EDUCARNIVAL 2014 at IIT Delhi- Improving student learning outcome through school leadership development program by Manmohan Singh
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The document outlines the need for improved school leadership in India, citing alarming declines in student learning outcomes despite increased enrollment and resources. It introduces the Kaivalya Education Foundation's School Leadership Development Program, which aims to train school heads in various leadership aspects to enhance educational quality. The program has shown positive results in student performance improvement across multiple regions in India through capacity-building initiatives and partnerships with government and educational institutions.
![80% Std. V children of Public Schools can not do division
and 59% can not read, school heads lack required Leadership Skills
Enrolment, Infrastructure has improved but
Learning Outcome is falling at alarming rate.
• 96% school enrollment is recorded.
• Provisions of library, toilet, mid-day-meal have
improved.
BUT
• Std. V children who can read a Std. II text has
decreased from 53% in 2009 to 47% in 2012. In public
schools, this performance decreased from 50% (2009)
to 44% (2011) to 41% (2013).
• Overall, 75% Std. V cant solve a std. III division. 80%
public schools children can’t do this.
• Private Schools are only marginally better than the
public schools in learning oucomes.
Sources: [ASER, 2013]
Everyone in the public education hierarchy is a
‘teacher’, leaders are promoted from a teacher cadre!
• Teachers are nominated as school heads based on
seniority.
• Teachers and school heads are promoted to education
officials.
• However, no inputs are given on leadership skills
to manage large fund and human resource.
• Most school heads motivated by credibility/security of
the job; struggling without skills as a school leader
• No performance assessment , low accountability](https://image.slidesharecdn.com/improvingstudentlearningoutcomethroughschoolleadershipdevelopmentprogrambymanmohansingh-150206063746-conversion-gate01/85/EDUCARNIVAL-2014-at-IIT-Delhi-Improving-student-learning-outcome-through-school-leadership-development-program-by-Manmohan-Singh-4-320.jpg)
EDUCARNIVAL 2014 at IIT Delhi- Improving student learning outcome through school leadership development program by Manmohan Singh
- 1. Improving Student Learning Outcome through School Leadership Development Program Manmohan Singh Kaivalya Education Foundation 28th December, 2014 IITD “Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school“ - How Leadership Influences Student Learning - Leithwood, Seashore Louis, Anderson, and Wahlstrom (2004)
- 2. Who becomes a District Education Officer in India? A Principal, Senior Secondary School • Student : 150 - 200 • School : 01 • Teacher : 10 -15 • Budget : INR 2 – 4 lakh A District Education Officer • Student : 2,00,000 – 2,50,000 • Schools : 1500 - 2000 • Teacher : 10,000 – 15,000 • Budget : INR 20 cr. Do you think the situation is completely different at School, Cluster, Block and state level ????
- 3. Problem
- 4. 80% Std. V children of Public Schools can not do division and 59% can not read, school heads lack required Leadership Skills Enrolment, Infrastructure has improved but Learning Outcome is falling at alarming rate. • 96% school enrollment is recorded. • Provisions of library, toilet, mid-day-meal have improved. BUT • Std. V children who can read a Std. II text has decreased from 53% in 2009 to 47% in 2012. In public schools, this performance decreased from 50% (2009) to 44% (2011) to 41% (2013). • Overall, 75% Std. V cant solve a std. III division. 80% public schools children can’t do this. • Private Schools are only marginally better than the public schools in learning oucomes. Sources: [ASER, 2013] Everyone in the public education hierarchy is a ‘teacher’, leaders are promoted from a teacher cadre! • Teachers are nominated as school heads based on seniority. • Teachers and school heads are promoted to education officials. • However, no inputs are given on leadership skills to manage large fund and human resource. • Most school heads motivated by credibility/security of the job; struggling without skills as a school leader • No performance assessment , low accountability
- 5. Holistic School Reform Requires Skill Development & Intervention at Multiple Levels for a Sustainable Systemic Change • Personal Leadership • Organisational Leadership • Social Leadership Low Motivation of School Heads Poor Teacher Capacity Un-engaging School Environment Minimal Community Ownership Inefficient System Support Education practitioners at all levels lack skills to cater the actual challenges being faced on the ground • Instructional Leadership All 4 components constitute a leadership that is essentially transformational in nature turns around a school as an organization
- 6. Organization
