures of an organisation.
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KZN - Need to plan for and manage
curriculum development and delivery!
1. Ensure that the implementation of the curriculum is an effective and smooth process;
2. Create a safe and empowering environment for teacher and learning;
3. Create effective quality management and monitoring systems;
4. Contextualise curriculum issues within the broader school management and
governance context;
5. Align the school s development plan with the curriculum;
6. Make learning relevant to the context of the learners;
7. Manage the resources optimally (physical site, human, financial resources, learners
and support materials);
8. Ensure clarity of focus;
9. Accommodate the diversity of needs and demographics of the school;
10. Reduce the risk of non-delivery;
11. Prevent curriculum overload;
12. Integrate planning vertically, across and within learning programmes; and
13. Reflect OBE principles by modelling them in all aspects of school life.
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Focus on Teaching!
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Misguided Indicators!
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Focus on Learning!
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New Teaching and Learning Process!
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Model of the Teaching-Learning Process!
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Learning orientated Teaching (LoT) - !
Ten Cate et al 2004!
The main characteristics of the model are:
1. (1) The components of learning:
• cognition (what to learn),
• affect (why learn), and
• Meta-cognition (how to learn); and
• (2) The amount of guidance learners need.
2. If education aims at fostering one's ability to function independently in
society, an important general objective should be that one learns how to
fully and independently regulate his or her own learning; i.e., the ability to
pursue one's professional life independently.
3. This implies a transition from external guidance (from the teacher)
through shared guidance (by the learner together with the teacher) to
internal guidance (by the learner alone).
4. This transition pertains not only to the cognitive component of learning
(content) but also to the affective component (motives) and the meta-
cognitive component (learning strategies).
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Features of the Teaching
and Learning Cycle!
The main purpose is learner learning.
1. Expectations for learning change from the most capable
learners to all learners.
2. The pace of instruction is determined by learner learning.
3. The process begins with assessment rather than ending
with it.
4. Assessment data is used to inform instruction instead of
only for grading.
5. Learner progress toward learning targets is continuously
monitored and documented.
6. Differentiated instruction based on flexible grouping
replaces whole class instruction.
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18. 2012/02/10
Activity!
• On the provided sheet reflecting the
eight School Readiness Components,
please indicate at what level your school
is functioning, given the fact that you
have collected them all in your portfolio.
• On an A4, indicate what the next level
forward from where you are, would look
like, for each of the 8 components.
• See example on next slide!
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Example of activity 6!
School Readiness Components 0 1 2 3 4 5 Diff.
Dysfunctionalit
1. Attendance (T&L)
Functionality
2. Teacher Information
3. Learner Information
4. Annual Planning
5. Timetable
6. Quarterly Teaching Schedule
7. Organogram
8. Teaching and Learning Support
y
Materials
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8.Systemic location of the 8 Components
Input Process Output
Who? 1.Teacher and 4. Annual Planning
learner attendance Schedule
What?
2.Learner information 5. Timetabling
Where? 3.Teacher 6. Quarterly
information Teaching
8.Learner Support Schedule
When?
Material 7. Organogram
How?
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Example 1:
Child-headed households in SA (2001 = July 2007)
0 - 14 yrs 15 - 19 yrs Total
Eastern Cape 3,870 38,886 42,756
Free State 771 15,463 16,234
Gauteng 1,175 31,313 32,488
Kwazulu Natal 4,303 38,052 42,355
Limpopo 5,232 53,229 58,461
Mpumalanga 1,466 19,621 21,087
Northern Cape 344 3,443 3,787
North West 1,119 19,070 20,189
Western Cape 429 10,638 11,067
18,709 229,715 248,424
Source: Dept of Social Development - 7 July 2007
3.System
INPUT PROCESS OUTPUT IMPACT
Dysfunctional Schools
Low-functional Schools
High-functional Schools
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21. 2012/02/10
Model for Engaging Parents!
Personal Disclosure
Leadership, 5%
Few Parents
Intensive commitment
Active
Policy and
Advocacy
Parent Education 10%
Collaborative 20%
support from
school community
vs
Collaborative 40%
support for school vs
programme
Most Parents
vs
vs
Information- 60%
sharing activities
Passive
Public
Information-giving 100%
Brief
activities
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Activity!
Download and reflect on the
following Models of Teaching and
Learning processes!
1. John Carrol s Model;
2. Proctor s Model;
3. Cruickshank s Model;
4. Gage and Berliner s Model; and
5. Huitt s Model.
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Quote
No man (or woman) can be a
good teacher unless he (she)
has feelings of warm affection
toward his pupils and a
genuine desire to impart to
them what he himself believes
to be of value.
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• Bertrand Russell
Video - Turning around a school
5:53
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