Lao People's Democratic Republic the Project for Improving In ...

Lao People’s Democratic RepublicMinistry of Education and Sports

Lao People’s Democratic Republicthe Project for

Improving In-service Teacher Trainingfor Science and Mathematics Education

(ITSME)

PROJECT COMPLETION REPORT

October 2013

Japan International Cooperation Agency(JICA)

Vision and Spirit for Overseas Cooperation Co., Ltd.

(VSOC)

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Project Target Provinces and Districts

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Project Activities First Year (February 2010 - December 2010)

Students' group activity(Baseline Survey, April 2010)

Both a teacher and students having a short test(Baseline Survey, April 2010)

Discussion on lesson planning(Preparation Workshop, August 2010)

Analysis on cluster activities,(TOT, August 2010)

Principals play role of students in demo-lesson(TOT, August 2010)

Principals analyze ITSME lesson plan(TOT, August 2010)

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Second Year (February 2011 - March 2012)

Interview with principal(School visit, June 2011)

Interview with teachers(School visit, June 2011)

Lesson Observation(Training in Japan, June 2011)

Learning with Japanese Children(Training in Japan, June 2011)

Discussion on Math lesson plan(Preparation Workshop, September 2011)

Discussion on lesson plan format(Preparation Workshop, March 2011)

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Third Year (May 2012 - December 2012)

Pre-test on subject knowledge for trainers(1st workshop, June 2012)

Lecture on science experiment by Japanese expert

(1st workshop, June 2012)

Trainers discussing science presentation for TOT(5th workshop, October 2012)

Internal Supervision at school(Visiting Song Primary School, November 2012)

Participants writing objectives of the lesson plan (2nd TOT, November 2012)

Trainers studying the contents for making lesson plan with JOCV(6th workshop, November 2012)

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Fourth Year (January 2013 - October 2013)

Lessen Observation(Endline Survey, February 2013)

A preliminary experiment for making lesson plan(Preparing Workshop, March 2013)

Giving advice to make materials for lesson(TOT, June 2013)

Making presentation plan for EQS training(Preparing Workshop, July 2013)

Mr. Chandy, Director, DTE presenting future plan(JCC, July 2013)

Discussion for making future plan in detail(Final Workshop, September 2013)

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Abbreviations

AT Academic TeacherCIED Supporting Community Initiatives for Primary Education Development in the Southern ProvincesC/P Counterpart PersonnelCPD Continuous Professional DevelopmentDEB District Education and Sports BureauDPPE Department of Primary and Pre-school EducationDTE Department of Teacher EducationEQS Education Quality StandardESQAC Educational Standards and Quality Assurance CenterIS Internal Supervision ITSME the Project for Improving In-service Teacher Training for Science and Mathematics EducationJCC Joint Coordinating CommitteeJOCV Japan Overseas Cooperation VolunteersMOES Ministry of Education and SportsMOU Minute of UnderstandingM/M Minutes of MeetingsPA Pedagogical Advisor PES Provincial Education and Sports Service PDM Project Design Matrix PO Plan of OperationR/D Record of DiscussionRIES Research Institute for Educational ScienceSBT School-Based TrainingSOQ School of QualityTESAP Teacher Education Strategy 2006-2015 and Action PlanTOT Training of Trainers TTC Teacher Training College

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EXECUTIVE SUMMARY

1. Background of the ProjectThe Government of Lao PDR declares that the education sector is one of the top priority sectors in the national development plans and puts emphasis on human resource development to improve the quality of education. The Ministry of Education and Sports (MOES) has made various efforts to accomplish the international commitment of “Education for All (EFA)” under the three pillars of Lao education: 1) improving equitable access, 2) improving quality and relevance, and 3) improving administration and management. In terms of the quality of teachers, MOES stated it as the NATIONAL CHARTER OF TEACHER COMPETENCIES in 2007 to have concrete image of teacher's knowledge and skills. It shows the three key aspects as follows:

- Teachers' characteristics and professional ethics- Knowledge of children- Subject knowledge and practical teaching wisdom

However, Japan International Cooperation Agency’s (JICA) survey on the stage of the Project formulation in 2009 reported that the above mentioned images of teachers had not been achieved yet. As a consequence of the survey, the Project was designed considering the following three issues;

- There are many unqualified teachers.- There are many teachers who have not mastered the subject contents enough.- There are many teachers who are not equipped with an effective way of teaching to encouragestudents’ learning.

The Government of Lao PDR requested the Government of Japan for the technical assistance to improve the quality of lessons through the improvement of the quality of In-Service Teacher Training.

The Project for Improving In-Service Teacher Training for Science and Mathematics Education (ITSME) was implemented by the Department of Teacher Education (DTE) with the technical assistance of JICA from February 2010 to October 2013. The aim of ITSME is to strengthen Internal Supervision (IS) which is the existing mechanism of teachers' self-study as well as to develop human resources and materials in order to support it.

Project FrameworkOverall Goal Quality of lessons in target provinces is improved.Project Purpose

Quality of science and mathematics lessons in target schools is improved.

Outputs 1) Mechanism for improving lessons is strengthened.2) Human resources to promote improvement of lessons are strengthened.3) Materials for improving lessons are developed.

Target area 8 target Districts in 3 target Provinces with 2 Teacher Training Colleges- total number of the target schools are 116- total number of the teachers and students benefitted are 800 and 18,930

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2. Outline of the Project activitiesKnowledge and skills required for a teacher cannot be equipped only through Pre-Service Training but must also be improved continuously through In-Service Training after becoming a teacher. ITSME believes this idea, as “A teacher should be a life-long learner.” In order to promote this idea to teachers, it is important for them to have a willingness to study by themselves. However, it can be said difficult for teachers in Lao PDR to have this kind of idea, and the environment around the teachers is not sufficient enough to make them feel the needs to study for their whole life as teachers. Therefore, the Project considered the provision of the opportunities of IS, and makes teachers believe that IS is effective to improve their abilities.As mentioned above as the framework of the Project, ITSME tried to achieve the following threeoutcomes;

1) To clarify the image of a ITSME lesson and produce the training materials to master it2) To establish the mechanism to provide those materials to the teachers in target schools3) To develop the human resources who produce those materials and implement effective IS

In the first year, the Project conducted a Baseline Survey to grasp the situation of mathematic and science lessons in the target schools as well as the basic capacity of the teachers in terms of lesson planning and implementation. Based on the results of the survey, the Project set the goal image of the improved lessons as “a lesson that is easy to understand and enjoyable for children” and clarified the role of the Project as follows:

Two functions of ITSME- ITSME trainers produce ITSME materials that clearly show the image of ITSME lessons and deliver them to the target schools.- Target schools implement IS activities continuously and regularly utilizing ITSME materials.

In the second year, the Project set the three conditions to concretize the image of ITSME lessons and produce exemplar lesson plans that satisfy those conditions.

Three conditions required for ITSME lessons- Lesson objective (what students should learn) is clear.- Activities are suitable to achieve the lesson objective.- Evaluation questions are appropriate to measure the attainment of the lesson objective.

The Project also established the mechanism to deliver the developed materials and utilize them at IS. The Training of Trainers (TOT) is conducted to train the principals and Academic Teachers (AT) to maximize these 4 steps of mechanism.

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ITSME 4 Steps- Development of ITSME materials at regular Preparation Workshop (produce)- Delivery of ITSME materials to schools through TOT (deliver)- Utilization of ITSME materials at IS (utilize)- Improvement of ITSME materials through Monitoring and Feedback (improve)

In the third year, the Project confirmed that ITSME lessons are well accepted by the teachers at target schools and IS activities which maximize ITSME materials are recognized as one of the effective ways to make improve the quality of lessons. Reflecting those responses of the teachers, many target schools requested the Project to provide the guidance on how to make ITMSE lessons. ITSME itemized the following 5 caring points on lesson planning to make IS at target schools more effective.

Five caring points on lesson planning- Study the contents of the textbook and teachers’ guide- Check students’ previous knowledge as the basis of the lesson on the day- Set the clear lesson objectives- Set the evaluation questions- Arrange the flow of activities

Responding to the enthusiasm of the teachers at target schools, ITSME trainers also practiced several strategies to improve the quality of ITSME materials.

Strategies taken by ITSME trainers to improve the quality of ITSME materials- To show clearer interaction between the teacher and students in an ITSME three-column format.- To put much emphasis on the stage of lesson designing with the Lesson Design Sheet.- To provide guidance on how to prepare the teaching-learning materials introduced in the lesson plans.- To propose example of blackboard arrangement that helps the mastery of students.

ITSME trainers produced a set of monitoring forms to help the target schools and teachers to plan, evaluate and report IS activities. ITSME trainers also compiled those forms together with some guidelines on how to make ITSME lessons into ITSME Manual.

In the fourth year, the final year, the Project conducted an Endline Survey. The result of the survey reported that the preparatory activities of the teachers for lessons were very much improved. Especially the use of ITSME three-column format for lesson planning was quite effective to make the teachers imagine both of expected and unexpected responses of the students in order to make the teachers prepare how to deal with them. It also encouraged the teachers to discuss with their colleagues and observed other teachers’ lessons to study how their students response and behave in the lessons. Those practices of the teachers realized themselves that IS was one of the best ways to study to improve their lessons continuously and regularly.

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3. Achievement of the ProjectIn July 2013, three months before the end of the Project, JICA conducted the Joint Terminal Evaluation. The evaluation team acknowledged that the Project Purpose had been achieved and three expected outcomes had mostly been achieved and were expected to be fully achieved by the end of the Project.

(1) Achievement level of the Project Purpose “Quality of science and mathematics lessons in target schools is improved.”When the Project had started, the teachers at the target schools were instructed by PAs to follow the contents of textbooks and the teachers copied all the sentences of the textbook to make their lesson plans. It made the teachers feel no need to examine the contents of the textbook whether it was suited to their students or not. This attitude affected the teachers' practices on their lesson preparation. However, the Project found a significant difference at Endline Survey on the attitude and behavior of the teachers at the target schools on their lesson preparation. The PDM2 set two indicators to measure the attainment of the Project Purpose. The evaluation team examined the satisfactory level of those indicators as follows:

Indicator 1: “Improvement of the quality of lesson performed by target school teachers.”In general, the quality of lessons, especially their framework, by the target school teachers had improved. Through the use of ITSME materials and the lesson plans made by teachers themselves, lessons hadbecome easier to understand and more enjoyable for students. IS activities provided the teachers with opportunities to observe enjoyable lessons, and motivated them to conduct lessons based on ITSME materials. It is expected, in the future, for the teachers to become able to teach accurate subject knowledge to students by utilizing the gained skills of forming lessons.

Indicator 2: “Improvement of the quality of lesson plans made by target school teachers.”In general, the quality of lesson plans developed by the target school teachers had improved. Their lesson plans were composed of i) clear objectives, ii) detailed learning process/student activities, and iii) evaluation questions based on the model lesson plans. This was a remarkable improvement from the situation at the Baseline Survey. The most improved part was that clear lesson objectives were set in the lesson plans. The quality of student activities and evaluation questions had also improved but not as much as clear objectives. Therefore, more appropriate arrangement of student activities and evaluation questions based on the accurate subject knowledge remained as a future challenge.

(2) Achievement level of Output 1 “Mechanism for improving lessons is strengthened”Output 1 “Mechanism for improving lessons is strengthened” is mostly achieved.The Project revitalized IS activities, which were conducted not so effectively at the beginning of the Project, as the venue for the teachers to study lesson improvement continuously and regularly. Especially, “ITSME Future Plan and Implementation Strategy,” clarified the roles and functions of the DTE, PES, DEB, and TTC to support IS activities. It also provided one of the images of a professional develop network that MOES will establish in the near future. All provided ITSME materials to the target schools

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were utilized to foster an environment for continuous professional development of the teachers.

(3) Achievement level of Output 2 “Human recourses to promote improvement of lessons are strengthened”Output 2 “Human resources to promote improvement of lessons are strengthened” is achieved well.To support the mechanism mentioned in Output 1, the Project assisted in capacity development of two main groups for ITSME activities. One is ITSME trainers who develop ITSME materials by interpreting the contents of the textbooks into exemplar lesson plans that realize an image of a lesson “easy to understand and enjoyable for children.” The Project put much weight on the knowledge and skills for lesson designing and implementation. Another is the principals and ATs who conduct IS activities at schools. The Project enhanced the importance of IS as a regular program for capacity development of the teachers and instructed how to maximize ITSME materials to encourage their teachers to study.

(4) Achievement level of Output 3 "Materials for improving lessons are developed"Output 3 “Materials for improving lessons are developed” is expected to be achieved after the completion of the remaining planned activities.The Project developed and provided ITSME materials that help the teachers to study how to plan and implement a lesson that is “easy to understand and enjoyable for children.” Since the materials utilized at the target schools are only ITSME materials, which were exemplar lesson plans, and related manuals, which instructed the points on lesson planning and implementation, it was simple and clear for both principals and teachers to conduct IS activities. On the other hand, ITSME materials have to provide very clear image of a lesson “easy to understand and enjoyable for children” for every lesson. It also has to provide the ideas of what kind of students’ activity should be put and how to prepare the materials to conduct those activities. The teachers at target schools are studying continuously through analyzing, modifying, and implementing ITSME materials.

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4. Conclusion and Recommendations(1) ConclusionThe activities done by the ITSME Project will be continued as the counterparts’ routine work. It clearly suggests that in-service teacher training is not a specially prepared program but a part of daily activities of teachers, schools, DEB, PES, and TTC.Ideal in-service teacher training program should be:

- Provided for all teachers- Conducted continuously and regularly- Based on the problems of daily school activities- Able to run flexibly to meet teachers’ availability- Able to apply to daily practices instantly- No cost or low cost- Conducted near school and teachers

The training program that satisfies those conditions so far is only Internal Supervision in Lao PDR. ITSME clarified that IS activities are very appropriate opportunities to encourage teachers’ Continuous Professional Development. According to the results of ITSME Endline Survey and JICA Terminal Evaluation, IS activities promote teachers’ self-help study to improve their teaching capabilities.Besides these ideas on in-service teacher training program, Savannakhet TTC and Pakse TTC have already accepted the ITSME idea as a recommendable practice of lesson planning to future teachers. This strategy bridges pre-service and in-service with a unified idea on lesson planning. When newly hired teachers start teaching at schools, the senior teachers are already using the same way of lesson planning. This promotes IS activities as an base of teacher training for all the teachers at school. The JICA expert team wishes that the ITSME idea will be utilized and contribute to improve the quality of lessons for Lao children.

(2) Recommendation against the issue on the continuation of ITSME 4 StepsFor step 1, to produce ITSME materials, there are some difficulties to improve ITSME trainers' subject knowledge and to find any instructors and reference materials which help on this. It is very important to produce enough quality of ITSME materials to provide good practice of the teachers at school level. It is of course to identify any person among Lao educators to shoulder this role. However, it is considered effective to invite the help of Japan Overseas Cooperation Volunteers (JOCV), JICA Senior Volunteers (SV) and any other resources provided by the development partners. It is also recommended to make a detailed examination on the contents of the textbooks in science and mathematics as well as the development of Lao materials in these subjects.For step 2, to deliver ITSME materials, former style of TOT may be burdensome in terms of securing time and budget. As some of target DEB have already started, it is highly recommended to merge TOT activities into any regular program of principals and ATs. For example, monthly meeting of principals which all principals meet together at DEB office. Another opportunity might be a cluster level meeting of principals or ATs to collect data for Education Management Information Systems (EMIS).

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For step 3, to utilize ITSME materials, some of target schools mentioned the lack of materials such papers and marker pens. Since it is not a big amount, it may be covered by the appropriate arrangement of school budget with the support such as School Block Grant Program.For step 4, to improve ITSME materials and IS implementation, the monitoring and reporting forms should be fully utilized to feedback the schools' practice to DEB and PES. It covers the difficulty for PAs to visit all the schools in their service area. At the same time, it will be a useful data for further development of activities as the records of IS implementation. (3) Recommendation against the issue on the contents of ITSME preparation workshopThrough the analysis of the quality of lesson plans developed by ITSME trainers, it is recognized that ITSME trainers understand how to make appropriate teaching steps in the process of lesson preparation. As mentioned above, they need to improve subject knowledge; however, it is also required to equip the skills to select the most appropriate way to provide effective learning to suit the students’ situation. To make the lesson based on the detailed analysis of children, the following points should be considered as the contents of ITSME preparation workshop in the future.

- To select appropriate learning style such as learning as whole class, in group, or individually- To provide appropriate instructions and questions- To prepare appropriate teaching aids such as a card, a chart, a graph, and a reading material through appropriate interpretation of the lesson topic and contents- To provide an effective blackboard arrangement to promote students’ understanding- To prepare students’ activity with clear intention- To summarize each activity appropriately- To comprehend students’ improvement and encourage them for further study- To instruct in taking notes of lesson contents appropriately, and so on

(4) Recommendation against the issue on the enhancement of IS activitiesContents and ways of IS are organized by each school under a principal’s initiative. In order to support IS, ITSME materials provide one of the answers to the principals on how to conduct IS without securing a special budget and time. As a result, principals, teachers, and PAs recognized that teachers can improve their capacity through IS activities. Then it resulted in making all 116 target schools conduct IS activities regularly. In order to continue IS autonomously and independently, the teachers should conduct IS activities of their own motive. Therefore, both the schools and MOES should make joint efforts for the realization of effective IS for the whole country. The following examples are the possibilities to produce the effect. For example,Schools’ side

- To conduct trainings that correspond to the school’s or the teacher’s daily issues to make teachers recognize its effectiveness- To conduct trainings for learning through concrete lesson practices such as Lesson Study- To share teachers’ ideas to achieve an ideal lesson of the school

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- To develop teaching–learning materials using the local materials around each school

MOES’s side- To promote that DEB, PES and TTC frequently visit schools to share opinions on training and lessons- To monitor and evaluate schools’ activities- To introduce a good practice of schools that conduct effective activities to other schools- To conduct a meeting at MOES to find effective guidance on conducting in-service training such as IS and Lesson Study- To introduce an output of the meeting mentioned above to schools in order to encourage teachers

One important idea is that MOES establishes an appropriate environment to make teachers willing to provide better teaching. Another important idea is that MOES supports this establishment and clearly shows an attitude of responsibility on the professional development of teachers.

ContentsCover --------------------------------------------------------------------------------------------------------------------- iLocation Map ----------------------------------------------------------------------------------------------------------- iiiPhotos -------------------------------------------------------------------------------------------------------------------- vAbbreviations ---------------------------------------------------------------------------------------------------------- ixExecutive Summary --------------------------------------------------------------------------------------------------- xiChapter 1: Outline of the Project ---------------------------------------------------------------------------------- 1

1-1 Background of the Project ------------------------------------------------------------------------------- 11-2 Outline of the Project (Updated on March 13, 2013 as PDM2) ------------------------------------ 21-3 Operational Structure ------------------------------------------------------------------------------------ 41-4 Major Input ------------------------------------------------------------------------------------------------ 51-5 Updating of PDM ----------------------------------------------------------------------------------------- 5

Chapter 2: The Project activities ----------------------------------------------------------------------------------- 82-1 Project activities in the first year (February 22, 2010 to December 28, 2010) ------------------- 82-2 Project activities in the second year (February 4, 2011 to March 30, 2012) --------------------- 152-3 Project activities in the third year (May 23, 2012 to December 28, 2012) ----------------------- 242-4 Project activities in the fourth year (January 29, 2013 to November 15, 2013) ----------------- 282-5 Activities conducted at particular time ---------------------------------------------------------------- 34

Chapter 3: Progress of the Project activities --------------------------------------------------------------------- 373-1 Output 1: Mechanism for improving lessons is strengthened. ------------------------------------- 373-2 Output 2: Human resources to promote improvement of lessons are strengthened. ------------- 403-3 Output 3: Materials for improving lessons are developed. ----------------------------------------- 433-4 Further development and future plan of ITSME activities ------------------------------------------ 45

Chapter 4: Achievement of Project Purpose and Outputs, the result of Joint Terminal Evaluation - 474-1 Achievement level of Project Purpose "Quality of science and mathematics lessons in target

schools is improved." ----------------------------------------------------------------------------------- 474-2 Achievement level of Output 1 "Mechanism for improving lessons is strengthened." --------- 484-3 Achievement level of Output 2 "Human recourses to promote improvement of lessons are

strengthened." -------------------------------------------------------------------------------------------- 484-4 Achievement level of Output 3 "Materials for improving lessons are developed." ------------- 49

Chapter 5: Actions on the advices given by Terminal Evaluation Team ----------------------------------- 505-1 Measures along "Sharing ITSME approach, its impact and outcomes at national level" ------- 505-2 Measures along "Maximizing the existing channels and systems for dissemination and

monitoring" ---------------------------------------------------------------------------------------------- 515-3 Measures along "Strengthening and expanding key human resources" --------------------------- 525-4 Other suggestions ----------------------------------------------------------------------------------------- 53

Chapter 6: Conclusion and further recommendations -------------------------------------------------------- 556-1 Conclusion ------------------------------------------------------------------------------------------------- 556-2 Recommendation against the issue on the continuation of ITSME 4 steps ----------------------- 556-3 Recommendation against the issue on the contents of ITSME preparation workshop ---------- 566-4 Recommendation against the issue on the enhancement of IS activities -------------------------- 56

List of Tables and Figures

Table 2-1: Outline of Baseline Survey ------------------------------------------------------------------------- 9Table 2-2: Preparation Workshops in the first year ----------------------------------------------------------- 10Table 2-3: ITSME materials produced in the first year ------------------------------------------------------ 11Table 2-4: TOT in the first year --------------------------------------------------------------------------------- 12Table 2-5: Activities conducted in TOT in the first year ---------------------------------------------------- 12Table 2-6: List of participants, Training in Japan in the first year ------------------------------------------ 13Table 2-7: Training program, Training in Japan in the first year ------------------------------------------- 13Table 2-8: Preparation Workshops in the second year ------------------------------------------------------- 15Table 2-9: ITSME materials produced in the second year --------------------------------------------------- 17

Table 2-10: TOT in the second year ------------------------------------------------------------------------------ 17Table 2-11: Activities conducted in TOT in the second year ------------------------------------------------- 18Table 2-12: List of participants, Training in Japan in the second year -------------------------------------- 19Table 2-13: Training program, Training in Japan in the second year ---------------------------------------- 19Table 2-14: Preparation Workshops in the third year ---------------------------------------------------------- 25Table 2-15: ITSME materials produced in the third year ----------------------------------------------------- 25Table 2-16: TOT in the third year -------------------------------------------------------------------------------- 26Table 2-17: Activities conducted in TOT in the third year ---------------------------------------------------- 27Table 2-18: Preparation Workshops in the fourth year -------------------------------------------------------- 28Table 2-19: ITSME materials produced in the fourth year ---------------------------------------------------- 29Table 2-20: TOT in the fourth year ------------------------------------------------------------------------------- 29Table 2-21: Activities conducted in TOT in the fourth year -------------------------------------------------- 30Table 2-22: Outline of Endline Survey -------------------------------------------------------------------------- 30

Table 3-1: Status of the activities planned in PDM2, Output 1 --------------------------------------------- 38Table 3-2: Quality improvement of ITSME materials ------------------------------------------------------- 41Table 3-3: Average scores of pre and post test in the third year -------------------------------------------- 41Table 3-4: Average scores of pre and post test in the fourth year ------------------------------------------ 42Table 3-5: Status of the activities planned in PDM2, Output 2 --------------------------------------------- 42Table 3-6: Expected number and produced number of ITSME lesson plans ----------------------------- 43Table 3-7: Status of the activities planned in PDM2, Output 3 --------------------------------------------- 44

Figure 1-1: Operational Structure of ITSME ------------------------------------------------------------------- 4Figure 2-1: Answers of the teachers on lesson preparation at Endline Survey ---------------------------- 31Figure 2-2: Answers of the teachers on lesson practice at Endline Survey -------------------------------- 32

List of ANNEXES

ANNEX 1-01: Input of Japanese Experts --------------------------------------------------- ANNEX - 1 -ANNEX 1-02: List of ITSME Equipment --------------------------------------------------- ANNEX - 3 -ANNEX 1-03: Operational cost by Japan and Lao ----------------------------------------- ANNEX - 5 -ANNEX 1-04: List of Lao Counterparts ----------------------------------------------------- ANNEX - 7 -ANNEX 1-05: PDM version 1 ---------------------------------------------------------------- ANNEX - 9 -ANNEX 1-06: PDM version 2 ---------------------------------------------------------------- ANNEX - 13 -ANNEX 1-07: Plan of Operations 1st & 2nd year ----------------------------------------- ANNEX - 15 -ANNEX 1-08: Plan of Operations 3rd & 4th year ----------------------------------------- ANNEX - 17 -ANNEX 2-01: List of ITSME Trainers ------------------------------------------------------ ANNEX - 19 -ANNEX 2-02: Lesson Design Sheet --------------------------------------------------------- ANNEX - 21 -ANNEX 2-03: ITSME 4 Steps ---------------------------------------------------------------- ANNEX - 23 -ANNEX 2-04: Lesson plan evaluation sheet and Lesson Observation sheet ----------- ANNEX - 27 -ANNEX 2-05: Quality improvement of ITSME materials -------------------------------- ANNEX - 33 -ANNEX 2-06: Monitoring forms ------------------------------------------------------------- ANNEX - 35 -ANNEX 2-07: ITSME Experience Sharing Seminar -------------------------------------- ANNEX - 49 -ANNEX 2-08: ITSME leaflets ---------------------------------------------------------------- ANNEX - 53 -ANNEX 2-09: List of the article of the website -------------------------------------------- ANNEX - 69 -ANNEX 2-10: ITSME tote bag --------------------------------------------------------------- ANNEX - 71 -ANNEX 2-11: ITSME paper fan and sticker ----------------------------------------------- ANNEX - 73 -ANNEX 3-01: ITSME Future Plan and Implementation Strategy ----------------------- ANNEX - 75 -ANNEX 3-02: List of ITSME activities ----------------------------------------------------- ANNEX - 85 -ANNEX 3-03: ITSME for EQS -------------------------------------------------------------- ANNEX - 91 -ANNEX 3-04: Introductory Tool ------------------------------------------------------------- ANNEX - 93 -ANNEX 3-05: Recommendation of ITSME materials ------------------------------------ ANNEX - 123 -ANNEX 5-01: Educational Statistics -------------------------------------------------------- ANNEX - 127 -

APPENDIX 1: NATIONAL CHARTER OF TEACHER COMPETENCIES ---------- ANNEX - 129 -

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Chapter 1: Outline of the Project

1-1 Background of the ProjectThe Government of Lao PDR declares that the education sector is one of the top priority sectors in the national development plans and puts emphasis on human resource development to improve the quality of education. The Ministry of Education and Sports (MOES) has made various efforts to accomplish the international commitment of “Education for All (EFA)” under the three pillars of Lao education: 1) improving equitable access, 2) improving quality and relevance, and 3) improving administration and management.The Department of Teacher Education (DTE) is one of the leading departments of teacher education. It is now operating TESAP-II (Teacher Education Strategy and Action Plan 2011–2015) based on the evaluation results of TESAP (2006–2010). It emphasizes the need for quality improvement of the teachersand clearly mentions that “Teacher education development will ensure that teachers receive continuousand systematic upgrading related to their teaching subjects and to teaching and learning methodology in order for them to become highly skilled teachers.” The Japan International Cooperation Agency (JICA) supported the policy of three pillars in Lao education and implemented the Project for Improving Science and Mathematics Teacher Training (SMATT) from 2004 to 2008, which aimed at the capacity development of science and mathematics teachers at the Teacher Education Institute (TEI). JICA also implemented the Project for Supporting Community Initiatives for Primary Education Development in the Southern Provinces (CIED) from 2007 to 2011 in order to improve the awareness and cooperation in the community on the improvement of school environment and management. This operation is now continued by the Project for Supporting Community Initiative for Education Development Phase 2 (CIED-2) from 2011 to 2016. In terms of the capacity development of teachers, recognizing the achievements and impacts of SMATT project, the government of Lao PDR requested the Government of Japan for technical assistance toenhance and expand the output of the SMATT project to improve the quality of lessons through the improvement of the quality of in-service teacher training. In response to the request, the government of Japan dispatched the Detailed Planning Survey Team in August 2009 to collect necessary information and to discuss with the Lao authorities concerned the detailed design of the Project. Finally, on 19th November 2009 the Record of Discussions (R/D) was concluded.

To promote good practice of teachers, MOES clarified an image of an ideal Lao teacher as NATIONAL CHARTER OF TEACHER COMPETENCIES in 2007. It described the following three key areas of abilities, qualities, and skills of teachers.

- Teachers’ characteristics and professional ethics

- Knowledge of children

- Subject knowledge and practical teaching wisdom (please refer to Appendix 1)

However, the Planning Survey reported that the above-mentioned teachers’ performance had not yet reached this ideal state and pointed out the following challenges should be considered to operate the Project.

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- There are many unqualified teachers.

- There are many teachers who have not mastered the subject contents enough.

- There are many teachers who are not equipped with an effective way of teaching to encourage students’ learning.

To overcome those challenges, the teachers have to practice Continuous Professional Development (CPD) and one of the key activities for this is internal supervision (IS). This is an equal opportunity provided for all the teachers to improve their teaching capabilities continuously. The Project for Improving In-Service Teacher Training for Science and Mathematics Education (ITSME) was implemented by the DTE with the technical assistance of JICA from February 2010 to October 2013. The Project was designed to strengthen this existing mechanism of teachers’ self-study by developing training materials to be used for IS and strengthening the capacity of Pedagogical Advisors (PAs), principals, and Academic Teachers (ATs) to promote IS activities to deal with skills and knowledge to improve the quality of lessons.

1-2 Outline of the Project (Updated on March 13, 2013 as PDM2)The outline of the Project is as follows:(1) Project title: The Project for Improving In-Service Teacher Training for Science and

Mathematics Education (ITSME)(2) Project Purpose: Quality of science and mathematics lessons in target schools is improved.(3) Overall Goal: Quality of lessons in target provinces is improved.(4) Expected Outputs:

1) Mechanism for improving lessons is strengthened.2) Human resources to promote improvement of lessons are strengthened.3) Materials for improving lessons are developed.

(5) Implementation Period: February 2010 to October 2013(6) Implementing Agency: Ministry of Education and Sports (MOES)(7) Scope of the Project:

1) Target Provinces covered by the Project are shown on the Location Map on page iii.

- Kammouane Province has two target districts

Thakhek and Himboun District

- Savannakhet Province has three target districts

Kayson, Champhone, and Phalanxay District

- Champasak Province has three target districts

Sanasonboun, Bachieng, and Paksong District

Those provinces are located in the southern part of the country, considered as a less developed area. However, this area has higher possibility for economic development and prosperity, such as the Second Thai-Lao Friendship Bridge in Savannakhet, Nam Theun 2 Hydroelectric Plant, and the Third Thai-Lao Friendship Bridge in Kammouane. Champasak has other potential as the entrance

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point to southern Lao with Vat Phou, a World Heritage site. Human resource development in thisarea plays a key role in maximizing this higher potential.

2) Beneficiary

- Direct beneficiaries

TEI1 lecturers at Savannakhet TTC and Pakse TTC 21 lecturers

PES staff in three provinces 9 staff

DEB staff in eight districts 21 staff

Principals and ATs in 116 target schools 207 principals and ATs

- Indirect beneficiaries

Primary school teachers in three target provinces 800 teachers

Primary school students in three target provinces 28,930 students

(8) Basic Approaches:1) To visualize the concrete image of improved lessonsTo achieve the Project Purpose, it is quite important to set an image of improved science and mathematics lessons. The Project set this image after several discussions with the counterparts as “a lesson that is easy to understand and enjoyable for children.” All the Project activities are designed to realize this image of ideal lesson at the target schools.

2) To conduct an effective IS that makes teachers feel enough benefitAt the beginning of the Project, there were many schools conducting IS activities under the policy of MOES. However, they have not yet maximized the opportunity because some of the teachers do not consider IS as in-service teacher training. To make those teachers participate in IS activities positively and independently, it is very important to let them feel the effectiveness and benefit of IS. Especially, the teachers have to realize that IS helps them to improve their teaching capabilities.

3) To establish a model of IS that is sustainable with Lao resourcesSince IS is one of the ways for CPD, it should be conducted continuously and regularly even after JICA assistance is over. To realize this ideal situation, the Project maximizes the existing resources. Besides this effort, the Lao counterparts take the initiative in all operations of the Project. In this manner, all Lao counterparts master how to conduct and manage IS by themselves.

4) To put much weight on the awareness of teaching issuesThe fundamental idea of in-service teacher training is self-help training done by individual teachers. It is driven by the nature of teachers that they want to teach better. This motivation is inspired by the problems and difficulties in everyday lessons. To establish a model of IS, the Project put higher consciousness on teaching problems in science and mathematics.

1 TEI: Teacher Education Institute, TTC: Teacher Training College, PES: Provincial Education and Sports Service, DEB: District Education and Sports Bureau

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1-3 Operational StructureThe operational structure of the Project is quite simple. It did not create any new organization but maximized the existing mechanism:

- To ensure all the activities for improving lessons are conducted as original and routine work of each organization.- To ensure the skills and knowledge acquired through the Project are kept and utilized at each organization.- To encourage the related organizations to build an effective partnership and collaboration for in-service teacher training.- To leave all the mechanism of the activities even after the withdrawal of the JICA expert team.

Throughout the whole cooperation period, this structure functioned well to conduct all the Project activities effectively, especially Preparation Workshops and Training of Trainers (TOT). The directors of PES, DEB, and TTC understood well about ITSME policy and the mechanism of the activities to provide enough support for the trainers’ activities. It promoted the above-mentioned ideas on the operational structure of the Project.The operational structure of the Project is shown in Figure 1-1.

(Source: Prepared by the ITSME Project Team)Figure 1-1: Operational Structure of ITSME

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1-4 Major Input(1) Japanese side

1) Japanese Experts- Six experts for 71.40 person-months (please refer to ANNEX 1-01)

2) Training in Japan- November 14, 2010 to November 21, 2010 10 participants from central level- June 5, 2011 to June 12, 2011 20 participants from provincial and district

level(please refer to section 2-1 (6) and 2-2 (3))

3)Equipment- Items (vehicle, photocopier, computer, and printer) worth US$ 143,129 for the Project activities- Items (computer and software, printer, video camera) worth US$ 10,208 for the experts’activities (please refer to ANNEX 1-02)

4) Operational cost for the Project activities- US$ 273,951 in total for the Project activities (please refer to ANNEX 1-03)

(2) Lao side1) Counterpart personnel from DTE, DPPE, RIES, PES, DEB, and TTC

(please refer to ANNEX 1-04)2) Office space and facilities

- Office space for Japanese Experts in MOES, Savannakhet PES, and Champasak PES- Venues for Preparation Workshop in Kammouane PES, Savannakhet TTC, and Pakse TTC

3) Operational cost for the Project activities- LAK 746,623,000 in total for the Project activities (please refer to ANNEX 1-03)

1-5 Updating of PDMThe original PDM (PDM1) was updated to make the Project implementation suit the actual situation of teaching–learning practices in the target areas. The modification was done through several discussions during the Mid-term Review of the Project in 2012. Following the updating of PDM1, the original Plan of Operations (PO1) was also modified. (please refer to ANNEXES 1-05, 1-06, 1-07, and 1-08)During the Mid-term Review of the Project, based on the results of the review and discussions with the Lao counterparts, the Mid-term Review Team realized that the actual progress of the Project activities hadbeen implemented in a different manner from planned activities and the expected outputs had also been slightly changed.The original framework of the Project expected the teachers at the target schools to improve their teaching “method” through practical training in IS under the instructions and guidance given by PAs and TTC lecturers. However, the teachers at the target schools had almost no experience of lesson planning by themselves because they were instructed by PAs to follow the descriptions of the textbooks as they were. It made the teachers feel no need for designing and arranging the lesson contents to suit their children. At

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the same time, PAs had only a vague image of an ideal lesson that the teachers should perform. It made PAs provide no specific skills and knowledge to the teachers to improve the quality of their lessons. Therefore, the Project made some arrangement of the activities from the original framework.In order to have common understanding of the aim of the Project among the stakeholders, the Mid-term Evaluation Team decided to revise PDM1 into PDM2.The major points of the modification were as below.

1) Project Purposefrom: Quality of teaching method of science and mathematics in target schools is improved.

to: Quality of science and mathematics lessons in target schools is improved.

2) Outputs from: Management system of school-based training (SBT) is strengthened.

Human resources for supporting the management system of SBT are strengthened.Training materials in response to the reality of primary schools are developed for SBT.

to: Mechanism for improving lessons is strengthened.Human resources to promote improvement of lessons are strengthened.Materials for improving lessons are developed.

3) ActivitiesActivities mentioned in PDM1 were modified as follows:

- Rearranged the description of mechanism strengthening activities from establishing a newcommittee to formulation of an ITSME trainer team.- Deleted the activities that are not suitable to implement based on the current situation in theProject. - Deleted the term of SBT that shows a part of IS activities in each school and is not suitable to use as a part of training activities in Lao PDR.- Added one activity “1-10 Project facilitates with the support of an Education Policy Advisordiscussions among MOES officials of departments concerned (e.g., DPPE, ESQAC, RIES) to support IS toward SOQ achievement” into Output 1 for ensuring sustainability of the Project.- Added two activities “3-8 Workshops are organized to share the experiences of the teachers oftarget schools as a part of the Endline survey” and “A document to propose to MOES to consider the developed materials as a national standard is prepared referring to 3-8” into Output 3 for ensuring sustainability of the Project. This is because the Mid-term Evaluation Team found that the lesson plan format developed by the Project seemed to be simple to teach in theclassroom and appropriate teaching materials for teachers at school level. In addition, some teachers mentioned that students understood the lesson objective smoothly with the model

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lesson plan in the format developed by the Project. Although it would be necessary for the Project and MOES to further examine and analyze the effectiveness of this format for an actual situation in the classroom, the Mid-term Evaluation Team considered that the materials developed during the period of the Project could be further analyzed and eventually proposed to MOES as a national standard that all the teachers in the country would be able to utilize for improving their lessons, and thus sustainability of the outputs would be maximized. Therefore, the Mid-term Evaluation Team realized that two activities are added into revised PDM as new activities.

4) Objectively Verifiable Indicators and Means of Verification According to the revision of the outputs and the activities mentioned above, the Mid-term Evaluation Team considered that Objectively Verifiable Indicators and their Means of Verification would berevised in order to make them clearer.

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Chapter 2: The Project activities

Knowledge and skills required for a teacher cannot be equipped only through pre-service training but must also be improved continuously through in-service training after starting actual teaching at school. ITSME believes this idea, as “A teacher should be a life-long learner.” In order to promote this idea to teachers, it is important for them to have a willingness to study by themselves. However, it can be difficult for the teachers in Lao PDR to have this kind of idea, and the environment around the teachers is not sufficient enough to make them study their whole life as teachers. Therefore, the Project consideredthe quality of IS to be essential for making teachers believe that IS was effective to improve their abilities.As mentioned in “1-2 Outline of the Project,” ITSME tried to achieve the following three outcomes:

1) To establish the mechanism to provide appropriate materials to the teachers in the target schools(Output 1)

2) To develop the human resources who produce those materials and implement effective IS(Output 2)

3) To clarify the image of an ITSME lesson and produce the training materials to master it (Output 3)

2-1 Project activities in the first year (February 22, 2010 to December 28, 2010)In the first year, the Project conducted a Baseline Survey to grasp the situation of science and mathematics lessons in the target schools as well as the basic capacity of the teachers in terms of lesson planning and implementation. Based on the results of the survey, the Project set the goal image of the improved lessons as “a lesson that is easy to understand and enjoyable for children” and clarified the role of the Project.

(1) Conduct of Kickoff Meeting (1st on March 5, 2010 and 2nd on May 25, 2010)To start the Project activities, it is important to formulate a common understanding regarding the Project policy and methodology among the stakeholders and implementers. DTE counterparts and JICA experts planned two Kickoff Meetings. The first one was for the stakeholders at the central level, such as MOESofficials and the directors of PES and TTC. The agenda was as follows:

- To introduce the original framework of ITSME designed following R/D signed on November 19, 2009- To discuss the selection criteria of the Project target districts, clusters, and schools- To discuss the preparatory activities for the Baseline Survey

The second one was conducted after the implementation of the Baseline Survey for the Project implementers, such as PAs of PES and DEB as well as the lecturers of TTC. Those people became ITSME trainers later. The agenda was as follows:

- To introduce the outline of ITSME and the result of the first Kickoff Meeting- To analyze the results of the Baseline Survey and identify the issues and their solutions- To agree on the roles and functions of ITSME trainers

Through these two meetings, the counterparts got to know the need for quality improvement of science and mathematics lessons.

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(2) Conduct of Baseline Survey (April 26, 2010 to April 30, 2010) To grasp the situation of mathematics and science lessons in the target schools, the Project conducted a Baseline Survey. The basic capacity of teachers in terms of lesson planning and implementation was also analyzed. The Baseline Survey was conducted as follows:

Table 2-1: Outline of Baseline Survey1. Duration April 26, 2010 to April 30, 2010 (5 days)2. Number of schools visited 20 primary schools3. Number of lessons observed 16 mathematics lessons and 8 science lessons4. Number of teachers interviewed 16 teachers5. Number of questionnaires corrected 24 teachers and 635 students6. Number of answers on math short test 24 teachers and 635 students(Source: Prepared by the ITSME Project Team)

The findings through the survey showed the characteristics of Lao lessons.1) The relationship between teacher and students was quite fine. Students could actively participate in the lesson through the group discussion and other activities.2) Almost all teachers observed had textbooks and teachers’ guides. The lesson was conducted strictly following the textbook contents. Some teachers made lesson plans; however, it was just a copy of the textbook or teachers’ guide.3) Most teachers seemed to think that a lesson was the transmission of textbook contents from teacher to the students. This practice made teachers feel no need to consider student background andknowledge when they prepared a lesson.4) The majority of teachers did not correctly understand scientific and mathematical concepts and only a few teachers recognized this fact. Together with this lack of mastery, textbooks did not compensate for the lack of the knowledge and skills that they need to master before teaching. It was,therefore, a big challenge for teachers to be equipped with the correct concepts, which are indispensable for teaching.5) Observed lessons had a lot of activities such as playing games, doing puzzles, and group work, but those were just for fun. Lessons should be enjoyable activities for students with discovering mathematical theory and wonders of nature. Unfortunately, observed lessons did not provide enoughsuch elements for students.

Based on these results of the survey, the Project set the goal image of the improved lessons as “easy to understand and enjoyable for children” and clarified the role of the Project as follows:

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Two functions of ITSME- ITSME trainers produce ITSME materials that clearly show the image of ITSME lessons and deliver them to the target schools.- Target schools implement IS activities continuously and regularly utilizing ITSME materials.

(3) Building of ITSME trainer teamMOES and JICA experts discussed how to form the team of trainers in order to play the role assigned to ITSME. The PDM1 suggested making two teams, which were the PES Management Committee (PES-MC) and the PES Technical Support Team (PES-TST). The first was supposed to play an administrative role, such as planning and implementation of the Project activities, and the second was to play a technical role, such as making exemplar lesson plans and assistance for teachers in subject matter. However, the Project decided to form only a team of ITSME trainers that consisted of PES, DEB, and TTC to play both roles of PES-MC and PES-TST. The reasons were as follows:

- To avoid establishing a new and temporary organization only for the Project- To make ITSME activities not special but one of the trainers’ routine works- To equip ITSME trainers for both administrative and technical aspects of ITSME activities

The first batch of the trainers’ team consisted of six trainers from three PES, eight trainers from eightDEB, and six trainers from two TTC. (please refer to ANNEX 2-01)

(4) Conduct of Preparation WorkshopTo introduce an ideal lesson, which is easy to understand and enjoyable for children, ITSME trainers conducted four workshops in the first year.

Table 2-2: Preparation Workshops in the first yearWorkshop Schedule Venue

1st Workshop July 12, 2010 to July 16, 2010 Savannakhet TTC2nd Workshop August 5, 2010 to August 7, 2010 Savannakhet TTC3rd Workshop September 27, 2010 to September 30, 2010 Pakse TTC4th Workshop November 1, 2010 to November 5, 2010 Kammouane PES(Source: Prepared by the ITSME Project Team)

The workshops in the first year were conducted to analyze the issues in science and mathematics lessons and to set the role of ITMSE in order to overcome those issues. The activities held were as follows:

- To grasp the outline of the Project- To analyze the results of the Baseline Survey and identify the issues to tackle - To consent to the roles and functions of ITSME trainers- To illustrate the image of a model lesson and set the conditions to be satisfied

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- To design the mechanism of teacher training and prepare TOT- To conduct demonstration lesson using the model lesson plans and revise them- To give feedback based on the observation of the demonstration lessons- To complete model lesson plans for the first year

At the very first stage of the workshop, ITSME trainers’ opinions on lesson planning were quite different from those of JICA experts. The trainers had the same ideas as classroom teachers such as:

- A teacher is a transmitter of knowledge to students.- Teachers should follow the contents of textbook as they are. It is not allowed to make any change to the contents. If the team changed the contents of the lesson plan from the textbook, the students might have a big problem in the national examination. - The ideal lesson is a “student-centered lesson.” However, the trainers did not have any clear and concrete image of this type of lesson.

The JICA expert team decided to discuss with the trainers about the fundamental role of a lesson to establish a clear image of the ideal lesson that ITSME trainers should provide to the target schools. Then, the trainers concluded that “We have lessons to make Lao children bearers of the future of Lao PDR.”This idea encouraged the trainers to review science and mathematics lessons at schools. It made the trainers find one condition on the role of a lesson, which is “every lesson has to make a desirable change in the students.” This idea made the team start discussing what kinds of lessons they should provide to the target schools.

The trainers distributed themselves into three groups to produce three exemplar lesson plans.

Table 2-3: ITSME materials produced in the first yearLevel Subject Chapter Topic

Grade 3 Mathematics Chapter 10 Writing the numbers in the expanding form of additionGrade 4 Mathematics Chapter 5 SubtractionGrade 5 Mathematics Chapter 6 Multiplication of whole numbers and decimal numbers(Source: Prepared by the ITSME Project Team)

These lesson plans were introduced to the representatives of target schools through TOT.

(5) Conduct of TOT (August 9, 2010 to August 28, 2010)ITSME trainer team planned TOT in each district to introduce the outline of ITSME and the materials thatthey produced. The schedule was as follows:

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Table 2-4: TOT in the first yearTarget district Schedule Venue Participants

Kayson District,Savannakhet

August 9 to 11, 2010

Meeting room at Savannakhet TTC 26 principals and ATs from 12 target schools

Champhone and Phalanxay District, Savannakhet

August 12 to 14, 2010

Classroom at Kengkok-tai Primary School in

32 principals and ATsfrom 16 target schools

Thakhek District, Kammouane

August 16 to 18, 2010

Meeting room at Kammouane PES 31 principals and ATsfrom 15 target schools

Himboun District, Kammouane

August 19 to21, 2010

District Hall at Himboun District 22 principals and ATsfrom 10 target schools

Sanasonboun District, Champasak

August 23 to 25, 2010

District Hall at Sanasonboun District 33 principals and ATsfrom 17 target schools

Bachieng and Paksong District, Champasak

August 26 to28, 2010

Assembly room at Paksong Secondary School

46 principals and ATsfrom 23 target schools

(Source: Prepared by the ITSME Project Team)

The program prepared for three days to introduce both administrative and technical aspects of the Project. ITSME trainers introduced all three lesson plans in the Table 2-3 in order to prove how principals and ATs evaluate the quality of those materials.

