SantEY TOWN GOVERNMENT PRIMARY SCHOOL

SCHOOL DEVELOPMENT PLAN

2016-2017
 TABLE OF CONTENTS

1. Introduction and Purpose…………………………………………. 3

2. School Data…………………………………………. ……………. 5

3. Ministry of Education Vision, School’s Vision & Mission………....6

4. School’s Philosophy on Education………………………………….7

5. School Profile……………………………………………………….8-24

6. SWOT Analysis…………………………………………………….25-28

7. Improvements Required…………………………………………….29

8. Prioritized Strategic Objectives…………………………………….31

9. Strategic Alignment to Ministry Goals…………………………….32-34

10.Action Plans 2016-2017…………………………………………….35-54

11.Budget………………………………………………………………55

12.Approvals………………………………………………………….56

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INTRODUCTION AND PURPOSE

A Strategic Assessment of the Education System was conducted in November 2010 and the concerns raised
highlighted the need to profile the Ideal Child in terms of clearly delineated outcomes. It also highlighted the need
to significantly improve the leadership and management of all our schools.

The GORTT MOE Strategic Plan 2011 - 2015 profiles the Ideal Child in terms of five (5) Children Value
Outcomes (Diagram 1). It also introduces a School Based Management (SBM) Model (ESSP 2011-2015 pp.54),
a revised version of which is depicted in Diagram 2.This model focuses on the realisation of the Children Value
Outcomes towards the development of the Ideal Child. The Ideal Child will be a good citizen and contribute
positively to nation building and sustaining national well- being and development.

The School Based Management (SBM) Model

The SBM Model identifies the key components of the Education System that impact on the operations of schools.

The “build-out” of the SBM Model created an indigenous SBM System which defines:-
 Leadership and Management Practices for Principals, Vice Principals, Heads of Department, Deans,
Teachers and other Key Stakeholders.
 The other seven dimensions at the level of the school which form the basis of all planning, implementation,
resourcing, monitoring and evaluation. The minimum standards to be met and the key performance
indicators for these dimensions are also defined.
 The Support Administrative Services provided by Central Administration.
 The role of the Division of School Supervision.

The SBM system is an instrument of quality assurance that is fully expected to achieve better leadership and
management of our schools and the Children Value Outcomes.

Diagram 1-MISSION OF THE MINISTRY OF EDUCATION

The Children Value Outcomes for the Ideal Child (GORTT MOE Strategic Plan 2011-2015)

Diagram 2

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 The School Development Plan is the instrument that will be utilized to
chart the strategic direction of the school

4
 SCHOOL DATA
NAME: SANTEY TOWN GOVERNMENT PRIMARY SCHOOL

ADDRESS: 689 BROWNSTONE ROAD, SANTEY TOWN, LOWER HILLSIDE

TELEPHONE NO: 651-1387 FAX: 651-1359

E-MAIL: santey.brownstone@yahoo.com

PRINCIPAL’S NAME: MARY GONZALES (Ms)

SENIOR TEACHER: RILEY ROOP (Mrs)

NUMBER OF TEACHERS: ELEVEN (11) NUMBER OF STUDENTS: 165

NUMBER OF BUSINESS OPERATIONS ASSISTANT 1: ONE (1)

NUMBER OF OJTS TRAINEES: Five (5)

SCHOOL BASED MANAGEMENT TEAM

 Ms. Mary Gonzales – Principal Primary

 Mrs. Riley Roop – Senior Teacher
 Mrs. Teane Sanoy – TTUTA Staff Representative
 Mrs. Vaney Ramlos – Teacher
 PTA President
 Miss Vee Lam-kon – Past Teacher & Member of the community
 Rev. Devan Lambi – Religious Representative
 Dr. Nista Mai – Businessman & Member of the community
 Miss. Rean Peotess – Chairman of the Alumni
 Mr. Neil Swekar – Past Pupil
 Chairman of the School Student Council

School is maintained by MTS – Security and Maintenance Technicians

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 II.

MINISTRY OF EDUCATION’S VISION

The Ministry is a high performing and dynamic organization
Leading a quality education system that is
Responsive to the diverse needs of 21st century learners
To contribute to the education and versatility of holistically developed children
Who are able to satisfy the human capital needs
And sustainable development of society

STGS’ VISION
To make Santey Town Government Primary
One of the leading model schools of excellence
In Trinidad and Tobago which will meet the needs of the 21st century learners
Through the holistic development of each child.

STGS’ MISSION
To foster an environment that will provide quality education,
Promote the Children’s Vision of Value Outcomes
By fulfilling their potential, being healthy and grow normally.
An academically balanced, emotionally mature, happy,
Well-adjusted socially and culturally individual
While
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 Prepare them to be responsible
And
Competent citizens in an ever-changing world

III. SCHOOL’S PHILOSOPHY ON EDUCATION

We believe:
 In the holistic development of the child.
 That every child has the potential/ capacity to learn
 That every child has the right to an education that facilitates him/her to attain their maximum potential.
 In the production of a child that will function confidently, effectively and efficiently in a global society

CORE VALUES
 Promote respect for self and all our school community.

 Value honesty and steadfast in maintaining it.

 Promote a peaceful, caring and safe school with a warm inviting atmosphere.

 Demonstrate the highest ethical standards in all our interactions

GOALS

 Administer the curriculum and instruction in conformity with National Standards of the Ministry of
Education and in accordance with needs of the learner.

 Provide opportunity to develop the institutional human resources.

 Integrate information technology into the curricular.

 Develop and maintain strong links with the relevant stakeholders (parents, the community, etc.)

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 IV. SCHOOL PROFILE
Santey Town Government Primary School opened its doors on January 11th, 1954. It was constructed to
accommodate students from the villages of Lakore, Rampir, Trulomr and Bailay. The first principal was Mr. W.T.
Punoowasi. The initial enrollment was more than four hundred students. The institution shared facilities with the
Signagog Presbyterian Primary School from January 2005 to August 2013. This was a consequence of the original
building been deemed unsafe. In January 2010, the Sod- Turning Ceremony was held at the old-School building
site. On September 2nd, 2013, the principal, staff and students returned to a brand-new state of the arts facilities.
On January 11th, 2014, the school celebrated sixty years as an educational institution and our one year anniversary
in our new school facilities. To date the school has an enrollment of one hundred and seventy- four students.

The administration of the school is enhanced by a committee system. This system enables teachers to participate
in a shared decision making process of the school. It has produced more informed/formal decisions and makes
implementation of Ministry and school’s policies smooth and effective.

In 2006, the school achieved the best S.E.A. results for a Government Primary School in the Regional Education
District. Three students were placed in the top ninety- five (95) percentile and received national recognition.
Ramon Siewdeo placed 25th in the island at the S.E.A. Examinations 2008. The school’s motto is
“KNOWLEDGE IS POWER” and its Mission is to “Foster an environment that provides quality education,
promote positive self-worth and prepare all students to be responsible and competent citizens” to meet the
present and future global challenges. Our task is one that is collaborative, purposeful and driven by the new
curriculum and policies of the Ministry of Education.

The Principal, teachers and supporting staff are aware of their professional vocation and duty to all students. We
can all feel happy to share in the overall pride and joy, when our efforts are rewarded with outstanding
achievements and performance at all levels of the school’s curriculum. The children of Santey Town Government
success will be our ever-continuing objective and number one priority; as well as that of the Ministry Of
Education.

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Leadership Governance and Integrated Management

The Santey Town Government Primary School teaching staff comprises of eleven: (three males and seven female
teachers inclusive of the Senior Teacher and the Principal). All members are appointed and confirmed in their
position. One Business Operations Assistant 1 and five OJTs trainees assist the Principal and the teaching staff to
ensure the smooth operations of the school. Most the teachers have their Bachelor of Education Degree. All
members were also trained in the Digital Literary Programme conducted by the Ministry of Education.

At the school, there exist several committees that aid in the management of school affairs: School Based
Management Team, Sports, Co & Extra Curricular Committee, Social and Funding Raising Committee, Risk &
Crisis Management Team, Education/ Administration Team, Beautification & Maintenance Committee and
School Based Student Support Team. The leadership can be described as transformational with shared decision
making, open communication and input by all staff members.

In addition, the school is serviced by the National Maintenance Training & Security Co Limited (MTS) – One
Security Officer per every twelve hours’ shift, two Maintenance Technicians and one Groundsman in
collaboration with five to six Unemployment Relief Programme workers.

Key Stakeholder Engagement

The school has an established and functioning P.T.A. The PTA was registered with the National PTA in 2011.
Elections are to be held annually in October. Generally, parental support and involvement at the school have been
minimal. The PTA is very instrumental at awarding the top three students in every class each term. They also
play an integral part in the school’s Bi-Annual Sports & Fun Day and Graduation & Achievement Exercises. Each
academic year in September, Teacher- Parent Conferences are held for a week. The purpose of these conferences
is for parents to meet their children new class teacher to discuss expectations and involvement in school related
matters. In recent times, there has been a great improvement in terms of school/parent relations and
communication.

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It must be noted, there is also little community involvement in the school. However, the Sasthai Family (Tek Ltd,
Sienna’s Marketing Ltd and Sasthai’s Imports) are always ready to assist the school. The consensus of the staff
is that there is need for training of parents in parenting skills. Numerous efforts are being made to solicit the skills
and expertise of parents by the developing a Skills Bank of Parents’ expertise.

Physical Infrastructure, Resources and Environment

The school was built in 2013 and officially handed over to the Ministry of Education on September 4 th, 2013.
Facilities are considered to very modern and have been desired as ‘a states of the arts school”. Even though the
building is fairly new, there are some infrastructure issues. These are highlighted lower down in this document.
One major challenge is a need for more classroom spaces to accommodate future generations. At present, the
school was constructed to facilitate one class per level.There are three blocks:

 Block A: Administration which houses the Principal and Reception Office, Staff Room, Male & Female
Sick Bays, Diagnostic Room, Computer Room(not functioning- no networking cables) and Library.
 Block B: Upstairs- Infant Department classes, School Feeding Room, Cafeteria, Auditorium and Dressing
Rooms. Downstairs- Specialist Room, A.V. Room (used as a classroom), Music Department with Pan
Theatre, Garden and Physical Education Store Rooms.
 Block C: Standards Classrooms, Art& Craft Room (presently being used as a classroom), Science
Technology Room, Janitor Room and Standard washrooms
With the implementation of the PCR and former CAC, the school received resources for Language Arts, Spanish,
Agricultural Science, Music, Visual Arts, Physical Education, Science and Mathematics. There is a computer lab
at the school but no networking cables and no internet service. The general environment, climate and ethos are
very inviting. The school has hosted numerous curriculum workshops on behalf of the Ministry of Education and
the District office.

Exams, Testing & Assessment

Over the years, emphasis has been placed on improving testing and assessment at the school. Testing, test
construction and administration have been standardized across the school. Termly tests are timetabled. The main
core subjects are done within seventy-five minutes. Teachers are rotated to supervise different classes and not
their respective class. Therefore, students are exposed early to National Testing conditions and criteria.

