1: ABOUT ME:
Personal Information:
Father’s Name: Aywaz Ali
Language:
English,Urdu, Persian, Sindhi
Organization:
Government
Girls High School Sardar Essa Khan Quetta, Baluchistan.
Position:
Senior Head Mistress
Educational Qualification:
M.Sc.(Pak-Studies) in 2006,
Allama Iqbal Open University, Islamabad.B.Com in 1994 from Sindh
University.F.Sc (Medical) in 1991 from Hyderabad Board, Sindh. Matriculation in
Science in 1988 from Hyderabad Board, Sindh.
M.ED in 2007 from Baluchistan University.
B.ED in 2000 from
Baluchistan University.
C.T in
2002 from Elementary College Quetta
Computer Knowledge:
Basic Computer
Courses including Ms Office, Internet browsing etc.
Professional Certificate:
Training course in
”Improving Teaching Methods for Science and Mathematics in Primary Education”
at Hokkaido University of Education from June 9, to July 22,2011, organized by
the Japan International Cooperation Agency (Jica) under the International
Cooperation Program of the Government of Japan.
Teaching Experience:
Worked as Junior English
Teachers (JET) at secondary schools from March 20,2000 to September 16, 2010.
Administrative Experience:
Currently working as
Head-mistress/ administrator at Government girls High Schools Sardar Essa Khan
Quetta.
Workshops Organized :
Organized one day Refresher
workshop for teachers in collaboration with Hazara Education Foundation.
I belong to the province of
Balochistan. Balochistan is the biggest province of Pakistan in term of area
and smallest in population.
3: Family:
It is very important to be
mentioned that I am member of a Hazara family, my late father was a loving and
caring person in nature, so is my dear mother. I have two elder brothers and
three sisters all are married and living their lives in the best of health and
prosperity.
4: Personal Interest:
Being an employee of education department, my preferences
and interests are related to education. Here it is very important to be talked
about the impartation of education and learning outcomes, in order to accomplish
the desired national educational targets, some important and fundamental
initiatives are to be taken. In my institution, being the head of the school, I
want to boost the standards of instructional skills through workshops and
refresher courses. There are certain issues encountered by teachers in terms of
text book, teaching method, unawareness and individual differences of learners.
Institutional performance and desired learning outcomes of learners are the
first priority but these are interrelated to the certain agents must be reviewed
and entertained.
Beside these there are hobbies That keep me busy and
in touch with the others, such as reading books, listening to the music and use
of internet.
Reading Books:
Reading books is the symbol of wisdom and knowledge;
it is the best source of acquiring the wisdom and developing the critical
thinking. Books are the best and invaluable partner of the times. It does not
only help us to understand the people and our surrounding but also makes us
able to tackle the issues.
Listening To The Music:
As it is commonly said that music is necessary to
keep the soul alive just as food keeps us alive by providing energy. It is a
good habit which creates a soft corner in our hearts.
The goals for future must be
divided into different contexts, they can be personal or professional. There
are certain issues in the institution which need solution as first priority, such
as improper planning for utilization of funds, recommendations and unnecessary
interference by department that weakens the administration of an institution,
lack of check and balance by department, absenteeism issue, beside the solution
of these issues, there are so many personal interests such as, to complete my
M.Phill studies and then do my PhD from a good and well known university.
Progress of my school, regarding performance and academic activity is also one
of my priorities. Boosting the student’s performance and enhancing their
capabilities are also pivotal to me.
Overall Goals:
To orient teachers regarding New Curriculum, theory
of constructivism and assessment (types and importance) using joyful teaching
and learning approach
Specific Objectives:
After the workshop teachers will be able to
A. Understand New curriculum and its components
B. Learn .and apply assessment
techniques in their classrooms
C. Use joyful teaching and learning approach at
classroom level.
The school where I am working
as head mistress is Government Girls High School Sardar essa Khan Quetta,
looked in hazara housing society, attached with alamdar road Quetta. It is one
of the big high schools of city. School has three separate wing,
1.Primary section
2.Middle section
3.High section
All three sections have
separate buildings. There is enrolment of 1020 students, 506 in primary, 250 in
middle and 244 students in high section. There are 76 teaching and 14 clerical
staff and a band master as well. No residential are except a house for night care
taker. There are about 40 classes in all three sections.
Proper planning and appropriate
funding is imperative to operate the institutional functions. My school is one
of the good schools of Quetta city. It has a beautiful building and lawn with
blooming flowers around it. Though it is a big and good school having almost
every physical facility it is not free from the different sort of non material
necessities, such as teacher guidance activities, student’s awareness programs,
refresher courses, workshops and trainings. Technological assistance for instructional
activities is also needed on urgent bases.