Table 2-5: Activities conducted in TOT in the first yearAM (1) Opening Program

(2) Issues on mathematics education in primary schools(3) Reporting the results and analysis of Baseline Survey

Day 1

PM (4) ITSME material for Grade 3(5) Feedback and discussion on the ITSME material for Grade 3

AM (1) ITSME material for Grade 4(2) Feedback and discussion on the ITSME material for Grade 4

Day 2

PM (3) Explanation of the outline of ITSME Project

AM (1) ITSME material for Grade 5(2) Feedback and discussion on the ITSME material for Grade 5

Day 3

PM (3) Explanation of the draft idea of operational mechanism of activities and exchange on the ideas(4) Closing Program


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Almost all principals and ATs agreed on the need for quality improvement of science and mathematics lessons. However, they were not satisfied with the quality of three lesson plans. It made ITSME trainers realize how difficult it is to produce exemplar lesson plans that clearly show the image of ideal lessons. It also encouraged them to draw up some criteria for the quality of ITSME materials.

(6) Conduct of Training in Japan (November 13, 2010 to November 21, 2010)To make ITSME stakeholders exposed to the ideas of science and mathematics education in Japan, 10members visited Saitama Prefecture. The activities prepared for the program were as follows:

- To study Japanese schools, lessons, and textbooks- To observe three math and one science lessons in primary, two science lessons in junior high school- To discuss with the board of education in Kawaguchi city- To observe teacher training programs

Table 2-6: List of participants, Training in Japan in the first yearName Affiliation

1 Ms. Varadune AMARATHITHADA Deputy Director General, DTE2 Mr. Simoungkhoun VONGCHAMPA Technical staff, DTE3 Ms. Khamkhanh SOULIGNADETH Deputy Director General, DPPE4 Mr. Maiboun PHANITH Head, Administration Division, DTE5 Mr. Onekeo NOANNAVONG Deputy Director, RIES6 Mr. Syhay KEOKHAYTHIN Head, Kammouane PES7 Mr. Khamphoune TOUPHAYTHOUNE Head, Savannakhet PES8 Mr. Sy PHANTHAVONG Deputy Head, Champasak PES9 Mr. Kung SAYASANE Director, Savannakhet TTC

10 Mr. Khamphiane MEKCHONE Director, Pakse TTC(Source: Prepared by the ITSME Project Team)

Table 2-7: Training program, Training in Japan in the first yearDate Itinerary Purpose

November 13, 2010

Depart for Bangkok by airplane Depart for Japan (Narita) by airplane

November 14Arrive at Narita, Move to the hotel by busJICA/TIC Orientation To know administrative procedureVSOC Orientation To confirm the purpose and schedule

To understand the process of textbook publishing in Japan

November 15Tokyo Shoseki Co., Ltd. (textbook publishing)

To make simple experiments

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Honcho Primary School (public)Kawaguchi City

To observe Grade 6 mathematics lesson and discussion on the lessonTo observe the facilities and administration of Japanese primary school

November 16

Kawaguchi City Board of Education To observe seminar-workshop for teachers

Totsukaminami Primary School (public)Kawaguchi City

To observe Grade 3 science lesson and discussion on the lessonTo observe the facilities and administration of Japanese primary school

November 17

Sachinami Junior High School (public)Kawaguchi City

To observe the regional program of experience sharing seminar in secondary scienceTo participate in the workshop for Year 1 and Year 3 science group

Kawaguchi City Board of Education

To understand the role of the Board of Education for teacher trainingTo exchange ideas on educational administration

November 18

Aokiminami Primary School (public)Kawaguchi City

To observe Grade 4 mathematics lesson and discussion on the lessonTo observe club activities of students and cleanup of Japanese primary school

Mini-workshop with Japanese Pedagogical Advisors

To study effective setting of lesson objectivesTo learn how to make improvised materialsNovember 19

Preparation of presentation of studyPlanetariumKawaguchi Science Museum

To find effective exhibition for Laos studentsNovember 20

Kawaguchi Cultural Properties CenterKawaguchi City Library

To learn the promotion activities of the Board of Education for self-help study of citizens

November 21Depart for BangkokDepart for Vientiane

November 26Reporting at Joint Coordinating Committee

To report the outcome to MOES


Even though the training period was quite short, the participants studied and got a lot of insights on education in Japan. They made presentations as one of the programs in JCC held on November 26, 2010. The major findings of the participants were as follows:

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- Through visiting the textbook publisher, the participants found how deeply Japanese people consider the required quality on textbooks. The revision of the textbooks in Japan usually took around 10 years. It was quite different from the Lao system of textbook publication.- Through the observation of the lessons and the discussion with Japanese teachers, the participants found that Japanese teachers do not only provide lessons but they stay the whole day with their students to take care of school lunch, cleanup activities, and club activities even after lessons are finished. It makes the schools a place to nurture children.- The lesson observation provided several ideas to apply to Lao lessons in order to realize an ideal lesson. Especially, it is important to make teachers supporters of children’s learning.- Through the participation in the regional program of experience sharing seminar in secondary science, the participants found that in-service teacher training is not oriented by the Board of Education but also initiated by schools or teachers themselves to share and collaborate to overcome the issues in education. These attitudes are quite different from Lao teachers and Lao education.- Through the exchanging and sharing opinions with the members of the Board of Education, the participants found some alternative ideas for the administrative activities of MOES.

2-2 Project activities in the second year (February 4, 2011 to March 30, 2012)In the second year, the Project set the three conditions to concretize the image of ITSME lessons and produce exemplar lesson plans that satisfy them. The Project had a Mid-term Review and updated the initial PDM to suit to the actual situation of the Project.

(1) Conduct of Preparation WorkshopBased on the feedback from the target schools at TOT in the first year, ITSME trainers discussed the quality of lesson plans. At the beginning of the activities at Preparation Workshop, the trainers did not pay much attention to the quality of lesson plans. Many of them did not have such an idea as “lesson plans have quality” because they were also just copying the contents from textbooks. It meant that they also felt no responsibility for the contents and the quality of lesson plans, especially the suitability to students. In the second year, ITSME trainers continued making lesson plans paying attention to the quality. However, they had no clue to set the standard of the quality of ITSME lesson plans.

Table 2-8: Preparation Workshops in the second yearWorkshop Schedule Venue

1st Workshop February 21, 2011 to February 26, 2011 Kammouane PES2nd Workshop March 14, 2011 to March 19, 2011 Kammouane PES3rd Workshop May 23, 2011 to May 28, 2011 Savannakhet TTC4th Workshop August 8, 2011 to August 13, 2011 Pakse TTC5th Workshop August 29, 2011 to September 3, 2011 Pakse TTC

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6th Workshop September 14, 2011 to September 17, 2011 Pakse TTC7th Workshop October 27, 2011 to October 29, 2011 Savannakhet TTC8th Workshop November 16, 2011 to November 19, 2011 Kammouane PES9th Workshop December 19, 2011 to December 24, 2011 Savannakhet TTC10th Workshop February 13, 2012 to February 18, 2012 Pakse TTC(Source: Prepared by the ITSME Project Team)

Ten Preparation Workshops were conducted in the second year to produce more suitable lesson plans to be utilized in IS at the target schools. The activities held in the second year were as follows:

- To establish the image of an ideal ITSME lesson- To discuss the required quality of ITSME lesson plans- To practice how to make a skeletal design of a lesson with lesson design sheet2

- To have a preliminary study on “Education in Japan” as a preparatory activity for Training in Japan- To study how to set up clear lesson objectives and evaluation questions- To discuss how to maximize the study gained in Japan- To prepare the contents and materials for TOT

Through those discussions and practices, ITSME trainers established three conditions to standardize the quality of ITSME lessons as follows:

Three conditions required for ITSME lessons- Lesson objective (what students should learn) is clear.- Activities are suitable to achieve the lesson objective.- Evaluation questions are appropriate to measure the attainment of the lesson objective.

ITSME trainers also established a mechanism to deliver the developed materials for teachers to utilize inIS.

ITSME 4 Steps- Development of ITSME materials at regular Preparation Workshop- Delivery of ITSME materials to schools through TOT- Utilization of ITSME materials in IS- Improvement of ITSME materials through Monitoring and Feedback (please refer to ANNEX 2-03)

One of the practices that promoted the progress of lesson plan preparation was the formation of small groups. In the first year, the trainers formed three groups of seven members to produce three lesson plans. This formation divided the members into two parties in a group. One who had much knowledge shouldered the work and another who had less knowledge observed it. It did not support the mechanism 2 A format that helps to make a skeletal design of a lesson. It is shown as Annex 2-02 “Lesson Design Sheet.”

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to make all the trainers capable of delivering and explaining ITSME materials to the schools. In the second year, the formation was changed into seven groups of three members to take care of seven lesson plans. It requested all three members to participate in the discussion. It made up good cooperation between TEI lecturers who know well the subject contents and PES, DEB trainers who know well thesituation of the schools and students. It boosted the improvement of the quality of ITSME materials.

Table 2-9: ITSME materials produced in the second yearLevel Subject Chapter Topic

Grade 1 Mathematics Chapter 8 Grouping the objectsGrade 3 Mathematics Chapter 18 Cube shapeGrade 3 Mathematics Chapter 39 Sandwich and MultiplesGrade 4 Mathematics Chapter 16 Order of OperationsGrade 4 Mathematics Chapter 34 Analysis of word problem and solvingGrade 5 Mathematics Chapter 24 Addition and subtractionGrade 5 Mathematics Chapter 40 Perimeter and area of parallelogramGrade 4 Science Chapter 6 Green Pigment (chlorophyll)Grade 5 Science Chapter 9 Excretory System(Source: Prepared by the ITSME Project Team)

These lesson plans were introduced to the representative of target schools through TOT.

(2) Conduct of TOT (September 5, 2011 to November 15, 2011)Through making a conscious effort, ITSME trainers started feeling some confidence about lesson planning. They followed the three conditions to maintain the quality of ITSME materials. They were also willing to introduce the improved set of ITSME materials to the principals and ATs through TOT together with the idea of ITSME 4 Steps to maximize those materials.

Table 2-10: TOT in the second yearTarget district Schedule Venue Participants

Sanasonboun District,Champasak

September 5 and 6, 2011

DEB office space 34 principals and ATs from 17 target schools

Bachieng District,Champasak


DEB meeting room 22 principals and ATs from 12 target schools

Paksong District,Champasak


Paksong Secondary School Auditorium

24 principals and ATs from 12 target schools49 CIED trainers

Champhone District,Savannakhet

October 31 andNovember 1, 2011


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Phalanxay District,Savannakhet

November 3 and 4, 2011

Phoxay Primary School 16 principals and ATs from 8 target schools




Thakhek District,Kammouane



Himboun District,Kammouane


Poungthay Primary School 21 principals and ATs from 13 target schools


ITSME trainers selected two materials, Grade 5 math and Grade 4 science, out of nine produced materialsfor TOT. They discussed how to select the most appropriate material to present to the principals and ATs. They checked the quality of all materials applying the three conditions. They also considered which one could show the characteristics of ITSME materials such as clear instructions before students’ activity, small conclusions after the activity, as well as the use of visual aids. They reduced the number of days totwo days in order not to disturb the school activities of the participants.

Table 2-11: Activities conducted in TOT in the second yearAM (1) Opening Program

(2) Update of the ITSME Project- 7 tasks of principals- How to set clear objectives

(3) Advantage of ITSME lesson plan part I (Grade-5 Mathematics: Addition of fractions)

Day 1

PM (4) Analysis on Mathematics lesson plan(5) Advantage of ITSME lesson plan part II (Grade-4 Science: Green pigment)(6) Analysis of Science lesson plan

AM (1) How we utilize ITSME lesson plan in schoolDay 2PM (2) Support materials for lesson analysis

(3) Closing Program(Source: Prepared by the ITSME Project Team)

Through the improved TOT program and the better use of ITSME materials at schools, the principals and ATs started realizing the effectiveness of IS activities utilizing ITSME materials. They requested ITSME trainers to produce more materials and invited them to come to school.

(3) Conduct of Training in Japan (June 4, 2011 to June 12, 2011)In the first year, Training in Japan was conducted in November. However, JICA experts consideredsetting the program earlier in the year in order to make the participants, ITSME trainers, apply the

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learning and insights obtained in Japan to their activities. The program prepared for them was as follows: - To study Japanese schools, lessons, and textbooks- To observe a combined school of kindergarten, primary, and secondary level to know their coordination- To observe two math and one science lessons in primary school- To discuss with the Board of Education in Kawaguchi city- To visit two science museums to get tips and clues on their material making

Table 2-12: List of participants, Training in Japan in the second yearName Affiliation

1 Mr. Bouasy BOUNVATSANA Officer, Teacher Training Unit, Kammouane PES2 Mr. Douangmala PHOMMACHAN Officer, Primary Unit, Kammouane PES3 Mr. Sengaloun PHOTHILATH Officer, Teacher Training Unit, Savannakhet PES4 Ms. Somvilay OUPHAXAY Officer, Primary Unit, Savannakhet PES5 Mr. Boun Om VENESOMPHET Officer, Teacher Training Unit, Champasak PES6 Mr. Vongsakath PHILAVANH Officer, Teacher Training Unit, Champasak PES7 Mr. Lathsomphone XAYYASAN Pedagogical Advisor, Thakhek DEB, Kammouane8 Mr. Khamkong SILISAK Pedagogical Advisor, Himboun DEB, Kammouane9 Mr. Soukan AKKHAVONG Officer, Teacher Training Unit, Kayson DEB, Savannakhet

10 Mr. Nouthay XAYALINHXOUMPHOU Pedagogical Advisor, Champhone DEB, Savannakhet11 Mr. Kongla HATSALASY Pedagogical Advisor, Phalanxay DEB, Savannakhet12 Mr. Ieng XAYTHAVONGSY Pedagogical Advisor, Sanasonboun DEB, Champasak13 Mr. Chanthavi LADAMOON Pedagogical Advisor, Bachieng DEB, Champasak14 Mr. Phonexay PHABANDITH Pedagogical Advisor, Paksong DEB, Champasak15 Mr. Thongkhene KHAMSOUKTHAVONG Lecturer, Savannakhet TTC16 Mr. Insong LASASAN Lecturer, Savannakhet TTC17 Mr. Phimmasone VORAYOUTH Lecturer, Savannakhet TTC18 Mr. Souksanh NOUANTHAVONG Lecturer, Savannakhet TTC19 Mr. Sourichanh THAMMAVONGSENG Lecturer, Pakse TTC20 Ms. Souliya SINCHINDA Lecturer, Pakse TTC(Source: Prepared by the ITSME Project Team)

Table 2-13: Training program, Training in Japan in the second yearDate Itinerary Purpose

June 2, 2011 Move to Vientiane June 3 Orientation To confirm the purpose and detailed schedule

June 4Depart for Bangkok by airplane Depart for Japan (Narita) by airplane

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June 5Arrive at Narita Move to the hotel by busJICA/TIC Orientation To know administrative procedureVSOC Orientation To confirm the purpose and schedule

June 6Tokyo Shoseki Co., Ltd. (textbook publishing)

To understand the process of textbook publishing in JapanTo learn how to make improvised materials

Funato Kindergarten–Primary–Secondary combined school (public)

To understand science and mathematics Education of kindergarten and secondary school in JapanJune 7

PlanetariumKawaguchi Science Museum

To find effective exhibition for Lao students

Totsukaminami Primary School (public)

To observe Grade 5 science lesson and discussion on the lessonTo observe the facilities and administration of Japanese primary school

June 8

Kawaguchi City Board of Education

To understand the role of Board of Education in teacher trainingTo exchange ideas on educational administration

Honcho Primary School (public)

To observe Grade 5 mathematics lesson and discuss the lessonTo observe the facilities and administration of Japanese primary school

June 9

Aokichuo Primary School (public)

To observe Grade 5 mathematics lesson and discussion on the lessonTo observe the facilities and administration of Japanese primary school

Preparation of presentation of studyJune 10

Presentation and evaluationTo report the study to the related Japanesepersonnel

June 11Tokyo Metropolitan Science and Technology Center

To find effective exhibition for Laos students

June 12Depart for BangkokDepart for Vientiane

June 13 Reporting to MOES To report the outcome to MOES(Source: Prepared by the ITSME Project Team)

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Through the observation of Japanese lessons, ITSME trainers found several strong points of Japanese lessons to encourage students to think independently.

- The lessons were prepared strictly based on the current status of the students.- Mathematics lessons, especially, were processed taking care of students’ answers to invite discussion among them.- The review portion of the lesson was not recalling yesterday’s lesson but reconfirming the related knowledge to the topic today.- The lesson should be considered as an interaction of a teacher and students. It should not be one way from a teacher to students.- Japanese lessons put much weight on the mastery of basics however Lao lessons provide too much practice without fixing the basics.- Lao teachers need more assistance and guidance to improve their lessons. It is required to take some measures to make TTC lecturers visit schools to take care of them.

(4) Conduct of the Project Consultation Study (February 21, 2011 to March 3, 2011)In the first year, the Project made much effort, as mentioned above, to produce the prototype of exemplar lesson plans and to grasp the situations of teachers, students, lessons and textbooks to design appropriate approach to improve the quality of lessons. However, those activities made the delay of the Project activities compared to PDM1. Observing this situation of the Project, JICA dispatched Consultation Study Mission to re-examine the following points that were closely related to the Project framework and effectiveness to achieve the Project Purpose.

- Relevance of strengthening CBT/SBT (Cluster-based Training and School-based Training) as an approach to achieve the Project Purpose.- The role of model lesson plans in in-service teacher training.- Appropriate ways to support the process of developing model lesson plans

1) Findings on the relevance of strengthening CBT/SBTThe mission found that the cluster level activities have conducted regularly as the meeting ofprincipals and ATs. It is considered as an advantage to gain common understanding among the principals to promote the Project activities. However, it was still required to strengthen the capacity of key personnel to manage this cluster activities. It was also required to develop appropriate materials to conduct effective CBT.Teachers at the target schools were making lesson plans to submit to principal. The principals were also conducting lesson observations. Actually, those were not yet arranged as a training program but they can be considered as seeds of School-based activities of the teachers.

2) Findings on model lesson plans and lesson planningModel lesson plans were produced by the trainers, however the quality of the plans did not meet the expected level. It was because that the trainers copied the textbook as the same manner as the teachers did at schools. The quality of the textbook was rather poor containing misconceptions and

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inappropriate activities for students. It resulted the quality of model lesson plans poor. However, model lesson plans should be the key material to convey the concept of ideal lesson. It should be maximized to develop the capacity of human resources related.

Based on those findings the Mission left the following recommendations:- To analyze the situation of the target schools and the clusters to establish an appropriate self-help mechanism to conduct an effective in-service training. Furthermore, the experience and existing mechanism that CIED had already established should be utilized to make synergetic effect.- To maximize the opportunity of the preparation workshop for human resource development. It was also recommended to make the best use of training in Japan to promote the following activities.- To convey the findings and possible measures to MOES on the matter of the quality of the textbook.- Considering the situation of the Project, the expansion to secondary level and the promotion of lesson study at TTC.

Those points should be taken care by the Project to re-examined and discussed at the Mid-term Review.

(5) Conduct of Joint Mid-term Review (February 26, 2012 to March 14, 2012)After passing the middle point of the Project, JICA dispatched the Mid-term Review Team to conduct the evaluation of the Project. One of the purposes of the evaluation was to modify the current PDM to suit the reality of the situation in the target areas as well as the treatment done by JICA expert team. The team visited six districts out of eight target districts to grasp the actual situation and how ITSME took care of the issues there.The team found a positive attitude of the teachers at target schools toward ITSME materials and the effectiveness of IS using the materials. However, the operations done by the JICA expert team weredifferent from the initial PDM in order to suit the situation. The team examined carefully the appropriateness of those operations done by the experts and concluded that it was acceptable and the PDM should be updated. The team conducted several discussions with the expert team and Lao counterparts to have an agreement on the updating of the PDM.The updating of the PDM is already mentioned at “1-5 Updating of PDM” on page 5.

The result of the Mid-term Review was as follows:The evaluations were conducted applying the indicators set out in the initial PDM. This made it difficult to measure the appropriateness and effects of the modified operations.

1) Achievement of outputs Output 1 “Management system of school-based training (SBT) is strengthened.”

Establishing ITSME trainers’ team instead of two teams, Management Committees (MC) and

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Technical Supporting Team (TST), functioned well and the mechanism to deliver ITSME materials was also functioning. However, the meeting of the stakeholders was not conducted effectively and the monitoring of IS activities was not conducted as expected.

Output 2 “Human resources for supporting the management system of SBT are strengthened.” The projects made conscious effort to develop the capacity of ITSME trainers through regular implementation of Preparation Workshops. Through the workshop, the trainers improved both the skills on lesson planning and the knowledge of the subject matter. At the district level, the Project also conducted TOT for principals and ATs. It was observed to be effective even while being different from the initial design in the PDM1.

Output 3 “Training materials in response to the reality of primary schools are developed for SBT.”Through the mentioned workshop, ITSME materials for 12 chapters of Grade 1 to 5 mathematics and Grade 4 to 5 science and a training manual were developed. Nine materials out of 12, training manual, lesson plan evaluation sheet, and lesson evaluation sheet were compiled to provide to the target schools. (please refer to ANNEX 2-04)

2) Achievement of the Project Purpose “Quality of Teaching method of science and mathematics in target schools is improved.” The project focused on strengthening of ITSME trainers and it did not directly assist activities at school level at the moment of the Review. Two indicators for the Project Purpose could not be used because data were not collected and the target figures for the indicators were not fixed. This made systematic evaluation regarding the achievement of the Project Purpose inapplicable. Nevertheless, many teachers in target schools already applied model lesson plans to their lessons. Moreover, some teachers had already started developing their own lesson plans applying the format of model lesson plans. It was considered as a positive sign for the achievement of the Project Purpose but a condition is required that the model lesson plan should be used appropriately with the assistance of PAs through monitoring.

3) Achievement of the Overall Goal “Quality of teaching and learning in target provinces is improved.” Evaluation of the Overall Goal was located under similar situation with the Project Purpose because the Overall Goal and Project Purpose have almost common indicators, but the difference between them was the coverage of target groups. This also made the systematic evaluation inapplicable. Nevertheless, model lesson plans are spreading over non-target schools, and so it is expected that the Overall Goal will be achieved by enhancing use of the model lesson plans over non-target districts.

4) Summary of evaluation by five criteria Relevance: High

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Effectiveness: Premature to judge Efficiency: Premature to judge Impact: Premature to judge Sustainability: Needs improvement

5) ConclusionThe project contributed to the improvement of knowledge and skills of ITSME trainers in subject content as well as teaching methodologies through collaboration works to develop model lesson plans, training manuals, and some instruments. Such products were introduced to the teachers at target schools through TOTs, and they applied those products to their lessons. Although such achievements were observed, systematic and evidence-based evaluation could not be applied to the project due to inconsistency between the plan and the implementation as well as undefined target figures and lack of data for indicators. There were also other issues such as lack of sustainability and more intervention at school level. In consideration of mentioned issues, more effort was expected in the remaining period of the project.

2-3 Project activities in the third year (May 23, 2012 to December 28, 2012)In the third year, the Project confirmed that ITSME materials were well accepted by the teachers at target schools and IS activities with ITSME materials were recognized as one of the effective ways to improve the quality of lessons. Based on those responses of the teachers, many target schools requested the Project to provide guidance on how to make ITMSE lessons. ITSME trainers focused on producing better quality of ITSME materials and shared the important points on lesson planning with the target school teachers.

(1) Conduct of Preparation WorkshopThe teachers at the target schools recognized the quality of ITSME materials, which consist of exemplar lesson plans and some guidance for teachers, as an effective tool to study lesson planning. This wasbecause:

- The materials used in IS are only exemplar lesson plans and some reference materials. It is very simple and clear what teachers have to study with.- ITSME materials provide several ways to study quality improvement of lessons.- The format of ITSME lesson plans is quite simple, especially three-column, which shows the interaction between the teacher and students; it is easy to apply this format to any other topics and subjects.

Continuing those practices through IS activities, the teachers became tempted to know how to make such kinds of quality lessons. Especially, the principals of target schools requested ITSME trainers to come to the school to guide the teachers on how to make ITSME lesson plans.

In the third year, ITSME conducted six Preparation Workshops..

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Table 2-14: Preparation Workshops in the third yearWorkshop Schedule Venue

1st Workshop June 18, 2012 to June 22, 2012 Savannakhet TTC2nd Workshop July 2, 2012 to July 6, 2012 Kammouane PES3rd Workshop August 27, 2012 to August 31, 2012 Kammouane PES4th Workshop September 17, 2012 to September 21, 2012 Pakse TTC5th Workshop October 29, 2012 to November 2,2012 Pakse TTC6th Workshop November 26, 2012 to November 30, 2012 Savannakhet TTC(Source: Prepared by the ITSME Project Team)

Through those workshops, ITSME trainers conducted the following activities:- To set up five caring points on lesson planning to provide more concrete instruction to the teachers- To clarify the role and function of each level of implementer to make ITSME 4 Steps functional- To establish an effective monitoring system and reporting forms- To have pre-test and post-test in science and mathematics- To summarize presentation tools that introduce ITSME activities, lesson planning, and IS- To prepare an Endline Survey- To prepare the contents and materials for TOT

Through those activities, the trainers produced the following materials in the third year.

Table 2-15: ITSME materials produced in the third yearLevel Subject Chapter Topic

Grade 1 Mathematics Chapter 36 Number and comparingGrade 2 Mathematics Chapter 39 DivisionGrade 3 Mathematics Chapter 47 Direct proportionGrade 4 Mathematics Chapter 51 PerimeterGrade 4 Mathematics Chapter 59 SymmetryGrade 4 Mathematics Chapter 59 Symmetry (continued)Grade 1 Science Chapter 34 WaterGrade 2 Science Chapter 17 Living things and non-living thingsGrade 3 Science Chapter 29 Cause of sightGrade 3 Science Chapter 29 Cause of sight (continued)Grade 4 Science Chapter 42 Heat movementGrade 4 Science Chapter 42 Heat movement (continued)Grade 5 Science Chapter 50 Substances and their changes(Source: Prepared by the ITSME Project Team)The quality of ITSME materials was improved compared with the materials produced in the first and the

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second years. This quality check was done during the Endline Survey. (please refer to ANNEX 2-05) This improvement was made because the trainers became more conscious of the key points to maintain the quality of lessons. The trainers concretized those ideas into five caring points that showed the important items to be considered when a teacher made a lesson plan. Five caring points on lesson planning

- Study the contents of the textbook and teachers’ guide- Check students’ previous knowledge as the basis of the lesson on the day- Set the clear lesson objectives- Set the evaluation questions- Arrange the flow of activities

Provision of those points made the teachers at target schools realize how to make a lesson logically. It also supported the idea of an ITSME lesson that is “easy to understand and enjoyable for children.”Responding to the enthusiasm of the teachers, ITSME trainers also practiced several strategies to improve the quality of ITSME materials.

Strategies followed by ITSME trainers to improve the quality of ITSME materials- To show clearer interaction between the teacher and students in an ITSME three-column format.- To put much emphasis on the stage of lesson designing with the Lesson Design Sheet.- To provide guidance on how to prepare the teaching–learning materials introduced in the lesson plans.- To propose example of blackboard arrangement that helps the mastery of students.

(2) Conduct of Training of Trainers (September 11 to 13 and November 13 to 15, 2012)ITSME trainers produced a set of monitoring forms to help the target schools and teachers to plan, evaluate, and report IS activities. ITSME trainers also compiled those forms together with some guidelines on how to make ITSME lessons into ITSME Manual 2nd edition. (please refer to ANNEX 2-06) The trainers conducted two TOTs in the third year. They had conducted one TOT per year in last two years; however, they were willing to provide better instructions to the principals and ATs based on the result of the first TOT in this year. Therefore, the trainers decided to conduct the second TOT.

Table 2-16: TOT in the third yearTarget district Schedule Venue Participants

September 11, 2012



November 13, 2012

DEB meeting room 32 principals and ATs from 15 target schoolsand 1 from DEB

Himboun District, September 12, District Meeting Hall 21 principals and ATs from

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2012 12 target schoolsKammouaneNovember 15, 2012

DEB meeting room 23 principals and ATs from 15 target schoolsand 8 from DEB

September 11, 2012



November 15, 2012


September 12, 2012


Champhone District,Savannakhet

November 13, 2012


September 13, 2012

Phoxay Primary School 17 principals and ATs from9 target schools


November 14, 2012

Phoxay Primary School 18 principals and ATs from9 target schools

September 11, 2012



November 13, 2012


September 12, 2012



November 15, 2012

Bachieng Primary School 22 principals and ATs from 11 target schools

September 13, 2012

District Meeting Hall 22 principals and ATs from 12 target schools


November 15, 2012

Banglieng Primary School 22 principals and ATs from 11 target schools

In the third year, TOT activities were prepared for one day. This was because the characteristics of ITSME lesson plans and ITSME 4 Steps were already introduced to all the target schools. Therefore, the trainers concentrated on delivering the contents of new exemplar lesson plans and how to maximize them in IS activities.

Table 2-17: Activities conducted in TOT in the third yearAM (1) Opening Program

(2) Session on the science material for IS(3) Session on the mathematics material for IS

PM (4) Feedback session (Sharing of IS experiences for the past two years)

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(5) IS Planning by each school and presentation(6) Assessment (Questionnaire for TOT)(7) Closing Program

(Source: Prepared by the ITSME Project Team)Almost all the target schools utilized ITSME materials and principals and ATs were satisfied with its quality. They also found that IS activities utilizing ITSME materials were very effective to make the teachers study lesson planning. The principals requested the teachers to rewrite their lesson plans applying the ITSME three-column format and the teachers did so. In the feedback sessions at TOT, many principals also mentioned that they found improvement in the students’ performance level.

2-4 Project activities in the fourth year (January 29, 2013 to November 15, 2013)In the fourth year, the final year, the Project conducted an Endline Survey and a Joint Terminal Evaluation. The results of those surveys told us that the preparatory activities and the lesson implementation of the teachers were very much improved. This made the teachers realize that IS was one of the best ways to study how to improve the quality of lessons continuously and regularly.

(1) Conduct of Preparation WorkshopITSME trainers conducted six Preparation Workshops in the fourth year. The number of ITSME materials set as a target for this year was ten; however, the trainers completed 16 materials. It showed that the trainers were with equipped with more knowledge and skills to produce ITSME materials in a shorter time.

Table 2-18: Preparation Workshops in the fourth yearWorkshop Schedule Venue

1st Workshop February 18, 2013 to February 22, 2013 Savannakhet TTC2nd Workshop March 11, 2013 to March 15, 2013 Pakse TTC3rd Workshop May 27, 2013 to May 31, 2013 Kammouane PES4th Workshop June 17, 2013 to June 21, 2013 Pakse TTC5th Workshop July 01, 2013 to July 05, 2013 Kammouane PES6th Workshop September 16, 2013 to September 20, 2013 Savannakhet TTC(Source: Prepared by the ITSME Project Team)Through those workshops, ITSME trainers conducted the following activities:

- To have pre-test and post-test in math and science- To prepare the materials and tools for the Endline Survey- To report and analyze the results of the Endline Survey- To exchange and share the experiences with six non-target TTC and the members from other projects- To provide assistance in data collection for Joint Terminal Evaluation - To prepare the contents and materials for TOT- To give feedback on the results of TOT and modify ITSME materials

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- To finalize ITSME materials that are under editing- To prepare the assistance for Education Quality Standard (EQS) training program- To plan and prepare for the future activities after JICA assistance is over

Through those activities, the trainers produced the following ITSME materials.Table 2-19: ITSME materials produced in the fourth year

Level Subject Chapter TopicGrade 1 Mathematics Chapter 25 Calculation of addition and subtractionGrade 2 Mathematics Chapter 25 Writing multiplication formGrade 3 Mathematics Chapter 25 Measurement of lengthGrade 3 Mathematics Chapter 43 FractionsGrade 3 Mathematics Chapter 48 Bar graphGrade 4 Mathematics Chapter 47 Addition of decimal numbersGrade 5 Mathematics Chapter 44 Direct proportionGrade 5 Mathematics Chapter 62 Calculation of volumeGrade 1 Science Chapter 35 AirGrade 1 Science Chapter 35 Air (continued)Grade 2 Science Chapter 27 Solid, liquid, and gasGrade 3 Science Chapter 9 Plant leavesGrade 3 Science Chapter 25 Soluble and insolubleGrade 3 Science Chapter 25 Soluble and insoluble (continued)Grade 4 Science Chapter 28 Characteristics of air (continued: second period of lesson)Grade 5 Science Chapter 56 Electric circuit(Source: Prepared by the ITSME Project Team)

(2) Conduct of TOT (June 24, 2013 to June 28, 2013)The TOT in the final year was prepared and implemented by each provincial team of ITSME trainers; JICA experts did not help them for this preparation. It was aimed at building three provincial teams of ITSME trainers in order to continue their activities by provincial efforts. The quality of their presentation and guidance given to the principals and ATs were satisfying and well arranged. Since the participants had already understood the concept and strategy of ITSME, the interaction between the trainers and the participants was also fruitful. It made ITSME trainers confident to help school teachers and promoted their visit schools more.

Table 2-20: TOT in the fourth yearTarget district Schedule Venue Participants


June 26, 2013 DEB meeting room 28 principals and ATs from 15 target schools

Himboun District,Kammouane

June 27, 2013 District meeting hall 23 principals and ATs from 15 target schools

Champhone District, June 25, 2013 DEB meeting room 23 principals and ATs from

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Savannakhet 14 target schoolsKayson District,Savannakhet



June 27, 2013 Phoxay Primary School 12 principals and ATs from 8 target schools


June 25, 2013 DEB office space 32 principals and ATs from 18 target schools




June 27, 2013 Ban Glieng Primary School 20 principals and ATs from 11 target schools


The trainers made a well-designed program for one day and implemented it smoothly as a result of the experiences of the past three years. The facilitation of TOT in this year as well as its program would be a model for future activities. However, the trainers were considering some arrangement on future TOT, which should be merged into any regular meeting of principals or ATs to minimize the burden of the participants.

Table 2-21: Activities conducted in TOT in the fourth yearAM (1) Opening Program

(2) Reporting of the results of the Endline Survey(3) Guidance and instruction of ITSME manual(4) Session on the science material for IS

PM (5) Session on the mathematics material for IS(6) Feedback session (Sharing of IS experiences)(7) Planning by each school and presentation(8) Assessment (Questionnaire for Joint Terminal Evaluation)(9) Closing Program


(3) Conduct of Endline Survey (February 25, 2013 to March 7, 2013)An Endline Survey was conducted to confirm the achievements of the Project and to comprehend the issues on its sustainability by comparison with the results of the Baseline Survey in 2010. The survey was also conducted in order to improve the capability of ITSME trainers on monitoring and comprehension ofthe issues at school level. The survey was conducted as follows:

Table 2-22: Outline of Endline Survey1. Duration February 25, 2013 to March 7, 2013 (11 days)2. Number of schools visited 32 primary schools3. Number of lessons observed 32 mathematics lessons

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4. Number of teachers interviewed 32 teachers5. Number of questionnaires corrected 32 teachers and 853 students6. Number of answers on math short test 32 teachers and 853 students7. Number of teachers participating in the sharing session 273 teachers(Source: Prepared by the ITSME Project Team)The findings through the survey showed the improvement of the attitude of the teachers at the target schools toward both the lesson preparation and implementation. The teachers also started feeling that IS has become a part of school activities. The outline of the findings through the Endline Survey was as follows:

1) Teachers’ lesson preparation

The percentage shown on the chart is the ratio of teachers who answered “yes” to the question.

(Source: Prepared by the ITSME Project Team)Figure 2-1: Answers of the teachers on lesson preparation at Endline Survey

Before starting the Project, at Baseline Survey, the teachers at the target schools prepared lesson

Teachers' attitude toward lesson preparation

75%71%

75%

46%

67%63%

94%97%

94% 94%

88%

97%

0%

20%

40%

60%

80%

100%

A B C D E F

Baseline in 2010

Endline in 2013


75%71%

75%

46%

67%63%

94%97%

94% 94%

88%

97%

0%

20%

40%

60%

80%

100%

A B C D E F

Baseline in 2010

Endline in 2013

Questions:A. Do you discuss about how to teach mathematics with other teachers in your school?B. Do you make a lesson plan with other teachers in your school?C. Do you prepare teaching and learning materials with other teachers in your school?D. Do you observe other teacher’s lesson in your school?E. Do other teachers in your school observe your lesson?F. Can you get a comment for future improvement from other teachers after lesson observation?

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plans. However, those were just copies of the textbooks. Additionally, they made the lesson plans to submit to the principal and PAs. In contrast, all teachers observed in this survey made lesson plans to compose lessons following the ITSME format. Especially, they adopted the method of constructing lessons recommended by the Project. For example, the teachers wrote the expected students’ answers and reactions. They also put the summary of the students’ activities. Moreover, through these practices of making quality lesson plans, the teachers have more opportunities to discuss their lessons with colleagues to improve.Based on these findings, it can be said that the teachers’ lesson preparation had been improved.

2) Teachers’ lesson practice

The percentage shown on the chart is the ratio of teachers who answered “yes” to the question.

(Source: Prepared by the ITSME Project Team)Figure 2-2: Answers of the teachers on lesson practice at Endline Survey

The lessons observed at the Baseline Survey were processed exactly the same as the description in the textbooks. Even if other teachers conducted the lesson of the same topic, the contents and the flow of the lesson would be almost same. Through the Endline Survey, it was found that the teachers prepared and used their own lesson plans. The flow of the lesson, time allocation, and notes for the students’ activities were described in the lesson plans, although the teachers still followed the contents of the textbooks. Some teachers try to apply various teaching methods according to the students’ response. Some teachers summarized the lesson with students’ remarks. On the other hand, some lessons were conducted without the teachers’ deep understanding of the subject contents. It can

Questions:A. Do you use the mathematics textbook in your lesson?B. Do you use the mathematics textbook as the main material?C. Do you make lesson plans?

Mathematics teaching method

100%

58%

75%

97%

81%

97%

0%

20%

40%

60%

80%

100%

A B C

Baseline in 2010

Endline in 2013

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be said that the teachers started considering lesson delivery according to the reality of the students. However, it is still needed for them to improve the mastery of subject knowledge.

3) Teachers’ image of “a good lesson”The majority of the teachers observed at the Baseline Survey considered a good lesson used some“named methods” such as “participatory” and “5-point stars.” Teachers in the Endline Survey regarded a better lesson as more concrete ones such as “the contents are presented clearly” and “materials are used to promote students’ understanding.” As a result of those images of ideal lessons, the teachers mentioned the importance of enough preparation for the lessons.

4) Teachers’ and students’ attitude toward mathematicsCompared with the Baseline Survey, the teachers became to think that teaching mathematics waseasy. There was also a comment that “After studying ITSME materials that help teachers’ learning, Iwas able to teach with confidence.” in the sharing meeting conducted in the survey. The teachers at target schools realized the difficulties as well as the delight in teaching mathematics as a result of studying ITSME materials. And they recognized the importance of acquiring enough subject knowledge. Students also showed signs of overcoming their difficulties in learning mathematics.

5) Opinions on ITSME materialsITSME materials were appreciated, as “they are lesson plans that are easy to understand for bothteachers and students.” The teachers were making a practice of revising their own lesson plans usingITSME materials as references. Besides, ITSME materials are recognized as good materials to studynot only the process of a lesson but also the contents. It can be said the IS activities became effective using ITSME materials.

6) IS activitiesAt the Baseline Survey, enough research on IS activities was not conducted, and only 11 clusters were to be found conducting IS out of 16 target clusters at the follow-up survey held in June 2011. However, in the Endline Survey, all 16 target clusters are found conducting IS activities. Especially Phalanxay and Paksong districts, which did not conduct IS at all at before starting the Project, hadstarted IS activities recognizing the advantage of using ITSME materials. Currently, these districts conduct IS regularly. At all schools visited in this survey, the improvement of teachers’ attitude toward IS activities was shown.

7) ITSME trainers’ capabilityA Baseline Survey was conducted by the mixed group of DTE, DPPE, RIES, PES, DEB, and TTC to make all these counterparts from various departments grasp the actual situation in the schools. Since ITSME trainers were not selected at that time, the abilities of the trainers were not examined. At the Endline Survey, it was observed that the trainers gave feedback to the teachers after the observation of lessons. The comments given by the trainers were appropriate following the characteristics of ITSME lessons. This meant that the trainers understood the image of ideal lessons and they were

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able to suggest how to improve the teachers’ lessons to step closer to the ideal lesson.

Those findings through the Endline Survey showed that the strategies taken by the ITSME functioned to revitalize IS activities at school to encourage teachers to study to improve the quality of lessons.

(4) Conduct of Joint Terminal Evaluation (July 1, 2013 to July 19, 2013)The Joint Terminal Evaluation for the technical cooperation for the Project was conducted in July 2013. The evaluation team visited six districts out of eight target districts to conduct the interview with teachers. The result of the evaluation was described in “4. Achievement of the Project Purpose and Outputs, the result of Joint Terminal Evaluation.” on page 47.

2-5 Activities conducted at particular time(1) Joint Coordinating Committee (JCC)JCC is the highest decision-making body of ITSME. It was held once a year especially to report the progress of the Project activities to the committee members and discuss on both good practices and challenges to tackle with for further development. The contents of each JCC were as follows:

1) First JCC (November 26, 2010 at the end of the first year)The members of the committee gathered at the beginning of the Project, which is called at kickoff meeting on March 25, 2010, to have a common understanding on the policy, objective, activities, methodologies and evaluation point of the Project. Therefore, at the end of the Project operation on the first year, the Project conducted JCC to report the progress of the activities. The agenda was as follows:

- Report on the progress of ITSME activities in the first year- Report on the result of the Baseline Survey- Report on the Training in Japan for first batch- Discussion on the Project design

On the discussion, JICA expert team reported some difficulties to produce exemplar lesson plans because of the lack of trainers’ experiences on making lesson plans, appropriate knowledge on the subject matter, and the inappropriateness of the contents of textbooks. Therefore, the experts requested to modify the Project design, especially establishing ITSME trainer team instead of PES Management Committee and PES Technical Support Team. The experts also requested the committee to investigate the feasibility of conducting cluster based training.

2) Second JCC (March 13, 2012 at the end of Joint Mid-term Review in the second year)The second JCC was held to discuss the result of the Joint Mid-term Review and confirm the updating of PDM. The agenda was as follows:

- Report on the progress of ITSME activities in the second year- Report on the result of the Joint Mid-term Review

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- Discussion on the updating of PDM- Signing on the minutes of meeting

As JICA experts offered on the first JCC in 2010 to amend some of ITSME activities from the original PDM, the Joint Mid-term Review Mission analyzed such re-arrangements of the activities in terms of its relevancy and appropriateness. Finally, the Mission revised PDM1 into PDM2. The second JCC focused on this important matter in order to make the latter part of the Project more effective and suitable to the actual situation of the target schools.

3) Third JCC (December 5, 2012 at the end of the third year)After the updating of the PDM at the end of the second year, ITSME activities became more active and appropriate with a certain level of quality. Especially, the quality of ITSME materials invited much interest and eagerness of the teachers at the target schools to know how to make ITSME-likelesson plans. In response to such an enthusiasm of the teachers, ITSME trainers conducted TOT twice in the third year introducing the five caring points on lesson planning. On this JCC, the performance of ITSME trainers were highly acknowledged. So a representative of ITSME trainersintroduced “How ITSME makes lesson plans” to the stakeholders. The agenda on this JCC was as follows:

- Report on the progress of ITSME activities in the third year- Presentation “How ITSME makes lesson plans”- Introduction of ITSME future plan

4) Fourth JCC (July 19, 2013 at the end of Joint Terminal Evaluation in the fourth year)Following the activities in the third year, ITSME activities were taking root in the target schools by ITSME trainers’ consciousness and responsibility on their role to re-vitalize IS. ITSME activities were shifting slightly from fixing those practices at the target schools to putting more weight on the dissemination of the activities. The Joint Terminal Evaluation Mission also identified such outcomes and movement were being observed particularly at the district level. The fourth JCC was conducted to have a common understanding on the achievement of the Project and encourage Lao counterparts to maintain and expand those good practice to the whole country in the near future. The agenda on the fourth JCC was as follows:

- Report on the result of ITSME Endline Survey- Report on the result of Joint Terminal Evaluation- Discussion on ITSME future plan and implementing strategy- Signing on the minutes of meeting

(2) ITSME Experience Sharing Seminar (October 3, 2013 at the end of the Project)After Joint Terminal Evaluation in July 2013, DET and JICA experts conducted ITSME Experience Sharing Seminar to introduce ITSME strategies and its outcome. The seminar was held inviting the stakeholders from various departments related to ITSME activities and some development partners, such

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as AusAID, UNICEF, Plan Laos, World Vision Laos and Child Fund Laos. JICA experts introduced the outline of ITSME project highlighting how the trainers make exemplar lesson plans. The result of Endline Survey was also introduced. The response of the participants was quite positive and they had much interest in ITSME method of lesson planning. Project manager, Mr. Chandy, introduced his idea for the further dissemination of ITSME activities nationwide based on the good practices of the target districts and provinces. (please refer to section 5-1 (1) on page 50 and ANNEX 2-07)

(3) Project promotion and publicityThe Project utilized multi channels to introduce ITSME ideas to the public. The measurers taken were as follows;

1) In the first year, only preparatory activities were conducted for publicity work.

2) In the second year, two modes of measures are taken to introduce ITSME activities.- ITSME leaflet ver. 1 (Lao, English, and Japanese) was published in June 2011

(please refer to ANNEX 2-08)- ITSME web site (English and Japanese) was opened in July 2011 in Japanese and October 2011 in English

http://www.jica.go.jp/project/laos/005/index.htmlhttp://www.jica.go.jp/project/english/laos/005/index.html

- After each Project activity, the newsletter was issued and published on the web site.(please refer to ANNEX 2-09)

3) In the third year, new materials were introduced to promote ITSME activities.- Publishing ITSME Leaflet (please refer to ANNEX 2-08)

ITSME Leaflet ver. 2 (English) was published in July 2012ITSME Leaflet ver. 3 (English and Japanese) was published in September 2012ITSME Leaflet ver. 4 (English and Lao) was published in November 2012

- Updating of ITSME web site (English and Japanese) after each event of ITSME activities - ITSME tote bags (please refer to ANNEX 2-10)

ITSME tote bag ver. 1 was being distributed from September 2012ITSME tote bag ver. 2 was being distributed from November 2012

- ITSME Hand fan (please refer to ANNEX 2-11)JICA Shikoku is supporting the project "Kagawa-esque International Cooperation Project Fan Industry Promotion Program in Vang Vieng District, Vientiane Province, Laos". ITSME collaborated with this project to develop the ITSME promotion material which is Hand fan.

- ITSME sticker (please refer to ANNEX 2-11)ITSME sticker ver. 1 was being distributed from November 2012

4) In the fourth year, the Project continued issuing newsletters on the web site and utilizing the materials produced continuously to promote ITSME activities.

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Chapter 3: Progress of the Project activities

The progress and achievement level of ITSME activities are summarized below by the components of PDM2.

