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Inspection Evaluation and Training

IE&T DEPARTMENT WAS FOUNDED IN 2003 TO LEAD THE FUTURE THROUGH CAPACITY BUILDING FOR ON-GOING PROFESSIONAL DEVELOPMENT IN FF EDUCATION SYSTEM:

 

IE&T Deptt was founded in 2003 to assist schools achieving academic excellence through evaluation of existing situation and training the faculty in professional development. Its main functions are:-

  1. Inspection and Evaluation
  2. Training
  3. Curriculum Planning and Development

 

Inspection and Evaluation.         

School Inspection & evaluation provides opportunity to identify strengths & weaknesses, the motivation & guidance to correct them and a yardstick against which future performance can be measured. FF Inspection & Evaluation system is two pronged systematic process, made up of following Technical Evaluations:-

IE&T 

Types of Inspection & Evaluation Visits

  • Standard
  • Follow up
  • Follow throughC

Customized Tools for Inspection and Evaluation

  • School Inspection and Evaluation Report
  • School Self Evaluation Framework
  • Class Observation Forms 
  • Feedback Questionnaires

Training


Fauji Foundation is the organization that acquires knowledge and innovates (try out new ideas) fast enough to survive and thrive in a rapidly changing environment. As a Learning Organization, FF creates a culture that encourages and supports continuous professional development, collaborative reflection, critical thinking, and risk taking with initiatives/new ideas. FF also values employee contributions and disseminate the new knowledge throughout the organization for incorporation into day-to-day activities.

For this purpose, IE&T Deptt is focusing intensely on the training of high, middle and junior leaders of Fauji Foundation Education System, i.e., Principals, Vice Principals, Section Heads and Teachers. One of the major aims of our training is to provide the trainees experiential learning through hands-on activities to polish their teaching practices, thus making them more effective.

Training Approaches

  • Central
  • Regional
  • School-based/Need-based

FLASH Training Programme

  • Summer
  • Winter
  • Spring
  • School-Support

These programmes are conducted as per the training needs assessment of the system such as school improvement planning, monitoring & evaluation, lesson planning, classroom management, communication, subject specific pedagogies, moral values etc.

Curriculum Planning & Development


In order to bring uniformity all across the system and to assist our teaching faculty in effective lesson planning & presentation, IE&T Deptt provides specific and practical guidelines for each subject, each class. Scheme Of Studies is another way of training to change teacher centered teaching practices in all FFMSs. It enables teachers and the management to derive core contents and teach in line with curricular outcomes including instructional and assessment strategies, timeline and evaluation. PPIR Cycle is the baseline for quality/assurance.

Preparation, Presentation, Interaction & Reflection (PPIR)

  1. Scheme of Studies
  2. Teacher’s Guide/Handbooks
  3. Textbook Review/Development
  4. Improvement Planning & Management
  5. Assessment & Evaluation

Strategic Plan/ Year Themes

 

General.
In 2012, a Four-Year Strategic Plan (2012- 2016), based on Year Themes, was designed by the IE&T Deptt after carrying out a careful study of FF strengths and weaknesses and its comparison with other reputed school systems. The strategic plan empowered the department to gradually address all needs of the FF education system by systematically designing and conducting customized trainings as well as to evaluate effectiveness of training being imparted through Inspection and Evaluation.

 

Introduction & Rationale

IE&T Deptt’s Year Themes – Four-year Strategic Plan (ref ltr no WD/Edn/IE&T/5961/2012 dated 21 May 2012) is a living document designed to achieve FF aim and to gradually address all the needs of FF education system by adopting an approach of reflective collaboration.

The Welfare Division Education and whole school community are committed to providing and fostering a conducive learning environment that will increase student achievement.  We take great pride in implementing our action plans with commitment. 

 

Scope of the Year Themes

  1. Developing a culture of sharing departmental goals with all stakeholders.
  2. Presenting a complete audit of the existing practices of the system through I&E reports.
  3. Obtaining a commitment/ownership from all colleagues and executive management to actively support training.
  4. Providing consultancy to FF schools through curriculum planning and development.  
  5. Implementing each year theme effectively/collaboratively with the support of Edn Deptt. 

