edo training handbook vfinal2

HANDBOOK FOR EDO TRAINING

Directorate of Staff DEVELOPMENT (DSD) 14-15 December 2011

▪ THIS HANDBOOK IS INTENDED TO ACCOMPANY THE TRAINING THAT WILL TAKE PLACE IN DECEMBER 2011

▪ THE HANDBOOK INCLUDES ALL OF THE MATERIAL THAT WILL BE PRESENTED at the TRAINING AS WELL AS SPACE TO RECORD AGREED ACTIONS AND SLIDES WHICH EDOS MAY WANT TO SHARE WITH THEIR TEAMS

2

Objectives of this training

▪ Reflect on progress that has been made over the last six months and learn from our successes and failures

▪ Produce robust implementation plans for each of the four key goals including using data to understand and segment performance and define actions

▪ Remind ourselves of the culture and behaviors that will be needed to make delivery a success

▪ Discuss and debate routines and how they can help with the process of implementation and what routines we need

▪ Identify how to increase the number and quality of school visits

▪ Use delivery chain analysis to look at critical relationships and determine how to make them more effective

3

Agenda

Day 1 – Wednesday 14 December

Module 1 – Reflecting on our progress▪ Introduction from Sir Michael Barber, including update on roadmap▪ Our confidence in achieving our objectives▪ Our successes in our districts since July, with good practice examples

09:00 am

Module 2 – action plans and use of data▪ Presentation on the importance of action plans▪ Discussion about the key features of a good action plan▪ Presentation and activities on how to use data to segment performance, and

the importance of prioritising actions with different groups

10:45 am

Lunch12:30 pm

Conclusion to day one5.15 pm

Break4.00 pm

Break10:15 am

Module 3 – strengthening actions in our plans▪ Workshop sessions to focus on

– Teacher presence– Student Attendance– Teaching Quality– Quality of Infrastructure

1:30 pm

Reflections on action planning4.30 pm

4

Agenda

Day 2 –Thursday 15 December

09:00 am Introduction to Day 2

Module 4 – Routines

▪ Importance of regular routines

▪ Principles of effective routines

▪ What routines do you need? And when do you need them?

11:00 am Module 5 – School visits

▪ How can we increase the number and quality of school visits?

01:00 pm Module 6 – Strengthening relationships

▪ How can we improve relationships with DMOs?

▪ How can we improve relationships with DCOs?

03:30 pm Closing the training programme

▪ Planning for next six months from January

▪ Next steps to support training

Break10:30 am

Lunch12:00 pm

Break3.00 pm

Day two close04:30 pm

5

By the end of the training EDOs should feel they can...

Reflect on progress Plan actions

Develop Routines Strengthen relationships

▪ Understand their own and other’s progress against goals

▪ Understand where we are in roadmap implementation

▪ Learn from other’s success

▪ Understand the importance of regular routines

▪ Understand what good routines look like including effective school visits

▪ Plan their own routines to strengthen problem solving

▪ Understand how they can achieve results by working in partnership with a DMO

▪ Understand how to strengthen relationships with DCOs

▪ Reflect on personal targets for the next six months and how they will introduce a delivery culture

▪ Understand the importance of:– Action planning– Interpretation of data– Prioritization

▪ Develop robust action plans for– Teacher presence– Student attendance– Teaching quality– Quality of infrastructure

6

MODULE ONE:REFLECTING ON

PROGRESS


Module 1 – Reflecting on our progress09:00 am

Module 2 – action plans and use of data10:45 am

Lunch12:30 pm


Break4.00 pm

Break10:15 am

Module 3 – strengthening actions in our plans1:30 pm


7

After one year, the Roadmap is now in its implementation phase

Roadmap designPreparation for implementation

Early implementation at school level

Dec 10 – Apr 11 Apr 11 – Aug 11 Aug 11 – Sep 11 Sep 11 onwards

School-level implementation with delivery team support

8

Since September the focus has shifted from province-level issues to interventions at the district

Focus of recent efforts

Resolution of action items on

roadmap

Data driven improvements at district level

Mentoring and coaching of

district officials

Provincial interventions on key issues

Student attendance% of students attending school

Student attendance has bounced back sharply since last stocktake, returning to baseline levels from 2010 but still slightly below targets

SOURCE: PMIU

March 2012

85.3

Nov. 2011

83.2

Oct. 2011

83.3

Sept. 2011

79.0

Baseline

82.8

Target trajectory

1. STUDENT ATTENDANCE

2013 Student attendance target: 87%


400,000more students present in schools than September

Teacher presence% of teachers present at time of inspection

Teacher presence continues to show significant improvement over baseline and keeps up with provincial target

March 2012

86.1

Nov. 2011

84.7

Oct. 2011

83.2

Sept. 2011

84.7

Baseline

80.7

Target trajectory

2. TEACHER PRESENCE

2013 Teacher presence target: 87%

SOURCE: PMIU, November data

2. TEACHER PRESENCE

12,000 more teachers present in schools than last year

Availability and functioning of facilities% of schools with functional electricity, drinking water, toilet and boundary wall

Availability and functioning of basic facilities has improved significantly to reach a high of 81%

