Request for Proposals Capacity Building for Education Data Management in the Federated States of Micronesia

Transcription

1 Request for Proposals Capacity Building for Education Data Management in the Federated States of Micronesia Principals and Teachers Academies Prepared by FSM National Department of Education September 2016

2 Table of Contents 1. Request for Proposals Eligible Applicants Application process Closing date and address Background Data management issues in the FSM School-based data management for school leaders The FSM School Accreditation System Data management in current Principal preparation programs Teachers and teacher Performance Data management in current Teacher Preparation Programs Compatibility and Integration of Principals and Teachers Academies Principals Academy: Scope of Work Development of a Program of Study Capacity Building for Sustainability Monitoring and Evaluation Proposed schedule Deliverables Higher Education Award Teachers Academy: Scope of Work Development of a Teachers Academy Program of Study Delivery of the Program of Study Capacity Building for Sustainability Monitoring and Evaluation Proposed schedule Deliverables

3 1. Request for Proposals The Secretary of Education, Federated States of Micronesia (FSM) National Department of Education (NDOE) invites qualified consultant agencies (Consultants) to submit Expressions of Interest in providing the services described in this Request for Proposals (RFP) Eligible Applicants Consultants from within the Federated States of Micronesia, United States of America, US territories and Freely Associated States (Palau & Marshall Islands) shall be considered in the first instance. Consultants from other localities may also be considered. Consultants shall include: 1. Private, independent licensed management consulting individuals, firms or agencies; 2. Public education departments; 3. Institutions of Higher Education; 4. Community-based education institutions or agencies; 5. Public or private corporations or companies; and 6. Non-Government Organizations and other qualified entities Application process Consultants are invited to submit proposals that demonstrate their suitability for the assignment and ability to produce the deliverables, addressing each of the following elements. 1. Details of previous experience implementing similar projects. 2. Details of relevant related experience. 3. Details of relevant recent experience in the FSM or Pacific Region. 4. Details of the methods by which the Consultants will achieve the required deliverables. 5. Full CVs of all key experts proposed for the delivery of the Academies. 6. Details of any additional benefits the Consultants may be able to confer on the Academies. 7. A proposed budget for the delivery of the services, included estimated travel costs for the Consultants Closing date and address Proposals are to be submitted by on or before 12.00pm Pohnpei time on January 1, Proposals should be addressed to: Secretary of Education FSM National Department of Education, PO Box PS87, Palikir, Pohnpei, FM96941 Federated States of Micronesia Kalwin.Kephas@fsmed.fm 3

4 2. Background 2.1. Data management issues in the FSM An independent assessment of education sector data (2014), indicated that the consistency and reliability of Education Data Management in the FSM was very low. Annual reports detailing progress against 21 education indicators were found to be subject to frequent data quality issues including late, unverified and inconsistent data reporting. The NDOE is now in the process of improving data management through training National and State Department of Education (SDOE) data managers and developing a centralized Education Management Information System. The NDOE also seeks to improve data management at school level as well as to improve the quality of other aspects of school management, teaching and learning in the FSM School-based data management for school leaders School principals and Head Teachers (subsequently referred to as Principals) are the key providers of raw data to the SDOEs and hence to the NDOE. This data forms the core data set of the FSM Education Management Information System (EMIS). Principals are responsible for submitting accurate teacher and student rosters and reports on an annual schedule. Report must contain the age, gender and other details of all students enrolled, and all individuals employed, at the school. This data is used by the EMIS to calculate essential indicators, including Teacher Certification, Gross and Net Enrolment rates, gender parity, transition and survival rates and system efficiency. Principals are also responsible for data management in their schools. Data management includes the collection and analysis of data for the purposes of efficient and effective performance and resource management, leading to the achievement of quality learning outcomes for students. Performance management includes curriculum implementation, student assessment and teacher deployment, appraisal and professional development. Resource management includes teaching and learning materials and school facilities maintenance, cleaning, safety and security The FSM School Accreditation System The FSM School Accreditation System 1 contains Standards, Criteria and Rubrics used by school evaluation teams, and school communities themselves, to determine and improve the accreditation status of each school in the FSM. The six Standards are; 1. Leadership 2. Teacher Performance 3. Data Management 4. National Curriculum Standards, Benchmarks and student Learning Outcomes 5. School Campus, Classrooms and Facilities 6. School Improvement Planning. 1 res%20manual.pdf 4

