School Visit Report DJ HS Damas PDF 2024

**School Visit Report** **School: DJ HS Damas** **Visit No-1** **Day and date of visit: 14th Oct 2024** **Names of visiting team members; Muhammad Yar Baig, Karim Khan** **Name of School Head; Dilshad Bano** **Table 1: School Overview** **Status** **Shift** **Sch...

**School Visit Report** **School: DJ HS Damas** **Visit No-1** **Day and date of visit: 14th Oct 2024** **Names of visiting team members; Muhammad Yar Baig, Karim Khan** **Name of School Head; Dilshad Bano** **Table 1: School Overview** **Status** **Shift** **School Typology** **Classes Runing** **WAP (Internal)** **WAP (External)** ----------------------------------- ------------ --------------------- -------------------- -------------------- -------------------- **Regular** **Single** **HS** **K-10** **66.96** **75.33** **Overall Rating: Below Average** **Purpose of the visit** The purpose of the visit was to observe the school activities, to identify gaps in planned and performed activities and see the progress made against any previous targets. According to plan our team visited the school and performed the following activities: 1. **Checked the syllabus coverage according to the given PGs.** 2. **Checked the applicability and use of IPs and meeting the standards.** 3. **Observed lessons of different subjects taught by different teachers and gave feedback to the teachers on the observed lessons.** 4. **Randomly checked homework notebooks of some students in different classes to see the homework policy compliance and quality of homework checking.** 5. **Obtained information about the overall academic and administrative matters of the school.** 6. **Checked the school timetable to ensure proper utilization of teachers' capacity and services according to HR policy.** 7. **Checked the enrolment of school.** **Table 2: Infrastructure** **Library** **Science Lab** **ICT Lab** **Furniture** --------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------- -------------------------- ------------------------------------------------------------------------------------ **There are less than 200 books without proper arrangements** **There is a science lab or material available with proper arrangements, proparly labelled with protion for physics, biology and chemistry** **There is no ICT lab.** **There is proper furniture available for all the students in all the classrooms** **Important Note:** **The school is facing challenge in maintaining good envoirnment due to the construction work of new building. The furniture is in the corridor creating a wrong image. Due to which nothing is organized proparly. The classroom are not suitable for activity based learning.** **The converse needs to practiced with differentiated instructions in daily routine so that students are able respond in new situation.** **Annexure A: Observation and Findings about the school** **Table 3: Teacher Overview** **Male Teachers** **Female Teachers** **PP Teachers** **VTT** **Total Teachers** ------------------- --------------------- ----------------- --------- -------------------- **2** **21** **2** **2** **27** **Table 4: Student Overview** **Male Students** **Female Students** **Total Students** **Max and Min** **Remarks** ------------------- --------------------- -------------------- ----------------- ----------------------------------------------------------------- **259** **221** **480** **The number of the students is as per the budget allocation.** **Table 5: Others Overview** **Washroom for students** **Washroom for staff** **Total Washrooms** **Photocopier** **Printer** --------------------------- ------------------------ --------------------- ----------------- ------------- **4** **1** **5** **0** **1** **Table 6: Overall school improvement indicators and targets** **Areas of Observation** **Discussion points/Observations** **Need Improvement areas actions** **Responsibility** **Deadline** ----------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------- ------------------------ -------------- **Academic Observations** **Human Resource Utilization and Timetable** **Adequate use of human resources; some minor issues with timetable** Our ICT manager developed the rotational timetable balancing the workload and ensuring maximum subject location as HR policy. **ICT Team** **Done** **Availability and use of PGs and IPs** **Available and regularly used** **Completion of syllabus** **Syllabus completed on time or ahead of schedule, with all content covered** **Availability and Use of Science lab** Lab regularly available and used for experiments **Availability of ICT lab, digital resources and DLPs and their use.