3-1 Output 1: Mechanism for improving lessons is strengthened.(1) Indicator 1-1: An official document agreed between TTC and PES to establish a professional network for supporting IS activities in target provinces.

- At the beginning of the fourth year, the director of DTE, Mr. Chandy PHOMMABOUTH, called all directors from ITSME target PES, DEB, and TTC to discuss and agree upon the plan for future activities and its operational structure, the role of each organization, and budgetary policy.- The results of the discussion mentioned above were summarized as “ITSME Future Plan and Implementation Strategy,” which described the role and functions of each organization, and the expansion plan of ITSME activities by four streams, 1) for non-target clusters in the target districts, 2) for non-target districts in the target provinces, 3) for non-target provinces in the country, and 4) installment into TEI curriculum. The plan was signed on April 1, 2013 by Mr. Chandy and shared among the target PES, DEB, and TTC. All directors agreed to establish one good example of Professional Development Network to support the teachers at schools.

(please refer to ANNEX 3-01 for details) (2) Indicator 1-2: MOES budget approved to operationalize the mechanism in target provinces.

- At the central level, DTE secured the budget following the Project R/D signed on November 19, 2009. DTE allocated LAK 746,623,000 for the Project activities in total. However, the budget could not cover the final period of JICA assistance from June 2013 to October 2013. (please refer to ANNEX 1-3) This was because the basic policy of MOES to release budget for foreign assisted project was “counterpart budget.” Since the assistance of JICA was going to terminate, MOES stopped paying this specialized budget for ITSME activities.- At the local level, PES and DEB shouldered some of the travel expenses for the trainers, principals, and ATs according to the budget status of each DEB. All schools shouldered expenses for IS and most of them spent their own budget to come to TOT.

(3) Indicator 1-3: Utilization of developed model lesson plan in target schools.

- At the beginning of the Project, two target districts out of eight did not conduct any IS activity and the other six districts conducted IS. However, this IS was not arranged as an intended training for some specific contents but a meeting of teachers to exchange opinions or principals to discuss administrative matters.- After three years of participation in TOT, the principals and ATs became quite capable to conduct regular IS activities involving all the teachers in school. At the end of the Project, all target schools started regular IS activities utilizing ITSME materials.

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(4) Indicator 1-4: Feedback on the utilization of the model lesson plan to PES through DEB.

- All DEBs grasped IS activities at their service area and orally reported at the Preparation Workshops and TOT. However, the monitoring and reporting forms developed by the Projectwere utilized by only four DEBs out of eight at the moment of Joint Terminal Evaluation.- ITSME trainers encouraged the principals, ATs, and themselves to utilize those formats and re-confirmed how to use them at TOT in the fourth year.

Table 3-1: Status of the activities planned in PDM2, Output 1Activities planned in PDM2 Status of the activities

1-1. Ministry of Education and Sports (MOES) and Provincial Education Services (PES) conduct baseline survey on science and mathematics education in target provinces.

- A Baseline Survey was conducted in eight target districts fromApril 26 to 30, 2010. (please refer to section 2-1 (2))- Identification of the status of cluster activities was done during TOT in August 2010.- A follow-up survey to grasp the situation of IS activities was conducted in eight target districts from June 26 to July 7, 2011.

1-2. MOES selects ITSME trainers from Teacher Training College (TTC), PES, and District Education Bureau (DEB) officials.

- An ITSME trainer team was established instead of making two teams of PES Management Committee and PES Technical Support Team, which were originally designed in PDM1. (please refer to section 1-5) - The number of trainers was adjusted year by year according to its strategy on their activities. At the end of the fourth year, 36 trainers are working. The composition of the team is six fromthree PES, 16 from eight DEB, 10 from Savannakhet TTC, and four from Pakse TTC.

1-3. MOES makes an operation plan for supporting the mechanism for improving lessons.

- The ITSME meeting consisting of DTE, DPPE, RIES, and ESQAC was established in the third year for close collaboration on teacher education. - The meeting functioned to plan, monitor, and evaluate ITSME activities. The first meeting of every year confirmed the action plan for the year, such as number of workshops and TOT, and number of ITMSE materials to be produced.- The meeting also functioned as a window for the partner departments to know ITSME in detail. The representatives of DPPE, RIES, and ESQAC were invited to every Preparation Workshop to study ITSME lesson planning with the trainers. In the fourth year, the meeting brought deputy directors of partner departments to the Project sites to observe its outcomes. This short study tour made those partners take ITSME outcomes into their activities and materials.

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1-4. MOES conducts ITSME workshop according to the plan stated in 1-3.

- Preparation Workshops were conducted according to the action plan approved at the ITSME meeting mentioned above.(please refer to ANNEX 3-02)

1-5. DEB with support of TTC and PES conducts Training of trainers (TOT) to introduce the developed materials.

- TOT was conducted every year with different arrangements, such as number of days, contents, venue, shouldering of expenses, in order to know the most appropriate design of TOT.- The arrangement of TOT in the fourth year was recognized by the trainers as the most appropriate and easy to adjust to any cluster or district.

(please refer to sections 2-1 (5), 2-2 (2), 2-3 (2), and 2-4(2))1-6. Principals and Academic Teachers (AT) in target schools make action plans for improving lessons in TOT.

- In every TOT, principals and ATs made a draft plan of IS activities for the year. They brought it to the school and discussed with their teachers to finalize the plan. Then, the principal submitted it to DEB.- The DEB summarized those school plans and submitted to PES. The team of ITSME trainers, especially DEB-PAs arranged themselves to come to monitor according to the plan submitted.

1-7. Principals and AT implement activities according to the action plan stated in 1-6 in target schools.

- All 116 target schools conducted IS activities in the fourth year and they were willing to continue. One of the reasons was the flexibility of IS activities. In case the school had an urgent issue to process on the day of IS, they could move IS to any other convenient day for the school because IS is an autonomous and independent activity of each school.

1-8. DEB monitors utilization of model lesson plans in target schools and reports to PES.

- All target schools utilized delivered ITSME materials. Basically, IS activities were scheduled every week but the Project did not provide enough number of ITSME materials. It caused lack of materials to discuss and the schools utilized one material several times in several ways. It promoted a variety of ways to use ITSME materials depending on the situation of the schools and teachers.- DEB-PAs visited the target schools as well as non-target schools. Even if PAs could not come to see, each target school made brief report on IS activities to submit to DEB. DEB summarized those reports and submitted to the PES. (please refer to ANNEX 2-06) This process of utilizing the forms wasnot yet well processed at the beginning of the fourth year. PAs explained and confirmed during TOT in the fourth year to use these formats as tools of communication with DEB.

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1-9. Project facilitates discussion to have Minutes of Understanding (MOU) between TTC and PES/DEB at provincial level for strengthening the mechanism.

- As mentioned in Indicator 1-1, the Project facilitated the discussion to formulate “ITSME Future Plan and Implementation Strategy,” which described the role and function of each related organization. This document covers the relationship much wider than the expected MOU.

1-10. Project facilitates with support of an Education Policy Advisor discussions among MOES officials of departments concerned (e.g., DPPE, ESQAC, and RIES) to support IS toward SOQ achievement.

- The Deputy Director of DTE called an ITSME meeting to share and disseminate the ITSME approach among the partner departments, such as DPPE, RIES, and ESQAC. - The representatives of three departments participated in Preparation Workshops to understand deeply what the ITSME approach was. It invited them to take the ITSME approach into consideration when they plan or modify their activities and materials. Especially, DPPE took the way of ITSME lesson planning and exemplar lesson plan into their training module for teachers.- ITSME trainers also made outreach activities to join in the EQS training program in July 2013.

(please refer to ANNEX 3-03)1-11. MOES organizes seminar to share the experiences with relevant organizations.

- An Experience Sharing Seminar was conducted on October 3, 2013 just before JICA assistance was over. In this seminar, JICA experts introduced the ISTME approach for IS and lesson planning together with the result of the Endline Survey. It convinced the participants of the effectiveness of IS activities utilizing ITSME materials.- The project also conducted some local level dissemination inviting guests such as Plan International and CIED Project to the Preparation Workshop and TOT.


3-2 Output 2: Human resources to promote improvement of lessons are strengthened.(1) Indicator 2-1: Quality of developed model lesson plans is improved.

- The quality of ITSME lesson plans were improved year by year according to the mastery level of the trainers on how to make ITSME lessons. JICA experts analyzed and evaluated the quality of lesson plans produced by the trainers applying the criteria of “Lesson Plan Evaluation Sheet.”

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Table 3-2: Quality improvement of ITSME materials

Project yearNumber of lesson plans

producedAverage score of the quality

1st year 3 lesson plans 7.02nd year 9 lesson plans 7.33rd year 13 lesson plans 8.8

(Source: Prepared by the ITSME Project Team) (please refer to ANNEX 2-05 in detail)Lesson plans produced in the fourth year, 15 lesson plans, were not evaluated at the time of the report.

- The trainers became very conscious about the setting of clear objectives and the measures to evaluate its achievement. Those efforts made their lesson plans show clearly what students learned through the lesson and how teachers assisted with well-arranged students’ activities.- The trainers also put their efforts on the provision of reference materials for teachers, such as plan of blackboard arrangement and guide for making improvised materials. This was because the trainers gradually realized that ITSME material was not just a lesson plan but it should encourage teachers’ study on how to make lessons.

(2) Indicator 2-2: ITSME trainers’ subject knowledge is improved.- JICA experts prepared pre- and post-test for the trainers on the topics selected for ITSME materials.- They conducted pre-test before starting making lesson plans and post-test after their completion. The tests were conducted twice both in the third year and the fourth year. The results were as follows:

Table 3-3: Average scores of pre and post test in the third yearTopic Pre-test score (%) Score on post-test (%)

Direct Proportion (Grade 3, mathematics) 89.1 93.6Perimeter (Grade 4, mathematics) 89.4 98.5Symmetry (Grade 4, mathematics) 64.0 78.4Water (Grade 1, science) 81.2 99.5Cause of eyesight (Grade 3, science) 50.5 77.7Heat movement (Grade 4, science) 37.5 85.9Substances and their changes (Grade 5, science) 61.0 75.6(Source: Prepared by the ITSME Project Team)

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Table 3-4: Average scores of pre and post test in the fourth yearTopic Pre-test score (%) Score on post-test (%)

Bar chart (Grade 3, mathematics) 90 92Unit conversion (Grade 4, mathematics) 90 86Calculation of volume (Grade 5, mathematics) 63 63Air (Grade 1, science) 79 79Solid, liquid and gas (Grade 2, science) 78 84Electric circuit (Grade 5, science) 78 84(Source: Prepared by the ITSME Project Team)

- The improvement of the mastery was high in the topic that the trainer was assigned to make a lesson plan for. If the trainer just participated in the discussion, it did not promote his/her mastery of the topic as much.


2-1. ITSME trainers participate in ITSME workshops to gain necessary subject knowledge and skills for improving lessons.

- ITSME trainers participated in regular Preparation Workshopsand gained fundamental skills and knowledge on lesson planning together with subject knowledge on some specific topics.- It is strongly recommended to establish an appropriate environment for the trainers to continue studying both lesson planning and subject contents.

2-2. Principals and AT participate in TOT to learn how to improve lessons in target schools.

- Every TOT, principals and ATs learned different topics of lesson plans and various ways to utilize ITSME materials. Through these activities, principals and ATs were equipped in the skills for both lesson planning and IS facilitation.- They recognized IS as a venue for teachers to improve the quality of their lessons continuously and regularly.


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3-3 Output 3: Materials for improving lessons are developed.(1) Indicator 3-1: The number of model lesson plans developed against the target in the plan stated in activities 1-3.

Table 3-6: Expected number and produced number of ITSME lesson plansProject year Expected number of lesson

plansNumber of lesson plans

produced1st year none 3 lesson plans2nd year none 9 lesson plans3rd year 10 13 lesson plans4th year 10 16 lesson plans


(2) Indicator 3-2: Compilation of materials for improving lessons developed by activities in 3-7.

1) ITSME materials were compiled as ITSME Material Book. The set was composed of:- ITSME materials of 29 lesson plans (14 mathematics and 15 science)- Reference materials for teachers’ study

- 5 fields 33 topics in mathematics with worksheets- 10 topics in science

- ITSME Manual 2nd edition with ITSME Lesson Preparation manual2) Introductory tools (3 Microsoft PowerPoint presentations for ITSME trainers)

(please refer to ANNEX 3-04)- Introduction of ITSME approachTo introduce ITSME approach, ITSME lessons and ITSME 4 Steps as its procedure with ITSME Manual 2nd edition- Introduction of ITSME lesson planningTo introduce the characteristics of ITSME lesson plans and how to make it with

ITSME Lesson Preparation manual- Introduction of ISTo introduce some examples of IS activities with ITSME exemplar lesson plans- Presentation plans (scripts for each PowerPoint)

3) Data CD (all above-mentioned data is contained)

(3) Indicator 3-3: A document prepared and submitted by the project to propose to MOES for their consideration to adopt the developed materials as a national standard.

- The document was prepared based on the policy of ITSME and outcomes observed during the monitoring and the Endline Survey to show how ITSME encouraged teachers to study continuously.

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- The document was submitted to H.E. Dr. Kongsy SENGMANY, Vice Minister of Education and Sports through Mr. Chandy PHOMMABOUTH, Director of DTE on the day of Experience Sharing Seminar, October 3, 2013. (please refer to ANNEX 3-05)

In the preface of ITSME Manual 2nd edition mentioned above, Mr. Chandy PHOMMABOUTH mentioned that “Department of Teacher Education recommends all the teachers in the country take this Manual and study ITSME ideas on lesson planning.” He also expressed his willingness in the ITSME Future Plan and Implementation Strategy as “DTE encourages all TTC to introduce ITSME lesson planning as a part of compulsory study for new teachers,” “to make ITSME lesson plan format and method of lesson planning will be commended for a national standard.” (please refer to ANNEX 3-01)


3-1. A standard format of lesson plan and a lesson plan preparation manual are developed.

- The ITSME lesson plan format was established and elaborated through Preparation Workshop and applied to all ITSME materials.The method of lesson planning were also elaborated by the trainers defining three conditions for ITSME lessons and five caring points on lesson planning. (please refer to section 2-1, 2-2, 2-3, and 2-4) Those ideas were compiled into ITSME Manual 2nd edition and ITSME Lesson Preparation Manual.

3-2. ITSME trainers develop model lesson plans that satisfy the standard stated in 3-1.

- ITSME trainers produced more than 40 ITSME materials in total at Preparation Workshops; however, some of them were not introduced and delivered to the target schools because of their quality. Even though the trainers spent much time and conscious efforts, they could not be published because they did not satisfy the required quality.- Every year, both the quantity and quality of ITSME materials were improved. (please refer to section 3-3 (1) on page 43)

3-3. ITSME trainers develop manual for IS improving lessons.

- ITSME Manual 2nd edition was distributed in TOT 2013 together with ITSME Lesson Preparation Manual. As mentioned in activity 3-1, ITSME Manual 2nd edition contains ITSME policy and method of ITSME lesson planning together with the introduction of IS activity and how to utilize ITSME materials.- The 1st edition of ITSME Manual published in 2011 was still utilized continuously because it explained IS in detail.

3-4. A lesson plan evaluation sheet and a lesson observation sheet are developed.

- Both sheets were compiled into ITSME Manual 2nd edition and delivered. (please refer to ANNEX 2-04)

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3-5. A monitoring report format is developed.

- Same as evaluation sheets, the formats for IS planning and report of implementation were also compiled into ITSME Manual 2nd edition and delivered.

(please refer to ANNEX 2-06)3-6. Reference materials for improving lessons for ITSME trainers are developed.

- Reference materials for ITSME trainers were developed and utilized in the third and fourth year.- Observing the effectiveness of those materials, reference materials for teachers were also developed modifying the materials for the trainers. These materials were compiled into a set of ITSME lesson plans and delivered in TOT 2013. The reference materials were also compiled into the ITSME Material Book and submitted to MOES in activity 3-7.

3-7. The materials stated in 3-1, 3-2, 3-3, 3-4, 3-5, and 3-6 are compiled as reference for improving lessons.

- All the materials mentioned above were compiled as a complete set of ITSME Material Book.

(please refer to section 3-3 (2) on page 43) 3-8. Workshops are organized to share the experiences of the teachers of target schools as part of the Endline Survey.

- A sharing session was conducted at all 32 schools visited during the Endline Survey. Teachers shared their experiences using ITSME materials and their impact. They also express their findings on IS activities.- They acknowledged both ITSME materials and IS with the materials as one of the most effective ways to study lesson planning. They also expressed their willingness to continue IS activities expanding to other subject areas such as Lao language.

3-9. A document to propose MOES to consider the developed materials as national standard is prepared referring to 3-8.

- The document was prepared by JICA experts following the findings and feedback of the teachers at target schools.- This document was handed over to the DTE Director on October 3, 2013. (please refer to indicator 3-05)


3-4 Further development and future plan of ITSME activitiesRecognizing those outputs of the Project, DTE decided to promote “ITSME Future Plan and Implementation Strategy” from School Year 2013–2014. The future plan consisted of two components; one was the maintaining of existing activities at the target clusters and another was to disseminate ITSME activities to the other area than the target clusters. Dissemination strategies consisted of four components as follows:

1) Expansion to the remaining clusters in the target districts.2) Expansion to the remaining districts in the target provinces.3) Expansion to the remaining provinces other than target provinces.4) Installment of ITSME lesson planning into TTC curriculum.

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Status of strategy 1) and 2)- In Kammouane province, the trainer team will start the disseminative activities from School Year 2013–2014 at two new districts additional to two original target districts. The coverage of the activities will be all clusters in the four districts. Remaining six districts, since Kammouane province has ten districts in all, will be cared after examining the appropriateness of the strategies taken for above-mentioned four districts.- In Savannakhet province, remaining all 12 districts, since Savannakhet province has 15 districts in all, will be covered from School Year 2013–2014.- In Champasak province, three new districts will be covered additional to three original target districts. Remaining five districts, since Champasak province has ten districts in all, will be cared from School Year 2014–2015.

Status of strategy 3)- Dissemination over three target provinces, that will be nation-wide approach, will be planned after one or two years of observation of the appropriateness of the above-mentioned disseminative approaches. It is because the most different situation of new province is there is no ITSME trainers studied with JICA experts. It requires the most effective and efficient approach to introduce the advantages of ITSME approach.

Status of strategy 4) - Two target TTC, Savannahket and Pakse, decided to take the method of ITSME lesson planning into their curriculum to make all future-teachers study before going to actual teaching at schools.- DTE assigned two target TTC as leading organization of this installation. DTE is planning to maximize all possible opportunity to disseminate ITSME ideas among all TTC in the country.

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Chapter 4: Achievement of the Project Purpose and Outputs, the result of Joint Terminal Evaluation

In July 2013, three months before the end of the Project, JICA conducted the Joint Terminal Evaluation. The evaluation team acknowledged that the Project Purpose had been achieved and three expected Outputs had mostly been achieved and were expected to be fully achieved by the end of the Project.

4-1 Achievement level of the Project Purpose “Quality of science and mathematics lessons in target schools is improved.”When the Project had started, the teachers at the target schools were instructed by PAs to follow the contents of textbooks and the teachers copied all the sentences of the textbook to make their lesson plans. It made the teachers feel no need to examine the contents of the textbook whether it suited their students or not. This attitude affected the teachers’ practices on their lesson preparation, such as, the teachers:

- Do not check whether the contents of the textbook were correct mathematically or scientifically.- Do not make any modification or do not change any contents of the textbook.- Do not cut any contents or do not add any new activity.- Do not feel the need to prefigure the responses of the students.- Consider that the lesson plan was prepared to submit to the principal or PAs.- Consider there is no need to discuss with their colleagues to prepare their lesson plans.

However, the Project found a significant difference through Joint Terminal Evaluation on the attitude and behavior of the teachers at the target schools on their lesson preparation, such as, the teachers:

- Clarify what their students become able to perform through the lesson.- Study and analyze what their students have learnt before the lesson to clarify what knowledge and skills their students utilize in the lesson.- Try to set a clear lesson objective that tells the goal image of the lesson.- Prepare how to check the attainment of the lesson objective.- Try to create appropriate ways to guide the students to the lesson objective.- Realize there is no need to follow the textbook as it is.- Try to utilize visual aids or manipulation to make their students understand more easily.- Start recognizing that lesson planning is a teacher’s responsibility to suit the lesson contents to their students.- Discuss and share their ideas and work together with colleagues to make lesson plans.- Invite principals or colleagues to observe their lessons.

The PDM2 set two indicators to measure the attainment of the Project Purpose. The evaluation team examined the satisfactory level of those indicators as follows:

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(1) Achievement level of indicator 1: “Improvement of the quality of lesson performed by target school teachers.”In general, the quality of lessons, especially their framework, by the target school teachers had improved. Through the use of ITSME materials and the lesson plans made by teachers themselves, lessons hadbecome easier to understand and more enjoyable for students. IS activities provided the teachers with opportunities to observe enjoyable lessons, and motivated them to conduct lessons based on ITSME materials. It is expected, in the future, for the teachers to become able to teach accurate subject knowledge to students by utilizing the gained skills of forming lessons.

(2) Achievement level of indicator 2: “Improvement of the quality of lesson plans made by target school teachers.”In general, the quality of lesson plans developed by the target school teachers had improved. Their lesson plans were composed of i) clear objectives, ii) detailed learning process/student activities, and iii) evaluation questions based on the model lesson plans. This was a remarkable improvement from the situation at the Baseline Survey. The most improved part was that clear lesson objectives were set in the lesson plans. The quality of student activities and evaluation questions had also improved but not as much as clear objectives. Therefore, more appropriate arrangement of student activities and evaluation questions based on the accurate subject knowledge remained as a future challenge.

4-2 Achievement level of Output 1 “Mechanism for improving lessons is strengthened.”Output 1 “Mechanism for improving lessons is strengthened” is mostly achieved.The Project revitalized IS activities, which were conducted not so effectively at the beginning of the Project, as the venue for the teachers to study lesson improvement continuously and regularly. Especially, “ITSME Future Plan and Implementation Strategy,” clarified the roles and functions of the DTE, PES, DEB, and TTC to support IS activities. It also provided one of the images of a professional develop network that MOES will establish in the near future. All provided ITSME materials to the target schools were utilized to foster an environment for continuous professional development of the teachers.

4-3 Achievement level of Output 2 “Human resources to promote improvement of lessons are strengthened.”Output 2 “Human resources to promote improvement of lessons are strengthened” is achieved well.To support the mechanism mentioned in Output 1, the Project assisted in capacity development of two main groups for ITSME activities. One is ITSME trainers who develop ITSME materials by interpreting the contents of the textbooks into exemplar lesson plans that realize an image of a lesson “easy to understand and enjoyable for children.” The Project put much weight on the knowledge and skills for lesson designing and implementation. Another is the principals and ATs who conduct IS activities at schools. The Project enhanced the importance of IS as a regular program for capacity development of the teachers and instructed how to maximize ITSME materials to encourage their teachers to study.

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4-4 Achievement level of Output 3 “Materials for improving lessons are developed.”Output 3 “Materials for improving lessons are developed” is expected to be achieved after the completion of the remaining planned activities.The Project developed and provided ITSME materials that help the teachers to study how to plan and implement a lesson that is “easy to understand and enjoyable for children.” Since the materials utilized at the target schools are only ITSME materials, which were exemplar lesson plans, and related manuals, which instructed the points on lesson planning and implementation, it was simple and clear for both principals and teachers to conduct IS activities. On the other hand, ITSME materials have to provide very clear image of a lesson “easy to understand and enjoyable for children” for every lesson. It also has to provide the ideas of what kind of students’ activity should be put and how to prepare the materials to conduct those activities. The teachers at target schools are studying continuously through analyzing, modifying, and implementing ITSME materials.

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Chapter 5: Actions on the advices given by Joint Terminal Evaluation Team

The Joint Terminal Evaluation Team provided specific suggestions. They were:- Sharing ITSME approach, its impact, and outcomes at national level- Maximizing the existing channels and systems for dissemination and monitoring- Strengthening and expanding key human resources- Other suggestions

5-1 Measures along “Sharing ITSME approach, its impact, and outcomes at national level”The recommendation was composed of four suggestions.

(1) The first suggestion was to conduct a national dissemination seminar to share ITSME experiences and outcomes. It was conducted on October 3, 2013 inviting the representatives from related departments and development partners. The first agenda was the introduction of ITSME, its policy, activities, and outcomes as the result of Endline Survey. The Project invited three principals from ITSME target schools to share their findings with the participants. The participants recognized the quality of ITSME materials to encourage teachers’ study in IS. They also realized the effectiveness of IS activities. Mr. Chandy continued the discussion inviting collaboration across the departments and organizations to maximize the outcome of ITSME. The participants acknowledged the potential of the method of ITSME lesson planning to be accepted as an standard method for the future.

(2) The second suggestion was to consolidate of ITSME materials in an easy-to-use manner.The compilation of the materials was done right after Joint Terminal Evaluation. Through the discussion among ITSME trainers, the materials were elaborated on their contents, the way of compilation, and three introductory materials. The introductory materials were Microsoft PowerPoint presentations prepared for future dissemination activities in order to introduce ITSME policy, ITSME lessons, and theircharacteristics with ITSME Manual 2nd edition, how to make ITSME lesson plans with ITSME Lesson Plan Preparation manual, and how to utilize them in IS activities with ITSME exemplar lesson plans. (please refer to section 3-3 (2) on page 43) Those materials were compiled as an ITSME Material Book and introduced and shared with the participants at the above-mentioned seminar. The materials were also officially handed over to the Director of DTE, Mr. Chandy PHOMMABOUTH.

(3) The third suggestion was to mobilize ITSME trainers for teacher upgrading program in August 2013. The Project could not dispatch the trainers to the other provinces than three ITSME target provinces. Thiswas because of the absence of JICA experts during the period of the program. However, all PES trainers were assigned to be trainers in their own province and they introduced ITSME activities, especially how

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to make ITSME lessons. The participants enjoyed learning the ITSME way of lesson planning and requested to share the soft copy of their presentation materials, lesson plans, and ITSME manuals. Additionally, instead of upgrading the program, the Project dispatched the trainers to the Education Quality Standard (EQS) training program. It was conducted nationwide in July 2013. The trainers’ team distributed themselves into 16 pairs to visit the training sites to conduct a one or two days’ session according to the request of the host PES. (please refer to ANNEX 3-03) This experience of the trainers to explain ITSME ideas to the teachers who had no idea of ITSME made them feel confident enough not only on their mastery of ITSME but also the ITSME approach itself because of the acknowledgement of the participants.

(4) The fourth suggestion was to collect data that shows the impact of ITSME, especially on improving learning outcomes and survival rate. JICA experts and ITSME coordinators3 started the collection of the data visiting each target DEB because it was difficult to explain what data the Project needed over the phone. It was also because most DEBs had such kind of data as hard copies. Collection of the data was not easy as expected because:

- Many DEB did not arrange and store the data in an appropriate manner- The method of calculation was not common/standardized among them- Only the person who was in charge knew how to get the data from the storage

These situations made the ITSME coordinators’ job tough to get all raw data and rearrange them for calculation. Despite all of their efforts, the data did not show a clear difference between the target schools and non-target schools on the promotion rate and survival rate. (please refer to ANNEX 5-01) The Project interviewed the teachers and the principals who provided the data. According to their findings, the participation of some specific students was actually improved, as well as their attitude toward the lessons. However, it could not make such a big impact to make significant change on those data because the data calculated the average of all students of the Grade level throughout the year. Even if the teachers are surely feeling the difference of the students’ attitude and number of days they came to school, it might be rather small and a bit early to see such kind of improvement reflected in the results of the performance as data.

5-2 Measures along “Maximizing the existing channels and systems for dissemination and monitoring”The recommendation was composed of three suggestions.

(1) The first suggestion was to incorporate the ITSME approach into appropriate training programs of MOES.To realize this, the Project invited some partner departments into the activities, especially Preparation Workshops to work together in order to have common understanding of ITSME lesson planning. The representatives of DPPE, RIES, and ESQAC had participated in several programs throughout the Project

3 Laotian staff working for the ITSME Project as a secretariat, interpreter, and translator.

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period, but it was not easy to make them participate regularly. However, in the fourth year, the Project invited those representatives for the specific discussion and school visit to see the effect of the ITSME approach. Even before Joint Terminal Evaluation, those partner departments were making some adjustment of their activities to take account of some ITSME ideas. Right after the evaluation, DPPE started the revision of training module for the teachers, which included the skills and strategies for lesson planning. The technical staff of DTE and DPPE discussed how to apply the ITSME approach into this module. Then, as of the end of September 2013, some part of ITSME manual and the whole of one ITSME material were selected to be a part of the module and will be distributed and used as a national standard. RIES was also taking the ITSME idea to make textbooks easy to understand and enjoyable;however, the reformation and revision of the curriculum and textbooks have not yet been scheduled. In the same manner, ESQAC was also taking it into their consideration for the revision of lesson observation criteria and the way to evaluate the quality of lesson plans.One of the strong points of the ITSME approach is applicability. It can be applied to any subject area and any level of education. This means that the ITSME approach can be a fundamental strategy of Lao teacher education.

(2) The second suggestion was to apply ITSME tools, such as monitoring forms and lesson plan format, to the MOES standards. The specific discussion had not yet started on this matter. However, two target TTC declared at the final Preparation Workshop held in September 2013 that they would adopt the ITSME lesson plan format as a standard format of each TTC. It can be said that all teachers in Kammouane, Savannakhet, and Champasak provinces might use the ITSME format in the near future whenever they made any lesson plan.

(3) The third suggestion was to make all TTC in the country take the ITSME approach to apply to any training program both for in-service and pre-service. In the fourth year, DTE invited the representatives from other six TTC than Savannakhet and Pakse to make them exposed to the ITSME approach on lesson planning. They were very much interested in and started seeking the way to take ITSME ideas into their lessons and curriculum. In addition to this, every time when DTE conducted the meeting of the representatives of TTC, Mr. Simoungkhoun VONGCHAMPA, chief coordinator of ITSME activities, introduced and shared the ITSME approach with the participants. However, any specific discussion on this matter has not yet conducted.

5-3 Measures along “Strengthening and expanding key human resources”The recommendation was composed of three suggestions.

(1) The first suggestion was to share the experiences among the trainers assigned by different programs. It is to recommend the trainers, who are basically PAs at PES and DEB, to share their experiences gained through different kinds of programs among themselves. ITSME trainers have already started its practice

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to invite their colleagues to conduct/participate in TOT at their station since 2011. This was because the trainers felt a strong need to make other PAs understand the ITSME approach to disseminate it to all areascovered by their office. At the same time, it made ITSME trainers exposed to the other approaches shared by their colleagues who are taking part in other training programs.

(2) The second suggestion was to make ITSME trainers continue practicing lesson planning as the key human resource to disseminate the ITSME approach.It was also recommended to share and guide the other PAs who were involved in its dissemination as mentioned above. During the final Preparation Workshop, ITSME trainers declared to maintain their network as a leading task force of the ITSME approach and continue to meet together regularly to share and exchange their ideas and experiences. Basically, a team of ITSME trainers was spread into three provincial teams to conduct their activities continuously at their assigned province. They were really willing to maintain and develop their skills and knowledge on lesson planning, guidance, and monitoring IS activities.

(3) The third suggestion was to strengthen the collaboration and cooperation among PES, DEB, TTC, and schools. As mentioned above, PES, DEB, and TTC declared their future collaboration represented by the provincial trainer team. They were trying to establish an appropriate process and mechanism to work together smoothly and effectively. During the final Preparation Workshop, the trainers invited their directors to discuss how to establish a network among those organizations. According to their discussion, PES should take a leading role of the provincial team and it invited/requested TTC to join the meetings and workshops. However, the expenses required for the activity should be shouldered by the organization that each trainer belonged to. The trainers also made a detailed plan on how the team worked together for the dissemination; it would be introduced as one of the examples of a professional development network.

5-4 Other suggestionsThere were three additional suggestions.(1) The first suggestion was to utilize district or school clusters as a unit of dissemination and monitoring. It was actually applied already into the dissemination plan of three provincial teams. Since all the schools in the district did not form school clusters in some districts, it meant that several schools were left out of “school clusters,” but they formed “village clusters” instead. This was because ITSME trainers understood the usefulness and convenience of the group of schools to conduct any workshop or meeting as a unit of those gathering. There was just one problem: a school that was isolated geographically. It was quite difficult to make any joint effort with other school teachers nearby.

(2) The second suggestion was to make reference site or model school/cluster of ITSME practice. It was quite ideal and effective if there was a good model to make any other school refer and have

- 54 -

consultation. Among ITSME target schools, some DEB had already recognized such a reference point, for example, Chomcheng School in Thakhek and Phonsim School in Kayson. Whenever DEB trainers had inquiries from a non-target school that was interested in ITSME activities, DEB introduced those schools and made non-target schools come and see what they were doing. The teachers at those model schools also understood their required role and gave explanations and guidance for the guest schools.

(3) The third suggestion was to invite Lao language teachers at TTC to start practicing ITSME lesson planning to produce exemplar lesson plans as well as to provide appropriate assistance to the teachers at school. It was not specifically started for Lao language teachers yet; however, two target TTC, Savannakhet and Pakse, had already conducted in-house orientation of the ITSME approach for other teachers in TTC just before starting SY 2013–2014. As mentioned in the second item in (2) Measures along “Maximizing the existing channels and systems for dissemination and monitoring,” two target TTC had already decided to take the ITSME format as a standard of lesson planning at those TTC; all teachers in TTC should study ITSME lesson planning in the near future with the assistance of ITSME trainers.

Taking those recommendations left by Joint Terminal Evaluation Team into practice, ITSME will continue its activities to provide an equal opportunity for all teachers to study in the target provinces. It can also be said that the potential of the ITSME approach will find a variety of ways to contribute to improve the quality of any training programs and related materials.

- 55 -

Chapter 6: Conclusion and further recommendations

Through the Endline Survey, the Project observed that the teachers at the target schools start realizing that a lesson is an intended approach of teachers to make a desirable change in children. However, they have not yet strongly felt their responsibility to make the students master and fix all the contents of the lesson. It is still required for our teachers to continue IS activities to improve not only their knowledge and skill but also their attitude and responsibility.The Project presents some remaining concerns and recommendations to overcome.

6-1 ConclusionThe activities done by the ITSME Project will be continued as the counterparts’ routine work. It clearly suggests that in-service teacher training is not a specially prepared program but a part of daily activities of teachers, schools, DEB, PES, and TTC.Ideal in-service teacher training program should be:

- Provided for all teachers- Conducted continuously and regularly- Based on the problems of daily school activities - Able to run flexibly to meet teachers’ availability - Able to apply to daily practices instantly- No cost or low cost- Conducted near school and teachers

The training program that satisfies those conditions so far is only Internal Supervision in Lao PDR. ITSME clarified that IS activities are very appropriate opportunities to encourage teachers’ Continuous Professional Development. According to the results of ITSME Endline Survey and Joint Terminal Evaluation, IS activities promote teachers’ self-help study to improve their teaching capabilities.Besides these ideas on in-service teacher training program, Savannakhet TTC and Pakse TTC have already accepted the ITSME idea as a recommendable practice of lesson planning to future teachers. This strategy bridges pre-service and in-service with a unified idea on lesson planning. When newly hired teachers start teaching at schools, the senior teachers are already using the same way of lesson planning. This promotes IS activities as an base of teacher training for all the teachers at school. The JICA expert team wishes that the ITSME idea will be utilized and contribute to improve the quality of lessons for Lao children.

6-2 Recommendation against the issue on the continuation of ITSME 4 stepsFor step 1, to produce ITSME materials, there are some difficulties to improve ITSME trainers' subject knowledge and to find any instructors and reference materials which help on this. It is very important to produce enough quality of ITSME materials to provide good practice of the teachers at school level. It is of course to identify any person among Lao educators to shoulder this role. However, it is considered effective to invite the help of Japan Overseas Cooperation Volunteers (JOCV), JICA Senior Volunteers (SV) and any other resources provided by the development partners. It is also recommended to make a detailed examination on the

- 56 -

contents of the textbooks in science and mathematics as well as the development of Lao materials in these subjects.For step 2, to deliver ITSME materials, former style of TOT may be burdensome in terms of securing time and budget. As some of target DEB have already started, it is highly recommended to merge TOT activities into any regular program of principals and ATs. For example, monthly meeting of principals which all principals meet together at DEB office. Another opportunity might be a cluster level meeting of principals or ATs to collect data for Education Management Information Systems (EMIS).For step 3, to utilize ITSME materials, some of target schools mentioned the lack of materials such papers and marker pens. Since it is not a big amount, it may be covered by the appropriate arrangement of school budget with the support such as School Block Grant Program.For step 4, to improve ITSME materials and IS implementation, the monitoring and reporting forms should be fully utilized to feedback the schools' practice to DEB and PES. It covers the difficulty for PAs to visit all the schools in their service area. At the same time, it will be a useful data for further development of activities as the records of IS implementation.

6-3 Recommendation against the issue on the contents of ITSME preparation workshopThrough the analysis of the quality of lesson plans developed by ITSME trainers, it is recognized that ITSME trainers understand how to make appropriate teaching steps in the process of lesson preparation. As mentioned above, they need to improve subject knowledge; however, it is also required to equip the skills to select the most appropriate way to provide effective learning to suit the students’ situation. To make the lesson based on the detailed analysis of children, the following points should be considered as the contents of ITSME preparation workshop in the future.

- To select appropriate learning style such as learning as whole class, in group, or individually- To provide appropriate instructions and questions- To prepare appropriate teaching aids such as a card, a chart, a graph, and a reading material through appropriate interpretation of the lesson topic and contents- To provide an effective blackboard arrangement to promote students’ understanding- To prepare students’ activity with clear intention- To summarize each activity appropriately- To comprehend students’ improvement and encourage them for further study- To instruct in taking notes of lesson contents appropriately, and so on

6-4 Recommendation against the issue on the enhancement of IS activitiesContents and ways of IS are organized by each school under a principal’s initiative. In order to support IS, ITSME materials provide one of the answers to the principals on how to conduct IS without securing a special budget and time. As a result, principals, teachers, and PAs recognized that teachers can improve their capacity through IS activities. Then it resulted in making all 116 target schools conduct IS activities regularly. In order to continue IS autonomously and independently, the teachers should conduct IS activities of their own motive. Therefore, both the schools and MOES should make joint efforts for the realization of

- 57 -

effective IS for the whole country. The following examples are the possibilities to produce the effect. For example,Schools’ side

- To conduct trainings that correspond to the school’s or the teacher’s daily issues to make teachers recognize its effectiveness- To conduct trainings for learning through concrete lesson practices such as Lesson Study- To share teachers’ ideas to achieve an ideal lesson of the school- To develop teaching–learning materials using the local materials around each school

MOES’s side- To promote that DEB, PES and TTC frequently visit schools to share opinions on training and lessons- To monitor and evaluate schools’ activities- To introduce a good practice of schools that conduct effective activities to other schools

- To conduct a meeting at MOES to find effective guidance on conducting in-service training such as IS and Lesson Study- To introduce an output of the meeting mentioned above to schools in order to encourage teachers

One important idea is that MOES establishes an appropriate environment to make teachers willing to provide better teaching. Another important idea is that MOES supports this establishment and clearly shows an attitude of responsibility on the professional development of teachers.

Finally, we, the JICA expert team, would like to express our sincere gratitude to all ITSME supporters. We enjoyed very much working with you all and learned a lot. We greatly appreciate all of your help and assistance to achieve the Project Purpose. As we discussed several times, there is no magical method to improve the quality of education in an instant. The only way is to continue and enjoy studying.

List of ANNEXES

ANNEX 1-01: Input of Japanese Experts --------------------------------------------------- ANNEX - 1 -ANNEX 1-02: List of ITSME Equipment --------------------------------------------------- ANNEX - 3 -ANNEX 1-03: Operational cost by Japan and Lao ----------------------------------------- ANNEX - 5 -ANNEX 1-04: List of Lao Counterparts ----------------------------------------------------- ANNEX - 7 -ANNEX 1-05: PDM version 1 ---------------------------------------------------------------- ANNEX - 9 -ANNEX 1-06: PDM version 2 ---------------------------------------------------------------- ANNEX - 13 -ANNEX 1-07: Plan of Operations 1st & 2nd year ----------------------------------------- ANNEX - 15 -ANNEX 1-08: Plan of Operations 3rd & 4th year ----------------------------------------- ANNEX - 17 -ANNEX 2-01: List of ITSME Trainers ------------------------------------------------------ ANNEX - 19 -ANNEX 2-02: Lesson Design Sheet --------------------------------------------------------- ANNEX - 21 -ANNEX 2-03: ITSME 4 Steps ---------------------------------------------------------------- ANNEX - 23 -ANNEX 2-04: Lesson plan evaluation sheet and Lesson Observation sheet ----------- ANNEX - 27 -ANNEX 2-05: Quality improvement of ITSME materials -------------------------------- ANNEX - 33 -ANNEX 2-06: Monitoring forms ------------------------------------------------------------- ANNEX - 35 -ANNEX 2-07: ITSME Experience Sharing Seminar -------------------------------------- ANNEX - 49 -ANNEX 2-08: ITSME leaflets ---------------------------------------------------------------- ANNEX - 53 -ANNEX 2-09: List of the article of the website -------------------------------------------- ANNEX - 69 -ANNEX 2-10: ITSME tote bag --------------------------------------------------------------- ANNEX - 71 -ANNEX 2-11: ITSME paper fan and sticker ----------------------------------------------- ANNEX - 73 -ANNEX 3-01: ITSME Future Plan and Implementation Strategy ----------------------- ANNEX - 75 -ANNEX 3-02: List of ITSME activities ----------------------------------------------------- ANNEX - 85 -ANNEX 3-03: ITSME for EQS -------------------------------------------------------------- ANNEX - 91 -ANNEX 3-04: Introductory Tool ------------------------------------------------------------- ANNEX - 93 -ANNEX 3-05: Recommendation of ITSME materials ------------------------------------ ANNEX - 123 -ANNEX 5-01: Educational Statistics -------------------------------------------------------- ANNEX - 127 -

APPENDIX 1: NATIONAL CHARTER OF TEACHER COMPETENCIES ---------- ANNEX - 129 -

Input

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Input of Japanese Experts ANNEX 1-01

ANNEX -1-

ANNEX -2-

List of ITSME Equipment

1) Equipment for the Project

Name of Item/Equipment Q'tyReceipient

OrganizationsDate of

Hand-over Price (US$)

1Project CarTOYOTA Fortuner (Plate Number 5407)

1 30,321.50


1 30,321.50


1 37,000.00

4Desktop Computer with UPSHP COMPAQ PRESARIO CQ4170L

1 Kammouane PES 2010/6/28 1,110.00

5Softwares: Lao Script, MS, Windows 7,MS Office 2007, Virus Scan

1 Kammouane PES 2010/6/28 965.00


1 Savannakhet PES 2010/6/29 1,110.00


1 Savannakhet PES 2010/6/29 965.00


1 Champasak PES 2010/6/30 1,110.00


1 Champasak PES 2010/6/30 965.00


1 Savannakhet TTC 2010/6/29 1,110.00


1 Savannakhet TTC 2010/6/29 965.00


1 Pakse TTC 2010/6/30 1,110.00


1 Pakse TTC 2010/6/30 965.00

14A4 size Ink Jet PrinterHP 6500

1 Kammouane PES 2010/6/28 330.00


1 Savannakhet PES 2010/6/29 330.00


1 Champasak PES 2010/6/30 330.00




1 Pakse TTC 2010/6/30 330.00

19Photo Copy MachineCanon iR-2320L with AVR

1 Savannakhet PES 2010/6/29 3,000.00

20Photo Copy MachineCanon iR-2320L with AVR

1 Champasak PES 2010/6/30 3,000.00

21Notebook PCHPG42-392TX

2 Savannakhet TTC 2011/5/27 1,676.00


2 Savannakhet TTC 2011/5/27 1,358.00

23Notebook PCHPG42-392TX

1 Pakse TTC 2011/5/27 838.00


1 Pakse TTC 2011/5/27 679.00

25Photo Copy MachineCanon iR-2520 with AVR

1 DTE, MOES 2012/7/10 2,450.00


1 Kammouane PES 2012/9/10 2,185.00


1 Thakhek DEB 2012/7/9 2,185.00


1 Himboun DEB 2012/7/9 2,185.00


1 Kayson DEB 2012/7/9 2,185.00


1 Champhone DEB 2012/7/10 2,185.00


1 Phalanxay DEB 2012/7/10 2,185.00


1 Sanasomboun DEB 2012/8/17 2,450.00


1 Bachieng DEB 2012/8/16 2,450.00


1 Paksong DEB 2012/8/16 2,450.00

Total 143,129.00

the Project is still waiting theinstruction given by MOES

ANNEX 1-02

ANNEX -3-

2) Equipment for the Experts

Name of Item/Equipment Q'tyReceipient

OrganizationsDate of

Hand-over Price (US$)


1 Savannakhet TTC 2013/9/20 1,110.00




1 Pakse TTC 2013/9/20 1,110.00


1 Pakse TTC 2013/9/20 965.00

5Notebook PCHP COMPAQ PRESARIO CQ40-704 TU

1 DTE, MOES 2013/9/20 850.00


1 DTE, MOES 2013/9/20 965.00






1 Pakse TTC 2013/9/20 850.00


1 Pakse TTC 2013/9/20 965.00

11A4 size PrinterHP LaserJet Pro P1606dn


Total 10,208.00

ANNEX 1-02

ANNEX -4-

Cost of the Operations in Laos (By Japanese Side)Project Year Period Amount (USD) (JPY) JICA Rate

273,951

Cost of the Operations in Laos (By Lao Side)Project Year Period

746,623,000

6,482,000

Amount (LAK)

50,689 4,266,000

Lao Fiscal Year Period

80,758 6,631,000

84.16 (Dec.2010)

80.48 (Mar. 2012)

First Year March 2010 - December 2010

Janunary 2011 - March 2012FY2011/2012

Fourth Year January 2013 - June 2013 61,962

Second Year Janunary 2011 - March 2012 80,542

6,260,000 101.03 (Jun. 2013)

Third Year April 2012 - December 2012 82.11 (Dec. 2012)

January 2013 - June 2013

Total

First Year March 2010 - December 2010FY2010/2011 Oct2010-Setp2011 72,623,000

Second Year

Total

Oct 2011-Setp 2012 224,000,000Third Year April 2012-December 2012

FY2012/2013 Oct2012-May2013 450,000,000Fourth Year

Operational cost by Japan and Lao ANNEX 1-03

ANNEX -5-

ANNEX -6-

List of Lao Counterparts

1) The Project Director

Mr. Chandy PHOMMABOUTH Director General, DTE

2) The Deputy Project Director

Ms. Varadune AMARATHITHADA Deputy Director General, DTE

Ms. Khamkhanh SOULIGNADETH Deputy Director General, DPPE

3) Counterpart Personnel

Mr. Khambay KHAMSY Head of Division, Pre-Service Division, DTE

Mr. Sythath OUTHAITHANY Head of Division, Primary Education Division, DPPE

Mr. Khamphoune TOUPHAYTHOUNE Head, Savannakhet PES

Mr. Syhay KEOKHAYTHIN Head, Kammouane PES

Mr. Boualin VONGPHACHANH Head, Champasak PES

Mr. Kung SAYASANE Director, Savannakhet TTC

Mr. Khamphiane MEKCHONE Director, Pakse TTC

Ms. Bounkham KEOVIPHONE Director, Thakhek DEB, Kammouane

Mr. Sawat FAYMASAN Director, Himboun DEB, Kammouane

Mr. Phomma PHIMVONGSA Director, Kayson DEB, Savannakhet

Mr. Khampheua PHAXAYAPHET Director, Champhone DEB, Savannakhet

Mr. Phonxay VILAYSAK Director, Phalanxay DEB, Savannakhet

Mr. Phitsahay KHAMVONGSA Director, Sanasonboun DEB, Champasak

Mr. Bounsy CHITPHOMANH Director, Bachieng DEB, Champasak

Mr. Khampoun SENGALOUN Director, Paksong DEB, Champasak

4) Counterpart Personnel (DTE Technical level)

Mr. Simoungkhoun VONGCHAMPA Technical Staff, DTE

5) Personnel working for the Project from partner departments

Mr. Keoudone VONGSAVANGTHONG Technical Staff, DPPE

Mr. Thongkhao SENGSOULICHANH Technical Staff, RIES

Mr. Phengsong Technical Staff, ESQAC

ANNEX 1-04

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XX

%.