5 As the leading professional in the school, the Principal is responsible for the performance of the school in each of the six Standards. All the Standards require the Principal to be well trained in school leadership skills, which are largely underpinned by a knowledge, understanding and capacity to manage, analyse and use data to inform management decisions. The six FSM School Accreditation System Standards represent a coherent, practical and relevant curriculum for the professional development of Principals that is underpinned by education data management. Some of the Standards, such as Standard 3, are clearly linked to education data management. Standard 3,Criterion 2 includes the collection, checking, cleaning and updating of school data and the timely provision of such data to the Department of Education, as required. Further criteria include collecting, analysing and using student performance data to meet individual student needs as well as using school data in decision making, such as the deployment or promotion of teachers. Other Standards are firmly underpinned by the need for understanding and capacity to manage and use data to inform school management decisions. For example, in Standard 2, the Principal must be able to manage and conduct a program of teacher appraisal and analyse and use the data generated to make decisions about the feedback, coaching and professional development required to address weaknesses and build on strengths. Principals are also responsible for school improvement. In order to manage school improvement programs, Principals need to be able to gather qualitative as well as quantitative data. Qualitative data includes the concepts, perceptions and attitudes of students, teachers, parents and the wider community around the concept of formal education. These concepts, perceptions and attitudes may have a bearing upon such issues as attendance, enrolment, retention and performance. Principals require some knowledge, understanding and skills in qualitative data collection and analysis to be able to fully understand the driving forces that influence many aspects of student and school performance and improvement Data management in current Principal preparation programs Current Principal preparation programs in the FSM are informal and unsystematic. In recent years the Pohnpei Department of Education, in collaboration with the San Diego State University (SDSU) offered an Education Leadership program by distance, leading to a Masters Degree. This course is due to be reintroduced by COM-FSM in conjunction with SDSU later in In its current format, the course has a focus on using data to bring about instructional improvement. It also provides an overview of educational research, including quantitative and qualitative research methodologies, focusing on using research data for school improvement. 2 Developing capacity for data based decision-making and leadership is a core component of a number of international Principal development programs. For example, the National Professional Qualification for Headship, a program whose purpose is to certify the competency of aspiring Principals in the United Kingdom, includes a core module on using data and evidence to improve performance (p. 19) 5

6 Among the necessary leadership skills and expertise identified by the Australian Institute for Teaching and School Leadership in Aspiring Principal Preparation (2015) 4 are the ability to collect, assimilate and interpret data about student progress and use it for evidence-based conversations about teaching practices and performance; and processes that ensure staff regularly review and discuss evidence of student progress as part of their team planning and development. This recognises the central part data management plays in the wider context of improving teaching and learning through Principal leadership. In Learning to Lead? What Gets Taught in Principal Preparation Programs, 5 the authors examined the content of a sample of 56 US principal preparation programs and concluded that, on average, 11% of the course content was devoted to statistics, data or empirical research while a further 5% included instruction on managing school improvement via data, technology or empirical research. The available research evidence would suggest that using data management as a core component of Principal preparation programs is a viable and practical approach to improving Principals leadership skills Teachers and teacher Performance Teachers and teacher performance are at the core of the three main quality indicators in the FSM education system; Teacher Certification, School Accreditation and the National Minimum Competency Tests (NMCT). Teacher quality and performance are directly measured through the National Standardized Test for Teachers (NSTT) and the FSM School Accreditation System. Indirect measurement of teacher quality through student performance in the NMCT has been tentatively approached. The NSTT consists of a series of multiple-choice test papers in English, Math, Science and Teaching Competency. Recommendations from a recent review of the NSTT included giving consideration to the introduction of classroom observation and student performance components to the NSTT. The FSM School Accreditation System contains Standards, Criteria and Rubrics that relate directly or indirectly to the performance of teachers. Standard 2, Teacher Performance, has a direct relation to how teachers manage their work. Others, such as Standard 4, National Curriculum Standards, Benchmarks and Student Learning Outcomes, relate directly or indirectly to teacher performance. The FSM School Accreditation System also includes a protocol for classroom observation of teacher performance. This protocol contains five Standards and twelve criteria. The Standards are; 1. Planning and Preparation, 2. Classroom Management, 3. Teaching and Learning, 4 (p. 31) 5 6