 

Year Themes.  

FF Education System has set policies and procedures to achieve its aim effectively.  The concept of celebrating the year themes gives a new life to already defined procedures and their effective implementation. All activities and events of the year revolve around the theme. The special feature of these year themes is the provision for reinforcement of acquired skills in the upcoming years as well as maintenance of achieved targets to make these the integral part of the FF Education System. Moreover, it is ensured that focusing on one aspect of progress does not mean that rest of the activities will not be carried out in that particular year. Year themes are as under:

  1. Year of Personality Development 2016
  2. Year of Communication 2015
  3. Year of Standardization 2014
  4. Year of Training 2013

 

ACHIEVEMENTS – YEAR-WISE

1. Year of Personality Development 2016 – in progress

Salient Features.

  1. Focus on personality dev and grooming of students by developing practical activities to promote values at class and school level.
  2. Promote nationalism/patriotism and provide awareness about achievements of Pakistan.
  3. Emphasis on ‘Organisational Behaviour/Conduct’ for teachers’ professional development.
  4. Design tangible implementation and monitoring strategies for the school management.
  5. Inspection & Evaluation, Training Events and Curriculum Planning & Development as per set targets of AY 2016/17.

Plain Area Schedule
(Apr 16 – Mar 17)

Moral Value of the month

Hill Area Schedule
(Mar 16 – Dec 16)

March (Exams)

Just & Fair

March

April

Honesty & Integrity

April

May

Respect & Responsibility

May

June (summer break)

Caring & Sharing

June

July  (summer break)

Courage & Diligence

July (11-24 summer break)

August

Love for country

August

September

Discipline in life

September

October

Cleanliness of Body & Mind

October

November

Kindness & Gratitude

November

December

Caring & Sharing

December (Exams)

January

Courage & Diligence

January (Winter Break)

February

Just & Fair

February (Winter Break)

2. Year Of Communication 2015

Inspection & Evaluation

Standard

Follow-up

Follow- through

Total

11

11

14

36

Training

Course Title

Participation

Remarks

Male

Female

Total

Effective Communication Skills (ECS) – 2xweeks

08

98

106

TRAININIG FOR SKILLS; Subject specific guidelines shared with Arts & Science teachers separately.

Effective Communication Management (ECM) – 2xweeks

36

83

119

School Support Programme (SSP) – 1xday

78

263

341

Scheduling & Planning (SAP) – 3xdays

10

84

94

Leadership & Management course

Overall Total

132

528

660

Curriculum Planning & Development

I&E Material

Remarks

  • Formats for report writing, i.e., std, follow up and follow-through
  • Feedback Questionnaires for faculty, students, adm staff, the school management
  • Evidence based report writing using standard formats
  • Data gathering tools for authentic feedback at all levels

Training Manuals

 

  • Effective Communication Skills (ECS)
  • Effective Communication Management  (ECM)
  • Scheduling & Planning (SAP)
  • Provision of practical activities for implementation of formal communication at school and class level.
  • Standard tools/formats developed and introduced for effective school management.

Teacher’s Guide/Handbooks

TRAININIG FOR SKILLS;

  • Media Awareness Plan (MAP)
  • Parent Teacher Meeting (PTM)
  • Remarks for Report Cards
  • Introduction to Four Skills of Language 
  • Sample Exam Papers
  • FF Assessment & Examination Procedures
  • Revised School Self Evaluation Form (SEF) and School Improvement Plan (SIP)

 

Standard guidelines developed and disseminated to all schools for enhanced communication at all levels (vertical and horizontal communication).

Scheme of Studies

  • I – VIII 
  • General Knowledge Syllabus I – VIII
  • Grammar Syllabus – English & Urdu.
  • Theme-based GK syllabus based on National Curriculum.

Textbook Review

 

Review of AFAQ Textbooks Revised Edition 2015

A complete review conducted against the recommendations fwd to the publisher in 2014.

