PDF

Sam Redding

This booklet concerns what parents can do to help their children do well in school. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. One mission of the International Academy of Education is to foster scholarly excellence in all fields of education. As part of this mission, theAcademy provides timely syntheses of research on educational topics of international importance. This booklet focuses on parents—the child’s first and most powerful teachers.

DOWNLOAD
PDF
0
John Lybolt

The language knowledge and skills thatchildren develop before they go to school are powerful influences on how well they do during the school years and later in life. This booklet describes the practices that parents, educators and others can employ to promote children's language preparation for school.

DOWNLOAD
PDF
0
Elizabeth S. Pang
July 29, 2003

This booklet is about reading development and instruction. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. This booklet is the twelfth in the series on educational practices that generally improve learning.

The officers of the International Academy of Education are aware that this booklet is based on research carried out primarily in economically advanced countries. The booklet, however, focuses on aspects of reading and instruction that are universal. The practices presented here are likely to be generally applicable throughout the world. Indeed, they might be especially useful in countries that are currently less developed economically. Even so, the principles should be assessed with reference to local conditions, and adapted accordingly. In any educational setting or cultural context, suggestions or guidelines for practice require sensitive and sensible application, and continuing
evaluation.

DOWNLOAD
PDF
0
Stella Vosniadu
July 13, 2001

This booklet is about how children learn. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. This booklet is the seventh in the series on educational practices that generally improve learning.

The officers of the International Academy of Education are aware that this booklet is based on research carried out primarily in economically advanced countries. The booklet, however, focuses on aspects of how children learn that appear to be universal in much formal and informal schooling. The practices presented here are likely to be generally applicable throughout the world. Even so, the principles should be assessed with reference to local conditions, and adapted accordingly. In any educational setting or cultural context, suggestions or guidelines
for practice require sensitive and sensible application, and continuing evaluation.

DOWNLOAD
PDF
0
Commonwealth Secretariat

Designing an appropriate timetable for a multigrade situation can be a challenging task

For the multigrade teacher, however, a well planned timetable is crucial for the efficient use of instructional time, materials and resources. It also set the tone for, and reflects the educational philosophy of, the school.

Objectives

Teachers should be able to:

  1. List reasons for timetabling;
  2. Identify factors to be considered in designing a timetable, and briefly state how they affect the design;
  3. Discuss different approaches to designing a timetable;
  4. Explain the differences between timetables based on the weekly format and the day format;
  5. Design a timetable for a given situation.
DOWNLOAD
PDF
0
Norlette Leslie - Yeard'e
USAID
June 1, 2012

This PowerPoint was presented at the recent workshop, Meeting the Challenge of the Mutigrade Classroom, which was organized by Jamaica Partners for Educational Progress. An overview of the challenges and skills needed for the multigrade classroom are identified in addition to useful strategies for teaching, and classroom logistics.

DOWNLOAD
PDF
0
National Education Inspectorate
June 1, 2010

Basic Information about the School

Woodford All Age School is located in the parish of St. Andrew in the rural coffee farming community of Woodford. It is an extra-small school with approximately 80 students. With four teachers including the principal, the student teacher ratio is 20:1. The average daily attendance is 82 per cent. Most of the students are from the immediate community with some coming from Papine. They are generally from a poor socioeconomic background, with many of the families being seasonally employed on coffee farms or in low income jobs. Approximately 46 per cent of students are beneficiaries of the PATH programme. Students are generally polite and welcoming. Some students and parents express concerns about poor students’ behaviour and some parents feel that there is a lack of support from parents regarding their children’s behaviour. The general perception of the school is improving and this is supported by the increased number of enquiries for admission in September.

Overall Effectiveness of the School

The overall effectiveness of the school is unsatisfactory

Leadership and management are unsatisfactory. The principal has done a lot in a short time to improve the ethos of the school but he still has some way to go in moving the school from unsatisfactory to at least good. The school lacks effective instructional leadership, systems of accountability and reliable governance. It also lacks a school improvement plan to keep it focussed and to guide the process of moving the school forward. The quality of teaching and learning is unsatisfactory. Most lessons have a narrow range of activities and are not child-centred. Students are passive learners with little opportunity to apply their learning or to develop research and problem solving skills.

Students’ performance in English in national and regional tests is satisfactory and they make satisfactory progress in the subject from their point of entry to performance in the Grade Six Achievement Test (GSAT). In mathematics, students’ performance is good in relation to national and regional tests. However, when tracked from Grades 1 to 6, their overall progress in mathematics is only satisfactory.


