FAQ

It is a school improvement plan initiative initiated by the Department of Education, Government of Meghalaya under SHCDM project supported by Asian Development Bank (ADB). MSIP is guided by a central policy of continuous improvement through evidence-based planning pertaining to all aspect of teaching and learning.

ü  Enhance achievement of all students

ü  Improve the quality of teaching and learning, so that a large number of students achieve proficiency in core academic subjects and co-scholastic areas

ü   Recognizes that meaningful change occurs incrementally

ü  Encourages accountability among school stakeholders

ü  Encourages stakeholders such as principals, SMC members, teachers to take up change agent roles

Under the programme, schools undertake a self-evaluation exercise annually by following NPSSE self-evaluation tool entitled “School Standard and Evaluation Framework”.  Subsequently, school prepare a plan called “School Improvement Plan” in which they formulate action plans for improving learners’ outcome and performance.

The programme has been rolled out to several schools in the state across all districts through a two-step orientation process, firstly, the orientation of government agencies which includes:

(i)                   State Resources Group (SRG) which is a state team comprising of DSEL and DERT officials and PIU-1 staff of ADB

(ii)                District Resource Groups (DRGs) comprising of district education authorities and selected school teachers.

Secondly, the orientation and capacity building workshops and meetings to over 840 schools pertaining to all aspects of MSIP including SIP preparation reporting and follow-up action was carried out.

SIP is a blueprint for school’s progress toward its vision. It is a goal setting exercise for schools to articulate their aspirations and direction. It allows schools to:

1.       prioritize their needs by recognizing the current status in the order of the following aspects (i) students’ performance (ii) teaching-learning process…,

2.       set realistic targets, plan school specific action plans with practical steps to achieve them with given limited resources.

3.

The purpose of a SIP is to guide the school in problem-solving and planning process throughout the year. SIP facilitate in formulating and organizing strategies and in identifying resources that will lead to improve student achievement at the school.

ü  Learner (Learner centred plan) – for Improving the learning environment and for Improving their learning outcomes.

ü  Teachers – To develop professional skills through collaboration and active participation.

ü  SMC/SMDC, Parents, Community and District/State Officials – To participate in a school improving process

ü  Establishing an SIP Team

ü  Defining the school’s vision and mission

ü  Developing the School profile

ü  Develop an annual schedule of activities (school calendar)

ü  Reflective exercise/Self-evaluation using Shaala Siddhi SSEF tool

ü  Develop Action Plans for the School Improvement Plan that is based on identified priorities.

ü  Documentation of SIP in a prescribed format and submission to MSIP office, DSEL

It is required under the program that every identified MSIP school should have the following committees:

1.       SIP team: The primary function of a SIP Team is to help create, monitor and approve the annual School Improvement Plan (SIP) prior to submission the relevant authority. Membership of a SIP TEAM consists of Academic Committee, Civil Work Committee, SMC/SMDC, identified non-SMC/SMDC members, Subject experts (PLC members) and wherever necessary a VEC and a DOE representative and,

2.       Professional Learning Community (PLC): The constitution of a functional PLC is mandatory for every school under the program. The three big ideas according to Richard DuFour, the proponent of modern-day PLC is:

#1 – Ensuring That Students Learn

#2 – Developing a Culture of Collaboration

#3 – A Focus on Effectiveness and Results

•      A Professional Learning Community (PLC) is a group of teachers who meet regularly to share their expertise and experience and collaborate to improve teaching skills and the academic performance of the students.

•      PLC provide a systematic means of improving instruction and school culture.

•      PLCs overcome the isolated, fragmented cultures in which teachers usually work

The following are the roles of PLC(s):

•      To learn from each other for building school capacity around core issues of teaching and learning.

•      To serve as a mechanism to transform school culture.

•      To function as a process for making the structural and cultural changes necessary to help students achieve at higher levels.

•      Research and monitoring of students’ performance

•      Problem identification and development of Action Plans which is the most important aspect of a SIP.

Yes, it is recommended that school with 3 or more teacher subject teachers have their own subject PLCs. A school can have Maths PLC, Science PLC etc.

Schools with less one or two subject teachers can form group PLC of related subjects such as Science-Maths PLC, Social Science PLC, Language PLC etc.

Schools can form a general PLC involving all teachers of a school

PLCS should:

1.       Creating Time: PLCs should meet regularly and of sufficient duration following a fixed calendar schedule

2.       Creating capacity: Members learn from each other, develop the collective ability to improve pedagogy (teaching methods), joint lesson planning, and problem solving.

3.       Doing the right work: Reflect on teaching practices, create a focus on the right work by writing effective goals and focusing their attention on results

4.       Monitoring: They evaluate the process and results by monitoring of outcomes to ensure success.

PLC is a form of TPD by the teachers and for the teachers. Its main advantage is that it is ongoing or continuous job-embedded learning that reduce dependency on a one-time or occasional TPD sessions facilitated by outside agencies with no liability or accountability if teachers apply the knowledge and training imparted or not.