3.Year Of Standardisation 2014

Inspection & Evaluation

Standard

Follow-up

Follow- through

Total

21

-

14

35

 

Training

Course Title

Participation

Remarks

Male

Female

Total

Quality Teaching Methodologies
(QTM III) – 2xweeks

09

92

101

TRAINING FOR STANDARDS; Last courses of the QTM and MASTS series; customized solutions of FF peculiar issues.

Math & Science Teaching Strategies (MASTS III) – 2xweeks

43

66

109

School Support Programme (SSP) – 1xday

81

317

398

Overall Total

133

475

608

 

Curriculum Planning & Development

I&E Material

Remarks

  • Formats for report writing, i.e., std, follow up and follow-through
  • Feedback Questionnaires for faculty, students, adm staff, the school management
  • Evidence based report writing using standard formats
  • Data gathering tools for authentic feedback at all levels

Training Manuals

 

  • Quality Teaching Methodologies (QTM III)
  • Math & Science Teaching Strategies (MASTS III)

TRAINING FOR STANDARDS; a new concept introduced.

Teacher’s Guide/Handbooks

 

  • Induction Training for Teachers (ITT) 

Standard guidelines/formats developed with a new concept of induction tutor.

Scheme of Studies

 

  • Nursery – VIII 

Quarterly Scheme of Studies; all classes and all subjects.

Textbook Review

 

  • AFAQ Textbook (Nur-VII) reviewed & feedback provided to the publisher for quality assurance.

Revised Edition 2015 printed by the publisher by incorporating the suggested changes.

4. Year Of Training 2013

Inspection & Evaluation

Standard

Follow-up

Follow- through

Total

21

02

09

32

Training

Course Title

Participation

Remarks

Male

Female

Total

Quality Teaching Methodologies (QTM II) – 2xweeks

06

93

99

TRAINING FOR ALL; An extensive training programme was run to meet the def of untrained faculty in the system.

Math & Science Teaching Strategies (MASTS II) – 2xweeks

28

62

90

School Library as a Resource Centre (SLRC) – 3xdays

14

88

102

School Support Programme (SSP) – 1xday trg at doorstep

69

238

307

Training of Trainer (TOT) – 5xdays

6

47

53

Leadership & Management courses conducted to facilitate the school management in effective execution of FF policies.

Sharing Best Practices (SBP) – 2xdays

09

89

98

Overall Total

132

617

749

 

Curriculum Planning & Development

I&E Material

Remarks

  • Formats for report writing, i.e., std, follow up and follow-through
  • Revised Feedback Questionnaires for faculty, students, adm staff, the school management
  • Follow-through visits started to measure the effectiveness of special areas, e.g., tutorial day, PTM, Exams, etc.
  • Data gathering tools for authentic feedback at all levels

Training Manuals

TRAINING FOR ALL;

  • Quality Teaching Methodologies (QTM II)
  • Math & Science Teaching Strategies (MASTS II)
  • School Library- A Resource Centre (SLRC)
  • Training of Trainer (TOT)
  • Sharing Best Practices (SBP)
  • Provision of standard guidelines through customised material (training manual and CDs) to all schools. 
  • 5 x participants for each school got trg exposure

Teacher’s Guide/Handbooks

 

  • Subject Specific Pedagogies Handbook (SSP)
  • FF Teacher’s Planner
  • Standard Lesson Plan

User-friendly subject based reference material.

Scheme of Studies - Weekly Syllabus breakdown

 

  • Nursery & Prep  
  • I – IV

Uniformity in instructional and assessment strategies.  

Textbook Review

 

  • FF Prescribed Syllabus

Selection of AFAQ textbooks after comparative analysis of 10xsets of different publishers. 

5. Proposed Year Theme 2012

Inspection & Evaluation

Standard

Follow-up

Follow- through

Total

15

10

-

25

 

Training

Course Title

Participation

Remarks

Male

Female

Total

Quality Teaching Methodologies (QTM I) – 2xweeks

06

93

99

TRAINING FOR METHODS; Specially introduced courses for Science and Arts teachers to equip them with subject specific methodologies.

