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Holistic School Transformation Programme

The Holistic School Transformation Programme (HSTP) is an extensively researched and systematic approach to improving the quality of School Processes in the areas of Teaching-Learning, Leadership, Governance and Administration.

TransEd works with school stakeholders for a period of three years first by diagnosing the existing quality of school practices and then by co-creating a systematic work plan to achieve the targeted level of excellence.

AIM

Transform schools into Centre of Excellence for holistic development of all learners and educators.

Objective

  • To empower teachers with the most effective practices in teaching and learning and a commitment to self  development.
  • To foster proactive and democratic leadership for effective school management through the participation of every stakeholder.
  • To develop effective systems and  processes for continuous monitoring and evaluation of school quality.

KEY FEATURES

The HSTP is essentially a developmental and sustainable programme that:

  • Presents quality compliance picture of the school on the basis of universally accepted parameters and standards of school quality
  • Highlights the training needs across all stakeholders
  • Provides quality training for the skill development of teachers and leaders
  • Provides a platform to monitor and track improvement drives at all levels and a definite direction for continuous improvement at the school level

THE SCHOOL TRANSFORMATION PROCESS

Holistic School Transformation Programme is conducted by following these steps:

1. School Quality Assessment through SESQ

The first step is to assess the existing practices in the school using ‘System for Enrichment of School Quality (SESQ)’, a school assessment program developed in-house by TransEd. This is followed by sharing of the School Assessment Report (SAR) and Action Points Report with the school authorities.

What is SESQ?

TransEd-SESQ offers a comprehensive methodology of assessment of school quality with a distinct action-oriented report for every accredited school. It incorporates multi-level reporting and has been designed to keep costs and time at an optimum level.

The design follows the norms, standards and frameworks prescribed by Right To Education (RTE), Sarva Shiksha Abhiyaan (SSA) and the National Curriculum Framework (NCF) while also adhering to state-board-specific requirements. TransED-SESQ is technically enhanced by several quality management principles adopted worldwide. Click here to know more about SESQ.

2. Collaborative Planning

This step involves defining priority areas to work on from those identified in the SAR and School Development Plan prepared by the School Heads. This process is spread over the next three years and is done with TransEd’s support.

This is followed by a signing of MoU between the School Heads or the governing body and TransEd to run HSTP recommended programs in the school for a period of three years.

3. Capacity Building

Teaching-Learning and Leadership generally being high priority areas in the school processes, constitute the key components of HSTP’s capacity building process. Training is conducted biannually (at the beginning of the academic year and at the beginning of the second term). In addition to the trainings that are conducted, support is provided throughout the year on a regular basis through:

  • Quarterly school visits for tracking the progress of school and providing support to various stakeholders during these visits.
  • Regular conversations through Email and WhatsApp groups formed for this purpose.
  • Sharing of electronic learning material/resources from time to time
  • Helping the school monitor activities under HSTP through regular online and offline assessment and feedback to the school stakeholders.

4. Empowering the System

HSTP works with the aim of setting systems, processes and support mechanisms in a way that all stakeholders are empowered to regularly reflect on school practices, critically look at their own contribution and are committed/motivated to work towards a system of continual progress for themselves and their learners.

5. Impact Evaluation

The SESQ is used a second time to do a Post Intervention School Quality Assessment. This is done to evaluate the change in the quality of school processes after three years of intervention by TransEd.

OUR OFFERINGS

TransEd is committed to supporting schools achieve quality education and so our HSTP program is customizable to meet the needs of the schools and is offered in one of 3 modalities. The partner school indicates their potential level of engagement with TransEd according to which a choice of modality is made.

1] SESQ Assessment and Accreditation

This modality involves a comprehensive analysis of the existing school practices using the SESQ program and the schools get accreditation accordingly.

2] Modular Format

This modality involves a comprehensive analysis of the existing school practices using the SESQ program and post getting an accreditation the school asks for specific workshops by TransEd to build the capacity in the selected areas of growth.

3] Intensive/3-year Format

This modality involves a comprehensive analysis of the existing school practices using the SESQ program and post getting an accreditation TransEd and partner schools collaboratively work on an action plan for the areas of development for the school spread over a period of 3 years.

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