SJSS-SDP-2017-Final-Product-3.pdf - San Juan South ...

SAN JUAN SOUTH SECONDARY SCHOOL

SCHOOL DEVELOPMENT PLAN: SEPT. 2017- JULY 2020

THEME:‘Promoting quality education in an inclusive environment

through a lifelong learning approach’

SAN JUAN SOUTH SECONDARY SCHOOL 2

Table of Contents 1.0 EXECUTIVE SUMMARY .................................................................................................................................................................................................................................................................... 4

2.0 MINISTRY OF EDUCATION: GOAL/MISSION/VISION ............................................................................................................................................................................................................... 7

3.0 SCHOOL CONTEXT ........................................................................................................................................................................................................................................................................... 9

4.0 ESTABLISHMENT ............................................................................................................................................................................................................................................................................. 10

5.0 SCHOOL POPULATION .................................................................................................................................................................................................................................................................. 18

6.0 CURRICULUM.................................................................................................................................................................................................................................................................................... 19

7.0 SCHOOL MANAGEMENT ............................................................................................................................................................................................................................................................... 22

9.0 SJSS: Line Staff & Functional Organisational Chart .............................................................................................................................................................................................................. 27

10.0 SWOT ANALYSIS ........................................................................................................................................................................................................................................................................... 31

11.0 QUALITY EDUCATION & GOAL SETTING FOR LIFELONG EDUCATION ....................................................................................................................................................................... 33

12.0 ACTION PLAN ................................................................................................................................................................................................................................................................................. 40

12.1 KEY STAKEHOLDERS ENGAGEMENT............................................................................................................................................................................................................. 41

12.2 PHYSICAL INFRASTRUCTURE ......................................................................................................................................................................................................................... 46

12.3 EXAM / TESTING / ASSESSMENT ..................................................................................................................................................................................................................... 53

12.4 TEACHERS........................................................................................................................................................................................................................................................... 58

12.5 STUDENT SERVICES .......................................................................................................................................................................................................................................... 66

12.6 CURRICULUM ...................................................................................................................................................................................................................................................... 74

12.7 STUDENTS ........................................................................................................................................................................................................................................................... 85

13.0 APPENDICES .................................................................................................................................................................................................................................................................................. 92

13.1 EXECUTIVE SUMMARY ................................................................................................................................................................................................................................................................. 93

13.2 DIMENSION ONE: STAKEHOLDER ENGAGEMENT ................................................................................................................................................................................................................... 93

13.3 DIMENSION TWO: PHYSICAL INFRASTRUCTURE .................................................................................................................................................................................................................... 94

13.4 DIMENSION THREE: EXAM/TESTING/ASSESSMENT ................................................................................................................................................................................................................ 97


13.5 DIMENSION FOUR: TEACHERS ................................................................................................................................................................................................................................................. 116

13.6 DIMENSION FIVE: STUDENTS SERVICES ................................................................................................................................................................................................................................ 121

13.7 DIMENSION SIX: CIRRICULUM................................................................................................................................................................................................................................................... 123

13.8 DIMENSION SEVEN: STUDENTS................................................................................................................................................................................................................................................ 129

13.8a SJSS STUDENT COUNCIL ............................................................................................................................................................................................................................................... 135

13.8b OFFICE AIDES .................................................................................................................................................................................................................................................................... 139

14.0 REFERENCES ............................................................................................................................................................................................................................................................................... 141

15.0 SDP INSTRUMENT FOR ASSESSMENT ................................................................................................................................................................................................................................. 143


1.0 EXECUTIVE SUMMARY

San Juan South Secondary School Development Plan is developed within the ambit of the UN Sustainable Developmental Goals (2030):Goal

4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. ‘Building on the legacy of

Jomtien (1990) and Dakar Goals of EFA (2000), the Incheon Declaration is an historic commitment by all of us to transform lives through a

new vision for education, with bold and innovative actions, to reach our ambitious goal by 2030.(Incheon Declaration, Education 2030)

The current thrust on inclusive and equitable quality education reemphasises the need to not only enhance educational quality but to also

promote learning acquisition on an equitable basis.Strategic planning must therefore direct attention to the elimination of disparities and

inequities, that may hamper the realisation of the full potential of both staff and students in an enabling and inclusive environment and which

may also impede the sustenance of a Professional Learning Community.

Sustainable development begins with education which continues to experience both qualitative and quantitative transformations.

Equitableand good quality education positively impacts an array of developmentoutcomes(UNESCO, 2014). However, inequalities in

educational opportunities can hinder growth prospects at all levels and whilst education may not eradicate inequalities, it certainly possesses

the transformative power to eliminate illiteracy, poverty and promote tolerance to diversity which is clearly encapsulated in the UN Sustainable

Developmental Goals (2030): 4:7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable

development, including, among others, through education for sustainable development and sustainable lifestyles, human rights,

gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of

culture’s contribution to sustainable development.

Diverse learners in a multicultural setting inform decisions for teaching and learning, resulting in a school culture that values education and

its contribution to human development. At SJSS collaboration drives the planning, implementation and monitoring of this School Development

Plan as the involvement of all stakeholders remains critical to the successful outcomes of our students. Hoerr’s Seven Principles of Learning:


Constructivism, Collegiality, Multiple Intelligences, Principal Leadership, Teacher Leadership, Role Models and Parental Involvement provide

ideal guidelines for improving learning and ultimately school quality.

Embedded in the School Development Plan is a concerted effort to remain responsive to the changing demands of our education system as

espoused by Linda Darling- Hammond (2017) ‘Implement actionable sustainable change in schools so today’s students can thrive in

tomorrow’s world’. Advances in ICT demand that our students develop relevant competencies to perform in a technology driven environment

and every effort is being made with limited infrastructure to create an enabling and inclusive environment that will ensure all students are

exposed to a variety of learning technologies that would enhance student learning. ‘The growth of mobile technology means that schools

must rethink what they do to produce fully connected, global-ready graduates capable of navigating the complexities of modern life and

possessing the ability to learn how to learn.’ Richardson, W. (2016)

Currently, the school’s data management system has been enhanced tremendously through the vision of our new ICT Technician and the

newly formed ICT Committee with the installation of the School Tool, a software which has facilitated the generation of computerised Students’

Reports. Additionally, the regional examining body (CXC) has also adopted technology in their examination process, mandating that all

schools in the region become E-testing ready by 2018.

Leadership in any institution plays an integral part in the successful outcomes. Good leaders are always in the quest of improving and sharing

in the responsibility for the realisation of school goals.Hoerr, T. (2005). Leadership is not simply managing; it is about relationships and the

promotion of collaboration and inclusivity. Collaborative, authentic, servant leadership style ensures the effective harnessing of both human

and physical resources which augurs well for inclusivity where engagement and empowerment transmit a caring school culture and climate

conducive to teaching and learning. (Leadership Archetypes- Appendix)

Whilst leadership and school culture lay the foundation for learning, the Incheon Declaration underscores the centrality of teachers to improve

learning. Effective teaching matters and teachers must be empowered, trained, professionally qualified, motivated, supported by relevant,

efficient and effective resources and systems for the transformative power of education to occur. Schools that transform learning sustain


long-term success.It is imperative that principals lead the way for sustaining school success through capacity building to lead, thereby

promoting a culture of collective responsibility and making schools a meaningful and rewarding place.

All stakeholders must therefore remain committed to a shared vision for the school which can forge partnerships within the school and the

wider school community in order to achieve the desired educational goals for San Juan South Secondary.


2.0 MINISTRY OF EDUCATION: GOAL/MISSION/VISION

The goals of theMinistry ofEducation are to:

• Design and develop a quality education system;

• Transform the organisation into a modern and high performing agency; and

• Engage stakeholders in the transformation process.

As a result, the Ministry has compiled a list of twenty-four priority objectives; some of which are to:

• Preserve and expand where necessary the institution of free education at all levels;

• Establish new and improved school infrastructure;

• Update the current school curriculum;

• Develop and encourage best administrative practices in the educational system;

The twenty-four priorities are aimed at improving the quality of teaching and learning in educational institutions, as well as directly

supporting the agency’s goal to design and develop a quality education system.


The Children Value Outcomes located at the core of the School Development Plan Model endorse the MOE’s Mission: To educate

and develop children who are:

Able to fulfil their potential

Healthy and growing normally

Academically balanced

Well-adjusted socially and culturally

Emotionally mature and happy

These are qualities that children, parents and the society value highly and the goals outlined in the San Juan South Secondary School

Development Plan are closely aligned to these ‘Value Outcomes’.

Vision:The Ministry is a high performing and dynamic organization leading a quality education system that is responsive to the diverse needs

of 21st century learners to contribute to the education and versatility of holistically developed children who are able to satisfy the human

capital needs and sustainable development of society.


3.0 SCHOOL CONTEXT

SCHOOL CONTEXT

NAME: SAN JUAN SOUTH SECONDARY SCHOOL

ADDRESS: Moreau Road, Saddle Road, San Juan.

CONTACT: Telephone: 868-638-2271

Fax: 868-675-5297

E-mail: [email protected]

[email protected]

VISION: A learning community with all its members equipped and eager to engage in lifelong learning.

MISSION: The school is committed to the holistic development of all its students through student-centred programmes that place emphasis

on social responsibility within an environment that is open, caring and democratic.

MOTTO: A Sound Mind in a Sound Body.

mailto:[email protected]

mailto:[email protected]


4.0 ESTABLISHMENT

The San Juan Government Secondary School (former name) was established in February 1962, shortly before the country achieved

independence in 1962 by the first Prime Minister, Dr. Eric Williams. This school was one of sixteen (16) five-year state operated secondary

schools built in response to the Prime Minister’s belief that there should be an expansion of the school system and curriculum to allow for

more equitable access to secondary education. In November, 2009 the school’s name was converted to ‘San Juan South Secondary’ by the

Ministry of Education as part of the Standardisation of Operations in Secondary Schools.

MAP OF SAN JUAN & IMMEDIATE

ENVIRONS:CATCHMENT AREA

OF STUDENT POPULATION


FRONT VIEW OF SAN JUANSOUTH SECONDARY SCHOOL


ENTRANCE TO THE SCHOOL


PLAYING FIELD


VIEW OF BLOCK ‘A’


SCIENCE LABS CURRENTLY UNDER REFURBISHMENT


PRE-FABRICATED CLASSROOMS


5.0 SCHOOL POPULATION

The school population based on the last Annual Statistical Return 2017 (Appendix) is 562 in Forms one to five. The majority of students

reside in the San Juan/ Santa Cruz/ Barataria area which is within ten kilometres proximity to school. These areas are considered suburban

and semi-rural as our students represent diverse socio-economic backgrounds, primarily middle to lower class status. The student population

can also be described as multi-religious, multi-ethnic and multi-cultural.

Administrative Staff at present comprises a Female Principal, one Male Vice-Principal (Ag), three Heads of Department (one appointed, two

acting) and three Deans (two appointed, one acting). There are thirty-seven teachers: nine males and twenty females along with three OJT

Assistant Teachers, eight clerical staff: one ICT Technician, one OJT Clerical, a Clerk 3, a Clerk/Typist, two Library Assistants and two

LabAssistants. This is supplemented by one male Safety Officer, one Guidance Officer and one Social Worker (assigned one day per week).

Satisfying the dietary needs of the population is a cafeteria with a concessionaire along with ‘Blue Box’ operated by a certified food vendor.

MTS comprises of a Building Supervisor, maintenance staff (eight staff members) and security officers (three officers) contracted by the

Ministry of Education. The majority of the academic staff is qualified, possessing undergraduate, postgraduate degrees along with teacher

training qualifications.

The school’s welfare service includes the MOE’s School Dietary& Nutrition Programme as sixty-five deserving students receive a daily lunch.

An active PTA and Alumni along with Corporate Citizens constitute some of the school’s immediate stakeholders. Mention must also be made

of ongoing and supportive relationships with the Community Policing Unit and the San Juan/Barataria Regional Health Authority.


6.0 CURRICULUM

The school is a traditional five year grammar type co-educational school offering traditional academic courses along with a small number of

technical vocational courses.

The Academic Subjectsinclude:

English Language

English Literature

History

Geography

Social Studies

Spanish

Mathematics

Additional Mathematics

Integrated Science

Biology

Physics

Chemistry

Physical Education

Information Technology

Principles of Accounts

Principles of Business

Economics

Electronic Document Preparation

Management


The Technical/Vocational subjectsinclude:

Visual Art & Craft

Music

Dance & Theatre Arts (September 2014)

Technical Drawing

Food and Nutrition

Clothing and Textiles

Technical Education

Students are examined at the NCSE level (Form Three) and again at the CSEC level (Form Five) when national and regional examinations

are set for assigned subjects. Internal assessment of students is undertaken at the end of each term as well as an ongoing continuous

exercise as marks are recorded in Students’ Computer Generated Reports to reflect End of Term and Course Marks.

