STEP Annual Report 2014-2015 - MANTRA's School Transformation and Empowerment Project

Our journey to transform schools and empower stakeholders, one step at a time

[ Annual Report 2014-15 ]

‘School Transformation and Empowerment Project’ (STEP) is an initiative of MANTRA Social Services – Bangalore

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1 STEP Introduction

What is STEP?

STEP Project Frame work

STEP Vision, Mission and 3 year Goals

IN THIS REPORT

2 STEP Project Details (May 2014 - April 2015)

Key activities

- Stage 1 Fact File & Key Learning

- Stage 2 Fact File

- Stage 2 Key Activities - Progress & Outcomes

3 STEP Call To Action Our Team & Core Values

Our SupportersHow Can You Help?

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FOREWORD

MANTRA Social Services - Bangalore is a social enterprise registered under Section 25 ofCompanies Act. Founded by a team of committed and passionate individuals in 2012 andgrowing in strength, MANTRA believes in the need for an association of like-minded peopleand organizations/movements to inspire action and sustain change efforts.

Through the School Transformation and Empowerment Project(STEP), we strive to promotequality education in schools serving the socio-economically disadvantaged population ofthe country. This report captures our work on the ground hitherto – highlighting the firstyear of STEP, our key learning and strategic intent going forward. The journey so far hasonly strengthened our conviction in the cause and belief in the potential of STEP to evolveinto a scalable solution.

Hope this report gives you an imperative to join us in this journey for education equity.

RegardsTeam MANTRA

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STEP Introduction

School Transformation and Empowerment Project(STEP) is an initiative of MANTRA, designed to improve andpromote quality in existing under-resourced schools, servingthe socio-economically disadvantaged localities in the city.

Through a multi staged School Improvement Framework andholistic approach, STEP intends to bring in coherence toschool-wide activities aimed at re-defining and improving thequality of outcomes expected at partner schools.

In the current academic year (2014-2015), MANTRAengaged with 9 schools for the first stage of STEP of needassessment and observation report. Following this, weentered into a two year, focused partnership with 3 low-feeprivate schools and 3 government run schools to planand implement the next stage of STEP.

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The framework* is flexible and first stage of STEP will determine if the partner school will go through each stage and module or if it will pick particular tools that are relevant to their needs. Each of the school profile presents varying degrees of advantages and challenges(of cost, human capital, capacity, political will and efficacy), in turn aiding innovation and integration of tools/processes that will enable cost-effective implementation of STEP into similar schools in coming years.

* MANTRA currently refers to the ‘School Improvement Planning Framework’ (© TDA) which is the developed by the TDA - Training and Development Agency for Schools-UK

STEP Project Framework

The project framework* sets out STEP planning process in three stages -Prepare and engage, Identify objectives and Ensure successful outcomes – with modules in each stage focusing on particular aspects of school transformation.

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Holistic approach towards energizing the

school ecosystem

We realize the context of each school is different and our

strategic intent is to devise scalable & replicable solutions

for our schools through the following steps:

A thorough diagnosis of each school to zero-in

on underlying factors contributing to the school’s

current status(of learning outcomes) and to

question status quo

A design-thinking approach to “connect –engage

– integrate – sustain” change efforts involving all

four stakeholders - teachers, students, school

leadership and parent community

Collaborating on an action plan with goals and

sub-goals to create ‘conditions for effectiveness’

across seven key-levers that influence the quality

school’s outcomes

STEP APPROACH

To engage with underachieving schools(and its stakeholders) through a multi-stageschool improvement framework that enables successful outcomes and empowerssuch schools to serve as pathway of opportunity for every child

Innovate and integrate system-wide processes and tools that equipstakeholders(school leaders, parents, teachers and students), enhance existingimprovement activities and sustain change efforts to ensure successful outcomesbeyond the two-year intervention cycle

STEP VISION

Every school delivers what a child deserves - quality education

STEP MISSION

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To impact 16 schools and 6400 children through STEP by 2017,ensuring that each school

– delivers quality affordable education in the face of demanding environment and constraints,through better processes, tools and school-wide systems

– guarantees improved learning outcome that rely less on curricular or infrastructural changeand more on teacher efficacy and methodology