7 4. Student Assessment, 5. Performance Evaluation and Professional Development. The FSM School Accreditation Standards call for teachers to collect, analyse and use data to inform classroom management decisions. For example, in Standard 2, teachers must be able to manage and conduct a program of integrated student assessment and use the data generated to make decisions about how they plan the next steps in their teaching program. This process is often referred to as Assessment for Learning. Assessment for learning is about using assessment in the classroom as a tool to improve students' learning, and is characterised by; sharing learning goals with students, helping students to recognise the standards they are aiming for, involving students in assessing their own progress towards achieving these standards, providing feedback, which helps students to recognise what they must do to close any gaps in their skills, knowledge or understanding, communicating confidence that every student can improve, adjusting teaching to take account of the results of assessment. 6 The FSM National Minimum Competency Test is conducted annually. A math test is conducted for students in Grades 4, 6, 8 and 10 and an English test is conducted for students in Grades 6, 8 and 10. Student performance data is distributed to schools and provides teachers with valuable information on students strengths and weaknesses that can inform their teaching program Data management in current Teacher Preparation Programs The FSM College of Micronesia (COM-FSM) offers thirteen education courses leading to a two-year Associate Degree or three year Certificate. 7 Course content includes using assessment to measure student learning and using test data to group students. However, not all current teachers have taken these courses Compatibility and Integration of Principals and Teachers Academies The Principals and Teachers Academies will be compatible and integrated so as to achieve the greatest benefit to schools. A Principal and Teacher will be selected from the same school to attend the academy. This will enable Principals to support their teachers in the implementation of learned pedagogical skills and methods in the classroom and create a school environment that is rich in innovation and change. 6 Primary_Education/Junior_Cycle/Assessment_for_Learning_AfL_/Key_principles/AfL_-_Key_principles.html 7 7

8 3. Principals Academy: Scope of Work The Scope of Work will include the development and delivery of a Principals Academy Program of Study, capacity building for sustainability and Monitoring and Evaluation. 3.1 Development of a Program of Study The Program of Study will be developed by qualified and experienced Consultants selected by competitive tendering. The Consultants will be recognized experts in the field of school leadership, with experience in developing and conducting leadership training programs. The Consultants may be affiliated with a College or Institution of Higher Education that delivers existing leadership courses. The Consultants will develop the Program of Study to deliver a curriculum based on the data management capacity requirements underpinning the FSM School Accreditation System Standards. The Consultants may base the Program of Study on existing training materials but these must be adapted to conform with the FSM School Accreditation System Standards, to the satisfaction of the Secretary of Education. Study materials including presentations, activities, modules, booklets, readings and web-based materials will be developed by the Consultants to support the Program of Study. All original materials developed for the Program of Study shall be the property of and shall be delivered in electronic format to the NDOE. The Program of Study shall be divided into three Semesters and may be developed Semester by Semester. Units of study will include: Collection of reliable, relevant school-based data, Analysis and quality assurance of school-based data, Timely reporting of quality data and data analysis on a regular schedule to SDOEs, Analysis and use of reported data for school-based decision making, Action research and school self study skills, Teacher performance evaluation and analysis, Curriculum management and instructional leadership, Student performance assessment and analysis, Provision of professional development, Inventory and maintenance data management, School Self Study and School Improvement Planning, Performance-based budgeting for school improvement. Program content will be aligned with and support current student performance improvement projects active in the FSM, including Project LIFT and Improving Quality Basic Education (phase two of Quality Primary Education in the North Pacific). It is possible that, in future years, the Academy will become an integral component of the Improving Quality Basic Education project. It is expected that data management improvement activities, including data collection policy, revised education indicators, a newly-developed annual school census and the adoption of a newly-developed EMIS system, will occur at the same time as the Academy. The Principals Academy program will be carefully developed so that the content aligns with these concurrent data management improvement activities. This may involve careful selection and timing of content delivery over the course of the year and the use of early EMIS draft materials in the training course. 8

