The monitoring and evaluation that works
MONITORING and evaluation ( M& E) should be an integral component of any school policy; factored into planning before a session begins. Technology tools and best practices available for gathering information, applying it to school challenges, and assessing the results are necessary for the success of any school.
Schools are monitored and evaluated so that effective leadership is in place making the school reach its highest potential academic wise and in as far as human excellence is concerned. In doing our rounds with schools in the province and with some experiences within the region, I came across students’ and teachers’ achievement reports and that vary as per school type and geographic region.
According to teachers, the overall sources of assessment information such as class observations in reading, writing and mathematics; instructional text levels in reading; the collection of samples in writing; and IKAN assessment results in mathematics; is rated as the most important to them. Teachers and principals reported high confidence levels in both the accuracy and consistency of their school. In terms off rating the students with respect to their achievements, it can be observed from my span of monitoring that, approximately 60 percent of students can be rated as satisfactory and of them 30 percent or half have improved after a year. The magnitude of the changes observed is attributable to teachers and school administrators.
School monitoring and evaluation will give way to school best practices as well that other schools can consider. There are schools that I have visited that makes reporting to parents of students’ achievements a priority. The highlight of the reporting sent to parents is that the report cards are easily understood by parents and families. Reports identified the child’s next learning steps and ways for families to support learning at home.
Every time I get the chance to interview school principals and/or administrators, many relates how they feel more supported by the Department of Education (DepEd), although more than half still described themselves as minimally supported or unsupported in nearly all aspects. For them, whatever support especially for the academic growth of students that DepEd can extend to them will greatly impact on their school improvement. They feel though that support should not be dole out or waited, it is also helpful that DepEd knows the pressing concerns from the grassroots level, and initiated up to DepEd. Just under two-thirds of principals indicated that they sometimes prepare the data that identifies students that need additional teaching support in reading, writing, and mathematics. The interventions listed by principals included the provision of additional qualified teaching support, teacher aides, focused in- class teacher support, and the provision of additional learning programs.
In all this observations, my monitoring and evaluation work is deemed vital and essential in planning on future of the school. The school management plan on the areas to fill the gaps and cover, appropriately balance between attained targets, and future assessment opportunities. With me sharing the reports and my observations to teachers and principals at least, their performance is enhanced. ( Paid article)