Susan O’Shaughnessy School Management Advisor

1. Module One:School Development PlanningSchool Self Development package for school managers Participate Training approach covering school vision and mission development and whole school development planning Susan O’Shaughnessy School Management Advisor

2. Module One- School Development Planning • PurposeAll of the modules are designed to stand alone. The aim of the module is to provide a facilitator with materials which can be adapted for diverse audiences: • Groups of school managers • A school community • Individual school managers • It is hoped that the module will assist schools in self-development and learning and that clusters of schools may get together to share ideas. The materials here may be adapted and used in a variety of situations and with different audiences. They provide a framework of activities which can be reduced or expanded upon. If they are used as they stand there is material for a five hour session. • The author believes in the value of participative approaches and many activities are included to involve people in the learning objectives. These activities are optional and the facilitator may wish to use these selectively depending on the audience.

3. The Specific Objectives of this module are: • Revise the purpose of school mission and vision statements based on agreed values • Give guidance on developing these statements • Revise the purpose of school development plans • Give guidance on the process of forming school development plans and monitoring progress

4. The Purpose of Mission and Vision statements A vision shared by all in the school community should clearly state: “what we want to achieve in the future” A mission statement should state: “what we are going to do to achieve this” A mission statement should be developed collaboratively and should reflect the primary purpose of the organisation within the context of the society it is situated in.

5. The Aim of Maldivian Education “To develop the child intellectually and spiritually and to train, develop and instill the skills necessary for him/her to function as an individual and a member of the Islamic Maldivian society in a responsible manner, useful to self, family and the nation.”(“ Education and Society 11: The Aim of Maldivian Primary Education”) The school mission statement should reflect the aims of Maldivian Education and reflect the aspirations and context of individual schools. It should reflect the values and beliefs of the school community. In the Maldives it will be based on Islamic beliefs, principles and teachings. Schools need to be confident that there is general agreement in society with their stated values.

6. The Aim of Maldivian Education …continued • In any school it is important to establish agreed core values. Values represent the core priorities in the organisation`s culture but it is always important to look at the match between core values and how people in a school environment really act. • Developing a values statement can be carried out in many ways. It may be highly rational and analytical for example, asking all school stakeholders to select six statements from a previously agreed list and then developing an agreed values statement or it may be creative and divergent, for example, asking individuals to share daydreams of their “perfect child” or “ideal school”.

7. The Aim of Maldivian Education …continued When the core values of a school have been agreed a school can then move on to developing a vision statement (what we want to achieve in the future) and a mission statement (what we are going to do to achieve this). A vision is a common understanding of goals, principles, and expectations for everyone in the learning community. A clear vision is a good road map. Without a good map it is difficult to determine where you are going and impossible to know when you arrive.

8. Creating a Vision A vision should draw on the values and beliefs of the learning community Be shared and agreed by all stake holders Vision Be open to dramatic modifications to current organization, teaching techniques, facilities etc A vision should describe where you want to be in the future A vision should be specific to each organization May be different from today Be positive and inspiring

9. Creating a Vision continued… • The process of producing school values, vision and mission is important. It is an opportunity for everyone to share their views and as far as possible reach a consensus about the future direction of the school. • The discussions could start for example, with the views of the children and parents. A great deal will depend on how the school currently operates but if the consultation is wide and discussion encouraged the future developments of the learning organization are more likely to be successful. • Where there is a genuine vision people can become capable of outstanding achievements and significant learning takes place because of strong motivations.

10. An Example Example of a process for introducing a vision and mission to a learning environment • Interviews/questionnaires/ • development workshops • for all stakeholders • Including: • the island chief • the children • and parents Results analyzed by the senior management team or school staff, drafted and sent out for comment. • Write final draft and • publish in staff room/ • school handbook/ • teacher handbook. • It may also be • displayed in the • island office or any • other suitable place.

11. The Purpose of School Development Planning In order to achieve the school vision and mission a school needs to set planning objectives. A school development plan commonly lists these objectives or intended outcomes and details how they are to be achieved. The plan is a vital management tool because it sets out the priorities and objectives and is the most effective tool for coordinating the efforts of everyone connected with the school to attaining them. The school development plan also apportions the available resources: time, people and money. Objectives or outcomes in school development planning need to be prioritized and limited in number. A balance needs to be attained between, on the one hand, presenting a challenge in terms of learning to the school community and on the other being achievable. It is also important that a development plan should move a school closer to its vision but that it should also take account of external initiatives. In order to be achievable a plan also needs to take account of available resources (i.e. technologies/money/materials/people) Some objectives may need to be adapted or delayed if sufficient resources are not available.

12. A good development planwill beSMARTERi.e S pecific: For example, it’s difficult to know what to do if you are told to ‘work harder’. It’s easier to recognize ‘write a paper’. M easurable: Write a 30 page paper is clearer A chievable. If an individual has 30 other more important tasks this additional goal may not be acceptable. R ealistic: Neither would it be acceptable to expect the paper to be ready in an hour. T imed: It may be more sensible to specify that the paper should be written over a 6 day period with around 5 pages being written each day. E xtending: The goal should also stretch the performer’s capabilities. For example the writer may accept the challenge readily if it is going to extend knowledge about a particular area of interest or extend their writing capabilities. R ewarding: If the completed paper is shared and celebrated in some way the writer may well be motivated to contribute their best efforts on a subsequent occasion. The process of school development planning when carried out effectively can bring cohesion, motivation and shared purpose.

13. Guidance on the Process of forming School Development Plans and Monitoring Progress • The sequence of events for producing and introducing a school development plan will be similar to the mission/ vision statement process. It is important to consult widely with all relevant stakeholders. Agreement and support reached now will assist in meeting objectives successfully. • It is often suggested that school managers and teachers are in the best position to identify priorities and manage areas for school improvement but it can also be argued that by involving other parties, for example, parents, at an early stage an opportunity is gained to explain and clarify any misconceptions and gain their support. • The overall goals of a school will be clear in the schools vision and mission statement. These will be compatible with the community values and the schools shared values. In order to achieve the goals everyone has to work to agreed objectives.

14. Phases in Planning

15. Monitoring Progress If plans are to become reality, progress needs to be reported and reviewed at regular intervals as identified in the plan. A good school manager will delegate sections of the plan to individuals or small groups but will expect regular reviews of progress. The reviews will give a school leader an opportunity to not only find out how a project is developing but will also enable them to encourage and motivate and support individual development. A review may give rise to a modification of an objective , for example, or to identifying a training need for an individual or group. Progress towards objectives and successful outcomes should be widely publicised and celebrated. Projects which are abandoned or not completed should be investigated in a positive manner in order to increase knowledge and understanding.

16. Contents of Appendix • Appendix 1- Ideas for warm up activities. • Appendix 2- Examples of vision and mission statements • Appendix 3- Value statements activity • Appendix 4- Vision statements • Appendix 5- Checklist for vision and mission statements • Appendix 6 – Guidance for using a S.W.O.T. analysis • Appendix 7- The School Development Process • Appendix 8- Examples of School Dev. Plan Formats • Appendix 9- Evaluation form