The Annual pedagogical plan
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The schools are free to finalize their own set of components for the annual pedagogical plan as per institutional requirements, available resources and future goals of the institution.
The Annual pedagogical plan requirements
♦Contents:
1. Basic information about the school
2. Vision, mission and Focus of the School
3. Details of stakeholders
4. Consultations and discussions held with teachers and eminents for preparing the annual plan.
5. Goals to be achieved- annual and long term
6. The culture of the school
7. Economic and Academic Resources available
8. Number of Grades, Grade wise number of subjects, Subject wise number of instructional modules
9. Time tables
10. Pedagogical solutions (i.e. how curriculum shall be transacted in each grade for each subject/module and specific teaching-learning techniques)
11. Assessment tools and rubrics for each class and each subject.
12. Assessment of aptitude and learning needs of each child and ensuring availability of the need-based instructional facility
13. Assessment training needs of Teachers and staff at all level
14. In-service teacher training topics and schedule
16. Coordination with parents/community/Board
17. Pupil’s well-being (which includes health care in school, group and individual counseling, personal hygiene).
18. Supporting activities (which includes co-curricular activities, activities after school, transportation, etc.)
19. How to take care of diversity in class
20. The requirement of remedial classes
Annual themes/celebrations/events/collaboration with other schools
21. Community outreach
Special events to be organized in the year
22. Number of meetings to be held for implementation of the plan
23. Annexure such as details of timetable, remedial classes, peer learning, subjects and languages taught guidelines for child safety, etc.
¶ Point 1
Basic information about the school
School Name:
Religion:
Orgranization:
Type:
Founded in:
Motto:
Supervisor:
Principal:
Contact No.:
Fax No.:
Email:
Website:
Address:
Map location:
¶ Point 3 ......
For an educational institution, certainly stakeholders could be an educational trust.
Therefore while preparing this part:
Name of the trust promotes the Institution
Reg.No
Registered office and location
Year of establishment
Purpose of the trust
Name of the founder/s
Financial sources
Trustee's name and address
PAN
Project plan
TAN/GST no if available
No of members
Governing bodies:
Present president
Secretary
Trussurer
Organiser
Converner.....etc..
Latest resolutions if any
Major Achievements
Contribution to society/Education
Latest IT returns update
Communication of engagement (latest)
Associated with any other organisations...if any
Other than Education, if any services
Aadhar card of present president
Address for communication
Latest project updates
Awards/rewards
¶ Details of stakeholders
In education, the term stakeholder typically refers to anyone who is invested in the welfare and success of a school and its students, including administrators, teachers, staff members, students, parents, families, community members, local business leaders, and elected officials such as school board members, city councilors, and state representatives.
Stakeholders may also be collective entities such as:
• Local businesses
• Organizations
• Advocacy groups
• Committees
• Media outlets and
• Cultural institutions.
In addition to organizations that represent specific groups such as:
• TEACHER'S unions
• Parent-Teacher organizations and associations representing superintendents, principals, school boards
• Teachers in specific academic disciplines (e.g., the National Council of Teachers of English)
In a word, stakeholders have a “stake” in the school and its students, meaning that they have personal, professional, civic, or financial interest or concern.
¶ Types of Stakeholders
◼Customers
Stake: Product/service quality and value
◼Employees
Stake: Employment income and safety
◼Investors
Stake: Financial returns
◼Suppliers and Vendors
Stake: Revenues and safety
◼Communities
Stake: Health, safety, economic development
◼Governments
Stake: Taxes and GDP
🔹 Stakeholder vs Shareholder
This is an important distinction to make. A stakeholder is anyone who has any type of stake in a business, while a shareholder is someone who owns
shares (stock) in a business and thus has an equity interest.
¶ How are students, parents, teachers and government stakeholders of schools?
🔸What makes them stakeholders?
🔸What are their responsibilities as stakeholders?
🔹Students have the responsibility to work appropriately, to behave appropriately, to take full part in the school as an institution.
🔹Parents responsibilities lie in ensuring the student attends school, is appropriately dressed, has a healthy lifestyle so that he/she can learn, ensuring that the student does his/her homework, supporting school sanctions against the student in the case of misbehaviour, ensuring that the student receives medical/dental/optical treatment as necessary.
