VSO Contribution to Education leadership and Management Education Leadership support work is aimed at improving the quality of education for all children VSO believes that a school well led supports improved teaching using learner centred methods and impacts on the learning of children

Is training alone enough to improve on school leadership and management? ESSP prioritises the quality of education enriched with qualified teachers at all levels and more Priority 10 of the ESSP emphasises the importance of leadership and administration.

Field experience  extra duties that are non education handled by education leaders on a day to day basis  time for monitoring school running, teaching and learning is not sufficient  limited support for teachers  Effective monitoring of pupils’ attendance and participation All this affects learning outcomes

Existing framework of education leadership in the decentralized structures Should delegation of authority in education leadership and management follow structured as below? And therefore should related capacity building follow suit? DEOs SEOs Head teachers (PTC)

VSO’s Contribution leadership and management through training for SEOs and HTs on ‘time management’ e.g.: How to balance private life and work life. Working effectively and efficiently Delegation Postponement Staff mentoring and development

Quote from a head teacher “Yes, I remember we talked about leadership style in the training. I am a team builder! I talk to my teachers and we decide things together as much as possible. I delegate tasks to particular teachers as well.”

VSO’s Contribution Pedagogical management:  Lesson Observation skills that are learner centered.  planning (lesson plans, schemes of work) in line with the curriculum  Discipline and Behavior management (school and class)

VSO’s Contribution HTs are trained on pedagogical management:  Lesson Observation skills that are learner centered.  planning (quality lesson plans, schemes of work) in line with the curriculum  Discipline and Behavior management (school and class)

Quote from a head teacher “The training from VSO was good. It helped us to think about how to support our teachers, what to look for in a good lesson and how to help them to create a positive learning environment. It also helped me to think about planning ahead and how to delegate responsibilities”

Behavior management

HTs are supported by leadership Advisors on how to use the Bridge model that requires input from the PTC members and the wider community for proper school planning based on: Vision of the school. Mission of the school.

Bridge Model

Girls and Boys participation Should education leaders be concerned about the participation of girls and boys? How is the school environment enabling / discouraging equal participation? HTs are facilitated to: -establish girls’ and boys’ clubs. -Girls’ rooms. -Separate girls’ and boys’ toilets -Creating strong students council

Equipped girls’ room

Data analysis & Interpretation HTs are mentored and coached on interpreting data (what it means for the sch) : School level data (school attendance) Linking the data with the indicators Analysis & interpretation of national Exam results. setting targets for developing sch. improvement plans and in staff development

Quote from a Head teacher “I analyse all the test results and use them to see which classes are getting better results. Then I have a meeting with all the teachers and we discuss how we can improve and who needs to do better. These tests are mainly used by me to judge the teachers performance. The P6 results at our school have consistently improved over the last three years I am looking for a further improvement this year.”

Are head teachers facing challenges in using English? collaboration with SM and SBMs in training the school community on English language proficiency helps to address that. Training on speaking skills: Personalization Story telling Debate and grammar English language as medium of instruction

Co-facilitating with school based mentor (HTs and SEOs)

Encouraging good practice of getting books out of boxes!

Are school plans inclusive? Why not? HTs training on inclusion- are there children missing on education for all? school planning Awareness classroom teaching learning

Are HTs able to plan for all children to access schools and participate in learning?

Leadership intervention

Thank you! MURAKOZE Any questions???

THANK YOU