9 3.2. Delivery of the Program of Study The Program of Study will consist of a minimum of six weeks of face-to-face training arranged into three semesters of two weeks per semester, organized over one year (October 2016 to September 2017). Face-to-face training will be delivered using a flexible arrangement of locations designed to enable some cross-state interaction and shared learning. Participant numbers will be up to 10 in Kosrae and 10 in Yap and up to 15 in Pohnpei and 15 in Chuuk. NDOE and SDOEs will manage all logistical arrangements at training venues. Between each semester, participants will be assigned practical, school-based follow-up activities and projects to be completed and submitted for evaluation and peer review. These will include self-evaluation, action research and practical activities designed to facilitate the implementation of skills and learning outcomes from the face-to-face training. The Consultants, in collaboration with National and State counterparts, will provide mentoring and professional support and oversee the evaluation and peer review, using and other forms of communication Capacity Building for Sustainability In order to build capacity and provide for sustainability, the NDOE and SDOEs will designate training counterparts who will participate in the training and work alongside the Consultants where possible. These counterparts may be selected from the existing cadre of professional development specialists at NDOE and SDOE. The role of the counterparts will be to fully participate Academy and provide evaluation and peer review of practical activities, so that they can gain the knowledge and skills needed to independently deliver similar Academies in future years, with gradually reduced support from outside technical assistance Monitoring and Evaluation The outcomes of the Principals Academy will be improvements in data collection and timely submission to SDOEs and improvements in the Principal and school s performance in the FSM School Accreditation System. The Consultants will advise NDOE and SDOE counterparts on the development of individualised monitoring and evaluation frameworks for each Principal based on their school s baseline accreditation data and on measuring performance gains using School Accreditation System and other data. 9

10 3.5. Proposed schedule It is expected that the Principals Academy will be completed during the period January 2017 September Where possible, the Principals Academy should be conducted during school holidays or at other times when the Principal can be absent from school with minimum impact on the efficient management of the school. A proposed schedule is shown in the table below. Principals Academy; Proposed Schedule Semester 1 February 2017 Face-to-Face training Venue: Participants Week 1 & 2 Pohnpei 15 Pohnpei Week 1 & 2 Chuuk 15 Chuuk Week 1 & 2 Kosrae 10 Kosrae Week 1 & 2 Yap 10 Yap February April 2017 School based projects Semester 2 April 2017 Face-to-Face training Venue: Participants Week 3 & 4 Kosrae 10 Kosrae Week 3 & 4 Yap 10 Yap Week 3 & 4 Pohnpei 15 Pohnpei Week 3 & 4 Chuuk 15 Chuuk April June 2017 School based projects Semester 3 July 2017 June - August Face-to-Face training Venue: Participants Week 5 & 6 Pohnpei 15 Pohnpei and 10 Kosrae Week 5 & 6 Chuuk 15 Chuuk and 10 Yap School based projects and preparation of conference presentations 10