The following Co-curricular and Extra- Curricular activities continue to provide opportunities for holistic development and character

formation among our students:

PREFECT SYSTEM

STUDENT COUNCIL

PEER MEDIATORS

OFFICE AIDES

CHOIR/STEELBAND

CRICKET

FOOTBALL

NETBALL

BASKETBALL

TABLE TENNIS

ATHLETICS

BIENNIAL SPORTS

ANNUAL 5K/10K

RBC- YOUNG LEADERS

JUNIOR ACHIEVERS

CADETS

DEBATING CLUB

KARATE

CULTURAL GROUPS

(CANBOULAY / BEST VILLAGE /

RHYTHYM SECTION / DANCE/

PARANG)


ANNUAL CALYPSO COMPETITION

CULTURAL & RELIGIOUS

PROGRAMMES (Carnival (history),

Divali, Eid, Christmas,

Independence/Republic, Mother’s

Day, Father’s Day)


7.0 SCHOOL MANAGEMENT

Principals are expected to promote and develop the school vision and to empower stakeholders to build and maintain the conditions necessary

for the success of the students. ’The nature of the principal’s role has changed significantly in the past two decades, from primarily

management to that of management and leadership’ Lashway et al (2008) in Stronge, J.H, Richard,H.B.,Catano, N- ‘Qualities of Effective

Principals’)


The management of San Juan South Secondary is guided by the principles espoused by Hoerr, T. (2005) in the Art of School Leadership

and the MOE’s Strategic Plan which delineates the following expectations for Leadership and Management:

ART OF SCHOOL LEADERSHIP:

1. Be inclusive: All of us are smarter than any of us

2. Be clear: Is it your decision, my decision, or our decision?

3. Be fair to yourself and others: Know the difference between excellence and perfection

4. Be someone who makes a difference: Why do you want to lead a school?

LEADERSHIP & MANAGEMENT EXPECTATIONS

We expect School Leaders and Managers to:

• Treat everyone with dignity and respect at all times

• Act and work to ensure equality of opportunity, inclusion and fairness at work

• Provide clear direction, guidance, support and feedback*

• Recognize and value all contributions

• Implement Ministry of Education policies in a fair and consistent manner*


• Engender a supportive environment, for example, to enable everyone to perform at his/her best including through change*

• Help to lead and guide everyone through the required expectations*

• Demonstrate high standards of performance and commitment*

• Take responsibility for one’s own personal and professional development**

• Maintain acceptable standards of conduct

The rationale behind School Based Management is ‘to assure that effective leadership, governance and integrated management are

exercised at the level of the school, so that minimum identified quality standards of operation are realized’.


8.0 COMPOSITION OF SCHOOL DEVELOPMENT TEAM

• Principal: Mrs Donna Jennings-Toney

• Vice Principal (Ag): Mr John Romany

• Heads of Department: Mrs Mera Le Blanc, Mr Rupert Samuel (Ag), Ms Opal Hem-Lee (Ag)

• Deans: Mrs AlanaRamkessoon, Ms Anthea Doyle (Ag), Ms Tricia Balroop (Ag), Ms June Woodley (Ag)

• Student Representative: MrChristonMalchan

• School Safety Officer: Mr Michael Scipio

• Representatives of PTA: MrOsmonBarrock

• Alumni:MrAnthony King

• TTUTA: Ms Natasha Hislop / Mr Jerome Burrows

• Representative of SSSD: Mr Shad Ali

• ICT Technician: Mr. Chadel Pryce

• Representative of MTS: Mr G.Gokool

• Clerk III: Ms Sophia Jainarine


Ministry of Education Chief Executive

Officer/DSS

St. George East District Office School Supervisor

III

Principal (Secondary

)

Vice Principal

(Secondary)

HOD Business/Tec

h. Voc

Form & Subject Teachers

Prefects

Students

HOD Modern Studies


Prefects

Students

HOD

Math./ Sci


Prefects

Students

Deans

Student Council Members

Peer Mediation

Group

Guidance Officer

Social

Worker

Clerk III

Clerk/

Typist

Clerical

OJT

Laboratory

Technicians

Library

Staff

P.T.A. President

School Safety Officer

Local School Board

MTS Staff Alumni

Cafeteria

Staff

I.T.

Technician

School Feeding

Attendant


9.0 SJSS: Line Staff & Functional Organisational Chart

In addition to the School Based Management Team, teachers have also made a commitment to the following

Committees:


COMMITTEES AT SAN JUAN SOUTH SECONDARY SCHOOL

COMMITTEE OBJECTIVES MEMBERS

1) WELFARE 1. To assess and attend to the physical

needs of children including areas such as

textbook rental and school feeding

programme

A.Cooper, P. Mendoza, J. Guiseppi, A. Scott, M. Maharaj, L. Lalla, N. Hislop, A. Sookhoo, P. Addison, K. Khan

2) STUDENT COUNCIL 1. To provide guidance to student council

2. To work with students and staff to

determine areas for improvement and

upliftment of the school community

A.Ramkessoon, T. Balroop

3) CRISIS

MANAGEMENT

1. Responsible for developing a

comprehensive plan for dealing with the

human side of any crisis that may occur on

the school compound

2. Will ensure that a multi-disciplinary crisis

response team with a well-defined

communication system is in place in the

event of a crisis

R. Romany, M. Scipio, Ms Grappie, MTS, A. Doyle, Mr Ali



3. Provide training modules/ sessions for

school community

4. DISCIPLINE 1. To plan effective strategies for

interventions which will result in improved

behaviour and academic outcomes

J. Woodley, J. Romany, A. Doyle, A.Ramkessoon, K. Browne, R. Rampartap

5. GRADUATION/ PRIZE-

GIVING AWARD

CEREMONY

1. To plan and execute graduation exercises

and ball annually

N. Hislop, L. Lalla, T. Balroop, A. Sookhoo, P. Addison, M. Le Blanc, A. Doyle, O. Hem Lee, A. Ramkessoon, A. De Bique

6. CURRICULUM,

EXAMINATIONS,

TIMETABLE

1. To plan, design, monitor and implement

programmes that cater to the diverse

needs of the students

2. To deal with subject choice offering

K. Khan, S. Sookhai, A. Sookhoo, J. Burrows, M.Le Blanc, A. Ramkessoon, O. Hem Lee, J. Woodley, A. Doyle

7. PTA 1. To coordinate and plan a course of action

that will foster partnerships between all

stakeholders (parents and school

committee)

R. Samuel, N. Hislop, J. Romany



8. SPORTS, SOCIAL

AND CULTURAL

1. To coordinate and plan co-curricular

activities that build a sense of team spirit

in the school community

J. Woodley, A. Doyle, R. Samuel, O. Hem Lee, N. Hislop, T. Balroop, B. Howe, M. Gill, K. Browne, D. Baptiste

9. FINANCE/ FUND

RAISING

1. To implement and manage a system for the

school funds to ensure accountability

2. To propose, plan and co-ordinate ongoing

fund raisers

N. Hislop, K. Khan, S. Singh, T. Balroop, L. Lalla, S. Sookhai, R. Samuel, O. Hem Lee, J. Romany

10.ICT COMMITTEE 1. To identify ICT needs for effective school operations 2. To liaise with HODs and Form Teachers to establish a reliable Data Management System

Mr Chadel Pryce, Ms A. Maharaj, Ms S. Maraj, Mr D. Baptiste, Ms P. Addison, Mr J. Burrows, Ms M. Sheppard, Ms R. Celestine, Ms T. Gay


10.0 SWOT ANALYSIS

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

• Student intake is

functionally literate

• Majority of student

population reside within the

catchment area

• Full complement of staff

• >80% of staff possess good

regularity & punctuality

record

• >60% of Staff possess

Teacher Training (Dip. Ed &

Teacher’s Certificate)

• Pilot School for Smart

Classroom

• Dated building with

structural deficiencies

• Science Labs under

Prohibition Order (OSH)

• Rooms needed for a

Language Lab / AV room

• Low parental involvement

• Overcrowded, insufficient

and poorly ventilated

classrooms

• Ill- equipped electrical

fittings in classrooms

• No pedestrian entrance and

sidewalk to accommodate

students

• Positive prospects for

Stakeholders’ involvement

via the Alumni

• Technological

advancement with existing

Smart Classroom and two

IT Rooms

• Ongoing collaboration

with neighbouring Primary

and Secondary Schools

• Extremely resourceful

staff and students

• Talented, confident and

articulate students

• School’s location is in a

high risk/crime prone area

:San Juan

• Narrow and poorly

constructed access road

with a large gaping

manhole and no security

(concave) mirror

• Cafeteria precariously

located next to Students’

Washrooms

• Proliferation of drugs in

immediate environ

• Inadequate government

funding


In order to develop the general goals of the SDP, this SWOT analysis was completed by the School Development Team during

timetabled meetings (Periods 6/7 Day 6).

• A wide range of Extra-

curricular activities

• Diverse Curriculum offering

(Dance & Theatre Arts

latest addition)

• Deans Room to

accommodate 3 Deans and

conferencing with students

& parents

• Increased involvement in

sports

• Improvement in House

system

• Non-violent environment

• No multi- purpose Hall

• No eating area

• No sick bay

• Limited library service

accommodated in a

classroom

• Lack of facilities for special

education needs

• Large, underutilized

playing field

• Large percentage of

students qualifying for

CAPE and Tertiary level

courses

• Three pre-fabricated

classrooms

• ICT Tech and Committee

• Empty spaces for

gardening

• Good prospects for e-

readiness

• Consistently poor and

undesirable performance

from MTS staff

• Presence of neighbouring

cats, pigeons and vermin


11.0 QUALITY EDUCATION& GOAL SETTING FOR LIFELONG EDUCATION

Before identifying and classifying the general goals for the current Strategic Plan at San Juan South Secondary, a review of the school’s

previous strategic plan (2014-17) was compiled in order to further analyze our successes and shortcomings and to chart the way forward for

a sustained implementation of the new theme:‘Promoting quality education in an inclusive environment through a lifelong learning

approach’.

REVIEW OF SDP (2014-17)

DIMENSIONS AREAS OF SUCCESS

1) STAKEHOLDER ENGAGEMENT The Local School Board held one Fundraiser which assisted with providing transport

services for students engaged in curricular and co-curricular activities. This body is no

longer operational.

The PTA was revived through a vibrant Executive team. Their Fun and Family Day (2016)

was attended by Minister Gadsby-Dolly and was well attended by parents and students

from the Community.

The ALUMNI is presently attempting to reconfigure as the composition remains somewhat

fragmented. A Stakeholder’s Meeting was organised by Errol Lewis and Anthony Pierre

under the guidance of Anthony Watkins. Meetings are ongoing for future partnerships re:

School Refurbishment/Upgrade.



The Community Policing Unit (San Juan Police Station) provided effective interventions

in addressing: cyberbullying, sexual offences, and general comportment in the San Juan

area before and after school hours.

2) PHYSICAL INFRASTRUCTURE The construction of 3 Pre-fabricated classrooms provided accommodation for the

dislocated Science students.

Central Tenders Board processed documentation for the auctioning of Woodwork

machines (removed from the curriculum)

Emergency Drill conducted annually by SSO on advice from the T&T Fire Services

Ongoing purchases of additional IT equipment.

Interest in gardening among students initiated by SSO through the Garden Project.

Donations of Gym Equipment and Sporting Equipment (Table Tennis, Football, Volleyball,

Basketball, Cricket)

3) EXAM/TESTING/ASSESSMENT Continuous Assessment and End of Term exams monitored by HODs

Data entry of Test Results refined through a software application installed by newly

appointed ICT Technician

Statistical Analysis of performance (Teacher/Class/Subject)



Tech Ed continues to administer Project Based Learning (Alternative Assessment)

Steady overall improvements in CSEC

4) TEACHERS Increased number of Clinical Supervisions supported by Curriculum Division. Reports

forwarded from 2 Departments (Modern Studies/Science)

Social events: Christmas, Divali, Mother’s Day, Father’s Day, End of Terms, Occasional

Coffee Morning help to boost staff morale.

Service Awards at Achievement Day for teachers serving 5 years to 30 and over.

Orientation session for new teachers

Annual Professional Development Workshops: Wellness, Stress Management, Team

Building/Building Capacity

Increased number of teachers in possession of Dip. Ed.

Sponsored attendance at 2 Workshops for Deans (Ag)

5) STUDENT SERVICES Career guidance particularly helpful to Form 3 students when selecting subjects for CSEC

Career talks: Doctor, Lawyer, Engineer. Career Team: Journalist, Sportsman,

Business/Comedian.



Parenting Workshops coordinated by SSSD (Social Workers)

Welfare assistance (Social Worker)

Reduction in Substance Abuse

6) CURRICULUM Addition to VAPA- Dance

More infusion of Technology in delivery of lessons

Use of a variety of methods of Assessment

Changes to CSEC syllabuses: Collaborative efforts monitored by HODs to implement

changes.