March 2012

85.8

Nov. 2011

81.0

Oct. 2011

78.2

Sept. 2011

75.1

Baseline

68.9

Target trajectory

3. AVAILABILITY AND FUNCTIONING OF FACILITIES

2013 available & functioning facilities target:

90%

SOURCE: PMIU, November data

3. AVAILABILITY AND FUNCTIONING OF FACILITIES

28,000 more basic facilities provided or repaired since last year

~2m students in schools with improved facilities

Teacher guide availability% of schools with available teacher guides

Teacher guide presence in schools has increased to almost 95%

SOURCE: PMIU, November 2011 data

4. TEACHER GUIDE PRESENCE & USE

94.792.0

78.0

0

Baseline Nov. 2011Oct. 2011Sept. 2011

47,000 schools now have teacher guides for primary school kids

4. TEACHER GUIDE PRESENCE & USE

District administration visits% of schools visited by district administrators

District administration visits have also increased significantly month on month although still below target of 90%

SOURCE: PMIU, October 2011 data

5. DISTRICT ADMINISTRATOR’S VISITS

78.3

67.2

22.0

Aug. 2011 Sept. 2011 Oct. 2011

Target % of school visits forall districts:

90%

5. DISTRICT ADMINISTRATORS' VISITS

46,000

6,000

schools inspected by EDOs and their teams in October

more schools inspected in October than in September

Enrolment – early results show average enrolment around 84% for Punjab – a significant increase over a similar survey in 2009 (77%)

Gujrat

M.B. Din

Narowal

Faisalabad

Bahawalnagar

Pakpattan

Okara

SahiwalKhanewalD.G. Khan

Multan

Muzaffargarh

Lodhran

Vehari

Bahawalpur

Rahimyar Khan

Rajanpur

Layyah

Jhang

SargodhaKhushab

Bhakkar

Mianwali

Chiniot

T.T. Singh

Attock

Pindi

Gujranwala

Sialkot

Lahore

Kasur

SOURCE: Nielsen Household Survey 2011

6. ENROLMENT

LAYYAH 80

CHINIOT 81

SAHIWAL 82

SARGODHA

BAHAWALPUR

85

LAHORE 92

RAWALPINDI 94

GUJRANWALA 95

SIALKOT 95

ESTIMATED

PUNJAB AV.

75

MUZAFFARGARH 78

84

Enrolment (public & private schools, 5-9 years old)% of total population aged 5-9


1,000,000more children aged 5-9 in school today than in 2009

Several districts with excellent EDOs and teams lead the way by meeting all or most of their roadmap targets

Gujrat

M.B. Din

Narowal

Faisalabad

Bahawalnagar

Pakpattan

Okara


Multan

Muzaffargarh

Lodhran

Vehari

Bahawalpur

Rahimyar Khan

Rajanpur

Layyah

Jhang

SargodhaKhushab

Bhakkar

Mianwali

Chiniot

T.T. Singh

Attock

Pindi

Hafizabad

Sialkot

Lahore

Kasur

Chakwal Jhelum

Gujranwala

SheikhupuraNankana

Common characteristics to most outstanding districts include:

▪ Outstanding EDOs and teams selected through search committee

▪ Excellent DCO leadership

▪ Good EDO – DMO collaboration

▪ Innovative action planning at district level to solve key issues

22

Confidence voting

Not Very

Very

Not Very

Very

In part

In part

How confident are you that the goals that have been set for your district will be achieved?

b. For teacher presence

c. For functioning of facilities

Not Very

VeryIn

part

a. For student attendance

23

In July, you were confident Punjab would achieve its education goals. Confidence ranged from “in part” to “very”...

24

Identifying key successes

▪ In district pairs discuss and agree what your top successes have been in the last 6 months? Capture the top successes on the cards provided.

▪ Choose your top two successes and be ready to explain these to others on your table.

Khushab - Leading the way in successful roadmap reformCASE STUDY

17 November 2011

Module 1 – Reflecting on progress and learning from others

26

Khushab was the only district to meet targets on all key indicators in September 2011