** ICT lab available but usage is irregular Classroom displays and use of material in the classrooms Relevant displays used effectively Availability of stationery and other resource Good supply of stationery and other resources Appropriateness of homework and checking Homework is tailored to students' needs and thoroughly checked, with feedback provided Availability of LSP and their results LSP available, results used for improvement Converse activities Some conversation-based activities conducted Status of library **No library or severely under-resourced** Physical Environment **Basic environment, minimal activities** The construction of the new building needs to paced up so that school starts to perform efficiently. Engineering Department Activities in ECD No ECD activites observed **Support and Capacity Building** **Counselling activities** Counseling available but inconsistently provided **Classroom observation and feedback by school head** Regular observations with constructive feedback **Homework checking by school head.** Regular homework checks by the school head **Arranging PD session by school head** Regular, relevant PD sessions provided **Frequency of visits and support by ACs of RSDUs** Regular visits with adequate support Frequency of visits and support by RSDU head Regular visits from RSDU head, providing good support **Frequency of visits and support by Academic team of REO** atleast 1 correspondance and guidance per academic term. **No teachers attended the Foundation Course and subject courses.** All relevant teachers have attended foundation and subject courses, significantly improving instructional quality **General Observations** **Appropriateness of classrooms** **Classrooms are appropriately sized and organized** **Functionality of washrooms** **Washrooms are functional, though hygiene can be improved** **Situation of cleanliness** **School is generally clean with occasional lapses** **Availability of furniture and appropriateness** **Adequate furniture, but not ergonomically ideal** **Accessibility and availability of other resources like electricity and safe drinking water etc.** **Occasional access to essential resources** **Safety and security arrangements** **Basic safety and security measures in place** **Event calendar and implementation** **Event calendar and safety drills conducted occasionally** **Co-curricular and sports functions** **Co-curricular and sports activities held but infrequently** **Fee status** **Majority of students have paid fees, with few delays** **Annexure B: Classroom Observations** The below table shows Bio Data of teacher with observer. **Observer** **Teacher** **Status** **Grade** **Subject** **Date** **Observation** **Topic** ------------------- ---------------- ------------ ----------- ------------- ----------- ----------------- -------------- Muhammad Yar Baig Nighat Shaheen Regular 10 Chemistry 14-Oct-24 1st Visit Lweis Theory The below table shows the holistic picture of the classroom observed with respect to the mentioned indicators. +-----------------------+-----------------------+-----------------------+ | **Indictor** | **Observation based | **Targets** | | | on the rubrics** | | +=======================+=======================+=======================+ | **Classroom | Classroom is | - The interaction | | Environment** | functional but lacks | in classroom | | | creativity | needs to be | | | | lively whereas | | | | enhance active | | | | learning | | | | involving each | | | | individual | | | | student, trying | | | | to bring a smile | | | | or laughter to | | | | each face. | | | | | | | | - The classroom | | | | needs to be neat | | | | and clean | | | | students' needs | | | | to be guided to | | | | use the dustbin | | | | for all the | | | | wrappers. | +-----------------------+-----------------------+-----------------------+ | **Classroom | Classroom management | - The seating | | Management** | is adequate but | arrangements need | | | inconsistent | to be modified | | | | for | | | | activity-based | | | | learning such | | | | that the teacher | | | | has access to | | | | each student in | | | | the classroom | | | | whereas | | | | practicing | | | | semi-circle, | | | | groupoid and | | | | u-shaped other | | | | than traditional | | | | rows and columns. | +-----------------------+-----------------------+-----------------------+ | **Use of Social | Regular use of | - During | | Skills** | activities that | presentation the | | | foster social | students' needs | | | interaction | to look towards | | | | the students and | | | | present their | | | | learning in a | | | | confident manner | | | | whether they are | | | | right or wrong. | +-----------------------+-----------------------+-----------------------+ | **Following PGs and | Follows PGs and IPs | - | | IPs** | inconsistently | | +-----------------------+-----------------------+-----------------------+ | **Syllabus coverage** | Syllabus fully | - The teacher needs | | | covered; minor | to have a | | | adjustments made | holistic picture | | | | of the syllabus | | | | completion | | | | whereas having a | | | | timeline with | | | | respect to total | | | | domain, | | | | sub-domains and | | | | slos. | +-----------------------+-----------------------+-----------------------+ | **Understanding of | Teacher demonstrates | - The explanation | | content** | satisfactory | needs to focus on | | | understanding of the | the | | | subject | differentiation | | | | of the confusing | | | | concepts using | | | | tables. Acid, | | | | Lewis Acid, Base, | | | | Lewis Base with | | | | examples whereas | | | | drawing the | | | | structures to | | | | make the | | | | explanations more | | | | structured like | | | | what would happen | | | | if a substance is | | | | donating or | | | | accepting pairs | | | | of e. | | | | | | | | - The students need | | | | to be given hints | | | | to differentiate | | | | focusing on the | | | | characteristics | | | | of the acids and | | | | base. | | | | | | | | - The teacher needs | | | | to provide more | | | | than one question | | | | to be done as the | | | | student works as | | | | some of the | | | | students may do | | | | the question | | | | early. | | | | | | | | - The explanation | | | | of the | | | | [*NH*~3~ + *BF*~3 | | | | ~ → *NH*~3~*BF*~3~]{. | | | | math | | | |.inline} needs to | | | | have multiple | | | | dimensions such | | | | that name of the | | | | substance, its | | | | structures and | | | | diagram. | +-----------------------+-----------------------+-----------------------+ | **Type of | Basic activities | - The classroom | | activities** | conducted, not very | needs to be | | | engaging | process oriented. | | | | Make an activity | | | | in such a way | | | | that students are | | | | exploring it | | | | individually, | | | | sharing in pair | | | | and discussion as | | | | group and | | | | finalizing as a | | | | whole class. | | | | | | | | - An activity needs | | | | to be developed | | | | using the | | | | textbook such | | | | that read a page | | | | individually for | | | | 3 minutes and | | | | respond to the | | | | questions written | | | | on the board in 2 | | | | minutes, after 2 | | | | minutes share the | | | | answers with your | | | | pair in 2 | | | | minutes. After 2 | | | | minutes, discuss | | | | the answer in the | | | | group and make a | | | | chart or | | | | presentation in 3 | | | | minutes. After 3 | | | | minutes the | | | | presentation by | | | | the group in 2 | | | | minutes then | | | | finalization by | | | | the teacher. | +-----------------------+-----------------------+-----------------------+ | **students' | Some students | - The students need | | involvement** | involved, but | to be made write | | | engagement is | or record the | | | inconsistent | basic definition | | | | in their copies. | | | | | | | | - The correction | | | | needs to be done | | | | by the students | | | | whereas the | | | | teacher needs to | | | | facilitate the | | | | student in | | | | identifying the | | | | errors. The | | | | teacher needs to | | | | sit with the weak | | | | learners while | | | | checking the | | | | copies for five | | | | minutes in break | | | | or remedial class | | | | or after school. | +-----------------------+-----------------------+-----------------------+ | **Use of teaching | Basic use of teaching | - The teacher needs | | aids** | aids, but not fully | to write on the | | | effective | board about the | | | | SLO whereas | | | | making portions | | | | of the | | | | whiteboard. | | | | | | | | - The classroom | | | | needs to be | | | | provided with a | | | | duster. | | | | | | | | - The green markers | | | | do not need to be | | | | used to write on | | | | the board whereas | | | | using different | | | | colors to show | | | | lone pair and | | | | bond and any | | | | other. | +-----------------------+-----------------------+-----------------------+ | **Classroom Display** | Limited number of | - The teacher needs | | | displays with errors | to make a concept | | | | map of the domain | | | | under discussion | | | | for the day or | | | | week or month and | | | | then daily add on | | | | that concept so | | | | that students can | | | | track and connect | | | | the learning. At | | | | the end of the | | | | session the | | | | corner would have | | | | all the concept | | | | on a single wall. | +-----------------------+-----------------------+-----------------------+ | **Status of | Homework given and | - The index in the | | homework** | checked but lacks | homework copy | | | relevance | needs to be | | | | maintained and | | | | checked | | | | regularly. | | | | | | | | - The correction | | | | needs to be done | | | | by the students | | | | whereas the | | | | teacher needs to | | | | facilitate the | | | | student in | | | | identifying the | | | | errors. The | | | | teacher needs to | | | | sit with the weak | | | | learners while | | | | checking the | | | | copies for five | | | | minutes in break | | | | or remedial class | | | | or after the | | | | school. | +-----------------------+-----------------------+-----------------------+ | **Use of converse** | Rare use of converse | - The converse | | | activities | needs to be | | | | focused using | | | | differentiated | | | | instructions in | | | | daily routine. | +-----------------------+-----------------------+-----------------------+ | **Overall Comments**: | | | | The classroom conduct | | | | was satisfactory, | | | | focusing on teacher | | | | explanations and | | | | students' response | | | | whereas it needs to | | | | be process oriented. | | | +-----------------------+-----------------------+-----------------------+ The below table shows the activities done in the classroom during the