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Tests Scripts are typed and placed on flash drives for easier checking and verification by the Principal. Table of
Specifications and Item analysis are done for all tests. Monthly Test records, Scoring Scheme, Rubrics and
checklists must be provided. Recording and feedback are timely.

Curriculum Instructional & Services Delivery

The Curriculum plays a critical part to the achievement of the Children Value Outcomes for students. Teachers
are expected to implement the prescribed Curriculum within a closely monitored system at the school which is
managed by the operations of the SBMT. When the CAC component was implemented there was a more balanced
implementation of the curriculum with more attention being given to the Creative Arts, detailed Creative Writing
format and Agricultural Science. Even though the CAC has been removed from the curricular, some of its
concepts and strategies can still be used in the delivery of the curriculum especially in the area of Creative Writing.

The PCR has also added great value to curriculum instruction. It encourages teachers to fully integrate instead of
delivering each subject in isolation. The majority of teachers have trained in the delivery of the PCR from Infants
to Std Three. This academic year the Std Four and Five are to be exposed to the new curriculum. The lack of
internet service at the school has adversely affected the integration of ICT in learning and instruction. However,
teachers are innovative in getting beyond this problem.

It is the responsibility of each school to cater for the varying needs and learning styles of all students and to deliver
interesting and diverse educational experiences that are appropriate and relevant to ensure achievement of the
Children Value Outcomes. The school has on several occasions admitted students with special needs. The Student
Support Services have given their support to these students as well as the School Based Student Support Team.
The Principal and another teacher have had some form of training to assist special needs students.

Co-curricular activities are also managed at the level of the school through its school clubs thus enabling the
holistic development of each student. Even though there is the lack of skilled or semi-skilled personnel which
may hinder opportunities for participation in extra and co-curricular activities to some extent, the school tries it
best to involve students in all activities and competitions.

Teachers and Teacher Development and Management

Teachers are a critical element in the success of the school. The members of staff at this school are dedicated and
hard-working. This is specially demonstrated with teachers volunteering their services and skills to form school
committees. The Staff members service on at least two committees. Teachers are well qualified and creative and
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employ a variety of teaching/learning strategies to make learning meaningful and suited to individual pupil needs.
Teachers are frequently reminded about honouring the duties and responsibilities within the framework of the
Education Act and updated guidelines. Communication between Administration and all staff (Teaching and non-
teaching) is very open and cordial. Decision making is a team effort and not a ‘one man show”.

Each academic year, Staff Developmental Exercises are planned. The use of professional development is

 To improve teachers’ capacity and understanding of their role and function

 Encourage effective teacher preparation and delivery of curriculum

 Other relevant topics to assist teachers.

Supervision and monitoring are an integral part in teacher development and management in order for the success
of the school
• Staff reports are done on a timely manner to assess teacher performance.
• Class Checks and/or Clinical Supervisor are conducted formally and informally by the Principal and
Senior Teacher

Students
This school is dedicated to ensuring that each child receives a proper education. The services provided by the
Ministry Of Education must be afforded to each and every student of the school. These services must assist and
impact on their overall development. To ensure the students avail themselves to the opportunities given by the
school, students are responsible for their individual learning, regular attendance and conforming to established
Codes of Conduct and School rules

The school has a Student Council which is duly elected every academic year in September. To further develop
students’ leadership skills, the school has in place the following:
 Prefect System
 Clubs
 House System
 Hall Monitors
As a school, we are organizing that students play a more active role at Assembly, in order for greater participation
and appreciation of the Assembly period.

Student Services
This is intended to ensure that each student is given the opportunity to achieve the stated Value Outcomes.
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Students would have equity and access to their right to be educated via the provision of
• Meals
• Transport
• Textbooks
• The services of the SSSD
• Library
• Security and health
• Janitorial and maintenance
• Educational Services(media, broadcast, charts)
• Information Technology

Education District: REGIONAL

Secondary 7yr 5yr Primary 

Government  Denominational Private

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School: SANTEY TOWN GOVERNMENT

Address: 689 Brownstone Road, Santey Town, Lower Hillside

Email: santey.brownstone@yahoo.com Phone: 651-1387 Fax: 651-1359

Principal: Mary Gonzales (Ms) Vice Principal/Senior Teacher: Riley Roop (Mrs)

Email: marygonzales@yahoo.com Email: ri.roop@gmail.com

bPhone: 413-2841/321-4560 Phone: 217-7118/386-9032

School Capacity: 200

Student Population: 165 Male: 78 Female: 87

NUMBER HOD/HOD DEANS / OTHER NON-

TEACHERS CIVIL
OF AG. DEANS AG. TEACHING OJTS
MALE 2 0 0 0 0 1
FEMALE 8 0 0 0 1 5

SCHOOL MOTTO: KNOWLEDGE IS POWER

NO. OF ACTUAL TEACHING DAYS: 180

ACADEMIC YEAR 188 days :( 39x5=195 minus 7 public holidays)

NB: School was officially closed by the Office of Country Medical Officer of Health, on Thursday 15th
October 2015 for approximately four weeks; due to the malfunctioning of the school’s Sewer Treatment
Plant which caused an overflow of septic water.

STUDENT ACHIEVEMENT (For the past 5 years)

% students acquiring ≥ 5 subjects at CSEC including Mathematics and English Language (Secondary) and AP1
score (Primary)

2011 2012 2013 2014 2015 2016

CSEC N/A N/A N/A N/A N/A N/A
Not yet
API SCORE 310 425 327 334 310 received

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NB: No API scores were received for 2010

API SCORE
API SCORE

425

310 327 334 310

275

2009 2011 2012 2013 2014 2015

NT 2015: Std 1 NT 2015: Std 3

LA Maths LA Maths

55.00%
50.00%
44.40%
35.00%
27.80% 27.80% 25.00%
44.40%16.70% 15.00%
11.10% 10.00%
22.20% 5.00%
5.60% 5.00%

Exceeds Meets Nearly Below Exceeds Meets Nearly Below

In the last five years (2005-2009), the school performance based on the API Interpretation at the National Test
has shown the school as mostly effective. This means that students meet or exceed standards in both classes and
areas of learning. In 2011, the school’s API was three hundred and ten (310) based on the Mathematics and
Language Arts of the National Test for Standard One and Three Classes and in 2012, the school for the first time
based on its API of 425 was placed in the category of excellence. However, in June 2013 even though the API
decreased to 327, increased in 2014 to 334 and decreased in 2015 to 320, the rate of change in performance
continues to increase over the period specified by the Division of Evaluation and Research of the Ministry of
Education.

STUDENT INDISCIPLINE (For the past 5 years)

% (No.) of student suspensions

2011 2012 2013 2014 2015

No % No % No % No % No %
Male 0 0 0 0 0 0 0 0 0 0
Female 0 0 0 0 0 0 0 0 0 0
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 Total 0 0 0 0 0 0 0 0 0 0

In June 2015, the Principal introduced for the first time an Inter- School Suspension System based on the severity
of the infraction displayed by the student. Six male students were issued this suspension. Supervisors and parents
were informed about the system. The system was basically instead of the students been sent home, report to the
Principal’s Office each morning. Assembly was done with them, after they proceed with the Principal to the
school’s Music Room where the Principal taught them with the work left by their class teacher. Recess and Lunch
Breaks were given under supervision but at a different time from the normal breaks. They were not allowed to
play or interact with other students, even those under the In-School Suspension. It must be noted that there was a
mark difference in these students and other students’ behaviour. There is a School Disciplinary Policy which
incorporates the Disciplinary Matrix.

Student Enrolment

FORM/CLASS No. of Classes Male Female

Infants Year 1 1 9 13
Infants Year 2 2 10 18
Standard One 2 16 18
Standard Two 1 6 12
Standard Three 1 17 2
Standard Four 1 12 13
Standard Five 1 8 11
TOTAL 9 78 87

STUDENT POPULATION

2010 2009 2008 2007 2006

YR 1 13 19 17 19 21
2015 2014 2013 2012 2011
STD 5 28 17 14 16 13
% 53.6 11.8 21.4 18.75 61.5
Decrease/Increase Increase Decrease Decrease Decrease Decrease

Since the school returned to its original site, the student’s population has been increasing each year. In July 2013,
the enrolment at Signagog Presbyterian was 114. In September 2013, it was 154 and presently as of September
2016, it is 165.

Total no. of Clubs:

Boy Scouts/Cubs No Brownies No

Red Cross No Guides No
Cadets No Youth Club No
Environmental * Basket ball No
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Swimming No Football *
Cricket * Netball Yes

Athletics Yes Volleyball No

Hockey No Karate No
Chess * Drama & Choral Speaking *
Table Tennis * Singing *
Board Games * Art *
Badminton *
NB: Clubs with the * asterisk begun on September 9th, 2016.
Student Council  Prefect System 

AVERAGE STUDENT ATTENDANCE (%) (To be taken from Monthly Report)

2010 2011 2012 2013 2014

Male 48.1 38.6 40.5 43.75 37.0
Female 48.1 50.3 42.4 43.75 31.0
Total 96.2 88.9 82.9 87.5 76.0

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 AVERAGE STUDENT ATTENDANCE
100
80
60
40
20
0
2010 2011 2012 2013 2014

Male Female Total

Average Termly Students' Attendance

160
140
120
100 1st Quarter
80 2nd Quarter
60 3rd Quarter
40
20
0
2010 2011 2012 2013 2014 2015

Looking at the period 2010 to 2014, the average attendance based on the Termly report reflects students’
attendance to be satisfactory. From 2013 to present, the attendance has improved a lot. This may be due to the
fact that the school has returned to its community and it is must easier for the students to attend school now than
when the school was housed at Signagog Presbyterian.
Sometimes parents keep their child at home for frivolous reasons. They seem not to care or do not realize how
the constant absence of the child from school will affect their academic performance. Due to the invention of the
Principal and Student Support Services, parents are fully aware of the importance of education and the impact it
can have on one’s future life style.

TEACHERS ATTENDANCE
% of Teachers who access leave as follows:

0-7 8-14 15-22 23-28 >28

2011 8.3 16.7 58.3 16.7 0
2012 0 16.7 50.0 33.3 0
2013 0 41.7 33.3 16.7 8.3
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 2014 0 41.7 41.6 8.3 8.3
2015 9.09 45.45 36.36 9.09 0

TEACHERS ATTENDANCE
100
80 2010
60 2011
40 2012
20 2013
0 2014
0-7 between 15 - 22 23 - 28 >28
8 -14

Generally, teachers over the years have tried to use most their sick and occasional leave. The graph above shows
for the period 2010 to 2014, 53.3% of the teachers accessed between fifteen to twenty- two days of their annual
leave. Only 8.3% of them when over the allotted amount of days especially in sick leave. The absence of teachers
will impact on students’ performance and the timely delivery of the curriculum. Instructional time is sometimes
adversely effected. In recent times, teachers’ attendance is improving and subsequently students are interested in
attending school.