On or above target

Made good progress Significantly off track

Made some progress

Rawalpindi

GujratJhelum

M.B. Din SialkotNarowalGujranwalaHafizabad

LahoreFaisalabad

Bahawalnagar

PakpattanOkara


Multan

Muzaffargarh

LodhranVehari

BahawalpurRahimyar Khan

Rajanpur

Layyah T.T. Singh

Jhang

SargodhaKhushab

Bhakkar

MianwaliChakwal

Attock

ShekhupuraNankana

Sahib

Chiniot

Kasur

Rawalpindi

GujratJhelum


LahoreFaisalabad

Bahawalnagar

PakpattanOkara


Multan

Muzaffargarh

LodhranVehari


Rajanpur

Layyah T.T. Singh

Jhang

SargodhaKhushab

Bhakkar

MianwaliChakwal

Attock

ShekhupuraNankana

Sahib

Chiniot

Kasur

Rawalpindi

GujratJhelum


LahoreFaisalabadKasur

Bahawalnagar

PakpattanOkara


Multan

Muzaffargarh

LodhranVehari


Rajanpur

LayyahJhang

SargodhaKhushab

Bhakkar

MianwaliChakwal

Attock

ShekhupuraNankana

Sahib

Chiniot

T.T. Singh

Rawalpindi

GujratJhelum


LahoreFaisalabad

Bahawalnagar

PakpattanOkara


Multan

Muzaffargarh

LodhranVehari


Rajanpur

LayyahJhang

SargodhaKhushab

Bhakkar

MianwaliChakwal

Attock

ShekhupuraNankana

Sahib

Chiniot

T.T. Singh

Kasur

Teacher presence1 Functioning of facilities2

Teacher guide presence4Student attendance3

27

District education administration’s efforts are clearly visible at school level

Teacher using teacher guidein classrooms

Roadmap indicators posted in head teacher's office

Child friendly school environment

Names of School Council members and responsibilities

AEO's contact information onschool gate

Use of AV aids in classroom

28

There were four success factors leading to good performance

1 Exceptional commitment and leadership by the DCO

2 Effective collaboration between DCO and EDO with proactive sharing and analysis of tehsil, markaz and school-level data to identify and resolve issues

3 Emphasis on proactive, regular and detailed school visits by the EDO’s team

4 Definition of practical actions to improve education performance on key indicators

29

DCO Khushab’s commitment to education reform and leadership by example sets the tone for the entire district administration

▪ DCO sets a personal example through surprise visits to schools on a weekly basis, with a focus on the weaker areas of the districts. This has created a high level alertness both within the school and the district administrations.

▪ DCO leads action oriented monthly District Review Committee meetings. Meetings focus on performance analysis and issue identification at markaz level. To the extent possible, corrective action is decided within the DRC meetings themselves.

▪ DCO has personally led an effort to take all key stakeholders on board. This includes politicians, education officials and teacher unions. This has created a consensus on reform and allows meritocratic execution to take place

Illustrative quotes

1

“There are two EDOs education in Khushab – one is the EDO himself and the second is the DCO”

– DMO

“The fact that the DCO himself visits schools every week has kept the entire education workforce (from the EDO to school teachers) on their toes.”

– EDO

30

DMO consistently shares school level data with the EDO to enable effective corrective action

School level data presented by DMO to EDO on a monthly basis

EMISCODE SCHOOL NAME MARKAZ NAME INSPECT DATE INSPECT TIME OFFICIAL NAME DESIGNATION REMARKS38210258 GPS CHAK NO 46 MB JAUHARABAD (ME) Oct 25 2011 11:10AM MUHAMMAD HANIF PTC/JV Unauthorized Absence38210813 GES MODEL NO. 4 JAUHARABAD JAUHARABAD (ME) Oct 10 2011 10:15AM MUHAMMAD EHSAN S.E.S.E.(Science) Unauthorized Absence38210164 GPS CHAPPAR SHARIF KHUSHAB (ME) Oct 20 2011 12:25PM MANZOOR FATIMA PTC/JV Unauthorized Absence38210191 GPS SHAHAN WALA KHUSHAB KHUSHAB (ME) Oct 26 2011 11:32AM MUHAMMAD RAFIQUE PTC/JV Unauthorized Absence38210423 GPS ALI KHAN KHAIL MITHA TIWANA EAST (ME) Oct 15 2011 11:20AM MUHAMMAD ASLAM PTC/JV Unauthorized Absence38210450 GPS NO. 4 SARFRAZ COLONY JAUHARABADMITHA TIWANA EAST (ME) Oct 8 2011 11:40AM MUHAMMAD IBRAHIM PTC/JV Unauthorized Absence38210460 GPS SULTAN PUR ANGRA MITHA TIWANA EAST (ME) Oct 8 2011 8:45AM MUSHTAQ AHMAD PTC/JV Unauthorized Absence38210841 GES RAILWAY STATION MITHA TAWANAMITHA TIWANA WEST (ME) Oct 8 2011 8:15AM FARHAT TAHIRA PTC/JV Late Comer38210841 GES RAILWAY STATION MITHA TAWANAMITHA TIWANA WEST (ME) Oct 8 2011 8:15AM GHAZNFAR ALI PTC/JV Unauthorized Absence38210348 GPS MAKRUMMI NAUSHERA (ME) Oct 20 2011 9:00AM MUDASAR GHAFOOR PTC/JV Unauthorized Absence38230798 GES CHAK 8 MB QUAIDABAD (ME) Oct 18 2011 9:05AM SULTAN ALI P.T.I. Unauthorized Absence38210589 GGPS AHEER COLONY JAUHARABAD NORTH (FE) Oct 6 2011 12:35PM NASEEM AKHTAR PTC/JV Unauthorized Absence38210626 GGPS CHAK NO. 53 MB JAUHARABAD JAUHARABAD SOUTH (FE) Oct 18 2011 12:45PM AISHA RASHEED PTC/JV Unauthorized Absence38210651 GGPS WATOO GIROTE JAUHARABAD SOUTH (FE) Oct 7 2011 9:45AM TEHREEN FATIMA PTC/JV Unauthorized Absence38210858 GGHS CHAK NO 51 MB JAUHARABAD SOUTH (FE) Oct 17 2011 12:30PM FARHANA NAZ S.S.T.(Arts) Unauthorized Absence38210870 GGES DHAK KATHA SAGHRAL (FE) Oct 20 2011 9:25AM ABIDA BATOOL PTC/JV Late Comer38210871 GGES JASWAL KATHA SAGHRAL (FE) Oct 22 2011 1:25AM REEHANA GUL EST(English) Unauthorized Absence38210766 GGCMS CHAK NO 44 MB MITHA TIWANA (FE) Oct 6 2011 11:30AM KHURSEED BEGUM PTC/JV Unauthorized Absence38210778 GGPS HAJI SULTAN MEHMOOD PALUWANMITHA TIWANA (FE) Oct 7 2011 9:50AM SHAGUFTA JABEEN PTC/JV Unauthorized Absence38210786 GGPS PUNJA SHARIF MITHA TIWANA (FE) Oct 8 2011 10:05AM KAUSAR PERVEEN PTC/JV Unauthorized Absence38210788 GGPS NO 2 RODA MITHA TIWANA (FE) Oct 22 2011 12:50PM AMIR BIBI PTC/JV Unauthorized Absence38210883 GGES RODA MITHA TIWANA (FE) Oct 22 2011 10:00AM SHAHEENA GHAFFAR EST(English) Unauthorized Absence38210671 GGPS NO. 1 JABA NAUSHERA SOUTH (FE) Oct 26 2011 1:10AM TANVEER KAUSAR PTC/JV Unauthorized Absence38210684 GGPS SALARI NAUSHERA SOUTH (FE) Oct 22 2011 10:50AM RUBINA SHAHEEN PTC/JV Unauthorized Absence38230583 GGPS SHIMAR QUAIDABAD (FE) Oct 21 2011 10:00AM NASREEN AKHTAR PTC/JV Unauthorized Absence38230845 GGES BANDIAL QUAIDABAD (FE) Oct 10 2011 11:20AM GUL NAZ E.S.T.(Arts) Unauthorized Absence38230847 GGES CHOHA SHARIF QUAIDABAD (FE) Oct 10 2011 9:20AM TAYABA SAEED E.S.T.(Arts) Unauthorized Absence