To be engaged with a wide array of schools and build a passionate core team that leads to

– replicable and cost-effective implementation, enabling STEP expansion to impact 92 schools(and in turn 36800 children) by 2020

– creating proof points and raising the bar for quality of outcomes across similar schools, in turndriving system level changes for affordable education

Benchmarking academic outcomes and competency framework for teacher effectiveness in partner schools

STEP - Project Goals: 3 years

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YEAR 2 STRATEGIC INTENT

#1Pilot the use of STEP School Status Rubric* as a school self-evaluation tool and in turn identify the merits and key gaps in using this for under-served private/government schools

#2Pilot and evaluate various personalized tools and processes that enables

such schools as our partner schools to meet quality standards and outcomes indicated by national or state level quality accreditation frameworks*

#3Identify an effective and reliable measurement and analysis system for tracking progress and gaps in STEP intervention and it’s effect on key stakeholders

#4Benchmark academic outcomes for students and competencies for teacher effectiveness in similar schools through ongoing evaluation and analysis of teaching-learning process in partner schools

*MANTRA’s STEP School Status Rubric refers to the SQAAF( School Quality Assessment and Accreditation Form) and KSQAAC (Karnataka

School Quality Assessment and Accreditation Council) list various indicators and sub-indicators for quality through measurement rubrics

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Stage-1: Prepare and Engage

of Need Analysis To ‘Prepare and Engage’, stage 1 involved a need analysis focused on gathering qualitative and quantitative information across various parameters affecting the school. It also gives us the opportunity to connect and start building relationships with the school team.

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STEP Stage-1 Fact File

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Stage 1: Key Learning at School Level (all schools)

1. VISION &

MISSION

2. TEACHING-

LEARNING

PROCESS

3. PARENT

ENGAGEMENT

Schools do not have a

defined vision-mission that

drives day-to-day activities

Teachers pre-dominantly

use text-book based and

rote methods for teaching

Schools have some form of

interface with the parent

community

However, the parent

community is low on self-

esteem; they lack clarity

regarding student's

learning outcomes and

quality in teaching

However, in reflection,

School Leader is able to

share in a compelling way

his/her vision for quality

education and is self-

driven

However, School leader

and teachers believe that

with adequate space,

resources and additional

support, new methods

can be implemented

Our interviews and observations highlight significant gaps that must be addressed to enable any plan for improvement in the school system. There are six factors that have been identified and prioritized.

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Stage 1: Key Learning - Government Vs. Private School

5. ONGOING TRAINING

& SUPPORT

Skilled teachers capable of imparting quality lessons are a part of the school system. There is still a gap in the effectiveness of teaching-learning experience process for students

Government schools have formal feedback mechanism to analyze need for improvement, however there is no process for setting goals or tracking progress.

There is adequate training and support in government schools. However there is a lack of follow-up and follow through mechanism for successful implementation

6. TEACHER

SKILL Vs. WILL

4. QUALITY &

IMPROVEMENT PLAN

The private schools lacked any formal feedback mechanism to analyze school’s current status and need for improvement.

Private school teachers received minimal or no training support. Apart from candid feedback from HMs there wasn’t any additional support relevant to their needs

Most schools place untrained teachers on roll, who lack strong teaching skills. They seemed willing to learn but the pressure of completing syllabus overpowers their will

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Stage 2: Identify Objectives & Ensure Successful Outcomes

The next stage of STEP in each schools started with ‘Identifying Objectives’ and ‘Prioritizing Solutions’

Based on the first stage of STEP and the key factors identified, MANTRA and school team determine activities in each module or will pick particular tools that are relevant to their needs.

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STEP Stage-2

Fact File

The focus during Stage 2 was on immersion at the school-site - to be a part of the school team and strengthen

relationships with stakeholders This helped identify key levers for intervention, both inside and outside the

classroom. This also helped gauge the 'learning potential' of the school team to prioritize solutions and plan

delivery and evaluation of interventions.

Quality time was also spent on strengthening MANTRA's core team and competencies through focused learning and partnerships. This

further helped the team in developing and prioritizing solutions. This also provided scope for innovating tools and processes that will be

integral in STEP intervention in the long term. 19

“Management is doing

things right;

leadership is doing

the right things.”