TEACHER PUNCTUALITY

% of Teachers who are unpunctual as follows:

0-90 minutes 91-180 minutes 181-300minutes >300 minutes

2011 46.7 0 0 0
2012 46.7 0 0 0
2013 14.3 21.4 0 0
2014 41.7 8.3 0 0
2015 9.09 9.09 0 0

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 TEACHER PUNCTUALITY
50

40

30

20

10

0
2010 2011 2012 2013 2014

0-90 minutes 91-180 minutes 181-300minutes >300 minutes

The school’s records will show that one particularofficer was habitually late. The Disciplinary Progressive
Process was stated with this officer in 2014. The state of issuing a final warning letter was avoided because the
officer’s punctuality showed improvement and continues to improve to date. Unpunctuality affects the delivery
of the curriculum. The students will feel that their class teacher is unprepared, when he/she takes a while to settle
down to teaching. Students will be restless and instructional time wasted.

CURRICULUM: Not Applicable to Primary Schools

No. of subjects offered at CSEC: CAPE

No. of CVQ subjects

Teacher Vacancies-Primary

CLASS NO OF TEACHERS
None at this time

Teacher Overstaffing-Primary

CLASS NO OF TEACHERS
None
One Teacher will be retiring in February 2016

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 MAJOR SCHOOL ACHIEVEMENTS

Major achievements for the 2014-15 academic years reporting period

 School celebrated its 60th Anniversary on January 11th, 2014.

 It acquired its first steel-band ensemble. On 18th June 2015, steel pan music rang through the school for
the first time in the history of the school.

NB: The school acquired its new facilities in September 2013, after shared with Signagog Presbyterian Primary
for eight years.

Over the years, the school has seen satisfactory performance in the academics and in extra- curricular activities.
The pupils participated and excelled in a variety of extra- curricular activities and competitions.
 Academic Achievements
 In 2012, school’s API was 425- the Excelling category.
 Standard Four Students participated in National Mental Mathematics. Reached Zonal semi-finals
in 2013, 2014 and 2015. In 2016, one student represented the District and when on to the National
Finals.
 Several students have received prizes and hampers as Zonal winners from pennacool.com in
reference to on line competitions in Mathematics and Language Arts
 Flavourite National Peppy Spelling Bee Competition

 Non- Academic Achievements

 Zonal Representatives at Regional District Games in 2011,2012, 2013 & 2014
 Lois- Barnis Zonal Games 3rd place Overall Winners: 2013, 2014 & 2015.
 Introduction of Kickboxing. Students from Standard One to Standard Five are exposed to these
skills.
 Extra-curricular clubs have been established in September 2016 after many challenges.

Special Projects (within last two years)

Name/Title Lead Person or Duration Status Completion

Group Date

Beautification of frontage of MTS On going 50% of trees & September

school URP other 2016
ornamental
plants planted

“Reading on the Go” NALIS On going Start in May

2016. Continues
(Use of NALIS Mobile in September Nil
Library) 2017

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 Book Drive About 60% of July 2015
the students
(To source new school Two brought in
library) years books

Shelving the Music and PE School One term 100% July 2015
rooms completion

Staff Development Workshop (within last 2 years)

Name Programme Facilitator Cost

Core Values Understanding the Principal, teachers and $ 1000.00

delivery format of the a representative from
new Primary Curriculum the Curriculum
(PCR) Division

Duty of Care Understanding what is Principal Nil

“Duty Of Care” and the
role staff members have
to play.

Staff Bonding/Motivational Conflict Management for Representative from $ 650.00

Staff Elder’s Associates
through EAP

Inter School SBM Training Sensitize staff to SBM Principal $500

model, roles and
responsibilities of the
team

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 SCHOOL’S ORGANIZATIONAL STRUCTURE
MINISTRY OF
EDUCATION

PRINCIPAL

SENIOR TEACHER

SCHOOL BASED
MANAGEMENT TEAM

TEACHERS

BOA & OJTs MTS PTA STUDENTS

Committees
Name Membership Objectives Frequency of Meetings
Education & Administration 5 Review school policies, Once a term or when the
plan Staff development need arises
exercises
Risk & Crisis Management 5 Organize drills, review crisis Once a term or when the
management documents & need arises
roles
Sports & Co/Extra 4 Organize sporting events at Once a term or when the
Curricular school & zone levels. need arises
Develop an Co & Extra
Curricular programme
Social & Fund Raising 5 Plan and coordinate social Once a term or when the
programmes for staff and need arises
students. Plan events to
raise funds for school
activities
School Student Support 4 Assist teachers with special Once a term or when the
needs students. Develop need arises
strategies to assist these
students
Beautification & 3 Coordinate the Once a term or when the
Maintenance beautification of the need arises
school’s exterior
surroundings. Make routine
checks of plant to ensure
proper maintenance is
carried out. Report to the
principal if there is need for
intervention

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PHYSICAL PLANT

Present Status: Excellent Very Good Good Satisfactory  Poor

Urgent Needs: Plumbing  Sewer  Electrical 

Grounds  Other  : Secured and covered walkway for students

from the main gate to the school.

MAJOR SCHOOL PRIORITIES:

1. Improving National Test and other examinations results especially in the Language Arts area yearly
2. Ensuring the proper delivery of the PCR at all levels of the school continuously.
3. Encourage students’ participation in at least two sporting activities and Ministry of Education & NGO’s
competitions on a Termly basis.

MAJOR SCHOOL CHALLENGES:

1. Funding and transportation to participating in National, District, Zonal and NGO’s competitions and
activities.
2. Getting teachers involved in certain Co and Extra Curricular activities e.g. Brownies, cub Scout
3. Developing the outer school’s field as a football and cricket ground.
4. Maintenance of specialized equipment (Sewer Treatment Plant, Water & Fire Pumps, AC Units)
5. Greater parental involvement

STAKEHOLDER INVOLVEMENT

KEY STAKEHOLDERS REMARK/COMMENT

BASTRA SWIM ASSOCIATION CATERER FOR SCHOOL MEALS
PTSC: SCHOOL SERVICE OPERATORS (MAXI TRANSPORT STUDENTS
TAXIS)
BUSINESSES IN THE COMMUNITY ASSIST AT SCHOOL ACTIVITIES
SCHOOL PTA ASSIST AT ALL LEVELS AT THE SCHOOL

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 V. SCHOOL’S SWOT ANALYSIS

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 DIMENSIONS STRENGTHS
Leadership, Governance - SBM Team
& Integrated - Dynamic, knowledgeable
Management and competent leadership.
- Collaboration and Shared
decision-making with staff
- Celebrates all national
festivals at assembly and at
functions
- Discipline Matrix/ Code of
conduct & Discipline Plan
- Financial accountability
-In-school Suspension Policy
Key Stakeholder -A supported P.T.A.
Engagement - Open communication with
all relevant stakeholders.
- Communication Policy in
place.
- PTA recognizes students’
academic performance
WEAKNESSES OPPORTUNITIES THREATS
- Teachers need to enforce the -Develop leadership skills. - Changes in MOE policies
Discipline matrix/ Code of -Succession Planning and plans.
Conduct - Senior Teacher unable to
- No internet access to the assist full time with
school administration as they are
- Great efforts to move assigned to a class.
teachers from their comfort -Risks factors: Financial,
zone to high levels of Health, ICT, Political
performance. Changes
- Need to update database
system on software.
- Low attendance of parents at - Stakeholders working -High inflation rate
P.T.A. meetings. together with the school for -Negative influence of the
- Need for sponsorship for the benefit of the students. media. Adults and peers.
certain projects - Involvement in school’s - Lack of some businesses in
- Creating a Skills Bank activities. the area to support the school
Lack of parent’s cooperation -Poverty stricken community
with students and their -High levels of
academic work (projects). unemployment
Culture of Bureaucracy
-Lack of timely, accurate data
prevents data driven decision-
making
 Physical Infrastructure, - A friendly and conducive -Design of the school’s - Facilities to host -Computers not installed due
Resources & climate, ethos and infrastructure poses a safety community/school built to no networking cables in
Environment environment. problem and inability to programmes. computer lab.
-A “state of the arts” school - Design of infrastructure and
expand the student’s -Assistance from URP, MTS
with specialist rooms. proximity to the main road
population beyond the 200 & Penal- Debe Regional
-PCR and VAPA resources poses a safety threat to staff
mark. Corporation.
-School maintained and and students.
- Maintenance & Servicing of
secured by MTS. -Sewer Treatment Plant
- Crisis & Risk Management high- tech equipment in the
unable to be serviced in a
Plans school.
timely manner every six
- Proper Inventory of - No internet access to the
resources and equipment months32.
school
- Maintenance of steel-pans -Overcrowding beyond the
- Outer field needs to develop
by PANTRINBAGO. school’s capacity of students.
for recreational purposes.
-High levels of criminal
activities in the community

Examinations, Testing & -Term Test scripts are - Some teachers tend to coach - National tests provide the - Registrations for National
Assessment checked and verified by the students before examinations. opportunity to identify and Test & SEA online, pose to be
principal to ensure required - Give students the meet the needs of the difficult at times with the no
assessment standards are met. opportunity to change individual students. internet service at the school.
- Assessment is done under answers/ complete paper after
National Test and SEA the test period when papers
guidelines and procedures. are returned to the class
- Table of specifications, teacher.
Item Analysis and Master
sheets are used to guide
testing and the curriculum.
-Supervision of Term Test
done by other teachers than
the class teacher.

27
 Curriculum Instructional -Clinical Supervision and - Recording of remedial and
& Services Delivery regular class checks. enrichment works need to be
- All teachers have been improve.
training in either the delivery - Need for one more music
of the PCR or CAC teacher to fully utilize all
programmes. music instruments besides the
steel pan.
-Unsatisfactory curriculum
planning and delivery
-Limited innovative
instructional strategies.
- Full usage of resources that
is available.
-Adequate Co and
extracurricular activities
lacking
Teachers & Teacher -Members of staff continue to -Teachers’ regularity needs to
Development and upgrade themselves improve
Management academically. -Too much emphasis still
- Strong team of teachers. placed on the traditional
approach to teaching
- Proper record keeping for
the new PCR Report Book
Students -Elected Student Council - Low socio-economic
-House System to aid with background.
numeracy, literacy and -Unable to participate in
discipline. Ministry’s approval events
- Able to play the steel-pan and competitions because of
-Involve in athletics, netball financial constraints and
and kickboxing transportation.
-Prefect System
-Student Council
-House System
28
Training workshops for all -Teachers’ unwillingness to
school personnel be involved with
extracurricular activities.
- Time often limits
participation in co &
extracurricular activities.
- Time for Record keeping
vs. Instructional time
-Organization of workshops - Teacher may be deterred by
and staff development the volume of record keeping,
exercises. especially with PCR.
Sub committees are active. -Negative attitude towards
change.
- Absenteeism.
55% of teachers do not have
their B: Ed. degree.
-Inadequate and inefficient
human resource management
processes
-Performance management
systems not fully integrated
-Develop programmes to Challenging socio-economic
facilitate the holistic environment.
development of students. - Absenteeism.
- Awarded for achievements - Conflict in values between
- Participation in Extra- home and school.
Curricular clubs - Utilizing students’ spare
time wisely.
Lack of basic requirement for
class. (stationery, etc.)