Teaching Staff Absentiesm

Illustrative quotes

“The DMO and I have a friendly cat and mouse relationship. He runs behind me with a mirror image of my district. This chase has helped me cover a significant distance towards our targets.”

– EDO

2

31

In DRC meetings performance is analysed at Tehsil and markaz level on each indicator in line with the organisation structure of the EDO’s team

Tehsil and markaz level breakdown of data creates an accountability structure for DEOs, DDEOs and AEOs

PRESENCE OF TEACHING STAFF (October 2011)Max Score = 16 October

Distt. Avg. = 11.76October

Distt. Avg. = 11.76September


Distt. Avg. = 15.14

Teaching staff breakdown at Tehsil and Markaz level

PRESENCE OF TEACHING STAFF (October 2011)Max Score = 16 October

Distt. Avg. = 11.76October



Distt. Avg. = 15.14

2

32

Consistently high visit rates have been made possible through a set of simple actions enabled by the DCO

3

Deputy DEOs conduct weekly meetings with all AEOs to discuss problems identified during school visits that are captured on the proforma

▪ Field officers instructed to visit all schools that lie within one route

▪ TA DA for female AEOs reimbursed with a minimum processing time

▪ Vehicles repaired for DEOs and Deputy DEOs

▪ Underperforming AEOs suspended from service

Action steps Khushab led the way in visits - the only district to visit more than 60% of schools in August

33

Khushab has taken concrete action steps to improve performance on individual indicators

▪ Limited the number of casual leaves per teacher to 2 per month

▪ Provided incentives to teachers and field officers conditional to performance

– Awarded promotions to teachers that were on hold since 14 years

– Promised to award land plots to top 5 teachers/AEOs

Teacher presence

▪ Awareness walks conducted by NRSP for enrolment and attendance

▪ Instructed head teachers to send students to homes of absent students to enquire reason of absence

▪ Used mosques to make announcements focused on importance of sending children to school

▪ Calculated mean scores of DSD monthly tests using total enrolment as the denominator as opposed to students present

▪ Invoked competition between public and private schools by comparing attendance in nearby private schools during school visits

▪ Creating an attractive school environment by maintaining school cleanliness and posting colourful pictures on school walls

Student attendance

▪ Instructed head teachers to utilise SMC funds for toilet repairs

▪ Field officers ensured SMC funds were used to buy water coolers in areas where water connection is not available

Functioning of school facilities

Action steps

4

34

Please complete below:

Participants should record below what they have learnt from other districts about the successes they have achieved

Learning from others

35

MODULE two:ACTION PLANS AND USE OF

DATA




Lunch12:30 pm


Break4.00 pm

Break10:15 am



36

The original focus of delivery plans was to create a sense of urgency with tight deadlines

Michael’s letter to Departments in August 2001

Four types of delivery plans we encountered in PMDU

▪ Create a sense of urgency with a tight deadline

▪ Do not provide a template. Suggest a list of features to be included:

– Accountability and leadership

– Project management

– Levers for change

– Feedback and communication

– Timetable for implementation

– Risks and constraints

– Inter-departmental collaboration

– Resources

– Benchmarking

▪ Great on paper covers the ground

▪ But little relation to reality

▪ Keeping people happy

1. Looks good on the shelf...

▪ Superficial treatment “we’re already doing it”

▪ Describes the problems “...impossible...”