Peter F. Drucker

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Stage 2: School Leadership Engagement - Key Activities

#1Ongoing discussions with school leader, involving school self-evaluation and reflection debriefs on School Status and School Culture

Weekly work-time with Government school HMs - modeling processes and tools for overall efficiency of the school as an organization

Two days of Sharing and Collaboration platform for School leaders to co-create vision, goals and action plan for quality improvement and collective action next academic year

#2

#3

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Stage 2: School Leadership Engagement - Progress & Outcomes

100%School HMs Strongly Agreed that they had opportunities

to learn and grow as a part of MANTRA's intervention

School Leaders were engaged on

building effective processes during planned activities

Government School Leaders, Cluster Resource Persons(CRP) and

Block Resource Persons(BRP) attended the session and

expressed it was purposeful use of their time

100%

100%

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Strategic Intent for Next Stage (Year 2) – For School Level Change

100%STEP school leaders will craft a strong

vision-mission for their school AND

he/she will display the will, skill and authority to achieve the same

100%STEP school partner schools will

implement school-wide systems that will

drive a positive school culture and

improvement efforts with a sense of urgency

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“Tell me and I forget,

teach me and I may

remember, involve me

and I learn.”

Benjamin Franklin

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Stage 2: Teacher Engagement - Key Activities

96 Hours of fun-filled interaction and

orientation to STEP for all teachers

(110 teachers across 6 schools)

> 97%Teacher attendance at sessions and

over 90% teachers expressedvisible excitement about their

school’s partnership with MANTRA

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12 Hours of training on a high-need 'English Reading

Improvement Program' for target classrooms and

6 weeks’ ongoing support, across all 6 schools

> 90%teachers reported positive outcomes, with improved classroom engagementand visible changes in willingness to learn from students

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Stage 2: Teacher Engagement - Key Activities

48 Hours of rigorous knowledge-skills training,

focused on behavior management and pedagogy followed by 6 week ongoing support - for target group of teachers at private schools.

100% attendance of target group of teachers.

Participant teachers reported strong knowledge & use of learned skills and reported

increased attentiveness of students 88%

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Stage 2: Teacher Engagement - Key Activities

16Hours of workshop in each private partner school on

Planning Purposefully, giving teachers opportunity to

collaborate at planning level and teaching-learning

practices within classrooms.

95% attendance of target group of teachers

Participant teachers demonstrated

new methods of planning to better meet the needs of their students

100%

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Stage 2: Teacher Engagement - Key Activities

Strategic Intent for Next Stage (Year 2) – For Effective Teaching-Learning

> 80% teachers will step into the classrooms

with a vision for student learning and will be informed by

academic benchmarks relevant to current

learning levels and a long-term plan to meet the goals.

> 80% of identified(high-need)

classrooms will have successful

academic intervention aimed at

achieving MLL(Minimum Learning Levels) in Reading

and Math

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Photo collage “Never doubt that a

small group of thoughtful,

committed citizens can

change the world;

Indeed, it's the only thing

that ever has.”

Margaret Mead

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Stage 2: Community/Stakeholder Engagement

Key Activities Progress and Outcomes

Restructuring the School development and Monitoring committee.

Planning periodic and structured SDMC meetings

Infrastructure support through community engagement

Currently all the SDMCs are working at less than 50% of their specified strength. We have invited interested parents to be part of the committee for the school improvement plan.

Working with School leaders to provide structure to SDMC meetings. Getting a year long schedule for SDMC meetings and also having agenda for SDMC meetings

Got a separate Library and a computer lab set up in Government Urdu School. Also got KP Agrahara GovtSchool Painted and repaired.

Strategic Intent for Year 2 - For Empowered SDMC and Effective Community Engagement

100% SDMC will have at least 10 active members. SDMC members will Interface with and involveparents and community/external stakeholders to drive accountability and catalyze change efforts

Provide additional support with personalized processes and tools to build accountability, trackprogress and inform critical decisions for effective use of Library and Computer labs.

