Module Title:

EDUCATION LEADERSHIP AND MANAGEMENT

STRATEGIC SCHOOL PLAN

2023-2026 (TREE YEARS)

NSENGIYUMVA KABERA

23PGDE081

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Motto: Unity, efforts and success
Vision: Transformation, Cooperation, Self- reliance
Mission: Excellence, Holistic education, hard working
The members of the school general assembly committee (SGAC)

MEMBER’S NAME RESPONSIBILITY

MUSABYIMANA CALLIXTE CHAIR PERSON

NSENGIYUMVA VINCENT DEPUTY CHAIR PRESON

NZITUKUZE CELESTIN SECRETARY

UWIRINGIYIMANA CONSTANCE TEACHER’S REPRESENTATIVE

HATEGEKIMANA WELLARS TEACHER’S REPRESENTATIVE

MUKANTWARI LAESTUDE MEMBER

MUKABARENZI BEATHA MEMBER

Table one: The table indicating the SGAC members

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The members of school audit committee (SAC)

MEMBER’S NAME RESPONSIBILITY

HABINEZA EUSTACHE CHAIR PERSON

NIYONAGIRA CHARLOTTE SECRETARY

NTAKIRUTIMANA GERARD MEMBER

FR EMMANUEL SINDAYIGAYA SCHOOL REPRESENTATIVE

NIZEYIMANA PACIFIQUE CELLS EXECUTIVE SECRETARY

Table two: The table indicating the SAC members

The members of school tender committee (STC)

MEMBER’S NAME RESPONSIBILITY

KAYIGAMBA AUGUSTIN CHAIR PERSON

BAYISINGIZE MARIE CHANTAL DEPUTY CHAIR PERSON

MUJAWABERA MARTHE SECRETARY

MUKANDINDA IMMACULATE MEMBER

KAYIRERE SYLVERIE Member

Table three: The table indicating the STC members

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 2.1. SCHOOL PERFORMANCE DATA

The school data will be collected based on the five professional standards for effective school leadership: Creating strategic direction,
leading learning, leading teaching, managing the school as organization and involving parents and the wider community of the school .
Refer to the SIP training manual on the section: school performance data.

STANDARD EXAMPLE OF DATA TO BE COLLECTED Available or not Number/ Observation/

available Frequency/ comments
(Where (Briefly
applicable) Rate/ describe the
Percentage status of each
(Where indicator where
applicable) applicable)

Setting strategic Schools vision (available, shared, understood,…) We have set the
direction school vision
basing on the
starting context

Schools mission (available, shared, understood,) Transforming

student in good
citizen able to
contribute to the
national
development

Schools values (available, shared, understood,…) Science Success

and
Development

Strategic School Improvement Plans This is done for

assessing
learning
outcomes in the
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 period of three
years

Operational annual school Improvement plans. Set for assessing

the students
learning
outcomes in
each academic
year

Leading learning (3) Report of analysis of Students’ performance level in Sector We have
mocks per subject at all grades (primary and Secondary) considered the
results of
comprehensive
assessment
administrated by
REB at the end
of 2019
academic year

Report of analysis of Students’ performance level in national We took the p6

examinations per division and aggregate at all levels (primary
and Secondary) leaving results
by the end of
2019

Students attendance rate at levels (nursery, primary and 69% This is seen
secondary) considering the
monthly
attendance
report

Students absenteeism rate at levels (nursery, primary and 31% Most of them
secondary) do absent
because of
household work
others are
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 working salaried
activities

Student repetition rate per grade at all levels (nursery, Vary from 13% Most cases are
primary and secondary) to 33% some time
caused by the
class over
population.

Student drop–out rate per grade at all levels (nursery, primary 5% are dropping The root causes
and secondary) out are based on the
poverty and
conflict within
their respective
families

Students discipline data 0,5% This based on

student
aggressively

Students book ratio ¼ in upper There are not

primary ½ for enough books in
lower primary the subjects like
SET,SS,and
KINY in p4-p6

Students with no scholastic materials 62%of students We find some

haven’t the students who
required mix subject
materials courses in one
notebook.