▪ Few actions leading to outcomes

2. It’s all very difficult...

▪ (sometimes beautiful) prose

▪ Short on data

▪ Brings together existing actions

3. Essays decorated with the odd number...

▪ Detailed actions to make a difference

▪ Living plan – to be used and changed

▪ Data and trajectories

▪ Who will do what

4. It’s a good start...

37

Criteria for good delivery plans

By answering…A good delivery plan will…

How will you know if the delivery plan has been successful? Articulate its aspiration1.

What is the delivery chain for each activity, and what actions will be taken along that chain? What are key links?

Identify the relevant delivery chain(s)

4.

What will you improve, remove, or introduce? How do these activities fit together, and how are they sequenced?

Identify the relevant activities2.

What is the planned time-path of the target metric? How do you know that the target will be achieved?

Set a trajectory for implementation5.

What indicators will be monitored to check whether delivery is on-track? What are the implementation milestones?

Detail performance management6.

What benchmarks exist that relate to your plan, and how will you share best practice on an ongoing basis?

Incorporate benchmarking7.

What resources are required for the plan’s success, and if not currently available, how will they be obtained?

Describe the resources and support required

8.

Who are the relevant stakeholders, and how will you engage with and manage them effectively?

Prepare to manage stakeholders and users

9.

What risks and constraints might throw the work off course, and how will they be managed?

Anticipate and prepare for risks10.

Who owns the delivery of each activity? Who will ultimately be responsible for delivering on the plan?

Assign leadership, management, and accountability

3.

Example of a district action plan

Action DeadlineResponsible

▪ Communicate school visit check-list to Dy-DEOs and AEOs and make enough prints

▪ Track school with more than 2 leaves by teacher last month and call head teachers

▪ Communicate in person rule of 2 leaves / month to every head teachers during visit

▪ 21/11

▪ 17/11

▪ 13/11

▪ DEOs

▪ DEOs

▪ AEOs

Teacher presence

▪ Present issue to all head teachers▪ Make sure that schools implement following rule:

– Head teacher meets with every student with >1 day of absence

– Make a list of most absent students and make 1 call / visit to parents

▪ 18/11

▪ 21/11

▪ EDO

▪ DEOs

▪ AEOs

▪ AEOs

Student attendance

▪ According to school visit check-list, spend at least 10 min per school checking guide usage and coaching teachers about it

▪ Review list of schools without teacher guides and allocate problem schools to TEs

▪ 21/11

▪ 17/11

▪ DEOs

▪ DTSC Head

Use of teacher guides

▪ …Availability and functioning of facilities

▪ Define schedule for DEOs, Dy-DEOs and AEOs: time devoted to visits, number of visits / week

▪ EDO ▪ 15/11Other indicators if required

EXAMPLE

39

Table and Plenary Discussion:

▪ How could this type of action plan help you?

▪ What are the main strengths of this plan?

▪ What else might you need to include?

40

Example of a good action plan

Action DeadlineResponsible

▪ Communicate school visit checklist to Dy-DEOs and AEOs and make enough prints

▪ Track school with more than two leaves by teacher last month and call head teachers

▪ Communicate in person rule of two leaves / month to every head teachers during visit

▪ 21/11

▪ 17/11

▪ 13/11

▪ DEOs

▪ DEOs

▪ AEOs

Teacher presence

▪ Present issue to all head teachers▪ Make sure that schools implement following rule:

– Head teacher meets with every student with >1 day of absence

– Make a list of most absent students and make 1 call / visit to parents

▪ 18/11

▪ 21/11

▪ EDO

▪ DEOs

▪ AEOs

▪ AEOs

Student attendance

▪ According to school visit check-list, spend at least 10mn per school checking guide usage and coaching teachers about it

▪ Review list of schools without teacher guides and allocate problem schools to TEs

▪ 21/11

▪ 17/11

▪ DEOs

▪ DTSC Head


▪ …Availability and functioning of facilities

▪ Define schedule for DEOs, Dy-DEOs and AEOs: time devoted to visits, number of visits / week

▪ EDO ▪ 15/11Other indicators if required

All actions have a person responsible and a deadline

Actions are specific and can easily be checked

Deadlines are realisticAll those responsible are people actually present during the meeting

EXAMPLE

41

How can you use the data available to group marakiz into different performance categories?

Each pair to consider:

▪ What are the different criteria we might use to categorize performance?

▪ What are the most important performance groups we should focus on?

