P4H Certification Brainstorm

Quick Links
I. School Excellence Assessment. P4H
II. Line of Inquiry
III. Timelines
IV. Strategic Plan
V. School Excellence Assessment -Doc of questions

Sources
I. UN SDGs Goal 4: Quality Education
II. UN rights of children - the right to quality education
III. https://everychildthrives.com/boosting-educational-standards-and-access-in-
haiti/
IV. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/m
easuring-what-matters-in-nonprofits#:~:text=Most%20nonprofit%20groups%
20track%20their,organization%20in%20achieving%20its%20mission.
V. https://iei.nd.edu/gc-dwc-haiti-early-childhood

ACTION ITEMS:
- ALL: Organize the indicators according to themes (e.g. admin, student exp,
infrastructure, teacher efficacy, etc)
- ALL: build out the theoretical framework and objective case for the
assessment
- LIZZ: Connect with Aunt Jenn about the indicators (once more clear)

Brainstorm

What does a school need to have their students thrive?

The Key Indicators of a Quality School

CATEGORY 1: School Leadership

I.
CATEGORY 2: Student Experience
I.
CATEGORY 3: Teachers
 I.
CATEGORY lakhieurbgnniergheiorngh;ewrhgverg
● Resources/Materials
○ Technology, Classroom Supplies, Cultural differences
(western etc.)
● Measurement of Success
○ Curriculum and Grades
○ Curriculum Changes based on students
● Creativity focus
○ Outlets to give students room to create
● Extra Curricular Programs
○ Are they run through the school
○ Balance between school work and activities
● Parental relationship with the school
○ Understanding at home support
○ Meetings with guardians
■ If parents aren’t/can’t be as involved: what can the
school do to support those students
● Access to future education
○ Supporting students and their plans
○ Target school to their careers/education
○ Resources to a guidance counselor who understand their
situations
○ Holistic approach to fit most students interests
● Adequate Training (Professional Development)
○ Monthly check ins: administrative measurement of success
■ Assessing teacher’s use of curriculum
○ Quarterly training
● Classroom Environment
○ Safety
○ Desks and chairs (classroom setup)
○ Overpopulated classrooms
 ■ Student/Teacher Ratio
○ Chalkboards
○ Changing classrooms throughout the day?
● Social and Emotional Learning
○ Mental Wellness Spaces for students
■ Time set aside for emotional check ins
○ Learning about mental health in the classroom
NECESSITIES
● Safety
○ Disciplinary measures/procedures in place
○ Students feeling safe (Interpersonal interactions)
○ Safe to free speech/thinking
● Health and Nutrition
○ Time for outdoor play/physical activity
○ Nutritious food being served
○ Some students will rely heavily on the school to provide them
with nutritious meals
● Behavior
○ Students with behavioral needs

Survive - Grow - Excel

1-4 4-7 7-10

Do we need each column or can we define each category by a number

Each section (ex. Access to…) has so many questions
**Understandable