(bef

ore

and

afte

r)

2-6

Prin

cipa

ls'T

rain

ings

and

AT

'sT

rain

ings

arc

cond

ucte

d

Mean

so

fV

eri

ficati

on

1.E

val

uat

ion

resu

lts

of

Less

on

plan

sm

ade

byte

ache

rsin

the

targ

etpr

ovin

ces

2.E

val

uat

ion

resu

lts

of

less

on

ob

serv

ati

on

3.O

bse

rvat

ion

resu

lts

of

stu

den

ts

att

itu

des

tow

ard

sle

sso

ns

Ev

alu

ati

on

resu

lto

fL

ess

on

plan

sm

ade

byta

rget

scho

olte

ach

ers

Ev

alu

ati

on

resu

lto

fle

sso

n

ob

serv

ati

on

Agr

eem

entb

yPE

San

dD

EB

1-2.

SBT

annu

alpl

anin

each

targ

etsc

hool

1-3

.R

eco

rdo

fS

BT

acti

vit

ies

2-1.

SBT

annu

alpl

anin

each

targ

etsc

hool

2-2

.R

eco

rdo

fS

BT

acti

vit

ies

2-3.

Que

stio

nnai

reon

SB

T

answ

ered

byte

ache

rs

2-4

.E

val

uat

ion

of

AT

'sle

sso

n

obse

rvat

ion

repo

rts

2-5

.A

Ts'

Test

sco

re

2-6.

PAs'

Mon

itor

ing

repo

rt

Imp

ort

antA

ssum

ptio

ns

1.In

tern

alSu

perv

isio

nis

con

du

cted

inal

lth

esc

ho

ols

in

the

targ

etpr

ovin

ces

byth

eL

aosi

de.

1.T

hepo

licy

and

dire

ctio

non

the

Inte

rnal

Sup

ervi

sion

and

Ext

erna

lSu

perv

isio

nar

eno

tdr

asti

call

ych

ange

dby

the

MO

E.

2.T

hebu

dget

forc

ontin

uous

SBT

isse

cure

dby

com

mun

ity.

PDM version 1 ANNEX 1-05

ANNEX -9-

3.T

rain

ing

mat

eria

lsin

resp

onse

toth

ere

ality

ofpr

imar

ysc

hool

sar

ede

velo

ped

for

SBT

.

Acti

vit

ies

1-1

MO

Ean

dPr

ovin

cial

Edu

catio

nSe

rvic

es(P

ESs

)co

nduc

tth

eba

selin

e

surv

eyon

scie

nce

and

mat

hem

atic

sed

ucat

ion

inta

rget

prov

ince

sin

clud

ing

the

iden

tific

atio

nof

actu

alco

nditi

ons

ofcl

uste

ract

iviti

es.

1-2

MO

Ean

dT

EI

deci

deth

eev

alua

tion

crite

ria

of

less

onpl

ans

and

less

on

ob

serv

ati

on

s.

1-3

PESs

,TE

Ises

tabl

ish

PES

Man

agem

entC

omm

ittee

(PE

S-M

C)a

ndPE

ST

echn

ical

Supp

ortT

eam

(PE

S-T

ST).

1-4

PES-

MC

sde

cide

the

sele

ctio

ncr

iteri

aof

targ

etdi

stri

cts

and

targ

et

clu

sters

.

1-5

PES-

MC

sse

lect

targ

etdi

stri

cts

base

don

the

sele

ctio

ncr

iteri

aaf

ter

cond

uctin

gth

eor

ient

atio

nm

eetin

gfo

ral

ldi

stric

tsin

the

targ

etpr

ovin

ces.

1-6

DE

Bs

esta

blis

hD

istr

ict

Edu

cati

onB

ure

au(D

EB

)M

anag

emen

t

Com

mitt

ee(D

EB

-MC

)an

dD

EB

Tec

hnic

alSu

ppor

tTea

m(D

EB

-TST

)in

the

sele

cted

targ

etdi

stri

cts.

1-7

DE

B-M

Cs

sele

ctta

rget

clus

ters

and

targ

etsc

hool

sba

sed

onth

ese

lect

ion

crite

ria

afte

rco

nduc

ting

the

orie

ntat

ion

mee

ting

for

all

prim

ary

scho

olpr

inci

pals

inth

eta

rget

dist

rict

s.1-

8D

EB

-MC

san

dsc

hool

prin

cipa

lsor

gani

ze/

esta

blis

hC

lust

erM

anag

emen

tC

omm

ittee

(C-M

C)

and

Clu

ster

Tec

hnic

alSu

ppor

tTea

m(C

-TST

)in

the

sele

cted

targ

etdi

stri

cts.

1-9

Targ

etsc

hool

prin

cipa

lsan

dac

adem

icte

ache

rsco

nduc

tim

prov

edS

BT

s.

1-10

C-M

Can

dC

-TST

cond

uct

clus

ter

trai

ning

s.(T

hetim

ing

for

the

intro

duct

ion

will

beco

nsid

ered

base

don

the

base

lines

urve

y.)

aspl

anne

d.2-

7A

ttend

ance

rate

ofPr

inci

pals

'T

rain

ings

and

AT

s'T

rain

ings

.(X

X%

ofal

ltar

getp

rinci

pals

and

acad

emic

teac

her

s)

3-1.

Num

ber

ofde

velo

ped

trai

ning

mat

eria

lsde

velo

ped

byT

EI

lectu

rers

.

3-2.

Tea

cher

s'Sa

tisfa

ctor

yle

vel

ofde

velo

ped

trai

ning

mat

eria

lsin

crea

ses

byX

X%

.

3-3.

Num

bero

fcom

pile

dtr

aini

ngm

ater

ials

.

Inp

uts

Japa

nese

side

1.P

erso

nn

el

Exp

erts

Chi

efA

dvis

or/T

each

erE

duca

tion

Man

agem

ent

1

Tea

cher

Edu

catio

nM

anag

emen

t2

*Tw

oex

pert

sab

ove

have

the

expe

rtis

eof

eith

ersc

ien

ceo

rm

ath

emat

ics.

Tea

chin

gM

ater

ials

(Sci

ence

)T

each

ing

Mat

eria

ls(M

athe

mat

ics)

2.T

rain

ing

ofco

unte

rpar

tper

sonn

elin

Japa

n.

3.Pr

ovis

ion

ofe

quip

men

tPr

ovis

ion

ofm

achi

nery

and

equi

pmen

tne

cess

ary

for

the

proj

ect

activ

ities

4.L

ocal

expe

nses

for

JIC

AE

xper

ts

2-7

.E

val

uat

ion

of

PA

'sle

sso

n

obse

rvat

ion

repo

rts

2-8.

Rec

ord

of

Pri

ncip

als'

Tra

inin

g

and

AT

s'T

rain

ing

3-1.

Dev

elop

edtr

aini

ngm

ater

ials

3-2.

Que

stio

nnai

reon

trai

ning

mat

eria

lsan

swer

edby

teach

ers

3-3.

Com

pila

tion

oft

rain

ing

mate

rials

Lao

sid

e

<C

cn

tral

Lcv

el>

1.C

ount

erpa

rtpe

rson

nel

2.E

xpen

sefo

rco

unte

rpar

t

pers

onne

l(tr

avel

ing

cost

etc.

)3.

Off

ice

spac

ean

dne

cess

ary

faci

liti

esin

MO

Efo

rth

e

Japa

nese

expe

rts.

4.O

ther

loca

lex

pens

es

<P

rov

incia

lL

ev

el>

1.C

ount

erpa

rtpe

rson

nel

2.O

ffic

esp

ace

and

nece

ssar

y

faci

liti

esin

PE

Ss

for

the

Japa

nese

expe

rts.

3.E

xpen

sefo

rtr

aini

ngs

(tra

velli

ngco

st,m

eetin

gpl

ace,

coff

eeb

reak

)

4.E

xpan

sefo

rm

onito

ring

(tra

vell

ing

cost

ofT

EI

lect

ures

and

PAs

indi

stri

cts)

5.O

ther

loca

lex

pens

es

Pre

-co

nd

itio

ns

1.M

OE

does

not

dras

tica

lly

chan

gena

tiona

led

ucat

ion

stra

tegi

es.

2.M

OE

co

mm

its

the

stre

ngth

enin

go

fInt

erna

lS

uper

visi

onan

dE

xter

nal

Sup

ervi

sion

inbo

th

budg

etar

yan

dim

plem

enta

tion

aspe

cts.

3.T

here

are

dis

tric

tsan

d

scho

ols

inta

rget

prov

ince

s

wh

ich

co

mm

itth

e

stre

ngth

enin

go

fInt

erna

lSu

perv

isio

nan

dE

xter

nal

Sup

ervi

sion

inbo

th

budg

etar

yan

d


ANNEX -10-

1-11

Targ

etsc

hool

prin

cipa

lsad

voca

teth

eirc

omm

unity

supp

ortin

gsc

hool

s/en

hanc

ing

the

awar

enes

sto

scho

ols.

1-12

MO

Eor

gani

zes

the

sum

mar

izin

gse

min

arto

shar

eth

eex

perie

nces

too

ther

do

no

rs.

2-1

PESs

cond

uct

Scho

olPr

inci

pal

'Tra

inin

gsfo

rst

reng

then

ing

the

man

agem

entc

apab

ility

ofSB

T.

2-2

PE

Ss

mak

eth

em

an

ual

for

SB

Ts.

2-3

PESs

and

Tea

cher

Edu

cati

onIn

stit

utes

(TE

Is)

cond

uct

Aca

dem

ic

Tea

cher

(AT

)T

rain

ings

for

impr

ovin

gte

achi

ngm

etho

dolo

gyan

dsu

bjec

tkn

owle

dge.

2-4

TE

Ile

ctur

ers

and

Peda

gogi

cal

Adv

isor

s(P

As)

inth

eta

rget

dist

rict

sm

onito

rSB

Tin

the

targ

etsc

hool

s.PE

Ssor

gani

zeth

eoc

casi

ons

for

expe

rien

ceex

chan

geam

ong

PAsi

nta

rget

dist

rict

s.2-

5T

EI

lect

urer

sim

plem

ent

in-h

ouse

train

ings

inor

der

tost

reng

then

capa

bilit

yfo

rles

son

obse

rvat

ion

and

teac

hing

mat

eria

lde

velo

pmen

t.3-

1PE

Ssan

dT

EIs

mak

eth

ede

velo

pmen

tpla

nof

trai

ning

mat

eria

lsfo

rSB

Tba

sed

onth

ean

nual

teac

hing

plan

inth

eta

rget

prov

ince

s.3-

2T

EI

lect

urer

smak

etr

aini

ngm

ater

ials

(inc

ludi

ngm

odel

less

onpl

ans

and

thei

rm

anua

ls)

for

SBT

.

3-3

TE

Ile

ctur

ers

impr

ove

the

trai

ning

mat

eria

lsre

flec

ting

the

teac

hers

'co

mm

ents

from

targ

etsc

hool

s.3-

4M

OE

and

PES

com

pile

impr

oved

trai

ning

mat

eria

lsan

ddi

stri

bute

them

tone

wta

rget

scho

ols.

impl

emen

tatio

nas

pect

s


ANNEX -11-

ANNEX -12-

<€)

AN

NE

X1-

2:P

roje

ctD

esig

nM

atri

x(P

DM

Ver

.2)

Proj

ectT

itle

:Pro

ject

forI

mpr

ovin

gIn

-ser

vice

Teac

herT

rain

ing

forS

cien

cean

dM

athe

mat

ics

Educ

ation

(ITSM

E)

Tar

getA

rea

:Sa

vann

akhe

t,C

ham

pasa

ck,a

ndK

amm

ouan

e,

Ver

sio

n:

No

.2

Dat

e:

Mar

ch1

3,2

01

2

Proj

ectP

erio

d:

Febr

uary

,201

0-O

ctob

er,2

013

(Thr

eeye

arsa

ndei

ghtm

onth

s)

Na

rra

tive

Su

mm

ary

Overa

llG

oa

l

Qua

lity

ofle

sson

sin

targ

etpr

ovin

cesi

sim

prov

ed.

Pro

ject

Pu

rpo

seQ

ualit

yof

scie

nce

and

mat

hem

atic

sle

sson

sin

targ

etsc

hool

sis

impr

oved

.

Ou

tpu

ts1.

Mec

hani

smfo

rim

prov

ing

less

ons

isst

reng

then

ed.

2.H

uman

reco

urse

sto

prom

ote

impr

ovem

ento

fles

sons

ares

treng

then

ed.

3.M

ater

ials

fori

mpr

ovin

gle

sson

sare

deve

lope

d.

Obj

ecti

vely

Ver

ifia

ble

Indi

cato

rs

1.Im

prov

emen

tof

the

qual

ityof

less

onpe

rfor

med

byte

ache

rsin

the

targ

etpr

ovin

ces.

2.Im

prov

emen

tof

the

qual

ityof

less

onpl

ans

mad

eby

teac

hers

inth

eta

rget

prov

ince

s.

1.Im

prov

emen

tof

the

qual

ityof

less

onpe

rfor

med

byta

rget

scho

olte

ache

rs2.

Impr

ovem

ento

fthe

qual

ityof

less

onpl

ans

mad

eby

targ

etsc

hool

teac

hers

.

1-1.

An

offi

cial

docu

men

tag

reed

betw

een

TT

Can

dPE

Sto

esta

blis

ha

prof

essi

onal

netw

ork

for

supp

ortin

gIS

activ

ities

inta

rget

prov

ince

s.1-

2.M

OE

Sbu

dget

appr

oved

toop

erat

iona

lizc

the

mec

hani

smin

targ

etpr

ovin

ces.

1-3.

Util

izat

ion

of

deve

lope

dm

odel

less

onpl

anin

targ

etsc

hool

s.1-

4.F

eed

bac

kon

the

uti

liza

tio

no

fth

em

od

el

less

onpl

anto

PES

thro

ugh

DE

B.

2-1.

Qua

lity

ofde

velo

ped

mod

elle

sson

plan

sis

impr

oved

.2-

2.IT

SME

trai

ners

'su

bjec

tkn

owle

dge

isim

prov

ed.

3-1.

The

num

ber

of

mod

elle

sson

plan

s

deve

lope

dag

ains

tth

eta

rget

inth

epl

anst

ated

inac

tiv

itie

s1

-3.

3-2.

Com

pila

tion

ofm

ater

ials

for

impr

ovin

gle

sson

sde

velo

ped

byac

tiviti

esin

3-7.

3-3.

Ado

cum

ent

prep

ared

and

subm

itted

byth

epr

ojec

tto

prop

ose

toM

OES

for

thei

rco

nsid

erat

ion

toad

opt

the

deve

lope

dm

ater

ials

asn

atio

nal

stan

dard

.

Mea

ns

ofV

eri

fica

tio

n

1.E

val

uat

ion

resu

lts

of

less

on

ob

serv

ati

on

sheet

2.E

valu

atio

nre

sult

of

less

onpl

ans

base

do

nev

alu

ati

on

sheet

(End

linc

surv

ey)

Eva

luat

ion

resu

lto

fL

esso

no

bse

rvat

ion

sheet

(End

line

surv

ey)

Eva

luat

ion

resu

ltof

less

onpl

ans

base

don

ev

alu

ati

on

sheet

1-1

.M

OU

betw

een

TT

Can

dP

ES

1-2.

App

rove

dbu

dget

plan

1-3.

Mon

itori

ngre

port

byta

rget

PES

1-4.

Mon

itori

ngre

port

byta

rget

PES

2-1.

a.R

epor

tby

expe

rts

2-1.

b.M

onit

orin

gre

port

byta

rget

PES

2-2

.R

esu

lto

fP

re-t

est/

Po

st-t

est

for

ITS

ME

train

ers

'sc

ore

3-1.

Mod

elle

sson

plan

s

3-2.

Com

pila

tion

oftr

aini

ngm

ater

ials

3-3.

Apr

opos

aldo

cum

ent

Impo

rtan

tA

ssu

mp

tio

ns

1.IS

isco

nd

ucte

din

all

the

scho

ols

inth

eta

rget

prov

ince

sby

the

Lao

side

.

The

polic

yan

ddi

rect

ion

on

the

ISan

dE

xte

rnal

Sup

ervi

sion

are

not

dras

tical

lych

ange

dby

the

MO

ES

.


ANNEX -13-

^A

cti

vit

ies

1-1.

Min

istry

ofEd

ucat

ion

and

Spor

ts(M

OES

)an

dPr

ovin

cial

Educ

atio

nSe

rvic

es(P

ES)

cond

uct

base

line

surv

eyon

scie

nce

and

mat

hem

atic

sed

ucat

ion

inta

rget

prov

ince

s.1-

2.M

OE

Sse

lect

sIT

SME

trai

ners

from

Tea

cher

Tra

inin

gC

olle

ge(T

TC

),PE

San

dD

istr

ict

Edu

cati

onB

urea

u(D

EB

)of

fici

als.

1-3.

MO

ES

mak

esan

oper

atio

nal

plan

for

supp

ortin

gth

em

echa

nism

for

impr

ovin

gle

sson

s.1-

4.M

OE

Sco

nduc

tsIT

SME

wor

ksho

pac

cord

ing

toth

epl

anst

ated

in1-

3.1-

5.D

EB

with

supp

orto

fTT

Can

dPE

Sco

nduc

tsT

rain

ing

oftra

iner

s(T

OT)

for

intr

oduc

ing

the

deve

lope

dm

ater

ials

.1-

6.Pr

inci

pals

and

Aca

dem

icte

ache

rs(A

T)in

targ

etsc

hool

sm

ake

actio

npl

ans

for

impr

ovin

gle

sson

sin

TO

T.

1-7.

Prin

cipa

lsan

dA

Tim

plem

enta

ctiv

ities

acco

rdin

gto

the

actio

npl

anst

ated

in1-

6in

targ

etsc

hool

s.1-

8.D

EB

mon

itors

utili

zatio

nof

mod

elle

sson

plan

sin

targ

etsc

hool

san

dre

port

sto

PE

S.

1-9.

Proj

ect

faci

litat

esdi

scus

sion

sto

have

Min

utes

ofU

nder

stan

ding

(MO

U)

betw

een

TT

Can

dPE

S/D

EB

atpr

ovin

cial

leve

lfo

rst

reng

then

ing

the

mech

an

ism

.

1-10

.Pr

ojec

tfa

cilit

ates

with

supp

ort

ofan

Edu

catio

nPo

licy

Adv

isor

disc

ussi

ons

amon

gM

OES

offic

ials

ofde

partm

ents

conc

erne

d(e

.g.

DPP

E,ES

QA

C,

RIE

S)to

supp

ortI

Sto

war

dSO

Qac

hiev

emen

t.1-

11.

MO

ESor

gani

zes

sem

inar

tosh

are

the

expe

rienc

esw

ithre

leva

ntor

gani

zatio

ns.

2-1.

ITSM

Etra

iner

spa

rtici

pate

inIT

SME

wor

ksho

psto

gain

nece

ssar

ysu

bjec

tkn

owle

dge

and

skill

sfo

rim

prov

ing

less

ons.

2-2.

Prin

cipa

lsan

dA

Tpa

rtici

pate

inT

OT

tole

arn

how

toim

prov

ele

sson

sin

targ

etsc

hool

s.3-

1.A

stan

dard

form

atof

less

onpl

anan

da

less

onpl

anpr

epar

atio

nm

anua

lar

ede

velo

ped.

3-2.

ITSM

Etr

aine

rsde

velo

pm

odel

less

onpl

ans

that

satis

fyth

est

anda

rdst

ated

in3

-1.

3-3.

ITSM

Etr

aine

rsde

velo

pm

anua

lfor

ISfo

rim

prov

ing

less

ons.

3-4.

Ale

sson

plan

eval

uatio

nsh

eeta

nda

less

onob

serv

atio

nsh

eeta

rede

velo

ped.

3-5.

Am

onito

ring

repo

rtfo

rmat

isde

velo

ped.

3-6.

Ref

eren

cem

ater

ials

fori

mpr

ovin

gle

sson

sfor

ITSM

Etr

aine

rsar

ede

velo

ped.

3-7.

The

mat

eria

lsst

ated

in3-

1,3-

2,3-

3,3-

4,3-

5an

d3-

6ar

eco

mpi

led

as

refe

renc

efo

rim

prov

ing

less

ons.

3-8.

Wor

ksho

psar

eor

gani

zed

tosh

are

the

expe

rien

ces

ofth

ete

ache

rsof

targ

etsc

hool

sas

apa

rto

fEnd

line

surv

ey.

3-9.

Ado

cum

entt

opr

opos

eto

MO

ES

toco

nsid

erth

ede

velo

ped

mat

eria

lsas

natio

nals

tand

ard

ispr

epar

edre

ferr

ing

to3-

8.

Inp

uts

Japa

nese

side

1.P

ers

on

nel

Exp

erts

Ch

ief

Ad

vis

or

/Tea

cher

Ed

uca

tio

n

Man

agem

ent

1T

each

erE

duca

tion

Man

agem

ent2

*Tw

oex

pert

sab

ove

have

the

expe

rtis

eof

eit

her

scie

nce

or

math

em

ati

cs.

Tea

chin

gM

ater

ials

(Sci

ence

)T

each

ing

Mat

eria

ls(M

athe

mat

ics)

2.T

rain

ing

ofc

ount

erpa

rtpe

rson

nel

inJa

pan.

3.Pr

ovis

ion

ofe

quip

men

tPr

ovis

ion

of

mac

hine

ryan

deq

uipm

ent

nece

ssar

yfo

rth

epr

ojec

tact

iviti

es

4.L

ocal

expe

nses

for

JIC

AE

xper

ts

Lao

sid

e

<C

entr

alL

ev

el>

1.C

ount

erpa

rtpe

rson

nel

2.E

xpen

sefo

rcou

nter

part

pers

onne

l(t

rave

ling

cost

etc.

)3.

Off

ice

spac

ean

dne

cess

ary

faci

liti

esin

MO

ES

for

the

Jap

anes

eex

pert

s.

4.O

ther

loca

lex

pens

es

<P

rov

incia

lL

ev

el>

1.C

ount

erpa

rtpe

rson

nel

2.O

ffic

esp

ace

and

nece

ssar

yfa

cilit

ies

inPE

Ssfo

rth

eJa

pane

se

exp

erts

.

3.E

xpen

sefo

rtra

inin

gs(t

rave

lling

cost

,m

eetin

gpl

ace,

coff

eebr

eak)

4.E

xpen

sefo

rm

onito

ring

(tra

velli

ngco

sto

fTT

C,

PE

San

dD

EB

offi

cial

s)

5.O

ther

loca

lex

pens

es

Pre

-co

nd

itio

ns

1.M

OE

Sd

oes

no

t

dras

tica

lly

chan

gen

ati

on

al

ed

ucati

on

stra

tegi

es.

2.

MO

ES

co

mm

its

the

stre

ngth

enin

go

fIS

and

Ext

erna

lSup

ervi

sion

inbo

thbu

dget

ary

and

impl

emen

tati

onas

pect

s.3

.T

here

are

dis

tric

tsan

d

scho

ols

inta

rget

prov

ince

sw

hich

com

mit

the

stre

ngth

enin

go

fIS

and

Ext

erna

lSu

perv

isio

nin

both

budg

etar

yan

dim

plem

enta

tion

aspe

cts


ANNEX -14-

Plan

Act

ual

12

34

56

78

910

1112

12

34

56

78

910

1112

12

34

56

78

910

1112

12

34

56

78

910

P A P A P A P A P A P A P A P A P A P A P A P A P A P A P A P A P A P A P A P A P A

3. T

rain

ing

mat

eria

ls in

resp

onse

to th

ere

ality

of p

rimar

ysc

hool

s are

deve

lope

d fo

rSB

T.

3-1

PESs

and

TEIs

mak

eth

ede

velo

pmen

tpl

anof

train

ing

mat

eria

lsfo

r SB

T ba

sed

on th

e an

nual

teac

hing

pla

n in

the

targ

et p

rovi

nces

.

3-2

TEI

lect

ureｒ

sm

ake

train

ing

mat

eria

ls(in

clud

ing

mod

elle

sson

plan

s and

thei

r man

uals

) for

SB

T.

3-3

TEI

lect

ureｒ

sim

prov

eth

etra

inin

gm

ater

ials

refle

ctin

gth

ete

ache

rs’ c

omm

ents

from

targ

et sc

hool

s.

3-4

MO

Ean

dPE

Sco

mpi

leim

prov

edtra

inin

gm

ater

ials

and

dist

ribut

eth

em to

new

targ

et sc

hool

s.

1-10

C-M

Can

dC

-TST

cond

uct

clus

ter

train

ings

.(Th

etim

ing

for

the

intro

duct

ion

will

be

cons

ider

ed b

ased

on

the

base

line

surv

ey.)

1-11

Targ

etsc

hool

prin

cipa

lsad

voca

teth

eir

com

mun

itysu

ppor

ting

scho

ols/

enh

anci

ng th

e aw

aren

ess t

o sc

hool

s.

1-12

MO

Eor

gani

zest

hesu

mm

ariz

ing

sem

inar

tosh

are

the

expe

rienc

esto

oth

er d

onor

s.

2. H

uman

reco

urse

s for

supp

ortin

g th

em

anag

emen

tsy

stem

of S

BT

are

stre

ngth

ened

.

2-1

PESs

cond

uct

Scho

olPr

inci

pal

Trai

ning

sfo

rst

reng

then

ing

the

man

agem

ent c

apab

ility

of S

BT.

2-2

PESs

mak

e th

e m

anua

l for

SB

Ts.

2-3

PESs

and

Teac

her

Educ

atio

nIn

stitu

tes

(TEI

s)co

nduc

tAca

dem

icTe

ache

r(A

T)Tr

aini

ngs

for

impr

ovin

gte

achi

ngm

etho

dolo

gyan

dsu

bjec

t kno

wle

dge.

2-4

TEIl

ectu

rers

and

Peda

gogi

calA

dviso

rs(P

As)

inth

eta

rget

dist

ricts

mon

itor

SBT

inth

eta

rget

scho

ols.

PESs

orga

nize

the

occa

sions

for

expe

rienc

e ex

chan

ge a

mon

g PA

s in

targ

et d

istric

ts.

2-5

TEI

lect

urer

sim

plem

ent

in-h

ouse

train

ings

inor

der

tost

reng

then

capa

bilit

y fo

r les

son

obse

rvat

ion

and

teac

hing

mat

eria

l dev

elop

men

t.

1. M

anag

emen

tsy

stem

of s

choo

l-ba

sed

train

ing

(SB

T) is

stre

ngth

ened

.

1-6

DEB

s est

ablis

h D

istric

t Edu

catio

n B

urea

u (D

EB) M

anag

emen

tC

omm

ittee

(DEB

-MC

) and

DEB

Tec

hnic

al S

uppo

rt Te

am (D

EB-T

ST)

in th

e se

lect

ed ta

rget

dist

ricts

.1-

7 D

EB-M

Cs s

elec

t tar

get c

lust

ers a

nd ta

rget

scho

ols b

ased

on

the

sele

ctio

n cr

iteria

afte

r con

duct

ing

the

orie

ntat

ion

mee

ting

for a

llpr

imar

y sc

hool

prin

cipa

ls in

the

targ

et d

istric

ts.

1-8

DEB

-MC

san

dsc

hool

prin

cipa

lsor

gani

ze/

esta

blish

Clu

ster

Man

agem

entC

omm

ittee

(C-M

C)a

ndC

lust

erTe

chni

calS

uppo

rtTe

am(C

-TST

) in

the

sele

cted

targ

et d

istric

ts.

1-1

MO

E an

d Pr

ovin

cial

Edu

catio

n Se

rvic

es (P

ESs)

con

duct

the

base

line

surv

ey o

n sc

ienc

e an

d m

athe

mat

ics e

duca

tion

in ta

rget

prov

ince

s inc

ludi

ng th

e id

entif

icat

ion

of a

ctua

l con

ditio

ns o

f clu

ster

1-2

MO

E an

d TE

I dec

ide

the

eval

uatio

n cr

iteria

of l

esso

n pl

ans a

ndle

sson

obs

erva

tions

.

1-3

PESs

, TEI

s est

ablis

h PE

S M

anag

emen

t Com

mitt

ee (P

ES-M

C) a

ndPE

S Te

chni

cal S

uppo

rt Te

am (P

ES-T

ST).

1-4

PES-

MC

s dec

ide

the

sele

ctio

n cr

iteria

of t

arge

t dist

ricts

and

targ

etcl

uste

rs.

1-9

Targ

etsc

hool

prin

cipa

lsan

dac

adem

icte

ache

rsco

nduc

tim

prov

edSB

Ts.

Plan

of O

pera

tion

(PO

1)V

ersio

n 1:

Nov

embe

r 19,

200

9 to

Mar

ch 1

2, 2

012

Proj

ect T

itle：

Proj

ect f

or Im

prov

ing

In-s

ervi

ceTr

aini

ng fo

r Sci

ence

and

Mat

hem

atic

s Edu

catio

n 　

　Pr

ojec

t Per

iod：

Febr

uary

, 201

0 –

Oct

ober

, 201

3 (T

hree

yea

rs a

nd e

ight

mon

ths)

Out

put

Act

iviti

es20

1020

1120

1220

13

1-5

PES-

MC

s sel

ect t

arge

t dist

ricts

bas

ed o

n th

e se

lect

ion

crite

ria a

fter

cond

uctin

g th

e or

ient

atio

n m

eetin

g fo

r all

dist

ricts

in th

e ta

rget

prov

ince

s.

Plan of Operations 1st & 2nd year ANNEX 1-07

ANNEX -15-

ANNEX -16-

ANNEX -17-

ANNEX -18-

List of ITSME Trainers as of 30/09/2013Name Affiliation

1 Mr. Bouasy BOUNVATSANA Officer, Teacher Training Unit, Kammouane PES2 Mr. Douangmala PHOMMACHAN Officer, Primary Unit, Kammouane PES3 Ms. Somvilay OUPHAXAY Officer, Primary Unit, Savannakhet PES4 Mr. Khamphouvy VIENGDALA Officer, Teacher Training Unit, Savannakhet PES5 Mr. Boun Om VENESOMPHET Officer, Teacher Training Unit, Champasak PES6 Mr. Vongsakath PHILAVANH Officer, Teacher Training Unit, Champasak PES7 Mr. Lathsomphone XAYYASAN Pedagogical Advisor, Thakhek DEB, Kammouane8 Ms. Keoviengkham CHANPHASOUK Pedagogical Advisor, Thakhek DEB, Kammouane9 Ms. Khampasong CHANTHANA Pedagogical Advisor, Himboun DEB, Kammouane10 Mr. Saykham ANOUVONG Pedagogical Advisor, Himboun DEB, Kammouane11 Mr. Soukan AKKHAVONG Officer, Teacher Training Unit, Kayson DEB, Savannakhet12 Mr. Khamsene SYKHONVONG Pedagogical Advisor, Kayson DEB, Savannakhet13 Mr. Nouthay XAYALINHXOUMPHOU Pedagogical Advisor, Champhone DEB, Savannakhet14 Mr. Viengkhone PHANDONELAR Pedagogical Advisor, Champhone DEB, Savannakhet15 Mr. Kongla HATSALASY Pedagogical Advisor, Phalanxay DEB, Savannakhet16 Mr. Khonesavan BUANKHAMPINGTHALE Pedagogical Advisor, Phalanxay DEB, Savannakhet17 Mr. Ieng XAYTHAVONGSY Pedagogical Advisor, Sanasonboun DEB, Champasak18 Mr. Khamphanh DENGSYYAVONG Pedagogical Advisor, Sanasonboun DEB, Champasak19 Mr. Chanthavi LADAMOON Pedagogical Advisor, Bachieng DEB, Champasak20 Mr. Phetsompou SYLAVONG Pedagogical Advisor, Bachieng DEB, Champasak21 Mr. Phonexay PHABANDITH Pedagogical Advisor, Paksong DEB, Champasak22 Mr. Khamxay THAMMAVONG Pedagogical Advisor, Paksong DEB, Champasak23 Mr. Phimmasone VORAYOUTH Lecturer, Savannakhet TTC24 Mr. Khamla SENGLATHSAMY Lecturer, Savannakhet TTC25 Ms. Inthanomh PHAVADY Lecturer, Savannakhet TTC26 Ms. Khanphaphone CHANTHAPHASAVAD Lecturer, Savannakhet TTC27 Ms. Tan KINGKUNYA Lecturer, Savannakhet TTC28 Mr. Vanhxay THAMMAVONG Lecturer, Savannakhet TTC29 Ms. Panyda KANORAT Lecturer, Savannakhet TTC30 Mr. Vannakone KHAMSOUKTHAVONG Lecturer, Savannakhet TTC31 Ms. Phetsavanh LEUNGLID Lecturer, Savannakhet TTC32 Mr. Phengthanongsak PHAKDEEVICHIT Lecturer, Savannakhet TTC33 Mr. Sourichanh THAMMAVONGSENG Lecturer, Pakse TTC34 Ms. Souliya SINCHINDA Lecturer, Pakse TTC35 Ms. Daosadet SYTHONGBAY Lecturer, Pakse TTC36 Mr. Keoudone MAHATHONG Lecturer, Pakse TTC37 Ms. Vilayvanh MEKCHONE Lecturer, Pakse TTC38 Ms. Kavone PHOUVANEKHAM Lecturer, Pakse TTC

ANNEX 2-01

ANNEX -19-

List of All ITSME TrainersITSME Trainers in 1st year

Name Affiliation1 Mr. Bouasy BOUNVATSANA Officer, Teacher Training Unit, Kammouane PES2 Mr. Douangmala PHOMMACHAN Officer, Primary Unit, Kammouane PES3 Mr. Sengaloun PHOTHILATH Officer, Teacher Training Unit, Savannakhet PES4 Mr. Kading PRAOUTHANE Officer, Primary Unit, Savannakhet PES5 Mr. Boun Om VENESOMPHET Officer, Teacher Training Unit, Champasak PES6 Mr. Vongsakath PHILAVANH Officer, Teacher Training Unit, Champasak PES7 Mr. Lathsomphone XAYYASAN Pedagogical Advisor, Thakhek DEB, Kammouane8 Mr. Khamkong SILISAK Pedagogical Advisor, Himboun DEB, Kammouane9 Mr. Soukan AKKHAVONG Officer, Teacher Training Unit, Kayson DEB, Savannakhet10 Mr. Nouthay XAYALINHXOUMPHOU Pedagogical Advisor, Champhone DEB, Savannakhet11 Mr. Khamxay MAIPHAIALOUN Pedagogical Advisor, Phalanxay DEB, Savannakhet12 Mr. Ieng XAYTHAVONGSY Pedagogical Advisor, Sanasonboun DEB, Champasak13 Mr. Chanthavi LADAMOON Pedagogical Advisor, Bachieng DEB, Champasak14 Mr. Bounpheng INTHILATH Pedagogical Advisor, Paksong DEB, Champasak15 Mr. Thongkhene KHAMSOUKTHAVONG Lecturer, Savannakhet TTC16 Mr. Insong LASASAN Lecturer, Savannakhet TTC17 Mr. Souksanh NOUANTHAVONG Lecturer, Savannakhet TTC18 Ms. Douangsamone SITHICHACK Lecturer, Savannakhet TTC19 Mr. Sourichanh THAMMAVONGSENG Lecturer, Pakse TTC20 Ms. Souliya SINCHINDA Lecturer, Pakse TTC

Trainers who were changed places in 1st year4 Mr. Vanxay XAYYAVONG Officer, Primary Unit, Savannakhet PES4 Ms. Somvilay OUPHAXAY Officer, Primary Unit, Savannakhet PES

Trainers who were changed places in 2nd year (number in Bold is newly recruited trainer)11 Mr. Kongla HATSALASY Pedagogical Advisor, Phalanxay DEB, Savannakhet14 Mr. Phonexay PHABANDITH Pedagogical Advisor, Paksong DEB, Champasak18 Mr. Phimmasone VORAYOUTH Lecturer, Savannakhet TTC21 Ms. Palinya KANORRATH Lecturer, Savannakhet TTC22 Mr. Khamla SENGLATHSAMY Lecturer, Savannakhet TTC23 Ms. Daosadet SYTHONGBAY Lecturer, Pakse TTC24 Mr. Keoudone MAHATHONG Lecturer, Pakse TTC

Trainers who were changed places in 3rd year (number in Bold is newly recruited trainer)3 Mr. Khamphouvy VIENGDALA Officer, Teacher Training Unit, Savannakhet PES16 Ms. Inthanomh PHAVADY Lecturer, Savannakhet TTC21 Ms. Panyda KANORAT Lecturer, Savannakhet TTC25 Ms. Vilayvanh MEKCHONE Lecturer, Pakse TTC26 Ms. Kavone PHOUVANEKHAM Lecturer, Pakse TTC27 Mr. Oudonphet KOMMASENG Pedagogical Advisor, Kayson DEB, Savannakhet27 Mr. Khamsene SYKHONVONG Pedagogical Advisor, Kayson DEB, Savannakhet28 Ms. Keoviengkham CHANPHASOUK Pedagogical Advisor, Thakhek DEB, Kammouane29 Ms. Khampasong CHANTHANA Pedagogical Advisor, Himboun DEB, Kammouane30 Mr. Viengkhone PHANDONELAR Pedagogical Advisor, Champhone DEB, Savannakhet31 Mr. Khonesavan BUANKHAMPINGTHALE Pedagogical Advisor, Phalanxay DEB, Savannakhet32 Mr. Khamphanh DENGSYYAVONG Pedagogical Advisor, Sanasonboun DEB, Champasak33 Mr. Phetsompou SYLAVONG Pedagogical Advisor, Bachieng DEB, Champasak34 Mr. Khamxay THAMMAVONG Pedagogical Advisor, Paksong DEB, Champasak35 Ms. Khanphaphone CHANTHAPHASAVAD Lecturer, Savannakhet TTC36 Ms. Tan KINGKUNYA Lecturer, Savannakhet TTC37 Mr. Vannakone KHAMSOUKTHAVONG Lecturer, Savannakhet TTC38 Mr. Vanhxay THAMMAVONG Lecturer, Savannakhet TTC

Trainers who were changed places in 4th year8 Mr. Saykham ANOUVONG Pedagogical Advisor, Himboun DEB, Kammouane13 Mr. Oudone SILIVANGVEUN Pedagogical Advisor, Bachieng DEB, Champasak15 Mr. Phengthanongsak PHAKDEEVICHIT Lecturer, Savannakhet TTC17 Ms. Phetsavanh LEUNGLID Lecturer, Savannakhet TTC

Remark: Those in the shaded column are the trainers who retired of left the Project for studying abroad or staff change.

Those in the non-shaded clumn are the trainers participating the Project as of September 20, 2013.

ANNEX 2-01

ANNEX -20-

Stud

ents

bef

ore

the

less

on

Impr

ovem

ent

Stud

ents

aft

er th

e le

sson

Flow

of A

ctiv

ities

Subj

ect :

Gra

de :

Topi

c :

Less

on d

esig

n sh

eet

Lesson Design Sheet ANNEX 2-02

ANNEX -21-

ANNEX -22-

ITSME ProcedureTo make IS an opportunity for teachers' study, ITSME strengthens the following steps in a cycle as the Figure 1;

1) Development of ITSME materials for IS at regular Preparation Workshop2) Delivery of ITSME materials to schools through TOT (Training of Trainers)3) Utilization of ITSME materials at IS4) Improvement of ITSME system and materials through Monitoring and Feedback

Figure 1

Each step will be explained as follows.

1. Development (Preparation Workshop)

Preparation workshop is a meeting of ITSME trainers to produce ITSME materials for IS.

ITSME materials for IS is an exemplar lesson plans specifically prepared for teachers' study at IS. It is recommended not to use for children directly without any analysis or study of the contents and strategies on it. The preparation workshop also aims to develop skills and knowledge of ITSME trainers, which consist of the representatives of DEB, PES and TTC, in preparing and developing ITSME materials. They should be able to produce ITSME materials for IS according to the guidelines to check whether the materials meet the required quality as ITSME lessons. It requests ITSME trainers to master both of the skills of lesson planning and the knowledge of the contents in science and mathematics.

2. Delivery (TOT)

TOT is a meeting of principals and ATs from the target schools to receive and study ITSME materials for IS. TOT is basically conducted once at the beginning of each semester providing ITSME materials for the period.

Step 1Development of materials

Step 2Delivery of materials

Step 3Utilization of materials

Step 4Improvement of materials

ANNEX 2-03ITSME 4 Steps

ANNEX -23-

TOT consists mainly of two parts.1st part of TOT is a study on ITSME materials for IS. One TOT usually provides two ITSME materials, one science and one mathematics lesson plans. ITSME trainers introduce the aims, contents, and strategies of each material to make the principals and ATs be able to introduce them to their teachers at school. ITSME trainers sometimes show the contents as a demonstration lesson or make principals and ATs do the actual experiments and practice on how to conduct teaching-learning activities for children.

2nd part of TOT is a kind of mutual study on IS and lesson planning; such as a sharing of the experiences on conducting IS among the schools, an action planning applying these sharing, a study on how ITSME makes lesson plans, etc..Each target school has to inform ITSME trainers, especially to PAs in the district, when and how the school conducts IS activities using Form B " Plan of Internal Supervision " (attachedto this manual). ITSME trainers arrange themselves to come to the school on the specific dayto monitor the activities.

3. Utilization (IS)

IS session is a self-help program of teachers at each school to improve their teaching capabilities.

IS is a key stage of ITSME to make the teachers exposed to a new mode of teaching-learning activities. It should be conducted following the IS implementation plan made at TOT mentioned on page 3.Principal and AT call all the teachers to participate to IS. It is one of the responsibilities of principal to conduct IS as one part of their academic works.The style of IS session is not fixed. It means that the principal has to design any suitable activities for his/ her own teachers. The followings are the examples of activities for IS utilizing ITSME materials;

a. Analysis and discussion on the content of the lesson planb. Demonstration lesson, observation, and feedbackc. Use of ITSME material for children after teachers' studyd. Production of instructional materials for the lesson following ITSME materialse. Modification of ITSME lesson plans and making revised onesf. Application of the idea of ITSME lessons to the other lessons, etc..

Details of each activity will be explained on page 10.

There are different targets for each level of participants for IS; such asTeachers are expected to;

- Acquire in-depth knowledge of the content/ subject matter;- Gain insights on the new approaches/ strategies in science and mathematics lessons;- Develop creativity and positive attitude to enhance teaching-learning process; and- Acquire skills in developing lesson plans which is easy to understand and

enjoyable for children.

Principals and ATs are expected to;- Develop the positive attitude toward conducting IS activities regularly; - Gain insights in the various approaches and strategies employed in science and


ANNEX -24-

mathematics lessons;- Acquire skills in conducting teachers' study on a specific lesson such as analysis and discussion, demonstration, observation, feedback, etc.; and- Provide technical, financial assistance and moral support to the teachers.

4. Improvement (Monitoring and Feedback)

Monitoring and feedback is a school visit by ITSME trainers to maintain the quality of IS.

ITSME trainers, especially PAs, are assigned to visit schools and grasp the situations of schools, teachers, and lessons. The monitoring activity for ITSME focuses on IS and its related activities. This step aims to monitor the implementation of IS utilizing ITSME materials as follows;

a. Observe and give assistance on the implementation of IS activities such as demonstration, observation, and feedback session;b. Extend technical assistance to teachers;c. Gain the information to improve the quality of ITSME materials and its usage; d. Check the teachers' participation and outputs; ande. Enhance the process observation skills of principal and AT.

IS activities shall be monitored by any of the following personnel;ITSME trainers from DEB (PAs)ITSME trainers from PESITSME trainers from TTCITSME members from MOES, and JICA experts

ITSME trainers and all levels of observers should use Form F "Monitoring of IS using ITSME-LP" (attached to this manual). When the activities include demonstration lesson or any kind of lesson observation, please use Lesson Plan Evaluation Sheet and Lesson Observation Sheet also. (attached to this manual)In case that there are new materials/ tools for monitoring and feedback, the developers areencouraged to share the idea with ITSME trainers, principals and ATs.

Monitoring and feedback should also be done at all four (4) steps of ITSME - from Preparation Workshop, TOT and all IS activities at schools. It is not solely a monitoring and feedback of the process but includes the evaluation of the performance of ITSME trainers themselves to make ITSME success. Progress is followed-up and problem is analyzed. Even probable hindrances and problems are examined if it will have an impact on ITSME.

The following items should be observed during monitoring;1. Registration/ Record procedure2. Attendance and punctuality of the teachers, principal, and AT.3. Preparation of venue/ rooms/ school facilities4. Contents of the activities5. Time allocation of the activities6. Utilization of ITSME materials for IS7. Quality of discussions8. Teachers' gains9. Feedback to ITSME trainers and modification of ITSME materials, etc..


ANNEX -25-

ANNEX -26-

Lesson plan evaluation sheet

School……………………… Cluster…………………….. District……………………. Date……………………

Subject……………………… Chapter…………………… Name of evaluator ..……………………………………

1. Please put √ if you agree a point, put if not agree, and write the reason why you agree or not.

√ or Points of evaluation Reasons

1. The objectives of lesson are clear.

2. The objectives of lesson can be

evaluated.

3. Introduction part is related to activities.

4. Activities are related to the objectives of

lesson.

5. Activities meet the students’ level.

6. Current activities support the following

activities.

7. Activities engage all students to involve

in/take part in.

8. Activities give clear instructions for

teachers and students.

9. Teaching materials are appropriate for

lesson.

10.Interactions between teacher and students

are clear.

11.Each activity has summary including

correct answers or key concepts.

12.Activities have both correct and expected

incorrect answers of students’ answer.

13.Conclusion of whole lesson shows clear

sentences.

14.The evaluation questions are based on

activities.

15.The evaluation questions have met the

objectives.

16.The time allocation of lesson was

appropriate.

17.The steps of lesson are clear.

ANNEX 2-04Lesson plan evaluation sheet and Lesson Observation sheet

ANNEX -27-

ANNEX -28-

Lesson observation sheet

School……………………… Cluster…………………….. District……………………. Date……………………

Subject……………………… Chapter…………………… Name of the teacher……………………………………

Name of Observer………………………………….

1. Please put a tick √ Yes or No, and write the reason why you select Yes or No.

Points of observation Yes No Reasons or Comments

1. The teacher made lesson plan.

2. The objective of the lesson was clear.

3. The topic was introduced clearly.

4. The introduction attracted the students toward the

lesson.

