Curriculum / teaching method. Are learning outcomes clear? Do the teachers feel comfortable with the teaching methods? Do lesson content and class activities affirm the students’ heritage culture? Does each year of primary school begin by building on what the students learned the year before? How can the curriculum be improved?
Teachers and other staff. Do teachers treat their students with respect? Do supervisors visit classrooms according to schedule? Do they encourage and support the teachers? What can be done to help staff at all levels build competence, confidence and creativity in carrying out their tasks?
Training. Do teachers demonstrate that they understand the teaching method? Do they have regular opportunities for in-service training? Does in-service training help teachers with issues that they have identified? Do training events encourage personnel to work together to solve problems and teach each other new skills? How can training be improved?
Materials. Are teaching materials clear and easy to use? Do parents and other community members approve of the reading materials in their school? Can the students read them? Do they enjoy them? Is the system for producing reading materials as efficient as it needs to be? Is the distribution system effective and reliable? What parts can be improved?
Student progress. Do the students demonstrate that they are achieving the learning outcomes established for their grade level? Are they progressing successfully from one grade to the next? Are the students and their parents satisfied with their progress? What can be done to help students be more successful? Has the programme had an effect on student attendance and completion?
MTB MLE RESOURCE KIT Including the Excluded: Promoting Multilingual Education
Community support. Is there a community committee that supports the teachers, takes care of the school and is responsible for the programme in general? Do the teachers find the committee effective? How can it be improved? Is there resistance to the programme in the community? If so, what is the reason for resistance and what can be done to overcome it?
Programme growth and quality. Is the programme growing as planned? Are people in the language community satisfied with the way it is growing? What can be done to ensure that the quality of the programme is maintained as it expands to new schools and then to new languages?
Cost effectiveness. Are stakeholders satisfied that benefits to MT students are worth the cost of maintaining the programme? If the programme is relatively new, are there ways to be more cost effective without sacrificing programme quality?
Long-term impact(“ impact” or“ summative” evaluations). What intended and unintended changes have come about as a result of the programme for the minority language communities and for the wider society? Have students successfully transferred their literacy skills from the MT to the official school language?
34