Functional students’ clubs The existing

clubs are not
functioning as
required

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Leading teaching Teachers qualification at all levels (nursery, primary and 100% are 21% of them
secondary) supposed to be have not studied
qualified teaching in
secondary

Reports on new teachers’ induction

Teacher CPD (continuous professional development) All teachers

conducted attend the
monthly CPD,
and specially
both lower
primary English
and mathematic
teachers hold the
COPs in order to
improve their
teaching through
peer learning
and self study.

Teaching aids 38% Mainly we have

teaching aids in
the subject like
SET,ENG,KIN
Y,MATHS,and
SS

Teacher attendance rate 92% The results of

the study done
in2019

Teacher absence rate 8% The results of

the study done
in2019

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 Number of functional departments/ SBI groups 2 There are
SSLS,SBMs a

% of teachers who use active methods while teaching 42% Some are
struggling with
passive methods
when teaching

Number of classroom observation per teacher per term 6 Each one is

supposed to be
observed twice a
month.

Turnover of teachers 2% Teachers move

due to their new
degrees
recognition, or
for joining the
families

Lateness of teachers 3% This lateness is

somehow
justified by the
social and
family problems

Students-teacher ratio 1/80 This average of

80 students per
teacher indicates
that we have
overcrowded
classrooms

Managing the school Structures that help the school leaders in school management We have
as an organization are formed and functional (i e: teachers’ council, student different
council, departments...) comities within

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 the school

Availability of school rules and regulations Rules and

regulations are
discussed on

Availability of reports on implementation of school plans There are

different
elaborated
reports

Motivational opportunities for school staff We have school

feeding program
for teachers

Parental involvement % of parents who attend school meetings at all levels 78%
(nursery, primary and secondary)

% of parents who attend other school activities at all levels 85% They some time
(nursery, primary and secondary) give the
contribution
committed
during the SGA.
Recently they
have committed
to built 2
classrooms this
activity
achieved at
100% as
committed

% of parents who visit their children at school at all levels 26% Parents don’t
(nursery, primary and secondary) visit children
because of the
household
works and poor
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 mindset

% of parents who avail scholastic materials for their children 32% The poverty is
at all levels (nursery, primary and secondary) given as the
cause of non
availability of
required
materials

Number of NGOs intervening in education at the Sector level 3 Only blf,soma

umenye and
Mureke dusome
are recognized
stakeholder
NGOs in our
sector.

Table eleven: The table indicating the school data performance

3. SWOT ANALYSIS (this table will be completed based on the summary of findings from data collected in section 2.2 .Refer to the SIP
training manual on the section: SWOT analysis.)

This section provides the current situation/profile of the schools. It will describe the strength, weakness, opportunities and threats
that are facing the school upon which the key priority areas to focus on in order to improve the current situation will base. This
will present information that will help understand the current status of the school in terms of learning, teaching, management of
school as an organization, involvement of stakeholders, etc.

Performance STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

against the five
professional
standards for ESL

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 Creating strategic Poor planning - Support of Some external people
direction -Ability to set partners like who are not aware of the
the strategic blf,soma school strategic
direction umenye,… direction
Leading learning Analysis of Lack of time due Support given by Social economic
students and to other other partners into problems that affect
teachers attributions given variable trainings. the good
performance, by the system level performance in the
attendance, matter of learning
absenteeism and outcome
other learning
movement
within the
school,

Leading teaching Availability Some teachers Education System Socio economic

of qualified don’t attribute any encouraging problem affecting the
teachers importance on effective teaching teachers
teaching out come

Managing the school Sharing Some staff aren’t External influence

as organization responsibilities taking care of Partners collaborating in the matter of
with the school learning and with us in several opposing to the
staff teaching outcome training facilitation school functioning.

Involving parents Calling upon Poor mindset of Local leaders Some of the community
and the wider the parents in some parents who collaborating with the members disturbing the
community of the the meeting, are not interested school. teaching and learning
school taking decisions by their children process due to
and implement learning ignorance, poverty and
them as conflict within the
required families.