Students Services - Roster Systems- Assembly
Topics, Meals Distribution,
etc.
- School Operators daily
(maxi taxi service)
- Guidance Officer & School
Social Worker are readily
available.
- Access to NALIS Book
Mobile
29
-Incorrect uniform and
improper the deportment.
-Decline in average
population rate
- Need for a fully equipped -Able to utilize school’s -Growing student population
library and librarian. library need for more maxi taxi
- Feedback on referrals & -Continual support from SSS. services and increase in
Special concessions is too meals.
slow in getting back to the -Late arrival of requested
school textbooks.
-High incidents of school
violence
 VI. IMPROVED REQUIREMENTS

 To strengthen systems for delivery of the curriculum and institutionalize a culture of collaboration, continuous learning and desire for the

achievement of excellence in students’ performance.

 Engage in Professional Development to devise, and implement strategies to improve Literacy, Numeracy and Writing Skills.

 To engage students in authentic learning for research and presentation of materials, thus improving their ability to participate in research and

data collection to be effective learners.

 To develop more social programmes to encourage team building and improve the school’s climate, culture and ethos.

 Ensure that the established guidelines for test construction (internal) and performance measurement which ensure validity, reliability,

efficiency, frequency and appropriateness are followed.

 To empower teachers to better effectively deliver the Primary Health & Family Life Education, Visual and Performing Arts, Agricultural

Science, Music, Dance, Drama, Citizenship & Character Education curriculum- the entire PCR.

 To continue our school’s Whole School Initiatives which will improve students’ performance, discipline, build their self-esteem and act as an

incentive for participation in school’s programmes.

 To increase Stakeholders’ Engagement to create and assist in funding for programmes for school improvement.
 VII. PRIORITIZED STRATEGIC OBJECTIVES
 By July 2017, STGP will have greater stakeholders’ engagement by developing an effective communication policy by 82%.

 By July 2017, there will be relevant Committees established for the provision of a safe, secure, and aesthetically pleasing learning environment.

 By July 2017, the SBMT will demonstrate competencies of the examination, testing and assessment framework.

 97% teachers will become competent, qualified, technologically skilled professionals through Peer coaching and mentorship (differentiated
support for teachers’ growth) and continuous professional development.

 By the end of July 2017, STGP will adapt the prescribed curriculum with the support of the CDD and other divisions to meet the identified
learning needs deliver the curriculum using relevant and appropriate teaching-learning methods.

 By the end of July 2017, STGP will design and implement systems to ensure that each child benefits maximally from educational opportunities
provided by ministry of Education.

 By July 2017, 87% of students will demonstrate positive behaviors by Implement the School’s Violence and Discipline Plan
 By end of July 2017, there will be an increase in students’ academic performance in Literacy and Numeracy by 82% through remedial
programmes and the development of an Individualised Education Learning Plan. (IEDP)

 By the end of July 2017, STGP will design and implement systems to ensure that each student articulate a path towards his/her academic attainment.

 By the end of July 2017, SBMT would establish a conducive learning environment with effective management and leadership by implementing
the LG&M Process to achieve the Vision for the Child or Children Value Outcomes (CVOs).

31
 VIII. STRATEGIC ALIGNMENT TO MINISTRY’S GOALS
MOE STRATEGIC GOALS & SBM STGS’S STRATEGIC OBJECTIVES
MODEL

 Design and Develop a Quality

Education System

- Student Discipline - By July 2017, 87% of students will demonstrate positive behaviors by
Implement the School’s Violence and Discipline Plan

- Teacher Training and Development - 97% teachers will become competent, qualified, technologically skilled
professionals through Peer coaching and mentorship (differentiated
 Ensure that our system of education at the support for teachers’ growth) and continuous professional development.
primary, secondary and tertiary levels,
prepares our young people for the
challenging world of science and
technology

 Ensure that the education and training of

our teachers is adequate to meet the
challenges that face our young people,
including penetration of foreign cultures,
technological devices and social media - By the end of July 2017, STGP will adapt the prescribed curriculum with the
support of the CDD and other divisions to meet the identified learning needs
-Curriculum Reform deliver the curriculum using relevant and appropriate teaching-learning methods.

- By July 2017, there will be relevant Committees established for the

provision of a safe, secure, and aesthetically pleasing learning
Physical Infrastructure, Environment environment.
and Resources

32
 -Improving Infrastructure in School

-Students - By end of July 2017, there will be an increase in students’ academic

performance in Literacy and Numeracy by 82% through remedial
 Fully integrate sports, culture, language programmes and the development of an Individualised Education
arts and physical education into the Learning Plan. (IEDP).
education system
- By the end of July 2017, STGP will design and implement systems to ensure
 Provide opportunities for students will be that each student articulate a path towards his/her academic attainment.
provided with opportunities to participate
in Cultural and Creative Arts as part of its
co-curricular and extra curriculum
activities.

 Designed for student leadership and

participation through the establishment
of prefect body clubs and other student
led organization

 Engage Stakeholders in the

Transformation of the Education
System
-By July 2017, STGP will have greater stakeholders’ engagement by
-Key Stakeholders’ Engagement developing an effective communication policy by 82%.

 Identify and integrate resources and

services from the community (local,
regional and international) to strengthen
school programmes, to strengthen
positive family practices, values and
student learning and development.

33
  Design and issue survey instrument for
degree of parental satisfaction with
school on an annual basis.

 Engage in programmes to recruit and

organize parent, community and other
key stakeholders to help and support the
achievement of the stated Children
Value Outcomes By July 2017, the SBMT will demonstrate competencies of the examination,
testing and assessment framework.
-Testing and Assessment
By the end of July 2017, SBMT would establish a conducive teaching/ learning
environment, with effective management and leadership by implementing the
LG&M Process to achieve the Vision for the Child or Children Value Outcomes
-Leadership, Governance and (CVOs).
Management

34
 IX. ACTION PLAN

SCHOOL’S Action PLAN

2016-2017

35
DIMENSION: KEY STAKEHOLDER ENGAGEMENT

OVERALL OBJECTIVE: By July 2017, STGP will have greater stakeholders’ engagement by developing an effective communication
policy document by 82%
Sub Outline of actions Persons Monitoring and Time frame Resources Success Criteria
Objectives Responsible evaluation & Costs

Develop an Design and issue a survey Vice Principal/Senior SBMT- President, Stationery A directory of parents and
effective instrument within the Teacher, SBMT- Secretary (PTA), Chairman September 2016 – Computer, Multi- other stakeholders
communication community. President, Secretary of Alumini, Principal, Vice July 2017 media Developed
strategy to engage (PTA), Chairman of Principal/Senior Teacher: Questionnaire
the Create a database. Alumini, BOA Filed donation Statutory Dates set for
input of key Fortnightly Visits by team letters meetings
stakeholders Convene meetings. Bio Data Form
Documentary Evidence of 86% attendance at meetings
Recruit and organise parent Meetings Cost-$ 3500 Documented Minutes and
community and other key Action Plans
stakeholders Preparation of Progress
Reports to be submitted in Communication Manual
Devise an engagement protocol a timely manner developed
for developing relationships with
key stakeholders consisting of a Review and make 70% increase in use of
Communication Policy and recommendations school for community
defined parameters of operations. events
( e.g. strategies for stakeholders
to ‘buy-in’ the school. 90% attendance at school
functions/activities
Fundraising Activities
Increased number of
postings on Web Site
Design a Web Page

36
KEY DIMENSION: Physical Infrastructure, Resources and Environment

OVERALL OBJECTIVE: By July 2017, there will be relevant Committees established for the provision of a safe, secure, and aesthetically
pleasing learning environment.

Sub Outline of actions Persons Monitoring and Time frame Resources Success Criteria
Objectives Responsible evaluation & Costs

To develop a SBMT to identify and select
school maintenance relevant personnel.
plan, crisis Establish terms of references,
management plan duties and responsibilities of
and an OSH each person
Committee to
ensure compliance Convene meetings with the
with Regulations relevant authorities, (eg
Liaising with fire services.
Detailing evacuation procedures.
Posting evacuation routes.
Organise and conduct an
assessment on the status of the
physical structure and
environment of the plant
Principal/Senior The lead persons of the September 2016- Resource Personnel Crisis, OSH and
Teacher, Chairman of relevant Committees December 2016. Stationery Maintenance Management
the Crisis Management Multimedia committees with TOR’s
committee, Member Monthly Visits by team developed
from PTA & Alumni
80% of repairs addressed
Review Termly conduct of within one week of
drills and simulations complaint.
Analysing feedback after Maintenance Plan
each drill. developed with
accompanying checklists-
Preparation of Progress Checklists completed at
Reports to be submitted in expected intervals- daily,
a timely manner weekly, monthly and
termly (verified by relevant
Review and make sign-off)
recommendations
Completion of emergency
drill once per term

37
 .
To engage in a Review the school’s Principal, members of SBMT- President, September 2016- Ministry of Works Extent to which the
beautification maintenance plan. the Beautification Secretary (PTA), Chairman February 2017 MTS following are visible:
programme for &Maintenance of Alumni, Principal, Vice URP maintained lawns, benches,
maintaining a Maintain a routine check of the Committee Principal/Senior Teacher: Direct Funding clean drains toilets, and
functional and plant. BOA1, President of Cost- $ 6000 water troughs, newly
operational plant Students’ Council Fortnightly checks on painted building,
Establish a Skill Bank of plant. Completion of sufficient bins, well-kept
workers from parents or the checklist. play park, well- lit
community. compound, proper signs,
Termly updated on Muster Point clearly
Establish and audit inventory of inventory of supplies. identified, refurbished
supplies/stock. Yearly updated on skill fencing (internal and
Bank List of labourers external environment),

Documentary Evidence of
Meetings
Preparation of Progress
Reports to be submitted in
a timely manner

Review and make

recommendations

38
KEY DIMENSION: Examinations, Testing and Assessment

OVERALL OBJECTIVE: By July 2017, the SBMT will demonstrate competencies of the examination, testing and assessment framework to
be performed on behalf of the students.