5. The explanation for activity was enough to

understand it.

6. The materials for activity were used appropriately.

7. The teaching content was correct.

8. The students were actively participating in the

activities given.

9. The students were given enough time to think

10. The students wrote down their answers in the

notebooks.

11. The students had opportunities to express their

opinions.

12. The teacher gave advice to the students during the

activity if needed.

13. The activity was summarized in writing or posted

on the board.

14. The students took notes the summary correctly.

15. The activity met the objective.

16. Good flow of activities was observed.

17. The evaluation question was consistent with the

lesson objective.

18. The handwriting of the teacher was clear.

19. The blackboard was used appropriately.

20. The allocation of lesson time was appropriate for

introduction, activities, conclusion, evaluation and

homework.

21. The objectives of this lesson were all achieved.

Please turn over


ANNEX -29-

2. Good points of teaching and learning

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………………

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3. Points to be improved

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………


ANNEX -30-

Evaluation of lesson plan and Evaluation of a lesson by observation

1. Evaluation of lesson plan

(1) The importance of the evaluation of the lesson plan

The lesson plan evaluation sheet (see annex 9) is used as a tool to improve the quality of

lesson plan. ITSME lesson pan evaluation sheet helps to check and modify the lesson plan to

suit the students.

(2) How to use the lesson plan evaluation sheet

It is used as a tool to check if:

- The lesson plan has clear objective.

- The activities in lesson plan show the relation among the objective, conclusion and

evaluation.

- It is used for the participants of TOT or Internal supervision to check lesson plans

- It is used for the participants of TOT or Internal supervision for study

2. Evaluation of a lesson by observation

(1) The importance of evaluation of lesson by observation

The lesson observation sheet (see the annex 10) is used as a tool to improve the quality

teaching-learning practices in the primary schools. Lesson plan observation sheet helps to

check the performance of the lesson, not a teacher, and if it promotes the better learning of

students.

(2) How to use the lesson observation sheet

- This lesson observation sheet is used for evaluate the teaching in the real class.

- It is used to evaluate the achievement of the objective. It helps observers to give some

comments for the improvement.

- It is used to check if students enjoy the lesson when activity is presented.

- The participants study the lesson observation sheet to know the points for lesson

observations.

- This lesson observation sheet can be used for study.


ANNEX -31-

ANNEX -32-

Com

par

ison o

f th

e q

ual

ity

of

ITS

ME m

aterial

s fo

r 3 y

ear

s10/05/2013

GS

Chap

Topic

11

12

21

(22)

23

24

25

26

31

32

3M

10

Writing

the n

um

bers

in e

xpan

din

g fo

rm o

f ad

ditio

n1

11

11

11

11

19

4M

5Subtr

action

00

00

01

00

11

35

M6

Multip

licat

ion o

f w

hole

num

bers

and d

ecim

al n

um

bers

11

10

11

11

11

91

M8

Gro

upin

g th

e o

bje

cts

10

01

11

11

00

53

M18

Cube s

hap

e0

00

01

00

00

01

3M

39

San

dw

ich a

nd m

ultip

les

01

11

11

11

11

84

M16

Ord

er

of

opera

tion

11

11

11

11

11

94

M39

Anal

ysis

of

word

pro

ble

m a

nd s

olv

ing

the w

ord

pro

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m1

01

11

11

11

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24

Additio

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11

10

11

11

11

95

M40

Perim

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rea

of

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alle

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am1

11

11

11

11

19

5S

6G

reen P

igm

ent

(chlo

rophyl

l)1

11

11

11

11

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stem

11

11

11

11

11

91

M36

Num

ber

and c

om

par

ing

11

10

10

11

11

82

M39

Div

isio

n1

11

01

11

11

19

3M

47

Direct

pro

port

ion

11

10

11

11

11

94

M51

Perim

ete

r1

11

11

11

11

19

4M

59

Sym

metr

y1

11

11

11

11

19

4M

59

Sym

metr

y (c

ontinue)

11

11

11

11

11

91

S34

Wat

er

11

10

11

11

11

92

S17

Liv

ing

Thin

gs a

nd N

on-Liv

ing

Thin

gs1

11

11

11

11

19

3S

29

Cau

se o

f Sig

ht

11

10

11

11

11

93

S29

Cau

se o

f Sig

ht

(continued)

11

10

11

11

11

94

S42

Heat

Move

ment

11

11

11

11

11

94

S42

Heat

Move

ment

(continued)

11

10

11

11

11

95

S50

Subst

ances

and t

heir C

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ges

11

10

11

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01

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xtbook

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12:

21:

22:

23:

24:

25:

26:

31:

32:The e

valu

atio

n q

uest

ions

are b

ased o

n a

ctivi

ties

Eva

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The e

valu

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has

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the o

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ties

are r

ela

ted w

ith o

bje

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less

on

Flo

w o

f A

ctivi

ties

Activi

ties

are s

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rom

the t

ext

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Curr

ent

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ties

support

the f

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ties

Activi

ties

enga

ge a

ll st

udents

to invo

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art

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17.0

27.3

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core

Ave

.

Quality improvement of ITSME materials ANNEX 2-05

ANNEX -33-

ANNEX -34-

A

For Participants of TOT

Questionnaire on Training of Trainers (TOT)

District: Date:

1. Were you satisfied with the date of TOT? Please ü one item below.

Very satisfied Satisfied Not satisfied

Comment:

2. Were you satisfied with the programs? Please ü one item below.

(1) Introduction of ITSME-LP (Science)


Comment:

(2) Introduction of ITSME-LP (Mathematics)


Comment:

2. Did you conduct IS using ITSME-LP?

Yes No

3. Please write any comment and/or suggestion to ITSME Project.

Monitoring forms ANNEX 2-06

ANNEX -35-

ANNEX -36-

B

IS Plan

Date:

Plan of Internal Supervision

School: District: Cluster:

Subject:

Grade: , Chapter: Title:

Schedule

Date Time Activity


ANNEX -37-

ANNEX -38-

C

TOT Report by DEB-PA

Report of Training of Trainers (TOT)

Date: District: Venue:

1. What did principal and AT say about ITSME-LP on Science?

Grade: Chapter: Topic:

2. What did Principal and AT say about ITSME-LP on Mathematics?


3. What kind of experiences were shared in the sharing session ? (good practices, any difficulties, etc.)


ANNEX -39-

C

4. Please describe all comments by trainers at feedback session

Written by

Name:

Signature:

Date:

*Please attach the following three (3) documents:

1. TOT Schedule (Program),

2. Attendance Sheet

3. IS Action Plan by schools


ANNEX -40-

D

TOT Report by the Leader of the Province

Report of Provincial feedback session of Training of Trainers (TOT)

Date: Province: Venue:

1. What did principal and AT say about ITSME-LP on Science?


2. What did Principal and AT say about ITSME-LP on Mathematics?


3. What kind of experiences were shared in the sharing session ? (good practices, any difficulties, etc.)


ANNEX -41-

D

4. Please write down what trainers said at provincial feedback session

Written by

Name:

Signature:

Date:

*Please attach the following three (3) documents:

1. TOT Schedule (Program),

2. Attendance Sheet

3. IS Action Plan by schools


ANNEX -42-

E

IS Report by School

Report of Internal Supervision

School: District: Cluster:

Date of IS: Time:

Subject:

Grade: , Chapter: Title:

Total numbers of participants:

1. What activity did you do? Please describe the details.

2. Did your teachers understand the good point of ITSME-LP?

Yes No

Which good points did teachers understand?

3. Please write down any ideas to improve IS.

4. about ITSME lesson plans

(1) Please write down any good points in ITSME lesson plan?

(2) Please write down any points to be revised in ITSME lesson plan?

Written by

Name:

Signature:

Date:

*Please attach the following document:

1. Attendance sheet


ANNEX -43-

ANNEX -44-

This report should be written by DEB-PA F

Monitoring of IS using ITSME-LP

Date of IS: / / Monitoring time by DEB-PA: : to :

District: Cluster : School :

Subject ( Mathematics Science): Grade Chapter No Topic

1. Which type of IS did school conduct?

2. Please write down any good points which you found at IS

3. Please write down any ideas to improve IS

Date / / .

Written by


ANNEX -45-

ANNEX -46-

This report should be written by DEB-PA then submit to PES G

Report on IS at ( ) District (To submit to PES at the end of every semester)

Please üon 1. Then put the numbers on2. Then write down name of school and reason on 3.

1. Period: (1) September- December (1st Semester) (2) January- May (2nd Semester)

2. The number of schools which submitted reports: The total number of target schools is

3. Name of schools that have not done IS in this period and the reason of it.

School: Reason:

School: Reason:

4. Please write down good points on the implementation of IS done by schools.

5. Please write down points to be improved on the implementation of IS done by schools.

Then what are the solutions of the points.

Point to be improved:

the solution:


the solution:


the solution:

6. Please write down good points on ITSME-LP when ITSME-LP was used at IS.

7. Please write down points to be improved on ITSME-LP when ITSME-LP was used at IS.

Then what are the solutions of the points.


the solution:


the solution:


the solution:

Written by

Name: Signature: Date: / /

Signature of the Director of DEB

Comment of the Director of DEB (if any)


ANNEX -47-

ANNEX -48-

Lao People's Democratic Republic

Peace Independence Democracy Unity Prosperity -----------------------------------------------------------------------------------------------------------------------------------------------

The Project for Improving In-service Teacher Training for Science and Mathematics Education (ITSME)

Experience Sharing Seminar

on 3rd October 2013

8:30～12:00 (Registration starts at 8:10)

at Ministry of Education and Sports (MOES) Guesthouse

(Rue Phai Nam, Vientiane)

Programme

1. Opening Remark 8:30- 8:35 Mr. Chandy PHOMMABOUTH Director General, Department of Teacher Education (DTE), MOES

2. Introduction of ITSME Project 1) Introduction of ITSME Activities 8:40- 9:40

Mr. Yoshihisa HARA

Team Leader, JICA expert team, ITSME

2) Experience from the practice at school level 9:40-10:00

Representative of ITSME target schools

--- Coffee Break --- 3) Result of Endline Survey 10:15-10:45

Mr. Isamu HAMADA

JICA expert, ITSME

4) ITSME Future plan and dissemination strategy 10:45-11:15 Mr. Chandy PHOMMABOUTH 3. Sharing 11:15-11:45 Mr. Simoungkhoun VONGCHAMPA (MC) ITSME Chief Coordinator, DTE, MOES 4. Closing Remark 11:45-11:50 Mr. Chandy PHOMMABOUTH

Other Information

Language: English (with Lao translation)

Inquiries: Department of Teacher Education, MOES (Tel: 021-216615)

ANNEX 2-07ITSME Experience Sharing Seminar

ANNEX -49-

List of Participants, ITSME Experience Sharing Seminar

Lao stakeholders

Name Affiliation

1 Chandy PHOMMABOUTH Mr. Director General

DTE

2 Mithong SOUVANVIXAY Dr. Director General

DPPE

3 Varadune AMARATHITHADA Ms. Deputy Director

DTE

4 Simai PHABOUDSY Mr. Deputy Division Head

DP

5 Lathsamy THAMMAVONGSA Mr. Head of Instrument/Juristic Division

DOP

6 Niphonh MANOUKOUNE Mr. Deputy Director

DOF

7 Keoudone VONGSAVANGTHONG Mr. Technical Staff

DPPE

8 Outhit THIPMANY Mr. Technical Staff

RIES

9 Thongkhao SENGSOULICHANH Mr. Technical Staff

RIES

10 Phengsong Mr. Technical Staff

ESQAC

11 Vila SENGSAVANG Ms. Director

Dongkhamxang TTC

12 Souchitta PATSAPHANH Ms. Lecturer

Dongkhamxang TTC

Development Partners

1 Mike LALLY Mr. Senior Education Adviser to MOES

AusAID

2 Somxay INTHASONE Mr. Education and Early Childhood Care and Development

Programme Manager, Plan Lao Country Office

3 Anolack CHANPASITH Mr. Education Specialist

UNICEF

4 Saychamphone MOUA Mr. Programme Quality Coordinator in Education,

World Vision Lao P.D.R.

5 Phouva DALAVONGSAY Mr. Education Sector Manager

Child Fund Laos


ANNEX -50-

ITSME Team principals, trainers and coordinators

1 Norsavanh SINESANAVONG Mr. Principal, Poung-tay Primary School

Himboun District, Kammouane

2 Phoumy SOUNTHONGPHET Mr. Principal, Phonsim Primary School

Kayson District, Savannakhet

3 Bounkham VONGHACHAK Ms. Principal, Khampeng Primary School

Sanasonboun, Champasak

4 Douangmala PHOMMACHAN Mr. Officer, Primary Education Unit

Kammouane PES

5 Somvilay OUPHAXAY Ms. Officer, Primary Education Unit

Savannakhet PES

6 Boun Om VENESOMPHET Mr. Officer, Teacher Training Unit

Champasak PES

7 Phimmasone VORAYOUTH Mr. Lecturer

Savannakhet TTC

8 Keoudone MAHATHONG Mr. Lecturer

Pakse TTC

9 Khambay KHAMSY Mr. Division Head, Pre-service Division

DTE

10 Simoungkhoun VONGCHAMPA Mr. Chief Coordinator, ITSME

Technical Staff, DTE

Japanese side

Name Affiliation

1 Keiko MIZUNO Dr. Policy Advisor, MOES

2 Masako IWASHINA Ms. Chief Advisor, CIED2 Project

3 Daovanh SENGHALATH Mr. Asst. Program Officer, JICA Laos Office

4 Chanmany PHOMSOUVANH Ms. Secretary to Dr. Keiko MIZUNO

5 Yoshihisa HARA Mr. Team Leader, ITSME Experts

6 Kan MOTOYAMA Mr. JICA Expert, ITSME

7 Isamu HAMADA Mr. JICA Expert, ITSME

8 Etsutaro TANAKA Dr. JICA Expert, ITSME

9 Mayuly CHAMLEUNSAB Ms. Coordinator/Interpreter, ITSME

10 Syphone XAYSOURINHO Mr. Coordinator/Interpreter, ITSME

11 Chindakone KUANMEAUNGCHAN Mr. Coordinator/Interpreter, ITSME


ANNEX -51-

ANNEX -52-

In

resp

on

se t

o t

he r

eq

uest

of

Lao g

overn

men

t,

Min

istr

y of

Ed

ucation

an

d JIC

A agre

ed

w

ith

th

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ple

men

tation

of

ITS

ME

pro

ject

in o

rder

to s

tren

gth

en

th

e in

-serv

ice t

each

er

train

ing,

esp

ecia

lly s

cie

nce a

nd

math

em

atics e

du

cation

, at

sch

ool le

vel.

P

roje

ct

Obje

ctive

Qu

alit

y of

teach

ing m

eth

od

of

scie

nce an

d

math

em

atics in

targ

et

sch

ools

is im

pro

ved

Period o

f th

e p

roje

ct

Fro

m F

eb

ruary

20

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to O

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Map o

f th

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For

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rmation

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C/O

Depart

men

t of

Teach

er

Edu

cation

,

Min

istr

y of

Edu

cation

Vie

ntian

e,

Laos

Tel:

85

6-2

1-2

16

61

5

Fax:

85

6-2

1-2

16

61

5

Pro

ject

for

Imp

rovin

g In

-serv

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Teach

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Tra

inin

g f

or

Scie

nce a

nd

Math

em

atics E

du

cation

( IT

SM

E )

Min

istr

y of

Edu

cation

&

Japan

In

tern

ation

al C

oopera

tion

Agen

cy

Abstr

act

of

the P

roje

ct

ITSME leaflets ANNEX 2-08

ANNEX -53-

Teach

er

will b

e a

ble

to:

・cle

arly

maste

r th

e s

ub

ject

con

ten

ts o

f th

e t

op

ic o

f th

e d

ay.

・con

cre

tely

gra

sp

wh

at

stu

den

ts h

ave a

lread

y kn

ow

n a

nd

maste

red

.

・im

agin

e h

ow

stu

den

ts c

han

ge t

heir lean

ing a

bilities t

hro

ugh

th

e lesson

s.

・in

ten

tion

ally

set

a s

pecific

occasio

n t

o m

ake s

tud

en

ts’ p

refe

rab

le c

han

ges.

・set

an

activity

to in

vite s

tud

en

ts’ p

ositiv

e p

art

icip

ation

s.

・p

ut som

e c

lues in

th

e a

ctivity

to h

elp

stu

den

ts s

olv

e th

e p

rob

lem

s in

dep

en

den

tly.

・m

ake u

se o

f te

ach

ing m

ate

rials

pro

perly

an

d e

ffectively

.

・p

ay

sp

ecia

l att

en

tion

to s

afe

ty, sta

bility

an

d a

ccu

racy

of

the e

xp

erim

en

t.

・accep

t th

e d

iffe

ren

ces in

maste

ry level am

on

g t

he c

hild

ren

.

・p

ut

mu

ch

weig

ht

on

th

e p

rocess o

f solu

tion

rath

er

than

th

e a

nsw

er

of

the

stu

den

ts.

・p

ut

ab

ove m

en

tion

ed

ideas in

to a

sp

ecific

lesson

pla

n. an

d s

o o

n.

Th

rou

gh

th

e w

ork

sh

op, th

e p

roje

ct

impro

ves t

he c

apability

of

train

ers

for

rein

forc

em

en

ts o

f S

BT

.

m

aste

rly

of

lesson

pla

nn

ing t

hro

ugh

th

e e

ffective p

ractices.

im

pro

vem

en

t of

their u

nders

tan

din

g on

scie

nce an

d m

ath

em

atics

con

ten

ts.

pla

nn

ing a

nd m

an

agem

en

t skills o

f th

e w

ork

sh

ops f

or

prin

cip

als

an

d

academ

ic t

each

ers

.

m

akin

g t

rain

ing m

an

ual an

d t

he im

ple

men

tation

of

in-serv

ice t

rain

ing.

esta

blis

hm

en

t of

the m

on

itorin

g m

eth

od f

or

in-serv

ice t

rain

ing.

assis

tan

ce

of

makin

g

sta

ndard

s

for

the

evalu

ation

on

le

sson

observ

ation

.

Th

rou

gh

th

e f

ollo

win

g a

ctivitie

s,

model

lesson

pla

ns m

ade i

n w

ork

sh

op

have b

een

im

pro

ved.

te

ach

ing p

ractice in

dem

o lesson

by

usin

g t

he m

odel le

sson

pla

n.

dis

cu

ssio

n w

ith

prin

cip

als

an

d academ

ic te

ach

ers

in

te

rms of

the

qu

alit

y of

model le

sson

pla

ns.

Cou

nte

rpart

s a

ttain

th

e w

ay

for

impro

vin

g t

he t

each

er

train

ing in

Lao

from

th

e

teach

er

train

ing

an

d t

he lesson

pra

ctice in

Japan

.

le

sson

observ

ation

in

sch

ools

dis

cu

ssio

n

with

a

Textb

ook

pu

blis

hin

g c

om

pan

y an

d B

oard

of

Edu

cation

in K

aw

agu

ch

i city.

vis

itin

g

the

facilities

su

ch

as

scie

nce m

useu

m.

S

pecific

ch

an

ge o

n lesson

in

th

e f

utu

re

P

roje

ct

Activitie

s

Th

e p

roje

ct

str

en

gth

en

s t

hre

e a

sp

ects

, of

sch

ool-

based

tra

inin

g (

SB

T),

wh

ich

are

man

agem

en

t, h

um

an

resou

rces a

nd

teach

ing m

ate

rials

, in

ord

er

to

imp

rove

teach

ing

pro

fessio

n

con

tin

uou

sly

. E

sp

ecia

lly,

the

pro

ject

focu

ses o

n im

pro

vin

g p

ers

on

nel as IT

SM

E t

rain

ers

, le

ctu

rers

of

Teach

er

Tra

inin

g C

olle

ges a

nd

Pedagogic

al A

dvis

ors

at P

rovin

cia

l an

d D

istr

ict le

vel,

wh

o w

ill lead

th

e s

cie

nce a

nd

math

em

atics e

du

cation

.

Stu

den

ts w

ill b

e a

ble

to:

・actively

part

icip

ate

in

th

eir a

ctivitie

s.

・h

ave t

heir o

wn

id

eas.

・cu

ltiv

ate

th

eir c

reativity.

・lis

ten

to o

ther

stu

den

ts’ o

pin

ion

s.

・solv

e t

he p

rob

lem

by

them

selv

es.

・re

aliz

e t

he joy

of

stu

dyi

ng.

・att

ain

how

to learn

.

Easy

to u

nders

tan

d a

nd e

njo

yable

lesson

Lesson

pla

ns w

ill h

ave:

・th

ree f

acto

rs, w

hic

h a

re o

bje

ctive, activity

an

d e

valu

ation

, are

coh

ere

nt.

Nu

rtu

re o

f tr

ain

ers

Tra

inin

g in

Jap

an

Pra

ctice a

nd Im

pro

vem

en

t

Work

sh

op


ANNEX -54-

ITS

ME

プロ

ジェ

クト

は、ラ

オス

国政

府の

要請

に基

づき

、校

長の

リー

ダー

シッ

プの

下に

教員

が指

導力

の向

上に

取り

組む

、校

内研

修の

改善

を支

援し

てい

ます

。

プロ

ジェ

クト

目標

対象

小学

校に

おい

て理

数科

の指

導法

が改

善さ

れる

プロ

ジェ

クト

期間

20

10

年2

月～

20

13

年1

0月

(3年

8ヶ

月)

プロ

ジェ

クト

対象

地域

位置

図

プロ

ジェ

クト

につ

いて

、さ

らに

詳し

く知

りた

い

方は

こち

らま

でご

連絡

くだ

さい

。

C/O

Depart

men

t of

Teach

er

Edu

cation

,

Min

istr

y of

Edu

cation

Vie

ntian

e,

Laos

Tel:

85

6-2

1-2

16

61

5

Fax:

85

6-2

1-2

16

61

5

ラオ

ス国

理数

科現

職教

員研

修改

善

プロ

ジェ

クト

Pro

ject

for

Imp

rovin

g In

-serv

ice

Teach

er

Tra

inin

g f

or

Scie

nce a

nd

Math

em

atics E

du

cation

( IT

SM

E )

ラオ

ス国

教育

省

（M

inis

try

of

Edu

cation

）

&

独立

行政

法人

国際

協力

機構

（JIC

A）

プロ

ジェ

クト

概要


ANNEX -55-

目指

す教

員の

姿

・指

導す

る単

元の

内容

を正

しく

理解

して

いる

。

・子

ども

たち

がす

でに

理解

して

いる

こと

、身

につ

けて

いる

こと

を正

しく

把握

して

いる

。

・子

ども

たち

が授

業を

通じ

てど

のよ

うに

変わ

るの

かを

具体

的に

描い

てい

る。

・子

ども

たち

が変

わる

場面

を意

図的

に設

けて

いる

。

・子

ども

たち

が主

体的

に取

り組

む活

動を

取り

入れ

てい

る。

・子

ども

たち

が自

ら課

題を

解決

する

工夫

を、

活動

の中

に組

み込

んで

いる

。

・教

材や

教具

を正

しく

、効

果的

に使

って

いる

。

・実

験、

観察

、操

作活

動な

どの

再現

性、

安定

性、

安全

性に

配慮

して

いる

。

・子

ども

たち

一人

ひと

りの

違い

を受

け入

れて

いる

。

・子

ども

たち

の課

題に

対す

る答

えよ

りも

、そ

の解

決の

過程

を重

視し

てい

る。

・授

業過

程を

学習

活動

案に

表す

こと

がで

きる

。な

ど

参加

者が

自ら

考え

るワ

ーク

ショ

ップ

を通

して

、ト

レー

ナー

（教

員養

成大

学教

官、

県お

よび

郡指

導主

事）

の指

導力

向上

を支

援し

てい

ます

。

・模

範学

習活

動案

の作

成を

通し

た「

授業

づく

り」

の習

得と

実践

。

・算

数お

よび

理科

の教

科内

容の

深い

理解

。

・校

長お

よび

校内

指導

教員

向け

研修

会の

企画

と運

営。

・教

員研

修実

施支

援お

よび

指導

（研

修マ

ニュ

アル

作成

）。

・研

修実

施時

のモ

ニタ

リン

グ方

法の

指導

。

・授

業視

察時

の授

業評

価基

準の

策定

支援

。

以下

の活

動を

通し

て、

ワー

クシ

ョッ

プに

より

作成

され

た模

範学

習活

動案

の改

善を

行っ

てい

ます

。

・模

範学

習活

動案

によ

る模

擬授

業。

・模

範学

習活

動案

に対

する

校長

およ

び校

内指

導教

員と

の意

見交

換

日本

の教

員研

修お

よび

授業

実践

から

、ラ

オス

の教

員研

修の

改善

策を

学ぶ

。

・小

学校

での

授業

観察

。

・教

科書

作成

会社

およ

び教

育委

員会

での

意見

交換

。

・科

学技

術館

等各

種施

設の

視察

。

目

指す

授業

の姿

プ

ロジ

ェク

ト活

動

プロ

ジェ

クト

では

、対

象の

小学

校に

おけ

る教

員の

指導

力向

上を

目的

とし

た校

内研

修

を実

施で

きる

よう

「し

くみ

づく

り」「

ひと

づく

り」「

教材

づく

り」

の３

つに

取り

組ん

でい

ます

。と

りわ

け、

理数

科教

育の

リー

ダー

とな

るべ

き人

たち

の育

成に

力を

注い

で

いま

す。

目指

す児

童の

姿

・夢

中に

なっ

て取

り組

む。

・自

分な

りの

考え

を持

つ。

・創

造性

を伸

ばす

。

・友

達の

意見

をき

ちん

と聞

く。

・自

分の

力で

課題

を解

く。

・学

び方

を習

得す

る。

子ど

もに

とっ

てわ

かり

やす

く、

楽し

い授

業

目指

す教

材の

姿

・授

業目

標、

学習

活動

、評

価方

法の

三者

が一

貫し

た学

習活

動案

トレ

ーナ

ーの

育成

本邦

研修

実践

と改

善

ワー

クシ

ョッ

プ


ANNEX -56-

ໂຄກທຌຎຍຎຄຌຌຖຐທຍກທຌຮຽຌ-ກທຌ

ຆຕຌ ວທຖຈທຆທຉ ແລຖ ຖຌຉຆທຉ

(ITS

ME)

ເຐຕຊຕຍຆຖໜຕຄຊທຒ ທຆຖເໜຂຕຄລຉຖຍທຌລທວ,

ກຖງວຄຆກຆທທກທຌແລຖ ຕຄກທຌ ໄກທ ຄຐຕຒກຌຉຊຄ

ຎຖຊຍຉໂຄກທຌຎຍຎຄຌຌຖຐທຍກທຌຮຽຌ-ກທຌຆຕຌ

ວທຖຈທຆທຉ ແລຖ ຖຌຉຆທຉ ໃຌກທຌຎຍຎຄກທຌເຝກຕຍຮຒ

ໄລຈຖຎຖ ທກທຌໂຉຈຆຖເຐທຖໃຌວງທວທຖຈທຆທຉ

ແລຖ

ຖຌຉຆທຉໃຌລຖຉຍໂຮຄຮຽຌໃດຒຌຌຖຐທຍຉຂຌ.

ຉຎຖຆຄ

ຌຌຖຐທຍຉທຌກທຌຆຉຆຕຌວທຖຈທຆທຉ ແລຖ ຖຌຉຆທຉ

ໃຌຍຌຉທໂຮຄຮຽຌເຎທໝທຈໄຉຮຍກທຌຎຍຎຄໃດຉຂຌ

ໄລຈຖເວລທຎຖຊຍຉໂຄກທຌ

ກຒຐທ 2

010 ດທ ຊລທ 2

013

ເຂຉຐຌທຎຖຊຍຉໂຄກທຌ

ຂ ຒຌເຐຒເຊຒກຽວກຍໂຄກທຌ ITSME ກຖລຌທຊຉຊ ຐວກ

ຂທຐຖເທໄຉທ

:

ກຒຆທຄ

,

ກຖງວຄຆກຆທທກທຌ

ຌຖຕຌດວຄ ວຽຄຌ

,ຆທວ

ໂທ: 856-21-216615

ແຑກ: 856-21-216615

ກຖງວຄຆກຆທທກທຌ

ແລຖ

ຕຄກທຌຮວຒຒຆທກຌ ແດຄຎຖເທຉຓຎຌ

ຐທກຆຖເໜ


ANNEX -57-

ຖຆທຒທຉ:

・ ຒວທຒງຽຄງທຌຉທຌເຌຕໃຌຂຕຄຍຉທຊຌເຕຄຆຉຆຕຌໃຌແຊລຖວຌ.

・ ກ ທຌຉໄຉຆຄທຌກຮຽຌໄຉຮຽຌ ແລຖ ຎຖຆຍຎຖກທຌທຌກຮຽຌຒໄຉຓທຄກຊຕຄ.

・ ຆທຄຒຖໂຌຐທຍກຽວກຍກທຌຎຽຌແຎຄຉທຌວທຒຆທຒທຉທຕທຉເກຉຂຌກຍຊວຌກຮຽຌດຄທກຮຽຌ

ຍຉຮຽຌໃຉໜຄຏທຌໄຎ

.

・ ຆທຄແຏຌກທຌຉ ທເຌຌກທຌຆຕຌຓທຄຮຉກຒເຐຕໃດຌກຮຽຌເກຉກທຌຎຽຌແຎຄຓທຄເຎຌທ ທຒຖງທຉ

.

・ ຆທຄກຉຖກ ທໂຉຈເຕຕຊ ກທຌເຂທຮວຒຮຽຌຂຕຄຌກຮຽຌຓທຄຊຄໜທ.

ງວຈໃດຌກຮຽຌແກໄຂຍຌດທ

ຓທຄເຎຌເຕກຖລທຉ

.

・ ຌ ທໃງຕຎຖກຕຌກທຌຆຕຌຓທຄກຊຕຄ ແລຖ ຒຎຖຆຉຊຏຌ

.

・ ໃຆໃວທຒຎຕຉໄຐຂຕຄຌກຮຽຌ

,ວທຒວທຒງຉເຌ ແລຖ ວທຒກຊຕຄໃຌກທຌທຉລຕຄ.

・ ຈຕຒຮຍວທຒແຊກຊທຄທທຄຉທຌວທຒຮຍຮຂຕຄຌກຮຽຌໃຌຂຌຮຽຌ

.

・ ໃດຌ ທໜກຂຖຍວຌກທຌຉແກໄຂຍຌດທດທຈກວທກທຌໃດ ທຊຕຍຂຕຄຌກຮຽຌ

.

ຏທຌກທຌເຝກຕຍຮຒໃຌໂຄກທຌຌເຝກຖໄຉຈກລຖຉຍວທຒຆທຒທຉ ເຐຕຌ ທໃງໃຌກທຌເຝກຕຍ

ຮຒໃຌຂຌໂຮຄຮຽຌ

.

ວທຒເຎຌງຽວງທຌກຽວກຍຍຉຆຕຌຏທຌຂຖຍວຌກທຌເຝກຎຖຊຍຉຓທຄຒຎຖຆຉຊຐທຍ

.

ກທຌຈກລຖຉຍວທຒເຂທໃເຌຕດທທທຄວທຖຈທຆທຉ ແລຖ ຖຌຉຆທຉ

.

ທກຆຖກທຌວທຄແຏຌ ແລຖ ກທຌຍ ລດທຌ ກທຌເຝກຕຍຮຒຂຕຄຏຕ ທຌວຈກທຌໂຮຄຮຽຌ ແລຖ

ວງທກທຌໃຌໂຮຄຮຽຌ

.

ຆທຄເຕຄຒກທຌເຝກຕຍຮຒຐທຈໃຌໄລຈຖຎຖ ທກທຌ.

ຆທຄລຖຍຍຊຉຊທຒງວຈເດຕກທຌເຝກຕຍຮຒຎຖ ທກທຌ

.

ກທຌງວຈຆທຄຒທຉທຌກທຌຎຖເຒຌກທຌຆຉຆຕຌ

.

ຏທຌກຉຖກ ທ ກທຌຆທຄຍຉຆຕຌຊວຓທຄໃຌກຕຄຎຖງຒຒຌຖງວຈຈກລຖຉຍຉທຌຊທຄຊ ໄຎຌ

.

ກທຌຆຉຆຕຌຆທທຉຊວຄໂຉຈຌ ທໃງຍຉຆຕຌຊວຓທຄ.

ກທຌຆຌທຖຌທກຍຏຕ ທຌວຈກທຌໂຮຄຮຽຌ ແລຖ ວງທກທຌກຽວກຍຍຉຆຕຌຊວຓທຄ

ຏເຂທຮວຒໄຉວທຒຮ

ກຽວກຍກທຌຈກລຖ

ຉຍກທຌເຝກຕຍຮຒໃຌ ລທວ ທກກທຌຆກ

ຆທວທກທຌເຝກຕຍຮຒໃຌຎຖເທຉຓຎຌ

.

ໄຉເຂທຮວຒຆຄເກຉກທຌຆຕຌ

ຆຌທຖຌທຮວຒກຍຍ ລຆຉຏຏຖລຉຎຒ

ແຍຍຮຽຌ ແລຖ ຖຌຖກ ທຒຖກທຌກທຌຆກ

ຆທຌຖຕຌ ກທວທກຉ

.

ຓຽຒຓທຒຆຄຕ ທຌວຈວທຒຆຖຉວກຊທຄ

ເງຌ: ດ ຐຐຉຊຖຐຌວທຖຈທຆທຉ

ກທຌຎຽຌແຎຄກຽວກຍຍຉຆຕຌໃຌຕທຌທຉ

ກຉຖກ ທຂຕຄໂຄກທຌ

ໂຄກທຌຖຆທຄວທຒເຂຒແຂຄໃຌຆທຒຉທຌຏທຌກທຌເຝກຕຍຮຒຐທຈໃຌເງຌ:

ກທຌຍ ລດທຌ

ຉກທຌ ກທຌເຝກຕຍຮຒຐທຈໃຌ

,ກທຌຐຉທຖຌທຍກຖລທກຕຌ ແລຖ ກທຌຆທຄຕຎຖກຕຌກທຌຆຕຌ

ເຐຕຈກລຖຉຍວງທຕທງຍຓທຄຊ ເຌຕຄ.ໂຉຈເລຄໃຆກທຌຈກລຖຉຍວທຒຮຂຕຄເຝກຂຕຄໂຄ

ກທຌ

ITS

ME

,ເງຄເຝກເລທຌຌເຎຌຕທທຌທກວທຖຈທໄລຊທຄ ແລຖ ຆກຆທຌເທຉແຂວຄ

ແລຖ ເຒຕຄ,ເງຄຖເຎຌຏຖຏຌຂຖດຈທຈກທຌຆກຆທວງທວທຖຈທຆທຉ ແລຖ ຖຌຉຆທຉ.

ຍຉຆຕຌເຂທໃຄທຈ ແລຖ ຒວທຒຒວຌງຌ

ຌກຮຽຌຖຆທຒທຉ

:

・ ເຂທຮວຒກຉຖກ ທຂຕຄເຂທເທຓທຄດທວດຌ

.

・ ຒແຌວວທຒຉເຎຌຂຕຄຊວເຕຄ.

・ ຎກຝຄໄຉແຌວວທຒຉຆທຄຆຌ

・ ຮຍຑຄແຌວວທຒຉຂຕຄຌກຮຽຌຌຕຌ

.

・ ແກໄຂຍຌດທຉວຌຊວເຕຄ.

・ ຆ ທຌກວທກທຌຮຽຌຒວທຒຒວຌງຌ

..

・ ຮຽຌຮກທຌຮຽຌທແທຄແຒຌຮຽຌແຌວໃຉ

ຆ ທລຍເຝກ

ກທຌເຝກຕຍຮຒທຓຎຌ

ຐທກຎຖຊຍຉ ແລຖ ຈກລຖຉຍ

ກທຌເຝກຕຍຮຒ

ຍຉຆຕຌຖຒ

:

・ ຆທຒຂຌຊຕຌທຆ ທຌ ຉຎຖຆຄ,ກຉຖກ ທ ແລຖ ກທຌຎຖເຒຌຏຌທຒວທຒກຒກຌກຌ


ANNEX -58-

IT

SM

E P

roje

ct

is a

ssis

tin

g t

he e

nh

an

cem

en

t of

Inte

rnal

Su

perv

isio

n (IS

) to

m

ake it an

opport

un

ity

for

the t

each

ers

to s

tudy

how

to

m

ake le

sson

s easy

to u

nders

tan

d an

d

en

joya

ble

for

ch

ildre

n.

P

roje

ct

Obje

ctive

Qu

alit

y o

f scie

nce a

nd

math

em

atics lesson

s in

ta

rget

sch

ools

is im

pro

ved

Period o

f th

e p

roje

ct

Fro

m F

eb

ruary

20

10

to O

cto

ber

20

13

Map o

f th

e t

arg

et

are

a

For

furt

her

info

rmation

on

IT

SM

E P

roje

ct,

ple

ase c

on

tact

us a

t:

C/O

Depart

men

t of

Teach

er

Edu

cation

,

Min

istr

y of

Edu

cation

an

d S

port

s

Vie

ntian

e,

Lao P

.D.R

.

Tel:

85

6-2

1-2

16

61

5

Fax:

85

6-2

1-2

16

61

5

Pro

ject

for Im

pro

vin

g In

-serv

ice

Teach

er T

rain

ing f

or

Scie

nce a

nd

Math

em

atics E

du

cation

( IT

SM

E )

Min

istr

y of

Edu

cation

an

d S

port

s

&

Japan

In

tern

ation

al C

oopera

tion

Agen

cy

15

/0

7/2

01

2

Ou

tlin

e o

f IT

SM

E P

roje

ct


ANNEX -59-

Teach

ers

will b

e a

ble

to ;

・cle

arly

maste

r th

e s

ub

ject

con

ten

ts o

f th

e t

op

ic o

f th

e d

ay.

・con

cre

tely

gra

sp

wh

at

stu

den

ts h

ave a

lread

y kn

ow

n a

nd

maste

red

.

・im

agin

e h

ow

stu

den

ts c

han

ge t

heir lean

ing a

bilities t

hro

ugh

th

e lesson

s.

・in

ten

tion

ally

set

a s

pecific

occasio

n t

o m

ake s

tud

en

ts t

hin

k a

nd

exp

ress..

・set

an

activity

to in

vite s

tud

en

ts’ p

ositiv

e p

art

icip

ation

s.

・p

ut

som

e c

lues in

th

e a

ctivity

to h

elp

stu

den

ts s

olv

e t

he p

rob

lem

s in

dep

en

den

tly.

・m

ake u

se o

f te

ach

ing-le

arn

ing m

ate

rials

pro

perly

an

d e

ffectively

.

・p

ay

sp

ecia

l att

en

tion

to s

afe

ty, sta

bility

an

d a

ccu

racy

of

the e

xp

erim

en

t.

・accep

t th

e d

iffe

ren

ces in

maste

ry level am

on

g s

tuden

ts.

・p

ut

mu

ch

weig

ht

on

th

e p

rocess o

f solu

tion

rath

er

than

th

e a

nsw

er.

・p

ut

ab

ove m

en

tion

ed

ideas in

to a

sp

ecific

lesson

pla

n. an

d s

o o

n.

Scie

nce a

nd

math

em

atics lesson

s b

ecom

e

easy t

o u

nders

tan

d a

nd

en

joyable

for

ch

ildre

n

Pro

ject

Activitie

s

ITS

ME

re

vitaliz

es exis

tin

g In

tern

al

Su

perv

isio

n p

rogra

m to

p

rovid

e an

eq

ual op

port

un

ity

for

all

the t

each

ers

to s

tud

y con

tin

uou

sly

an

d r

egu

larly.

ITS

ME

has e

sta

blis

hed

th

e f

ou

r (4

) ste

ps t

o m

ake t

each

ers

stu

dy

how

to

imp

rove t

he q

ualit

y of

lesson

s.

Step

1: D

evel

opm

ent o

f IT

SM

E m

ate

rials

fo

r IS

at

the

re

gu

lar

Pre

pa

ratio

n W

ork

sh

op

ITS

ME

tra

iners

develo

p IT

SM

E m

ate

rials

, wh

ich

are

exem

pla

r le

sson

pla

ns s

pecia

lly p

rep

are

d f

or

teach

ers

' stu

dy.

Tw

elv

e (

12

) m

ate

rials

have b

een

pro

du

ced

an

d o

ther

ten

(1

0)

are

on

th

e p

rocess.

Step

2:

Del

iver

y o

f IT

SM

E m

ate

rials

to

sch

ools

th

rou

gh

TO

T

(Tra

inin

g o

f T

rain

ers

)

TO

T is a

meetin

g o

f p

rin

cip

als

an

d A

Ts

to s

tud

y h

ow

to u

tiliz

e IT

SM

E m

ate

rials

eff

ectively

at

sch

ools

. T

OT

is c

on

du

cte

d

at

the b

egin

nin

g o

f every

sem

este

r.

Step

3: U

tiliz

atio

n of

ITS

ME

ma

teria

ls a

t IS

Prin

cip

al an

d A

T c

on

du

ct

IS s

essio

n t

o m

ake t

each

ers

stu

dy

a n

ew

mod

e o

f te

ach

ing.

Step

4:

Impr

ovem

ent

of

ITS

ME

ma

teri

als

th

roug

h M

on

ito

rin

g

an

d F

ee

db

ack

Mon

itorin

g a

nd

feed

back is a

key

activity

to m

ain

tain

th

e q

ualit

y of

teach

ers

' stu

dy.

Stu

den

ts w

ill b

e a

ble

to ;

・con

cen

trate

on

th

eir a

ctivitie

s.

・h

ave t

heir o

wn

id

eas.

・lis

ten

to o

ther

stu

den

ts’ o

pin

ion

s.

・solv

e t

he p

rob

lem

by

them

selv

es.

・re

aliz

e t

he joy

of

learn

ing.

Lesson

Pla

ns w

ill h

ave ;

・cle

ar

Lesson

-ob

jectives.

・w

ell-

arr

an

ged

activitie

s t

o g

uid

e s

tud

en

ts t

o r

each

to t

he lesson

-ob

jectives.

・ap

pro

priate

evalu

ation

to c

heck t

he a

ttain

men

t of

the lesson

-ob

jectives.


ANNEX -60-

ITS

ME

Pro

ject

is a

ssis

tin

g t

he e

nh

an

cem

en

t

of

Inte

rnal

Su

perv

isio

n

(IS

) in

ord

er

to

impro

ve t

he q

ualit

y of

lesson

s.

Pro

ject

Obje

ctive

Qu

alit

y o

f scie

nce a

nd

math

em

atics lesson

s in

ta

rget

sch

ools

is im

pro

ved

Period o

f th

e P

roje

ct

Fro

m F

eb

ruary

20

10

to O

cto

ber

20

13

Map o

f th

e t

arg

et

are

a

For

furt

her

info

rmation

on

IT

SM

E P

roje

ct,

ple

ase c

on

tact

us a

t:

C/O

Depart

men

t of

Teach

er

Edu

cation

,

Min

istr

y of

Edu

cation

Vie

ntian

e,

Lao P

.D.R

.

Tel:

85

6-2

1-2

16

61

5

Fax:

85

6-2

1-2

16

61

5

Pro

ject

for

Imp

rovin

g In

-serv

ice

Teach

er

Tra

inin

g f

or

Scie

nce a

nd

Math

em

atics E

du

cation

( IT

SM

E )

Min

istr

y of

Edu

cation

an

d S

port

s

&

Japan

In

tern

ation

al C

oopera

tion

Agen

cy

Abstr

act

of

the P

roje

ct


ANNEX -61-

Pro

ject

pro

vid

es a

n e

qu

al opp

ort

un

ity f

or

all

the t

each

ers

to s

tudy lesson

pla

nn

ing u

sin

g IT

SM

E m

ate

rials

for

IS

wh

ich

are

exem

pla

r le

sson

pla

ns

Case１

．S

tudy o

f le

sson

pla

nn

ing

Based o

n learn

ing c

hara

cte

ristics o

f m

odel le

sson

pla

ns in

TO

T,

Academ

ic t

each

er

expla

ins t

hose p

oin

ts t

o t

each

ers

. T

each

ers

can

learn

lesson

pla

nn

ing o

ne a

noth

er

by

dis

cu

ssin

g a

ny

poin

ts

to im

pro

ve m

odel le

sson

pla

ns o

r th

eir o

wn

lesson

pla

ns.

Case 2

．D

em

on

str

ation

of

lesson

On

e t

each

er

pra

ctices t

he lesson

by

follo

win

g t

he m

odel le

sson

pla

ns fo

r oth

er

teach

ers

. T

he re

cip

ien

t te

ach

ers

observ

e th

e

lesson

wh

eth

er

the f

low

of

lesson

, con

ten

ts o

f le

sson

are

mad

e

cle

arly.

A

fter

the dem

on

str

ation

, th

e re

cip

ien

t te

ach

ers

giv

e

som

e c

om

men

ts o

n t

he lesson

.

Case 3

．O

bserv

ation

of

real le

sson

A teach

er

pra

ctices th

e le

sson

for

stu

den

ts a

s a

real l

esson

by

follo

win

g th

e

mod

el le

sson

pla

n. O

ther

teach

ers

ob

serv

e t

he lesson

to c

on

firm

th

e f

low

of

lesson

, con

ten

ts of

lesson

are

m

ade cle

arly.

A

fter

the

dem

on

str

ation

, oth

er

teach

ers

giv

e som

e com

men

ts on

th

e

lesson

.

Case 4

．In

div

idu

al in

str

uction

In c

ase th

ere

are

an

y difficu

ltie

s to o

rgan

ize th

e s

tudy

with

wh

ole

teach

ers

like a

case1

, academ

ic teach

er

expla

ins p

oin

ts o

f m

odel

lesson

pla

ns

indiv

idu

ally

. In

div

idu

al

instr

uction

is

good

for

teach

ers

becau

se t

he in

str

uction

is a

ble

to a

dju

st

the l

evel

of

each

teach

er.

Pro

ject

team

in

trod

uces an

d exp

lain

s m

od

el

lesson

p

lan

s to

prin

cip

als

an

d

AT

s.

In

ord

er

to

en

cou

rage

part

icip

an

ts

to

imp

lem

en

t IS

with

th

e m

odel l

esson

pla

ns, t

he f

ollo

win

g p

oin

ts a

re

main

ly in

clu

ded in

pro

gra

m.

・E

xp

lan

ation

of

the c

hara

cte

ristics o

f m

od

el le

sson

pla

ns

・E

xp

lan

ation

of

eff

ects

of

IS

・In

trod

ucin

g e

xam

ple

s o

f IS

an

d s

harin

g t

heir e

xperien

ces

・P

lan

nin

g o

f IS

In o

rder

to m

on

itor

how

sch

ools

are

utiliz

ing t

he m

od

el

lesson

pla

ns a

nd

wh

at

kin

d o

f eff

ects

are

gen

era

ted,

the t

eam

vis

its

sch

ools

to d

o t

he f

ollo

win

g a

ctivitie

s.

・O

bserv

ation

of

IS

・O

bserv

ation

of

the r

eal le

sson

・D

iscu

ssio

n w

ith

teach

ers

An

d,

the te

am

re

qu

ires th

e re

port

fr

om

sch

ools

w

hen

th

ey

imp

lem

en

t IS

. B

ased o

n c

olle

ctin

g in

form

ation

fro

m m

on

itorin

g,

the t

eam

im

pro

ves t

he m

od

el le

sson

pla

ns.