42

Data tablesPercent

Already on November target

Improvement required to reach November targetFar from November target

Pasrur

Saddar

Sambrial

Gadgore

Sabaz Peer

Dalowali

Moutra

Daska

Uggoki

Kotli Loharan

Satrah

Phuklian

Bambanwala

Badiana

Head Marala

Carporation

Kotli Said Amir

MarkazStudent attendance

Teacher guides

Functioning facilities

Teacher presence

84 86 70

77 76 68

89 84 49 88

80 80 59

84 95 65

89 83 93 81

87 84 99 73

85 84 79 67

86 79 60

85 77 79

89 84 83 82

84

80

80

81

80

82

81 79 81 73

79 83 82 51

88 83 81 72

96 87 100 70

90 84 92 74

90 82 92 96

Students attendance

Teacher guides

Teacher presence

Functioning facilities

85 88 99 74

75 85 99 69

88 83 100 85

75 79 100 57

83 85 100 73

84 86 99 80

83 86 100 77

84 86 100 81

89 88 100 66

71 87 100 72

88 88 100 84

83 84 100 84

81 86 100 69

77 85 100 69

91 87 100 73

80 86 100 80

78 86 94 91

Pasrur

Saddar

Sambrial

Gadgore

Sabaz Peer

Dalowali

Moutra

Daska

Uggoki

Kotli Loharan

Satrah

Phuklian

Bambanwala

Badiana

Head Marala

Carporation

Kotli Said Amir

Markaz

September, 2011 October, 2011

43

Another way to look at performance is using a simple matrix of current performance level vs performance trend

Improving

Continue to support and monitor closely

Immediate intervention

Share good practice

Identify what has gone wrong

Declining

Low performing

High performing

44

What proportion of marakiz fall into each performance category and how might actions need to be tailored for each group of marakiz?

▪ In district pairs use the data tables provided to identify marakiz in each performance group

▪ Identify the approximate proportion and one or two examples of marakiz in each group

▪ Discuss how your actions might need to be tailored for each group of marakiz

▪ Complete the template provided in the handbook for each group of marakiz

45

Template to complete

Performance Category

Proportion of marakiz

Example of marakiz How do actions need to be tailored?

Low performing and declining

Low performing and improving

High performing and declining

High performing and Improving

What questions might you ask to place marakiz in different categories?

• How many green indicators does the markaz have?

• How many red indicators does the markaz have?

• What is the overall balance between red/amber/green?

• On how many indicators has there been improvement in the last month?

• On how many indicators has there been a decline?

• Are there any indicators where the markaz is seriously underperforming?

46

47

MODULE THREE: STRENGTHENING ACTIONS IN

OUR PLANS




Lunch12:30 pm


Break4.00 pm

Break10:15 am



48

Examples of best practices to improve teacher presence

Teacher presence

▪ Limit the number of casual leaves per teacher to 2 per month

▪ Instruct head teachers to ensure that no more than 10% of total teachers in their school are absent on a given day

▪ Explain to teachers that casual leave is not a right but a privilege to be used under special circumstances

▪ Instruct head teachers/AEOs to accept CL only when the teacher has sent the application on the same day (through ‘sms’ if post takes longer)

▪ Provide incentive to teachers who take less than 25 CLs in a year (e.g. making promotion conditional to presence)

▪ Maintain a list of habitually absent teachers in the district and issue warnings to such teachers

▪ Instruct cluster centre heads to ensure that teachers are sent to nearby single teacher schools in case the single teacher is absent

▪ Issue orders asking teachers to perform all non-teaching duties after school hours

Practices

49

Examples of best practices to improve student attendance

Student atten-dance

▪ Instruct all headteachers to calculate percentage attendance daily in the Roznamcha to create visibility against district target1

▪ Hold surprise extra-curricular activities after break time to discourage students from leaving during the break

▪ Maintain phone numbers of parents in student attendance register and call parents of absent students

▪ Maintain a kids’ room in the campus to create incentive for young students

▪ Ask present students to deliver message to absent classmates

▪ Ask Imams to highlight importance of school attendance at mosque

▪ Hold regular School Council meetings to engage local community members in launching campaigns to increase student attendance

– School Councils to be functionalized by replacing current members who are inactive

▪ Grant exemption of Rs.20 to vulnerable students likely to dropout

Practices

1 District target table should be posted in the head teacher’s office

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Example of other best practices

Presence of teacher guides

▪ Compile a list of schools without teacher guides to be shared with DTSC head

▪ Use SMC funds to make photocopies of teacher guides in schools with multiple class sections

Practices


▪ Ensure coordination between Dy. DEOs/AEOs and DTEs to send consistent message on teacher guide use

▪ Assign qualified teachers the responsibility of holding weekly two hours workshop to coach teachers who are struggling with the use of teacher guides

▪ Remind head teachers of their role in teacher training: every morning, each head teacher must make systematic review of all classrooms to monitor and coach teachers on teacher guide use

▪ Ensure that the school visit checklist used by AEOs has a component on teacher guide usage

Function-ing of school facilities

▪ Encourage use of SC funds and FTF by head teachers for minor repairs and provision of drinking water and toilets

▪ Use DRC meetings to request funds for missing facilities

▪ Post charts in offices of head teachers indicating amount of funds utilized

▪ Proactively engage affluent members of the locality to fund missing facilities

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Template for completing action plans

Teacher presence

Student attendance


Availability and functioning of facilities

Action ResponsibleDeadline

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Personal Commitments

▪ What am I going to do with my team to strengthen this plan even further?

