We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byDion Fake
Modified about 1 year ago
© 2014 LeapEd™ Services Staff Training Trust School Programme Standards Elmarie Potgieter 8 January 2015
© 2014 LeapEd™ Services The Trust School Programme is a transformational programme which aims to provide equitable access to excellent education for all Malaysian children and enhances school excellence through raising standards of existing school leadership, learning and teaching practices as well as the implementation of a wide range of curricular and co-curricular programmes. (Potgieter, Johnston and Lee, 2014)
© 2014 LeapEd™ Services Standards and Practices document provides a framework which is both explicit and transparent for all schools so that there is no confusion about the requirements at each stage. The framework acts in a number of ways to drive and support school improvement, for example by: raising expectations through criteria and grade descriptors that illustrate the standards of performance and effectiveness expected of schools, offering a sharp challenge and the impetus to act where improvement is needed, clearly identifying strengths and weaknesses and by promoting rigour in the way that schools evaluate their own performance, thereby enhancing their capacity to improve. The Trust School Standards Document
© 2014 LeapEd™ Services ‘The vision for Trust Schools is to transform schools in Malaysia into beacons of excellence for all public schools where the unique learning needs of each student is met in order to maximise their potential and to equip them with the necessary competencies, knowledge and understanding needed to be successful as a Malaysian citizen living in the 21 st century.’ Trust School Vision (Potgieter, Johnston and Lee, 2014)
© 2014 LeapEd™ Services Student Aspirations (MoE 2013) N ational identity T hinking skills K nowledge B ilingual proficiency E thics and spirituality L eadership skills
© 2014 LeapEd™ Services The vision to transform Malaysian public schools defines four strategic goals for holistic transformation. 1.Develop high quality leadership and management 2.Improve the quality of teaching and learning 3.Maximise student achievement and potential 4.Strengthen the involvement of parents and the broader community in order to achieve effective student outcomes Strategic Goals
© 2014 LeapEd™ Services From Vision to Action Programme Standards Performance Matrix 20 Indicators 5 Performance Levels: Foundation (L1,L2, L3), Accredited TS & Model TS Level Descriptors Measurable and evidence based Inform TOV and KPT 4 Programme Standards 20 Indicators Indicator Criteria The vision defines Four Strategic Goals for Holistic Transformation Identify specific behaviours, systems and practices for all Trust Schools Provides descriptors to measure a Trust School’s progress from TOV towards achieving the Programme Standards 4 Strategic Goals The vision to transform Malaysian Public schools Trust School Vision
© 2014 LeapEd™ Services The Programme Standards Document provides a framework for the implementation of the Trust School programme It ensures quality and sustainability in the implementation of the programme The programme standards are derived from the four strategic goals Standard indicators have been identified within each standard, and are represented in the Programme Performance matrix. The Programme Standard Indicators inform the setting of Key Performance Targets outlined in the approved Designated Instrument (DI) with defined targets for School and Student progress. Programme Standards
© 2014 LeapEd™ Services The Gradual Release Model Foundation 1 Foundation 2 Foundation 3 Accredited Trust School Model Trust School Trust School Programme Standards Programme Standards Performance Matrix: Level Progression PrePost Pre- Implemen tation Transforming Phase Theory, Modelling, New Systems Introduced Solidifying Phase Embed Practices Transforming Phase Monitoring, Selective support, prepare for graduation Post- Graduati- on The Gradual Release Model (GRM) LeapEd School
© 2014 LeapEd™ Services Model Trust School 1 Accredited Trust School Reached the expected standards of a Trust School. Expected to sustain these systems and develop continuously. 2 Foundation 3 3 Foundation 2 4 Foundation 1 5 Outstanding achievement benchmarked against international standards. More evidence of the implementation of Trust School methodologies and systems. Some evidence of the implementation of Trust School methodologies and systems. Little evidence of standards of good practice expected in a Trust School.
