Scope oF Stool. EV ALLULAT(ION CONTENTS ) SIN CONTENTS PAGE + INFRASTRUCTURE 4 2. HUMAN RESOURCE 10 3. MANAGEMENT AND ADMINISTRATION 13 4, SCHOOL REVENUE AND EXPENDITURE. 2 5. STAFF DEVELOPMENT 24 6. SCHOOL-COMMUNITY RELATIONS 28 7. SPORTS AND EXTRA CURRICULAR ACTIVITIES 30 8. GUIDANCE AND COUNSELLING 32 | 9. CURRICULUM IMPLEMENTATION 34 | 40 SCHOOL CULTURE 43 Fron, were scHool INSPECTION CHEEMEUST a Fae ” i ee -Pareto Moe oreo] roy Pere ee ne ee ce es rimary programme emo Primary ‘Secondary Teacher education ‘Adult and non-formal General remarks Soars Are the Syllabi analyzed and used inthe preparation of schemes cof work? Do teachers prepare scheme of work at the beginning of the term? Pom Do teachers propare schemes folowing the fora provided? | fer ekekcutmeunas 3 Promina Tine Tone Compaterces (month, week) to be covered 7 @ 9 7 Ssubtopleto | Number or, be covered | ofporiods earning aces Teaching activites ee) { Do teachers prepare lessons before teaching? [ Assessment | Remarka Pes [Be fects prepare asso plans Towing Te ‘ormat provided! Do teachers prepare lesson plans in line with the scheme of work? Peeks | Dates, — ‘subject, General | Soecis clase, _ eneral specific. tine, Main -topie | Sub—tople | objective | objectives peice fo of Chassleom OPREERWUA Toon Competencies‘Observing ‘Answering questions -Tisking question ‘Aecomplishing exercises, home works and assignments Participating in group works Making evaluation Making reflection on the lesson | Practical activities General remarks Questioning Does the teacher use the following to facilitate the lessor Born | Role play Group work | Games Individual activities Til aids [Mixture of methodologies ‘Assignments | Continuous assessment: and other | Take home tasks Discovery: trial and error Reading Waiting | Listening ‘Speaking Numeracy | Brainstorming Think/PairShare‘Story taling Demonstration Rafiettion ‘Songs [Lecture Field trip Child to child Project work Gallery walk Jigsaw General remarks (aco Las Do teachers prepare teachingflearning aids? Yes re fen ‘Are teaching/leaming aids ulilized during teaching? ‘Ave teaching/learning aids used appropriate? ‘Are there sample teachinglleaming aids collected from the local surroundings? ‘Are the teaching aids kept sale place? General remarks rere rt Ee ee Model pace Real life ‘Audio Visual | Charts: Diagrams Pictures MapsCards Globes Other: cued Pc Do teachers match their teaching with pupils of different abilities? Do they assist the fast leamers accordingly? Do they assist the average pupils? Do they assist the slow learners? How do teachers assist the slow learners? Comment: coe SC cory ‘Are questions asked with regard to "Gender Disabilities Do teachers provide feedback? Do teachers provide rewards? Do teachers provide attention to mixed groupings? | ‘What is the quality of pupils’ notes? Do teachers provide notes to pupils? ‘Are notes based on syllabi and textbooks in use? Does the teacher check notes given to pupils? ‘Are pupils exercise books checked? Is the language used appropriate to the level of pupils” ‘comprehension? Is the content used appropriate to the level of pupils’ ‘comprehension? | Does the : chool have the system of assisting pupils |lesson? [Doers school have appropriate gear for pupil with disabilities? Rites eau 2 3 4 [ with disabilities to achieve effective communication in the Remarks Does the school use subject logbooks Does the logbook follow the official format? 1s the logbook up-to-date? Does the HoS check th yabook regularly? errr ‘Are the books in use approved by EMAC? cue Are books used to support teaching/leaming? ‘Are books well cared for? What is the Text book — student ratio? What is the Reference book — student ratio? — What is the Supplementary book — student ratio? rear) Observable Classroom activities ‘Does the teacher incorporate the following activities in the No | Remarks(oe Schaal inspection Checks Teacher, question & answer Teacher writing on chalk board | Pupils working from*chalk’board 1 Teacher reading fo whole class | Pupils reading individually | Pupil reading to whole class Pupils working from textbooks / Pupils working in pairsigroups Pupil demonstrating to whole class Teacher marking pupils work sion Class administration Pupils offtask Interruption to lesson Pere ee re ere ener) Pes ORR ee RON ecu) cya ‘Teacher clearly states objectives of lesson ‘Teacher presents material clearly and accurately | pee eee [Teacher uses a range of instructional aids | Teacher exhibits personal enthusiasm Teacher displays a positive tone by using encouragement rather than critic Teacher knows pupil names ‘Teacher encourages both boys and girls participation | ‘Teacher encourages learners’ questions ‘Teacher arranges classroom layout to facilitate learnin, ‘Teacher moves around room to interact with pupils incre Po ecu