11 3.6. Deliverables The Consultants will provide the following deliverables in a timely manner, as agreed with the Secretary of Education. 1. A detailed Program of Study based on the data management capacity requirements underpinning the FSM School Accreditation System Standards. The Program of Study will identify skills and learning outcomes for three semesters of face-to-face training (six weeks in total) and appropriate school-based projects designed to enable implementation of skills and learning outcomes. 2. Appropriate Units of Study designed to deliver the Program of Study will include, at a minimum, the following content: Collection of reliable, relevant school-based data, Analysis and quality assurance of school-based data, Timely reporting of quality data and data analysis on a regular schedule to SDOEs, Analysis and use of reported data for school-based decision making, Action research and school self study skills, Teacher performance evaluation and analysis, Curriculum management and instructional leadership, Student performance assessment and analysis, Provision of professional development, Inventory and maintenance data management, School Self Study and School Improvement Planning, Performance-based budgeting for school improvement. 3. Delivery of appropriate face-to-face training activities demonstrating current best practice, including theory, practical experience and reflection. 4. Up to ten days pro-rata per semester (no more than 30 days) home-based development of appropriate written materials to support the Units of Study, including presentations, activities, modules, booklets, readings and web-based materials. 5. Up to ten days pro-rata per semester 1 and 2 (no more than 20 days) home-based and VOIP support for Principals completing school-based projects and oversight of the evaluation and peer review of these projects, in collaboration with National and State counterparts. 6. Support for Principals and teams in their preparation and delivery of presentations to appropriate local and regional education conferences including the Micronesian Teachers Education Conference. 7. Measurable capacity development of NDOE and SDOEs training counterparts as a result of their working alongside the training Consultants. 8. Advisory services resulting in NDOE and SDOE counterparts developing and implementing individualised monitoring and evaluation frameworks for each Principal. 9. Written progress reports to be submitted no later than sixty days after the conclusion of each face-to-face training, or at intervals agreed with the Secretary of Education. 11

12 3.7. Higher Education Award Consultants who are able to add value to the program by conferring a recognized Higher Education award, credit or merit to Participants who complete the Principals Academy, will be given particular consideration, although this is not a required deliverable. 12

13 4. Teachers Academy: Scope of Work The Scope of Work will include the development and delivery of a Teachers Academy Program of Study, capacity building for sustainability and Monitoring and Evaluation. 4.1 Development of a Teachers Academy Program of Study The Teachers Academy Program of Study will be developed by qualified and experienced Consultants selected by competitive tendering. The Consultants will be internationally recognized experts in the field of teacher in-service training, with experience in developing and conducting teacher in-service training programs. The Consultants may be affiliated with a College or Institution of Higher Education that delivers existing teacher training courses. The Consultants will develop the Teachers Academy Program of Study to deliver a curriculum based on the data management capacity requirements underpinning the FSM School Accreditation System Standards. The Consultants may base the Program of Study on existing training materials but these must be adapted to conform with the FSM School Accreditation System Standards, to the satisfaction of the Secretary of Education. Study materials including presentations, activities, modules, booklets, readings and web-based materials will be developed by the Consultants to support the Program of Study. All original materials developed for the Program of Study shall be the property of the NDOE and shall be delivered to the Secretary in electronic form. The Program of Study shall be divided into two Semesters and may be developed Semester by Semester. The program of study will also include relevant content from the Quality Primary Education in the North Pacific (QPENP) project conducted by the Asian Development Bank in selected schools in the FSM between 2012 and This project was designed to develop and trial new inputs in learning, assessment, teacher development and data management to improve the quality of education in the FSM. A second phase of the project, Improving Quality of Basic Education (IQBE) is expected to commence in May Units of study will include: Strengthening teacher practice in instruction and assessment, Strengthening the collection and reporting of student performance data, Strengthening the analysis and use of student performance data for decision making, Strengthening Assessment for Learning, Strengthening teacher performance in data-related Accreditation Standards and Criteria, Strengthening action research and self-evaluation skills. Program content will be aligned with and support current student performance improvement projects active in the FSM, including Project LIFT and Improving Quality Basic Education (phase two of Quality Primary Education in the North Pacific). It is possible that, in future years, the Academy will become an integral component of the Improving Quality Basic Education project. 13