© 2014 LeapEd™ Services Programme Standard Overview 1.School Improvement Planning 2.Distributed Leadership 3.Leadership CPD & Learning 4.Financial planning and integration 5.Performance management 6.Effective Staff Utilisation 1.Teaching pedagogy embedded 2.Student Engagement and collaboration 3.The Learning Environment 4.Teacher CPD & Learning 5.Innovative Assessment & Learning 6.Students Learning Strategies Standard 2: Trust Schools provide high quality teaching and learning 1.Parents are well informed and involved. 2.Parents actively participate in the school’s planning. 3.School has a community, district and state engagement programme. Standard 4: There are strong relationships with Parents and the Broader Community including the local District Office and State Education Department to support effective student outcomes 1.Student Development 2.Holistic Co-Curriculum development 3.Positive Behaviour strategies 4.Promote Communication Skills and Bilingualism 5.Student Key Performance Targets Standard 3: Student achievement and potential is maximised Standard 1: There is high quality leadership and management (Potgieter, Johnston & Lee, 2014)
© 2014 LeapEd™ Services Annual TSIP Implementation Tracking & Monitoring School Self Evaluation Framework Baselining (Pre programme) Key Performance Target Setting (Year 1)
© 2014 LeapEd™ Services Programme Performance Matrix 4 Programme Standards 5 Performance Levels: 5 – Model TS 4 – Accredited TS 3 – Foundation 3 2 – Foundation 2 1 – Foundation 1 85 criteria across 20 indicators for Accreditation Indicators
© 2014 LeapEd™ Services In order for a school to become an Accredited Trust School it has to demonstrate the successful achievement of ALL performance descriptors under 20 indicators across four Programme Standards at level 4. Once a school reaches this level, it is deemed to be equipped with the necessary skill sets and related systems to allow it to maintain its accreditation status and to continually improve towards becoming a Model Trust School. Accreditation
© 2014 LeapEd™ Services Four Programme Standards with related Programme Indicators and Descriptors Operationalised through KPTs set in Year 1 of the programme to be achieved in Year 5 Targets for School and Students are expressed in the Designated Instrument (DI) Student Targets are Mostly Academic Performance targets, influenced by performance in the National Exams (UPSR and SPM), as well as LINUS (for Grade 1-3), with additional targets set for High Performing Schools. School targets are aligned with Programme Standard Indicators and criteria at 5 Programme Levels in the Programme Standards Performance Matrix KPT Process
© 2014 LeapEd™ Services Progress Mapping Chart
© 2014 LeapEd™ Services The Progress Mapping Chart is used to guide Education Leads and other stakeholders in pinpointing, with a good degree of accuracy, the progress of their schools against the Key Performance Targets. Progress against the Key Performance Targets is measured quarterly, against the Progress Mapping Chart. Revision of these documents will be done in accordance to a process determined in the Working Guidelines Document. The Progress Mapping Chart is based on a formula that provides key progress targets over a period of 5 years. This is then used to determine whether a school is ahead of schedule, on track, below target and thus needing remedial or interventional strategy or at risk of not achieving the outcome. Progress Mapping Chart
© 2014 LeapEd™ Services The Trust Schools Programme accommodates schools with different starting points. The programme incorporates a differentiated support mechanism which gives additional support for schools that need it during their five-year journey towards accreditation. There is a minimum expectation that all schools, regardless of their starting point, will achieve accreditation level, and if at a higher starting point, will progress at least two levels to Model School Standard. A school deemed to be at foundation level at the start of the programme should reach Accreditation Level by the end of the five years programme. Accreditation in Five Years
Professional Development for School Leaders Technical Assistance Phase 1 Self-Assessment and Plan Design.
Assessing Students in the 21 st Century Presented by Jan Stanley, State Title I Director Karen Davies, Title I Coordinator.
E A S T R I D I N G O F Y O R K S H I R E C O U N C I L The New Relationship with Schools and the OfSTED SEF A training seminar for school leaders.
Closing the Achievement Gap in Americas Public Schools U.S. Department of Education Office of Elementary and Secondary Education.
Measuring Teacher Impact on Student Learning PEAC Discussion Document| August 20, 2010.
Performance management guidance. Performance management Part C: Appraisers An introduction to the revised Performance Management Regulations January 2011.
Oregon EL Strategic Plan EL Alliance Conference March 15, 2013.
Head of Learning: Job description Responsible to the Executive Headteacher Job purpose Provide inspirational and professional leadership which secures.
Performance management guidance. Performance management Part B: headteachers’ performance management Implementing the revised performance management regulations.
Assessment – An Integral Part of RTI Weighing cows wont make em fatter … just as, assessing children will not increase student learning!
An Introduction to the PDRs Workshop (Reviewees).
How Can Using Data Lead to School Improvement?. Six-Year Plan: Vision Collaborating for Success VISION: 1.An effective positive behavior support system.
An Introduction to Georgias Programming Standards for Meeting the Needs of Gifted & High- Ability Learners.
Quality Assurance of ICT in Education NAACE is the professional association for those who are concerned with advancing education through the appropriate.
© Crown copyright 2008 Assessing Pupils Progress Spring 2009.
National PRD Conference Influencing and Preparing for the Future 5 th June 2008.
What is District Wide Accreditation? Ensure Desired Results Improve Teaching & Learning Foster a Culture of Improvement A powerful systems approach to.
State and District Perspectives: Putting Policy into Practice Educator Evaluation and Assessment Mike.
Preparing for the new Equality Framework for Local Government Angela Mason National Adviser, Equalities and Cohesion IDeA 20 th January 2009.
Interpreting and Applying the 14 Standards Dr. José Jaime Rivera, President Universidad del Sagrado Corazón MSA Workshop - October 4, 2006.
Leon County School District Oral Exit Report Quality Assurance Review Team District Accreditation.
Data-Driven Decision Making: Essential Conditions for Success.
Developing people, improving young lives The 21 st Century school system: professional development for the childrens workforce in schools Hilary Emery.
Performance management guidance. Performance management Part D: appraisees An introduction to the revised performance management regulations January 2011.
Professional Learning Communities A Comprehensive Guide to PLC Start-Up to Sustainability Adapted from the work of Dr. Richard Dufour Mark Cerutti – Director.
Admissions Policy and HE Strategy Professionalising Admission to Higher Education in Further Education Conference Tuesday 2 March 2010 Annie Doyle, Senior.
Plantation Primary School Parents meeting – OFSTED 4 th November 2013.
RESPONSE TO INTERVENTION Information Session for Elementary Administrators Delaware Department of Education.
PAULDING COUNTY SCHOOL DISTRICT STAKEHOLDER’S MEETING February 4, 2013.
The Impact of School, Family, and Community Connections on Student Achievement Rebecca Derenge Office of Instructional Services West Virginia Department.
© 2016 SlidePlayer.com Inc. All rights reserved.