Master Action Plan PELP 2013:
Name: Haleema Begum
Venue:
Government Girls High School Sardar Essa Khan Quetta, Baluchistan.
Participants:
Students of class 9th , 40 students
Project: Self
Knowledge, Environment and Protection (Three components of SHEEP)
(Self
Knowledge, Hygiene’s, Education, Environment and Protection)
Proposed
Dates: Third week of September
Proposed
Resource Persons:
- Kaneez Fatima
(PELP Participant 2011)
- Zubina Mushtaq
(PELP Participant 2012)
1st
Day : Objectives:
This action plan will:
·
Enable the students to identify their
life skills.
·
Enable them to understand their physical
knowledge
·
Enable the students to understand
hygiene’s and its significance.
2ndDay: Objectives:
·
To make the student understand the
environmental impacts on the human life.
·
To enable them to identify the hazardous
materials and safely dispose off.
3rd Day Objectives:
·
Students will understand the ways to
protect themselves from dangers, injuries and disasters.
·
Students will be enable to approach help
in case of any causality.
Day
1st To 3rd Day Procedure:
Day and
sessions
|
Activity
|
Strategy
|
Resources
|
Timing
|
1st day session 1
|
·
Recitation
·
Stationary distribution
·
Introduction of participants
·
Objectives of the workshop
·
Expectations of the participants
·
Pretest
·
Registration
·
Introduction of ‘SHEEP’
|
·
Any volunteer
·
Resource person
·
Brainstorming on SHEEP,specially focus on
introduction.
|
·
Registration sheets
·
Writing pads
·
Ballpoints
·
Multimedia
·
Power point presentation
·
Handouts
·
Charts
·
Markers
|
9:00-10:30
|
Session
2
|
Introduction of self knowledge, Students
will be divided into groups and concept will be constructed through
providing handouts to each participant, students will discuss in groups and
then will express their understanding on charts.
|
Brainstorming
and power point presentation
|
Flip
charts , markers and multimedia
|
10:30-12:00
|
Session
3
|
Introduction
of
Environment,
its impact on human life.
|
Groups will present their reflection
|
·
Handouts
·
Charts
·
Markers
|
12:30-02:00
|
2nd
day session 1
|
Previous
day reflection. Hazardous based management ,water and waste water .
|
Brainstorming and power point
presentation
|
·
Charts
·
Multimedia
·
Handouts
|
09:00-10:30
|
Session2
|
Protection will be introduced, different
kind of causalities will be introduced .
|
Discussion method and power point
presentation
|
·
Charts
·
Markers
|
10:30-12:00
|
Session3
|
Different
kind of casualties and how to approach to help in different scenario.
|
Brainstorming
|
·
Handouts
·
Charts
·
Markers
|
12:30-02:00
|
3rd
day
Session
1
|
·
Recitation
·
Reflection of previous day
·
Introduction and sharing of action plan format
|
·
Multimedia presentation
·
Case studies
|
·
Chart
·
Marker
·
Multimedia
|
09:00-10:30
|
Session
2
|
Preparation of
action plan by participants
|
·
Multimedia presentation
|
·
Multimedia
|
10:30-12:00
|
Session
3
|
Post
test and certification
|
·
Group work and presentation
|
·
Charts
·
Markers
|
12:30-02:00
|
NOTE: Break
12:00 – 12:30
Materials:
·
Registration
sheets
·
Writing
pads
·
Ballpoints
·
Multimedia
·
Power
point presentation
·
Handouts
·
Chart
·
Markers
Assessment:
1:
Formative Assessment Evidence:
- Quiz
- Discussion
- Observation
2: Summative Assessment Evidence:
- Questionnaire
- Presentation
BUDGET For MAP 2013
(Approximate)
Serial Nos.
|
Items
|
Numbers of Items
|
Cost
|
Total Cost
|
1
|
Certificate and stationary @ 250 per
participant for three days workshop
|
40
|
40x250
|
10000
|
2
|
Photocopies
and Printing
|
3000
|
3000
|
|
3
|
Banners
|
2
|
2x2000
|
4000
|
4
|
Misc.