Sub Outline of actions Persons Monitoring and Time frame Resources Success Criteria
Objectives Responsible Evaluation & Costs

Understand the Establish an Examination
framework, Committee to oversee the
schedule and administration of all
exams/assessments
requirements for all
examinations Ensure that the established
guidelines for the conduct of
examinations are adhered to.
Ensure that the established
guidelines set by the authorized
examining agency (CXC, MOE)
for the conduct of the
examination/s are observed.
Ensure that the established
guidelines for test construction
(internal) and performance
measurement
which ensure validity, reliability,
relevance, efficiency and
appropriateness are followed.
Vice Principal/Senior Principal, Vice September 2016 – Resource Personnel Examination Committee
Teacher, SBMT- Principal/Senior Teacher, July 2017 Stationery established with TORs
President/Secretary Head of Department, PTA Multimedia
(PTA), Representative, Chairman Computer Reduction in number of
of Alumni, SSSD complaints with reference
to any aspect of preparation
Fortnightly Visits by team and conduct of
examinations
Collection of data on
students’ progress $ 3000.00 Use of monitoring
instrument by subject/class
Conduct evaluations and teacher to track students’
analyses of students’ progress
results for remediation on a
monthly basis 96% alignment of
test/assessment with
Include analysis and curricular objectives
evaluation at the school,
classes, subject, teachers Variety of assessments
and students’ level used
Establish proper system of Documentation of
record keeping of analysis individual student progress
and evaluation of
assessments and trend 90% increase in parental
assessments. involvement

Documentary Evidence of
Meetings

Schedule
parent/student/teacher
conference

39
 Ensure that there is
appropriate feedback

Share results of analysis of

student performance with
SBMT

Devise strategies for

student improvement

40
KEY DIMENSION: Teachers and Teacher Development and Management

OVERALL OBJECTIVE: By July 2017, 97% teachers will become competent, qualified, technologically skilled professionals through Peer
coaching and mentorship (differentiated support for teachers’ growth) and continuous professional development
Sub Outline of actions Persons Monitoring and Time frame Resources Success Criteria
Objectives Responsible Evaluation & Cost

Understand the Establish a Pro-Development
legal aspects of Committee
Education
Identify terms and reference
Conduct an audit on training
needs of teachers
Identify resource personnel
Obtain relevant training
materials
Principal, Vice Principal, Vice
Principal/Senior Principal/Senior Teacher,
Teacher, Secretary Secretary (PTA),
(PTA), Representative from
School Board
Monthly school visits
Design and use instruments
to collect relevant data on
teachers’ performance
Preparation of Progress
Reports to be submitted in
a timely manner
Review and make
recommendations
September 2016- Resource Personnel 100% of the teachers
December 2016 Copies of relevant adhering to the policies of
Documents MOE.
Multi Media
Computer Less disciplinary
Stationery procedures being used by
Administration
Cost-$ 1 500
Less than 10% of teachers
are in receipt of warnings
Improved teachers’
performance by 90%
Increased teachers’
participation in school
activities by 95%

Principal, Vice Principal, Vice

Understand the
Ensure that the established Principal/Senior Principal/Senior Teacher Resource Personnel
framework, guidelines for test construction Teacher, Head of Curriculum Officer, Copies of relevant
schedule and (internal) and performance Department, Representative from Documents
requirements for all measurement School Board, and Alumni Multi Media
examinations, re which ensure validity , Computer
reliability, relevance, efficiency Monthly school visits Stationery
and appropriateness are followed
Cost-$ 2 500

41
Exams /Testing Ensure the use of Table of Design and use instruments
and Assessments Specifications for the design of to collect relevant data on
internal exams (formative and teachers’ performance
summative) and the use of (Clinical supervision)
different types of assessment
instruments Conduct analyses of data
on students’ performance
Conduct evaluations and
analyses of students’ results for Preparation of Progress
remediation Reports to be submitted in
a timely manner
Prepare Individualised Education
Learning Plan (IEDP) for ‘at- Review and make
risk’ students recommendations
Provide feedback
Teachers will Teachers will engage in Principal, Vice
become competent professional development aimed Principal/Senior Principal, Vice Resource Personnel 80% of teachers will be
at developing, at assisting them in the Teacher, Head of Principal/Senior Teacher, October 2016- Copies of relevant more competent in
implementing and development and implementation Department, Secretary (PTA), January 2017 Documents developing programmes to
evaluating remedial of all components of reading Representative from Multi Media increase students’ literacy
programmes to instruction and assessment. School Board Computer skills.
cater for pupils Stationery
with different
learning Monthly school visits 80% of teachers will use a
abilities/styles. variety of assessment
Design and use instruments measures and processes in
to collect relevant data on order to assess for learning
Teachers will Utilize Literacy Specialists and teachers’ performance and growth in Critical
demonstrate other Language Facilitators to Thinking Skills in Reading
strategies to diagnose individual students’ Preparation of Progress Comprehension.
effectively assess needs and facilitate instruction Reports to be submitted in
critical thinking by demonstrating model lessons a timely manner
skills in Reading and supporting teachers in the Reading program being
Comprehension. delivery of remediation Review and make implemented in each class.
programmes. recommendations
95% Reading portfolio for
Teachers will Train teachers in methods of each student completed
develop techniques incorporating Physical Education
in integrating P.E. and the Visual and Performing Increase in student
and the Visual and Arts in their lessons. participation in activities
Performing Arts in that will enable students to
their Reading Utilizing empirical data obtained display their talents by
Comprehension and monitoring of the 86%
Lessons. effectiveness of interventions to

42
 determine the level success of 96% completion of pre-
remedial programmes and post- intervention test
implemented on a weekly basis. administered to students to
determine their level of
success.
Teachers will be Professional development for
able to develop teachers to learn effective Principal, Vice January 2017- Resource Personnel 88% of teachers will be
competencies in teaching strategies for Principal/Senior Principal, Vice March 2017 Copies of relevant trained in planning
planning, differentiating Mathematics Teacher, Head of Principal/Senior Teacher Documents programmes for students
implementing and instruction in addressing deficit Department, Curriculum Officer, Multi Media ‘educationally at risk’.
evaluating areas and providing Curriculum Officer Representative from Computer 80% decrease in students
programmes to enrichment exercises. School Board, and Alumni Stationery performing at Level 1
cater for pupils
with different Planning and implementation of Monthly school visits Increase by 80% of display
learning abilities. remedial of students’ portfolio and
programmes. Design and use instruments projects will demonstrate
to collect relevant data on progression in the
teachers’ performance acquisition of Literacy and
(Clinical supervision) Numeracy Skills.
Teachers will Monitoring and documentation
develop of interventions. Conduct analyses of data 96% completion of pre-
competencies to on students’ performance and post- intervention test
administered to students to
ensure pupils
Analysis of results to determine Preparation of Progress determine their level of
develop critical level of success. Reports to be submitted in success.
thinking skills for a timely manner
their grade level in
Mathematics Further instructional Review and make
through an interventions will be recommendations
integrated approach administered based on the
results.
utilizing the Visual
and Performing
Arts.

43
KEY DIMENSION: Curriculum Instructional Delivery
OVERALL OBJECTIVE: By the end of July 2017, STGP will adapt the prescribed curriculum with the support of the CDD and other
divisions to meet the identified learning needs by using relevant and appropriate teaching-learning methods.
Sub Outline of actions
Objectives
To design and Teams will access and analyze
implement a end of year reading assessment
comprehensive data to identify individual
students’ needs and areas of
Literacy Program
difficulty.
in Reading
Comprehension to Teachers will use universal
help pupils develop screenings to identify students
Critical Thinking who may need instructional
Skills and improve interventions.
overall students’
Research-based instructional
achievement by
interventions will be
2017 administered for students who
are not meeting grade level
expectations in Reading, e.g.
through retelling stories , use of
riddles, games drama, art, music,
various reading approaches
incorporating technology,
creating brochures, newsletters,
puzzles, Science projects and
competitions.
Close monitoring and evaluation
to assure all interventions are
delivered with fidelity once per
week. Ensure proper
documentation of all procedures
44
Persons Monitoring and
Responsible Evaluation
Principal, senior Principal, Vice
teacher/Vice Principal, Principal/Senior Teacher
Head of Department, Curriculum Officer,
Curriculum Officer Representative from
School Board:
Monthly school visits
Design and use instruments
to collect relevant data on
teachers’ performance
(Clinical supervision)
Preparation of Progress
Reports to be submitted in
a timely manner
Review and make
recommendations
Time frame Resources Success Criteria
& Costs
September 2016- Curriculum Officers 75% of students will
March 2017 Reading Specialists demonstrate critical
Stationery thinking skills in reading
Multi Media
comprehension at grade
Computer
level as assessed by test
results, running records,
journals, portfolios and
through observations.
75% of pupils will
participate in activities
incorporating Physical
Education and the Visual
and Performing Arts.
Individual pupils’ records
will highlight students’
achievement level.
Curriculum Officers
Reading Specialists
To improve An analysis of unit assessments
students’ and other formative assessments
performance in to determine the need for
Mathematics and intervention.
decrease the
number of students Administering diagnostic tests to
performing below identify which Mathematical
the required skills and concepts need to be
achievement level. remediated.
To ensure pupils Development of remedial
develop critical programmes to address those
thinking skills in students who have not mastered
specific strands. Employ the use
the understanding
of concrete objects, pictures,
and application of graphs, movies, shop-keeper’s
Mathematical method, visits to financial
concepts. institutions, and engage in
practical activities, enroll in a
Math Club.
Regrouping where the teachers
will determine whether students
have met standards in
Mathematics through regular
monitoring and evaluation of
remedial programmes.
45
Principal, senior Principal, Vice
teacher/Vice Principal, Principal/Senior Teacher
Head of Department, Curriculum Officer,
Curriculum Officer Representative from
School Board:
Monthly school visits
Design and use instruments
to collect relevant data on
teachers’ performance
(Clinical supervision)
Preparation of Progress
Reports to be submitted in
a timely manner
Review and make
recommendations
Stationery 75% of students will
Multi Media achieve over 60% in
Computer Teacher Made Tests,
National Test and SEA
Exams.
96% Remedial
programmes implemented
in all classes
97% completion of
portfolios and mathematics
corners.
Increased participation in
Mental Math Marathon,
other competitions by 75%
96% completion of pre-
and post- intervention test
administered to students to
determine their level of
success.
KEY DIMENSION: STUDENTS SERVICES

OVERALL OBJECTIVE: (i) By the end of July 2017, STGP will design and implement systems to ensure that each child benefits maximally
from educational opportunities provided by ministry of Education.