Table ten: The table indicating the SWOT analysis

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CHAPTER 3: THE STRATEGIC DIRECTION OF THE SCHOOL

The information in this chapter is about school vision statement, mission statement, core values, and other fundamental statement
such as school moto and philosophy. These will be developed on the basis of the dissatisfaction with the current status of the school
as has shown by the situational analysis. Refer to the SIP training manual on the section: Setting school strategic direction

School Vision: Transforming of students in good citizen contributing to the country development

School Mission: Forming the future Rwandans with behavior based on the catholic

School core values: Science Success and Development

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CHAPTER 4: KEY PRIORITY AREAS
This chapter describes the key areas of focus in terms of students’ performance per subject. Refer to the SIP training manual on the
section: Setting school priorities.
PRIORITIES : 1. Improve the teaching methodology in CBC
2. Improve learning and teaching outcome and students performance in all the core subject
3. improving the parent mindset on the learning outcomes
4. Equal treatment of learners and ensuring the SNE
CHAPTER 5: CAUSES OF FAILING IN IDENTIFIED PRIORITY SUBJECT
Refer to the SIP training manual on the section: Root cause effect analysis
Priority subjects / Learning area
Problem 1: The teaching staff who don’t use the CBC
methodology
Problem 2: The low success in the core subjects
Problem 3: The Poor mindset for parents who don’t avail
learning materials to students
Problem4: SNE problem across the school
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Causes of failure
- low knowledge in CBC methodology
- the teacher’s absenteeism
- lack of required teaching materials
- socioeconomic problems
- poor school leadership
- the students lateness and absenteeism
- the low availability of learning materials.
- poverty and conflict within the families
- corporal punishment given by some teachers
-household works given by parents and surrounding community
- parents who don’t avail learning materials to students
- poverty of some families
- parents absenteeism in various school meetings
- Ignorance of some parents who don’t value their students
learning.
- Bad behavior of some parents based on prostitution,
drunkenness etc
Both parents and teachers consider students with SNE as the
problem instead of the response
 Table thirteen: The table indicating the cause of failing in identified priorities

STRATEGIC SCHOOL IMPROVEMENT PLAN LOGICAL FRAMEWORK

Goal 1 ( priority1): In three years from 2020, the number of teachers using CBC methodology in all subject teaching will increase from 46%
to 85%.
Outcome: Use of CBC teaching methodology in order to improve learning outcome and increased, students performance in all core learnt
subjects .

Objectives Outputs Indic Baseline Target Activities Timeline Budget Responsible Means of
ators verificatio
Y1 Y2 Y3
n

Objective 1: The use of CBC The 46 60 70 85 CPD Once SBMS, Head Monthly
Improve the methodology in teache % % attendanc month teachers ,SLF reports
teaching teaching and learning rs use e S
methodology of COPs Once SBMS ,Head Monthly
using CBC CBC attendanc month teachers ,SLF reports
metho e S
dolog Teaching Once SBMS, Head Monthly
y in materials month teachers ,SLF reports
their realizatio S
teachi n
ng Mentorin Once SBMS, Head Monthly
and g month teachers ,SLF reports
learni activities S
ng
proces
s
Objective 2 The teachers use Learn 60 85 Class visit Twice a Class The plan
Improving active and ers % % and month per teachers, head of the class
leadership for participatory methods contri giving teacher teacher ,sector visit
teaching and in teaching bute constructi ,district and
learning to ve REB
their feedback
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 learni Giving Weekly ,m Class The result
ng’s the onthly ,qu teachers, head report and
formative arterly and teacher ,sector analysis
and annual test ,district and
continues REB
assessmen
t
Meeting Monthly SBM, SLFS, The report
with class Head teacher and
teachers decision
implementa
tion
Objective 3 Improving The Holding Once a Ht ,sgac,sac Minute of
collaboration with school general term the
surrounding comm assemble meetings
community unity Collabora Once Ht Minute of
involv te with Term, and the
ed in local occasional meetings
the leaders ly
studen and other
ts committe
learni es
ng Cooperate Once Ht Minute of
with Term, and the
stakehold occasional meetings
ers and ly
partners

Goal 2):In three years from 2020, the number of lower primary students scoring 60% in English will increase from 88%to 100%.
Outcome: the English performance of lower primary students increased
Objective Outputs Indicators Baseline Target Activities Timeline Budget Responsible Means of
verificati
Y1 Y2 Y3
on