P

roje

ct

Activitie

s

Th

e p

roje

ct

str

en

gth

en

s t

hre

e a

sp

ects

, of

Inte

rnal S

up

erv

isio

n (

IS), w

hic

h

are

man

agem

en

t, h

um

an

resou

rces a

nd

teach

ing m

ate

rials

, in

ord

er

to

imp

rove t

each

ing m

eth

od

in p

rim

ary

sch

ools

. A

s c

on

cre

te a

ctivitie

s, m

od

el

lesson

pla

ns a

re p

rovid

ed

an

d e

xp

lain

ed

, as w

ell

as th

e IS

pla

nn

ing is

mad

e

at

TO

T.

B

esid

es,

mon

itorin

g is

con

du

cte

d to

ob

serv

e IS

an

d re

ceiv

e

rela

ted

in

form

ation

to im

pro

ve m

od

el le

sson

pla

ns.

Exam

ple

s o

f IS

with

mod

el le

sson

pla

ns

Mon

itorin

g

TO

T


ANNEX -62-

ITS

ME

プロ

ジェ

クト

は、ラ

オス

国政

府の

要請

に基

づき

、校

長の

リー

ダー

シッ

プの

下に

教員

が指

導力

の向

上に

取り

組む

、校

内研

修の

改善

を支

援し

てい

ます

。

プロ

ジェ

クト

目標

対象

小学

校に

おい

て理

数科

授業

の質

が改

善さ

れる

プロ

ジェ

クト

期間

20

10

年2

月～

20

13

年1

0月

(3年

8ヶ

月)

プロ

ジェ

クト

対象

地域

位置

図

プロ

ジェ

クト

につ

いて

、さ

らに

詳し

く知

りた

い

方は

こち

らま

でご

連絡

くだ

さい

。

C/O

Depart

men

t of

Teach

er

Edu

cation

,

Min

istr

y of

Edu

cation

Vie

ntian

e,

Laos

Tel:

85

6-2

1-2

16

61

5

Fax:

85

6-2

1-2

16

61

5

ラオ

ス国

理数

科現

職教

員研

修改

善

プロ

ジェ

クト

Pro

ject

for

Imp

rovin

g In

-serv

ice

Teach

er

Tra

inin

g f

or

Scie

nce a

nd

Math

em

atics E

du

cation

( IT

SM

E )

ラオ

ス国

教育

スポ

ーツ

省

（M

inis

try

of

Edu

cation

）

&

独立

行政

法人

国際

協力

機構

（JIC

A）

プロ

ジェ

クト

概要


ANNEX -63-

事例

１．

研修

教材

（模

範学

習活

動案

）を

用い

た授

業づ

くり

の勉

強会

T

OT

で習

得し

た研

修教

材の

特徴

を基

に、

AT

が研

修教

材の

特徴

を教

員に

説明

し、

授業

づく

りの

ポイ

ント

を指

導す

る。

これ

らの

ポイ

ント

に

つい

て教

師同

士に

より

改善

案な

どを

話し

合う

こと

でお

互い

に授

業づ

く

りに

つて

学び

合う

こと

がで

き、

さら

に授

業づ

くり

への

理解

が深

まる

。

事例

2．

研修

教材

（模

範学

習活

動案

）を

用い

た模

擬授

業

研修

教材

を利

用し

、教

材に

沿っ

た模

擬授

業を

他の

教員

を対

象に

実践

する

。授

業を

実践

する

教員

を決

め、

授業

を観

察す

る教

員は

授業

を実

践

する

教員

から

授業

の流

れ、

授業

の内

容お

よび

研修

教材

の特

徴が

理解

で

きる

かな

ど確

認し

、授

業後

に実

践し

た教

員へ

フィ

ード

バッ

クを

行う

。

事例

３．

研修

教材

（模

範学

習活

動案

）を

用い

た授

業観

察

研

修教

材を

利用

し、

教材

に沿

った

授業

を児

童対

象に

実践

する

。授

業

を実

践す

る教

員を

決め

、他

の教

員は

、そ

の授

業を

観察

する

。授

業を

観

察す

る教

員は

、授

業を

実践

する

教員

から

授業

の流

れ、

授業

の内

容お

よ

び研

修教

材の

特徴

が理

解で

きる

かな

ど確

認し

、授

業後

に実

践し

た教

員

へフ

ィー

ドバ

ック

を行

う。

事例

４．

研修

教材

（模

範学

習活

動案

）を

用い

た個

別指

導

事例

１の

よう

な全

体で

の勉

強会

の実

施が

難し

い場

合に

は、

AT

によ

る個

別の

指導

を行

う。

AT

は研

修教

材の

特徴

を個

別に

教員

へ説

明し

、

授業

づく

りの

ポイ

ント

を指

導す

る。

個別

指導

にお

いて

は、

個々

の教

員

の能

力に

合わ

せた

指導

がで

きる

ため

、個

々の

教員

の能

力を

判断

して

、

支援

をす

るこ

とが

でき

る。

プロ

ジェ

クト

チー

ムが

、校

長お

よび

AT

に対

して

研修

教材

を紹

介し

、教

材に

対す

る理

解を

深め

てい

ただ

き、

校内

指導

活動

の実

施を

促す

研修

会を

実施

して

いま

す。

研修

会で

は、

主に

以下

の点

を伝

えて

いま

す。

・校

内指

導活

動の

意義

。

・校

内指

導活

動の

事例

およ

び実

践へ

の助

言。

・校

内指

導活

動教

材（

模範

学習

活動

案）

の特

徴の

紹介

。

・校

内指

導活

動実

施計

画及

び過

去の

実施

報告

。

プロ

ジェ

クト

が提

供し

た研

修教

材が

学校

で、

どの

よう

に利

用さ

れ、

どの

よう

な効

果が

ある

かを

以下

の調

査活

動を

学校

にて

行い

ます

。

・小

学校

での

校内

研修

の観

察。

・小

学校

での

授業

観察

。

・教

員と

の意

見交

換。

校内

指導

活動

を実

施し

た学

校か

ら報

告書

を提

出し

てい

ただ

きま

す。

これ

ら得

られ

た情

報を

基に

、校

内指

導活

動の

改善

のた

めの

提案

を行

いま

す。

プロ

ジェ

クト

は、

研修

教材

（模

範学

習活

動案

）を

利用

して

、

授業

づく

りに

つい

て教

員が

学ぶ

機会

を提

供し

ます

。

対

象校

に対

する

プロ

ジェ

クト

活動

プロ

ジェ

クト

では

、対

象の

小学

校に

おけ

る教

員の

指導

力向

上を

目的

とし

た校

内研

修

を実

施で

きる

よう

「し

くみ

づく

り」「

ひと

づく

り」「

教材

づく

り」

の３

つに

取り

組ん

でい

ます

。具

体的

な取

り組

みと

して

は、

校長

およ

びA

T研

修会

を通

じて

研修

教材

と

なる

模範

学習

活動

案を

提供

し、

校内

指導

活動

の実

施を

促し

てい

ます

。ま

た、

学校

を

訪問

し、

校内

指導

活動

実施

のモ

ニタ

リン

グを

行い

、改

善案

等を

提案

しま

す。

モニ

タリ

ング

校長

およ

びA

T研

修会

（T

OT

）

校

内指

導活

動の

事例


ANNEX -64-

Map

of

the t

arg

et

are

a

Fu

ture

les

son

s

Teach

er

shou

ld b

e a

lif

e-l

on

g l

earn

er

Tea

cher

ed

uca

tion i

s n

ot

com

ple

ted o

nly

by P

re-S

ervic

e T

rain

ing a

t T

EI

(Tea

cher

Educa

tion

Inst

itute

) bec

ause

an a

ctual

dev

elop

men

t of

teac

her

’s p

rofe

ssio

n i

s m

ade

thro

ugh t

hei

r jo

b a

t

schools

. It

mea

ns

that

all

the

teac

her

s hav

e to

conti

nue

stu

dyin

g e

ven

aft

er g

raduat

ion f

rom

TE

I. O

ne

of

the

opp

ort

unit

ies

for

In-S

ervic

e T

rain

ing is

In

tern

al S

uper

vis

ion

(I

S)

wh

ere

teac

her

s ca

n i

mpro

ve

thei

r ca

pac

itie

s at

sch

oo

l le

vel

. F

or

furt

her

in

form

ati

on

on

IT

SM

E p

roje

ct,

ple

ase

co

nta

ct u

s a

t:

C/O

Dep

art

men

t o

f T

each

er E

du

cati

on

Min

istr

y o

f E

du

cati

on

an

d S

po

rts,

La

o P

DR

TE

L:

+8

56

-21

-21

66

15

FA

X:

+8

56

-21-2

16

615

Web

site

: h

ttp

://w

ww

.jic

a.g

o.j

p/p

roje

ct/e

ng

lish

/la

os/

00

5/i

n d

ex.h

tml

Thro

ugh

th

e pro

ject

ac

tivit

ies,

te

acher

s hav

e an

equal

opp

ort

unit

y

to

impro

ve

thei

r ca

pab

ilit

y

conti

nuousl

y a

nd r

egula

rly.

As

a re

sult

, sc

ien

ce a

nd

mat

hem

atic

s le

sson w

ill

be

more

pra

ctic

al t

o m

ake

chil

dre

n t

hin

k, ju

dge,

and d

o b

y t

hem

selv

es.


ANNEX -65-

Ste

p1:

D

evel

op

men

t of

mate

rials

Wh

at

is t

he P

roje

ct

Obje

ctiv

e?

Th

e p

roje

ct f

ocu

ses

on

th

e im

pro

vem

ent

of

the

qu

alit

y o

f sc

ien

ce a

nd

mat

hem

atic

s

less

ons

in t

he

targ

et s

cho

ols

.

In o

rder

to

im

pro

ve

the

less

ons,

th

e p

roje

ct c

on

sid

ered

th

e dev

elop

men

t o

f te

acher

cap

acit

ies.

Th

eref

ore

, th

e pro

ject

dec

ided

to

en

han

ce t

he

op

po

rtun

ity o

f co

nti

nu

ous

teac

her

edu

cati

on

by u

tili

zing

ex

isti

ng

tra

inin

g s

yst

em e

ffec

tiv

ely,

wh

ich

is

IS.

ITS

ME

m

ater

ials

fo

r IS

is

an

ex

empla

r le

sson

pla

ns

spec

ific

all

y p

rep

are

d fo

r te

ach

ers'

st

ud

y at

IS

. T

he

mat

eria

ls a

re d

evel

oped

by I

TS

ME

tra

iner

s w

ho a

re t

he

repre

senta

tiv

es

of

DE

B,

PE

S

and

TT

C.

They

ch

eck

whet

her

th

e m

ater

ials

m

eet

the

requir

ed

qual

ity

as

ITS

ME

le

ssons.

D

uri

ng

the

dev

elop

men

t,

the

pro

ject

also

dev

elo

ps

skil

ls a

nd k

now

led

ge

of

ITS

ME

tra

iner

s.

Pro

ject A

cti

vit

ies

To

re

vit

aliz

e IS

pro

gra

m,

the

pro

ject

es

tabli

shes

th

e sy

stem

o

f th

e fo

llo

win

g

circ

ula

ting

ste

ps

to p

rovid

e th

e IT

SM

E t

rain

ing

mat

eria

ls f

or

IS.

Ste

p2:

D

eliv

ery

of

mate

rials

In ord

er to

del

iver

an

d in

tro

duce

th

e

mat

eria

ls,

the

pro

ject

has

TO

T,

a

mee

ting o

f pri

nci

pal

s an

d A

Ts

from

the

targ

et

schools

. In

T

OT

, par

tici

pan

ts

stud

y t

he

mat

eria

ls b

y t

he

guid

ance

of

ITS

ME

tr

ainer

s.

TO

T

is

bas

ical

ly

conduct

ed

once

at

th

e beg

innin

g

of

each

se

mes

ter

pro

vid

ing

ITS

ME

mat

eria

ls f

or

the

per

iod

.

Ste

p3:

U

tili

zati

on

of

mate

rials

IS i

s a

key

sta

ge

of

ITS

ME

to m

ake

the

teac

her

s ex

pose

d

to

a new

m

ode

of

teac

hin

g-l

earn

ing

acti

vit

ies

wit

h

ITS

ME

mat

eria

ls.

Ther

e ar

e se

ver

al st

yle

s of

IS.

For

exam

ple

, an

alysi

s an

d

dis

cuss

ion

of

the

mat

eria

ls,

dem

onst

rati

on

less

on

wit

h

mat

eria

ls,

obse

rvat

ion a

nd f

eedbac

k,

use

of

mat

eria

ls f

or

chil

dre

n a

fter

tea

cher

s' s

tud

y

and s

o o

n.

Ste

p4:

Im

pro

vem

en

t of

mate

rials

Monit

ori

ng a

nd f

eedbac

k i

s a

scho

ol

vis

it b

y I

TS

ME

tra

iner

s to

mai

nta

in t

he

qual

ity o

f IS

.

Ex

empla

r le

sson

pla

n

In o

rder

to m

ake

a le

sson e

asy t

o u

nder

stan

d a

nd e

njo

yab

le f

or

chil

dre

n, IT

SM

E l

esso

n p

lan

equip

s th

ree

mai

n c

har

acte

rist

ics

as f

oll

ow

s.

1. L

esso

n o

bje

ctiv

es a

re c

lear

2. A

ctiv

itie

s ar

e su

itab

le t

o a

chie

ve

the

less

on o

bje

ctiv

e

3. E

val

uat

ion q

ues

tions

are

appro

pri

ate

to m

easu

re t

he

atta

inm

ent

of

the

less

on o

bje

ctiv

es

Ste

p 1

Dev

elo

pm

ent

of

mat

eria

ls

Ste

p 2

Del

iver

y o

f m

ater

ials

Ste

p 3

Uti

liza

tio

n o

f m

ater

ials

Ste

p 4

Imp

rov

emen

t o

f m

ater

ials


ANNEX -66-

ເຂດພ

ນທປະ

ຕບດໂ

ຄງກາ

ນ

ບ ດຮຽ

ນໃນຕ

ໜາ

ຄຄວນ

ເປນນ

ກຄນຄ

ວາຕະ

ຫອດຊ

ວດ

ການສ

ກສາຄ

ຈະບສ

າເລດ

ພຽງແ

ຕໃນລ

ະບບສ

າງຄ

ຢສະຖ

າບນສ

າງຄເ

ທານ

ນ. ເພ

າະກາ

ນພດທ

ະນາວ

ຊາຊບ

ຄແທຈ

ງແມນ

ເກດຂ

ນໄດໂ

ດຍຜາ

ນວຽກ

ງານຕ

ວຈງຂ

ອງຄເ

ອງ.

ໝາຍ

ຄວາມ

ວາ ຄ

ທກຄນ

ຕອງໄ

ດສບຕ

ການສ

ກສາຮ

າຮຽນ

ເຖງ

ແມນຈ

ະ

ສາເລ

ດການ

ສກສາ

ຢສະຖ

າບນສ

າງຄມ

າແລວ

ກຕາມ

. ໜງໃ

ນໂອກ

າດ ສ

າລບກ

ານເຝ

ກອບຮ

ມຄປະ

ຈາກາ

ນ ແມ

ນການ

ນເທດ

ພາຍໃ

ນ ເຊ

ງຄອາ

ຈານທ

ກຄນສ

າມາດ

ປບ

ປງ/ຍ

ກສງ

ຄວາມ

ສາມາ

ດຂອງ

ຕນໃນ

ລະດບ

ໂຮງຮ

ຽນໄດ

. ເພ

ອເປ ນ

ຂ ມນຂ

າວສາ

ນແກ ໂ

ຄງກາ

ນ ITSME ໃ

ນຕໜ

າ, ກະ

ລນາຕ

ດຕພວ

ກເຮ າ

ທ :

ກມສາ

ງຄ,

ກະຊວ

ງສກສ

າທກາ

ນ ແລ

ະ ກລ

າ, ສ

ປປ ລ

າວ

TEL: +856-21-216615 FA

X: +856-21-216615

ໂດຍຜ

ານບນ

ດາກດ

ຈະກາ

ຂອງໂ

ຄງກາ

ນ, ຄ

ອາຈາ

ນທກຄ

ນມ

ໂອກາ

ດທເທ

າທຽມ

ກນ ໃ

ນການ

ປບປງ

/ຍກສ

ງ ຄວ

າມສາ

ມາດຂ

ອງຕນ

ຢາງ

ຕເນ ອ

ງ ແລ

ະ ເປ

ນປກກ

ະຕ. ດ

ງຜນຮ

ບໜງຄ

ກາ

ນຮຽນ

-

ການສ

ອນ ວ

ຊາ ວ

ທະຍາ

ສາດ

ແລະ

ຄະນດ

ສາດ

ຈະຖກ

ປະຕບ

ດເປ

ນຮບປ

ະທາຫ

າຍຂ ນ

ເພອ

ເຮດໃ

ຫເດກ

ໄດຄດ

, ໄດ

ຕດສນ

ບນຫາ

ແລ

ະ ໄດ

ປະຕບ

ດດວຍ

ຕວເຂ

າເອງ

.


ANNEX -67-

ຂ ນຕອ

ນ 1: ກາ

ນສາງ

ເຄ ອງ

ມ

ຈດປະ

ສງໂຄ

ງການ

ແມນຫ

ຍງ?

ໂຄງກ

ານເນ

ນໜກໃ

ສ ກາ

ນປບປ

ງຄນນ

ະພາບ

ການ

ຮຽນ-

ການສ

ອນ ວ

ຊາ ວ

ທະຍາ

ສາດ

ແລະ

ຄະນ ດ

ສາດ

ໃນບ ນ

ດາໂຮ

ງຮຽນ

ເປາໝ

າຍ.

ເພອປ

ບປງກ

ານຮຽ

ນ -ກາ

ນສອນ

, ໂຄງ

ການໄ

ດຖເອ

າວຽກ

ງານກ

ານພດ

ທະນາ

ຄວາມ

ສາມາ

ດຂອງ

ຄເປນ

ສາຄນ

. ດງນ

ນ,

ໂຄງກ

ານຈ ງ

ໄດຕດ

ສນເອ

າການ

ເພມໂ

ອກາດ

ໃນກາ

ນສກສ

າໃຫແ

ກຄ ຢ

າງຕເ

ນ ອງ

ແລະ

ເປນປ

ກກະຕ

ໂດຍ

ໃຊລະ

ບບກາ

ນເຝກ

ອບຮມ

ທ ມຢແ

ລວເຊ

ນການ

ນເທດ

ພາຍໃ

ນໃຫມ

ປະສດ

ທພາບ

ສງຂ ນ

.

ເຄ ອງ

ມໂຄງ

ການສ

າລບກ

ານນເ

ທດພາ

ຍໃນ

ແມນບ

ດສອນ

ຕວຢາ

ງ ໂດ

ຍສະ

ເພາະ

ແລວແ

ມນໄດ

ສາງຂ

ນ ເພ

ອການ

ຄນຄ

ວາຂອ

ງຄ ຢ

ໃນກາ

ນນເທ

ດພາ

ຍໃນ.

ບນດ

າເຄ ອ

ງມຕາ

ງໆ ແ

ມນໄດ

ສາງຂ

ນ ໂດ

ຍຄເຝ

ກໂຄງ

ການ

ເຊ ງແ

ມ ນຕ ວ

ແທນມ

າຈາກ

ຫອງ

ການສ

ກສາທ

ການ

ແລະ

ກ ລາເ

ມ ອງ,

ພະ

ແນກສ

ກສາທ

ການ

ແລະ

ກລາແ

ຂວງ

ແລະ

ວທະຍ

າໄລຄ

. ຄເຝ

ກໂຄງ

ການ

ໄດກວ

ດເບ ງ

ວາ ບ

ນດາເ

ຄ ອງມ

ທສາງ

ຂ ນກງ

ກບຄນ

ນະພາ

ບທຕອ

ງການ

ແລວບ

ເຊ ງເ

ອ ນວາ

ບດສ

ອນ ITSME.

ໃນລະ

ຫວາງ

ການສ

າງເຄ

ອງມ,

ໂຄງກ

ານກໄ

ດພດທ

ະນາ

ທກສະ

ແລະ

ຄວາ

ມຮຕາ

ງໆແກ

ຄເຝກ

ເຊນກ

ນ.

ກດຈະ

ກາໂຄ

ງການ

ເພອສ

າງຄວ

າມເຂ

ມແຂງ

ແກວຽ

ກງານ

ການນ

ເທດພ

າຍໃນ

ໂຄງ

ການໄ

ດຈດຕ

ງລະບ

ບໜງຂ

ນ ເພ

ອເປນ

ການນ

າເອາ

ເຄ ອ ງ

ມການ

ເຝກອ

ບຮມຂ

ອງໂຄ

ງການ

ເຂາ

ສການ

ນເທດ

ພາຍໃ

ນ ເຊ

ງເປນ

ຂະບວ

ນການ

ແບບໝ

ນວຽນ

ດງລ

ມນ:

ຂ ນຕອ

ນ 2:

ການ

ນາສ ງ

ເຄ ອງ

ມ ເພ

ອນາສ

ງ ແລ

ະ ແນ

ະນາກ

ຽວກບ

ບດສອ

ນໂຄງ

ການ,

ໂຄ

ງການ

ໄດຈ ດ

ກອງປ

ະຊມເ

ຝ ກຄເ

ຝ ກ TOT ເ

ຊ ງມຜ

ອາ

ນວນກ

ານ ແ

ລະ ຄ

ວຊາກ

ານ ຈ

າກບນ

ດາໂຮ

ງຮຽນ

ເປາໝ

າຍເຂ

າຮວມ

. ໃນກ

ອງປະ

ຊມ TOT, ສ

າມະນ

າກອ

ນທກທ

ານ ແ

ມນໄດ

ສກສາ

ບດສອ

ນໂຄງ

ການ

ໂດຍ

ການແ

ນະນາ

ຂອງຄ

ເຝກໂ

ຄງກາ

ນ. ໂ

ດຍທ

ວໄປແ

ລວ

TOT ຈ

ະເລ ມ

ຂ ນໃນ

ຕອນຕ

ນຂອງ

ແຕລະ

ພາກຮ

ຽນ

(ພາກ

ຮຽນລ

ະໜງຄ

ງ) ເ

ຊ ງໄດ

ເອາເ

ຄ ອງມ

ໂຄງ

ການແ

ຈກຢາ

ຍໃຫໃ

ນແຕລ

ະຊວງ

ທດາເ

ນນ TOT.

ຂ ນຕອ

ນ 3: ກ

ານນາ

ໃຊເຄ

ອງມ

ເປນຂ

ນຕອນ

ສາຄນ

ຂອງ ITSME ເພ

ອ ເຮດ

ໃຫຄ

ອາຈາ

ນໄດສ

າພດກ

ບຮບແ

ບບໃໝ

ຂອງກ

ດຈະກ

າການ

ຮຽນ-

ການສ

ອນໜ

ງ ກບ

ເຄ ອງ

ມ ໂຄງ

ການ.

ການ

ນເທດ

ພາຍໃ

ນ ແມ

ນມຫາ

ຍໆຮບ

ແບບ

ເຊນ:

ການ

ວເຄາ

ະ ແລ

ະ ສ ນ

ທະນາ

ກ ຽວກ

ບບດສ

ອນໂຄ

ງການ

, ກາ

ນສອນ

ສາທ ດ

ໂດ

ຍນາໃ

ຊບດສ

ອນໂຄ

ງການ

ຮວມ

ກບ ກ

ານຮວ

ມໂມງ

ສອນ

ແລະ

ຖອດຖ

ອນບດ

ຮຽນ,

ແລະ

ການ

ນາບດ

ສອນ

ໂຄງກ

ານໄປ

ສອນຕ

ວຈງກ

ບເດກ

ພາຍຫ

ງທຄໄ

ດສກສ

າບດ

ສອນນ

ນແລວ

ແລະ

ອ ນໆ

.

ຂ ນຕອ

ນ 4:

ການ

ປບປງ

ເຄ ອງ

ມ ກາ

ນຕດຕ

າມ ແ

ລະ ກ

ານຖອ

ດຖອນ

ກແມ

ນການ

ລງຢຽ

ມໂຮງ

ຮຽນຂ

ອງບນ

ດາຄເ

ຝ ກໂຄ

ງການ

ເພອຄ

ວາມຄ

ງຕວທ

າງດາ

ນຄນນ

ະພາບ

ຂອງກ

ານນເ

ທດພາ

ຍໃນ.

ບດສອ

ນຕວຢ

າງ

ເພອທ

ຈະສາ

ງໃຫເ

ປນບດ

ຮຽນທ

ເຂາໃ

ຈງາຍ

ແລະ

ຢາງ

ມວນຊ

ນ ສາ

ລບເດ

ກ, ບ

ດສອນ

ITSME ກ

ານດໃ

ຫມ ສ

າມ ລ

ກສະນ

ະພເ

ສດສາ

ຄນ ດ

ງ ລມນ

: 1.

ຈດປ

ະສງບ

ດຮຽນ

ຈະແ

ຈງ

2. ກ

ດຈະກ

າ ມ ຄ

ວາມເ

ໝາະ

ສ ມ ເ

ພ ອບ ນ

ລຕາມ

ຈດປະ

ສ ງບ ດ

ຮຽນ

3. ຄ

າຖາມ

ປະເມ

ນ ມຄ

ວາມເ

ໝາະ

ສມ ໃ

ນການ

ວດຜນ

ສາເລ

ດຂອງ

ຈດປະ

ສງບດ

ຮຽນ

ຂນຕ

ອນ 1

ການສ

າງເຄ

ອງມ/

ບດສອ

ນ

ຂນຕ

ອນ 2

ການນ

າສ ງເ

ຄ ອງມ

/ບດສ

ອນ

ຂນຕ

ອນ 3

ການນ

າໃຊເ

ຄ ອງມ

/ບດສ

ອນ

ຂນຕ

ອນ 4

ການປ

ບປງເ

ຄ ອງມ

/ບດສ

ອນ


ANNEX -68-

List of the article of the website

No. Date Title of the article

1 March 31, 2010 Kick off meeting in the first year

2 May 10, 2010 Baseline survey

3 June 30, 2010 Training Needs Assessment

4 July 30, 2010 First Workshop in the first year

5 August 31, 2010 Second Workshop in the first year

6 September 10, 2010 Workshop for head-teachers and academic teachers in the first year

7 October 15, 2010 Third workshop in the first year

8 November 30, 2010 Fourth workshop in the first year

9 November 30, 2010 Training in Japan in the first year

10 November 30, 2010 Joint Coordinating Committee in the first year

11 December 28, 2010 End of the first year's project activities in Laos

12 February 28, 2011 Kick off meeting in the second year

13 March 10, 2011 First workshop in the second year

14 March 31, 2011 Second workshop in the second year

15 May 29, 2011 Third workshop in the second year

16 June 14, 2011 Training in Japan in the second year

17 June 14, 2011 Report of JICA Training Program in Japan

18 July 29, 2011 Visit to target provinces and districts

19 August 20, 2011 Fourth workshop in the second year

20 September 22, 2011 Fifth workshop and TOT in the second year

21 November 22, 2011 TOT in the second year

22 December 25, 2011 Seventh workshop in the second year

23 February 19, 2012 Eighth workshop in the second year

24 June 24, 2012 First workshop in the third year

25 July 9, 2012 Second workshop in the third year

26 September 3, 2012 Third workshop in the third year

27 September 20, 2012 TOT in the third year

28 November 5, 2012 Fifth workshop in the third year

29 November 19, 2012 Second TOT in the third year

30 December 1, 2012 Sixth workshop in the third year

31 December 6, 2012 Joint Coordinating Committee in the third year

32 February 23, 2013 First workshop in the fourth year

33 March 10, 2013 Endline Survey

34 March 16, 2013 Second workshop in the fourth year

35 June 1, 2013 Third workshop in the fourth year

36 June 22, 2013 Fourth workshop in the fourth year

37 June 29, 2013 TOT in the fourth year

38 July 6, 2013 Fifth workshop in the fourth year

39 July 20, 2013 Joint Coordinating Committee in the fourth year

40 September 21, 2013 Sixth workshop in the fourth year

ANNEX 2-09

ANNEX -69-

ANNEX -70-

ANNEX 2-10ITSME tote bag

ANNEX -71-

ANNEX -72-

ANNEX 2-11ITSME paper fan and sticker

ANNEX -73-

ANNEX -74-

ITSME Future Plan and Implementation Strategy

This is to certify the agreement among the directors of PES, DEB and TTC who are participatingand implementing ITSME activities.All the directors from Kammouane, Savannakhet and Champasak PES and Thakhek, Himboun,Kayson, Champhone. Phalanxay, Sanasonboun, Bachieng and Paksong DEB together withSavannakhet and Pakse TTC had confirmed and agreed the following plans and strategies tocontinue ITSME activities on February 18th, 2013 at Savannakhet TTC.

1. Present Status of ITSME ProjectThrough the monitoring and the reports done by ITSME trainers, the directors acknowledge the presentstatus of the teachers' practice at ITSME target schools as follows;

- Teachers are encouraged to conduct IS activities.- Teachers find the effectiveness of learning lesson planning to improve their teaching capabilities.- Teachers start making or rewriting their own lesson plans following ITSME format and steps.- Teachers find more participation of the students if the lesson is suitably designed for them.

The details of teachers practice will be studied through ITSME Endline Survey.

2. Continuation of ITSME activitiesBased on those findings, DTE promotes the continuation and dissemination of the method of ITSME lessonplanning as a part of regular activities of DTE. The methodologies are as follows;

1) Maintenance of ITSME trainers team

DTE maintains the team of ITSME trainers to continue their assignments and functions to implement eachactivity of ITSME 4-step. ITSME activities should be a part of trainers' routine work at their office. ITSMEtrainers are expected to work as a provincial team. TTC trainers are entitled to visit schools together withDEB or PES trainers.

2) Continuation of ITSME activities at school

ITSME target schools should continue IS activities utilizing ITSME materials as a part of regular schoolactivities. Principal should be responsible on planning, implementing and reporting of IS activities.

3) Introduction of ITSME lesson planning at TTCDTE encourages all TTC to introduce the method of ITSME lesson planning as a part of compulsory studyfor new teachers. It is a bridging of pre-service and in-service to make smooth induction of newly hiredteachers to their profession. Savannakhet TTC and Pakse TTC should take the leading role of this strategy.

4) Production of ITSME materials for ISSince ITSME materials for IS are the source of teachers' study, ITSME trainers should continue producingthe materials. To make it effective and efficient, DTE recommends to take the following two ways;

- Each TTC trainer should produce at least one (1) ITSME material per semester.- ITSME trainers should find appropriate lesson plans among the teachers products and analyze tomodify to be qualified materials.

5) Conduct of TOTTOT is the opportunity to deliver ITSME materials and train principals and ATs. DEB should be encouragedto set and conduct an appropriate meeting or to maximize any other opportunity for these functions.

6) Dissemination of ITSME lesson planningPES and DEB should be encouraged to disseminate ITSME lesson planning to the clusters and schoolswhich have no experience of ITSME activities.

7) Budgetary planSince ITSME activities should be the routine work of each organization, the expenses of the activities shouldbe shouldered by themselves. It is also encouraged to maximize any opportunity to be merged with ITSMEactivities.

IITSME Future Plan and Implementation Strategy ANNEX 3-01

ANNEX -75-

3. Roles and functions

To continue ITSME activities, each organization should play the following roles and functions;

DTE (Department of Teacher Education)- Recommends policies, guidelines and standards specific to ITSME- Mobilizes MOES human resources for the support of ITSME activities- Recommends fund allocation for ITSME and facilitates fund releases for the activities

- Links up with other departments and national agencies involved in ITSME, such as DPPE(Department of Primary and Pre-school Education), RIES (Research Institute for Educational Science)and ESQAC (Educational Standard and Quality Assurance Center)- Participates in the development of ITSME materials for IS, implementation and monitoring.- Monitors and evaluates the implementation of ITSME activities in the province, districts, and schoollevel

- Collects, collates and processes reports from the provinces; and- Prepares over-all report, work programs, and accomplishments

PES (Provincial Education Service)- Manages the implementation of ITSME in the province, such as Preparation Workshop and TOT- Mobilizes human resources in the province for ITSME activities- Recommends fund allocation for ITSME and facilitates funds releases for the activities

- Coordinates the implementation of ITSME in the province- Conduct TNA (Training Needs Assessment) at the target schools at proper time- Acts as trainers in the development and delivery of ITSME materials for IS- Participates in the development of ITSME materials for IS, implementation and monitoring- Assists the districts in conducting monitoring and evaluation activities- Coordinates with TTC (Teacher Training College) to make available certain resources for ITSME- Responds to ITSME concerns and problems at the provincial and district level; and- Submits periodic reports as required by DTE

DEB (District Education Bureau)- Manages the implementation of ITSME in the district, such as TOT and IS- Mobilizes human resources in the district for ITSME

- Recommends fund allocation for ITSME and facilitates funds releases for the activities

- Conduct TNA (Training Needs Assessment) at target schools at proper time- Acts as trainers in the development and delivery of ITSME materials for IS- Make principals, ATs and other district officials to attend TOT on scheduled dates- Responds to ITSME concerns and problems at the district and school level; and- Submits periodic reports as required by PES/ DTE.

TTC (Teacher Training College)- Provides technical assistance for the all levels of ITSME activities

- Mobilizes TTC human resources for the support of ITSME- Leads the preparation of ITSME materials for IS by making a draft of exemplar lesson plans- Sends TTC lecturers to schools for monitoring of IS by the request from PES or DEB- Shares and applies ITSME experiences to the curriculum, lectures and instructions for the futureteachers; and

- Provides technical inputs, suggestions and recommendations to improve the quality of ITSMEactivities

Target Schools (Principals and ATs)- Manage the implementation of IS with ITSME materials at school- Make teachers to participate to IS regularly- Coordinate with PES and DEB in the administration of TNA (Training Needs Assessment), collatesthe results and submits it to PES through DEB- Source funds for IS

- Participate to TOT and other regular meetings with DEB members- Serves as facilitator/ process observer during IS activities and conducts feedback sessions when anyITSME trainer joins


ANNEX -76-

- Observe classes of teachers

- Submit periodic reports as required by PES through DEB; and- Request teachers to submit their lesson plans and other outputs of IS activities

JTSME Trainers

- Act as leaders of ITSME activities

- Conduct Preparation Workshop, TOT and monitoring activities at provincial level- Prepare ITSME materials for IS by thoroughly studying the lesson topics and make support materialsfor teachers as well as sample teaching aids for the lessons- Serve as technical assistants during IS for both of management and contents- Assist the principals and ATs in the preparation of periodic reports

^f^tatfdy PHOMMABOUTH'^owSetor General

Department of Teacher EducationMinistry of Education and Sports

Attachment;

Implementation Plan on the continuation of ITSME activities

April 1st, 2013


ANNEX -77-

Att

achm

ento

f"I

TS

ME

Fu

ture

Pla

na

nd

Imp

lem

enta

tio

nS

tra

teg

y"

To

all

PE

S,

DE

Ba

nd

TT

CD

irecto

rsw

ho

are

co

nd

ucti

ng

ITS

ME

acti

vit

ies:

Dep

artm

ent

ofT

each

erE

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Apr

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t,20

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lem

enta

tio

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nti

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ctiv

itie

s

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low

ing

the

agre

emen

ton

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SM

EF

utur

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lan

and

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emen

tati

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trat

egy"

agre

edam

ong

the

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hoar

eco

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ting

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Feb

ruar

y18

th,

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,D

epar

tmen

tof

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cher

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cati

onpl

ans

and

impl

emen

tsth

efo

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ing

acti

viti

es.

Ra

tio

na

leO

bje

ctiv

es:

1.S

ince

Inte

rnal

Sup

ervi

sion

wit

hIT

SM

Em

ater

ials

isef

fect

ive

and

effi

cien

tto

impr

ove

teac

hers

'te

achi

ngca

pabi

lity

,al

lIT

SM

Eta

rget

scho

ols

cond

uct

ISac

tivi

ties

cont

inuo

usly

and

regu

larl

y.2.

Thi

sgo

odpr

acti

cesh

ould

bedi

ssem

inat

edan

dex

pand

edto

non-

targ

etsc

hool

s,cl

uste

rs,

dist

rict

san

dpr

ovin

ces

inth

eco

untr

y.3.

ITS

ME

less

onpl

anfo

rmat

and

the

met

hod

of

less

onpl

anni

ngar

eac

cept

edas

nati

onal

stan

dard

.

Exp

erie

nti

al

Ob

ject

ives

:1.

Sch

ool

teac

hers

ackn

owle

dge

and

appr

ecia

teth

eim

port

ance

of

shar

ing

idea

sam

ong

the

teac

hers

onle

sson

plan

ning

and

prac

tice

.2.

Pri

ncip

als

and

AT

ssh

owth

eir

com

mit

men

tand

conf

iden

cein

assi

stin

gth

eco

ntin

uous

prof

essi

onal

deve

lopm

ent

oft

hete

ache

rs.

3.IT

SM

Etr

aine

rsm

ake

cont

inuo

ussu

ppor

tfo

rth

ete

ache

rsth

roug

hm

akin

gIT

SM

Em

ater

ials

and

mon

itor

ing

onIS

acti

viti

es.

4.D

irec

tors

ofP

ES

,D

EB

and

TT

Cen

dors

ean

dsu

ppor

tthe

acti

viti

eso

fIT

SM

Etr

aine

rsad

min

istr

ativ

ely

and

fina

ncia

lly.

5.D

TE

mak

esth

epo

lici

esan

dfu

llsu

ppor

tfo

rIT

SM

Eac

tivi

ties

toim

prov

ete

ache

rs't

each

ing

capa

bili

ty.

The

foll

owin

gis

the

tent

ativ

ean

dre

com

men

ded

impl

emen

tati

onpl

ano

fIT

SM

Eac

tivi

ties

;-

ITS

ME

trai

ner

inP

ES

shou

ldta

kele

adin

g-sh

ipan

dfa

cili

tati

onon

thos

eac

tivi

ties

.-

the

acti

viti

esca

nbe

re-a

rran

ged

byth

ete

amo

fIT

SM

Etr

aine

rsin

each

prov

ince

.-

espe

cial

lyth

enu

mbe

ro

fT

OT

sho

uld

bear

rang

edby

each

prov

ince

acco

rdin

gto

the

need

san

dav

aila

bili

tyo

fthe

scho

ols

and

ITS

ME

train

ers

.

-th

eco

mpl

eted

ITS

ME

mat

eria

lssh

ould

bese

ntto

DT

Ein

orde

rto

shar

eto

the

othe

rpr

ovin

ces.

-th

ew

orks

hop

for

all

ITS

ME

trai

ners

may

bepl

anne

dan

dco

nduc

ted

byD

TE

acco

rdin

gto

the

need

s.-

all

ITS

ME

trai

ners

shar

eth

ein

form

atio

nan

dco

ntac

tea

chot

her

tom

ake

the

acti

viti

esco

nduc

ted

smoo

thly

and

effe

ctiv

ely.

-in

case

ther

eis

an

eed

of

disc

ussi

onon

this

mat

ter,

plea

seco

ntac

tA

jan

Sim

oung

khou

nfo

rco

nsul

tati

on.

He

wil

lm

ake

requ

ired

arra

ng

emen

t.


ANNEX -78-

ITS

ME

Imp

lem

enta

tio

nP

lan

onth

ere

gu

lar

acti

viti

esfo

rea

chy

ear

AC

TIV

ITIE

SO

BJE

CT

IVE

ST

IME

FR

AM

E/

VE

NU

E

PE

RS

ON

S

INV

OL

VE

D

RE

SO

UR

CE

RE

QU

IRE

ME

NT

INP

UT

EX

PE

CT

ED

OU

TP

UT

1.Pr

ovin

cial

plan

ning

-to

plan

annu

al-1

stw

eek

inA

pril

-All

ITS

ME

-T

rans

port

atio

n-

Ann

ual

activ

ity-

Prov

inci

alIT

SME

plan

mee

ting

acti

vit

ies

and

share

-at

each

PE

Str

ain

ers

inth

eex

pen

ses

plan

ofea

chth

ere

spon

sibi

litie

spr

ovin

ce(s

houl

dere

dby

orga

niza

tion

-pi

ckup

the

topi

csfo

rea

chor

gani

zatio

n)IT

SM

Em

ater

ials

2.C

on

sult

ativ

e-t

opr

esen

tPr

ovin

cial

-B

efor

eL

aone

wye

ar-

All

rela

ted

-T

rans

port

atio

n-

Pro

vin

cial

ITS

ME

-App

rova

lof

the

Dire

ctor

sm

eetin

gw

ithIT

SME

plan

and

get

-at

each

PE

Sd

irec

tors

an

dex

pen

ses

plan

with

Bud

geta

ryD

irec

tors

ofPE

S,th

eap

prov

alP

ES

trai

ner

s(s

houl

dere

dby

Co

mm

itm

ent

DE

Ban

dT

TC

each

orga

niza

tion)

3.Pr

epar

atio

nof

draf

t-

tom

ake

dra

ftof

-ata

nyav

aila

ble

time

-T

TC

trai

ner

s-

nofu

ndre

quire

d-

Res

ou

rce

-D

raft

ITS

ME

mat

eria

ls

ITS

ME

mat

eria

lsIT

SM

Em

ater

ials

for

TT

Ctr

ain

ers

(DTE

prov

ides

mat

eria

lsfo

rle

sso

n

(eac

hTT

Ctr

aine

r-

atan

yav

aila

ble

plac

eco

mpe

nsat

ion

ifpl

anni

ngm

akes

one

LP

per

need

ed)

sem

este

r)4.

Tra

iner

sm

eetin

g-

tod

iscu

ssan

d-

May

toJu

lyde

pend

ing

-All

ITS

ME

-Tra

nspo

rtat

ion

-D

raft

ITS

ME

-F

inal

ized

ITS

ME

on

ITS

ME

mat

eria

lsan

alyz

eth

edr

aft

onth

eav

aila

bilit

yof

the

trai

ner

sin

the

expe

nses

and

mat

eria

lsm

ater

ials

ITS

ME

mat

eria

lsto

trai

ner

spr

ovin

ceac

com

mo

dat

ion

-R

eso

urc

e

fina

lize

them

-It

may

take

seri

esof

dis

cu

ssio

ns

-at

TT

C

(sho

ulde

red

byea

chor

gani

zatio

n)•

ITS

ME

Less

on

Pla

nE

va

lua

tio

n

Sh

eet

mat

eria

lsfo

rle

sso

n

plan

ning

5.Pr

epar

atio

n-

topr

epar

ean

d-A

ugus

t(b

efor

est

artin

g-A

llIT

SM

E-

Tra

nspo

rtat

ion

-Al

lre

quire

d-

TOT

prog

ram

mee

ting

for

TOT

prac

tice

the

cond

uct

ofth

efir

stse

mes

ter)

trai

ner

sin

the

ex

pen

ses

mat

eria

lsfo

rT

OT

-pe

rson

inch

arge

of

TO

T-

atP

ES

prov

ince

(sho

ulde

red

byea

chor

gani

zatio

n)-

prep

ared

mat

eria

ls-

arra

ngem

ento

fthe

ven

ue

for

TO

T

-in

form

atio

nto

all

the

targ

etsc

hool

s


ANNEX -79-

AC

TIV

ITIE

SO

BJE

CT

IVE

ST

IME

FR

AM

E/

VE

NU

E

PE

RS

ON

S

INV

OL

VE

D

RE

SO

UR

CE

RE

QU

IRE

ME

NT

INP

UT

EX

PE

CT

ED

OU

TP

UT

6.T

OT

for

the

firs

t-t

od

eliv

erIT

SM

E-A

ugus

t(be

fore

star

ting

-All

ITS

ME

-Tra

nspo

rtat

ion

-Al

lre

quire

d-

All

sch

oo

lre

ceiv

e

sem

este

rm

ater

ials

and

give

ofth

efir

stse

mes

ter)

trai

ner

sin

the

expe

nses

(als

om

ater

ials

for

TO

TIT

SM

Em

ater

ials

inst

ruct

ion

sfo

rth

e-

ateach

DE

Bpr

ovin

ceP

ES

Fo

rtu

ner

can

-Pr

inci

pals

and

ATs

get

prin

cipa

lsan

dA

Ts

(ora

nyoc

casi

onav

aila

ble)

(dep

ends

onth

eir

avai

labi

lity)

beus

ed)

-IT

SME

For

mA

,B

,Ca

nd

D

the

poin

tofI

Sac

tiviti

es

7.IS

acti

viti

es-t

out

iliz

eIT

SM

E-

acco

rdin

gto

the

-A

llth

e-

ITS

ME

Fo

rmE

-IT

SM

Em

ater

ials

-Al

ltea

cher

san

alyz

e,m

ater

ials

tost

udy

annu

alpl

anof

ISte

ach

ers

inan

dM

anu

als

unde

rsta

ndan

dm

odify

less

onpl

anni

ngac

tiv

itie

s

-at

each

sch

oo

l

the

sch

oo

l-

Tex

tboo

ks,

teac

hers

'gui

des

and

othe

rre

quir

esm

ater

ials

ITS

ME

mat

eria

ls

-A

llte

ach

ers

mak

e

prep

arat

ion

fort

hele

sso

ns

8.M

onito

ring

-to

ob

serv

eIS

-fol

low

ing

the

plan

ofIS

-DE

B-

Tra

nspo

rtat

ion

-IT

SM

Em

ater

ials

-All

teac

hers

anal

yze,

activ

ities

and

give

activ

ities

give

nby

the

trai

ner

san

dex

pen

ses

and

Man

ual

sun

ders

tand

and

mod

ifysu

gges

tions

sch

oo

lso

ther

trai

ner

s(s

houl

dere

dby

-T

extb

ooks

,IT

SM

Em

ater

ials

-to

geti

nfor

mat

ion

-at

each

sch

oo

lde

pend

ing

onea

chor

gani

zatio

n)te

ache

rs'g

uide

s-

All

teach

ers

mak

e

and

sugg

estio

nsto

thei

r-

ITS

ME

Fo

rmF

and

othe

rre

quir

espr

epar

atio

nfo

rthe

(and

repe

atth

eim

prov

eIT

SME

avai

labi

lity

an

dG

mat

eria

lsle

sso

ns

step

s3

to8

for

the

mat

eria

lsan

d•

ITS

ME

Lesso

n

seco

ndse

mes

ter)

acti

vit

ies

Ob

serv

ati

on

Sh

eet

9.P

rov

inci

al-

toev

alu

ate

and

-1st

wee

kin

Apr

il-

All

ITS

ME

-Tra

nspo

rtatio

n-A

nnua

lac

tivity

-R

eco

mm

end

atio

ns

and

sum

mar

izat

ion

sum

mar

ize

the

ann

ual

(att

hesa

me

time

oftr

ain

ers

inth

eex

pen

ses

plan

ofea

chsu

gges

tions

fort

hem

eetin

gac

tiv

itie

spl

anni

ngm

eetin

g)pr

ovin

ce(s

houl

dere

dby

orga

niza

tion

activ

ities

fort

hefo

llow

ing

-to

plan

the

outli

neof

-at

each

PE

Sea

chor

gani

zatio

n)-A

llre

pots

yea

r

the

acti

viti

esin

the

subm

itted

byth

efo

llow

ing

year

sch

oo

ls

-A

llre

cord

san

d

no

tes

rela

ted

ITS

ME

acti

viti

es


ANNEX -80-

ITS

ME

Imp

lem

enta

tio

nP

lan

onth

eex

pan

sio

no

fIT

SM

Eac

tivi

ties

for

new

area

s

Exp

ansi

onPl

anO

bjec

tives

Act

iviti

es/S

teps

Pers

on

s

invo

lved

Stra

tegi

esE

xpec

ted

Out

put

1,D

isse

min

atio

n-

toin

tro

du

cean

d-

Orig

inal

targ

etcl

uste

rsco

ntin

ueIT

SME

4--

DE

Btr

ain

ers

are

-Al

lthe

oppo

rtuni

ties

ofdi

stric

t-T

he

nu

mb

erof

no

n-

toth

eno

n-ta

rget

invi

teth

est

epre

spon

sibl

ean

dac

tiv

itie

ssh

ou

ldb

eut

iliz

edto

targ

etcl

uste

rsw

hocl

ust

ers/

sch

oo

lsin

tere

sts

on

the

1)D

EBco

nduc

tsan

orie

ntat

ion

fora

llP

ES

and

TT

Cin

tro

du

ceIT

SM

Eid

eas

star

tIS

acti

vit

ies

(with

inth

eta

rget

new

mo

de

of

in-

prin

cipa

lson

the

expa

nsio

nof

ITSM

Eta

rget

trai

ner

sass

ist

-E

spec

ially

,w

hen

PAs

visi

tno

n-ut

ilizi

ngIT

SME

dist

ricts

)se

rvic

ete

ach

er

clu

ster

ste

chni

cally

and

targ

etsc

hool

s,IT

SME

way

and

mat

eria

lsw

illb

e

train

ing

2)D

EBse

lect

s2

or3

new

clus

ters

(atl

east

adm

inis

trativ

ely

form

ats

shou

ldbe

appl

ied

onth

ein

cre

ase

d

-to

real

ize

the

one)

amon

gth

ecl

uste

rsw

hoex

pres

sth

eir

-D

EB

dir

ecto

ro

bse

rvat

ion

and

feed

bac

kof

the

-The

requ

est

ofno

n-eff

ecti

ven

ess

ofco

mm

itm

ent

sho

uld

tak

ele

sso

ns

targ

etcl

uste

rs/

ISac

tivi

ties

3)D

EBco

nduc

tsTO

Tfo

rth

ese

new

clus

ters

init

iati

veto

-IT

SME

man

ualv

er.2

,pro

duce

dsc

hool

sin

vitin

gut

ilizi

ngIT

SME

4)M

embe

rsc

hool

sin

thos

ene

wcl

uste

rsd

isse

min

ate

ITSM

Em

ater

ials

for

IS(e

xem

plar

shar

ing

info

rmat

ion

mat

eria

lsto

con

du

ctIS

and

DE

Bm

on

ito

rsit

ITS

ME

idea

sin

tole

sson

plan

s)an

dIS

onIT

SM

Eac

tivi

ties

impr

ove

teac

hers

'n

ewcl

ust

ers

plan

ning

/repo

rting

form

ssho

uld

bew

illb

ein

crea

sed

capa

bilit

ies

copi

edat

DEB

Off

ice

and

dist

ribut

ed-T

he

nu

mb

er

of

-to

star

tth

e-

All

dis

tric

tsar

ere

com

men

ded

this

clu

ster

sw

ho

con

du

ct

impl

emen

tatio

nof

expa

nsio

nan

dto

mak

eit

smoo

th,

allIT

SM

Eac

tivi

ties

is

ISac

tivi

ties

PAss

houl

dpa

rtic

ipat

eto

TOT

inin

cre

ase

d.

utili

zing

ITSM

EJu

ne

20

13

tou

nd

erst

and

ho

wto

mat

eria

lsco

nd

uct

TO

T


ANNEX -81-

Exp

ansi

onPl

anO

bjec

tives

Act

iviti

es/S

teps

Pers

on

s

inv

olv

edSt

rate

gies

Exp

ecte

dO

utpu

t

2.D

isse

min

atio

n-

toin

tro

du

cean

d-

Orig

inal

targ

etdi

stric

tsco

ntin

ueIT

SME

4--

PE

Str

ain

ers

are

-All

the

oppo

rtun

ities

ofpr

ovin

cial

-Th

en

um

ber

ofn

on

-

toth

eno

n-ta

rget

invi

teth

ein

tere

sts

step

resp

onsi

ble

and

acti

viti

essh

ou

ldb

eut

iliz

edto

targ

etdi

stric

tsw

hod

istr

icts

on

the

new

mo

de

1)IT

SME

trai

ners

team

eval

uate

and

conf

irmD

EB

and

TT

Cin

tro

du

ceIT

SM

Eid

eas

such

as

DE

Bar

ein

tere

stin

gin

IS(w

ithin

the

targ

eto

fin

-ser

vic

eth

eef

fect

iven

ess

and

effic

ienc

yon

the

trai

ner

sass

ist

dire

ctor

sm

eetin

gac

tiviti

esut

ilizi

ngpr

ovin

ces)

teac

her

train

ing

expa

ndin

gst

rate

gym

entio

ned

abov

ete

chni

cally

-W

hen

PES

trai

ners

visi

tno

n-ta

rget

ITS

ME

mat

eria

lsw

ill

-to

real

ize

the

wh

eth

erit

sho

uld

be

tak

eno

rn

ot

for

no

n-

-P

ES

dir

ecto

rsdi

stri

cts,

ITSM

Eid

eash

ould

beb

ein

cre

ase

d

effe

ctiv

enes

so

fta

rget

dist

ricts

sho

uld

tak

ein

trodu

ced

toge

ther

with

ITSM

E-

The

requ

est

ofno

n-IS

acti

viti

es2)

PES

cond

ucts

hari

ngan

dor

ient

atio

non

init

iati

veto

man

ual

ver.