(ii) By July 2017, 87% of students will demonstrate positive behaviors by Implement the School’s Violence and Discipline Plan

Sub Outline of actions Persons Monitoring and Time frame Resources Success Criteria
Objectives Responsible evaluation & Costs

To design a system Creation of relevant committees:
to ensure that Textbook Management, Student
students benefit Transport Services, Student
maximally from Meals
services provided
by the Ministry of Identify students who should be
Education the beneficiaries of these
services via surveys, diagnostic
testing, psycho-educational
assessments
Develop and implement a needs
assessment/Beneficiary Selection
System
Vice Principal/Senior Principal, Vice September 2016- Resource personnel Functional committees
Teacher, SBMT- Principal/Senior Teacher, November 2016 Stationery established- scheduled
President, Secretary SBMT- President/ Multi Media meetings with recorded
(PTA), Chairman of Secretary (PTA), Member Computer minutes
Alumni, BOA of Alumni, SSSD:
Costs: $ 2 500 Register of students in
Visits by Quality receipts of meals, transport
Assurance Officers from services.
NSDSL
Documented visits by
Routine check by Principal Quality Assurance Officers
or Senior Teacher via
checklists, surveys, Monitoring Instruments
anecdotal records available

Submission of Monthly 95% of reports completed

Reports generated one and submitted in a timely
week after the month’s end manner

Review and make

recommendations

46
To work Initiate SBT
collaboratively
with SSSD to Ensure compliance with school President/Secretary
develop discipline plan.
interventions to
address for special Identify students by class basis
needs students and to be referred
other at-risk
students. Complete referral forms and
submit in a timely manner
Ensure that SSSD engages in the
following activities: psycho-
social interventions, academic
counselling, diagnostic
interventions, psychological and
behavioural specialist
interventions and psycho-
educational assessments
Create and manage portfolios for
each student
Convene parent conferencing
KEY DIMENSION: STUDENTS
OVERALL OBJECTIVE: By the end of July 2017, STGP will design and implement systems to ensure that each student articulate a path
towards his/her academic attainment.
Sub Outline of actions
Objectives
47
Vice Principal/Senior Principal, Senior Teacher, September 2016 – SBT initiated and fully
Teacher, SBMT- SBMT- Secretary (PTA), May 2017 functional-recorded
Member of Alumni, BOA, minutes of meetings
(PTA), Member of SSSD:
Alumni, BOA, SSSD Completion of listing of
Fortnightly visits by SBMT students requiring
intervention
Routine check by Principal
or Senior Teacher via Response by relevant
checklists, surveys, SSSD personnel within two
anecdotal records, journals, weeks of referral.
student report cards
Incremental improvement
Submission of Monthly by student performance and
Reports generated one behaviour by 60%.
week after the month’s end
Greater parental
Documented minutes of involvement by 83%
parents’ conferences
Review and make
recommendations
Persons Monitoring and Time frame Resources Success Criteria
Responsible evaluation & Costs
To design a Creation of Student Council
programme to
ensure greater Develop a structure and system President,
student for student leadership through
participation in the establishment of prefect body Alumni, Student
school activities clubs and other club, Chess,
Reading, Cub Scouts, Youth
Groups
Develop Individualized
Education Learning Plan (IEDP)
Develop a student handbook
with student Code of Conduct
Establishment of recognition
system for student achievement
(academic and non-academic)
Develop of Student Survey
Instrument to capture students’
perceptions of school operations
48
Vice Principal/Senior Principal, Vice
Teacher, SBMT- Principal/Senior Teacher, November 2016
Secretary SBMT- Student/ Secretary
(PTA), Chairman of (PTA), Member of Alumni,
Fortnightly visits by SBMT
Routine check by Principal,
Representative from
Student Body via
checklists, surveys,
Collection and analysing of
data
Submission of findings
Submission of Monthly
Reports
Review and make
recommendations
September 2016- Resource personnel Functional committees
Stationery established- scheduled
Multi Media meetings with recorded
Computer minutes
Costs: $ 2 500 Greater participation in
SBMT, and student council
Fully functional and
operational Perfect
Systems, Clubs, House
System
Documented minutes of
meetings
Monitoring Instruments
available
Incremental decrease in
student infractions by 20%
Improved student
attendance and punctuality
by 75%
Improved care of school
environment
Records of awards to
students
95% of reports completed
and submitted in a timely
manner
KEY DIMENSION: LEADERSHIP, GOVERNANCE, AND MANAGEMENT

OVERALL OBJECTIVE: By the end of July 2017, SBMT would establish a conducive learning environment with effective management and leadership by implementing
the LG&M Process to achieve the Vision for the Child or Children Value Outcomes (CVOs).

Sub-Process: Risk Management

Specify Objective: Establish an appropriate Risk Management Process and Plan to identify risk, measure its impact
Sub Objective Outline of Action Persons Monitoring & Evaluation Time Resources & Success Criteria
Responsible Frame Costs
Prepare a risk Risk Identification Principal, Members Principal, Vice Principal/Senior September Stationery 99% success in the
mitigation and Risk Impact Assessment of the Project Team Teacher, Members, of 2016- Photocopies delivery/ fulfillment
management plan Prioritization Analysis and Risk/Crisis PTA/Alumni: October Multi-media of the project
Outline the following for the Management team 2016 Computer
Project: Purpose, Background, Review, evaluate, update and Resource 100% minimization
Scope Statement, Policy, report on projects and risk personnel of any form of risks
Approach, Risk Table with mitigation strategies on a monthly
Impact value basis via checklists, survey Cost- $ 650
Formulate a contingency plan instruments, journals

Monitor, manage and mitigate the

risks outlined by the project team

49
 Prepare and submit reports in a
timely manner

Review and make

recommendations

Sub-Process: Measuring and Monitoring Strategy Implementation

Specify Objective: Develop a standard data capture system for the performance metrics in the school
Sub Objective Outline of Action Persons Monitoring & Evaluation Time Resources & Success Criteria
Responsible Frame Costs
Implement a system Review Teachers and students Principal Principal, Vice Principal/Senior September Stationery 100% completion of
of reporting, Data- based System in the Senior Teacher Teacher, Members, of 2016- July Photocopies all recorded keeping
monitoring and school Teachers PTA/Alumni: 2017 Multi-media soft and hard copies
Continue with submission of
evaluating data BOA I Computer
reports on School Performance
system on Term Tests, Students at Resource
risk, etc. Regular updating of Data based personnel
Utilize Master & Item Analysis information
Sheets to monitor performance Cost- $1500
Completion and timely submission
of reports.

Use of item Analysis to plan

programme of work

Prepare progress reports

Sub-Process: Management Style and Behaviour/ Tone at the Top

Specify Objective: Establish school’s standards for excellence in alignment with the Ministry of Education’s standards for excellence
Sub Objective Outline of Action Persons Monitoring & Evaluation Time Resources & Success Criteria
Responsible Frame Costs
Reinforcing the Review School’s Discipline Matrix Ministry of Principal, Vice Principal/Senior Sept 2016- Overhead 100%
school’s Discipline Education Teacher, Members, of December Projector implementation and
Process Aligning it will the National Code of (Supervisors) PTA/Alumni, Representative 2016 Computer utilization of the
Conduct
Principal from School Board: Stationery Discipline Matrix
Senior Teacher Photocopies and Progressive
Teachers Discipline Process
50
 Ensure the Progressive Discipline Update MOE on the Progressive
Process is continued for teachers who Discipline Process if teachers
failed to do their duties have failed in their duties
according to the rules &
regulations of MOE

Check on the use of the school’s

Discipline Matrix in class and if
it is effective

Sub-Process: Transformational Initiatives

Specify Objective: Prioritize school projects in a logical sequence and plan the programme of approved projects
Sub Objective Outline of Action Persons Monitoring & Evaluation Time Frame Resources & Success Criteria
Responsible Costs
Establish a project Establish committees Principal or Senior Principal,Senior Teacher, September Stationery Fully establishment
team Teacher, Members, Members, of PTA/Alumni, 2016 Photocopies of team
Meet with SBM Team of PTA/Alumni, Representative from School Multi-media 95% project
and staff members
Representative from Board, Representative from Computer completed within
Outline the purpose of
a project team School Board Student Council: Resource timeframe
personnel
Define roles and Review, evaluate, update and Reports prepared
responsibilities of each report on projects monthly via Cost $ 2 300 and submitted within
member checklists, survey instruments, the specified period.
journals
Set timelines and
Presentation of
budget
Monitor, manage the activities Financial Statements
Prepare progress outlined by the project team quarterly
reports in a timely
manner Prepare and submit reports in a
timely manner

Review and make

recommendations

Sub-Process: Communication/Telling the World

51
 Specify Objective: Promote singular voice and consistent communication between the relevant stakeholders
Sub Objective Outline of Action Persons Monitoring & Evaluation Time Resources & Success Criteria
Responsible Frame Costs
Implement a Inform stakeholders of SBMT Principal, Vice Principal/Senior September Stationery 95% completion of a
Communication the school’s Principal Senior Teacher, Members, of 2016- May Photocopies Communication Book
Plan Communication Plan Teacher PTA/Alumni: 2017 Printing
Teachers Conduct assessments and surveys Multi-media 100% of parents and
Continue and update
the use of the to ensure that- Computer stakeholders in receipt
Student’s Resource of the Communication
Communication Book All stakeholders using the personnel Book
Communication Policy
Publish a school Cost - $3 850 Launching of School’s
magazine termly Teachers & Parents signing Magazine
communication book as an
indication of receiving notices Timely distribution of
/information. notices, memos,
circulars, etc

Sub-Process: Leadership Team Dynamics

Specify Objective: Facilitate a cohesive and collaborative team and approach to Governance
Sub Objective Outline of Action Persons Monitoring & Evaluation Time Resources & Success Criteria
Responsible Frame Costs
Establish and Prepare an Action List, SBMT, Principal or Principal or Senior Teacher, September Stationery 100% attendance at
document the method for problem- Senior Teacher, Members, of PTA/Alumni, 2016-July Photocopies meetings
ground rules for the solving and decision Members, of Representative: 2017 Multi-media
making
SBMT and other PTA/Alumni, Computer Documented
school committees Provide a template for Representative from Checklist to guide the formulation Resource minutes of meetings
minutes and agenda, School Board, of the Action List, Agenda and personnel
etc. Student standing Orders 85% completion of
representative Templates for use Cost- $600 action items
Formal document of the Standing identified
Orders for meetings

Prepare and submit reports in a

timely manner

52
 Review and make
recommendations

Sub-Process: Leadership Development, Performance, Evaluation, Recognition & Succession Planning

Specify Objective: Establish, Implement and Evaluate a Leadership Development, Performance, Evaluation, Recognition & Succession Planning
Programme
Sub Objective Outline of Action Persons Monitoring & Evaluation Time Resources & Success Criteria
Responsible Frame Costs
Establish and Establish an Awards Principal or Senior Principal or Senior Teacher, Termly & Stationery 20% of the students
implement a formal Committee. Teacher, Members, Members, of PTA/Alumni, yearly Photocopies of each class receive
system to recognize of PTA/Alumni, Representative from School Printing an award yearly
Teachers will
accomplishments Representative from Board, Student representative: Multi-media
nominate students who
have attained School Board, Computer 100% of the students
standards of Student Fortnightly visits by SBMT Medals, will be motivated to
excellence based on representative Trophies, achieve a class/
established criteria Routine check by Principal, Books school award
Representative from Student
Resource
Body via checklists, surveys,
personnel
Collection and analysing of data