Math & Science Teaching Strategies (MASTS I) – 2xweeks

28

62

90

School Support Programme (SSP) – 1xday trg at doorstep

61

298

359

Training of Trainer (TOT) – 5xdays

12

40

52

Initiative taken for dev of School Trainer in each school.

School Improvement Model (SIM) – 3xdays

10

14

24

Overall Total

117

507

624

 

Curriculum Planning & Development

I&E Material

Remarks

  • Formats for report writing, i.e., std, and follow up
  • Feedback Questionnaires for faculty, students, adm staff, the school management
  • Follow-up visits introduced to gauge the performance against previous recommendations
  • Data gathering tools for authentic feedback

Training Manuals

 TRAINING FOR METHODS

  • Quality Teaching Methodologies (QTM I)
  • Math & Science Teaching Strategies (MASTS I)
  • Training of Trainer (TOT)
  • School Improvement Model (SIM)
  • 2xseparate manuals prepared for Arts and Science teachers.
  •   Easy and simple framework set for dev of school trainers.
  • Culture of collaborative reflection established. 

Teacher’s Guide/Handbooks

 

Subject Specific Pedagogies Handbook (SSP)

User-friendly subject based reference material.

Scheme of Studies - Weekly Syllabus breakdown

 

  • Nursery & Prep  

 

Syllabus breakdown for Bright Series; uniformity in instructional and assessment strategies.  

Textbook Review

 

FF Prescribed Syllabus

Syllabus review for new books started in Sep 2012.  

6. 2011

Inspection & Evaluation

Standard

Follow-up

Follow- through

Total

17

-

-

17

Training

Course Title

Participation

Remarks

Male

Female

Total

Subject Specific Training (SST) – 2xweeks

05

96

101

TRAINING FOR EQUALITY & EMPOWERMENT; Training focused on introducing the student centred strategies for active learning.

Active Learning Practices (ALP) – 1xweek

0

97

97

School Support Programme (SSP) – 1xday trg at doorstep

41

100

141

School Improvement Model (SIM) – 3xdays

30

156

186

Leadership & Management courses started for effective execution of FF policies.

Overall Total

76

449

525

Curriculum Planning & Development

I&E Material

Remarks

  • Formats for report writing, i.e., standard
  • Class observation Forms
  • Evidence based report writing using standard formats

Training Manuals

 

  • Subject Specific Training (SST)
  •  Active Learning Practices (ALP)
  • School Improvement Model (SIM)

TRAINING FOR EQUALITY & EMPOWERMENT; equal nomination given to all schools in each course, empowerment through self-review and self-improvement.

Teacher’s Guide/Handbooks

 

  • Development of Four-Year Strategic Plan/Year Themes 2012-2016

 

  • School Support Programme (SSP) – 1xday trg at doorstep
  • A comparative analysis study was carried out to critically analyse the SWOT of FF Education System.
  • A system of SSP designed to facilitate all schools in rotation as per their training needs. 

Scheme of Studies - Weekly Syllabus breakdown

 

  • Play Group   

Provision of activity-based syllabus for young learners.    

Textbook Review

 

  • Play Group textbooks

Review for development of weekly SOS, i.e., Paramount, Oxford, etc.

7. 2010

Inspection & Evaluation

Standard

Follow-up

Follow- through

Total

22

-

-

22

Training

Course Title

Participation

Remarks

Male

Female

Total

Enhancing Language Learning – 3xweeks

08

30

38

General training for selected teachers only

Effective Teaching Me`thodologies – 2xweeks

03

28

31

Montessori Method of Teaching – 1xweek

0

40

40

School Support Programme (SSP) – 1xday trg at doorstep

42

170

212

 

Overall Total

53

268

321

 

Curriculum Planning & Development

I&E Material

Remarks

  • 1xReport Writing Format for whole school evaluation

Evidence based report writing using standard formats; interviews held with faculty, students, parents and the school management .

