World Children's Relief

This is a perfect example of how we are using the blog as a record of internal memos and the evolution of operations. It is a focused statement of our goals, the principles and transition of the school network, and an improved definition of Country Representative responsibilities.

WORLD CHILDREN’S RELIEF 501C3 NONPROFIT

 

OPERATIONAL HANDBOOK

 

INTRODUCTION

 

When World Children’s Relief was organized in 2001, the initial approach was to adopt schools and add additional schools as circumstances permitted.  A focus was to provide assistance to schools through teacher training and improvement of school facilities.  As the work evolved over a period of years, teacher training became the primary and sustainable focus of the organization.

 

VISION STATEMENT

 

The vision of World Children’s Relief is to give all children and educators in developing countries the opportunity to reach their full potential through instilling in them self-respect, dignity, and the belief that hope is real.

 

MISSION STATEMENT

 

WCR intends to achieve our vision through providing teacher training in established and government recognized primary schools in poor, rural areas of developing countries.  WCR implements educational programs in these schools that encourage quality education for the rural poor.  These schools provide a solid foundation for children, thereby expanding their capacity for growth and their chances for success.  This network of early childhood development and education in preschool and primary grades is a symbol of the possibilities for poor children and a mechanism that unlocks their incredible potential.  We want to change education in order to change lives, and collaborating with WCR network schools takes us a few steps closer to that goal.

 

GOAL

 

To provide models of quality education in poor, rural areas of developing countries focused on academic excellence elevated self-esteem, and community involvement and empowerment.

Objectives;

• To train educators
• To train trainers of educators
• To maintain client support to assure quality control in the program

 

PRINCIPLES OF THE WCR SCHOOLS NETWORK

 

Professional Development:  The WCR School Network is committed to providing opportunities for teachers to further develop their skills and motivation to provide leadership in innovative training methods and techniques.

 

Academic Excellence:  The WCR School Network is committed to providing a quality education, enabling students to achieve the highest academic potential.

 

Positive Environment:  The WCR School Network is committed to providing and maintaining a safe and clean school environment for all students and teachers, emphasizing pride, dignity, and respect for self and others.

 

Creativity:  The WCR School Network is committed to providing a creative atmosphere where all students and teachers are encouraged to explore ideas, thereby enriching their potential.

 

Self-Help:  The WCR School Network is committed to facilitating individuals to become agents of change in their own communities.

 

THE TRANSITION TO A NETWORK OF SCHOOLS

 

In 2009, as WCR focuses on becoming a provider of services, the approach is to establish networks of schools rather than adopted schools.  This approach is seen as the most productive and cost-effective method to expand teacher training.  Schools within the district currently being served by WCR now have the opportunity to become a network school.  There are 6 steps a school must accomplish to become a network school.  All schools including current “adopted” schools must achieve the steps to become a network school.

1. All teachers from preschool through third level are trained.
2. All teachers from preschool through third level are successfully implementing the training.
3. An ECD class has been established.
4. Trainers are identified, trained, and are using the teacher evaluation process on a regular basis.
5. School trainers provide mentors and mini-training courses for ongoing improvement in the classroom.
6. The school applies and is approved to become a WCR Network School.  Teachers are identified as WCR network teachers.  Certificates of recognition are awarded.

 

TEACHER TRAINING

 

The Training Process

The ultimate goal of teacher training is to enable local educators to take over the training for their schools and other schools in the district.  Initial teaching training is conducted for preschool and primary grade teachers.  A basic training manual translated into Creole and French is used for all training sessions.  The training is conducted for 4 or 5 days using a participant-centered approach.  Application activities are integrated into the five training sessions.  Attention is given to participant interactions and questions.  Training session topics include:  Principles of Child Development; Preschool Curriculum Framework; Child-Centered Curriculum; Classroom management; and Teaching Strategies and Assessment.

              Training focuses on preschool classrooms; however, much of the content of the training is applicable to the primary grades.  Participants receive a certificate of participation at the end of the training.

 

Teacher Evaluation Following the Training

At the end of the training participants are introduced to an Evaluation Form that includes all of the components of the training that can be implemented in individual classrooms.  Plans are made for the country representative, school directors, and local officials to participate in evaluation of the teachers who have participated in the training.  When evaluations are conducted, the persons conducting the evaluation are able to use the evaluation form to determine the participant’s progress and plans for future improvement.