7) STUDENTS Active involvement in Extra and Co-Curricular Activities (Cricket, Football, Table Tennis,

Cultural Group/ Activities, Field Trips, Sports

Revival of House System

Office Aides to promote volunteerism and school ownership

Students’ Governance: Student Council, Prefects, Youth Ambassadors, Young Leaders

Winner of RBC Young Leaders’ Project 2016

Testimonials distributed termly



New policy on Sale of Soft Drinks in school to promote Healthy Lifestyle

Goals are roadmaps that identify desirable destinations and establish routes for reaching them. When goals are developed collaboratively a

new synergy develops which can accelerate learning. Collaborative cultures reduce the resistance that frequently hampers reform efforts,

enabling these efforts to be sustained over time thereby creating a positive and purposeful environment. SMART goals can therefore build


institutional capacity for improvement by making efficient use of available resources to improve student learning. The model of LGIM/SBM

advocates that these goals are to remain alive throughout the year (s) by continually measuring progress toward them.

Principals Who Learn by Barbara Kohm& Beverly Nance (2016)

AN INDICATIVE FRAMEWORK FOR EDUCATION QUALITY


12.0 ACTION PLAN

This plan represents the collaboration of ideas from all members of the School Based Management Team. Although submissions were

made for a three (3) year period (2017-2020) it does not dispel the fact that the education system is very fluid in nature and this Action Plan

may require periodic reviews and adjustments.

There are Seven Dimensions in this process-oriented school based management model that are all specifically focused on enabling each

child to achieve his/her fullest potential


12.1 KEY STAKEHOLDERS ENGAGEMENT

Sub objectives

Outline of Actions

Persons

responsible

Monitoring &

Evaluation

Timeframe

Resources &

Cost

Success Criteria

To provide a Mentoring/ Life Skills Coaching Programme

3 Cycles Per Academic Term

Cycle 1: 3 lectures/seminars

Cycle 2:

3 Lectures/ Workshop

Cycle 3:

3 Lectures/ seminars/ workshops

Alumni Committee

Alumni Executive

October 2017-

August 2018

October 2018-

August 2019

October 2019-

August 2020

Utilize available Prominent Past Pupils as Resource Personnel

Overall development/holistic students Behavioural change/academic improvement

To provide an effective communication link via the maintenance

Engage Students/Teachers/

Parents with_: ❖ Resource

materials/

PTA administrators

PTA Executive

2017-ongoing

Volunteers (Teachers, Parents and students) to provide

The official Facebook page and web page is accessible to the school population, Information/pictures/videos/ database is available

Overall objective: To foster an enabling learning environment for the holistic development of all students


of an official Facebook Page and webpage

❖ Teaching tools,

❖ Schemes of Work for each Term

❖ an avenue to showcase current activities of the school along with students’ talents and achievements via pictures and videos

a database to reach and inform all

parents of current activities

resource materials/ Teaching tools, and pictures and videos

To inculcate a heightened sense of School Pride via a Hall of Fame

A committee of volunteers will provide a list of Prominent Past Students

Joint Committee Alumni/Teachers/ Parents

Alumni Executive/PTA and Middle Management/ Volunteer Teachers

November 2018 November 2020 Ongoing (biannually)

Volunteers to compile the

list; plan inauguration along with biannual

inductions; organize

Students will have a better appreciation for their school; they will recognise the past

students who have paved the way and achieved national

excellence and this will instil within them a sense of pride


Inauguration Ceremony (induct 20 Past Pupils)

Biannual Event

(induct 5 Prominent Past Pupils)

quotations, costing etc

A plan/design

of the Hall $1,000,000.

More engaged students who are proud to contribute to their

school and encouraged to strive for excellence

To provide scholarships/ awards/grants to outstanding students/ students experiencing financially difficulties

Scholarships will be awarded based on

academic excellence

Grants/Award packages for

Graduation Bal

Grants/Awards for expenses during the

year to students experiencing

financial difficulties

Joint Committee (Alumni/PTA/ Teachers)

Alumni and PTA Executive along with Middle Management

July 2017-ongoing

Fund raising efforts (Collaboration by PTA and Alumni; also Teachers

Joint Fund raisers, donations/ financial contribution

Successful accomplishments of Past and current students More engagement Students will feel a sense of improved self-esteem and a sense of belonging and identity

To adopt one “block” annually

2 Phases per year

Phase 1: beautify surroundings (plant

Joint Committee (Alumni, PTA)

PTA and ALUMNI Executive

October 2017-

August 2018

$25,000.00

S25,000.00

Classrooms are professionally painted, lawns beautified, bins utilised and AC functional in 2 classrooms/rooms per year


flowers, paint classrooms, provide

bins for plastic, bottle and paper etc)

October 2018-

August 2019

October 2019-

August 2020

$25,000.00

Funding will be provided

via NGO’s and fund raising efforts by

alumni, PTA, Voluntary expertise via members of the PTA, Alumni will be utilised

To upgrade and maintain the school grounds (play field)

Engage stakeholders in

particular San Juan Regional Co-operation to -: ❖ Resurface

grounds/play-ground (filling and levelling

etc)

❖ School Middle Management Team to engage Regional Corporation

❖ MTS to cut

and

School Middle Management

Team

Via letters and calls

October 2017-

Regional Corporation to

provide equipment and

labour

MTS is responsible for

cutting and maintaining

grounds

The field is level, not waterlogged, proper drainage,

school matches being played on the field in acceptable

standards


❖ Cut and maintain grounds

❖ Drainage

maintain grounds on

a daily basis

To ensure a more engaged community police presence in our school

Police officers will conduct one lecture per term on various topics-:

❖ Cyber Bullying

❖ Juvenile Delinquency

❖ Discipline

❖ A Career in the

Police Service

Patrol the streets adjacent to the school during peak hours

Principal and Sergeant along with Alumni/PTA volunteer police officers

Safety Officers

October 2017-

ongoing

Police volunteers to offer expertise Refreshment for lecturers and token (PTA, ALUMNI to provide this)

Lectures are conducted

More visibility by police during peak hours


12.2 PHYSICAL INFRASTRUCTURE

Overall Objective: To ensure a safe learning environment that is OSH compliant and one that can minimize disruption by effecting a system of maintenance and preventative repairs in liaison with EFPPD, EFCL and the PTA in a timely manner.

Sub Objectives

Outline of actions

Persons Responsible

Monitoring and Evaluation

Time frame Resources and costs

Success Criteria

To provide a safe, secure and uninterrupted learning environment at school,

• Aesthetically pleasing environment

Establish Committees / Conduct Lectures Creation of Eco-Park Daily checks/holding

M.T.S Groundsman S.S.O’s/Deans, Form Teachers

Building Supervisor-Monthly Mr. Scipio-Daily Inspection

July 2017- ongoing

Equipment/ Plants $20,000 (annually)

Utilization of available resources


Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

students accountable

• Adequate number of classrooms and adequate and appropriate furniture and equipment

Clerk 3 & HODs to identify items for disposal, Management Meetings

V.P., H.O.Ds, Clerk 3

Requisition Lists, Inventory/Stock Book, Monthly Reports, Draft Estimates

End of School Terms

Office Furniture, Chairs, Desks, IT Equipment, Tech Voc., Science Lab Refurbishing Items $1 million (annually)

Well- equipped classroom responsive to 21st Century demands.

• Efficient disposal of unserviceable items and waste

Feedback from MTS Building Supervisor Checks from HODs

Regional Corporation, EFCL, Board of Survey MTS- Building Supervisor

Inventory Stock Update by Clerk 3

Vacation Periods

Transportation, Spraying of Compound $10,000

Environment conducive to learning/available space to accommodate classrooms


Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

• Minimal loss of instructional time

Security and Uniform Checks, Planned Assemblies/ Home Room Sessions

Deans, Form Teachers, SSOs, G.O.1

V. Principal – Daily Supervision

Start of school term and continuing

Roster Electronic Scanners Gloves

Reduction in loitering Conformity to school’s dress code/rules

• Knowledge and ability to execute emergency procedures

Lectures, Equipment, Accommodation Physical examination of Buildings to ensure Structural integrity, Inspection Tests

Crisis Committee Head

S.S.O’s – Monthly Information

During school term

Security cameras Budget approvals $50,000

Executing Emergency Plans Performance Appraisals

• Emergency Drills

Lectures Practical Exercise

Principal Fire Service Crisis Management Committee S.S.O.

Fire Service S.S.O.

Twice Yearly

Direction Arrow Tapes

Response to Emergency/Crisis is without chaos and execution is swift with all prescribed directives covered.


Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

• Adequate I.T infrastructure to meet the needs of twenty- first century child

Stock Taking, Upgrade, Maintenance, Training

Curriculum Committee, ICT Technician and Committee

Daily Checks on ICT Resources, Monthly Reports

During the school term

Trained staff Record Keeping IT Labs, Internet Access, Computers $1,000.000.00

Maintenance Schedule Implemented

• Electrical and Water Grid Maintenance

Upgrade, Servicing, Routine Checks, Improved Corridor Lighting

S.S.O.s, EFCL, MTS, T&TEC

Fire Service- Quarterly- Inspection Handyman – Biennially

Termly/ Vacation Repairs

Building Plan

Efficient Water and Electrical Supply

• Cafeteria Inspection

Adequate and efficient delivery of nutritious food items to students (Guided by the New Policy Cir. Mem. #12of 2017)

Regional Health Authority, SSOs, Guidance Officer, Principal

Health Inspector – Start of each school term

Daily Relocated and Expanded Cafeteria (see Building Plan – Appendix) $5 million

No incidents of Food Borne Diseases


Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

• Security of Personnel

Documentation of all persons entering school/ Vehicle Search

MTS Security, School Safety Officers

Monthly Reports to MOE/MTS

Daily/ Monthly

Scanners No intrusion – full accountability of all persons on the compound

• Students’ Security

Searches Deans, SSOs, MTS Security

V. Principal – Daily Weekly Security Cameras, Scanner $100,000

No incidents of illegal items on school compound

• Safe and secure entrance to the compound

Construction of a Pedestrian walkway leading to school entrance. Repair to gaping hole at entrance of Moreau Road. Security/ Concave Mirror at entrance of Moreau Road

Principal, Regional Corporation, LSB, PTA, EFCL, EFPPD

Reports, Proposals, Approvals

January 2018 – January 2019

Tools, Equipment, Material $200,000

Easy access and departure for students, staff and visitors


Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

• Toilet facilities that meet approval of Public Health Department

Inspection from Public Health Department and OSH PTA

MTS Building Supervisor Principal Ministry of Health OSH TTUTA

MTS Janitorial

Vacation Repair Programme June –August 2017 (Phase 1- Females) June-August 2018 (Phase 2- Males) June-August 2019 (Phase 3- Staff)

Contractors with approved Scope of Works and Quotations (EFPPD). $100,000.00 $80,000.00 $100,000.00

Healthy and safe environment to inspire school pride and spirit. Improved school standards


12.3 EXAM / TESTING / ASSESSMENT

OVERALL OBJECTIVE: To improve overall academic performance so as to raise the present average in terms of

results from

Alternative Assessment

This is also known as Authentic or Performance assessment to determine what students know and can do. This form of assessment requires

students to generate solutions to problems, rather than to choose from predefined sets of responses.

It:

1. Focuses on the learning process, the student’s and the group’s performance.

2. Stresses the importance of examining the processes as well as the products of learning.

3. Discourages the “ one right answer” mentality and

4. Challenges students to explore the possibilities inherent in open-ended, complex problems.

It is suggested that varied approaches to teaching, learning and assessment should be planned to allow all students to participate fully and

effectively. Account should be taken of diverse cultures, beliefs, strengths and interests that exist in any classroom and that influence the way

that students learn. The strategies include practical activities as well as other activities that engage students. It suggests that ICT must be

integrated into the development and delivery of the curriculum. It is suggested that a combination of summative assessments be used. This

then would redound to the benefit of the students in terms of contributing to their attaining their full potential, since it caters to the expression

of diverse learning styles

According to Laura Varlas in her article “Ten Survival Tips for a Student Teacher” the aim is to “ensure that the kids are grappling

constructively, not just looking for a crutch”. In fact such a strategy will ensure that they realize that struggle is part of the learning process


and the teacher is merely a guide in ensuring that the challenge is a productive and not destructive one. This technique will ensure that we

are preparing students for the future where they will have to grapple with and figure out issues on their own.

In terms of subjects under the VAPA area, these are assessed both in practical and written form and the combined average mark of all

subjects is used for the continuous assessment component.

Reliability

Reliability is the degree to which an assessment tool produces stable and consistent results. A range of assessment methods are to be used

for internal examinations so as to reduce the element of disadvantage that any particular student may face. Forms include essays, reports

(oral or written), taped programmes, posters, group assignments or projects (SBAs). Common variations on exams can include ‘open-book’,

unseens, MCQ, performances or even self and peer assessments. This range of evaluation strategies has become necessary to keep pace

with the rapid changes occurring in the technological global environment.

Recommendations:

1. To have these examinations patterned after national and CSEC examinations 2. Ensure standardization with the course and end of term examinations.