🔹Teachers' responsibilities are to prepare, plan, deliver and assess the curriculum in line with the requirements of the National Curriculum and the school, to ensure the safety of their students, to endeavour to promote their emotional security, to ensure that instances of abuse are reported to the appropriate member of staff, to deal with misbehaviour in ways which are within the school discipline policy, to work with colleagues to develop the school as an institution, to keep their own knowledge up-to-date, to liaise with parents and outside agencies as appropriate.
🔹Governments' responsibilities are to provide funding, to create an over-arching and under-pinning set of guidelines for all aspects of education (curriculum, health & safety, employment guidelines, standards of professional behaviour etc) and to monitor and report upon standards nationally via Ofsted.
¶ Point 4
Consultations and discussions held with school Teachers and eminents for the preparation of annual plan.
A range of data has been collected in relation to studentsachievement, attendance, behaviour and participation.
Thereview of this information identified strengths andopportunities for improvement within our school.
Thereview of this data is ongoing.From all of this information, three strategic directions were
identified upon which the 2019-2020 plan was structured.
These are:
4.1 Quality teaching and learning for the 21st Century
4.2 Engagement for life long learning
4.3 Community involvement
Each strategic planning should be prepared by three different teams or a single team headed by the head of the Institution.
4. 1. Quality teaching and learning for 21st century
Purpose
To ensure that teachers and support staff maintain high expectations and utiliseeffective practices to equip our students with the skills, knowledge and attitudes that will allow them to be confident communicators, critical and imaginative thinkers, lifelong learners and informed, active participants in Indian society.
Improvement Measures
• In each of the Programming for Literacy and Numeracy (PLAN) literacy aspects, 100% of students will achieve at the expected cluster for their grade when measured against the Literacy continum in the last year.
• In each of the PLAN numeracy aspects, 100% of students will achieve at the expected level by the end their stage.
• All teachers will be effectively implementing the new syllabi, with emphasis on developing with students critical and imaginative thinking in English, understanding and fluency in Mathematics, creativity and competence in working scientifically and technologically in Science and Technology, and critical skills of inquiry in History and Geography.
Planning Team members:
• Teachers
• Head of the Institution
Categories
• Primary level LKG-V classes (7 classes)
• Post primary level VI-XII (7 classes)
Modes:
• Discussion
• Open space
• questioniere
• Debate
• Lifeline
(follow any one or two)
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People's involvement/Roles:
• Students
Engage students in learning activities that promote the literacy and numeracy knowledge and skills required to communicate confidently, and think critically and imaginatively as learners in the 21st century.
• Staff
Develop capabilities of teachers in deepening their understanding of new curriculum and development of critical and creative thinking skills.
• Parents/Carers
Engage with student learning and new and innovative programs to support and continue to build the expectations of parents.
• Leaders
Support staff in developing their professional knowledge and practice, to maintain high expectations for student learning.
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Processes
• Provide professional learning for teachers and support staff to develop consistency of practice, including assessment as, of and for learning.
• Implement procedures to track student achievement and use the data to develop learning plans.
• Provide professional learning to all staff.
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Evaluation Plan
• Regular monitoring of student progress against the literacy and
numeracy continuums.
• Adjustments made to teaching programs to meet individual needs of students.
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Practices
• Teaching and learning across the school will be driven by assessment
data and differentiated to meet the needs of all students.
• Use of Language, Learning, Literacy or Reading to Learn literacy strategies and Targeting Early Numeracy strategies.
• Feedback will be given to all teachers at least once a term in regard to student progress in literacy and numeracy in relation to the stage/s in which they teach.
• This will follow input of data into PLAN every five weeks.
• All teachers will develop and access a differentiated professional learning plan targeted at improving individual practice.
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Products
• In each of the Programming for Literacy and Numeracy (PLAN) literacy aspects, 100%of students will achieve at the expected cluster for their grade when measured against the Literacy Continuum. In each of the PLAN numeracy aspects, 100% of students will achieve at the expected level by the end of their stage when measured against the Numeracy Continuum.
