Monitoring and Evaluation

 Evaluate to monitor or monitor to evaluate?

LRC 

Different M&E teams will monitor the whole cascade in collaboration with the different stakeholders at all levels. Each team will monitor its level.

The LRC team monitors the Model and Cluster schools in that District.

      (CEO, DEO, Pedagogical advisors)

The District team monitors the Model and Cluster School of that    District.

      (DEO, Pedagogical advisors, Principal Model School)

       Each Team visits the different schools after each marking period. Each team reports to the other one.

       The different teams meet three times in a year to have a look at the school results and the outcome of the monitoring and evaluation. According to the outcome trainings is planned.

       The outcomes are sent to the different schools so every school knows what happens in the other schools.

       The Principals of the Model Schools meet every trimester with the different Cluster Schools to discuss the outcomes and to decide on improving the program.

Each Team will perform the next tasks at each level:

1.        Meeting with the Principal

2.        Class room observation

3.        Assist a Teacher Group meeting

4.        Focal Group Discussion with pupils

5.        Focal Group Discussion with Parents

For each performance a tool will be prepared.

A School Year Monitoring plan

Marking Period

Team 1

Team 2

Meetings

1

October

 

 

2 Teams

2

December

 

 

Principal meetings

3

February

 

 

2 Teams

4

March

 

 

Principal meetings

5

April

 

 

2 Teams

6

June

 

 

Principal meetings

 

Indicators

 

Operational indicators

Academic indicators

Number of school visits conducted per marking period

 

Number of lesson observations conducted in a marking period

 

Number of Lesson Plans prepared and revised by TG

 

Number of Improvised Teaching Materials made for Lesson Study

 

Number of Facilitators and Principal Workshop conducted

 

Number of TG and cluster meetings

 

Number of reports written

Percentage of expressions on lesson plans written in the view of pupils/students

 

Percentage of lessons that define objectives clearly and attained them

 

Percentage of lessons that enabled pupils to find what the teacher wanted to teach

 

Percentage of lessons composed to teach scientific concept to pupils

 

Percentage of teachers’ questions in lessons classified to each level of Bloom’s Taxonomy of Educational Objectives

 

Data on pupils’ impressions on lessons

 

Monitoring Reports to be made on the Program at each level

 

 

 

Title of Report

Who will prepare?

To who submitted?

When is it prepared?

What are contents?

Where is it filed?

Cluster School Report

Teachers

Principal

Model School

End of every Marking Period

Progress of the Monitoring, Evaluation

School

Model School Report

Teachers Principal

DEO office

End of every Marking Period

Progress of the Monitoring, Evaluation

School

District Report

DEO

LRC

 End of every Marking Period

Progress of the Monitoring, Evaluation

District

LRC Report

LRC Director

Headquarters and Donors

End of every Marking Period

Progress of the Monitoring, Evaluation

LRC

 

The Head Quarters will receive the reports of the nine counties and will make a global report after each marking period and send it to all the LRC.

 

 

 

Evaluation framework

 

 

 

Context

Input

Process

Product

Aim

 

To diagnose program background and assess needs

 

To assess what changes are possible

 

To ensure that the suggested changes are being carried out as intended, and to identify problems in implementation

 

To find out whether the instructional program or idea actually made a difference

Method

 

Using methods such as classroom interviews, diagnostic tests, analysis of students’ written work

 

Using methods such as literature search, visits to exemplary programs, pilot trials, ideas from teachers in the field

 

Monitoring the change process, by observing and recording the activities that take place and both the expected and unexpected results

 

Measuring changes in performance compared with students’ work before the program began, including whether students have learned to transfer their knowledge to new problems. Measures can include interviews with participants, class tests, analysis of students’ written work

Decision Making

 

To provide a basis for deciding on what changes are needed

 

To find where there is most support for change and to find out which solutions are most feasible

 

To help in fine tuning the program, and also to provide data which can be used later to interpret the impact of the change

 

To decide whether the changes should be continued, terminated, or modified

 

Monitoring Tools

The next tools could be present at each level to monitor in an appropriate way the whole program:

1.        Implementation Monitoring Format ( IMF Operational Monitoring)

2.        Lesson Assessment Format (LAF Technical Monitoring)

3.        Questionnaires fro pupils on the perception of the lesson

4.        Questionnaires for teachers on the implementation of the TG

5.        Questionnaire for Principals on the implementation of the TG

6.        School based TG marking period school implementation report

7.        Monitoring form for Pedagogical advisors and DEO