Objective1: Both Increased 30% 46 60 80 The teacher Every day Head Minutes
use of teachers and number of % % mobilizatio teacher,SB
English as students use students using n M, SLFs
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the medium classroom English at school Modeling Every day Head Minutes
of English in teachers teacher,SB
instruction learning and through the M, SLFs
teaching meeting
done
Training Every day Head Minutes
about teacher,SB
classroom M, SLFs
English
usage
Objective 2: Use of The increased 2/3 8/8 Giving Once a Sbms ,class The
improve the active and number of 35 45 model month teachers, minute on
English participatory teacher using % % lessons Head the
teaching methodolog active and teacher, achievem
methodolog y participatory SLFs ent
y methodology in Realizing Twice a Both Existing
teaching process the month teachers and teaching
required students aids in the
teaching school
aids
Use of Every day Classroom Observati
local teachers onal
teaching report
and
learning
materials
Objective 3: Competition The number of 0 10 Students Once term Class The
initiate the of students students mobilizatio teachers, minutes
culture of in English attending n head
competition different teachers,
in English competition SGACs
subject Awarding Once a Class Tminutse
the best term teachers, he
performing head
learners teachers,
SGACs

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Goal 3):In three years from 2020, the number of lower primary students scoring 60% in mathematics will increase from 42%to 68%.
Outcome: The mathematic performance of lower primary students increased
Objective Outputs Indicators Baseline Target Activities Timeline Budget Responsible Means of
verificati
Y1 Y2 Y3
on

Objective1:t Both Increased 42% 50 60 68

The teacher Every day Head Minutes
teaching teachers and number of mobilizatio teacher,SB
mathematic students students n M, SLFs
as required teach and performing in Modeling Every day Head Minutes
learn mathematics teachers teacher,SB
classroom through the M, SLFs
mathematics meeting
as required done
Training on Every day Head Minutes
teaching teacher,SB
methodolo M, SLFs
gy usage
Objective 2: Use of The increased 2/3 4/5 5/6 8/8 Giving Once a Sbms ,class The
improve the active and number of model month teachers, minute on
mathematic participatory teacher using lessons Head the
teaching methodolog active and teacher, achievem
methodolog y participatory SLFs ent
y methodology in Realizing Twice a Both Existing
teaching process the month teachers and teaching
required students aids in the
teaching school
aids
Use of Every day Classroom Observati
local teachers onal
teaching report
and
learning
materials
Objective 3: Competition The number of 0 3 6 10 Students Once term Class The
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initiate the of students students mobilizatio teachers, minutes
culture of in attending n head
competition Mathematic different teachers,
in s competition SGACs
mathematic Awarding Once a Class Tminutse
subject the best term teachers, he
performing head
learners teachers,
SGACs

Goal 4):In three years from 2020, the number of primary students scoring 60% in KINYARWANDA will increase from 47%to 70%.

Outcome: The KINYARWANDA performance of lower and UPPER primary students increased

Objective Outputs Indicators Baseline Target Activities Timeline Budget Responsible M

ea
Y1 Y2 Y3 ns
of
ve
rifi
cat
ion

Objective1: The number of 47% 55 60 70 Organizing Once a SSL,SBMs

increase Students students and training on month Head M
kinyarwand performing teachers using how to teacher,USA ont
a in Kinyarwanda teach ID SOMA hly
knowledge kinyarwand correctly kinyarwand UMENYE rep
as the a as the a ort
mother mother considering s
tangue tangue the four
stages of
teaching
and
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 learning
such
language
Organizing Twice a SSL,SBMs Cl
class visit month Head ass
followed teacher,USA vis
by ID SOMA it
constructiv UMENYE for
e feedback ms
Facilitation Once a SSL,SBMs C
of COP month Head OP
meetings teacher,USA s
ID SOMA mi
UMENYE nut
es
Objective 2: Teachers The number of 4/months 8 15 30 Conducting Twice a Soma Mi
filling the having the teachers keeping class visit month umenye,hea nut
teaching required the teaching dteacher es
aids teaching aids, teaching Inspections Twice a Soma M
aids and document and and giving month umenye inu
learning other relative constructiv tes
materials learning e feedback
materials Holding Once a Soma Mi
the model term umenye nut
lesson es