Training Material

 

  • Enhancing Language Learning
  • Effective Teaching Methodologies
  • Montessori Method of Teaching  

 

Provision of general trainings; random participation. Handouts given by the Resource Persons only. 

Teacher’s Guide/Handbooks

 

  • Training Dissemination Programme (TDP)

 

Introduction of TDP at school level for multipronged utilization of faculty’s potential.

Scheme of Studies - Weekly Syllabus breakdown

 

  • Phase-wise development of Scheme of Studies  

Approved by DW (Edn) to bring all schools at par.    

Textbook Review

 

  • Review of Bright Textbooks FF Prescribed Syllabus

Book development by the deptt.

Future Plans. Designing & Development of year themes will help the department to stay focused and address our own peculiar issues systematically.  

 

FAQs IE&T Department

 

Q. What are the responsibilities of IE&T Department?
Ans. IE & T department’s main functions include:

  • School Inspection and Evaluation
  • Continuous Professional Training for FF Faculty
  • Curriculum Planning and Development

Q. How often do you visit a school for inspection?
Ans. Every school is visited once in a three year time (Formal visits). Brief follow-up visits (Informal visits) may also take place in between two evaluations. Inspected schools that need to make significant improvement will receive additional support for improvement and continued inspection.

 

Q. What preparations must be done for school inspection?
Ans. Everyday school should run according to normal daily routine. Following documents must be available for the inspections:-

  • school brief
  • school time-table of the day & teacher list
  • school record registers (as indicated in SEF) for the inspectors
  • notebooks of all the students of subjects in all classes
  • teachers’ planners
  • the most recent Self Evaluations Framework  (SEF) and School Improvement Plan (SIP).

 

Q. What are the key performance indicators in a teacher’s evaluation?

Ans. The key performance indicators of a teacher’s classroom teaching are the performance and involvement of students in the particular subject.

 

Q. Which aspects of class room teaching will be observed and how?
Ans. Performance indicators & list of evidence have been provided to the schools in the form of Teacher / Class Observation Form. Same will be used by the inspectors. 

 

Q. How do class observations take place?
Ans. Various models of observation are used such as part observations of less than 20 minutes, long lesson observations of the entire period or two periods, observation of practical periods, creative writing etc.

 

Q. What happens after classroom observations?
Ans. Meetings with teachers on one to one basis in presence of the Principal and VP are held to discuss aspects of their work, for example, classroom teaching and learning observations, quality of work in notebooks and its checking and curriculum/lesson planning etc. During the inspection, time is also set aside for staff to drop in and chat informally with inspectors, share good practice or to seek guidance on policy and procedures.

 

Q. What sort of evidence will the inspectors be looking for when evaluating school’s leadership and management?

Ans. Inspectors need to be sure that they have the right picture of a school’s routine and quality of work. They do this by coming into classes, playground, library, labs  or work areas to watch parts of activities or lessons. They might get involved with what pupils are doing, chat to them about their work or other aspects of the school life.  Guidelines/performance indicators have been provided to schools in SEF. 

 

Q. How would inspectors go about evaluating quality of provision and quality of teaching-learning?
Ans. An inspection looks at different aspects of the life and work of a school to identify particular strengths and areas of good practice as well as the areas which can need to improve further.  Inspectors visiting a school are particularly interested in the following questions:

  • How well do the learners learn and achieve?
  • How well do faculty and staff work together to support learning?
  • Are staff and learners actively involved in improving their school?
  • Does the school have a clear sense of direction defined in SIP?

 

Q. What happens at the end of inspection?
Ans. Towards the end of the inspection, the inspectors meet to discuss their findings and to decide how the school is performing in a number of key areas. The quality indicators include:-

  • Improvements in performance since last inspection
  • Learners’ experiences
  • Meeting learning needs
  • The curriculum
  • Self-evaluation (as per SEF provided to the schools)

Inspectors share their evidence and discuss what they consider to be the key strengths and main areas for improvement with the school management.