▪ What am I going to need to do differently to ensure the plan is implemented well?

Space for participants to complete below:

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MODULE FOUR: ROUTINES


Module 4 Routines09:00 am

Module 5 – School Visits11:00 am

Lunch12:00 pm

Conclusion to day two4.30 pm

Break3.00 pm

Break10:30 am

Module 6 Strengthening relationships1:00 pm

Closing the training programme3.30 pm

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A culture of delivery

embodies …

Ambition

▪ Believe that ambitious changeis achievable

▪ Be the "unreasonable" voice that:

– Challenges performance

– Asks tough questions

Focus

▪ Maintain consistent, relentless focus on narrow set of priority targets

▪ Demand practical solutions that produce results

Clarity

▪ Communicate precisely and directly

▪ Base all actions on empirical facts

▪ Spend time understand what’s happening on the "front lines"

Urgency

▪ Apply "gentle pressure"

▪ Acknowledge challenges but push for faster progress

▪ Emphasize the moral purpose of aspiration

Irreversibility

▪ Think about how to make change "stick"

▪ Avoid com-placency of early success

▪ Build mind-sets & institu-tions for enduring success

Developing a culture of delivery is critical to realize the system’s aspirations

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The approach of the delivery team

Ambition Focus Urgency Clarity Irreversibility

▪ Keep the leadership well informed

▪ Be plain speaking

▪ Learn from and spread best practice

▪ Build capacity

▪ Simplify things

▪ Focus on action

▪ Ask the important questions

▪ Make heroes of people who deliver

The team will …

▪ Be just another committee

▪ Be burdensome and bureaucratic

▪ Distract people from their key tasks

▪ Take the credit for delivery that belongs to others

▪ Get in the way of delivery

▪ Micro-manage

▪ Offer opinion without advice

The team will not …

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EDO roles and behaviors presented to the CM last July

Role Behaviours

Manager of Human Resource

Inspection of schools Coordination and motivation

Selection of his own team

Master trainer

Planner

Financial Manager Implementation of rules

Evaluation of Tehsils/Marakiz

Monitor performace

Take leadershipPresent yourself strongly

Demonstrate sense of responsibility

Dedication and hard work

Build consensusProblem solver

Plan and execute Acknowledge dissenting opinions

Be creativeDo not complain about political pressure

Be vigilantMonitor like a lion

Honesty

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Purpose Frequency

Prime Minister Notes

▪ Progress update briefing for the Prime Minister

▪ Consists of a brief summary, followed by a short report

▪ Monthly

▪ Regular meeting of Prime Minister, leaders from relevant departments, and key officials

▪ Quarterly

Stocktakes

▪ Comprehensive assessment of the status of all of the system’s key priority areas

▪ From delivery leader to Prime Minister

▪ Every six months Delivery

reports

Routines in the Prime Minister’s Delivery Unit

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Guiding Principles for Effective Routines

▪ Present clear and compelling information

▪ Use evidence and avoid opinion without evidence

▪ Confront problems head-on and determine solutions

Useful Content

▪ Be economical with time; ensure meetings have a focused purpose and end early when possible

▪ Follow up after routines to maintain clarity and ambition in actions set out

▪ Avoid micromanagement, additional bureaucracy, or unneeded work

Efficient Process

▪ Speak plainly, truthfully, and calmly

▪ Simplify the message but do not oversimplify and distort facts

▪ Push the credit out to the front line

Clear Communication

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Routines

Content

▪ What compelling data and information do we need to use to drive action?

▪ Are they written reports, or face-to-face meetings, or both?

Process

▪ Can we adapt any existing meetings, or do we need new processes?

▪ How frequently can we meet or report? How can we can make the most efficient use of the time available?

People

▪ Who needs to be involved?

▪ What role will our senior people play?

What are the key issues to consider?

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Example routines for EDOs to consider:

▪ Field officers “sms” the list of schools visited to EDO Daily

▪ EDO holds meeting of all DEOs, Dy. DEOs and AEOs to

– Consolidate list of schools visited

– Identify problem schools

– Plan corrective action

Weekly

▪ EDO holds meeting with DMO and DTSC head to

– Receive feedback from MEA visits

– Ensure AEOs and DTEs are working together to increase teacher guide usage

Weekly

▪ EDO holds meeting with DCO to review progress and resolve issues

Monthly

FrequencyRoutines

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FrequencyRoutines

Template: complete your own routine of meetings focused on indicators and performance

Who is involved

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▪ What do I need to do to make my district’s routines as effective as possible?

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MODULE FIVE: SCHOOL VISITS

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There is still a big variation in the number of school visits...