• All teachers will be effectively implementing the syllabi, with emphasis on developing with students critical and imaginative thinking in English, understanding and fluency in Mathematics, creativity and competence in working scientifically and technologically in Science and Technology, and critical skills of inquiry in History and geography.
4.2 Engagement for life long learning
Purpose:
To implement a variety of teaching and learning strategies that encourages and support highly engaged, respectful learners who take responsibility for their learning and behaviour.
Improvement Measures
• Teaching programs show evidence of a range of learning experiences and styles planned for and implemented in classrooms that engage students.
• Reduction in the number of behaviour
levels, including suspensions, entered
on Register of Individual
Student Contact.
• Maintain the average attendance rate for students at 92%
Planning team members
• Teachers
• Head of the Institution
Categories
• Primary level
• Post primary level
Modes
• Discussion
• Open space
• Debate
Please follow any one mode.
◼◼◼◼◼◼◼◼◼◼
Roles
• Students
Develop student capacity to:
1. Engage and actively participate in learning through a variety of curricula and extra curricula programs.
2. Take ownership for own learning.
• Staff
• Develop staff understanding of student learning styles.
• Parents/Carers
¶ Develop parent capacity to engage with staff and students in three–way interviews and personalised learning meetings
¶ Professional learning for all staff in learning styles and differentiating instruction.
¶ Design and implement structures and programs to engage students in learning from pre–school through to high school.
¶ Develop structures and procedures to support student self–regulation.
Evaluation Plan
• Monitoring of data from Register of Individual Student Contact, Positive Behaviour for Learning, attendance in OASIS, Learning Support Team meetings and program supervision.
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Practices
• Teachers meet collaboratively to discussstudent transitions into school, acrossstages and into high school.
• Parentinformation sessions, school readiness andtransition programs implemented.
• Teachers implement Positive Behaviour forLearning consistently throughout theschool.
• Peer coaching utilised to drivefurther teacher training in PBL.
• Representation from each stage and adultgroup within the school on the PBLcommittee.
• Teachers differentiate their learning toaddress student needs.
• Adjustments and
differentiation recorded within classprograms, with evidence provided toLearning and Support Teacher for studentswith disability census.
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Products
• Teaching programs show evidence of arange of learning experiences and stylesplanned for and implemented in classrooms that engage students.
• Reduction in the number of behaviourlevels, including suspensions, entered onRegister of Individual Student Contact.
• Student average attendance rate maintained at 95% or higher.
4.3 Community involvement
Purpose
• To encourage parents, carers and thewider school community to engage with thestudents and staff, working
together toimprove the educational opportunities for all
students at School.
Improvement Measures
• Learning support plans show evidence ofbeing prepared in consultation with parentsor carers of all students with disabilities orlearning difficulties.
• Increased participation of parents andcarers in school activities and educationrelated
meetings.
• Increase in student participation in
consultation and leadership process.
Planning team members
• Teachers
• Head of the Institution
• Students Volunteers
• Community Partners
• Parents association
Categories
• Primary level
• Post primary level
Modes
• Open space
• Discussion
• Debate
(Follow any one)
◼◼◼◼◼◼◼◼◼◼
Roles
• Students
Actively engage students to participate in arange of proactive leadership opportunities.
• Staff
Develop staff capacity to build stronger community relations with parents andcarers from a range of backgrounds.
• Parents/Carers
Engage with school community organisations and opportunities to provide
feedback for improvement of school
practices.
• Parents/Carers
Engage in consultation with school staff to identify goals and improve student learning.
• Community Partners
Engage community resources to support parents and carers to develop moreconfidence in their interactions with school.
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Processes
• Develop structures and procedures toimprove timely communication withmembers of the school community.
• Provide opportunities for all parents andcarers to be involved in a range of schoolactivities and consultation.
• Develop structures and procedures tosupport positive parent–teacher
interactions.
• Design and implement structures andprograms to engage students in
development as school leaders.
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Evaluation Plan
• Record of parent attendance at parent
meetings , three–way interviews, funding
review meetings and school functions.
• Attendance of students at leadershipworkshops,
Parents Association
meeting minutes provided on the schoolwebsite
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Practices
• Teachers meet with parents and carers to
discuss student interests and learninggoals.
• Individual education plans reflect thelearning goals identified in
learning ansupport plans for all students with anidentified learning difficulty or disability, orthose in Out of Home Care.