2,pr

oduc

edIT

SME

targ

etdi

stric

tsin

vitin

gut

ilizi

ngIT

SME

the

effe

ctiv

enes

sof

ISac

tiviti

esut

ilizi

ngd

isse

min

ate

mat

eria

lsfo

rIS

(exe

mpl

arle

sson

the

shar

ing

mat

eria

lsto

ITS

ME

mat

eria

lsin

SY

20

13

-20

14

ITS

ME

idea

sin

topl

ans)

and

ISpl

anni

ng/re

porti

ngin

form

atio

non

ITS

ME

impr

ove

teac

hers

'm

axim

izin

gan

yop

portu

nitie

sto

mee

tnon

-n

ewd

istr

icts

form

sw

illb

ein

crea

sed

capa

bilit

ies

targ

etdi

stric

ts-

ITSM

Em

anua

lver

.2,

prod

uced

-Th

en

um

ber

of

-to

start

the

3)PE

Sse

lect

s2

or3

new

dist

ricts

(atl

east

ITSM

Em

ater

ials

for

IS(e

xem

plar

dis

tric

tsw

ho

con

du

ct

impl

emen

tatio

nof

one)

amon

gth

ecl

uste

rsw

hoex

pres

sth

eir

less

onpl

ans)

and

ISIT

SM

Eac

tivi

ties

is

ISac

tivi

ties

com

mit

men

tan

dth

ose

new

DE

Bse

lect

2pl

anni

ng/re

porti

ngfo

rms

shou

ldbe

incr

ease

d.

utili

zing

ITSM

Eclu

sters

inth

ed

istr

ict

copi

edat

DEB

Off

ice

and

dist

ribut

edm

ater

ials

4)PE

Spl

ana

spec

ialT

OT

for

thes

ene

wcl

uste

rsin

the

new

dist

ricts

with

the

help

ofIT

SME

train

ers

from

the

orig

inal

8di

stric

tsto

geth

erw

ithth

ede

velo

ped

ITSM

Em

ater

ials

and

man

ual

s

5)N

ewD

EBtr

aine

rsco

nduc

tTO

Tfo

rth

ene

wcl

uste

rsw

ithth

ehe

lpof

ITSM

Etr

aine

rs6)

Mem

ber

scho

ols

inth

ose

new

clus

ters

con

du

ctIS

and

new

DE

Btr

ain

ers

mo

nit

or

it


ANNEX -82-

Exp

ansi

onPl

anO

bjec

tives

Act

iviti

es/S

teps

Pers

on

s

invo

lved

Stra

tegi

esE

xpec

ted

Out

put

3.D

isse

min

atio

n-

toin

tro

du

cean

d-O

rigin

alta

rget

dist

ricts

cont

inue

ITSM

E4-

-D

TE

sho

uld

be

-D

TEse

tsth

eop

portu

nity

to-T

here

shou

ldbe

any

toth

eno

n-ta

rget

invi

teth

est

epre

spon

sibl

eon

intr

od

uce

ITS

ME

idea

sto

DT

Epr

ovin

cew

how

ishto

prov

ince

sin

tere

sts

on

the

-IT

SM

Etr

ain

ers

team

ev

alu

ate

and

con

firm

the

offi

cial

sim

plem

ent

ITSM

E(n

atio

nw

ide

new

mo

de

of

in-

the

effe

ctiv

enes

san

def

ficie

ncy

onth

ed

isse

min

atio

nof

-D

TE

invi

tes

DPP

E,

RIE

San

dac

tivi

ties

appr

oach

)se

rvic

ete

ach

er

expa

ndin

gst

rate

gym

entio

ned

abov

ew

heth

erIT

SM

Eid

eas

toE

SQ

AC

too

bse

rve

tok

no

wth

e-

DT

Ew

illb

eab

leto

train

ing

itsh

ould

beta

ken

orno

tfor

non-

targ

etno

n-ta

rget

actu

alim

plem

enta

tion

ofIT

SME

copy

ITSM

E-

tore

aliz

eth

epr

ovin

ces

prov

ince

sac

tiviti

esin

the

targ

etpr

ovin

ce(3

rdex

peri

ence

sto

the

effe

ctiv

enes

sof

1)D

TEin

trod

uces

the

effe

ctiv

enes

sof

ITSM

E-

DT

Em

ak

es

wee

kin

May

)ne

wpr

ovin

cesw

hoIS

acti

vit

ies

mat

eria

lsfo

rIS

toim

prov

eth

equ

ality

ofIS

ITS

ME

trai

ner

s-

DT

Ein

vite

sD

PPE

,R

IES

and

are

will

ing

tost

art

utili

zing

ITSM

Eac

tiviti

esto

geth

erw

ithth

eou

tline

ofIT

SME

4-as

reso

urce

ES

QA

Cto

eval

uat

eIT

SME

ITS

ME

acti

vit

ies

mat

eria

lsto

step

with

ITSM

Ele

sson

plan

ning

atth

epe

rson

son

the

stra

tegi

esut

ilizi

ngIT

SME

man

ual

-The

prov

ince

sw

hoim

prov

ete

ache

rs'

mee

ting

ofall

PES

dire

ctor

so

rien

tati

on

s/v

er.2

and

ITS

ME

mat

eria

lsfo

rIS

are

will

ing

toca

pabi

litie

s(t

heop

port

uniti

eswi

llbe

set

with

the

help

ofw

orks

hops

for

(exe

mpl

arle

sson

plan

s)im

plem

ent

ITSM

E-

tost

art

the

DPP

E)ne

wpr

ovin

ces

-D

TE

reco

mm

ends

DPP

E,

RIE

Sac

tivi

ties

un

der

stan

d

impl

emen

tatio

nof

2)If

ther

ear

ean

ypr

ovin

cew

hoar

ean

dE

SQ

AC

tota

ke

ITSM

Ele

sso

nth

em

ech

anis

mof

ISac

tivi

ties

inte

rest

edin

ITSM

Eac

tiviti

es,

DT

Ese

tsth

epl

anfo

rmat

and

met

hod

into

the

ITS

ME

and

the

need

s

utili

zing

ITSM

Eor

ient

atio

nfo

rth

epr

ovin

cial

offic

ials

(DTE

will

man

uals

/mod

ules

forp

rinci

pals

'and

ofco

oper

atio

nof

mat

eria

lsca

llav

aila

ble

ITS

ME

trai

ner

sto

intr

od

uce

teac

hers

'tra

inin

gas

natio

nal

PES,

DE

Ban

dT

TC

-to

mak

eIT

SM

EIT

SME

activ

ities

and

itsef

fect

iven

ess)

stan

dard

-The

prov

ince

sw

hole

sson

plan

3)T

hepr

ovin

ces

who

are

will

ing

toim

plem

ent

-D

TE

con

tin

ues

the

dis

cuss

ion

with

are

will

ing

tofo

rmat

and

ITSM

Eac

tiviti

essh

ould

invi

teth

eco

oper

atio

nD

PPE

,R

IES

and

ESQ

AC

tom

ake

impl

emen

tIT

SME

met

ho

dof

less

on

ofTT

Cne

arby

fort

echn

ical

assi

stan

ceIT

SM

Em

anu

alv

er.2

on

eof

the

activ

ities

try

tost

art

itspl

anni

ngwi

llbe

4)T

hepr

ovin

ces

who

are

will

ing

toim

plem

ent

refe

renc

em

ater

ials

ofth

etra

inin

gim

plem

enta

tion

unde

rco

mm

en

ded

for

ITSM

Eac

tiviti

essh

ould

set

som

eta

rget

mod

ules

whi

chis

unde

redi

ting

atth

eass

ista

nce

ofD

TE

nat

ion

alst

and

ard

dis

tric

tsan

dcl

ust

ers

inth

esa

me

man

ner

as

wh

atIT

SM

Eh

as

do

ne

5)D

TEas

sist

san

dpr

ovid

esIT

SME

mat

eria

lsan

dtr

aine

rsto

intr

oduc

eea

chst

epof

ITSM

Eac

tivi

ties

6)W

hen

new

prov

ince

sst

artI

TSM

E4-

step

,D

TEan

dso

me

ITSM

Eor

igin

altra

iner

swi

llm

onito

rth

eac

tiviti

esan

dpr

ovid

een

ough

sugg

estio

ns

DP

PE

and

ITSM

Eor

igin

altr

ain

ers

-IT

SME

less

onpl

anfo

rmat

and

met

ho

do

f

less

onpl

anni

ngb

eco

me

nat

ion

al

stan

dar

d


ANNEX -83-

Exp

ansi

onPl

anO

bjec

tives

Act

iviti

es/S

teps

Pers

on

s

invo

lved

Stra

tegi

esE

xpec

ted

Out

put

4.In

stal

lmen

tof

-to

intr

od

uce

an

d1)

Sava

nnak

hetT

TCan

dPa

kse

TTC

will

be-

DT

Esh

ou

ld-

DTE

prep

are

the

requ

ired

-The

repr

esen

tativ

esth

em

eth

od

ofin

vite

the

the

lead

er

ofin

tro

du

ctio

nof

ITS

ME

less

on

bere

spon

sibl

em

ater

ials

with

the

help

ofIT

SME

share

and

intr

od

uce

ITS

ME

less

on

inte

rest

so

nth

epl

anni

ngin

toTT

C(t

hese

two

TTC

star

tits

on

the

trai

ners

and

JIC

Aex

pert

sIT

SM

Eid

eas

atth

eir

plan

ning

into

new

mo

de

of

in-

intro

duct

ion

toth

egr

adua

tein

June

2013

)d

isse

min

atio

n-

So

me

of

ITS

ME

trai

ner

sco

nd

uct

TT

C

TT

Ccu

rric

ulu

mse

rvic

ete

ach

er

2)D

TEin

vite

sth

ere

pres

enta

tives

of6

TTC

toof

ITS

ME

idea

ssm

allw

orks

hop

durin

gth

e-

TT

Cle

ctu

rers

at6

train

ing

for

TTC

the

prep

arat

ion

wor

ksho

pin

May

2013

toth

epr

epar

atio

nw

orks

hop

fort

heT

TC

un

der

stan

d

teach

ers

and

3)R

epre

sent

ativ

esof

ITSM

Etr

aine

rspr

esen

tre

pres

enta

tives

repr

esen

tativ

esto

intr

oduc

eIT

SME

ITSM

Eid

eas,

stu

den

tsth

eou

tline

ofIT

SME

activ

ities

and

stra

tegi

esof

6T

TC

idea

san

dst

rate

gies

stra

tegi

esan

dits

-to

real

ize

the

fort

hem

durin

gth

ew

orks

hop

-IT

SM

E-

The

repr

esen

tati

ves

join

the

eff

ecti

ven

ess

effe

ctiv

enes

sof

4)T

here

pres

enta

tives

parti

cipa

teth

etr

ain

ers

activ

ities

atth

ew

orks

hop

-Any

of6

TTC

star

tIS

acti

viti

esw

orks

hop

toun

ders

tand

how

ITSM

Etr

aine

rspr

ovid

es-

DTE

prov

ides

ITSM

EM

anua

lve

r.2

prep

arat

ion

for

utili

zing

ITSM

Epr

oduc

eIT

SME

mat

eria

lsto

stud

yIT

SME

guid

ance

and

and

ITSM

EL

esso

nPr

epar

atio

nin

tro

du

ctio

nof

ITS

ME

mat

eria

lsto

less

onpl

anni

ngin

stru

ctio

nto

Man

ual

toge

ther

with

the

ideas

toth

est

ud

en

ts

impr

ove

teac

hers

'5)

The

repr

esen

tativ

esco

nduc

tech

otra

inin

gth

eco

mpi

latio

nof

ITSM

Em

ater

ials

for

capa

bilit

ies

toth

eco

lleag

ues

atTT

Can

din

vite

sdi

rect

ors

repr

esen

tati

ves

IS

-to

mak

eth

ede

cisi

onif

they

inst

all

ITSM

Eid

eas

into

thei

rst

ud

en

tsst

art

the

less

on

s

prac

tice

ofIT

SME

6)D

TEco

ntin

ues

topr

ovid

eth

eop

portu

nitie

sle

sson

plan

ning

info

rall

8TT

Cto

shar

ean

dex

chan

geth

eir

orde

rto

equi

pit

expe

rien

ces

utili

zing

ITSM

Eid

eas;

such

asbe

fore

they

gosc

ien

ce

fair

actu

alte

achi

ng-

ITS

ME

less

on

plan

ning

will

beta

ken

as

on

eof

the

con

ten

tsof

TT

Cle

sso

ns


ANNEX -84-

ITSME Activities as of 03/10/2013

1st Year1st Kickoff Meeting for MOE officials and Directors of PES and TTC (MOE)<Agenda, activities and accomplishment>- Grasp the outline of ITSME- Discuss on the selection criteria of the Project target Districts, Clusters and schools- Discuss on the preparatory activities for Baseline SurveyBaseline Survey (Target districts)<Agenda, activities and accomplishment>- Visit 20 target primary schools and observe 28 units of lessons- Conduct questionnaire and Math short test for 635 students and 24 teachers- Analyze the realities of students, teachers, and lesson practices- Identify the direction of ITSME based on the results2nd Kickoff Meeting for PES PAs, DEB PAs and TTC lecturers (Savannakhet TTC)<Agenda, activities and accomplishment>- Grasp the outline of ITSME- Analyze the results of Baseline Survey and identify the direction of ITSME- Consent of the roles and functions of ITSME trainersTNA (Training/Teacher Needs Assessment) (Target districts)<Agenda, activities and accomplishment>- Pick up difficult topics tor the teachers- Interview classroom teachers

12/07/2010 - 16/07/2010

1st Preparation Workshop (Savannakhet TTC)

5/08/2010 -7/08/2010

2nd Preparation Workshop (Savannakhet TTC)

27/09/2010 - 30/09/2010

3rd Preparation Workshop (Pakse TTC)

<Agenda, activities and accomplishment>- Grasp the outline of ITSME- Analyze the results of Baseline Survey and identify the direction of ITSME- Illustrate the image of a model lesson- Design the mechanism of teacher training program- Make model lesson plans for SBT in the first semesterTOT (Training of Trainers) for principals and ATs in the target schools (Target provinces)<Agenda, activities and accomplishment>- Grasp the outline of ITSME- Analyze the results of Baseline Survey and identify the direction of ITSME- Conduct demonstration lesson using the model lesson plans- Feedback based on the observation of the demonstration lessons- Report on the status of Cluster activities (supplemental survey of Baseline Survey)4th Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- Check and compile the finished model lesson plans for the first semester- Make model lesson plans for SBT in the second semesterTraining in Japan<Agenda, activities and accomplishment>- Study on Japanese schools, lessons, and textbooks- Observe 3 math and 1 science lessons in primary, 2 science lessons in junior high school- Discuss with board of education in Kawaguchi city- Observe teacher training programs1st Joint Coordinating Committee (MOE)<Agenda, activities and accomplishment>- Report on the progress of 1st year operation of ITSME- Report on Training in Japan- Discuss on the issues and concerns

09/08/2010 - 28/08/2010

01/11/2010 - 5/11/2010

13/11/2010 - 21/11/2010

26/11/2010

25/03/2010

26/04/2010 - 30/04/2010

25/05/2010

1st and 2nd week inJune

List of ITSME activities ANNEX 3-02

ANNEX -85-

2nd YearITSME Kickoff meeting for the 2nd year (MOE)<Agenda, activities and accomplishment>- Establishment of ITSME Ideal Lesson- Make guideline "how to care the contents of textbooks in ITSME"- What is applicable training mechanism- Budgeting and financial support for ITSME activities1st Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- Report of outcome on Kickoff Meeting- Discussion on tentative plan of CBT and SBT structure- ITSME ideal lesson- Setting of lesson objective and Evaluation Questions for Gr-3, 4, 5- JICA Advisory Mission visits Workshop2nd Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- The quality of ITSME Lesson Plans- Lesson skeletal design- Lesson planning for Gr-3, 4, 53rd Preparation Workshop (Savannakhet TTC)<Agenda, activities and accomplishment>- Preliminary study on "Education in Japan"- Setup of clear lesson objectives and evaluation questions for new 7 materials- Preparatory activities for Training in JapanTraining in Japan<Agenda, activities and accomplishment>- Japanese system on textbook editing, authorization, and publishing- School visits and lesson observations- Discussion with board of education at local level- other related facilities in social educationDebrief Meeting on Training in Japan for MOE (MOE)<Agenda, activities and accomplishment>- Introduction of the activities in Japan- Presentation from each study group, DEB, PES, TTC- Discussion on how to apply the learning in Japan to Lao EducationSchool Visit (all target provinces and districts - follow up survey on IS activities)<Agenda, activities and accomplishment>- Visit all 16 center schools of the clusters- Make interview with principals and ATs4th Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Review and confirmation of the feature of ITSME project- Feed-back from Training in Japan (all PES, DEB, TTC Directors are invited)- Brief report on the School visit in June- Preparation of TOT5th Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Preparation of the training materials for TOT in Champasak- Completion of 2 ITSME materials for TOT out of 7 materials

TOT in Champasak Province (Sanasonboun, Bachieng, Paksong DEB)<Agenda, activities and accomplishment>- Sanasonboun TOT on 05, 06/09/2011- Bachieng TOT on 08, 09/09/2011- Paksong TOT on 12, 13/09/2011- Study on ITSME and materials for IS to plan school activities- Feedback and improvement for each TOT

11/02/2011

21/02/2011 - 26/02/2011

14/03/2011 - 19/03/2011

23/05/2011 - 28/05/2011

05/09/2011 - 13/09/2011

29/08/2011 - 03/09/2011

05/06/2011 - 12/06/2011

13/06/2011

26/06/2011 - 07/07/2011

08/08/2011 - 13/08/2011


ANNEX -86-

2nd Year (cont.)6th Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Feedback of Champasak TOT- Revision of TOT materials according to the result and feedback of Champasak Team7th Preparation Workshop (Savannakhet TTC)<Agenda, activities and accomplishment>- Preparation of the training materials for TOT in Savannakhet and Kammouane- Practice of the presentationsTOT in Savannakhet Province (Kayson, Champhone, Phalanxay DEB)<Agenda, activities and accomplishment>- Champhone TOT on 31/10 and 01/11/2011- Phalanxay TOT on 03, 04/11/2011- Kayson TOT on 07, 08/11/2011- Study on ITSME and materials for IS to plan school activities- Feedback and improvement for each TOTTOT in Kammouane Province (Thakhek, Himboun DEB)<Agenda, activities and accomplishment>- Thakhek TOT on 11, 12/11/2011- Himboun TOT on 14, 15/11/2011- Study on ITSME and materials for IS to plan school activities- Feedback and improvement for each TOT8th Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- Feedback of Savannakhet and Kammouane TOT- Editing of ITSME manual according to the experiences of TOT9th Preparation Workshop (Savannakhet TTC)<Agenda, activities and accomplishment>- Finalization of 5 materials for out of 7- Editing of ITSME manual10th Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Progress report on the 2nd year activities- Completion of 4 materials out of seven 7- Completion of ITSME manualJoint Mid-term Review Mission on ITSME<Agenda, activities and accomplishment>- Visit of educational offices and interview with the person involved- Discussion with counterpart organization- Report and discussion on Joint Coordinating Committee- Comments and suggestions for the planning of future activitiesJoint Coordinating Committee (MOE)<Agenda, activities and accomplishment>- ITSME Progress Report- Joint Mid-term Review Report on ITSME- Discussion on Modification of Project Design- Signing Ceremony on the Minute

31/10/2011 - 09/11/2011

14/09/2011 - 17/09/2011

27/10/2011 - 29/10/2011

10/11/2011 - 15/11/2011

19/12/2011 - 24/12/2011

13/02/2012 - 18/02/2012

26/02/2012 - 14/03/2012

16/11/2011 - 19/11/2011

13/03/2012


ANNEX -87-

3rd Year1st Preparation Workshop (Savannakhet TTC)ITSME Kickoff meeting for the 3rd year<Agenda, activities and accomplishment>- ITSME progress report and activity plan- Role and function of each level of implementer- Discussion on Monitoring system and the forms- Pre-Tests in Math and Science- Lesson planning2nd Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- Discussion on how to conduct TOT- Revision of LP in each group- Preparation for TOT in September3rd Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- Confirmation of the monitoring forms- Confirmation of TOT schedule of each province- Practice of the presentation for TOT1st Training of Trainers (8 target districts)<Agenda, activities and accomplishment>- Session on the science material for IS "Heat Transfer"- Session on the mathematics material for IS "Symmetry"- Feedback session and IS planning- Questionnaire4th Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Feedback from each province- Making a plan for monitoring IS- Post-test and its5th Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Confirmation of TOT activities- Planning of TOT for each province- Making the presentation plan of the LPs by subject groups- Preparation for TOT2nd Training of Trainers (8 target districts)<Agenda, activities and accomplishment>- Session on "How ITSME makes lesson plans"- Session on the mathematics material for IS "Direct Proportion"- Session on the science material for IS "Cause of Sight"- Use of Monitoring Forms- Questionnaire6th Preparation Workshop (Savannakhet TTC)<Agenda, activities and accomplishment>- Feedback from each province on the 2nd TOT- Information on the Endline survey- Making the Lesson Design Sheet for the newly selected topics- Discussion on the contents of the presentation for JCCJoint Coordinating Committee<Agenda, activities and accomplishment>- ITSME Progress Report- Introduction of "How ITSME makes lesson plans"- ITSME 4th year and the future plan- Inviting questions and comments

10/09/2012 - 14/09/2012

17/09/2012 - 21/09/2012

12/11/2012 - 16/11/2012

26/11/2012 - 30/11/2012

29/10/2012 -02/11/2012

18/06/2012 - 22/06/2012

02/07/2012 - 06/07/2012

27/08/2012 - 31/08/2012

05/12/2012


ANNEX -88-

4th Year1st Preparation Workshop (Savannakhet TTC)ITSME Kickoff meeting for the 4th year<Agenda, activities and accomplishment>- Pre-test on the topics for science and math lesson plans- ITSME progress report and future plan; Making agreement among the target districts.- Role and function of each level of implementer- Consideration on the budgetary arrangement for ITSME activities- Confirmation of the process of Endline Survey- Preparation of the materials and tools for Endline Survey- Lesson planning- Participation of the guests from Plan International (Bokeo Province)ITSME Endline Survey (Target districts)<Agenda, activities and accomplishment>- Visit 32 target primary schools and observe 32 units of math lessons- Conduct questionnaire and Math short test for 853 students and 32 teachers- Analyze the difference of students, teachers, and lesson practices from the result of baseline- Identify the teachers' practices and findings on IS activities and ITSME materials2nd Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Reporting of findings and analysis on the results of Endline Survey by the trainers- Lesson planningMonitoring ITSME target schools in Thakhek and Himboun districts with the representatives fromDPPE, RIES and ESQAC<Agenda, activities and accomplishment>- Visiting the target schools (Chomcheng in Thakhek and Himbounthai in Himboun)- Interview with PES Head in Kammouane Province- Discussion on the future utilization of ITSME idea for each department3rd Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- Reporting of findings and analysis on the results of Endline Survey by Japanese experts- Special session for the representatives from 6 non-target TTCs- Lesson planning4th Preparation Workshop (Pakse TTC)<Agenda, activities and accomplishment>- Collection of form E and F- Answering to the questionnaire given by ITSME Final Evaluation Mission/Japanese Experts- Finalization of 2 lesson plans which will be introduced at TOT- Planning of TOT for each province- Making the presentation plan of the LPs by subject groups- Preparation of TOT materialsTOT in three target provinces<Agenda, activities and accomplishment>- Thakhek TOT on 26/06/2013- Himboun TOT on 27/06/2013- Kaysone TOT on 26/06/2013- Champhone TOT on 25/06/2013- Phalanxay TOT on 27/06/2013- Sanasonboun TOT on 25/06/2013- Bachieng TOT on 26/06/2013- Paksong TOT on 27/06/2013- Introduction of ITSME manual ver.2, introduction of two ITSME materials, sharing of IS experiences5th Preparation Workshop (Kammouane PES)<Agenda, activities and accomplishment>- Feedback and sharing of TOT experiences and get insights for the future TOT- Post-test on the topics for science and math lesson plans - Finalization of remaining 14 ITSME materials- Making preparation for EQS training- Getting the observation and Interview for Terminal Evaluation

18/02/2013 - 22/2/2013

27/05/2013 - 31/05/2013

20/05/2013 - 22/05/2013

25/02/2013 - 07/03/2013

11/03/2013 - 15/3/2013

17/06/2013 - 21/06/2013

24/06/2013 - 28/06/2013

01/07/2013 - 05/07/2013


ANNEX -89-

4th Year (cont.)Joint Terminal Evaluation on ITSME<Agenda, activities and accomplishment>- Visit of educational offices and interview with the person involved- Discussion with counterpart organization- Report and discussion on Joint Coordinating Committee- Comments and suggestions for future development and sustainabilityJoint Coordinating Committee (MOE)<Agenda, activities and accomplishment>- ITSME Endline Survey Report- Joint Terminal Evaluation Report on ITSME- Discussion and sharing on the future activities- Signing Ceremony on the Minute6th Preparation Workshop (Savannakhet TTC)<Agenda, activities and accomplishment>- Feedback and sharing of EQS training- Report on the result of Joint Terminal Evaluation- Finalization of ITSME materials- Preparation for Experience Sharing Seminar- Planning and discussion on the future activites with directors of each DEB, PES and TTCITSME Experinece Sharing Seminar<Agenda, activities and accomplishment>- Introduction of ITSME activities- Experience sharing from the practice at school level- Report on the result of Endline Survey- ITSME future plan and dissemination strategy- Introduction and distribution of ITSME matarials

01/07/2013 - 19/07/2013

19/07/2013

03/10/2013

16/09/2013 - 20/09/2013


ANNEX -90-

EQ

S T

rain

ing T

arg

et

Dis

tric

ts

as

of

05-07-2013

2. Luang N

am

tha

Nam

eA

ssig

ned d

istr

ict

6Long

70

-1

Mr. B

ouasy

BO

UN

VA

TS

AN

Anot

availa

ble

7V

iengp

houkh

a60

Mr. K

eth

, M

r. P

him

maso

ne, M

r. S

aykh

am

2

Mr. D

ouangm

ala

PH

OM

MA

CH

AN

not

availa

ble

8N

a L

e

43

-3

Ms.

Som

vila

y O

UP

HA

XA

Ynot

availa

ble

4M

r. K

ham

phouvy V

IEN

GD

ALA

not

availa

ble

5M

r. B

oun O

m V

EN

ES

OM

PH

ET

not

availa

ble

12

Pha O

udom

63

Mr. K

eth

, M

r. P

him

maso

ne, M

r. S

aykh

am

6

Mr. V

ongs

aka

th P

HIL

AV

AN

Hnot

availa

ble

7M

r. L

ath

som

phone X

AY

YA

SA

NV

iengt

hong,

Houa P

han

8M

s. K

eovie

ngk

ham

CH

AN

PH

AS

OU

KP

ath

oum

phone, C

ham

pasa

k

28

Nam

Bak

100

Mr. K

ham

la, M

s. P

hets

avanh

9M

s. K

ham

paso

ng

CH

AN

TH

AN

AN

ong,

Savannakh

et

10

Mr. S

aykh

am

AN

OU

VO

NG

Vie

ngp

houkh

a, Luang

Nam

tha a

nd P

ha O

udom

, B

oke

o

11

Mr. S

ouka

n A

KK

HA

VO

NG

Houne, U

dom

xai

49

Toum

lane

50

-12

Mr. K

ham

sene S

YK

HO

NV

ON

Gnot

availa

ble

50

Sa M

ouay

50

-13

Mr. N

outh

ay X

AY

ALIN

HX

OU

MP

HO

US

am

phanh, P

hongs

ali

51

Lao N

gam

50

Ms.

Kavone, M

r. Ieng

14

Mr. V

iengk

hone P

HA

ND

ON

ELA

RT

hapangt

hong,

Savannakh

et

15

Mr. K

ongl

a H

AT

SA

LA

SY

Phala

nxa

y, S

avannakh

et

16

Mr. K

honesa

van B

UA

NK

HA

MP

ING

TH

ALE

Phala

nxa

y, S

avannakh

et

58

Sanxa

y29

-17

Mr. Ieng

XA

YT

HA

VO

NG

SY

Lao N

gam

, S

ara

van

59

Sanam

xay

49

-18

Mr. K

ham

phanh D

EN

GS

YY

AV

ON

GA

ssaphone, S

avannakh

et

60

Sayse

tha

48

Ms.

Vila

yvanh, M

r. P

hets

om

pou

19

Mr. C

hanth

avi LA

DA

MO

ON

Dakc

heung,

Seko

ng

20

Mr. P

hets

om

pou S

YLA

VO

NG

Sayse

tha, A

ttapeu

21

Mr. P

honexa

y P

HA

BA

ND

ITH

Paks

ong,

Cham

pasa

k

22

Mr. K

ham

xay T

HA

MM

AV

ON

GP

aks

ong,

Cham

pasa

k

1G

not-

Ou

50

-23

Mr. P

him

maso

ne V

OR

AY

OU

TH

Vie

ngp

houkh

a, Luang

Nam

tha a

nd P

ha O

udom

, B

oke

o

2S

am

phanh

31

Mr. P

hengt

hanongs

ak,

Mr. N

outh

ay

24

Mr. K

ham

la S

EN

GLA

TH

SA

MY

Nam

Bak,

Luang

Pra

bang

and D

akc

heung,

Seko

ng

25

Ms.

Inth

anom

h P

HA

VA

DY

Ass

aphone, S

avannakh

et

26

Ms.

Khanphaphone C

HA

NT

HA

PH

AS

AV

AD

Vie

ngt

hong,

Houa P

han

17

Houne

62

Mr. V

anhxa

y, M

r. S

ouka

n27

Ms.

Tan K

ING

KU

NY

AT

hapangt

hong,

Savannakh

et

18

Pak

Beng

63

-28

Mr. V

anhxa

y T

HA

MM

AV

ON

GH

oune, U

dom

xai

29

Ms.

Panyda K

AN

OR

AT

Nong,

Savannakh

et

30

Mr. V

annako

ne K

HA

MS

OU

KT

HA

VO

NG

not

availa

ble

24

Vie

ngt

hong

70

Ms.

Khanphaphone, M

r. L

ath

som

phone

31

Ms.

Phets

avanh L

EU

NG

LID

Nam

Bak,

Luang

Pra

bang

25

Xie

ngk

ho

80

-32

Mr. P

hengt

hanongs

ak

PH

AK

DEEV

ICH

ITS

am

phanh, P

hongs

ali

33

Ms.

Daosa

det

SY

TH

ON

GB

AY

Path

oum

phone, C

ham

pasa

k

9. V

ienti

ane

34

Mr. K

eoudone M

AH

AT

HO

NG

not

availa

ble

32

Meun

40

Mr. S

imoungk

houn

35

Ms.

Vila

yvanh M

EC

CH

ON

ES

ayse

tha, A

ttapeu

36

Ms.

Kavone P

HO

UV

AN

EK

HA

MLao N

gam

, S

ara

van

37

Mr. S

imoungk

houn, D

TE, M

OES

Meun, V

ientiane

43

Nong

50

Ms.

Panyda, M

s. K

ham

paso

ng

38

Mr. K

eth

PH

AN

HA

CK

, D

TE, M

OES

Vie

ngp

houkh

a, Luang

Nam

tha a

nd P

ha O

udom

, B

oke

o

44

Thapangt

hong

50

Ms.

Tan, M

r. V

iengk

hone

45

Phala

nxa

y50

Mr. K

ongl

a, M

r. K

honesa

van

46

Ass

aphone

50

Ms.

Inth

anom

h, M

r. K

ham

phanh

52

Paks

ong

55

Mr. P

honexa

y, M

r. K

ham

xay

53

Path

oum

phone

50

Ms.

Daosa

det, M

s. K

eovie

ngk

ham

54

Dakc

heung

52

Mr. K

ham

la, M

r. C

hanth

avi

55

Kale

um

50

-

　

　　

　　

↑ #

of

part

icip

ants

12. S

avannakhet

14. C

ham

pasak

15. S

ekong

16. A

ttapeu

5. H

oua P

han

1. P

hongsali

4. U

dom

xai

<1st

Batc

h f

rom

July

5th

>

<2nd B

atc

h f

rom

July

16th

>

3. B

okeo

7. Luang P

rabang

13. S

ara

van

ITSME for EQS ANNEX 3-03

ANNEX -91-

ANNEX -92-

1

1111

Introduction of ITSME Approach

2222

What does ITSME mean?

-ITSME is abbreviated from::::�Improving

�In-service

�Teacher �Training

�Science �Mathematics �Education

-ITSME is my Project

3333

-ITSME lesson should be “easy to understand and

enjoyable for children”

What is ITSME policy?

-ITSME policy is “A teacher should be a life-long learner”

What is ITSME lesson?

4444

Opportunity for teacher’s study

-Ideal training should be::::

�Provided for all teachers�Conducted continuous and regularly�Based on the problems of teaching practice �Run flexibly to meet teachers’ availability �Conducted to the practices�No or low cost�Near school

Internal Supervision

5555

ITSME Approach

Step 1: Development of materials

Step 2: Delivery of materials

Step 3: Utilization of materials

Step 4: Improvement of materials

6666

Step 1: Development of materials� ITSME trainers produce training materials for IS.� PES, DEB and TTC trainers discuss materials together.� ITSME trainers consider actual situation at schools.

ANNEX 3-04Introductory Tool

ANNEX -93-

2

7777

Step 2: Delivery of materials

� ITSME trainers guide principals and ATs at TOT.

8888

Step 3: Utilization of materials

� Principal and AT conduct IS for teachers.

9999

Step 4: Improvement of materials� ITSME trainers visit schools to monitor IS and assist

teachers.� Principal reports how teachers conduct IS.� Teachers comment on ITSME materials.

Procedure of activity operated

Step1 Development of materials

Step 2 Delivery of materials

Step 3 Utilization of materials

Step 4Improvement of materials

10

Thank you

11


ANNEX -94-

Sam

ple

Scri

pt fo

r In

trod

ucin

g IT

SME

App

roac

h

ITSM

E P

roje

ct

Sept

embe

r 20

13


ANNEX -95-

2

In

trod

uctio

n Pl

an

1.

Obj

ectiv

e:

Parti

cipa

nts

will

be

able

to e

xpla

in w

hat t

he IT

SME

polic

y an

d th

e IT

SME

appr

oach

are

. 2.

Cor

e co

ncep

ts:

-The

mea

ning

of I

TSM

E is

our

pro

ject

to e

nhan

ce S

cien

ce a

nd M

athe

mat

ics

Educ

atio

n.

-The

ITSM

E le

sson

is “

easy

to u

nder

stan

d an

d en

joya

ble

for c

hild

ren”

. -T

he IT

SME

polic

y is

that

teac

her s

houl

d be

a li

fe-lo

ng le

arne

r. -T

he IT

SME

appr

oach

has

4 c

ycle

ste

ps w

hich

are

dev

elop

men

t, de

liver

y, u

tiliz

atio

n an

d im

prov

emen

t. 3.

Intr

oduc

ing

mat

eria

ls:

ITSM

E M

anua

l 2nd

edi

tion,

ITSM

E Le

sson

Pre

para

tion

Man

ual a

nd IT

SME

Mat

eria

l Boo

k 4.

Tim

e: 1

hour

(60

min

utes

)


ANNEX -96-

3

Pres

ente

r’s A

ctiv

ity

Tim

e Pa

rtic

ipan

ts’ A

ctiv

ity

I. In

trod

uctio

n

G

reet

ing

to p

artic

ipan

ts

Pres

ente

r tal

ks a

bout

edu

catio

n,

“We

are

wor

king

for

edu

catio

n in

our

cou

ntry

. Are

you

en

joyi

ng

your

w

orki

ng?”

“S

ome

stud

ents

ar

e st

ill

stru

gglin

g to

ob

tain

su

bjec

t kn

owle

dge,

es

peci

ally

M

athe

mat

ics

and

Scie

nce

in W

orld

Aro

und

Us.

”

Pr

esen

ter a

sks

“Do

you

thin

k so

?”

In o

rder

to im

prov

e th

at s

ituat

ion,

wha

t is

the

impo

rtant

fa

ctor

?

Pres

ente

r acc

epts

any

ans

wer

s, th

en te

lls “

actu

ally

, the

re

are

seve

ral f

acto

rs.

How

ever

, we

belie

ve te

ache

rs a

re m

ost i

mpo

rtant

fac

tor

to im

prov

e th

e si

tuat

ion

beca

use

they

del

iver

the

subj

ect

know

ledg

e to

stu

dent

s.

Do

you

thin

k so

?”

“The

refo

re,

we

are

focu

sing

on

impr

ovin

g te

achi

ng

capa

city

.”

“In

orde

r to

im

prov

e it,

now

we

are

follo

win

g on

e ap

proa

ch, w

hich

is c

alle

d IT

SME

appr

oach

.”

“So,

toda

y, w

e w

ill in

trodu

ce th

at a

ppro

ach

to y

ou.”

5 min

G

reet

ing

the

pres

ente

r

Li

sten

to th

e pr

esen

ter

Yes,

or N

o.

Ye

s,

I th

ink

so.

Som

e st

uden

ts

cann

ot u

nder

stan

d th

ose

subj

ects

. St

uden

ts n

eed

to s

tudy

mor

e, e

tc.

No

budg

et,

No

train

ing

for

teac

hers

, etc

.

Yes

List

en to

the

pres

ente

r.

II.

Pres

entin

g A

ctiv

ity 1

: Int

rodu

cing

ITSM

E le

sson

and

pol

icy

Pres

ente

r ex

plai

ns w

hat t

he I

TSM

E is

as

follo

w. (

Ref

er

to IT

SME

man

ual 2

nd e

ditio

n pa

ge 1

and

2)

“ITS

ME

stan

ds

for

Impr

ovin

g In

-Ser

vice

Te

ache

r Tr

aini

ng fo

r Sci

ence

and

Mat

hem

atic

s Edu

catio

n.

20

min

Li

sten

to th

e pr

esen

ter

and

look

at

the

docu

men

t.


ANNEX -97-

4

So,

we

aim

to

im

prov

e qu

ality

of

sc

ienc

e an

d m

athe

mat

ics

educ

atio

n.

The

proj

ect h

as a

n id

eal i

mag

e of

the

less

on.

The

less

on s

houl

d be

“ea

sy to

und

erst

and

and

enjo

yabl

e fo

r chi

ldre

n”.

In o

rder

to

mak

e te

ache

rs c

ondu

ct s

uch

less

on a

nd

adju

st a

ctua

l st

uden

ts,

teac

hers

hav

e to

im

prov

e th

eir

teac

hing

con

tinuo

usly

. It

mea

ns t

hat

teac

hers

hav

e to

st

udy

cont

inuo

usly

. Th

eref

ore,

the

pro

ject

has

a p

olic

y is

tha

t “A

tea

cher

sh

ould

be

a lif

e-lo

ng le

arne

r”.

The

oppo

rtuni

ty fo

r tea

cher

’s s

tudy

is v

ery

impo

rtant

. D

o yo

u ha

ve a

n op

portu

nity

for t

each

er’s

stu

dy?

Pr

esen

ter

asks

“W

hat

is

the

best

op

portu

nity

fo

r te

ache

r’s

stud

y?”

“Do

you

thin

k th

at it

is e

asy

to s

tudy

th

e pl

ace

whe

re is

far f

rom

you

r hom

e?”

So,

to

cont

inue

st

udy

ofte

n,

we

shou

ld

have

an

op

portu

nity

for

teac

her’

s st

udy

near

you

r ho

me

or y

our

scho

ol.

Pres

ente

r con

firm

s “D

o yo

u th

ink

so?”

Pr

esen

ter i

ntro

duce

s th

at In

tern

al S

uper

visi

on is

the

best

op

portu

nity

. Th

eref

ore,

the

proj

ect m

axim

izes

Inte

rnal

Sup

ervi

sion

to

mak

e te

ache

rs’ s

tudy

one

par

t of s

choo

l act

iviti

es.

Pres

ente

r sum

mar

izes

act

ivity

1.

Sum

mar

y: T

his

is a

ITS

ME

less

on a

nd p

olic

y. I

n or

der

to

mak

e IT

SME

less

on w

hich

is

“eas

y to

und

erst

and

and

enjo

yabl

e fo

r ch

ildre

n”,

a te

ache

r sh

ould

be

a lif

e-lo

ng

lear

ner.

Giv

e an

swer

suc

h as

up

grad

ing

prog

ram

. N

o,

beca

use

it is

di

ffic

ult

to

atte

nd.

So,

we

cann

ot

do

cont

inuo

usly

.

Yes,

we

thin

k so

.

Li

sten

Li

sten


ANNEX -98-

5

Act

ivity

2: I

ntro

duci

ng IT

MSE

app

roac

h

Pr

esen

ter

expl

ains

the

ITS

ME

appr

oach

to

max

imiz

e In

tern

al S

uper

visi

on; t

he p

roje

ct e

stab

lishe

d th

e 4

step

s. (R

efer

to IT

SME

man

ual 2

nd e

ditio

n pa

ge 3

to 6

.) Pr

esen

ter e

xpla

ins

one

by o

ne a

s fo

llow

s:

1st st

ep: D

evel

opm

ent o

f mat

eria

ls

ITSM

E tra

iner

s pr

oduc

e Tr

aini

ng m

ater

ials

for I

S.

We

are

wor

king

as

a te

am in

clud

ing

PES,

DEB

and

TTC

tra

iner

s. I

TSM

E tra

iner

s de

velo

p m

ater

ials

with

eac

h tra

iner

’s c

omm

ent

to s

uit

actu

al s

ituat

ion

at s

choo

ls.

(Ref

er to

ITSM

E m

anua

l 2nd

edi

tion

page

3 a

nd 4

.)