- 7. Kaivalya Education Foundation (KEF) was born from the recognition that the country’s education needs substantial intervention to build leadership Vision To support transformation of government schools in India into high performing environments for children through developing school heads of these schools into empathetic, pro-active and skilled practitioners Transforming Schools requires capacity building of people which KEF does through various School Leadership Development Programs:- Kaivalya Education Foundation At A Glance School Leadership Development Program (SLDP) SLDP is a 3-year part time program for school heads to: • Build intrinsic motivation to improve the functioning of schools to positively impact learning outcome • Train in an integrated format capacities across four leadership aspects: 1. Personal 2. Instructional 3. Social 4. Organizational Gandhi Fellowship Program Fellowship is a 2-year youth leadership development program for college graduates to: • Become change agents of tomorrow by honing their nation builder competencies while working with the schools heads • Develop a strategically grounded vision to impact a million lives
- 8. Government Partnership • National University of Education Planning and Administration (NUEPA) (As a member of National Advisory Group of National Council of School Leadership) • Government of Rajasthan • Municipal Corporation of Greater Mumbai • Surat Municipal Corporation Technical Partnership • Mercer: KEF has worked closely with senior consultants from Mercer to develop the competency framework for its Youth Leadership Program • Bodh: Helped in designing curriculum for the SLDP • Mindtree: KEF has partnered with Mindtree to develop scalable Tech Platform for transforming schools KEF garners Partnerships across World-Class Academia, Corporate & Government bodies to bring about change Academic Partnership • Harvard Graduate School of Education To Establish 21st Century Skills Hub in India by KEF and train school heads, teachers, officers and students to cause positive change improving learning outcome • New York University To Establish that SLDP positively affects students' Inter- personal skills, cognitive skills and learning by improving classroom climate Quality Corporate and Knowledge Partnership • Piramal Foundation: The Piramal Foundation has been a key supporter of the KEF since 2008: from funding the launch to providing access to the organizational development and marketing experts that work with Piramal Healthcare and giving invaluable input on strategic questions
- 9. KEF trains 1500 school heads in Rajasthan, Maharashtra and Gujarat on leadership skills and competencies Rajasthan • 1000 schools • Jhunjhunu, Churu, Udaipur, Dungarpur districts Gujarat • 300 schools • Surat Municipality corporation Maharashtra • 200 schools • Municipality Corporation of Greater Mumbai
- 10. KEF gets strategic insights and direction from an eminent board with a wealth of accumulated experience in institution building and management. Mr. Narayanan Vaghul Ex –Chairman of the ICICI Bank Mr. Debasish Mitter Country Director of MSDF-India Mr. Ajay G. Piramal Chairman of Piramal Healthcare The prominent Board Members of KEF-India:
- 11. Program Guided by Dynamic Team with 100+ Man Yrs Experience in Education and Leadership Aditya Natraj: Currently oversees KEF Program Execution of 1500+ school heads as the Chief Executive Officer. Previously worked from corporate consultants like KPMG to World Bank and also headed Pratham’s Gujarat Operations before establishing KEF. Bachelor in Commerce, Master in Economics, Chartered Accountant and an MBA from INSEAD. Monal Jayaram: Previously worked as Fine Arts Faculty at two of Gujarat’s top state universities before a 5 year stint in Curriculum Design in Pratham. Monal has a background in Fine Arts, Art History, Design and Education Nandita Raval: Currently handles program operations in Surat. She previously coordinated 500 remedial classes across 30 locations in Gujarat for Pratham for five years. M. Ed from Gujarat University and graduated from Ekalavya Teachers’ Training Institute before taking over as vice-principal of a primary school. Vivek Sharma Previously Program Director with Pratham, set up learning enhancement and school improvement programs in public schools across 3 states in India. Spearheaded Learning to Read, Pratham’s successful community- administration program Tripti Vyas A Senior English Lit Faculty at Mumbai University for 12 yrs, currently manages the curriculum design team. Manmohan Singh Over 13 years of experience in capacity development, systemic change, start-ups, large scale transformation and non-profit management in international institutions- WHO, UNICEF, Red Cross Anubha Khanna An extensive experience of 16 years HR experience in progressive organisations. Also Implemented Reading Campaign in Jhunjhunu with 33% increase in Language tests. Niraj Lele An alumnus of Tata Institute of Social Sciences, India’s Premier institute for Social Work studies. Over a decade of experience with youth and education currently manages Rajasthan Operations Anand Oak A PHD in Physics and 20 years experience in IT with companies like IBM and Wipro is now the HR process owner Bindi Dharia An MBA from Harvard Business School and experience in automation with Arcelor Mittal, heads the Technical Team for Tablet based project operation.