Validity

Validity refers to how well a test measures what it is purported to measure. A test and pretest can be used as a measure of reliability and

this can be done by administering the same test twice over a period of time for a group of students. The scores from time 1 and time 2 can

then be correlated in order to evaluate the test for stability over time. Assessment and evaluation are crucial to help determine appropriate

placement and appropriate curricula.


Validation/Recognition

It is crucial that results from evaluations, assessments be communicated to parents so that school and home experiences can be related.

Results can also provide a basis for public policy. Good assessments provide a roadmap for students as they help to guide and inform their

learning. The expectations of students should be written down and utilized for termly/annually Achievement/ Award Day. An award ceremony

is usually planned during the first term to recognize students who performed well. A system of testimonials (already in existence) can be

expanded to include and also to acknowledge students for improved discipline and display of other character building qualities such as good

citizenship, most helpful student. In an effort to “design and develop a quality education system” the need to re-examine essential approaches

must be addressed. The “evaluation of the current system of examination, testing and assessment within the education system” as is stated

in the M.O.E. Strategic action plan, is relevant to the school’s thrust to align its own assessment strategies in a standardized format.

Determining whether one’s school is successful or not in the 21st century cannot only be measured by high test scores, strong graduation

rates or good student attendance according to James Honan of the Harvard Graduate School of Education. In fact he has highlighted that

even though these facts are important one must really consider whether one’s students are going on to be productive and happy citizens,

good spouses, good parents , respectful and honest citizens. Our task is to prepare out students to be adaptable and flexible to meet a future

in which the only constant will be change. While we currently use the three basic forms of assessment : formative, summative and interim,

we are fully cognizant of the fact that we must also develop personal intelligences. One step in this direction is the new termly reporting

system which is now being compiled online and downloaded to be sent to parents. The evaluation form is constantly being modified and will

soon be sent via electronic mail to parents/guardians since it has been recognized that assessment as learning is important in helping

students to become lifelong learners.

Academic Performance

On a termly basis the end of term results are analyzed so as to ascertain which areas of the syllabus are to be included in the plans for re-

visitation in the near future. This data will inform lesson planning in an effort to address the topics which are identified as needing some


degree of remedial work. This is also done which regards to national examination results (CSEC and NCSE), using an in- house template

(Appendix 1).

Sub Objectives[What we want to achieve]

Outline of actions[How will we do it]

Persons responsible[Who is in charge, who will do it]

Monitoring and Evaluation[Who checks on the progress, when and how]

Time Frames[When it starts and ends]

Resources and Costs[What we need to carry out the plan]

Success Criteria[How we know we have done it]

1. Improved performance in various projects.

1. Clinical supervision to implement more effective teaching strategies.2. Diagnostic applications to address areas in need of intervention.

1. Heads Of Department, members of the curriculum committee.

1. Subject teachers who are guided by their HODs.

1. Beginning of the academic year.

1. Pre-arranged professional development seminar. 2. Input of curriculum officers. 3. Provision of I.C.T. training.

1. Observation of higher scores during continuous assessment and end of term examinations.

2. To have all assessments meet the criteria of validity and reliability.

1. Following prescribed guidelines for test formulation and performance measurement

1. Heads Of Department, members of the curriculum committee.

1. Principal/Vice Principal .Input by curriculum officers if necessary.

1. Beginning the term.

1. Training from the curriculum division.

1. Evidence of alignment to objectives.


Sub Objectives[What we want to achieve]

Outline of actions[How will we do it]

Persons responsible[Who is in charge, who will do it]

Monitoring and Evaluation[Who checks on the progress, when and how]

Time Frames[When it starts and ends]

Resources and Costs[What we need to carry out the plan]

Success Criteria[How we know we have done it]

3. To set guidelines for the design and development of internal formative and summative assessment

1. A table of specifications for internal exams is adopted. Different formats of assessment instruments are used e.g. Portfolio and Essay type questions

1. . Heads Of Department, members of the curriculum committee

1.V.P./Principal 1.The beginning of the academic year.

1.Professional Development Seminar by chosen expert from D.E.R.E.

1.Observation of evidence of Authentic assessment strategies where applicable


12.4 TEACHERS

TEACHING STAFF AT SJSS

The Teaching Staff of SJSS comprises 37 members, 11 males and 26 females. Just over 48% of this body possesses any form of formal

Teacher Training that is either from the Teacher Training Colleges or The In - Service Diploma in Education offered by The University of the

West Indies. 81% of the teachers possess first degrees and at least 20% of them have acquired a Masters Degree. Although, statistically,

the teachers at SJSS have many academic qualifications it is widely known that it is only with continuous professional development that

improved student achievement can be attained Cohen and Hill (2000).

Change is imperative in today’s classrooms. To change schools we must change the culture in our schools. Revitalized schools will

invigorate teachers and students. Philip Schlechty (1997) reminds us that:

The business of school is to design, create and invent high-quality, intellectually demanding work for students: schoolwork that calls on

students to think, to reason, and to use their minds well and that calls on them to engage ideas, facts and understandings whose

perpetuation is essential to the survival of the common culture and relevant to the particular culture, group and milieu from which students

come and in which they are likely to function (pp. 50 – 51).

Teachers must improve their pedagogical skills to enhance the delivery of curriculum to meet the needs of the students. Staff development

is a regularly underestimated component of educational development. It has been proven that when teachers participate in professional

development, student academic achievement can be improved.


OVERALL OBJECTIVE: To facilitate teachers to work as a team with high morale and mutual respect thereby allowing them to

empower the students of SJSS to become competent citizens who can take on the challenges of a rapidly changing world.

Sub objectives Outline of actions

Persons Responsible

Monitoring and evaluation

Time Frame Resources and costs

Success criteria

1) Increase the number of clinical supervision sessions

Schedule 3 sessions per teacher per term

HOD VP

HOD VP P

Termly Room Allocation, Clinical Supervision Instruments, Photocopies of teaching resources

Monitor lesson plans, schemes of work, teaching activity

2) To improve professionalism and efficacy of HOD and Dean

Continuous training for HOD and Dean. Peer meetings Team work Brainstorming Mentorship

P VP Resource Personnel

P VP

Termly Time – ensuring that workload (no. of classes assigned) permits such interaction

Reports Staff reports Overall improvement in performance of both students and teachers.



Persons Responsible



Success criteria

3) To improve the conduct of teachers by making them more aware of the rules and regulations which govern their job

Re-sensitize teachers about their job specifications via the circulars, meetings at the beginning, mid- term and any other time deemed necessary.

HOD VP P

P VP

Termly Photocopied Material, the Code of Conduct, Job specifications Room allocation

Improved School culture

4) To foster and build school spirit thereby encouraging ownership

Staff involvement in creating the school development plan. School

Committees and sub committees

P Termly Fundraising Improved school spirit, improved staff morale greater participation at school events



Persons Responsible



Success criteria

gatherings, Informal breakfasts, lunches Set up a social network group for SJSS Birthday Get-togethers

5) To motivate teachers to improve morale

Award functions for longevity, Approved time off/ Compensatory leave

P VP

P/V.P./HODs

Leave Records

Monthly/Termly/Annually

Rental of venue Purchase of awards, Certificates, Provision of meal

Improved team spirit



Persons Responsible



Success criteria

Positive logs: any extra duties performed by teachers should be recognised Recognition of teachers’ excellent regularity and punctuality records

6) To make new teachers aware of the school’s policies so that it would create a

Mentorship and orientation Programme for new teachers

HOD VP P

VP P

September 2018/19/20

Allocation of rooms Time Orientation packages (incl. job specifications)

Greater awareness of job expectations Greater commitment to task and display of Duty of Care



Persons Responsible



Success criteria

sense of belonging

$5,000

7) Improve Teacher professionalism

Schedule Regular professional Development Sessions on specific topics such as – Classroom Management, Lesson Planning, Training sessions to enhance teacher’s competence in the use of technology in

Resource Personnel, HOD, VP, P

VP, P, HOD Monthly/ Termly

Classroom, Photocopied material, access to Audio Visual room facilities where necessary, laptops and overhead projectors for use in classrooms ANNUAL COST $200,000.00

Improved Delivery of curriculum



Persons Responsible



Success criteria

the classroom Schedule monthly Dept. Meetings for more reflective Practice, Collaborative teams, Reflective Journals/ diaries

8) To encourage form teachers to take greater responsibility in their roles so that students are inspired to display

Re-introduce form periods for all classes. Include assigned topics for discussion.

Forms Teachers

HOD VP P G.O1

Termly Time tabled Photocopies of assigned topics

Improved student discipline, school culture/relationships



Persons Responsible



Success criteria

positive attitudes.

William Ayers (1993), in his book To Teach: The journey of a teacher, uses the wonderful metaphor of a classroom In which bridges are

built between children and learning. He makes this assertion about the role the teacher ought to play in building bridges.

Bridge – building requires someone to lay the first plank. Schools are often structured around the notion that the child should lay the first,

the second, and virtually every plank after that. This is defeating for many youngsters. It seems clear enough to me that the teacher must

be the architect and the contractor who builds the bridge. She must know the child in order to know where to put the first plank. She must

also know the world, have a broad sense of where the bridge is headed, and have confidence that she and the students together can get

there. And she must stay in touch as the bridge takes shape….. (p.77)

We desperately need to develop teachers who are the architects and contractors determined to help each individual learner build a bridge

to success.


12.5 STUDENT SERVICES

Overall Objective: To provide the supportive services necessary to allow all students to make the best use of their educational opportunities as they develop their individual potential to the fullest. Student Support Services of San Juan South Secondary School is comprised of a Guidance Officer and a School Social Worker.

The Guidance Officer (GO) specializes in the area of academic and career advising to the entire school population of an estimated five

hundred and fifty students (550), made up of three form one classes, three form two classes, three form three classes, three form four classes,

and three form five classes.

OBJECTIVE: The objective of the Guidance initiative is directed at the overall plan of the school which is to ensure that students coming into

form one with an average academic mark of sixty percent (60%) are able to improve their percentages over the five year period and leave

form five with full passes.

The services therefore devised are in keeping with this objective and involves analysis of the school needs based on assessment of student

reports, teacher and administration feedback as well as national developmental concerns. It is from this needs assessment that Guidance

programs are done at the start of every term.

An outline of actionis detailed in the guidance program and what this entails is year group lessons based on developmental level of the

students and the needs assessment.

Persons responsiblefor carrying out the program is the school’s Guidance Officer as well as resource personnel such as tertiary level

institutions such as COSTAAT, UTT, UWI, UWI-Open Campus, SITAL, USC, ROYTEC, SBCS who will visit the school on ‘college days’ to

conduct academic counselling.


Monitoring and evaluation of the program is conducted on 1) Per class assessments at the end of a teaching session, 2) Guidance Officer

II monitoring of tasks completed by GOI, 3) End of term reports, 4) Statistics on student infractions as kept by the school’s administration

which will show recidivism or behaviour improvement of students referred to GOI or Social Worker 5) CSEC grades of form fives.

Resources and costs are conducted at the end of each term to plan for the following term. San Juan South Secondary School has had a

Guidance Officer for over five years now and there has been a need for increased resources such as printing paper, posters, a computer and

printer. The latter two devices are urgently needed to create worksheets and store private information as needed for a counsellor and visually

demanding child in the information age.

Time framefor the program begins in the new school year and is planned per term. There are times plans are modified based on changes of

the school and social environment however the plan is always kept with the overall goals of the school.

Success and criteriafor the psychological development of a child is one that cannot be measured easily as a social studies teacher can

garner his/her effectiveness by looking at social studies marks at the end of a term. The developmental growth of a child is one that continues

into adulthood and often the role and duties of a Guidance Officer cannot easily be measured except by the few measuring sticks outlined in

monitoring and evaluation above.


Person responsible

Monitoring Time frame Resources and costs

Success

Career, and academic classroom work

Lessons are devised based on school assessment needs and developmental level of children.

Guidance Officer 1) Assessments at end of class 2) Guidance supervisor monitoring 3) End of term reports 4) Comparison of

The program starts in the first term and has a developmental structure. As the students progress to each new form

Lap top, printer, note pads, copying paper, desk, chair, pens, and pencils.

The psychological development of a child is one that cannot be measured easily as a social studies teacher can garner his/her



Person responsible


Success

statistics from previous years

level so too does the programs.

effectiveness by looking at social studies marks at the end of a term. The developmental growth of a child is one that continues into adulthood and often the role and duties of a Guidance Officer cannot easily be measured except by the few measuring sticks outlined in monitoring and evaluation above.



Person responsible


Success

Career and academic days.

Based on country employment needs as well as student interest

Guidance Officer Alumni statistics on chosen careers, country needs, student likes.

Done once per school year.

Refreshments, stationary, markers, power point equipment

Career and college days serve to encourage and inspire students to strive for a goal academic and career.

Subject selection

Based on a yearlong assessment of student interests, strengths, academic ability.

Guidance Officer Constant student monitoring and feedback by the Guidance Officer to ensure students understand the link between ability and subject selection.