Submission of findings

Submission of Monthly Reports

Reports from the committee

List provided on timely manner to

distribute awards

Review and make

recommendations

53
Sub-Process: Instructional Leadership

Specify Objective: Enhance the standard and performance of the school

Sub Objective Outline of Action Persons Monitoring & Evaluation Time Frame Resources & Success Criteria
Responsible Costs
Facilitate a cohesive Establish cadre of Principal or Senior Principal or Senior Teacher, September Resource Implementation of
and collaborative personnel with proven Teacher, Members, Members, of PTA/Alumni, 2016- July Personnel SBM at STGP
team and approach track records of of PTA/Alumni, Representative from School 2017 Stationery
performance and
to Governance by Representative from Board, Student representative: Photocopies 80% increase in
values consistent with
providing those of the school School Board, Printing students’ population
Instructional and Ministry’s Student Set and monitor standards of Multi-media
Leadership requirements (e.g. representative professional excellence through Computer 88% increase in
Coaching and checklists and other instruments school performance
Monitoring, Cost- $ 3 500
Continuous Display leadership style to make a
Professional
positive impact on the behaviors in
Development,
Progressive Discipline school
Process, Recognition Employ proactive conflict
System, Assessments management strategies
and Feedback. 78% improvement
Identify and utilize appropriate for of tests results
Reinforce desired a to review and provide SDP
behavior through
implementation status updates to 75% achievement of
effective human
resources practices key stakeholders and staff CVOs

Improve instruction Review the effectiveness of SBM

through supervision, based on data obtained
Class Checks/Clinical
Supervision,
Review and make
Mentoring
recommendations for
improvement

54
55
 X. BUDGET FOR IMPLEMENTATION OF SDP (SAMPLE 1)

COST
$
ITEM DESCRIPTION
1 Staff Development 3,000.00

2 Students Development 4,000.00

3 Special Projects 9,500.00

4 Resources (Outside the Curriculum) 2,500.00

5 Celebrations 2,000.00

6 Co & Extra Curriculum (Clubs) 3,000.00

7 Photocopying 2,000.00

8 Internet Connectivity 3,000.00

9 Award & Commendations 4,500.00

10 Miscellaneous 2,000.00

TOTAL 35,500.00

56
 SAMPLE 2 -BUDGET

Resources required to maximize the teaching/learning process:

1. Staff Development $ 6 000.00

2. Pupils’ Development $ 5 000.00
3. Parent Workshop $ 3 000.00
4. Resource Personnel $ 2 000.00
5. Community Support $ 3 000.00
6. Teaching/ Learning Resources
i. Mathematics $ 11 075.49
ii. Language Arts $ 14 801.62
iii. Information Technology $ 73 985.00
iv. Science $ 8 905.00
v. Physical Education $ 9 389 .00
vi. Art & Craft $ 3 094.25
$ 121 250.36
7. Additional Furniture
6 Chairs $ 540.00
3 Desks & Chairs $ 3 600.00
3 Tables $ 1 000.00
$ 5 140.00

TOTAL $ 145 390.36

57
PHYSICAL ACQUISITIONS

MATHEMATICS
ITEMS QUANTITY UNIT COST
COST
Learning Resources Pizza Fraction Bingo 2 $ 50.00 $ 100.00
Sorting Trays 10 $ 40.00 $ 400.00
Math CD-Rom (Fractions, Decimals, Percentages
1 $ 400.00 $ 400.00
Unit Blocks 2 Sets $ 441.00 $ 882.00
Pattern Blocks 2 Sets $ 403.00 $ 806.00
Flashcards 5 Sets $ 72.95 $ 364.75
Educational Placemats 3 Sets $ 72.95 $218.85
Clocks 15 $ 29.95 $ 449.25
Hooked On Math (3 Piece Set) 1 $ 240.00 $ 240.00
Beads 5 sets $ 60.00 $ 300.00
Geoboards 8 $165.00 $1320.00
Solids 20 $ 60.00 $1200.00
Mirrors 6 $ 60.00 $ 360.00
Math Charts 30 $ 30.00 $ 900.00
Hundred Grid 8 $ 25.00 $ 200.00
Activity Math: Using Manipulatives in the Classroom 1 $ 271.87 $ 271.87
Learning Resources, Mathematical Discoveries, Early
Childhood Activities Book & Kit 1 $ 1 658.56 $ 1658.56
Learning Resource, Buy It Right Shopping Game 1 $ 151.60 $ 151.60
Critical Thinking Activities In patterns, Imagery & Logic 1 $ 132.61 $ 132.61
Math Puzzles 8 $ 90.00 $ 720.00

Sub-Total $ 11 075.49

LANGUAGE ARTS

58
 ITEMS QUANTITY UNIT COST
COST
Launching Young Readers: 5 Part Series DVD
1 $ 569.00 $ 569.00
Story Comprehension To Go (Text) 1 $ 278.00 $ 278.00
The Source for Reading Fluency (Text) 1 $ 278.00 $ 278.00
The Source for Learning & Memory Strategies (Text) 1 $ 278.00 $ 278.00
Literacy CD-ROM 1 $ 750.00 $ 750.00
Learning Resources Words on Mind 1 $ 113.62 $ 113.62
Reading Posters/ Charts/ Flash Cards 50 $ 30.00 $1500.00
Jolly Phonics Beginner’s Kit 1 $2575.00 $2575.00
Hooked on Phonics 1 $ 1985.00 $ 1985.00
Spelling Kits 15 $ 35.00 $ 525.00
Magnetic Boards 3 $ 100.00 $ 300.00
Magnetic Letters with Boards 12 $ 25.00 $ 300.00
Story Books with CDs/DVDs $4 000.00
Interactive Set- Reading/Sentence Building 2 Levels $ 675.00 $1350.00

Sub-Total $ 14 801.62

INFORMATION TECHNOLOGY AND COMMUNICATION

ITEMS QUANTITY UNIT COST COST

Aries 11+ Software in Mathematics and
Language Arts(SEA Questions & Answers) 2 $ 150.00 $ 300.00
Computer Software in Mathematics,
Language Arts and Science $ 20 000.00
Multimedia Projector 1 $ 16 000.00 $16 000.00
Multimedia Screen 1 $ 1 800.00 $ 1 800.00
Photocopy Machine 1 $ 15 000.00 $15 000.00
Laptop Computers 2 $ 6 000.00 $12 000.00
Educational CDs and DVDs $ 3 000.00
Camcorder 1 $ 4 985.00 $ 4 985.00

59
 Printer 3 $ 200.00 $ 600.00
Fax Machine 1 $ 300.00 $ 300.00
Sub-Total $ 73 985.00

SCIENCE
UNIT
ITEMS QUANTITY COST COST
Manipulative for Science 8 Sets $ 60.00 $ 480.00
Weather Charts 5 $ 25.00 $ 125.00
Wind Vane 1 $ 160.00 $ 160.00
Magnets 20 Sets $ 20.00 $ 400.00
Beakers 10 $ 90.00 $ 900.00
Filter Paper 150 $ 2.50 $ 375.00
An Aquarium 1 $ 800.00 $ 800.00
Plastic Measuring Cylinders 8 $ 150.00 $1200.00
Thermometers 8 $ 95.00 $ 760.00
Assorted Animals (small) 30 $ 10.00 $ 300.00
Assorted animals (large) 20 $ 40.00 $ 800.00
Charts on various topics (Different levels) 20 $ 25.00 $ 500.00
Pictures of The Human Anatomy 1 Set $ 175.00 $ 175.00
Models of Parts of the Human Body $ 300.00
Equal Arm Balance 2 $ 350.00 $ 700.00
Scale & Weights $ 930.00
$ 8 905.00
Sub-Total

ART & CRAFT

UNIT
ITEM QUANTITY COST COST
Paper Scissors 15 $ 6.00 $ 90.00
Crayons 40 pHs. $ 15.00 $ 600.00
Markers 30 pHs. $ 15.00 $ 450.00

60
 Masking Tape 25 $ 10.00 $ 250.00
Mountain Tape 25 $ 20.00 $500.00
Stencils 10 $ 30.00 $300.00
Drawing Pencils 75 $ 2.00 $150.00
Non-Toxic Paint 15 $30.00 $450.00
Plasticine 10 pHs $ 8.00 $ 80.00
Glue 15 Bottles $ 8.95 $134.25
Fabric 10 yds. $ 9.00 $ 90.00
Sub-Total $ 3 094.25

PHYSICAL EDUCATION

UNIT
ITEM QUANTITY COST COST
Volleyball 2 $ 95.00 $ 190.00
Volleyball Net 1 $ 350.00 $ 350.00
Netball 2 $ 125.00 $ 250.00
Netball Poles 2 $ 1495.00 $2 990.00
Lawn Tennis Balls 8 pHs 3’s $ 18.00 $ 144.00
Cones 10 $ 30.00 $ 300.00
Cricket Bats 4 $ 75.00 $ 300.00
Cricket Gloves 4 $ 40.00 $ 160.00
Cricket Pad 4 $ 195.00 $ 780.00
Cricket Helmet 2 $ 195.00 $ 390.00
Baton 2 $ 130.00 $ 260.00
Rubber Balls 10 $ 35.00 $ 350.00
Large Balls 8 $ 35 00 $ 280.00
Football 4 $ 80.00 $ 320.00
Skipping Ropes 6 $ 45.00 $ 270.00
Stopwatch 1 $ 125.00 $ 125.00
Whistle 6 $ 10.00 $ 60.00
Ball Pump/ Insect 2 $ 35.00 $ 70.00
Paved/ Marked Court $1 500.00

61
 Hoops 10 $ 30.00 $ 300.00

Sub-Total $ 9 389.00

62
 XI. APPROVALS

School Based Management Team

__________________________________ _______________________
Principal Date

__________________________________ ______________________
Member Date

__________________________________ _____________________
Member Date

__________________________________ _____________________
School Supervisor Date

63
 ADDITIONAL INFORMATION
IMPLEMENTATION STRATEGIES

Activate the School Development Team in order to facilitate and coordinate the implementation of the School Development Plan (SDP).

Set Time Frames and Structures immediately following the approval of the SDP.

Review the commendations and recommendations with an understanding of how these may be incorporated into the SDP.

Establish a calendar of regularly scheduled school development teams meetings.

Create and support a culture for building a professional learning community.

Ensure the SDP is communicated to the school community (teachers, parents, students, support staff, NGOs, CBOs) through letters, meetings,

email.

Ensure school development updates and discussions are held at all staff, subject, department and district meetings and support collaborative

decision making during these sessions.

Liaise with the person(s) responsible for SDP at District Level.

Create support for SDP through teachers’ professional development.

Re-organize Time- Table to accommodate the various components of the SDP.

Restructure the physical structure of classrooms and allocate sufficient space to cater for multiple learning and individual/peer tutoring.

Revisit the curriculum in the different subject areas identified in the Work Plan to ensure pupils with different learning abilities/styles are given

a quality education. Ensure curriculum integrates Physical Education and the Visual and Performing Arts to promote Critical Thinking skills in

Literacy, Numeracy, Science and ITC.