- 13. School Heads experience their role as limited and meaningless, being more involved in mundane tasks for much of their time Sense of monotony in the job keeps School Heads from experiencing the joy of learning School Heads struggle to find appropriate media to connect with themselves or their subordinates School Heads experience distrust, disconnect within team; affects team motivation and productivity Capacity Building & Leadership Training Involves Fostering Meaning, Learning, Joy and Pride in school heads
- 14. SLDP offers a 3 Year Sandwich Model to School Heads that provide both Workshop and On-site support • 12 days of Workshop 16 days of Onsite support by Gandhi Fellows • 12 days of Workshop 16 days of Onsite support by Gandhi Fellows • 12 days of Workshop 16 days of Onsite support by Gandhi Fellows 20 hours of Self Learning Material 20 hours of Self Learning Material Year 1 Year 2 Year 3 15
- 16. Kaivalya draws from the 30 yrs of school change work of Michael Fullan to create its own operational model Headmaster works with Parents & Government Influence change at larger level Headmaster works with Teachers Role modelling to influence change in other individuals Headmaster works with Self & Children Individual change School change driven by individual change can create systemic change Starting point for school change is change in ourselves
- 17. Listening, Reflecting, Empathising and Building new relationships with self and those around is key to causing change • Our belief with which we engage with all the stakeholders and which forms basis of the school leadership development program – • Driving change from within to affect change in the wider environment • Person is first • Team work • Open, honest and continuous communication • Sensitivity to others - sensitive and non-judgemental about others • Meaning-making as basis for engagement • Change in action – reflective practice to identify constraints, think of new solutions and apply them at work • Salient features • Activities which allows the headmasters to experience, experiment and reflect on new ways of teaching/learning and leadership skills. • Ways of integrating these into their day-to-day work activities. • Long term behavioural change through long term interaction due to continuous onsite support and periodic training • Continuous design, pilot, review and re-design based on evolving learning needs
- 18. • Stakeholder creates Peer Learning networks • Stakeholder reflects on progress, experimenting with ideas learnt in workshop and development of concrete actions These are workshops for 15-20 stakeholders based on the issues, concerns, problems occurring in their work. These workshops focus on • School visits and sessions with experts • Peer learning and problem solving as a group • Self-reflection ProblemSolving workshops • Stakeholder practices critical thinking & reflecting about their teaching & leadership abilities • Stakeholder experiences mind-shifts to change their current practice and ideological worldview in relation to their role. • Stakeholder learns about ways to improve and implement learning for children in a holistic way in her school These are workshops for a group of 25 stakeholders on following areas • How children learn • Activity based pedagogy • Managing self • Managing change • Handling conflicts • Team building & management kickStartworkshops • Initiation of relationship with stakeholders • Data gathering on their context and needs for training • Best practice documentation across schools Workshops to understand the training needs of stakeholders and gather inputs for workshop design. Methodology: case studies based discussions and 1/1 conversations. Psychometric tools are also used Training Needs Assessment Center OutcomesContentWorkshop Curriculum is customised to specific needs of School Heads
- 19. Growth Stages and Competency Framework • Detailed rubric of observable behaviors helps numeric tracking of individual school head movement on the 15 competencies part of the SLDP Curriculum • Step-wise breaking-down of major growth areas into growth stages guides intervention in the school • Learning log (Register) that allows school head to document track own progress and reflect through each workshop, growth stage and competency Tools for Assessment of School Head Growth and Improvement in Student Learning Outcome Measurement tools for school head training program • School Head Needs Assessment Form – assesses the needs of school head on various leadership development competencies • Workshop feedback form – measures achievement of workshop objectives on needs identified and design objectives • Action plan – a monthly, weekly and daily plan of actions school head will take in her school made at the end of workshop against pre-defined leadership parameters • School Head Weekly Review Form - coach tracks progress of each school head action points made by school heads on a weekly basis • School Head Monthly Progress Report - coach tracks progress of each school head on competencies required at each phase in the program • Quarterly survey – an independent survey conducted by the Design team of the school head of progress made on predetermined leadership competencies SLO Assessment Structure: 2 External assessment mechanisms with 3-tier comprehensive process: I. Baseline: Categorize Control and Treatment schools with field volunteer support II. Data Mine: Analyze on-site data for recommendations as program input III. End-line: Verify results of year-end assessments on learning outcome in March
- 20. Integrated Curriculum of SLDP Offers Holistic, Systematic Training for School Change Growth Area 1 Growth Area 2 Growth Area 3 Growth Area 4 HM may work on many Growth Areas simultaneously according to specific needs of his school. He can track progress on each GA separately, and can be on different levels of progress on each at any given time. Growth Stage 5 Growth Stage 2 Growth Stage 4 Growth Stage 6 • Curriculum facilitates school heads growth on the 4 Leadership Levels. Each Leadership Level corresponds with specific Growth Areas (GA). • Growth Areas are set to move progressively across 9 Growth Stages (Some may be less than 9) • Defined Growth Areas and Growth Stages (GS) help school heads to set small, step-wise goals towards school development; framework makes it easy to track and measure progress on the goals. • Each growth stage has specific recommended actions that school heads must complete to move into the next growth stage. • Curriculum design allows school heads the flexibility to set goals according to their current individual and school needs • Integrated approach ensures continuous work on multiple areas of improvement simultaneously.