 

Q. How will the school and faculty be given feedback on school inspection?
Ans. Feedback is provided in two stages

  • At the end of the inspection, inspectors meet with the school management to share their findings.  The information provided at this meeting is detailed and it gives a full picture of what the inspection team has found. Afterwards the inspectors meet with the rest of the staff to outline briefly the key strengths and areas for development. Ways to further strengthen their strong areas and tips to improve the weak areas are shared with them.
  • Following the inspection a report is prepared.  The inspection report is concise and written in a way that can be understood by everyone.  It covers important things about the quality of education at the school, remedial measures to work on areas of development and guidance on FF SOPs regarding various school issues. 

 

Q. Which training courses are run by the IE&T Department for school faculty’s professional development?
Ans. Following training courses are run by the IE&T Department :-

  • Foundation Leadership And Skills Heuristics (FLASH) Training at central level.
  • School Support Programme (Training at doorstep) at Regional Level i.e. Training Zones/sub zones/ individual schools.
  • School Based Training as a special feature of Inspection and Evaluation Visits.
  • Need Based Training as a corrective measure to overcome areas of concern and share best practices.

 

Q. What is the duration and timing of these courses?
Ans. Following courses duration are as under:-        

FLASH Summer Trg : 2 x Weeks
FLASH Winter/Spring Trg   1 x Week
School Support Programme   1 – 2 Days
School Based Trg       1x Day
Need based Trg   1 – 3 Days

 

Q. Is training important to attend? Who are eligible to attend these courses?
Ans. Yes. Every teacher has to attend training once a three year to keep him/herself professionally updated and well equipped. Eligibility criteria are sent to the schools before commencement of a particular training programme.

 

Q. How is the implementation of training ensured?
Ans. Implementation of training is ensured by observing and evaluating school’s Training Dissemination Programme (TDP) & record, feedback report by the school to IE&T Department, SEF report and School inspections by the IE&T Department.

 

Q. Do you provide guidelines/training material to the schools?
Ans. Yes. Training manual presentations and additional material is provided to each school in the form of soft and hard copies. This material must be kept in school library and be made accessible for the entire faculty. The school management and teachers must refer to this material for guidance.

 

Q. What is School Improvement Plan?

Ans. School Improvement Plan (SIP) is based on the aim of Fauji Foundation Education System to provide schools a common way of describing the processes and procedures of practice of effective schools. Details reference letter no WD/Edn/IE&T/5954 dated 28 Oct 2011.

 

Q. How do you check /follow-up the implementation of SIP?
Ans. Following is as under:-

  • School report on SIP
  • SIP as part of school brief
  • Visits by FF Education Deptt personnel
  • School Inspection & Evaluation by IE&T Deptt.

Q. Have you given any helping/reading/reference material to the school about SIP?

Ans. Yes. All school has been provided with SIM Manuals after the SIM training course by IE&T Department.

 

Q. What is Scheme Of Studies?
Ans. Scheme Of Studies is a set of specific and practical guidelines developed for each subject of each class in FFMSs. This aims to bring uniformity in curriculum all across the system. The documents will enable the managers and teachers to derive the core contents and teach in line with curricular outcomes including teaching learning strategies, relevant activities, timeline, assessment and evaluation of learning.

 

Q. Who develops it?
Ans. IE& T Department develops SOSs with assistance of seasoned and experienced faculty members from within the FF Education System.


Q. Do you intend to provide these documents for all the classes?
Ans. Yes. So far Scheme Of Studies for the Junior classes have been developed and provided to the schools. SOS for all the classes of all the subjects will be gradually provided to the school by the end of academic year 2012-2013, God be willing.


Q. If I have a suggestion or feedback who should I contact? 
Ans. You may provide feedback on any aspect of Inspection, Evaluation and Training Department and on your child’s academic development via telephone and email. The contact details are available on the website.

Contact's Directory

Senior Manager (Master Trainer), IE&T Deptt
Ms Oneeza Amber Asif
Tel: +92-51-595-1821 upto1840 (Ext:1729)
Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Senior Manager (Insp & Eval), IE&T Deptt
Miss Farhat Jabeen
Tel: +92-51-595-1821 upto1840 (Ext:1737)
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