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Lodhran Chakwal Sialkot Jhelum D.G. Khan Mianwali Nankana Sahib Sahiwal Gujranwala Shiekhupura Bahawalnagar Multan Rawalapindi Rajanpur Layyah Attock Bahawalpur Vehari T.T.Singh Narowal Kasur Faisalabad Hafizabad Khanewal Rahimyar khan Lahore Okara Muzaffargarh Sargodha Jhang M.B.Din Chiniot Gujrat Bhakkar Pakpattan Khushab

September - School visits by district administrators, %

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Sargodha Bahawalpur M.B.Din Rahimyar khan Bhakkar Multan Faisalabad Lahore Pakpattan Muzaffargarh Khushab

Chakwal Sahiwal Layyah Mianwali Sialkot Narowal Hafizabad Gujranwala Bahawalnagar D.G. Khan Chiniot Lodhran Vehari Jhang Rajanpur Nankana Sahib Gujrat Kasur Khanewal Attock Shiekhupura T.T.Singh Okara Rawalapindi

August - School visits by district administrators, %

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Consistently high visit rates can be made possible through a set of simple actions enabled by the DCO

▪ Field officers instructed to visit all schools that lie within one route

▪ TA DA for female AEOs reimbursed with a minimum processing time

▪ Vehicles repaired for DEOs and Deputy DEOs

▪ Underperforming AEOs suspended from service

Action steps

Deputy DEOs conduct weekly meetings with all AEOs to discuss problems identified during school visits that are captured on the proforma

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Increasing the number of school visits

Paired Discussion:

▪ What have been the barriers to increasing the number of school visits?

▪ What actions do you now need to take to increase the number of school visits?

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Template: Increasing the number of school visits

What have been the barriers to increasing the number of school visits?

What actions do you now need to take to increase the number of school visits?

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Increasing the quality of school visits

Table Discussion:

▪ What are the main features of an excellent school visit?

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Sample check-list for school visits

YES NO

▪ Is there any teacher that has taken more than 2 casual leaves in the last month?

▪ Is there any classroom without a teacher?

▪ Does the head teacher have a list of frequently absent students?

▪ Did the head teacher talk with frequently absent students during the last week?

▪ Is there one classroom where the teacher guide is on the teacher’s desk?

▪ Can at least 3 out of 5 teachers explain which section of the teacher guide they are currently using?

▪ Is there any classroom where the head count of students does not match the attendance recorded on register?

▪ Does the head count of teachers match with teacher presence on the register?

▪ Do all the teachers know which students were absent yesterday and why?

▪ Did the head teacher / teachers call or visit parents of frequently absent students during the last month?

▪ Does the head teacher know about Roadmap objectives (enrolment, student attendance, teacher presence, teacher guides)?

▪ Does the head teacher know about the current performance of his/her school relative to district targets?

Visit 5 classrooms (grades 1-5)

Discuss with head teacher

▪ Is there any facility (electricity, toilet, drinking water, boundary wall) that is available but not functional?

Check facilities

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Best field officers use the log book to record actions to be undertaken by head teacher before their next visit

School name:

Actions to be undertaken by the head teacher before next month’s visit

Head teacher’s signature

District administrator’s signature

Date:

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What do I need to do to make my district’s school visits as effective as possible?

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MODULE six: STRENGTHENING RELATIONSHIPS


Module 4 Routines09:00 am

Module 5 – School Visits11:00 am

Lunch12:00 pm

Conclusion to day two4.30 pm

Break3.00 pm

Break10:30 am

Module 6 Strengthening relationships1:00 pm

Closing the training programme3.30 pm

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At our last workshop you produced versions of your own Delivery Chains and looked at the strengths and weaknesses of the links in the chain…

▪ A delivery chain is the set of people or organizations, and the relationships between them, through which a activity is implemented

▪ A delivery chain has one question at its core: Starting from the intent of a leader and ending with front-line behaviors and practices, how – and through whom – does a system activity happen?

Delivery Chains and Relationships

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Improving the EDO-DMO relationship

Paired and Table Conversation:

▪ What do we want from our DMO?

▪ How can we strengthen our relationship with our DMO?

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What do I need to do to improve my relationship with my DMO?

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The other key relationship in the delivery chain is the DCO-EDO. In Khushab the DCO’s commitment to education reform and leadership by example sets the tone for the entire district administration

▪ DCO sets a personal example through surprise visits to schools on a weekly basis, with a focus on the weaker areas of the districts. This has created a high level alertness both within the school and the district administrations.

▪ DCO leads action oriented monthly District Review Committee meetings. Meetings focus on performance analysis and issue identification at markaz level. To the extent possible, corrective action is decided within the DRC meetings themselves.

▪ DCO has personally led an effort to take all key stakeholders on board. This includes politicians, education officials and teacher unions. This has created a consensus on reform and allows meritocratic execution to take place

Illustrative quotes

“There are two EDOs education in Khushab – one is the EDO himself and the second is the DCO”

– DMO

“The fact that the DCO himself visits schools every week has kept the entire education workforce (from the EDO to school teachers) on their toes.”

– EDO

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What do I need to do to improve my relationship with my DCO?

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PLANNING FOR THE NEXT SIX MONTHS

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Exercise: Completing personal plans

▪ Using the example template which follows and drawing from the relevant pages in the workbook please capture the key commitments you have made and dates for implementing them

▪ Consider how you might work with a group of other EDOs to discuss and reflect on the progress made in implementation and share lessons with each other

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Completing your six-month plan

June

January

February

March

April

May

Activities

Achievement of Roadmap

targets

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