observation. +-----------------------------------------------------------------------+ | **Activities Done in Classroom** | +=======================================================================+ | It was the first class of the day and attendance was taken. | | | | This class is taken in the science lab. | | | | The teacher started by writing the topic on the board Lewis Theory | | and concept of acid base and asked probing questions. Whereas | | students were raising the while responding to the questions. | | | | Then teacher mentioned chemical equation HCl+H2O \--\>H30+ + CL- and | | asked probing questions and shared three examples. | | | | Then the teacher gave individual task to NH3+BF3 \-\--\> then the | | teacher told to make a product. | | | | Then the teacher went to some of the students to facilitate them. | | | | Then one student was called to present the question at the board and | | three other students were called to elaborate the concept. | +-----------------------------------------------------------------------+ The below table shows Bio Data of teacher with observer. **Observer** **Teacher** **Status** **Grade** **Subject** **Date** **Observation** **Topic** ------------------- ---------------- ------------ ----------- ------------- ----------- ----------------- ----------- Muhammad Yar Baig Mubeena Jaffer Regular 9 Physics 14-Oct-24 1st Visit Work The below table shows the holistic picture of the classroom observed with respect to the mentioned indicators. +-----------------------+-----------------------+-----------------------+ | **Indictor** | **Observation based | **Targets** | | | on the rubrics** | | +=======================+=======================+=======================+ | **Classroom | Basic setup, some | - The interaction | | Environment** | distractions present | in classroom | | | | needs to be | | | | lively whereas | | | | enhance active | | | | learning | | | | involving each | | | | individual | | | | student, trying | | | | to bring a smile | | | | or laughter to | | | | each face. | | | | | | | | - The classroom | | | | needs to be neat | | | | and clean | | | | students' needs | | | | to be guided to | | | | use the dustbin | | | | for all the | | | | wrappers. | +-----------------------+-----------------------+-----------------------+ | **Classroom | Good discipline, | - The seating | | Management** | students mostly on | arrangements need | | | task | to be modified | | | | for | | | | activity-based | | | | learning such | | | | that the teacher | | | | has access to | | | | each student in | | | | the classroom | | | | whereas | | | | practicing | | | | semi-circle, | | | | groupoid and | | | | u-shaped other | | | | than traditional | | | | rows and columns. | +-----------------------+-----------------------+-----------------------+ | **Use of Social | Social skills | - During | | Skills** | encouraged, but | presentation the | | | inconsistently | students' needs | | | | to look towards | | | | the students and | | | | present their | | | | learning in a | | | | confident manner | | | | whether they are | | | | right or wrong. | +-----------------------+-----------------------+-----------------------+ | **Following PGs and | Follows PGs and IPs | - | | IPs** | inconsistently | | +-----------------------+-----------------------+-----------------------+ | **Syllabus coverage** | Syllabus mostly | - The teacher needs | | | covered, some minor | to have a | | | gaps | holistic picture | | | | of the syllabus | | | | completion | | | | whereas having a | | | | timeline with | | | | respect to total | | | | domain, | | | | sub-domains and | | | | slos. | +-----------------------+-----------------------+-----------------------+ | **Understanding of | Teacher demonstrates | - The explanation | | content** | satisfactory | needs to be | | | understanding of the | scenario based | | | subject | whereas the | | | | position of the | | | | object needs to | | | | change when the | | | | diagrams are | | | | explained whereas | | | | legends need to | | | | be shown for the | | | | arrows. | | | | | | | | - The explanation | | | | needs to explicit | | | | about the moving | | | | the bucket there | | | | are two cases one | | | | is picking up and | | | | other moving | | | | whereas both the | | | | cases need to be | | | | elaborated for | | | | the students. | +-----------------------+-----------------------+-----------------------+ | **Type of | Engaging activities | - The teacher needs | | activities** | that encourage | to make two cases | | | learning | for the students | | | | -- In first case | | | | a student is | | | | moving the book | | | | up and down and | | | | in the second | | | | case the student | | | | had the book at | | | | the top of the | | | | head then ask the | | | | students in which | | | | situation work is | | | | done and give | | | | task to the | | | | student | | | | accordingly. | | | | | | | | - An activity needs | | | | to be developed | | | | using the | | | | textbook or real | | | | life situation | | | | that demonstrates | | | | the concept for | | | | students by | | | | themselves. | | | | | | | | - The classroom | | | | needs