Expenses
|
4000
|
||
5
|
Supporting
Staff
|
2
|
2x1000
|
2000
|
6
|
Refreshment
|
40
|
40x100x3
|
12000
|
7
|
Refreshment
for chief guest
|
3000
|
||
8
|
Honorarium
for resource persons
|
2
|
2x4000
|
8000
|
9
|
Report
Writing
Typing
and printing
|
4000
|
4000
|
|
10
|
Total
expenditure
|
50000/=
|
REFLECTIONS
ON MAX WARBURG COURAGE CURRICULUM
In terms of getting rid
of internal fear and developing courage among the students of schools, the
efforts are initiated by The Northeastern University, the people of the Boston
and Max’s family through English Language Essay which is very impressive and
helpful to develop and implement the English Language Art Curriculum to meet
the academic requirements of the country and to enhance the academic
performance of the students through the value of courage. It is here to be
admitted that the specialty of Max Warburg Courage curriculum is based on the
age group of students of grade 6 to 9. The significant measures have been taken
to introduce the curriculum at international forum by inviting the
international students to take part in essay writing competition. The theme of
the program is to encourage the students in taking active part in the
development of their dear country by putting their courage into action.
As Max lost battle of
his life but won the courage battle and became the symbol of courage for the
student of entire world and inspired the whole humanity forever, Arfa Kareem’s
courage is also to be remembered in the history of Pakistan and computer programing,
she also lost battle of life but her name will be remain alive forever.
WASHINGTON D.C. REFLECTION
There is nothing to be
compared with the Washington D.C tour, a marvelous and fabulous experience
which we had here. Unforgettable scenes of old and new Washington D.C. which
shows that nations should not forget their past weather it is good or bad, must
be kept alive forever for learning and bringing betterment in the future. It
was not only fun but a lesson for upcoming generations as well, that if we
forget our past we will not be able to plan a successful future. It is
undeniable that there is learning in every corner of the city. Here we got the
chance to meet important personnel and places which was not possible in normal
routine. It will not be false that this wonderful city is full of monuments
which can be seen everywhere in the city. In my country I did not visit in my
country the parliament house yet, but have visited here, it is to be
appreciated that a common man can visit senate house and the activities being
take place there. The visit to Senate House and Department of State was
unforgettable and interactions and sharing views with personnel. The most
important places and monuments I was impressed were
Lincoln memorial,
Einstein’s statue, Thomas Jefferson memorial, Vietnami Soldiers memorial,
RUSSEL ( Senate and Congress House),
State Department, Astonishing and Amazing Building trying to touch the sky,
National Museum of Natural History, American History Museum And Castle. Here it
is to be mentioned that the efforts of National Museum of Natural History is
very impressive in terms of explaining the details of getting out the minerals,
diamonds precious stones out of mines and the crystal form and unpolished
states of stones.
PAKISTAN EDUCATIONAL LEADERSHIP PROJECT
MASTER ACTION PLAN 2013
Orientation of three Dimensions of SHEEP MODEL to students of primary section.
Self Knowledge, Environment and Protection
Submitted by:
Haleema Begum
Senior Head mistress,
Sardar Essa khan Girls High School, Quetta.
Master Action Plan PELP 2013:
Name: Haleema Begum
Organization: Education Department, Government of Balochistan
Designation: Senior Headmistress , Sardar Essa Khan Girls High School
Email: haleemab15@yahoo.com
Contac #: 0812-660961 , 03338719397
MAP Title: Orientation of three Dimensions of SHEEP MODEL Self Knowledge ,Environment and Protection
Target group: Students of Primary Section.
Venue: Govt. Sardar Essa khan Girls High School .Quetta
Duration of workshop: 03 days
MAP DESCRIPTION:
Various school models illustrate ways to improve the quality of education. However, it is the Child Friendly School (CFS) models that have emerged as the most comprehensive in their approach and the most wide spread, both in the number of countries in which they have been put into practice and the geographical distribution of those countries. Not surprisingly CFS model vary from country to country. Department of education with collaboration of UNICEF has enabled the primary education support project to incorporate CFS standards into their educational plans and engaged around 250 schools in the UNICEF assisted 8 districts of province of Balochistan, to undergo comprehensive process towards fulfilling the basic criteria of becoming child friendly.
Dimensions of SHEEP Model: The following CFS standards are placed under five dimensions, Self Knowledge, Health and Wellbeing, Environment, Education and Protection, (SHEEP). These dimensions are based on the Child Rights related to building and supporting successful Child Friendly Schools that are inclusive and child seeking, with effective education, addressing gender equality, safe protection healthy environments and family and community focus and support.
The dimensions and standards can be regarded as a planning tool, so that teacher and communities that can develop environments and curriculum activities that can include life skills. Lessons and activities with a CFS environment will give opportunities for children and communities to learn Life Skills such as negotiation, decision making, team work, self reliance, Team Work; Empathy: Self Management and Disaster Preparedness. The CFS child centered learning process prepares children in life skills that will equip them for life challenges. Each dimension has suggested implementation steps for the standards and a medley of topics to infuse life skills, virtues and values into the child Friendly Child centered learning classroom. For my project I have selected only three components of SHEEP MODEL, these are, Self Knowledge, Environment and Protection.
