SUPERVISION AND MONITORING OF TEACHING

1. Equitable Access to Inclusive Quality Education

Inclusive Education and Safe Schools

• Work with relevant stakeholders and provide support for implementing Safe School initiatives outlined by the GES at Regional and District levels.

• Monitor school operations to ensure that the culture of diversity and inclusion exists among schools within the district.

• Work with key stakeholders to ensure that all children have access to quality education regardless of their background.

• Liaise with the Coordinator, Safe Schools to identify and monitor children with special needs within the district and making necessary provisions for their educational needs.

• Provide support for implementation at the district level and in accordance with GES guidelines, systems for safeguarding the overall safety and health (general welfare) of students and staff at all schools within the district

2. Quality of Teaching and Learning and STEM Curriculum Implementation

• Supervise and monitor the overall implementation of MoE/GES comprehensive standards-based basic school curriculum to improve learning achievement in basic (foundational) skills areas, the 4Rs (Reading, wRiting, aRithmetic, and cReativity)

• Work with the DD and CSs to develop strategies to ensure that all KG and primary school children develop early grade reading and maths foundational skills in KG through to Primary Grade 3 (P3)

• Assess the effectiveness of measures implemented to ensure that pupils develop the minimum required skills at the respective basic educational levels.

• Develop, implement and assess the effectiveness of programmes to promote science, mathematics, and technical education in basic schools – particularly for girls

• Work with DD to identify and partner with Technology firms and other organizations (media houses, NGOs) to leverage EdTech for education delivery in the District

Accountability and Performance Management

• Set time-bound performance targets with clearly define measures for CS and Coordinators based on GES annual learning outcomes and expectations

• Work with the Circuit Supervisors and Coordinators to find more effective and efficient methods for proper supervision and monitoring in schools.

• Encourage teamworking and collaboration between Circuit Supervisors and the Coordinators in terms of supervision in schools.

• Provide insight or guidance in the development of syllabus content including translating best international practices into resources that are accessible to schools

• Contribute to and provide guidance for the development of systems required to evaluate the performance of teachers and schools against identified standards, objectives and KPIs, with an emphasis on STEM.

• Support CS and School Leaders to evaluate and assess learning outcomes that will enable teachers and students to be aware of their performance and take necessary corrective measures to improve performance.

• Provide direction for monitoring and supervising the activities of teachers and schools within the district against identified benchmarks and national standards.

• Participate in planning and decision-making activities in the determination of promotion and progress opportunities for teaching staff and carry out assessment/appraisals for Best Teacher/Worker Awards.

• Based on the outcomes of initial supervision and monitoring activity, assign teams to non-performing schools as follow-up to find out if there are any improvements in performance.

• Identify high performing schools in their circuit and connect them with struggling schools to provide peer support & challenge

Teacher development

• Provide insight in the establishment of plans for the continuous professional development (CPD) of teaching staff.

• Facilitate and coordinate relevant trainings and workshops to improve the knowledge and capacity of teaching staff within the district

• Contribute to ensuring the availability of relevant support resources required to enhance teachers’ instructional practices and implementation of the curriculum and pedagogy especially in STEM

• Contribute to building the skills of school leadership and teaching staff in ensuring positive discipline and good classroom management

• Promote a culture of coaching and supervision that focuses on learner progression and development.

• Encourage professional collaboration between teachers through developmental activities. For example, communities of practice, connecting innovative and high performing schools with similar schools that can learn from their practice (e.g. statistical neighbours).

3. Sustainability and Efficient Management

Operational planning, implementation and reporting

• Oversee the development of School Performance Improvement Plans (SPIPs)

• Provide oversight for the organisation of officers in the supervisory unit to carry out effective monitoring and supervision in all public and private schools within the district.

• Review and approve inspection schedules for officers of the supervisory unit and oversee their work

• Provide oversight in the collection, monitoring and evaluation of relevant data from schools within the district with respect to key indicators required for planning and decision making. For example, information on learning outcomes, teacher absenteeism, teacher attrition etc.

• Oversee the preparation and submission of detailed reports on key educational activities (mainly on the functions and performance) of schools according to the applicable guidelines. Stakeholder management

• On behalf of the District Director, attend education subcommittee meetings to contribute to discussions that affect effective teaching and learning.

• Contribute or participate in initiatives aimed at promoting healthy school-community relationships within the district.