Begins during first term of form three and culminates in term two where students choose subjects.

Stationary, outside personnel.

The goal is to have a more knowledgeable student who is able to choose subjects more confidently. This in turn will have an impact on the amount of successful passes the school receives at the CSEC level.


The School Social Worker has been a new addition to the Staff with a mandate to facilitate a decrease in social issues that affect the

functioning and academic goals of students. The following table outlines a brief description of the role of the School Social Worker and the

social issues that impede academic performance.

Role of the School Social worker Issues that may prompt a School Social Worker Referral

Provide crisis intervention, counselling services, support and case management

Mental health issues

Build trusting relationships with students, families and school personnel

Abuse or neglect

Maintain the confidentiality of student and family Lack of basic needs, supervision, homelessness

Provide home visits/meet families to understand and address barriers to learning

Teen Parenting

Link students and families with school and community resources Chronic absenteeism or tardiness issues

Encourage families to effectively participate in their child’s education Gang/violence affiliations

Collaborate with all school personnel to assess students’ social/emotional obstacles to academic success

Coping or social skills deficits

Help families understand school policies, services and programs Facilitation of school-home community communication

Assist teachers and administrators in developing plans to help students with academic and behavioural challenges

Referral, monitoring, networking with community agencies

Follow-up on student issues referred by teachers or administrators (Referral Form in Appendix)

Staff support

Develop/facilitate/coordinate prevention activities and intervention strategies

Substance Abuse


Sub Objectives

Outline of Actions Person Responsible

Monitoring and Evaluation Time Frame Resources & Cost

Success Criteria

Monitoring and evaluation in social work is multifaceted and multidimensional. It includes,

❖ Case conference with key stakeholders i.e. Principal, Heads of Department, Teachers Parent, Community Police among others.

❖ Clinical supervision with Senior School Social Worker

❖ Monthly statistics

❖ Daily Log

❖ Oral feedback from students and teachers.

❖ Observation

❖ Evaluation Forms

Computer & printer, storage cabinet Cost: $20,000

Care and Protection

Screen all incoming referrals to determine whether student is at significant risk and ensure that student’s immediate

School Social Worker

Areas of Application All forms of violence against students.

- Abandonment and neglect - Emotional/ Psychological

Ongoing

nil Students who are victims of all forms of violence are helped to overcome the social and emotional problems


Sub Objectives



Success Criteria

and long term safety, protection and wellbeing is not compromised.

- Physical - Sexual

interfering with adjusting and achieving in school, thus making education a successful experience.

Counselling Individual & Group

Counsel students on a wide range of social issues and assist them in determining strategies and actions to resolve and improve their situation (e.g. behavioural contract- see Appendix)


Areas of Application - Grief and Loss - Substance use and abuse - Truancy - Absenteeism - Behaviour Management - Social Skills Training

Ongoing nil Removal or reduction of definite and identifiable reasons why some students are not successful in school and exhibit undesirable behaviours.

Home and School

Establish and maintain cooperative and supportive relationships with student support systems i.e. home, community and school, to help improve students’ well-being and school performance. Identify needs of teachers and parents regarding psychosocial topics and select participants for


Areas of Application Direct Services

- Poverty - Family Crisis - Familial Discord - Separation and loss - Domestic Violence

Group Intervention - Parent/ Teacher

Conferencing. - PTA - Parenting Skills - Parent Education

Ongoing nil Families improve adverse conditions in order to promote resiliency and academic success at risk students. Parents’ involvement with the school creates positive academic and social outcomes for students.


Sub Objectives



Success Criteria

benefiting from intervention through.

- Parenting Workshops - Teacher/staff

information sessions.

Teachers are better able to identify with some of the challenges faced by students.


12.6 CURRICULUM

To a large extent the National Certificate of Secondary Education NCSE and CXC dictates our subject offering, however, the ever changing

face of the world forces us to frequently revisit the curriculum design. The following goals were influential in our design.

(1) To provide students with the core knowledge required to be an educated citizen

(2) At San Juan South Secondary, we aim to provide students with a broad general education. In forms 1 to 2, students are exposed

to fourteen curriculum areas:

Mathematics Geography

English A/English B Physical Education

Literature Music/ Drama

Spanish Social Studies

Integrated Science Technical Drawing

History Clothing and Textiles

Food and Nutrition Art

At the form 3 level, a few minor changes in the curriculum emerges so that students can make more informed subject choices.

- Integrated Science is omitted for the inclusion of Chemistry, Biology and Physics


- Business studies is also included

N.B.At the end of Form 3, students are assessed and awarded certification based on successful completion of examinations on the national

curriculum in the following eight subjects: Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts,

Spanish, Technology Education, and Physical Education.

(2) To prepare students for employment in their chosen profession

In their senior years, students are free to choose subjects from seven lines in accordance with their careers. At this stage, we continue to

emphasize the need for a general education insisting that students pursue Mathematics, English and a Science subject. The Caribbean

Examination Council will provide examination and certification in the following areas:

Mathematics Additional Mathematics

English A English B

Social Studies History

Chemistry Geography

Physics Biology

Integrated Science Spanish

Principles of Business Principles of Accounts


Art Music

Technical Drawing (Mechanical) Technical Drawing (Building)

Food & Nutrition Clothing & Textile

Office Administration EDPM

Economics Information Technology

(3) To improve quality of learning and teaching and hence increase performance

Instructional technique/ strategies are key to improved performance. HODs will continue to encourage teachers to utilize a number of

strategies with a major thrust on cooperative learning. Cooperative learning is a successful teaching strategy in which small teams, each with

students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team

is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.

Cooperative learning has been chosen as it is relatively easy to implement and is inexpensive. Additionally, the benefits are

tremendous improved behaviour and attendance, increased self-confidence and motivation, and increased school affinity and fostering of

positive relationships.


(4) To develop critical thinking

While, we will continue to develop the core thinking skills which entails the cognitive processes such as of remembering, analysing and evaluating. WE seek the push the bar a bit further and elevate students thinking to that of CRITICAL THINKING(Analysis and evaluation of information, beliefs and knowledge) and CREATIVE THINKING(Generation of new ideas and thoughts).

The area of Technology Education will provide an ideal avenue for developing these skills. However, all teachers at least once a term should deliberately provide additional opportunities as effective thinking skills are developed over a period of time

(5) To integrate ICT in the curriculum

The major goal of our curriculum is to meet the relevant to the needs of the students. Workplace automation, the tech savvy millennials and

CXC’s E testing have secured a place for ICT in the curriculum. There are many advantages of ICT in education:

• ICT can be used in teaching and improving the retention memory of students

• Teachers can use ICT explain complex instructions and ensure students' comprehension

• Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student

attendance and concentration


(6) To develop a holistic individual

With the absence of Religious Education and the controversial Sex Education, SJSS wholeheartedly embrace the inclusion of Health and

Family Life Education (HFLE) to its slate of subject offering. Our mission is to develop a holistic individual who is socially responsible and

HFLE will provide that opportunity for students to develop those life skills so as contribute positively to society.

Additionally, the timing of MOE’s ban on soft drinks in the school’s cafeteria, a healthier meal offering from the school Feeding Programme

and Gym equipment is ideal to further empower the students to take charge of their health.

(7) To use a wide range of assessment to track learning

Assessment and its associated feedback are essential to student learning. It charts students’ progress as well as make the learner an

active participant in the process.

GOAL 1: PLANNING To provide a set of diverse learning opportunities for all

Sub objectives (What we want to achieve)

Outline of actions (How we will do it)

Persons responsible (Who is in charge)

Monitoring & Evaluation (Who checks on progress)

Time frame (When it starts & ends)

Resources & costs (What we need for plan)

Success criteria (How we know we have done it)


1. Continued delivery of

HFLE

2. Utilization of

technology

in the learning(coming

on the heels of E-

testing)

3. Teaching of basic

computer skills

Timetabled double period Identification of equipment needed for a cutting edge IT lab

- Extensive marketing and career fares highlighting employment opportunities

Principal,

V/Principal,

HOD

IT personnel

Form teacher

Social Worker

IT teachers

Principal,

V/Principal,

HOD

Cutting edge

technology

-Lessons plans

-Assessment

-Observation

given that it is

voluntary

-75% of teachers

utilizing ICTs in

the teaching of

content areas

GOAL 2: TEACHING/ LEARNING Implementation of measures to ensure improved participation and performance








1. Teaching methods to

include:

- Teacher

development

Principal, V/Principal HOD

Principal, V/Principal HOD

Clinical Supervision

Lesson notes


-Cooperative

Learning

-Critical thinking

2. Integration of ICT in

every discipline

3. Homework is

assigned at least 3

times per week for

reinforcement and

practice

- Teacher planning

takes place

- Delivery of lessons

- Monitoring: Class

checks, record

keeping

Class check

instruments

Peer assessment,

self assessment

Tech Ed project

display

75% of teachers

utilize at least two

different

approaches to

accommodate

different learning

styles

GOAL 3: ASSESSMENT Utilization of a variety of assessment to test students’ knowledge, skills and attitudes









1. Use of a variety of assessment methods: written, oral, performance, peer and self & e-assessment

2. Appropriateness of

assessment activities

3. For assigned tasks,

presentation, school and

SBA projects students

have criteria for

assessment

- Teacher

Training

- Lesson

planning

- Monitoring:

Class checks,

record keeping

HOD Principal, V/Principal, HOD

Clinical Supervision

Lesson notes

Class check

instruments

75% of teachers

utilize at least two

different methods of

assessment

Student reports as

to having seen

criteria


ICT STRATEGIC PLAN

Overall Objective: The implementation of this Strategic Plan will prepare the secondary school to achieve the maximum benefit from information technology innovations, increasing researchcapability, enhancing teaching and learning, and delivering efficiencies in support of administrative functions

Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

Provide fence to fence wireless internet/network

Purchase wireless equipment. Secure wireless network. Ensure teachers and admin staff has access throughout entire compound. Eventually students.

ICT Technician, Principal, IT Vendors

Weekly reports generated by wireless network software. Checks network security and monitors wireless clients.

1 year During term

$50,000.00 Wireless equipment. Vendors.

100% wireless network/internet cover in the entire compound. No dead zones. Wireless connectivity for all mobile devices.

Upgrade wired IT network/internet infrastructure

Purchase network equipment. Ensure a wired backbone network drop goes to every computer lab. Ensure all computers are hard-wired to network backbone for


Weekly network throughput tests.

1 year During term

$150,000.00 Structured cabling vendors. Standard network equipment like switches, patch panels, etc.

Secure fast wired connection to each computer lab and specialist lab.


Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

fastest possible connection to network core.

Create more Smart Rooms/Specialist Labs for Subject areas

Purchase more tablets and smart TVs. Ensure labs have stable internet connections. Assist teachers with planning lessons and infusing ICT into curriculum.

ICT Technician, Principal, IT Vendors, ICT committee

Reports from teachers and students concerning proper functioning of equipment.

Vacation $120,000.00 Smart TVs, tablets, laptops

Teacher led ICT infused lesson plan with outstand visuals to enhance student learning and absorption of lessons.

Create more Computer Labs for subject areas

Purchase more computers and strategically place in labs that can accommodate computers.


Monthly network reports on health of computers. Maintained every term.

2 years During term

$1,000,000.00 Computers

More computer labs mean enhanced learning and greater access to research material.


Sub Objectives

Outline of actions

Persons Responsible



Success Criteria

Amenities for Computer Labs

Outfit labs with electrical outlets, power protection, Air Conditioning, and ergonomic desks and seating.


Liaise with EFPPD, EFCL, MTS, ICTD and vendors to ensure standards are met.

2 years During term

$400,000.00 TTEC, EFPPD, ITCD, EFCL and Vendors

Well seated, air-conditioned and ergonomic labs. School-wide access to computers for all students.

Create School Information System (Already completed, but improving every term)

Build a database that can store and retrieve, students grades, attendance, disciplinary records, generate report cards, store student photos, etc.

ICT Technician, Principal, ICT committee

Maintain database records by adding and removing details. Backup database. Check for bugs. Routinely access features teachers use ensuring system function optimally.

1 year All year

Free Designed and maintained by ICT Technician. Also maintained by ICT committee.

Database that provides various queries, reports, records and is easily modified.

Maintain current IT infrastructure and equipment

Test and repair equipment in timely manner where resources will allow.

ICT Technician, Principal, ICT committee, teachers.

Solve tickets raised All year $20,000.00 Tools and equipment

99% uptime of network.


12.7 STUDENTS

According to Gerver, R. (2013): Ten common traits of truly great people are:

▪ Focus

▪ Preparedness

▪ Conviction

▪ Perseverance

▪ Creativity

▪ Curiosity

▪ Resilience

▪ Risk – Taking

▪ Independence

▪ A sense of higher purpose

San Juan South Secondary has embraced the challenge of creating the learning environment that can enable the development of these traits as we believe that all our students are ‘born learners, arriving in this world with inquiring minds.’ The value outcomes as outlined in the MOE’S Strategic Plan which are reflected in the Vision and Mission of San Juan South Secondary remain pivotal to this dimension of

the SDP.