to be | | | | process oriented. | | | | Make an activity | | | | in such a way | | | | that students are | | | | exploring it | | | | individually, | | | | sharing in pair | | | | and discussion as | | | | group and | | | | finalizing as a | | | | whole class. | +-----------------------+-----------------------+-----------------------+ | **students' | Most students are | - The students need | | involvement** | involved in | to be made write | | | activities | or record the | | | | basic definition | | | | in their copies. | | | | | | | | - The correction | | | | needs to be done | | | | by the students | | | | whereas the | | | | teacher needs to | | | | facilitate the | | | | student in | | | | identifying the | | | | errors. The | | | | teacher needs to | | | | sit with the weak | | | | learners while | | | | checking the | | | | copies for five | | | | minutes in break | | | | or remedial class | | | | or after school. | +-----------------------+-----------------------+-----------------------+ | **Use of teaching | Good use of relevant | - The teacher needs | | aids** | teaching aids to | to write on the | | | enhance understanding | board about the | | | | SLO whereas | | | | making portions | | | | of the | | | | whiteboard. | | | | | | | | - The information | | | | on the board | | | | needs to be | | | | organized tables | | | | with respect to | | | | components, | | | | definition, | | | | examples. | | | | | | | | - The classroom | | | | needs to be | | | | provided with a | | | | duster. | | | | | | | | - The green markers | | | | do not need to be | | | | used to write on | | | | the board whereas | | | | using different | | | | colors to show | | | | lone pair and | | | | bond and any | | | | other. | +-----------------------+-----------------------+-----------------------+ | **Classroom Display** | Limited number of | - The teacher needs | | | displays with errors | to make a concept | | | | map of the domain | | | | under discussion | | | | for the day or | | | | week or month and | | | | then daily add on | | | | that concept so | | | | that students can | | | | track and connect | | | | the learning. At | | | | the end of the | | | | session the | | | | corner would have | | | | all the concept | | | | on a single wall. | +-----------------------+-----------------------+-----------------------+ | **Status of | Homework given and | - The index in the | | homework** | checked but lacks | homework copy | | | relevance | needs to be | | | | maintained and | | | | checked | | | | regularly. | | | | | | | | - The correction | | | | needs to be done | | | | by the students | | | | whereas the | | | | teacher needs to | | | | facilitate the | | | | student in | | | | identifying the | | | | errors. The | | | | teacher needs to | | | | sit with the weak | | | | learners while | | | | checking the | | | | copies for five | | | | minutes in break | | | | or remedial class | | | | or after the | | | | school. | +-----------------------+-----------------------+-----------------------+ | **Use of converse** | Some converse | - The converse | | | activities, but not | needs to be | | | regularly | focused using | | | | differentiated | | | | instructions in | | | | daily routine. | +-----------------------+-----------------------+-----------------------+ | **Overall Comments**: | | | | The classroom conduct | | | | was satisfactory, | | | | focusing on teacher | | | | explanations using | | | | demonstration whereas | | | | each student needs to | | | | be involved in the | | | | activity-based | | | | learning. | | | +-----------------------+-----------------------+-----------------------+ The below table shows the activities done in the classroom during the observation. +-----------------------------------------------------------------------+ | **Activities Done in Classroom** | +=======================================================================+ | The teacher started the class by demonstration of moving the book up | | and down whereas asking the probing questions. By using this the | | teacher announced the topic work. Then the teacher explained the | | concept using the diagram. And wrote the definition of the work done | | with the formula. then asked about the unit of work done. Then | | elaborating the concept by practical examples attaching a sting with | | wooden block by saying that work done, and displacement is not in | | same direction. | | | | Then the teacher gave a problem to the students to about vehicle \" | | Pushing the truck and it is on rest work is done or not\". Then took | | the response from the students. | | | | In the explanation the teacher explained that the work done in | | physics and daily life is different. | | | | Then individual task was given to the students. Then one student | | asked if work done is a scalar quantity or vector quantity whereas it | | was finalized that it is scalar quantity. | | | | Then a word problem was given to students in pairs. | | | | Then one student asked if we carry a bucket of water then work is | | done or not? Then home work is assigned. | +-----------------------------------------------------------------------+