• Consultation with the wider community
through Parent Associationand StudentsRepresentative Council meetings.
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Products
• Learning support plans show evidence ofbeing prepared in consultation with parentsor carers of all students with disabilities orlearning difficulties.
• Increased participation of parents andcarers in school activities and educationrelated meetings and
workshops.
• Increase in student participation in
consultation and leadership processes.
¶ Point 5
Goals to be achieved-Annual and long term
Achievable goals are not limited to the following. You can add some more sustainable development goals also.
• Quality teaching and learning for the 21st Century
• Engagement for life long learning
• Community involvement
¶ Point 6
The culture of the school
It was hard to frame into some points. Applicable to all stakeholders of the school-School management, Leader, Positions related next time the leader, Teachers, Students, other staff members and Parents.
1. Shared goals—“we know where we’re going”
2. Responsibility for success—“we must succeed”
3. Collegiality—“we’re working on this together”
4. Continuous improvement—“we can get better”
5. Lifelong learning—“learning is for everyone”
6. Risk taking—“we learn by trying something new”
7. Support—“there’s always someone there to help”
8. Mutual respect—“everyone has something to offer”
9. Openness—“we can discuss our differences”
10. Celebration and humour—“we feel good about ourselves”
¶ Point 7
Economic and Academic resources available
Economic resources are generated and contributed by the stakeholders/trustee members or from their assets, businesses/charity funds contribution from the community resources/NGOs....
But budgeting for a school is in the hands of its leader and the school management together.
School budget categories:
These categories
include, but are not limited to:
• Transportation-buses and drivers to transport students.
• Facilities-to ensure students attend schools that are clean and well maintained
• Energy-the school is lit during the day, heated in the winter and cooled in the summer
• Health and Safety-the school nurse cares for the ill student, and security measures keep staff andstudents safe.
• Instruction-Students have a qualified teacher, teachers have instructional aides, and classrooms have supplies.
• Curriculum and Staff Development-curriculum, training and instructional support to ensure teachers are
able to provide students with necessary knowledge and skills
• Food Services-nutritious, affordable breakfast and lunch
• Library Services ‐ the library and librarian/staff provide research assistance and resources
• Counseling Services-counselors for giving awareness about Physical, mental, emotional and social developments to Students.
• School Leadership and Support-Principal, Vice principals, coordinators, administrative support staff.....
Academic resources:
There are unlimited Academic resources, some useful, reachable and inexpensive resources are given below:
1. Resources from MHRD of India
2. Resources from Affiliated Education boards
3. Resources from DIET/SCERT/NCERT.....
4. School library
5. School Laboratories
6. Teaching aids, materials and modules
7. Media/ Multi media resources resources
8. Human resources
9. Material resources
10. Time resources....etc
Resources invested in Education:
1. Spending on Education:
• Expenditure on Education
• Teachers' salaries
2. Human resources:
• Teacher pre service training requirements for teaching profession.
• Student-Teacher ratio
• Teacher shortages
3. Teachers' Professional development material resources:
• Physical infrastructure
• Educational resources
4. Time resources:
• Students' learning time in school
• Class size
• Students' learning time in after school
• Extra curricular activities
• Students' attendance
Point 9: Time table
Known to all of us
Point 10
Pedagogical resolutions
• Assessment
• Accreditation/Affiliation
• Enrichment training and updating
• New establishment
• Approval
• Solution to teaching learning problems.
Types of present assessment tools available in our school are:
•Formative
•Summative
•Self
Formative assessment
Teachers and school leadership teams may use the following questions to guide their discussions around formative assessment and to support decisions about embedding formative assessment rubrics into school practice.
• Is best-practice formative assessment being undertaken in the classroom, in which learning progression is explicitly articulated?
• Are the formative assessment practices outlined in this guide being developed and
implemented in the classroom?
• Are there areas of the teaching and learning program where students are learning more complex skills or knowledge and where developing a more fine-grained description of
learning progression would be useful?
• Is there a consistent approach to assessment in the school, supporting all teachers to gather and use evidence to support learning?
• Is there a collaborative process that embeds discussion and feedback on formative assessment practices?