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VALUE OUTCOMES FOR OUR CHILDREN

THE

IDEAL

CHILD

Academically

Balanced

Emotionally

mature &

happy

Healthy and

growing

normally

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Overall Objective: To provide a quality education in an enabling and inclusive environment that can support the value outcomes

and thereby promote lifelong learning


Persons responsible


Time Frame

Resources and costs

Success Criteria

Students will be adequately Prepared to achieve their full potential

The development of an Education Learning Plan. To develop a structured extra/ co-curricular programme

Teachers, Parents, students, community.

Student achievement – increased Curricular and co-curricular participation

Ongoing Adequate classrooms specialised teaching areas, an organized playing field with outfitted sporting facilities. (See Appendix – Proposal for Infrastructural Needs) Cost: $5 million

Improved CSEC results, increase in the amount of student participation in school activities.

Students will be adequately developed socially and culturally

Students should be part of the school management team, local school board,

All stakeholders – parents, Social & Cultural Committee, VAPA teachers,

Establishment and effective functioning of student councils, prefect body, clubs and other

Ongoing

Assigned spaces for respective student bodies

Participation from all relevant education stakeholders. Selection of students who will adequately express the views and concerns of their classmates.

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Persons responsible


Time Frame

Resources and costs

Success Criteria

student council, peer mediator groups, dance, Drama & Theatre Arts, Carnival Development Workshops, emphasis on school’s motto: A Sound mind in a Sound Body

students, community.

student led organizations.

Students should be sensitized to their rights and responsibilities at both the national and school level.

Collaboration with students’ handbook. Student Council to engage in affirmative action.

Students, Teachers, Guidance Officer, Deans, V.P., Clerical Staff

Monitoring students’ attendance, conformity to code of conduct. Monthly/ Annual Suspensions

July 2017 –

September 2020

Cooperation from all members of staff to enforce and encourage compliance with code of conduct.

Positive culture change – manifestation of social graces (reduced recorded student infractions), pride amongst students regarding identification with the school.

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Persons responsible


Time Frame

Resources and costs

Success Criteria

Prefect Body Cadet Corp. Office Aides

Forms completed by Deans. Late Book Attendance Registers Report Books Patrol Rosters for Deans, MTS Security and Safety Officers.

Data Collection/ Data Entry Staff - OJT

Students will be healthy and grow normally. Practice healthy lifestyles and avoid risky behaviours.

Continuation of the school kitchen garden project. Emphasis on healthy eating habits and exercise. Teaching of HFLE with

Students, parents, teachers, Agriculture & Health Officials.

Involved staff and students during lunch periods would tend to produce and educate the rest of the student population on advantages of their own

September 2017

- July 2020

Sufficient space to grow crops. Funds to purchase initial plants and seeds for garden and tools needed for gardening. A School Bus to provide transport for ongoing projects and visits

The students have nurtured the plants to maturity and the majority and of the school population are now enlightened on the benefits and advantages of a healthy lifestyle. Decrease in teenage pregnancies Prohibition of sale of unhealthy items at the school’s café Establishment of a hydroponic garden.

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Persons responsible


Time Frame

Resources and costs

Success Criteria

emphasis on abstinence and moral education.

produce and the benefits of eating healthy meals. Mentoring of students.

to schools with best practices Cost: $200,000

Agriculture Field Officers, Health Education Nurses (to deliver lectures)

Students will respect the environment

Inform the students of the National School Code of Conduct. Teaching of HFLE

Students, Teachers, Heroes Foundation.

Students’ compliance with the code of conduct. Projects to be documented for posterity (focus on caring for the school environment)

September 2017

- July 2020

Readily available copies of the National School Code of Conduct. Copies of HFLE Textbooks through Curriculum Division.

Improved care of school environment: no litter, no graffiti, no vandalism in every classroom.

Students will be disciplined

Teachers would cater to the

Students, Teachers.

Monitoring students’ attendance,

Ongoing

Compliance from all members of staff to encourage

Reduced recorded student infractions, positive culture change, increased school pride through the production of

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Persons responsible


Time Frame

Resources and costs

Success Criteria

and avid learners.

various multiple intelligences. Collaboration with students with respect to the Student’s Handbook.

conformity to code of conduct. Assessment of learning styles and capabilities incentives through Merit Day, subject prizes, class awards, trophies, medals

compliance with Code of Conduct. Accurate assessment surveys. Varied teaching aids to cater to the various students’ learning abilities.

a School Song and the introduction of a School Flag. Decrease in percentage of student dropout. Improved student achievement.

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13.0 APPENDICES

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13.1 EXECUTIVE SUMMARY

13.2 DIMENSION ONE: STAKEHOLDER ENGAGEMENT

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13.3 DIMENSION TWO: PHYSICAL INFRASTRUCTURE

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Floor plan for Construction of a Stage

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Proposal for a three-storey building

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13.4 DIMENSION THREE: EXAM/TESTING/ASSESSMENT

SAN JUAN SOUTH SECONDARY SCHOOL

EXAMINATION ANALYSIS

ACADEMIC YEAR: 2016-2017 TERM: III TEACHER: ______________________

COURSE END OF TERM

Grade I-III Grade IV-V Abs CLASS Grade I-III Grade IV-V Abs CLASS

REFLECTIONS

CLASS SUBJECT M F M F M F AVERAGE M F M F M F AVERAGE

RECOMMENDATIONS/SUGGESTIONS

1.

2.

3.

4.

5.

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0

10

20

30

40

50

60

70

80

Form 1L Form 1M Form 1R

Form 1 2015-2016 End of Term

English A Mathematics Integrated Science Geography Music

Art Dance Spanish History Social Studies

Computer Science Physical Education - Boys Physical Education - Girls

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0

10

20

30

40

50

60

70

80



English A Mathematics Integrated Science Geography Music

Art Dance Spanish History Social Studies

Computer Science Physical Education - Boys Physical Education - Girls

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0

10

20

30

40

50

60

70

80



English A Englsih B Mathematics Physics Chemistry Biology

Geography Music Art Dance Spanish History

Social Studies Business Studies Computer Science Physical Education - Boys Physical Education - Girls

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0

10

20

30

40

50

60

70

80

Form 4 Form 4 Form 4 Form 4


English A Englsih B Mathematics Ad Math Integrated Science Physics Chemistry

Biology Geography Music Art Spanish History Social Studies

P.O.A. P.O.B I.T. E.D.P.M. T.D. Economics

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0

10

20

30

40

50

60

70

80

Form 5 Form 5 Form 5 Form 5


English A English B Mathematics Ad Math Integrated Science Physics Chemistry Biology Geography

Art Spanish History Social Studies P.O.A. P.O.B E.D.P.M. T.D. Economics

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CSEC ANALYSIS 2013-2016

English A English B Spanish Social Studies

2016 89 60 77 80

2015 84 71 86 90

2014 80 59 86 71

2013 77 57 91 70

0

10

20

30

40

50

60

70

80

90

100

Per

cen

tag

e

SUBJECT GRADES

I-III

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English A English B Spanish Social Studies

2016 11 40 23 20

2015 16 29 14 10

2014 20 41 14 29

2013 23 43 8 30

0

5

10

15

20

25

30

35

40

45

50

Per

cen

tage

SUBJECT GRADES

IV-VI

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Office Admin. E.D.P.M. Music Visual Arts

2016 0 20 33 67

2015 0 8 50 56

2014 17 29 0 100

2013 0 0 17 29

0

20

40

60

80

100

120

Per

cen

tag

e

SUBJECT GRADES

IV - VI

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Office Admin. E.D.P.M. Music Visual Arts

2016 0 80 67 33

2015 100 92 50 44

2014 83 71 100 0

2013 100 100 83 71

0

20

40

60

80

100

120

Per

cen

tag

e

SUBJECT GRADES

I-III

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Clothing &Textiles

TechnicalDrawing

Principles ofAccounts

Principles ofBusiness

Econ.

2016 75 75 73 94 86

2015 100 57 61 93 82

2014 100 77 73 78 68

2013 80 85 64 94 94

0

20

40

60

80

100

120

Per

cen

tage

SUBJECT GRADES

I-III

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Clothing &Textiles

TechnicalDrawing

Principles ofAccounts

Principles ofBusiness

Econ.

2016 25 25 27 6 14

2015 0 43 39 7 18

2014 0 23 27 22 32

2013 20 15 36 6 6

0

5

10

15

20

25

30

35

40

45

50

Per

cen

tage

SUBJECT GRADES

IV-VI

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Information Technology Mathematics Additional Mathematics

2016 79 78 82

2015 78 95 67

2014 65 65 75

2013 60 55 67

0

10

20

30

40

50

60

70

80

90

100

Per

cen

tage

SUBJECT GRADES

I-III

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Information Technology Mathematics Additional Mathematics

2016 21 22 18

2015 22 5 33

2014 35 35 25

2013 40 45 33

0

5

10

15

20

25

30

35

40

45

50

Per

cen

tage

SUBJECT GRADES

IV-VI

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Chemistry Biology Integrated Science Physics

2016 64 88 91 85

2015 54 85 94 100

2014 86 77 81 94

2013 53 63 100 76

0

20

40

60

80

100

120

Per

cen

tage

SUBJECT GRADES

I-III

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Chemistry Biology Integrated Science Physics

2016 36 12 9 15

2015 46 15 6 0

2014 14 23 19 6

2013 47 37 0 34

0

5

10

15

20

25

30

35

40

45

50

Per

cen

tage

SUBJECT GRADES

IV-VI

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Caribbean History Geography

2016 86 57

2015 50 61

2014 70 76

2013 95 65

0

10

20

30

40

50

60

70

80

90

100

Per

cen

tag

e

SUBJECT GRADES

I-III

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Caribbean History Geography

2016 14 43

2015 50 39

2014 30 24

2013 5 35

0

10

20

30

40

50

60

Per

cen

tag

e

SUBJECT GRADES

IV-VI

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0 10 20 30 40 50 60 70 80 90 100

Maths

English

5-8 Subjects

5-8 Subjects including Maths &English

Maths English 5-8 Subjects5-8 Subjects including Maths &

English

2014 57 73 51 43

2015 85 78 66 64

2016 80 92 68 62

CSEC June 2013-2016 Full Certificates /Maths/English

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13.5 DIMENSION FOUR: TEACHERS

SAN JUAN SOUTH SECONDARY SCHOOL - STUDENT POPULATION 2016/2017 (From Annual Statistical Return 2016)

Class Form Teacher(s) No. of Students Boys Girls Total 1L M. Gellineau 17 19 36

1M J. Guiseppi 18 20 38

1R M. Caraballo-Hem Lee 16 22 38

Total 51 61 112 2L B. Howe/ S. Singh 22 15 37

2M U. Ali/T. Gay 17 21 38

2R F. Mohan 17 20 37

Total 56 56 112 3L L. Lalla/ B. Balroop 21 15 36

3M K. Browne 12 26 38

3R A. Cooper 24 14 38

Total 57 55 112 4L P. Addison 21 17 38

4M D. Baptiste 17 21 38

4R R. Rampartap 19 22 41

Total 57 60 117 5L S. Frederick/ J. Dinchong 19 15 34

5M A. Scott/ M. Sheppard 14 22 36

5R M. Maharaj/ J. Burrows 19 20 39

Total 52 57 109

GRAND TOTAL 273 289 562

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Teachers’ Regularity 2011-2016

NO.

TEACHERS NO. OF SICK LEAVE NO. OF OCCASIONAL LEAVE AND TOTAL

TEACHERS NAMES 2011 2012 2013 2014 2015 2016

TITLE SURNAME FIRST Rank SL OL TOTAL SL OL TOTAL SL OL TOTAL SL OL TOTAL SL OL TOTAL SL OL TOTAL

1 MS. JENNINGS-TONEY DONNA P(SEC.) 0 0 0 0 0 0 6 4.5 10.5 0 0 0 5 0 5 0 0 0

2 MR. PERSAD SANJEEVE VP(SEC) 0 0 0 0 0 0 1 1 2 2 2.5 4.5 0 0 0 0 0 0

3 MR. GOPIE RAMSAWAK P (AG.) 8 0.5 8.5 3 9 12 0 0 0 0 0 0 0 0 0 0 0 0

4 MS. ALI UMME TVT1 0 0 0 0 0 0 0 0 0 0 0 0 5.5 1 6.5 11 12.5 23.5

5 MS. ADDISON PATRICE T3 3.5 3 6.5 10 11.5 21.5 7 8 15 8 7 15 11 11 22 12 13 25

6 MS. BALROOP TRICIA T3 6.5 11 17.5 11.5 11 22.5 11.5 9 20.5 11 11 22 13.5 10.5 24 11.5 13.5 25

7 MR. BAPTISTE DEON TIII 0 0 0 0 0 0 0 0 0 3 1 4 5 7.5 12.5 3 6 9

8 MR. BAPTISTE JEREMY T3 5 7 12 3.5 0 3.5 0 0 0 0 0 0 0 0 0 0 0 0

9 MS. BENJAMIN SITA T3 0 0 0 0 0 0 12 12 24 9.5 9.5 19 9 10.5 19.5 12.5 13 25.5

10 MR. BROWN KEVIN T2 14 19.5 33.5 14 19 33 20.5 14 34.5 14 14 28 8.5 13 21.5 12.5 14 26.5

11 MR. JEROME BURROWS T3 13 10.5 23.5 12.5 12 24.5 9 8.5 17.5 13 9.5 22.5 13 10.5 23.5 13 12.5 25.5

12 MS. CARABALLO-HEM LEE MIRANDA T3 14 14 28 0 0 0 0 0 0 8.5 8 16.5 10.5 12 22.5 12 11.5 23.5

13 MS. COOPER ALLISON T3 13 12.5 25.5 13 12.5 25.5 14 8.5 22.5 12 13 25 10.5 12 22.5 13 13 26

14 MS. DE BIQUE AISHA T2 21.5 13.5 35 13.5 12.5 26 9 8 17 13 13 26 13.5 13.5 27 13 13.5 26.5

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NO.