64
 Conduct training sessions for parents in order to promote a greater understanding of their roles and responsibilities in the education of their

children’s education.

Introduce a reward system to staff, pupils and parents at various points for their roles in ensuring the success of the SDP.

Establish synchronous relationships with the various external agencies-Student Support Services, Guidance Unit, District and Curriculum Teams.

Ensure a process is in place for data collection, analysis, storage and monitoring of SDP.

Regularly evaluate and measure the indicators of success from each strategy and objectives as outlined in the SDP to encourage and promote

sustainability of programs.

Analyze the data at reporting periods throughout the year, to identify trends.

Receive completed action plan tracking reports, analyses and written summaries from the various action plan teams on a monthly basis.

Revise SDP termly.

Continue to foster and promote the School Development Process through accountability and transparency.

65
 ADDITIONAL INFORMATION ON EVALUATION OF SDP

The evaluation of the School Development Plan will allow the School Management Team to:

i. Determine whether goals and objectives are achieved.

ii. Identify challenges in the implementation of the School Development Plan.
iii. Devise alternative strategies to address the deficiencies in the implementation process and ensure sustainability.

SAMPLE WORK PLAN- ( You can use the following information to adapt to the format required for the Action Plan for Curriculum
Instructional Delivery for the identified area of focus.)

CREATIVE WRITING

STRATEGIC OBJECTIVE: Design and implement a comprehensive Literacy Program in Creative Writing to help pupils develop Critical Thinking skills and
improve overall student achievement by 2017.

Required Outline of Actions Time Frame Responsible Person Indicators of

Improvement Objectives Cost Success

Start Finish

There will be an Teams will access and analyze end of To ensure that all Sept. 2016 Sept. 2016 Principal 75% of pupils
improvement in year writing data to identify areas of pupils develop Class Teacher will be able to
Critical Thinking weaknesses and individual students’ higher-order write effectively
Skills in Creative needs. thinking and and creatively.
Writing where critical literacy
75% of pupils will Teachers will administer diagnostic tests skills in Creative Sept. 2016 Sept. 2016 Class Teacher Students’
achieve over 60% to identify which writing skills and Writing at the portfolios,
concepts need to be addressed. required level for journals, and
their grade. projects will
Collection and maintenance of current Sept. 2016 Sept 2016 Class Teacher demonstrate
writing portfolios and data for all pupils’ ability to
students for the purpose of think and write
critically.
66
 understanding the writing capabilities of
students.
Oct Oct Class Teacher
Reading and analyzing of students’ 2016 2016
writing for planning interventions for
common instructional needs.

Providing frequent, timely and specific Sept June Class Teacher

feedback to students about their writing 2016 2017
progress and growth using a wide range
of strategies including holistic and
analytic rubrics, checklists and
benchmark writing samples.

80% of teachers Professional development geared Teachers will be Sept Dec Class Teacher 80% of teachers
will develop towards assisting teachers to develop competent at 2016 2016 Resource Personnel will be trained in
competencies in remedial programmes. developing their developing
planning, repertoire of precise
implementing and Planning and implementation of strategies for Oct. Dec instructional
evaluating a remedial programmes. accommodating 2016 2016 Class Teacher strategies to help
curriculum to cater the varying struggling writers
for the different Monitoring and documentation of learning styles Oct June Principal to develop their
learning abilities of intervention. and writing 2016 2017 Class Teacher critical thinking
each student in interests of all skills.
their class. students.

Improvement in Further instructional interventions will Teachers will Oct July Class Teacher
teachers’ abilities be administered if needed. demonstrate 2016 2017
to assess pupils’ strategies to
critical thinking assess pupils’
skills. critical thinking
skills in Creative
Writing.

Increased parental Sensitize parents about their children’s To ensure that Sept. June Principal 75% of parents
involvement in the achievement in Creative Writing. Use parents develop 2016 2017 Class Teacher will be trained in
roles and newsletters, email, and utilize a parent competencies in developing
responsibilities of advisory group. assisting their competencies to
assisting their children to assist their
67
 children to develop Conduct workshops to educate parents develop critical Principal children to write
critical thinking on developing strategies to assist their thinking skills in October October Teachers effectively and
skills in Creative children at home. creative writing. 2016 2017 Resource Personnel creatively.
writing.
Engage in parent conferencing on a Empower parents Principal
regular basis to evaluate current to assist their Sept. June Class Teachers
programmes and provide further children at home. 2016 2017
assistance.

WORK PLAN (Cont’d)

SCIENCE

STRATEGIC OBJECTIVE: Develop and implement a structured Science program to develop and enhance pupils’ abilities to think critically and solve
problems thus improving performance by 2017

Required Outline of Actions Time Frame Responsible Person Indicators of

Improvement Objectives Cost Success
Start Finish

Improvement in Analysis of end of year Science results To reduce the Sept Sept Principal 75% of the pupils
critical thinking skills and National Test Results to diagnose number of students 2016 2017 Class Teachers scoring over 30%
demonstrated by areas of weaknesses. scoring under 30% and a greater
pupils’ abilities to in all classrooms and percentage
explore investigate Administering diagnostic tests to standardized Sept. Sept Class Teachers achieving over
and solve problems in identify which Science skills and National Tests in 2016 2016 60%.
Science. concepts need to be remediated. Science.

Development of remedial programmes To ensure pupils Oct Oct Principal Display of

to address those students who have not develop critical 2016 2016 Class Teachers projects,
achieved mastery of the specific thinking skills in innovations and
objectives. Include hands on activities Science and solve portfolios to
and technology, and incorporate the problems regularly. demonstrate
Visual and Performing Arts. critical thinking
skills in Science.
Regrouping where teachers will Sept July Principal
determine whether students have 2016 2017 Class Teachers
68
 achieved the required level in Science Collect
through regular monitoring and benchmark and
evaluation of remedial programmes. progress
monitoring data
on identified
students’ growth
and rate of
improvement.

Teachers will build Professional development workshop Teachers will be Oct Dec. Principal Teachers 80% of teachers
their repertoire of aimed at providing teachers with the equipped with the 2016 2016 Resource Personnel will be competent
skills in the planning, necessary support to plan remedial required knowledge Class Teachers in planning,
implementation and programmes. and skills necessary implementing and
evaluation of Science to deliver the evaluating
Curriculum and being Science curriculum Science
able to evaluate Planning and implementation of effectively and Oct Oct Principal programmes
pupils’ ability to remedial programmes. efficiently. 2016 2016 Class Teachers tailored for
think critically. students
Monitoring and documentation of Sept. July Principal ‘educationally at
interventions. 2016 2017 Class Teachers. risk’.

Further instructional interventions will Oct July Class Teachers

be administered if necessary. 2016 2017

Parents will develop Sensitize parents about the level of To ensure that Sept. June Principal Class 75% of parents
competencies to assist attainment of their children in Science parents are actively 2016 2017 Teachers will develop
their children in and areas where remediation is needed. involved in the competencies to
acquiring the educational process help their
necessary critical Conduct workshops to educate parents of their children. Oct Jan Principal Teachers children in
thinking skills in on developing strategies to assist their 2016 2017 Resource Personnel Science by
becoming proficient children at home. Seek assistance from working on
in Science. NIHERST and BG Mobile Science Bus. projects with
them and have
Engage in conferencing on a regular Empower parents to Sept. June Principal them displayed.
basis to evaluate current programmes assist their children 2016 2017 Class Teachers
and provide further assistance. at home.

69
INFORMATION TECHNOLOGY AND COMMUNICATION
STRATEGIC OBJECTIVE: Use technology applications to allow teachers and students to develop critical thinking skills and competencies necessary to
improve their performance by July 2017.

Required Outline of Actions Objective/s Responsible Cost Indicators of Success

Improvement Time Frame Person TT$
Start Finish

1. Seek proper channels to 1. To increase ITC Sept Dec Principal, 75% of students will
To reach high provide full ITC Support. awareness throughout 2016 2016 ITC Teacher, be able to demonstrate
levels of critical 2. ITC Support will work with the school to improve Class Teachers computer
thinking and Principal, teachers and student achievement. competencies through
competency skills students to provide accurate projects.
in the use of IT C and updated information
relative to ITC in the school.
3.
1. Identify and seek appropriate 2. To develop ITC Sept Dec Principal, 80% teachers and
ITC skills, development knowledge and skills 2016 2016 ITC Teacher, students will acquire
methods e.g. seminars, of teachers and Class Teachers computer literacy skills
workshops, group sessions, students. to enhance group and
class sessions. individual
2. Carry out training. presentations.
3. Evaluate training techniques
utilizing appropriate solutions
e.g. evaluation forms,
questionnaires.

1. Request permission and 1. To provide teachers Principal, 80% of teachers will

Integration of ITC investigate options for with facilities properly Jan March ITC Teacher be equipped with
into the curriculum acquiring ITC facilities. equipped to carry out 2016 2017 facilities to deliver
appropriate for 2. Principal, teachers and lessons utilizing ITC their lessons
primary level. students will access a state-of- resources. effectively utilizing
art and updated IT lab to I.T.C. resources.
3. ITC Support will provide
assistance to Principal and
teachers in facilitating
integration of IT into the
curriculum.

70
 1. Request permission and 1. To allow students the April July Principal, 75% of students will
Introduction of the investigate options for opportunity to access 2017 2017 ITC Teacher, be able to demonstrate
Internet into the accessing Internet. and utilize the Internet Class Teachers competency in using
school. for a variety of the Internet.
purposes relative to
the curriculum as well
as extra-curricular
activities.

Identify and seek resources relative 2. To raise awareness of April July Principal,
to security issues of the Internet safety and security 2017 2017 ITC Teacher,
issues of the Internet. Class Teachers

71
 REFERENCES YOU CAN REFER TO FOR GUIDANCE

 GORTT MOE Strategic Plan 2011-2015

 GORTT MOE TRAINING WORKSHOP ON SCHOOL BASED MANAGEMNT VERSION 2

 MOE NATIONAL SCHOOL CODE OF CONDUCT

 REVISED GREEN PAPER ON; STANDARDS AND GUIDELINES FOR THE OPERATION OF ALL SCHOOLS (January 2007)

 MINISTERIAL PRIORITIES

 THE EDUCATION ACT

 THE EDUCATION (TEACHING SERVICE) (AMENDMENT) REGULATIONS 2000

 THE CIVIL SERVICE (AMENDMENT) REGULATIONS

 THE PUBLIC SERVICE COMMISSION (AMENDMENT) REGULATIONS 1990

 EQUAL OPPORTUNITY ACT

 THE CONCORDAT OF 1960

 THE CONSTITUTION OF THE REPUBLIC OF TRINIDAD AND TOBAGO

 SEXUAL OFFENCES ACT 2012

 THE CHILDREN ACT 2012

 THE FREEDOM OF INFORMATION ACT

 ALL CIRCULARS AND POLICY DOCUMENTS OF MINISTRY OF EDUCATION

72