14 4.2. Delivery of the Program of Study The Program of Study will consist of a minimum of four weeks of face-to-face training arranged into two semesters of two weeks per semester, organized over one year (October 2016 to September 2017). Participant numbers will be up to 10 in Kosrae and Yap and up to 15 in Pohnpei and Chuuk (total 50). Teachers will be selected from the schools of Principals attending the Principals Academy. NDOE and SDOEs will manage all logistical arrangements at training venues. Between the semesters, participants will be assigned practical, school-based follow-up activities and projects to be completed and submitted for evaluation and peer review. These will include self-evaluation, action research and practical activities designed to facilitate the implementation of skills and learning outcomes from the face-to-face training. The Consultants, in collaboration with National and State counterparts, will provide mentoring and professional support and oversee the evaluation and peer review, using and other forms of communication Capacity Building for Sustainability In order to build capacity and provide for sustainability, the NDOE and SDOEs will designate training counterparts who will work alongside the training Consultants. These counterparts may be selected from the existing cadre of professional development specialists at NDOE and SDOE. The role of the counterparts will be to fully participate in the development and delivery of the Academy, including evaluation and peer review of practical activities, so that they can gain the knowledge and skills needed to independently deliver similar Academies in future years, with gradually reduced support from outside technical assistance. In addition, Principals will adopt a management role in supporting and facilitating the implementation of new pedagogical skills by their teachers in the classroom and throughout the school Monitoring and Evaluation The ultimate outcome of the Teachers training course will be improvements in classroom pedagogy and assessment and better school performance in the FSM School Accreditation System Standards and demonstrable improvements in students learning outcomes and positive attitudes towards school. The Consultants will advise NDOE and SDOE counterparts on the development of individualised monitoring and evaluation frameworks for teachers based on accreditation data and on measuring student performance gains. 14

15 4.5. Proposed schedule It is expected that the Teachers Academy will be completed during the period February 2017 September Where possible, the Teachers Academy should be conducted during school holidays or at other times when Teachers can be absent from school with minimum impact on teaching and learning. A proposed schedule is shown in the table below. Teachers Academy; Proposed Schedule Semester 1 March 2017 Face-to-Face training Venue: Participants Week 1 & 2 Pohnpei 15 Pohnpei Week 1 & 2 Chuuk 15 Chuuk Week 1 & 2 Kosrae 10 Kosrae Week 1 & 2 Yap 10 Yap April 2017 School based projects Semester 2 May 2017 Face-to-Face training Venue: Participants Week 3 & 4 Kosrae 10 Kosrae Week 3 & 4 Yap 10 Yap Week 3 & 4 Pohnpei 15 Pohnpei Week 3 & 4 Chuuk 15 Chuuk June-August School based projects and preparation of conference presentations 4.6. Deliverables The Consultants will provide the following deliverables in a timely manner, as agreed with the Secretary of Education. 1. A detailed Program of Study based on the classroom data management capacity requirements required by the FSM School Accreditation System Standards. The Program of Study will identify skills and learning outcomes for two semesters of face-toface training (four weeks in total) and appropriate classroom-based projects designed to enable implementation of skills and learning outcomes. 2. Appropriate Units of Study designed to deliver the Program of Study will include, at a minimum, the following content: Units of study will include: Strengthening teacher practice in instruction and assessment, Strengthening the collection and reporting of student performance data, 15

16 Strengthening the analysis and use of student performance data for decision making, Strengthening Assessment for Learning, Strengthening teacher performance in data-related Accreditation Standards and Criteria, Strengthening action research and self-evaluation skills. 3. Delivery of appropriate face-to-face training activities demonstrating current best practice, including theory, practical experience and reflection. 4. Up to ten days pro-rata per semester (no more than 20 days) home-based development of appropriate written materials to support the Units of Study, including presentations, activities, modules, booklets, readings and web-based materials. 5. Up to ten days pro-rata per semester 1 and 2 (no more than 20 days) home-based and VOIP support for teachers completing classroom-based projects and oversight of the evaluation and peer review of these projects, in collaboration with National and State counterparts. 6. Support for teachers and teacher teams in their preparation and delivery of presentations to appropriate local and regional education conferences including the Micronesian Teachers Education Conference. 7. Measurable capacity development of NDOE and SDOEs training counterparts as a result of their working alongside the training Consultants. 8. Advisory services resulting in NDOE and SDOE counterparts developing and implementing individualised monitoring and evaluation frameworks for each teacher. 9. Written progress reports to be submitted no later than sixty days after the conclusion of each face-to-face training, or at intervals agreed with the Secretary of Education. 16