| Monitoring and Sustaining Quality Education at Satya Bharti Schools |
Ensuring Quality Education Through Monitoring Processes
Student learning levels and holistic development, stakeholder connect and teacher effectiveness define quality education at the Satya Bharti Schools. Various processes and systems have been put in place to ensure delivery of quality education and quality assurance is provided by undertaking process audits as well as outcome measurement.
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| | Process Management |
School Operating Manual
Defining of processes leads to an improved understanding of way the program should be implemented at the schools and ensures uniformity. This manual was first launched in April 2008. A total of 46 processes comprising of Human Resources, Operations, Finance, Training & Curriculum, Construction and Quality have been defined and standardized in the School Operating Manual for all Satya Bharti Schools.
5S Methodology
5S is a methodology of housekeeping denoting the 5S’ of Sort Out, Systematic Arrangement, Stay Clean, Standardized Practice and Spread Awareness incorporated across all Satya Bharti Schools.
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| | Monitoring and Evaluation |
Bharti Foundation makes use of various assessment tools to gauge the progress at three levels: Student, Teacher and School.
At the School Level
Internal Audits
Regular theme-based audits are conducted by the Quality Team to identify the gaps in the implementation of processes, basis the School Operation Manual. Periodic reviews on and the progress of the Corrective Action Plan based on the audit findings are discussed on a regular basis
External Audits
The first External Audit at Satya Bharti School was conducted in 2010-11 by Indus Learning Solutions and supported by the World Bank. This audit assessed learning levels of students and teacher performance based on teaching methodology. The analysis of assessment results provided inputs to training needs of teachers and bridge learning gaps among students.
Monthly School Report (MSR)
The MSR captures comprehensive data relevant to the schools including learning levels, enrollment of children, dropouts, attendance, curriculum completion level, parent teacher meeting etc. The School MSR is further compiled at the Cluster, District, State and National Level to understand the program in a wider perspective.
School Report Card
The School Report Card was introduced in 2009-10 to get an objective feedback on the overall performance of the schools through a grading system as well as to enable the schools to create a road map for improvement and achieve a better grade.
School Improvement Program
School Improvement Program was launched in 2010-11 to address the problem of low student learning levels resulting in student transition and high drop-out rates. Structured programs like Parent Connect, Teacher Connect, Teacher Trainings, Assessment of Learning Levels etc. supported by a focused programmatic communication plan are implemented to address ground level concerns.
Classroom Assessments
Student Assessments across Satya Bharti Schools are systematic on-going processes to monitor learning and identify need gaps for achieving the desired goals in the teaching-learning process.
Diagnostic Assessment
Also known as Pre-assessments, it precedes instruction. Teachers use this to check prior knowledge and skill levels of students, identify student misconceptions, profile learner interests and reveal learning style preference.
Formative Assessment
This mode of assessment occurs concurrently with instructions and provides specific feedback to teachers and students for the purpose of guiding teaching to improve learning.
Summative Assessment
This summarizes what students have learnt at the conclusion of an instructional segment. This kind of assessments tends to be evaluative and teachers typically encapsulate and report assessment results as a score or a grade.
Teacher Level
Teacher Subject Knowledge Test
The Teachers Subject Knowledge Test (TSKT) was introduced across all Satya Bharti Schools in 2009-10 to enable teachers to reflect upon their strengths and motivate them to undertake self-directed learning. Based on knowledge of English, Mathematics and General Knowledge, it identifies gaps in content knowledge and helps teachers work on their weak concepts.
Objectives of the TSKT:
 | To develop learning skills in teachers and facilitate self- directed learning | | To identify areas of focus in conceptual understanding of a subject | | To improve students learning levels by equipping the teachers with a better understanding of the key concepts through curriculum support | | To help teachers reflect and work on their developmental needs | | To help identify training needs and enable the management to devise effective training programs |
The TSKT have shown visible improvement in the overall scores of teachers.
Teacher Classroom Observation Report
One of the most important constituent of teacher training is personalized mentoring and in-school coaching by respective Cluster Co-ordinators. Cluster Coordinators regularly visit the schools in their clusters to review and plan lessons with teachers, observe teachers’ lessons in their class, assess them on the predefined criteria for effective lessons and help teachers reflect on their strength and challenges.
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