TEACHERS NAMES 2011 2012 2013 2014 2015 2016


15 MS. DES VIGNES KAREN T3 6.5 6.5 13 9 9.5 18.5 0 0 0 2 7 9 7.5 6 13.5 0 0 0

16 MR. DINCHONG JEROME T2 6 6 12 9 9 18 9 8.5 17.5 9 9 18 6.5 8.5 15 10 11 21

17 MS. DOYLE ANTHEA T3 13 11.5 24.5 11.5 9 20.5 9 10 19 9.5 10 19.5 8 10.5 18.5 10 10.5 20.5

18 MS. FREDERICK SHIRL T2 8 8 16 10 10.5 20.5 9 8 17 7.5 7 14.5 9 7 16 7 11 18

19 MS. GELLINEAU MARGARET T3 7 10.5 17.5 12 12.5 24.5 10.5 9.5 20 10 10 20 14 13 27 9 13 22

20 MS. GOODRIDGE-PRIMUS DIANNE HOD 12.5 12.5 25 9 12 21 10 11 21 11 12 23 0 0 0 0 0 0

21 MS. GUISEPPI JOAN T3 7.5 8.5 16 10 11 21 5.5 8.5 14 6 8 14 6.5 7.5 14 9 11.5 20.5

22 MS. HARRILAL ANJANEE TVT3 65 8 73 13 12 25 12 11 23 13 11 24 13.5 14 27.5 0 0 0

23 MR. HARRIS MICHAEL TVT4 9.5 12.5 22 12.5 11.5 24 11 11 22 11.5 10 21.5 0 0 0 0 0 0

24 MS. HEM LEE OPAL T3 7 12.5 19.5 9 10 19 6 7 13 13 11 24 4 8.5 12.5 8 8.5 16.5

25 MS. HISLOP NATASHA T3 9.5 10 19.5 12.5 12 24.5 7.5 5.5 13 19 7.5 26.5 12.5 13.5 26 14 14 28

26 MS. HOWE BRIAN T2 9 10 19 13.5 12.5 26 10 9.5 19.5 19 7.5 26.5 11 14 25 11.5 12 23.5

27 MS. KHAN KRISTY T3 7 7 14 11 11 22 14 5.5 19.5 12 13 25 11 14 25 14 14 28

28 MS. KALLOO RAQUEL T3 14 13 27 14 27.5 41.5 0 0 0 0 0 0 0 0 0 0 0 0

29 MS. LALLA LYDIA T3 0 0 0 0 0 0 5.5 4.5 10 12 11 23 9 8 17 9 12 21

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NO.


TEACHERS NAMES 2011 2012 2013 2014 2015 2016


30 MS. MENDOZA PATRICE T3 0 0 0 0 0 0 10 11 21 11 11 22 11.5 8 19.5 10 13 23

31 MS. MERA LE BLANC HOD 7 10 17 11 10 21 9 8.5 17.5 7.5 7 14.5 10.5 9.5 20 9 11 20

32 MR. MAHARAJ MAHINDRA T3 35 12 47 9 8 17 9.5 7.5 17 7.5 6 13.5 17 10 27 11 13.5 24.5

33 MS. MOHAN FAHLON T2 0 0 0 0 0 0 0 0 0 0 0 0 12 11.5 23.5 13.5 11.5 25

34 MS. RAMDIAL RENEE T3 10 11 21 13 13 26 13 13 26 0 0 0 0 0 0 0 0 0

35 MS. RAMKESSOON ALANA DEAN 11 13 24 13 12.5 25.5 0 0 0 13 14 27 10 13 23 0 14 14

36 MS. RATAN SILMA T3 6.5 9 15.5 6 5 11 0 0 0 0 0 0 0 0 0 0 0 0

37 MR. RAMPARTAP RAJESH T3 0 0 0 0 0 0 5 5 10 3 3 6 6 2.5 8.5 10 8 18

38 MR. ROMANY JOHN DEAN 12.5 12.5 25 11 10.5 21.5 30 10.5 40.5 51.5 11 62.5 13.5 14 27.5 11 13.5 24.5

39 MR. SAMUEL RUPERT T3 5 7 12 9 9.5 18.5 7 7 14 8 7 15 6 5 11 10 7 17

40 MS. SHIVANA MARAJ T3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9.5 10.5 20

41 MS. ASHVINI MAHARAJ T3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 14 11.5 25.5

42 MR. SHAGEER AAMRON TIII 0 0 0 0 0 0 0 0 0 11 12 23 0 0 0 0 0 0

43 MR. SCOTT AVALON T3 6 5.5 11.5 12 13 25 5 5 10 8.5 7.5 16 10.5 11 21.5 10 12 22

44 MS. SINGH SAREETA T3 0 0 0 0 0 0 4 13 17 8.5 7.5 16 11 13.5 24.5 12 13.5 25.5

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NO.


TEACHERS NAMES 2011 2012 2013 2014 2015 2016


45 MR. SOOKHAI SHIVANAND T3 11 10.5 21.5 13.5 13 26.5 8 9 17 9.5 10 19.5 12.5 9.5 22 11 12 23

46 MS. SOOKHOO ARUNA T3 2 7 9 9 6.5 15.5 7 4 11 7 7.5 14.5 9.5 11.5 21 13 12.5 25.5

47 MS. WOODLEY JUNE TVT2 13.5 13 26.5 12 11 23 11 10 21 13 11 24 8.5 6.5 15 7.5 6.5 14

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13.6 DIMENSION FIVE: STUDENTS SERVICES

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13.7 DIMENSION SIX: CIRRICULUM

SUBJECT SELECTION

OVERVIEW & INTRODUCTION

Subject selection is an essential part of managing one’s educational future. It is recommended that parents and students review subject

choices together to ensure agreeable courses for study and that employment opportunity remain realistic and relevant.

Each student is required to do a minimum of seven (7) subjects. The only two compulsory subjects for CXC CSEC subjects are English A

and Mathematics.

This report provides an insightful overview of the subject selection process at San Juan South Secondary School (SJSS). This process is far

from being an abrupt, as it begins in the student’s second year at SJSS, before final selections are made at the end of Form 3.

PROCESS TIMELINE

FORM 2 TERM 1 Career Guidance Sessions done by Guidance Counsellor

Form 2 Parents’ Day

Career Fairs

FORM 2 TERM 2

FORM 2 TERM 3

FORM 3 TERM 1 Form 3 Career Fairs – UWI , College, School

FORM 3 TERM 2 Form 3 Parents’ Day

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FORM 3 TERM 3

Subject selections are reviewed and confirmed by parents and students

Final decisions are made. Students are allocated in preparation for Form

4.

AIMS AND OBJECTIVES

While selection ultimately hinges on competence and ability gauged by overall performance, the program aims to help students to identify

and understand their potential, personality and career interests; the intent is to match students’ strengths with academic and career goals.

The career planning process prioritizes the acquisition of key skills by students including:

- setting goals

- offering a variety of career recommendations that correspond with personal strengths

- educating students so as to expand their options, rather than limit them, thereby providing them many avenues to explore

POINTS TO NOTE

1. This initiative utilizes the expertise of the guidance officer, whose remit specifies career guidance which begins at the Form 2 level.

His role is to introduce students to careers, both conventional and emerging. His presence should inform students of their available

options and the scope for employment locally and abroad.

2. (i) At Form 3, Business Studies is introduced as a subject in the curriculum.

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(ii) Natural Sciences (Biology, Chemistry and Physics) are offered to introduce students to these areas.

(iii) Visual and Performing Arts students are separated according to their interests in Dance, Music and Art.

Technology Education students separate into Clothing & Textile, Food and Nutrition and Technology Education.

FORM 3 PARENTS’ DAY

In Form 3, a Parents’ Day is held. Parents, together with their child, meet teachers and discuss subject options. The day begins with a

plenary session for parents, students and teachers. The other part of the day is spent meeting teachers individually and discussing options.

An itinerary is set out and parents are given a list of subjects ad teachers that they should see. Room allocation posters are on display

throughout the school to assist parents in locating teacher quickly.

PLENARY

1. Speakers are sourced both internally and externally for this session. Speakers include the school’s Principal, Vice Principal, Dean of

Studies and Discipline, Guidance Officer, Heads of Department and Past Pupils.

2. Successful past students who have excelled are asked to address the assembly to motivate and encourage students.

3. Especial attention is drawn to the NCSE exams and the SBA component of the CXC CSEC exams, which is now a major part of ALL

exams. The importance of both is stressed to parents.

CONFERENCE

1. Parents meet with teachers individually to assess the chances of entry into the subject. Recommendations are made.

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2. The Subject Selection Committee is available for advice and discussion. It should be noted that most students leave this Parents’s

Day with their selections that are later confirmed when forms are submitted.

CRITERIA FOR SUBJECT SELECTION

(i) Academics based on Career Option (see Form)

As the subject selection forms require students to list their first and second choice of occupations, this is considered in advising and

selection. Students are generally consulted with regard to specific areas of interest to ensure that these options will provide best options to

further studies, especially for CAPE.

(ii) Regularity and Punctuality

A student must have attended classes in Form 3 to be considered for entry to a class. Foundation knowledge is critical to preparation for

CSEC, which begins in Form 3. For Natural Sciences, lab work is essential and cannot be missed; this weighs heavily on acceptance to

these subjects.

(iii) Discipline

A student’s discipline looks at both his/ her attitude to authority and to studies. A student who has the right and willing attitude to

improvement will be considered on a probationary period for entry into a class.

(iv) At least one Science and one Modern Studies

In line with the school’s mission statement and the realistic expectations of the working world, every effort is made include one Science

subject and one Modern Studies. For this reason, there are 2 classes for Integrated Science and Social Studies. All students are

adequately accommodated by this criterion.

(v) Availability of space

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Infrastructural limitations play a major role in class numbers. Class numbers are limited, especially for Sciences since lab space is needed

and must be allocated with numbers in mind.

(vi) Forms

When forms are submitted, final selections are confirmed. The Subject Selection Committee meets and allocations are made for entry into

Form 4.

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Sample student report card

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13.8 DIMENSION SEVEN: STUDENTS

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13.8a SJSS STUDENT COUNCIL

ROLES AND RESPONSIBILITES OF SJSS STUDENT COUNCIL

a. Roles of the Student Council

i. To officially represent the student body of SJSS.

ii. To identify and help solve problems/ issues encountered by students in the school

iii. To communicate the opinions of the student body to the school administration on any subject that concerns students and on

which the Council wishes to be consulted.

iv. To promote and encourage the involvement of students in organizing school activities.

v. To communicate concerns to SJSS administration.

b. Responsibilities of Student Council Members

i. To promote the interest of the students among the school administration, staff, and parents.

ii. To inform students about subjects/issues that are of concern to the SJSS student body.

iii. To organize financial campaigns for school activities.

iv. To participate in the process and revision of school policies, regulations, and procedures.

v. To propose activities to school administration that would improve the quality of life in the school.

vi. To provide service to the school and community.

vii. To organize events and activities that engage students, staff, parents, and the community.

viii. To maintain good relations with school staff, administration, and the PTA.

ix. To attend Council meetings, events and activities as regularly as possible.

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MEMBERSHIP

a. Officers:

i. President:

• Preside at all Student Council Meetings and Executive Board Meetings.

• Appoint Committees as necessary.

ii. Vice President:

• Perform the duties of the President in his/her absence.

• Assist the President and check regularly to see that all committee chairpersons are performing their assigned duties.

iii. Treasurer:

• To maintain records and receipts of the Student Council.

• Make brief financial reports.

iv. Secretary

• Take minutes of all official meetings of the Student Council.

• Keep an accurate record of attendance at meetings.

• To keep members informed.

• Forward information to all relevant personnel.

b. The Student Council will consist of two (2) representatives (1 boy, 1 girl) from each Form. Students who wish to be a part of

the Student Council must attend ALL meetings and be active participants.