Objective Conducting Ensure that 1/tern 4 6 10 Planning Once a Soma M

3:organizing both EGRA students have for term umenye,hea inu
competition AND required assessment dteacher,SG tes
in LEGRA competences in AC
kinyarwand assessment kinyarwanda Plan for Once a Soma Mi
a language award of term umenye,hea nut
the best dteacher,SG es
performing AC
learners

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Goal 5):In three years from 2020, the number primary students scoring 60% in SET will increase from 37%to 70%.

Outcome: the SET performance of both lower and upper primary students increased

Objective Outputs Indicators Baseline Target Activities Timeline Budget Responsible M

ea
Y1 Y2 Y3 ns
of
ve
rifi
cat
ion

Objective1: The number of 20% 45 60 70 Class visit Twice a Ht ,subject In

Improving Having teachers and month teachers, spe
SET competent students having sbm cti
teaching students in competence of on
methodolog science and realizing such rep
y relative object due to ort
subjects SET course Model Once a Ht ,subject Mi
lesson term teachers, nut
sbm e
of
co
m
mit
me
nt
Objective 2: Teaching by The number of 2/3 4/5 5/6 6/6 Collecting Every time Ht ,subject Ex
Use of using SET teachers and buying teachers, isti
required required helping learners required sbm ng
teaching aids teaching to be involved in material ma
materials the lesson due to teri
teaching aids als
manipulation supervision Every time Ht ,subject Re
teachers, por
sbm t
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Objective 3: Students The number of 35/100 48 60 80 Supervisio Every time M
Involving intervening teaching aids n ont
learners in in teaching done by students hly
object aids making in collaboration rep
realization with teachers ort
Keeping Every time Ht ,subject Sto
well the teachers, re
realized sbm of
teaching do
materials ne
ma
teri
als
Goal 6):In three years from 2020, the number of lower and upper primary students scoring 60% in SS will increase from 47%to
75%.
Outcome: the SS performance of lower and upper primary students increased

Objective Outputs Indicators Baseline Target Activities Timeline Budget Responsible M

ea
Y1 Y2 Y3 ns
of
ve
rifi
cat
ion

Objective1: The number of 30% 45 60 80 Giving the Every time HT,SSST,S Mi

having students having required SSL,SBM nut
competent Having knowledge of materials es
students in future environment Mentoring Once a HT,SSST,S Mi
social environment based on SS month SSL,SBM nut
sciences explorers es
and
protectors

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Objective 2: Use of Having learners 30% 45 60 80 Class visit Twice a HT,SSST,S MI
Teachers active and able to be month SSL,SBM N
use participatory innovative in SS UT
participator methodolog subject caused ES
y y by the Giving Twice a HT,SSST,S MI
methodolog participation constructiv month SSL,SBM N
y in teaching learning e feedback UT
ES
Follow up Every time HT,SSST,S M
of the SSL,SBM IN
commitme UT
nt ES
implementa
tion
Goal 6):In three years from 2020, the number of students with SNE helped will increase from 52%to 80%.

Outcome: SNE Improved within the school

Objective Outputs Indicators Baseline Target Activities Timeline Budget Responsible Means
of
verifica
tion

Objective1: SNE Increase Y1 Y2 Y3

having students number of SNE
students leaving students at
with SNE their home school
identificatio and come
n to school

primary 45 60 80 Giving Every time HT,SS

students the ST,SSSL,
increased required SBM
materials

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APPENDICES

APPENDICE 1: MONITORING AND EVALUATION PLAN OF THE IMPLEMENTATION OF SIP

Indicator Information to Data source Methods/ Needed When?: By who

be collected approach of resources -Weekly (Responsible for
data collection -Monthly collecting the
and analysis -Quarterly information)
- Annual
Etc.
E.g: % of -Number of Teacher, Interview - 2 hours Monthly Deputy in charge
students with students with and students, Observation - 6 Pens of studies.
enough without Parents Documentation - 6 Block
scholastic scholastic notes
materials materials

-Reasons for not

having scholastic
materials

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