2nd st

ep: D

eliv

ery

of m

ater

ials

A

fter

deve

lopi

ng

mat

eria

ls,

we

cond

uct

TOT

to

intro

duce

mat

eria

ls t

o pr

inci

pals

and

ATs

. (R

efer

to

ITSM

E m

anua

l 2nd

edi

tion

page

4.)

In T

OT,

ITS

ME

train

ers

expl

ain

char

acte

ristic

s of

tra

inin

g m

ater

ials

. IT

SME

train

ers

intro

duce

ho

w

to

cond

uct

IS

with

tra

inin

g m

ater

ials

. Pr

esen

ter

show

s pa

rtici

pant

s so

me

phot

o to

mak

e th

em im

agin

e TO

T cl

early

at s

lide

7.

3rd st

ep: U

tiliz

atio

n of

mat

eria

ls

Afte

r TO

T, t

his

is t

he s

tep

cond

uctin

g by

tea

cher

s at

ea

ch s

choo

l. (R

efer

to IT

SME

man

ual 2

nd e

ditio

n pa

ge 4

an

d 5.

) Pr

esen

ter

show

s pa

rtici

pant

s so

me

exam

ples

on

how

to

cond

uct I

S w

ith tr

aini

ng m

ater

ials

.

25

min

List

en


ANNEX -99-

6

4th s

tep:

Impr

ovem

ent o

f mat

eria

ls

This

is

to i

mpr

ove

the

mat

eria

ls a

nd I

S ac

tivity

in

the

futu

re. A

fter

cond

uctin

g IS

at s

choo

ls, p

rinci

pals

rep

ort

wha

t the

y di

d an

d an

y is

sues

on

mat

eria

ls a

nd I

S. A

nd

ITSM

E tra

iner

s vi

sit s

ome

scho

ols

to m

onito

r w

hat a

nd

how

sch

ools

con

duct

IS.

(R

efer

to

ITSM

E m

anua

l 2nd

ed

ition

pag

e 6.

)

4

step

s ar

e in

a c

ycle

sho

wn.

Th

ese

step

s ar

e no

t ind

epen

dent

. Thi

s is

a c

ycle

. (R

efer

to

ITSM

E m

anua

l 2nd

edi

tion

page

3.)

Pr

esen

ter s

umm

ariz

es a

ctiv

ity 2

. Su

mm

ary:

Thi

s is

a I

TSM

E ap

proa

ch.

In o

rder

to

mak

e te

ache

rs s

tudy

con

tinuo

usly

, IT

SME

appr

oach

tak

es a

cyc

le

of 4

ste

ps. P

leas

e re

ad IT

SME

man

ual 2

nd e

ditio

n ca

refu

lly.

5 min

III.

Con

clus

ion

Pres

ente

r con

clud

es a

who

le p

rese

ntat

ion.

In

this

pre

sent

atio

n, w

e ex

pect

you

und

erst

and

wha

t the

IT

SME

less

on, p

olic

y an

d ap

proa

ch.

-ITS

ME

less

on is

“ea

sy to

und

erst

and

and

enjo

yabl

e fo

r ch

ildre

n”.

-ITS

ME

polic

y is

“A

tea

cher

sho

uld

be a

life

-long

le

arne

r”.

-ITS

ME

appr

oach

has

4 s

teps

whi

ch a

re d

evel

opm

ent,

deliv

ery,

util

izat

ion

and

impr

ovem

ent.

5 min

List

en


ANNEX -100-

1

1111

ITSME Lesson Planning

2

Lesson design sheet

3333

In order to make an effective lesson, the coverage of thelesson should be set clearly. Therefore, the ITSMEanalyze a lesson design with a lesson design sheet tomake the lesson understandable and enjoyable forstudents. There are following points to analyze:

1. Study on the topic of the lesson

2. Consider the previous knowledge of students

3. Set the objectives

4. Set the evaluation questions

5. Set the activities

4444

1. Study on the topic of the lesson

A textbook and a teachers’ guide are analyzed. This is to

- Make it clear what students will learn through this lesson- Make it clear how a lesson topic in the textbook will be

presented to students - Keep the core concept of the textbook- Study the lesson content from other sources/references.

5

2. Consider the previous knowledge of students

Lesson plan should be made based on the real status of students or what they have attained so far. Therefore: - To check students’ previous knowledge which are related to a

new topic teaching. - To understand students’ fundamental knowledge and skills - To check students’ previous knowledge they are experiencing

in a diary life.

6


ANNEX -101-

2

7

3. Set the objectives

- To evaluate students’ capability/understanding after a

lesson taught.

- Use “the action verbs” in order to see and evaluate easily

whether students’ performance meet the expectation set in

the lesson.

The Clear Objectives

What is a clear objective?

What can students do????

It is an objective written by having an action verb used in the phrases/sentences.

This action verb describes students’ reactions/responses which it can be evaluated through their’ performance

8

9

To make students capable to do an addition of a fraction

---- Word “add” its an action verb which shows the

performance.

---- Word :::: “a fraction with same dominator” is a condition

set up in order to make a lesson have a limitation for

students so they know what to do.

The clear objectives of teaching-learning Writing

10

11

4. Set the evaluation questions

- Evaluation questions need to relate to the lesson

objectives which have been set ahead.

- If students can answer evaluation questions, it means

students achieve the objectives in the lesson.

12

5. Set the activities

- The flow of activities will help students meet the objectives

in the lesson.

- First activity supports the following ones.

- Each activity has an instruction and conclusion with clear

detail.


ANNEX -102-

3

13

Students’ knowledge before a new lesson taught

Students’ knowledge after a lesson taught

Development

Students have learned how to find; - An area of a square- An area of a rectangle

Students will be able to find:- area of a parallelogram

Lesson objectives

Activities

Strategies to help students apply their previous knowledge in a new knowledge learning.

“ The connection between an area of a parallelogram and an area of a square or an area of a triangle.

Students’ previous knowledge

Lesson design sheet

Subject: Mathematics Grade: 5 Chapter: 40 Area of parallelogram

Subject:……..

Grade:……….

Chapter/Unit/Topic: ........................................................

1. Objectives:

2. Core concept:

3. Related to previous lessons which are connected with this lesson:

4. Teaching material:

5. Time:

A lesson plan format

Teacher’s activities Time Students’ activities

I. Introduction

II. Teaching

III. Conclusion

IV. Evaluation

V. Homework

14

15

A lesson plan format

The ITSME have used a format with 3 columns to show the interactions between teacher and students.

Teacher’s activities Time Students’ activities

- Teacher’s questions- Students’ answers or

students’ responses which

are both expected and

unexpected ones towards

teacher’s questions.

- Acknowledgement of teacher

towards students’ responses

√ or ××××

Points of evaluation Reasons

1. The objectives of lesson are clear.

2. The objectives of lesson can be evaluated.

3. Introduction part is related to activities.

4. Activities are related to the objectives of lesson.

5. Activities meet the students’ level.

6. Current activities support the following activities.7. Activities engage all students to involve in/take part in.

8. Activities give clear instructions for teachers and students.

9. Teaching materials are appropriate for lesson.

10. Interactions between teacher and students are clear.

11. Each activity has summary including correct answers or key concepts.

12. Activities have both correct and expected incorrect answers of students’ answer.13. Conclusion of whole lesson shows clear sentences.

14. The evaluation questions are based on activities.

15. The evaluation questions have met the objectives.

16. The time allocation of lesson was appropriate.

17. The steps of lesson are clear.

Lesson plan evaluation sheetSchool……………… Cluster……………….. District………………. Date…………………Subject……………… Chapter………………. Name of evaluator ……………………………•Please put √ if you agree a point, put × if not agree, and write the reason why you agree or not.

Thank you

17


ANNEX -103-

ANNEX -104-

Sam

ple

Scri

pt fo

r In

trod

ucin

g IT

SME

Les

son

Plan

ning

ITSM

E P

roje

ct

Sept

embe

r 20

13


ANNEX -105-

2

In

trod

uctio

n Pl

an

1.

Obj

ectiv

e:

Parti

cipa

nts

will

be

able

to e

xpla

in h

ow th

e IT

SME

mak

es a

less

on p

lan.

2.

Cor

e co

ncep

ts:

-The

idea

of a

less

on is

to m

ake

stud

ents

impr

ove

from

bef

ore

the

less

on to

afte

r the

less

on.

-The

re a

re fi

ve m

ain

impo

rtant

poi

nts,

stud

ying

a to

pic,

stu

dyin

g pr

evio

us k

now

ledg

e, s

ettin

g ob

ject

ives

, set

ting

eval

uatio

n qu

estio

ns

and

setti

ng a

ctiv

ity to

mak

e a

less

on p

lan.

-T

he IT

SME

uses

a le

sson

pla

n fo

rmat

whi

ch h

as 3

col

umns

3.

Intr

oduc

ing

mat

eria

ls:

ITSM

E M

anua

l 2nd

edi

tion,

ITSM

E Le

sson

Pre

para

tion

Man

ual a

nd IT

SME

Mat

eria

l Boo

k 4.

Tim

e: 1

hour

(60

min

utes

)


ANNEX -106-

3

Pres

ente

r’s A

ctiv

ity

Tim

e Pa

rtic

ipan

ts’ A

ctiv

ity

I. In

trod

uctio

n

G

reet

ing

to p

artic

ipan

ts

Pres

ente

r te

lls w

hat

teac

hers

sho

uld

do.

“For

all

teac

hers

, be

fore

goi

ng t

o a

less

on i

n th

e cl

assr

oom

, th

ey h

ave

to

prep

are

for t

he le

sson

.”

Pres

ente

r as

ks

“Wha

t sh

ould

te

ache

rs

prep

are

for

the

less

on?”

Pr

esen

ter a

ccep

ts a

ny a

nsw

ers

and

expl

ains

as

follo

ws:

“A

teac

her h

as to

mak

e a

plan

for a

less

on. T

his

is c

alle

d a

less

on p

lan.

Som

etim

es,

the

teac

her

may

not

be

able

to

follo

w t

he p

lan

due

to t

he a

ctua

l si

tuat

ion

durin

g th

e le

sson

. H

owev

er,

the

prep

arat

ion

help

s th

e te

ache

r to

m

anag

e th

e le

sson

sm

ooth

ly,

and

effe

cts

on

stud

ents

’ le

anin

g.

Ther

efor

e, t

he l

esso

n pr

epar

atio

n, e

spec

ially

, m

akin

g a

less

on p

lan

is im

porta

nt fo

r con

duct

ing

a le

sson

.”

“Tha

t is

why

ITS

ME

proj

ect

cons

ider

s ho

w t

o m

ake

a le

sson

pla

n an

d pr

oduc

es m

odel

less

on p

lans

for t

each

ers.

”

“Tod

ay, I

will

intro

duce

how

ITSM

E m

akes

a le

sson

pla

n. I

hope

thi

s id

ea h

elps

tea

cher

s to

pre

pare

for

a l

esso

n es

peci

ally

mak

ing

a le

sson

pla

n.”

5 min

G

reet

ing

the

pres

ente

r

Li

sten

to th

e pr

esen

ter

Le

sson

pla

n, te

achi

ng m

ater

ials

et

c.

List

en to

the

pres

ente

r

II.

Pres

entin

g A

ctiv

ity 1

: Int

rodu

cing

an

idea

of t

he le

sson

Pr

esen

ter e

xpla

ins

wha

t the

less

on is

as

follo

ws.

“P

leas

e lo

ok a

t th

e sl

ide.

Thi

s is

the

les

son

desi

gn s

heet

pr

oduc

ed b

y th

e pr

ojec

t. Th

roug

h th

e le

sson

, st

uden

ts

shou

ld

impr

ove

thei

r kn

owle

dge

or

perf

orm

ance

fr

om

befo

re th

e le

sson

to a

fter t

he le

sson

.

35

min

Li

sten

to th

e pr

esen

ter a

nd lo

ok

at th

e do

cum

ent.


ANNEX -107-

4

Firs

tly, s

elec

ting

topi

c th

en s

tudy

the

cont

ents

of t

he to

pic,

se

cond

ly c

heck

the

prev

ious

kno

wle

dge

of s

tude

nts,

third

ly

setti

ng th

e le

sson

obj

ect w

hich

is a

goa

l of

the

less

on w

ith

eval

uatio

n qu

estio

ns,

final

ly c

onsi

derin

g th

e ac

tiviti

es t

o de

velo

p st

uden

ts’ k

now

ledg

e or

per

form

ance

.”

Pres

ente

r sum

mar

izes

the

poin

ts a

gain

. 1)

Stu

dy o

n th

e co

nten

t 2)

Con

side

r pre

viou

s kno

wle

dge

of s

tude

nts

3) S

et o

bjec

tives

4)

Set

eva

luat

ion

ques

tions

5)

Set

act

iviti

es

Stud

y on

the

cont

ent f

or te

achi

ng

Pres

ente

r ask

s “D

o yo

u st

udy

cont

ents

of t

he to

pic?

Pr

esen

ter t

ells

“A

s yo

u st

udy,

ITSM

E al

so s

tudy

con

tent

s.”

-Ana

lyzi

ng te

xtbo

ok a

nd te

ache

r’s

guid

e fo

r:

To c

larif

y th

at w

hat s

tude

nts

have

to le

arn

in th

is le

sson

. To

cla

rify

that

how

to te

ach

this

topi

c fr

om te

xtbo

ok.

-Kee

ping

the

core

con

cept

of t

he le

sson

. -S

tudy

ing

othe

r ref

eren

ces/

mat

eria

ls.

Pr

evio

us k

now

ledg

e of

stud

ents

Pr

esen

ter e

xpla

ins

next

poi

nt a

s fo

llow

s.

-Les

son

plan

sho

uld

be m

ade

base

d on

the

rea

l st

atus

of

stud

ents

. Th

eref

ore:

-T

o ch

eck

the

prev

ious

les

sons

whi

ch a

re r

elat

ed t

o th

is

less

on fo

r con

firm

ing

the

prev

ious

kno

wle

dge

of c

hild

ren

-To

chec

k kn

owle

dge

of c

hild

ren

in th

eir d

aily

life

. -T

o ch

eck

wha

t the

chi

ldre

n le

arne

d fr

om e

nviro

nmen

t.

Pr

esen

ter

asks

“W

hy

is

chec

king

pr

evio

us

know

ledg

e

Yes,

we

stud

y co

nten

ts.

List

en

Bec

ause

tea

cher

s sh

ould

kno

w


ANNEX -108-

5

need

ed?”

-C

heck

ing

prev

ious

kno

wle

dge

is t

o m

ake

the

rela

tion

prev

ious

kno

wle

dge

to b

e us

ed in

the

new

less

on.

Pres

ente

r giv

es a

n ex

ampl

e.

“Gra

de 3

, Cha

pter

47,

Dire

ct p

ropo

rtion

, a t

each

er s

houl

d co

nsid

er th

ese

prev

ious

less

ons.

” To

stu

dy t

he p

revi

ous

know

ledg

e of

chi

ldre

n is

not

onl

y pr

evio

us h

ours

, we

also

look

at t

he p

revi

ous g

rade

.

Se

tting

obj

ectiv

es

Pres

ente

r exp

lain

s ne

xt p

oint

as

follo

ws.

-T

o de

term

ine

the

abili

ties

of c

hild

ren

afte

r the

less

on.

-Usi

ng “

Act

ion

Verb

” be

abl

e to

see

and

eas

y to

eva

luat

e th

at th

e ob

ject

ives

are

ach

ieve

d or

not

Pr

esen

ter a

sks

“Why

is s

ettin

g ob

ject

ives

nee

ded?

” -S

ettin

g ob

ject

ives

are

bas

ed o

n w

hat c

hild

ren

will

obt

ain

afte

r thi

s les

son.

Pr

esen

ter

asks

“W

hat i

s a

clea

r ob

ject

ive?

” “D

o yo

u ha

ve

any

idea

?”

Pres

ente

r ex

plai

ns

the

reas

on

why

w

e se

t th

e cl

ear

obje

ctiv

e.

“To

eval

uate

the

obj

ectiv

es,

the

teac

her

shou

ld s

et t

he

obje

ctiv

es

with

ac

tion

verb

. To

m

ake

a go

al

clea

rly,

sent

ence

s sh

ould

be

expr

esse

d in

det

ail.”

Pr

esen

ter g

ives

an

exam

ple

to m

ake

parti

cipa

nts i

mag

ine.

“T

he c

lear

obj

ectiv

e us

es t

he a

ctio

n ve

rb “

add”

. So

, th

e te

ache

r ca

n ea

sily

eva

luat

e w

heth

er s

tude

nts

can

add

or

not.

How

ever

, if

the

teac

her

uses

the

ver

b “k

now

”, t

he

teac

her c

anno

t see

whe

ther

stu

dent

s kno

w o

r not

. Th

eref

ore,

act

ion

verb

is n

eces

sary

for e

valu

atin

g st

uden

ts.

the

leve

l of

stu

dent

s be

fore

the

le

sson

List

en

List

en

To m

ake

a go

al o

f the

less

on

Usi

ng A

ctio

n ve

rb

List

en


ANNEX -109-

6

Ev

alua

tion

ques

tion

Pres

ente

r exp

lain

s ne

xt p

oint

as

follo

ws.

Pr

esen

ter

asks

“D

o yo

u ev

alua

te s

tude

nts’

per

form

ance

?,

How

do

you

eval

uate

?”

-Tea

cher

s ha

ve t

o ev

alua

te s

tude

nts’

per

form

ance

whe

ther

th

ey a

chie

ve t

he g

oal

of l

esso

n w

hich

is

an o

bjec

tive.

Th

eref

ore,

the

teac

her

need

s to

set

the

eval

uatio

n qu

estio

n ba

sed

on th

e ob

ject

ive.

-I

f th

e st

uden

ts c

an s

olve

the

que

stio

ns,

it m

eans

the

y ac

hiev

e th

e ob

ject

ives

of

the

less

on.

If n

ot a

chie

ved,

the

te

ache

r ha

s to

pr

ovid

e m

ore

supp

orts

to

m

ake

them

un

ders

tand

.

Se

tting

act

ivity

Pr

esen

ter e

xpla

ins

next

poi

nt a

s fo

llow

s.

-In

orde

r to

mak

e st

uden

ts u

nder

stan

d th

e le

sson

wel

l, th

e te

ache

r has

to c

onsi

der t

he c

onte

nts

and

flow

of a

ctiv

ities

. -A

ctiv

ities

will

lea

d st

uden

ts t

o ac

hiev

e th

e ob

ject

ives

of

the

less

on.

-Ord

erin

g ac

tiviti

es is

to m

ake

the

flow

s fo

r stu

dent

s. -F

irst a

ctiv

ity is

sup

porte

d to

the

othe

r act

iviti

es.

-Eac

h ac

tivity

inc

lude

s th

e in

stru

ctio

n an

d co

nclu

sion

in

deta

ils.

Yes,

we

eval

uate

by

test

.

Li

sten


ANNEX -110-

7

Pr

esen

ter s

umm

ariz

es th

e ac

tivity

1.

Sum

mar

y: P

rese

nter

sum

mar

izes

tha

t ab

ove

mai

n im

porta

nt

poin

ts to

mak

e a

less

on p

lan

with

the

less

on d

esig

n sh

eet.

1)

To

stud

y th

e to

pic

and

core

con

cept

2)

To

stud

y th

e pr

evio

us k

now

ledg

e or

stu

dent

sta

tus

befo

re th

e le

sson

. Fo

r exa

mpl

e:

Stud

ent k

new

how

to fi

nd th

e ar

ea:

- Are

a of

squ

are

- A

rea

of re

ctan

gle

3

) Afte

r the

less

on, s

tude

nts

obta

ined

new

kno

wle

dge.

Thi

s is

obj

ectiv

es.

F

or e

xam

ple:

Stu

dent

s be

able

to fi

nd;

-

Are

a of

par

alle

logr

am

4) E

valu

atio

n qu

estio

ns a

re s

et w

ith th

e le

sson

obj

ectiv

e

5

) Set

ting

activ

ities

.

Pres

ente

r inv

ites

any

com

men

ts “

Do

you

have

any

que

stio

n or

com

men

ts?

Act

ivity

2: I

ntro

duci

ng IT

MSE

less

on p

lan

form

at

Pres

ente

r in

trodu

ces

that

IT

SME

proj

ect

deve

lope

d a

less

on p

lan

form

at.

“Firs

tly,

outli

nes

of t

he l

esso

n ar

e w

ritte

n. T

hen,

in

a co

lum

n,

ther

e ar

e fiv

e po

ints

w

hich

ar

e in

trodu

ctio

n,

teac

hing

, con

clus

ion,

eva

luat

ion

and

hom

ewor

k.”

15

min

List

en

We

got s

ome

idea

of

the

less

on

plan

.

Li

sten


ANNEX -111-

8

Pres

ente

r ex

plai

ns t

hat

ITSM

E pr

ojec

t us

e a

less

on p

lan

form

at

with

3

colu

mns

, in

or

der

to

mak

e cl

ear

the

resp

ondi

ng o

f stu

dent

for t

he te

ache

r.

Pr

esen

ter i

ntro

duce

s th

e ev

alua

tion

shee

t as

follo

ws.

“A

fter m

akin

g a

less

on p

lan,

we

chec

k th

e le

sson

pla

n w

ith

the

less

on p

lan

eval

uatio

n sh

eet.

The

shee

t de

velo

ped

by

the

proj

ect

has

17

poin

ts

to

chec

k th

e le

sson

pl

an.

Acc

ordi

ng to

the

resu

lts o

f the

che

ck, w

e re

vise

d th

e le

sson

pl

an to

be

a qu

alifi

ed le

vel.”

Pr

esen

ter s

umm

ariz

es th

e ac

tivity

2.

Sum

mar

y: T

his

is a

n ex

ampl

e of

the

less

on p

lan

form

at. T

his

form

at i

s ea

sy t

o un

ders

tand

bot

h th

e te

ache

r’s

activ

ity a

nd

stud

ents

’ ac

tivity

. In

tera

ctio

n be

twee

n te

ache

r an

d st

uden

ts i

s al

so c

lear

ly m

entio

ned.

The

refo

re, t

each

er w

ho u

ses

this

less

on

plan

can

eas

ily fo

llow

the

less

on p

lan

to c

ondu

ct th

e le

sson

.

List

en

List

en

List

en

III.

Con

clus

ion

Pres

ente

r con

clud

es th

e w

hole

less

on a

s fo

llow

s.

In th

is p

rese

ntat

ion,

we

expe

ct y

ou u

nder

stan

d ho

w IT

SME

mak

es a

less

on p

lan.

-T

he

less

on

shou

ld

impr

ove

stud

ents

’ kn

owle

dge

or

perf

orm

ance

. -T

here

are

fiv

e m

ain

impo

rtant

poi

nts

to c

onsi

der

whe

n m

akin

g a

less

on p

lan.

-F

urth

er

deta

ils

are

in

the

ITSM

E le

sson

pr

epar

atio

n m

anua

l. Pl

ease

read

it a

nd g

ive

us y

our c

omm

ents

.

5 min

List

en


ANNEX -112-

1

Internal Supervision

with ITSME Materials

1

Things for a consideration for the IS conduction

Study ITSME materials (exemplar lesson plans)

Introduce the characteristics of the exemplar lesson plan

Do a demonstration for teachers

Conduct the lesson in the real class with observation

Give a feedback after the lesson conducted

Make lesson plans by following the exemplar lesson plan

Make teaching aids for the lesson

2

Study ITSME lesson plans �Teachers read and discuss the ITSME lesson plan to

comprehend the structure of the lesson, such as introduction, activity, conclusion, evaluation and homework.

3

Demonstration for teachers�Principal/AT conducts a demonstration lesson for other

teachers with ITSME lesson plans

4

Conduct the lesson in the real class with observation

�Principal/AT/Teacher conducts a lesson with the ITSME lesson plan with other teachers’ observation

5

Difficulties on implementation of IS

1. Lack of materials for IS, such as makers and papers

2. We have to leave students in the classroom during IS

or Teachers have other works

3. It is not easy to find appropriate teaching materials

4. Lack of experience to conduct IS

5. We need ITSME materials to continue IS

6


ANNEX -113-

2

Recommendable Solutions for Difficulties

1. Lack of materials for IS, such as makers and papers→ School has some budget from government for academic activity.

So teachers can use it to buy such paper, marker2. We have to leave students in the classroom during IS

or Teachers have other works→ Basically, Friday afternoon is academic activity for teachers. So

teachers use this time for IS3. It is not easy to find appropriate teaching materials→ You can improvise teaching materials instead of using real

materials. ITSME materials consider using local materials as much as possible.

4. Lack of experience to conduct IS→ You can use idea which you learn today to your IS. IS is to

improve teachers’ knowledge and skills. 5. We need ITSME materials to continue IS. → You can use old materials to conduct IS

7

Good comments on ITSME materials- It is easy for students to understand- Contents are very understandable for teachers.- Contents are explained in detail- It is easy for teachers to teach- Interactions between teacher and students are clear- Steps of lesson are clear

Comments to be improve on ITSME materials- Contents of some exemplar lesson plans are too many compared with

the actual teaching time- It is sometimes difficult to find materials in local, so we want to know

alternative materials- We need exemplar lesson plans for other subject

Feedback on ITSME materials

8

Thank you

9


ANNEX -114-

Sam

ple

Scri

pt fo

r In

trod

ucin

g In

tern

al S

uper

visi

on

IT

SME

Pro

ject

Se

ptem

ber

2013


ANNEX -115-

2

In

trod

uctio

n Pl

an

1.

Obj

ectiv

e:

Parti

cipa

nts

will

be

able

to e

xpla

in h

ow to

con

duct

Inte

rnal

Sup

ervi

sion

with

the

ITSM

E m

ater

ials

. 2.

Cor

e co

ncep

ts:

Ex

ampl

e of

Inte

rnal

Sup

ervi

sion

with

the

ITSM

E m

ater

ials

-S

tudy

ITSM

E m

ater

ials

(exe

mpl

ar le

sson

pla

ns)

-Int

rodu

ce th

e ch

arac

teris

tics

of th

e ex

empl

ar le

sson

pla

n

-Do

a de

mon

stra

tion

for t

each

ers

-Con

duct

the

less

on in

the

real

cla

ss w

ith o

bser

vatio

n -G

ive

a fe

edba

ck a

fter t

he le

sson

con

duct

ed

-Mak

ing

less

on p

lans

by

follo

win

g th

e ex

empl

ar le

sson

pla

n -M

akin

g te

achi

ng a

ids

for t

he le

sson

3.

Intr

oduc

ing

mat

eria

ls:

ITSM

E M

anua

l 2nd

edi

tion,

ITSM

E Le

sson

Pre

para

tion

Man

ual a

nd IT

SME

Mat

eria

l Boo

k 4.

Tim

e: 4

5 m

inut

es


ANNEX -116-

3

Pr

esen

ter’

s Act

ivity

Ti

me

Part

icip

ants

’ Act

ivity

I.

Intr

oduc

tion

Gre

etin

g to

par

ticip

ants

Pr

esen

ter

tells

th

at

Inte

rnal

Su

perv

isio

n is

a

vita

l op

portu

nity

for t

each

ers’

stu

dy a

t eac

h sc

hool

.

Pr

esen

ter

asks

a q

uest

ion

“Hav

e yo

u co

nduc

ted

IS a

t you

r sc

hool

?” to

con

firm

wha

t par

ticip

ants

are

doi

ng in

IS.

If

parti

cipa

nts

answ

er

is

“Yes

”,

pres

ente

r in

vite

s th

e ex

perie

nces

with

ask

ing

a qu

estio

n. “

Cou

ld y

ou s

hare

wha

t yo

u ha

ve d

one

in IS

?”

Pres

ente

r say

s th

at “

Than

k yo

u ve

ry m

uch

for s

harin

g yo

ur

expe

rienc

e. S

ome

of y

ou h

ave

expe

rienc

es,

we

ITSM

E ta

rget

sch

ools

als

o ha

ve e

xper

ienc

es.

Pres

ente

r sa

ys

that

“T

oday

, le

t m

e in

trodu

ce

how

to

co

nduc

t IS

with

ITS

ME

mat

eria

ls b

ased

on

targ

et s

choo

ls’

expe

rienc

es.”

3 min

G

reet

ing

the

pres

ente

r

Li

sten

to th

e pr

esen

ter

Ye

s or

No.

W

e ob

serv

ed a

less

on a

nd g

ave

com

men

ts to

the

teac

her.

Li

sten

to th

e pr

esen

ter

II.

Pres

entin

g A

ctiv

ity 1

: Int

rodu

cing

type

s of I

S w

ith th

e IT

SME

m

ater

ials

Pr

esen

ter

tells

tha

t “A

ccor

ding

to

scho

ols’

exp

erie

nce

in

proj

ect

targ

et a

rea,

the

y co

nduc

ted

IS w

ith I

TSM

E le

sson

pl

ans

in s

ever

al w

ays.

”

Pr

esen

ter g

ives

exa

mpl

es o

f the

way

s.

Stud

y IT

SME

mat

eria

ls (e

xem

plar

less

on p

lans

)

In

trodu

ce th

e ch

arac

teris

tics

of th

e ex

empl

ar le

sson

pla

n

17

min

Li

sten

to th

e pr

esen

ter


ANNEX -117-

4

Do

a de

mon

stra

tion

for t

each

ers

Con

duct

the

less

on in

the

real

cla

ss w

ith o

bser

vatio

n

G

ive

a fe

edba

ck a

fter t

he le

sson

con

duct

ed

Mak

ing

less

on p

lans

by

follo

win

g th

e ex

empl

ar l

esso

n pl

an

Mak

ing

teac

hing

aid

s fo

r the

less

on

Pres

ente

r exp

lain

s de

tails

of s

ome

way

s.

One

of t

he w

ay is

Stu

dy IT

SME

mat

eria

ls

This

is

that

tea

cher

s re

ad a

nd d

iscu

ss t

he I

TSM

E le

sson

pl

an t

o co

mpr

ehen

d th

e st

ruct

ure

of t

he l

esso

n pl

an, s

uch

as

intro

duct

ion,

ac

tivity

, co

nclu

sion

, ev

alua

tion

and

hom

ewor

k.

Pres

ente

r sho

ws

the

ITSM

E m

ater

ials

, and

say

“pl

ease

look

at

the

ITSM

E m

ater

ials

”

Pr

esen

ter a

sks

-“

Cou

ld y

ou s

ee th

e st

ruct

ure

of th

e le

sson

?”

-“W

hat c

an y

ou fi

nd o

n th

e st

ruct

ure?

” -“

Cou

ld

you

see

the

inte

ract

ion

betw

een

teac

her

and

stud

ents

? H

ow is

it?

Pr

esen

ter

expl

ains

tha

t te

ache

rs s

tudy

the

ITS

ME

less

on

plan

to a

ttain

the

stru

ctur

e of

the

less

on p

lan.

In

ord

er to

see

mor

e de

tail

poin

ts o

f the

less

on p

lan,

ple

ase

refe

r the

ITSM

E le

sson

pre

para

tion

man

ual.

-Yes

. -T

here

ar

e in

trodu

ctio

n,

teac

hing

, co

nclu

sion

, ev

alua

tion

and

hom

ewor

k.

-Yes

, w

hen

teac

her

ask

a qu

estio

n,

ther

e ar

e ex

pect

ed

answ

ers

in st

uden

ts’ a

ctiv

ity.


ANNEX -118-

5

Dem

onst

ratio

n fo

r tea

cher

s Pr

esen

ter e

xpla

ins

how

to c

ondu

ct d

emon

stra

tion.

“B

asic

ally

, pr

inci

pal

or A

T w

ho a

ttend

ed T

OT

cond

ucts

de

mon

stra

tion

less

on f

or t

each

ers

by d

oing

sam

e w

ay o

f IT

SME

train

ers

in T

OT

to m

ake

teac

hers

und

erst

and

the

char

acte

ristic

s of

the

less

on p

lan

and

how

to im

plem

ent t

he

expe

rimen

t.”

Pres

ente

r say

s “L

ook

at th

e sl

ide.

Thi

s is

an

exam

ple

of IS

. AT

con

duct

ed a

n ex

perim

ent w

hich

he

lear

ned

in T

OT.

He

did

sam

e w

ay w

hich

ITSM

E tra

iner

con

duct

ed in

TO

T”

C

ondu

ctio

n of

the

less

on in

the

real

cla

ss

Pres

ente

r ex

plai

ns “

Let

me

show

you

oth

er I

S. S

ome

scho

ols

use

ITSM

E m

ater

ial i

n a

real

cla

ss w

ith o

bser

vers

. A

fter

the

less

on, t

each

ers

get t

oget

her

to p

rovi

de f

eedb

ack

to t

he t

each

er.

Obs

erve

rs r

ealiz

e ho

w s

tude

nts

lear

n an

d ho

w te

ache

r con

duct

the

less

on.”

Pr

esen

ter a

sks

“H

ave

you

obse

rved

oth

er te

ache

r’s

less

on?”

If

par

ticip

ants

ans

wer

“Ye

s”, p

rese

nter

ask

s “D

id y

ou g

ive

feed

back

to th

e te

ache

r afte

r the

less

on?”

Pr

esen

ter c

oncl

udes

: Th

ose

feed

back

s ar

e ve

ry e

ffec

tive

to i

mpr

ove

teac

hing

ca

pabi

lity.

Fr

om

expe

rienc

e of

IT

SME

targ

et

scho

ols,

a te

ache

r co

nduc

ts th

e le

sson

with

the

ITSM

E le

sson

pla

n w

ith o

ther

ob

serv

ers.

Dur

ing

the

less

on, o

ther

teac

hers

take

not

e th

eir

notif

icat

ion

such

as

good

poi

nts

and

poin

ts to

be

impr

oved

. A

fter t

he le

sson

, obs

erve

d te

ache

rs p

rovi

de fe

edba

ck to

the

teac

her w

ho c

ondu

cts

the

less

on.

Bef

ore

obse

rvin

g th

e le

sson

, oth

er te

ache

rs s

tudy

the

less

on

plan

. Th

ey c

an i

mag

ine

how

the

tea

cher

con

duct

s th

e

List

en

Yes

or N

o.

Yes

or N

o.

List

en


ANNEX -119-

6

less

on. I

t is

help

ful f

or o

bser

vers

to fi

nd te

ache

r’s

teac

hing

sk

ills.

Pres

ente

r sum

mar

izes

the

activ

ity 1

. Su

mm

ary:

Thr

ough

IS

abov

e m

entio

ned,

tea

cher

s ob

tain

how

to

mak

e a

less

on,

how

to

cond

uct

an e

xper

imen

t an

d ho

w t

o ob

serv

e an

d co

mm

ent o

n th

e le

sson

. In

addi

tion,

teac

hers

wor

k to

geth

er to

pre

pare

the

less

on p

lan.

Thi

s is

a g

ood

oppo

rtuni

ty

to e

xcha

nge

thei

r kno

wle

dge

and

expe

rienc

e.

Act

ivity

2: D

iffic

ultie

s on

impl

emen

tatio

n of

IS

Pres

ente

r in

trodu

ces

som

e ex

perie

nces

of

ITSM

E ta

rget

sc

hool

s on

diff

icul

ties

on im

plem

enta

tion

of IS

. Pr

esen

ter s

how

s one

by

one

in th

e sl

ide.

Pr

esen

ter e

xpla

ins

som

e re

com

men

dabl

e so

lutio

ns fo

r the

se

diff

icul

ties.

1.

Lack

of m

ater

ials

for I

S, s

uch

as m

aker

s an

d pa

pers

W

e un

ders

tand

that

it is

nec

essa

ry f

or y

ou to

hav

e so

me

mat

eria

ls.

Thos

e ba

sic

stat

iona

ry g

oods

are

pre

pare

d by

th

e sc

hool

. Now

aday

s, g

over

nmen

t pro

vide

s so

me

budg

et

for

acad

emic

act

ivity

. So,

sch

ools

can

use

it to

buy

thos

e st

atio

nary

goo

ds.

2.

We

have

to le

ave

stud

ents

in th

e cl

assr

oom

dur

ing

IS. A

nd

teac

hers

hav

e ot

her w

orks

. H

owev

er, a

ccor

ding

to

som

e sc

hool

s, sc

hool

s ha

ve t

ime

15

min

List

en

List

en


ANNEX -120-

7

to

disc

uss

acad

emic

w

ork

in

a w

eek,

lik

e Fr

iday

af

tern

oon.

So,

man

y sc

hool

s ar

e ab

le to

con

duct

IS d

urin

g th

at ti

me.

3. It

is n

ot e

asy

to fi

nd a

ppro

pria

te te

achi

ng m

ater

ials

A

lthou

gh s

ome

teac

hing

mat

eria

ls a

re n

eces

sary

to b

uy,

ITSM

E le

sson

pla

n ca

refu

lly c

onsi

ders

the

tea

chin

g m

ater

ials

in

the

less

on.

So,

ITSM

E do

es n

ot r

equi

re

man

y m

ater

ials

. A

nd s

ome

mat

eria

ls a

re a

ble

to b

e im

prov

ised

by

the

loca

l mat

eria

ls.

4. L

ack

of k

now

ledg

e Yo

u ca

n us

e id

ea w

hich

you

lea

rn t

oday

to

cond

uct

IS.

And

IS is

to im

prov

e te

ache

rs’ k

now

ledg

e an

d sk

ills.

5

. We

need

ITSM

E m

ater

ials

to c

ontin

ue IS

.

Thi

s m

eans

som

e sc

hool

s ca

nnot

con

tinue

IS

with

out

ITSM

E m

ater

ials

. H

owev

er,

even

you

do

not

rece

ive

new

IT

SME

mat

eria

ls;

you

can

utili

ze

old

ITSM

E m

ater

ials

in s

ever

al w

ays

show

n in

this

pre

sent

atio

n.

Pres

ente

r sum

mar

izes

the

activ

ity 2

. Su

mm

ary:

Sc

hool

s fa

ce

som

e pr

oble

ms

to

cond

uct

IS.

How

ever

, oth

er s

choo

ls m

ay h

ave

idea

to s

olve

thos

e pr

oble

ms.

Ther

efor

e, s

choo

ls s

houl

d sh

are

thei

r ex

perie

nce

thro

ugh

the

prin

cipa

l mee

ting

or T

OT.

List

en


ANNEX -121-

8

Act

ivity

3: C

omm

ents

on

ITSM

E m

ater

ials

Pr

esen

ter

expl

ains

rep

ortin

g on

IS

activ

ity a

nd I

TSM

E m

ater

ials

. A

fter

cond

uctin

g IS

, sc

hool

s sh

ould

rep

ort

wha

t th

ey

cond

ucte

d an

d co

mm

ent o

n IT

SME

mat

eria

ls.

Thos

e co

mm

ents

are

ver

y ef

fect

ive

to i

mpr

ove

ITSM

E m

ater

ials

and

IS a

ctiv

ity.

Let m

e sh

ow y

ou s

ome

com

men

ts o

n IT

SME

mat

eria

ls.

Pres

ente

r sum

mar

izes

the

activ

ity 3

. Su

mm

ary:

Bas

ed o

n th

ese

com

men

ts, I

TSM

E tra

iner

s de

velo

p th

e IT

SME

mat

eria

ls.

5 min

List

en

III.

Con

clus

ion

Pres

ente

r con

clud

es th

at to

day’

s pr

esen

tatio

n.

“Tod

ay,

I ex

plai

ned

som

e ex

ampl

e of

IS

activ

ities

with

IT

SME

mat

eria

ls.”

“Y

ou m

ay u

tiliz

e IT

SME

mat

eria

ls in

oth

er w

ays

whi

ch a

re

not h

ere.

If y

ou c

ondu

ct IS

and

find

oth

er p

ossi

ble

way

s to

ut

ilize

ITS

ME

mat

eria

ls

effe

ctiv

ely,

ple

ase

shar

e yo

ur

expe

rienc

e to

DEB

and

oth

er s

choo

ls.”

5 min

List

en


ANNEX -122-

His Excellency Dr. Kongsy SENGMANYVice Minister of Education and Sports

Project for Improving In-Service Teacher Training for Science and Mathematics Education (ITSME)Department of Teacher Education, MOESJapan International Cooperation Agency (JICA)

October 3, 2013

Subject: Proposal to adopt ITSME approach as national standard for lesson planning

Dear Vice Minister,

We, JICA and ITSME Project team, express our sincere appreciation on Your Excellency's strong support and assistance for the implementation of ITSME Project by the Department of Teacher Education headed by Mr. Chandy PHOMMABOUTH. The Project started in March 2010 and it is now seeing the fruits of our efforts, especially on the following attitudes;

- Principals at target schools have appreciated the effectiveness of Internal Supervision (IS) as an equal opportunity for all teachers to study continuously and regularly.- Teachers at target schools have experienced the quality improvement of their lessons through the study on exemplar lesson plans provided by ITSME trainers.- ITSME trainers have equipped fundamental skills and knowledge on lesson planning and its use in IS activities; and now they are ready to provide technical assistance to teachers.- Two target TTCs, Savannakhet and Pakse, have already started to apply ITSME way of lesson planning as a part of compulsory lessons for future-teachers; and now they are model TTCs for Professional Development Network making close collaboration with PESs and DEBs.

Based on those impacts of ITSME activities, we are pleased to propose Your Excellency to take ITSME way of lesson planning and produced materials in order to improve the quality of IS activities at each school for Continuous Professional Development (CPD) of teachers in the country.The details of the proposal are following;

1. BackgroundFollowing Your Excellency's conscious efforts on the strategic framework of three pillars in Lao Education, ITSME Project has tried to identify an appropriate way to improve the quality of lessons especially mathematics and science in primary level. Through ITSME Baseline Survey conducted in 2010, ITSME Project team found fourmajor issues in teaching at target schools.

- Teachers copy the sentences of textbooks and do not pay much attention to make it suit to their students.- It makes their lessons not effective to encourage the students to think, judge and do by themselves.- Science and mathematics textbooks contain some misconceptions and inappropriate activities for students.- IS activities are not yet maximized as an opportunity of in-service teacher training.

ITSME trainers and JICA experts have seen urgent need to take appropriate measures to encourage teachers to study on how to make lessons more effective and suitable for children.

Recommendation of ITSME materials ANNEX 3-05

ANNEX -123-

2. ITSME activitiesITSME Project conceptualized the way to overcome those challenges on the quality improvement of lessons.The strategies which ITSME Project took were;

- to establish a ITSME policy as "A teacher should be a life-long leaner"- to provide exemplar lesson plans in order to visualize an ideal lesson which is "easy to understand and enjoyable for children"

ITSME trainers tried to find an appropriate opportunity for teachers to study by itemizing the required conditions.The characteristics of an ideal in-service teacher training should be;

- provided for all teachers- conducted continuously and regularly- based on the problems of daily school activities- able to run flexibly to meet teachers' availability - able to apply the result of the training instantly into teachers' daily practices - no cost or low cost- conducted near school and teachers

A training program which satisfied those conditions was only IS. Then, ITSME trainers established a mechanism which conveyed ITSME materials to each school in order to make all teachers study at IS with ITSME materials. The mechanism was quite simple as below;

Step 1: Development of ITSME materials by the trainersStep 2: Delivery of materials through the meeting of principals and ATsStep 3: Utilization of materials at IS activities under the supervision of principals and ATsStep 4: Improvement of materials by feedback and reports to the trainers

(ITSME 4 steps)

ITSME trainers set the conditions for ITSME materials because it is the key to maintain the quality of IS activities for teachers' study. ITSME materials, which are exemplar lesson plans, should have the following characters;

- Lesson objective (what students should learn) is clear.- Activities are suitable to achieve the lesson objective.- Evaluation questions are appropriate to measure the attainment of the lesson objective.

The trainers also concretized the caring points on lesson planning to meet above mentioned quality.- to study the topic of the lesson- to comprehend the previous knowledge of students- to set clear objectives- to prepare evaluation questions- to arrange student activities


ANNEX -124-

3. ProposalPaying much attention to the above mentioned points, ITSME trainers developed a number of exemplar lesson plans, manuals, and several forms and references. At the end of JICA's assistant period, ITSME trainers compiled all the produced materials as ITSME Material Book, which is attached to this proposal.

The result of Endline Survey in 2013 showed the improvement of teachers' attitudes toward lesson preparation. The difference between the results of two surveys was shown in the figure below.

During Endline Survey, the teachers at the target schools provided their opinions on ITSME materials as follows;- It is easy for students to understand- It is also easy for teachers to teach- Interactions between teacher and students are clear- Experiments and activities are well-arranged and enjoyable for students

These characteristics helped students and teachers to improve their attitude toward everyday lessons.

Findings on the attitude of students;- Student become more active to participate to lessons.- They are very much interested in the activities.- They are given more opportunity to express their idea.- They come to school more number of days.

Findings on the attitude of teachers;- Teachers spend more time for lesson preparation.- They re-write lesson plans applying ITSME format.- The teaching steps become more clear and effective.- They start feeling confident on teaching.

Those positive impacts were observed at all 116 target schools. Therefore, ITSME Project proposes Your Excellency to take ITSME approach as national standard for lesson planning. It also recommends realizing"ITSME Future Plan and Implementation Strategy" signed on April 1, 2013 by Mr. Chandy PHOMMABOUTH.

We feel very happy and proud that Your Excellency have made us assist this wonderful Project.We hope ITSME activities are conducted continuously for the bright future of Lao PDR.

Yours sincerely,

_________________________Yoshihisa HARAProject Leader, ITSME Project Attachment: ITSME Future Plan and Implementation Strategy

Questions:A. Do you discuss about how to teach mathematics with other teachers in your school?B. Do you make a lesson plan with other teachers in your school?C. Do you prepare teaching and learning materials with other teachers in your school?D. Do you observe other teacher’s lesson in your school?E. Do other teachers in your school observe your lesson?F. Can you get a comment for future improvement from other teachers after lesson observation?

The graph shows the ratio of the teachers who answered "yes" to the question.


75%71%

75%

46%

67%63%

94%97%

94% 94%

88%

97%

0%

20%

40%

60%

80%

100%

A B C D E F

Baseline in 2010

Endline in 2013


ANNEX -125-

ANNEX -126-

60%

65%

70%

75%

80%

85%

90%

95%

100%

105%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Pro

mo

tio

n r

ate

Promotion rate (Grade 4)

Kayson target

Kayson non-target

Champhone target

Champhone non-target

Phalanxay target

Phalanxay non-target

Paksong target

Paksong non-target

Bachieng target

Bachieng non-target

Thakhek target

Thakhek non-target

60%

65%

70%

75%

80%

85%

90%

95%

100%

105%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Pro

mo

tio

n r

ate

Promotion rate (Grade 3)

Kayson target

Kayson non-target

Champhone target

Champhone non-target

Phalanxay target

Phalanxay non-target

Paksong target

Paksong non-target

Bachieng target

Bachieng non-target

Thakhek target

Thakhek non-target

Educational Statistics ANNEX 5-01

ANNEX -127-

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2008-2009 2009-2010 2010-2011 2011-2012

Survival rate (Grade 4)

Bachieng target

Bachieng non-target

Thakhek target

Thakhek non-target

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2008-2009 2009-2010 2010-2011 2011-2012

Survival rate (Grade 3)

Bachieng target

Bachieng non-target

Thakhek target

Thakhek non-target

Educational Statistics ANNEX 5-01

ANNEX -128-

NATIONAL CHARTER OF TEACHER COMPETENCIES APPENDIX 1

ANNEX -129-

NATIONAL CHARTER OF TEACHER COMPETENCIES APPENDIX 1

ANNEX -130-

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