- 21. Impact
- 22. Leadership Training has improved results 27%, 13% and 10% Improvement in Std. III, V and VII Maths and 17%, 17% and 3% Improvement in Std. III, V, VII Language respectively across Rajasthan 32.7 5.4 27.3 22.2 8.7 13.5 19.5 9.4 10 Treatment Control Difference Maths III V VII 20.9 3.7 17.2 21.5 4.2 17.3 13.3 10.1 3.2 Treatment Control Difference Language III V VII Maths Class Treatment Control Difference Significance Effect III 32.7 5.4 27.3 * Large V 22.2 8.7 13.5 * Medium VII 19.5 9.4 10 Language Class Treatment Control Difference Significance Effect III 20.9 3.7 17.2 * Large V 21.5 4.2 17.3 * Large VII 13.3 10.1 3.2 RAJASTHAN Six Language Skills 1. Writes letters & recognises starting sound 2. Reads & writes simple 3 -4 letter words 3. Reads simple sentence & matches pictures 4. Listens & understands short picture stories 5. Reads text of 3-5 sentences independently 6. Comprehends written information presented in Tables, Notices, Posters etc Six Maths Skills 1. Recognises Numbers 2. Performs four basic operations 3. Understands measurements 4. Recognises basic geometric shapes 5. Interprets & Analyses data 6. Calculates Area & Perimeter, Volume and Surface Area
- 23. 13 8.8 4.2 7.3 3.1 4.2 2.3 1.7 0.6 Treatment Control Difference Maths III V VII Maths Class Treatment Control Difference Significance Effect III 13 8.8 4.2 F V 7.3 3.1 4.2 F VII 2.3 1.7 0.6 F 12.2 5.3 6.9 12.1 4.1 8 6.2 7.1 -0.9 Treatment Control Difference Language III V VII Language Class Treatment Control Difference Significance Effect III 12.2 5.3 6.9 F V 12.1 4.1 8 F Large VII 6.2 7.1 -0.9 4%, 4% and 0.6% Improvement in Std. III, V and VII Maths and 7% and 8% Improvement in Std. III and V Language respectively in Surat (Gujarat) SURAT
- 24. 45,000 square feet space to train 100 HMs World Class amenities for residential HM workshops State-of –the-Art design stimulating Creativity & Problem solving Piramal School of Leadership Established to Engage with School Headmasters & Research with NYU & HGSE
- 25. Thank You
- 26. India lacks a world class university to produce change agents for public education system DEO typically manages 1500-2000 schools, 10000-15000 staff, 20 crores budget – With no special Leadership/Management training!!! Country Universities # of Personnel Trained # of Faculty # of divisions within Education USA Teachers College, Columbia University 1,623 150 10 Harvard University 802 100 13 New York University 2,152 200 8 Canada University of Toronto 1800 150 5 UK Faculty of Edu, University of Cambridge 1300 100 11 China Faculty of Edu, University of Hong Kong 850 200 7 India CIE, University of Delhi 50 36 3 Faculty of Edu, Jamia Millia Islamia 70 11 2 Zakir Husain Centre for Edu Studies, JNU 45 13 1
- 27. PSL has started with Principal Leadership Program: World’s best performing school systems invest heavily in Leadership at school level Chicago 2 tier Selection Process - District and School level Portfolios, interviews by Ex- HMs, district level written test Singapore Higher Salaries for HMs 6 month course by National Institute of Education 2 week foreign placement shadowing private sector exec New York Aspiring Principals program for young, preferably black Train and Place them in low- performance schools 15% HMs - APP alum Boston HM Fellowship – apprenticeship and lectures On job support - Peer meetings, Mentoring by experienced HMs and Supervisors
- 28. Annual Status of Education Report - 2013