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Develop Strategic Plan and begin STEP intervention in 4 partner schools

Approach external stakeholders, including NGOs, Universities and government bodies for strategic partnership

Annual report and Team MANTRA step-back to review strategic plan

Pre-work for STEP partner schools (2015-2016)

An overview of MANTRA’s timeline for the past academic year (May 2014 – April 2015)

WE ARE HERE

THE YEAR GONE BY

Pre-work for STEP project

NEED ANALYSIS of identified affordable private schools

Develop and prioritize solutions for each partner school.

Pilot programs both inside and outside the classroom; including teacher training and reading program

MoU to pilot STEP intervention in 3 Government run schools

May - June 2014

July-Sept 2014

Oct - Nov 2014 Jan - March 2015

April 2015

Crowd-funding efforts to sustain STEP activities

Collaborate with school leadership to plan delivery and evaluation of various interventions.

Identify and leverage stakeholder (parents & community) to bring in accountability

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An ex-Teach for India fellow (2009-11),

Anoop is an engineer who pursued his

search of equity in education. He has been

on the program staff at TFI experience for 2

years and has worked with Isha Vidhya

Rural Schools before joining the team at

MANTRA.

A management graduate from Kellogg School

of Management, Charag was previously the

CSR coordinator with Bharath Petroleum

(BPCL), Mumbai. He undertook 2-year long

Teach for India fellowship to explore the

grass-root issues in school education.

Khushboo is a management graduate from Tata Institute of

Social Science (TISS, Mumbai) and has 5+ years of work

experience across IT, Healthcare and development sector. She

has handled varied roles in product management, strategy,

operations and marketing.

Rishi is a co-founder of MANTRA and is an incorrigible

technology enthusiast. A Software Architect with around

9+ years’ of work experience, he has initiated and

architected multiple solutions that are related to Search

Engines, ETL and open source technologies.

Santosh is a mechanical engineer, who chased his passion of improving

quality in school education. A co-founder at MANTRA, Santosh has 7+

years of work experience across IT and development sector. He was a Teach

for India fellow from the first cohort and next, he worked as a Program

Manager at Janaagraha centre for Citizenship and Democracy, Bangalore.

OUR TEAM

An engineering graduate, Medha chose to join

Teach for India fellowship to pursue her

passion for education equity. She has worked

with INKTalks, Google India and Gray

Matters Capital on internet awareness and

blended learning program.

We are committed to

learning and continuous

improvement to achieve

excellence. The process

takes time; we do not give

up. There is no such thing as

a mistake if we learn from it

We see and make efficient use of

resources everywhere.

We proactively seek out creative

solutions to overcome challenges in

resource constrained environments.

We take care of ourselves and those around us. We

maintain respect for each other and the communities

we serve. We value different experiences and

perspectives.

OUR CORE VALUES

Our experiences this year on the ground has helped us identify 3 core values that drive our actions.

RESOURCEFULNESS

LEARNING

EMPATHY

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Sanjay Purohit, CEO and Managing Director at

EdgeVerve Systems Limited,

a wholly owned subsidiary of

Infosys Limited

Sudhir K Joshi, Ex-Director, Finance,

Bharath Petroleum Corp. Limited

Swati and Ramesh

Ramanathan, Founders, Janaagraha Centre

for Citizenship and Democracy,

a non-profit focused on

transforming quality of

life in Urban India

Vishal Poddar, Vice President,

JP Morgan Chase,

Hong Kong

OUR SUPPORTERS

OUR CROWD-FUND SUPPORTERS

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With 135 supporters, MANTRA raised INR 5 Lakhs through Crowdfunding.

Thilak

Saily

Do you believe in the social impact of quality education?

Do you think that an association of like minded people can actually change the course of history?

Do you feel that the time and the opportunity is right here and now?

Join our movement to ensure that every child in this country gets access to quality education. Share our vision. Help us grow & function and help us keep our momentum.

RaisedINR 10,00,000

GoalINR 32,00,000

HOW CAN YOU HELP?

Support a School INR 5,00,000

Ways,

you can helpSupport projects within

partner schools

Connect us to like-minded

individuals

Create corpus Fund

> INR 50,00,000

e.g. library in classrooms, computer labs etc

[email protected]@mantra4change.com

(91)-810 586 1047(91)-9731 789 611

For feedback and further details

Lets talk about solutions..!

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