An example of an evaluation model follows:

1. Regular visits are made to observe teachers during the school year.  Individual teachers are evaluated using the Evaluation Form at each visit.  These evaluations can be integral to the system’s evaluations or conducted as a separate process.  (In Burkina Faso it is suggested that implementation of the WCR training will count toward success in exams taken for promotion.  District evaluation is merged with WCR evaluation.)             
2. Workshop sessions are scheduled twice a year to assist teachers who are having difficulty in implementing the child-centered curriculum in their classroom.  Information from the teacher evaluations is used to determine the topics needed for training.

 

Evaluating Student Achievement

 

Teacher training includes strategies to implement assessment into periods of instruction.  Information is provided on how to assess student learning in an ongoing process throughout the year.  Some schools have reporting periods during the year when student progress can be monitored.  At the end of each year, national exams are conducted with students.  School directors, government officials, and country representatives review and report student achievement to WCR.

              Quarterly student evaluations can be used to monitor the success of the teachers.  The teacher’s performance can be compared with student performance to determine if student success is influenced by implementation of the WCR training.

              Final student evaluation on national tests at the end of the year can be used to evaluate both teacher and school success.  Schools within the district can be compared on overall student achievement.  In addition, grade levels across the district can be compared.  Again, teachers who have implemented WCR training can be compared with teachers who have not received the training.

 

THE TRANSITION OF COUNTRY REPRESENTATIVE RESPONSIBILTIES

 

The country representative’s major responsibility is to plan, implement, and report on teacher training.  In addition, meetings with school staffs, school committees to include village officials and parents, government officials, and other local agencies are held as they relate to the work of WCR and teacher training.  In the first years of WCR work in Africa, much of the planning was conducted as a result of planning done in the United States.  Teacher training and school development depended on training trips taken by workers from the United States.  Country representatives looked to WCR staff to implement training work.  As a result, country representative work tended to coincide with training trips.

              Now, in 2009 the major responsibility for conducting WCR work rests with the country representatives.   The country representatives must use their own initiative to conduct and communicate WCR work in their country.  Monthly country representative pay will be in response to work done during the month.  The planning process  will include an annual plan, monthly plans and monthly, quarterly, and annual reports.  All trips to schools and teacher training are contingent upon available funding and must be preapproved.

 

Teacher Training

 

There are specific tasks that must be completed before, during, and after teacher training.                1.  Plan for conducting teacher training with school directors, local education officials, and other interested individuals or groups.

1. Identify teachers who will take the training in accordance with school directors and local education officials.
2. Plan and implement training sessions.  Planning includes preparation of training manuals, certificates for participants,  arrangements for food and drinks for lunch and breaks, and arrangements for transportation.
3. Following the completion of the training, a report will be submitted as part of the monthly activity support.   The report should include,
   1. Number of educators trained
   2. Names, school, and grade level taught of each trainee.
   3. Dates of the training
   4. Location of the training
   5. Names of trainers
   6. Group photograph of the entire group who participated in the training sessions and photos of interesting events during the training.

 

 

 

Annual Plan

 

The annual plan is developed prior to the beginning of the school year in conjunction with school directors, education officials, and school committees.  The plan should include how many teacher training events will be conducted, and when and where they will be conducted.  The annual plan will also include how often teachers will be evaluated during the year and how teacher observations will be scheduled. 

 

 

Monthly Plan

 

Prior to the beginning of each month, the country representative will submit the working plan for that month.  Included will be any meetings to be conducted, training events, teacher evaluations, and other activities related to WCR work.  All activities for the month are listed with the dates, names of people involved, and purpose for the activity.

Activities should include the date and location of the activity.  Anticipated costs are included in the plan.

 

Monthly Activity Report

 

All activities conducted as part of the monthly plan are included in the monthly report at the end of the month.  Dates of activities are again included as well as the people involved.  The results of the activities are communicated in the report.

 

Monthly Operations Budget Report

 

The monthly operations budget report will be submitted in the same format as before using EXCEL.  Both monthly reports are submitted before the next month’s salary is remitted.

 

 

 

 

Quarterly Reports

 

The purpose of quarterly reports is to collect student assessment data and will be scheduled within the school calendar and reporting periods.               

( More information will be added about quarterly reports later.)

 

 

Annual Reports

 

The annual report will include a summary of all of the accomplishments realized during the school year.  It will include information on training, teacher evaluations, and student achievement as it relates to schools in the WCR network.

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Teacher Training in Africa

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