1.SELF KNOWLEDGE [Learning to be]: Aims to provide children an environment to learn through observation and exploration thus developing self learning habits. This dimension is an opportunity to understand and enhance personality in order to make good choices and build confidence and creativity. It also acknowledges the value of knowing cultural identity, and allows past experiences and indigenous knowledge to be drawn on.
Self knowledge seeks to provide opportunities for:
Personal identity which leads to self respect and sense of worth.
Using interpersonal skills.
Honesty and other virtues.
Intellectual growth and developing talent.
Learning who you are, how to process information, empathy for others and respect for varied learning styles.
2. Environment [ learning to live together]:
The dimension on physical and learning and living environment is about ensuring that environment is part of education. Enhancing environment for positive learning experiences help in creating child friendly places. The environment for learning is a critical feature of CFS and it is also important for a child centered perspective to consider that children bring to this environment and how this environment should cater to other aspects of a child’s well being in order to support learning.
Improving environment refers to the following:
Child centered environments are successful when classroom management and organization are well planned. Attractive classrooms and proper seating arrangements motivate children to learn and attend regularly.
Classrooms and schools are safe for children ensuring that the surrounding environment is safe from landslides, floods, severe earth quacks etc.
The schools create an environment where everyone can develop life skills to secure safety in all situations and develop ways to nurture and sustain trusting relationships throughout life.
The schools contribute towards protecting the natural environment and managing resources for climate change preparedness and sustainbility .
3. Protection [ Learning to do]:
Children learn when they are happy living, learning or working in a safe and protected atmosphere. Child centered activities that allows pupils time to practice, developing trust and common sense, intuition , planning and preparation can ensure knowledge of personal safety skills that remain for life. Child Friendly Schools aim to prepare children for life ; in their approach towards heath and behavior , response to unsafe situations , in ways to take care of each other , in the use of information etc. Helping pupils grow in learning means, that they must be safe and protected at all times. It is important than to allow children to gain protective skills, so that when there is no longer a protected school environment , children have the skills to built a personal network of support, so no matter where they find themselves , ways for protection can be found. Building personal support networks to maintain and extend information allows some level of protection should things in the community, business or workplace face unforeseen challenges.
Implemented in : December
Resource Persons:
Kaneez Fatima (PELP Participant 2011)
Zubina Mushtaq (PELP Participant 2012)
1st Day : Objectives:
This action plan will:
Enable them to understand using interpersonal skills.
Enable the students to understand personal identity and its significance.
Enable students to know about the child rights {right of protection}
2ndDay: Objectives:
To make the student to learn to live together.
To enable them to understand how to live in an unsafe environment such as floods, landslides and earth quacks.
3rd Day Objectives:
Students will understand the ways to protect themselves from antisocial behavior such as abuse and bullying or sexual exploitation.
Students will be enable to approach help in case of any causality.
Studens will be able to understand role of parents, school and community towards their right of protection.
Keeping in view the objectives of the workshop, all activities were carried out in sequence. Details of these activities are mentioned in MAP day wise activities.On the last day of workshop environmenta cloubs were formed and each cloub was assigned specific task. These cloubs will start to work on their task when their school will be started in March 2014.It was decided that these cloubs will held their meeting in last week of every month.In this meeting they will share their task done and designe action plans for the next month.
Contents and activities:
Registration.
Introduction of the participants through activity
Norm setting
Pre.test
Expectation Activity
Aims and Objectives discussion
Brain storming on Sheep Model
Presentation on SHEEP Model by Resource Persons
Group work 0n profile making and measurement of height presentations by Participants
Reflections of previous day by participants
Demonstration on disaster preparedness
Formation of environmental club
Sharing of environmental club with students with reference to assigned tasks to each club
Post-test
Certification / closing ceremony
.
MAP Information
Day 1st To 3rd Day Procedure:
MAP Assessment evidence:
Formative Assessment:
From group interaction
Group presentations. (In group presentations interaction of the participants within the group and outside the group will be observed .Are all participants involved in group work or one person is dominant? How they help each other to complete the task within the given time frame?
Pre –test
Summative Assessment:
From reflection students.
From post-test.
From follow up observations.
Follow Up Activities:
Follow up activities will be carried out from the month of April 2014.
OUTCOMES OF THE MAP:
Improvement in academic performance of students will be evident.
Opportunities for Healthy activities will be promoted to nourish the abilities of students.
Students maximum participation in practical life will be ensured so that they could play a positive role in the society.
Some Glimpses of the Workshop:
Expectation Activity:
Height measuring &Map Drawing Activity:
Profile making Activity:
Preparedness for emergencies:
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