The social and personal development of students is satisfactory. Most behave well, have good attitudes to school and keep their school environment clean
The school is adequately resourced but the resources are mainly underutilized. Curriculum and enhancement programmes are unsatisfactory. Although attempts have been made to modify the curriculum at Grades 4 and 5, this is not consistent across the school. For most of the students, work is not differentiated to meet their varying needs.

The safety, security, health and well-being of the school are unsatisfactory. Students feel safe at school but engage in potentially dangerous activities in the playground. The school lacks perimeter fencing and is a thoroughfare for some members of the community.

Although students’ emotional needs are catered for through guidance and counselling, there is insufficient monitoring of punctuality and attendance. The reported use of corporal punishment in one class is an inappropriate means of controlling behaviour.

The following key strengths are identified in the school:

  • Performance of students in mathematics and English, especially with the additional support from the homework centre and a volunteer who teaches extra lessons in mathematics.
  • A clean and tidy school compound with staff and students being proud of their school environment.
  • Positive attitudes of most students
DOWNLOAD
PDF
0
National Education Inspectorate
June 20, 2010

Basic Information about the School

Craighton Primary is a 200-year-old school situated in Irish Town in east rural St Andrew. It sits atop a precipitous but scenic hill overlooking Kingston and the surrounding areas. The school is owned by the Anglican Church. The board chairman is the priest of that church, and membership is predominantly from the church. The capacity of the school is 140, but there are currently only 101 students on roll as parents have been moving their children to other schools. Presently, the school is led by an acting principal who has been in that position since 2009. In addition there are three teachers, making for a student/teacher ratio of 25:1. The school serves communities within a three-mile radius of the area. The average daily attendance is generally high at 92 per cent. The school receives help from its business neighbours to enhance its play area, its music and other programmes.

Overall Effectiveness of the School

The overall effectiveness of Craighton Primary is unsatisfactory

School leaders have not sufficiently developed structures to fulfill the school's capacity for improvement. The partnership between the principal and the board is not yet effective in providing a clear vision to focus on improvement. The board does not ensure that it is sufficiently informed nor is it actively involved in the life of the school.

Overall, teaching and learning are unsatisfactory. The quality of teaching varies across the school and therefore students‟ learning is highly dependent on the individual teacher. Teaching is clearly impacting more effectively on students‟ learning in two grades where their teachers use a range of strategies and students participate more actively. However, there are many lessons with unsatisfactory teaching, especially in classes where very few materials are used, where students lack challenge and lessons are uninspiring. Assessment is inconsistent throughout the school, both in the systems used and in the way that teachers use the information gathered to plan for students‟ learning. As a result, not all students achieve as well as they might. Students‟ performance and progress in English and mathematics are satisfactory for all age groups. Average scores in national tests are at or below the national averages but are considerably above regional averages in English and mathematics. The students have consistently done better at English than in mathematics and teaching in English is stronger. Students‟ attitudes and behaviour are satisfactory both in lessons and around the school compound.

A caring climate is created for the students and they enjoy being at school. They appear comfortable with their teachers and most students and teachers share respectful and open relationships. Students have good civic and spiritual understanding. They are keen to take part in activities and are not shy to explain their thoughts about economic and environmental issues. There are sufficient teachers and support staff. However, two teachers are not primary trained. The quality and quantity of material resources is unsatisfactory and such resources as are available are not being effectively utilised to support children‟s learning.

The building and grounds are not well maintained and the lack of an appropriate playground is a concern. The curriculum provision is satisfactory and generally relevant. The multi-grade class arrangement poses a challenge for the efficient delivery of the curriculum. Safety, security and health are unsatisfactory. There are many areas of concern which need prompt attention to help ensure students‟ safety. The well-being of students is satisfactory and teachers know students well and provide a supporting environment.

Inspectors identified the following key strengths in the work of the school:

  • Good attendance
  • Students‟ civic awareness and spiritual understanding
  • Teacher-student relationships
DOWNLOAD
PDF
0
National Education Inspectorate
March 30, 2011

Overall effectiveness of the school

The overall effectiveness of the Padmore Primary school is failing

Leadership and management are failing

The School‟s Management Team does not display a clear and realistic understanding of the school‟s needs. The Principal‟s vision of holistic development is good, but does not speak sufficiently to areas of academic improvement and excellence. There is no clear agenda for academic improvement, as a result; students‟ attainment and progress in key academic areas continue to decline. The Board offers little support to management and, in a very limited and informal way, it holds the Principal and teachers accountable for performance. Nevertheless, ongoing communication between the school and the parents has fostered a satisfactory relationship.