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ELIGIBILITY AND ACADEMICS

All Student Council members will need to be in good academic standing order to remain eligible for their role on Student Council. Students

will not be allowed to have any failing grades or discipline problems. Any member not meeting the above criteria will be placed on probation

and must be in good standing by the next progress report. Failure to do so may result in their dismissal from Student Council.

MEETINGS

Meetings will take place twice per month during the luncheon period 12:15 pm – 12:45 pm. Every Student Council member must be present

at each meeting.

STUDENT COUNCIL ACTIVITIES

a. Community Service: Student Council will work collaboratively with other to help the community.

b. Environment: Student Council will take part in promoting school beautification and spreading environment awareness. Projects will be centered towards keeping the grounds of SJSS looking neat and educating the school on environmental issues.

c. Drug, Alcohol, Safety and Health (DASH): Student Council will come together to help raise awareness in the school and their community within the following categories: drug, alcohol, safety and health. Members will research and provide information to SJSS staff and students about the negative or positive effects of the categories.

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PROPOSED COMMITTEES:

➢ Clubs

➢ Community Service

➢ Drug, Alcohol, Safety and Health Issues

➢ Environment

➢ Fundraising

➢ Pride and Patriotism

➢ Rules

➢ Scrapbook/ Yearbook

➢ Staff Appreciation

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13.8b OFFICE AIDES

The concept of Office Aides was introduced in September 2016 in response to a dire need for Clerical Assistants as we experience increasing

demands from the Academic and Administrative Staff. The OJT system is also currently under reformation resulting in an unsustainable

supply of support staff in the Clerical Department.

This Student Body comprises approximately 25 students from Forms 2 to 5 after an invitation is posted on the Notice Boards for ‘recruitment’.

A preliminary list is compiled and cross referenced by Form teachers and subject teachers. Students attend briefing sessions on the following:

1. Volunteerism

2. Etiquette

3. Communication

4. Respect

5. Work Ethics

6. Basic Clerical Duties: Filing, Stapling/Stacking/Storing/Tidying Office Space/Note taking/Record Keeping

7. School Pride/Ownership

Office Aides are placed on a one month Probationary period, during which they are provided with opportunities to display commitment to

task.

Upon successful completion of Probation, the Office Aides are then awarded their badges for identity and recognition from staff and

students.

A Roster is then established for duties to be performed during Break and Lunch from Monday to Friday. The students are configured in

groups of 5 to avoid overcrowding of the limited Office space and also to enable each Aide an opportunity to perform all designated tasks.

Office Aides are also expected to assist with the planning and staging of school events where Ushering services are required (Form 1

Orientation, Parents/Teachers’ Conferences, Hosting of Visitors to the school, Cultural & Social Events).

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Office Aides can retain their badges for a successive year upon satisfactory feedback on their performance.

Badges must be returned to the school at the end of Form 5

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14.0 REFERENCES

1. ASCD Education Update. The Path to Least Suspensions. Vol. 59, No 3, March 2017.

2. ASCD Educational Leadership. Disrupting Inequity. Nov 2016. Vol 74, Issue 3

3. ASCD Educational Leadership. Lifting School Leaders. May 2017. Vol 74, Issue 8

4. ASCD Webinar (2016): The Artisan Teaching Model

5. ASCD Webinar (2017): Learning Transformed

6. Ayers, W (1993) To teach: The Journey of a Teacher. ASCD

7. Darling Hammond L (2015)

8. EFA Global Monitoring Report Team (2015) Investing in Teachers is Investing in Learning/A Prerequisite for the Transformative Power

of Education. Background Paper for the Oslo Summit on Education for Development .

9. Gerver, R (2013). Change: Learn to Love It, Learn to Lead It. Penguin.

10. Heneveld& Craig (1996) UNESCO (2005) Berry et al (2015). Investing in Teachers is Investing in Learning/A Prerequisite for the

Transformative Power of Education. Background Paper for the Oslo Summit on Education for Development.

11. Hoerr, T. (2013). Formative Five : Thomas R. Hoerr. Fostering Grit: How do I prepare my students for the real world? (ASCD Arias)

(2013)

12. Hoerr, Thomas R. (2005). The Art of School Leadership. ASCD.

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13. Houck, Emily E. (2012). One Hundred Plus Ways to Recognise and Reward Your School Staff. ASCD.

14. Kohm, B. & Nance, B (2016) Principals Who Learn. Chp. 10 Developing a Collaborative Culture From Command and Control to

Collaborative Responsibility.

15. Lashway et al in Stronge, J.H, Richard,H.B., Catano.(2008). Qualities of Effective Principals. ASCD

16. Ministry of Education website: accessed on Monday 5th June 2017: http://moe.edu.tt/

17. MOE (2007). Standards and Guidelines for the Operations of all Schools (Revised Green Paper)

18. MOE,Educational Planning Division (2007). Target 2015: Education for All (EFA) Action Plan

19. Richardson, W. (2016) Getting Schools Ready for the World. ASCD Educational Leadership. Vol 74. No.4. p 24-29.

20. UN Publications Series: Sustainable Development Knowledge Platform .Transforming Our World: the 2030 Agenda for Sustainable

Development (retrieved on Monday 05th June 2017)

21. UNESCO (2015) Education 2030 Incheon Declaration and Framework for Action for the Implementation of Sustainable Development

Goal 4

22. Varlas, Laura (2017). Ten Survival Tips for a Student Teacher. ASCD Education Update. Vol 58, No 12. Dec. 2016

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15.0 SDP INSTRUMENT FOR ASSESSMENT

School Development Plan Assessment Tool

School Based Management (SBM)

MINISTRY OF EDUCATION

Name of School

Education District

School Supervisor Date

# Evaluation Criteria Scoring Guidelines Comments

Score Total

Complete the checklist

1 The School Profile:–

The profile is the summary of the school’s Self-Assessment.

This must be done thoroughly to ensure that the SDP will have

a sound basis for school improvement. a. Is it a thorough analysis of where the school is now, in terms of its

strengths and weaknesses, clearly related to achievement of student outcomes?

b. Does the School Profile reflect the SWOT analysis? c. Does it include information on

i. Leadership and Management? – Is there information reflecting School Leadership at all levels in the school (Principals, VP, HODs, Deans, Teachers, Students, Non-Teaching Staff) LGIM

ii. Student Performance/Achievement Data – Is there student achievement information in both academic and non-academic areas? S

iii. Attendance – Is there information on student, teaching and non- teaching staff attendance and its impact on student achievement? S,TTD

a. Assess at the end of the is section for 1 mark

b.1.Information on each group=1 mark each

Ps, VPs (1), HODs, Deans/STs (1), Teachers (1),

students (1) for a total of 4 marks

11. Academic and non-academic achievement

data=3 marks academic alone=2 marks; non

academic alone=1 mark

111. Information on all 3 groups with impact=3

marks; 2 groups and impact=2 marks; 1 group=1

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Score Total

iv. Behaviour – Is there information that reflects how student behaviour impacts student achievement? S

v. Curriculum Delivery (Teaching and Learning) – Is there information to reflect how teaching strategies/styles impact student learning? CIOSD

vi. Physical Infrastructure, Environment & Resources – Is there information reflecting how these (technology, equipment, human resources) are being used to impact student outcomes? PIER

vii. Key StakeholderEngagement – Is there information to reflect how stakeholder engagement contributes to student achievement? KSE

viii. Exams, Testing and Assessment- Is there information reflecting the impact of these on achievement of student outcomes?

ix. Student Services- Is there information on the management of student services and its impact on student outcomes?

mark. 3 groups with no impact=2 marks; 2 groups

with no impact=1 mark

iv. Information on student behaviour and impact= 2

marks. Information only 1 mark.

v. Information on teaching learning styles and

impact= 2 marks Information only=1 mark

vi. Information on how these are used to impact CVO

achievement=1 mark

vii. Information on how KSE contributes to CVO

achievement= 1 mark

viii. Information on the impact on CVO

achievement=1 mark

ix. Information on the impact on CVO achievement=1

mark

2 Plan Design :

Looks at the logical and convincing progression from school

self assessment, to improvement requirements to prioritization

to action plan. a. Does the SWOT analysis clearly reflect the profile? Are the

points made in it all exemplified and explained in the school’s self-assessment?

b. Is the list of improvement requirements a clear reflection of points made in the profile and SWOT analysis?

c. Are strategic objectives prioritized (e.g. based on impact on student outcomes, time taken to see improvements, cost)?

d. Are the prioritized strategic objectives aligned with the Ministry’s Strategic Plan and the SBM Model?

e. Are the main priorities above written as SMART targets in the action plan – specific, measurable, achievable, relevant, timescaled?

f. Are the strategic objectives in the action plan the same as the prioritized strategic objectives?

g. Are objectives in the action plan likely to be implemented?

Does the SWOT analysis clearly reflect the SSA

report (School Profile)? Are the points made in all

exemplified and explained in the school’s self-

assessment? (4 marks)

Each area= 2 marks if yes

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Score Total

h. Are the success criteria clearly based on achievement of student outcomes?

i. Are they all manageable within a year?

3 Children Value Outcomes(Learning/Achievement) :

This section focuses on how much emphasis the SDP placed

on student learning and achievement.

a. Are action points frequent and detailed enough to

convince you that the school genuinely focused on

achievement of the children value outcomes?

Action/ strategies (at least 5) with a focus on CVO

achievement;

2 marks each if detailed. 1 mark each if not

4 Teacher Development and Management:

In order to ensure achievement of the children value

outcomes, the school should be concentrating on improving

the effectiveness of its teaching force.

a. Do all strategic objectives in the work plan contain an

action step that covers developing teachers’ skills

where necessary?

▪ Teacher training detailed in all strategic areas

with clear linkage to CVO achievement (10

marks) ( Up to 5 areas with 2 marks each)

▪ Evidence of Development/ Clinical

Supervision and Pro-D focus (10 marks)

5 Key Stakeholder Engagement:

An important characteristic of schools that become centres of

excellence is the productive partnership that it is developed

between the school and the community.

a. Are there strategies to develop links with parents and

the community that are clearly intended to promote

achievement of children value outcomes in the action

plan?

▪ 3 well developed strategies/actions that will

promote CVO achievement (clear linkage)(10

marks)


promote CVO achievement (clear linkage) (7

marks)


promote CVO achievement (clear linkage) (3

marks)

▪ 1 strategy/ action- linkage not so clear or not

well developed (1 mark)

6 Ministry Priorities

This section focuses attention on the Ministerial Priorities for

the current period.

1 mark for each of 5 priorities

1 mark for each of 5 priorities

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Score Total

Does the plan address the identified priorities for the current

year?

7 Plan Impact

This section looks at the likelihood of the work plan being

successful based on relationship between activities and

objectives to be achieved, scheduling of activities/ number of

activities undertaken at a given time.

a. What is the likely impact on student achievement?

b. How realistic are the strategies?

▪ Are the objectives linked to the activities/

strategies? (2 marks)

▪ Are activities well scheduled throughout the

term? Year? (2 marks)

▪ Are a sufficient number of activities schedule

for achievements of objectives? (2 marks)

▪ Are the activities likely to have a positive

impact on CVO achievement? (2 marks)

▪ Are the activities/ strategies realistic? (2

marks)

8 Monitoring and Evaluation

This section looks at what measures were put in place to

ensure that the School’s end of year results is achieved.

a. Does the action plan have success criteria clearly

stating how the impact of the initiatives will be

measured?

b. Does the plan contain interim evaluations?

▪ Indicators of success clearly stating how the

impact of the initiatives will be measured for

ach activity/ strategy. (4 marks)

▪ Interim evaluation is listed for each

activity/strategy where appropriate. (4 marks)

▪ Evaluations are generally clear. (1 mark)

▪ Evaluations are generally realistic. (1 mark)

9 Budget

This section looks if how activities have been costed in the

workplan.

a. Is the budget realistic to achieve the school’s goals?

b. Are the costs based on current prices?

c. Has the school sought best value for money (e.g. does

it need to hire an expensive conference room, is there a

district team member who could deliver training for

little or no cost?)

▪ Realistic budget (1 mark)

▪ Current prices (1 mark)

▪ Best value for money sought (3 marks)

GRAND TOTAL (Out of 110)

10 Recommendation

This School Development Plan meets/ does not meet the key

elements required in a SDP. The pass rate is 80

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Note: A letter should be written to the School Principals informing them that (a) the SDP was reviewed, (b) whether the SDP met the said criteria and (c) what further editions were required (if any). The Evaluation Checklist should be typed

and

attached to this cover letter.

KEY

Signature of School Supervisor reviewing SDP:………………………………………………………………………………………..

Signature of School Supervisor III for the Education District:……………………………………………………………………………………..

(Education District stamp must be placed here)

Student Services- SS Curriculum-C

Teacher Development & Management- TD&M

Exam/Testing/Assessment- ETA

Physical Infrastructure- PI Key Stakeholder Engagement- KSE

Students- S Support Services-SS

Supervision- S

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