Teaching and learning is unsatisfactory

Teachers display satisfactory knowledge of the subjects they teach but many do not know how best to teach and how students learn. Poor teaching strategies negatively impact the teaching and learning process, resulting in most students underachieving and unable to apply concepts taught to real life situations.


Attainment in English is unsatisfactory and in mathematics it is failing

The school‟s performance is consistently well below national and Region 1 averages for extra small school in the Grade Four Literacy Test, Grade Four Numeracy Test and Grade Six Achievement Test (GSAT).

Progress in English and mathematics is unsatisfactory

Across most grade levels students show little progress and content coverage is low. Many students show little understanding of concepts taught and most are unable to demonstrate understanding in a practical way.

Students’ personal and social development is satisfactory

Across all grade levels, most students display satisfactory behaviour and good spiritual practices. They understand how they are able to make positive contributions to the economy.
Human and material resources are satisfactory, but use of resources is unsatisfactory
Although human and material resources are of satisfactory quality and sufficiency, teachers make very little use of them in the teaching and learning process.

Curriculum and enhancement programmes are unsatisfactory

Despite being a multi-grade school, very little modification of the curriculum is done to cater to students‟ different ability levels and varying learning styles. The integrated approach to learning at Grades 1 to 3 is not practised.


Safety security and health are unsatisfactory, but well-being is satisfactory

Whilst students‟ well-being is satisfactorily catered to, policies to ensure and maintain safety are not in place, and some health and safety regulations are not adhered to.

Inspectors identified the following key strengths in the work of the school:

  • Students display a high level of courtesy to visitors, teachers and peers.
  • A high level of spirituality is demonstrated at devotion and throughout the day by students.
  • Students‟ personal appearance is good; they are always very clean and neatly dressed
  • Student/teacher relationships in and out of classes are good.
  • Punctuality: Most students and teachers are on time for school.
  • Student/teacher ratio is only 12:1
DOWNLOAD
PDF
0
National Education Ispectorate
April 29, 2010

Basic information about the School

Cavaliers All Age School was established on its present site in 1951 and is located in the parish of St. Andrew. It is a small multi-grade school with approximately 99 students, and it has a capacity of 250. With eight teachers, the student teacher ratio is 17:1. The average daily attendance is 64 per cent. Most students are from the rural communities of Cavaliers, Burnt Shop and Golden Spring. The school previously participated in the New Horizons Project and is a current participant in the British Council sponsored, School Leadership and New Tools for Learning (SLANT) programme. This is in addition to being recently selected to be featured in an international magazine highlighting agriculture and entrepreneurship. The school has a strong Christian ethos that is supportive and contributes significantly to students’ satisfactory personal development. The institution enjoys a high reputation for its initiatives and results in agriculture.

Overall effectiveness of the school

The overall effectiveness of Cavaliers All Age School is unsatisfactory The school’s leadership and management are unsatisfactory. The Board is committed to the school and offers support and advice to the principal. However,
there is insufficient monitoring of the work of the school, particularly with respect to achievement, and too little involvement in strategic development. Leaders and managers at all levels are yet to be held to account for students' achievement. The impact of teaching on learning is unsatisfactory. Teachers have satisfactory subject
knowledge. However, teaching does not build on students’ knowledge and understanding and lacks sufficient attention as to how lessons might be organised to promote effective learning. Attainment in English is satisfactory but attainment in mathematics is unsatisfactory. Students make little progress from their starting points when joining the school, and levels of attainment at the end of Grades 4 and 6 are consistently below the national averages in both English and mathematics. The school evaluates the overall personal and social development of its students as satisfactory. However, students’ behaviour and attitudes are unsatisfactory and
school attendance and punctuality are poor.

Students’ spiritual and civic development is satisfactory. They have a good understanding of their heritage, roles as citizens of the future and of the economic systems in which they live. Students take pride in their environment and care for their surroundings. The school has sufficient teachers, all of whom are suitably qualified, and class sizes are generally small. The school has a satisfactory supply of material resources but does not use them effectively to improve teaching and learning and cater to students’ well-being. The curriculum is enhanced minimally to integrate agriculture into core subjects but further adaptations need to be made to cater to the needs and abilities of all learners. The school has strong links with the church and is making an effort to improve links with parents. It uses contacts with the British Council sponsored SLANT programme to incorporate technology in teaching and to improve agricultural and entrepreneurial skills. Students’ safety, security, health and well-being are satisfactory and effective procedures are in place with rigorous supervision. Guidance programmes and clubs help students build healthy relationships.

DOWNLOAD
PDF
0

Pages

Subscribe to RSS - PDF