QUALITY LEARNING ENVIRONMENT MONITORING FORM – BASIC EDUCATION PROGRAMS

Date of Observation Project Name

Time Observation Started:
Time Observation Finished:
Observer Name and Position Grade/Class Observed

School/Site Name Location of School/Site

Setting (check one): ____ Formal ____ Non-formal Number of learners enrolled in class:
Number of learners in attendance on day of
monitoring visit:
Student: Teacher Ratio -

Type of SC Intervention (check all that apply): Length of SC Support (check one):
___ Provision of teaching and learning materials ____ Less than 6 months
___ In-service teacher or pre-service training with particular attention to child-centered and ____ One year or less
gender-sensitive methodologies. ____ 1-2 years
___ Promote inclusion in curriculum and training on safety measures, health promotion, ____ More than 2 years
tolerance and diversity, or mother tongue instruction
___ Promote the establishment of student groups in schools, or student participation in School Length of time teacher is working in school/site:
Management Committees (SMC) or School Boards ____ Less than 1 year
___ Teacher training on participatory teaching methods to improve children’s participation in ____ 1-3 years
the classroom and the learning process. ____ More than 3 years
___ Train teachers on alternatives to corporal punishment and degrading treatment, and on
child rights and protection issues
___ Introduce a code of conduct for teachers/students.
___ Promote parent participation in PTAs/SMCs or School Boards
___ Engage communities in establishing mechanisms to protect children from threats en route
to school and in school.
___ Other type of intervention
(Describe:____________________________________________)

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ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Definitions for Rating Categories:

Not Applicable (NA) = An indicator is not applicable if your program or project activities do not specifically target the item. For example, if your project
deals with program refurbishment or construction, you can score NA to items that do not deal with a program or learning site’s physical environment. For
items which you select NA, you must provide a justification to support your choice in the space below.
Note: A consultative process is required prior to data collection to decide which items may not be applicable (NA) to your program or
country context. Your office should propose and confirm this list with the EdGI M&E Advisor (or regional education advisors) prior to data
collection.

1 = Indicator is not at all achieved: There is no evidence that any efforts have been made to achieve the monitoring indicator.
2 = Indicator is almost achieved: Some efforts to achieve the monitoring indicator are observed, although they are not yet enough to achieve the indicator.
Some additional work is required to ensure the indicator is achieved.
3 = Indicator is achieved: There is consistent evidence that the monitoring indicator has been successfully reached in the learning environment.
4 = Indicator is exceeded: There is direct and consistent evidence that level 3 has been achieved and that the indicator has exceeded education
project/program-level expectations or objectives. There is evidence that a variety of methods are used to go beyond the minimum expectation set by the
education project/program and ensure an exceptionally high/excellent level of quality during implementation.

Use of Supporting Examples:

Concrete examples should be noted in the margins of this form or on additional sheets of paper during the observation to help you and your team assign the
correct rating/score to each indicator and provide the necessary evidence to justify your rating/score.

For further information on how to use this tool:

Please see the accompanying QLE Data Collection Manual for further information.

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ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved
4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
Guiding Principle 1: Save the Children-supported education programs meet the emotional and psychological needs of learners
1.1 A code of conduct NA -Code of conduct -Code of conduct -Code of conduct -Teachers and learners are
ensuring the safety and does not exist exists but is not used establishes positive provided with regular
wellbeing of learners -OR code of conduct at all or not used actions teachers and training and guidance on the
and teacher is in place. does not ensure consistently learners can take to code of conduct.
wellbeing of learners -OR code of conduct foster a safe and
Item Score: and encourage is being developed protective environment
1 2 3 4 respectful but not yet finalized. -Teachers and learners
relationships between -Code of conduct report that they are
teachers and focuses more on aware of and use the
learners. what teachers and code of conduct.
learners cannot do -Code of conduct visible
(e.g. hit, yell or insult to learners and teachers
each other) than on (e.g. hanging on wall)
positive actions
1.2 A system is in place NA -No system exists -Learners and -Direct evidence of the -Learners have consistent
where learners are able teachers are aware reporting system exists access to reporting system
to report harassment that a system for and/or teachers and and are regularly
and abuse from teachers reporting abuses learners report that such encouraged to use system if
and fellow learners. exists but system is a system exists at the needed
not used consistently school level and is used -Information on reporting
(e.g. not used in all consistently (e.g. used in system provided to
Item Score: instances of all instances of parents/community
1 2 3 4 harassment or abuse) harassment and abuse) members
-OR system is being -Follow-up mechanism
developed but not to ensure resolution of
yet finalized conflicts and protection
of the learners exists
and is used
1.3 Learning NA -Teachers/school -Severe forms of -Praise and attention are -No violence in the school

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ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
environments are free personnel and discipline such as given for good behavior -Teachers and school
of violence, intimidation, learners use angry corporal punishment, -Teachers and learners management regularly
bullying and voices or shouting or generally feel safe in receive training and follow
harassment. disrespectful language withholding food are school - they seem up on child friendly/positive
with each other not used for relaxed, voices cheerful disciplinary measures and
Item Score: -Learners cry often behavior control and and a lot of smiling methods for creating a good
1 2 3 4 or fight with one punishment -Teachers/school learning environment)e.g.
another -Teachers/school personnel and learners school development policy)
-Severe forms of personnel and regularly show respect - Learners are supported by
discipline such as learners rarely use for and kindness to one teachers or school
corporal angry voices or another management to resolve
punishment, , disrespectful language conflicts peacefully
shouting or with each other - School community
withholding food are -Bullying and fighting involved in creating a good
regularly used for among peers is acted learning environment for
behavior control and upon by teachers. children free from violence,
punishment -Most teachers and in and out of school.
-Teachers and learners generally
learners do not feel feel safe in school.
safe in school
1.4 The teacher NA -Teachers usually rely -Teachers sometimes - Teachers consider age, -Measures are taken to
interacts with all on physical methods smile at, talk to or ability, language and ensure an inclusive learning
learners in a positive of discipline to listen to learners other key factors when: environment
and respectful manner control learners’ -Teachers do not use - communicating with all -Teachers have a good
regardless of their behavior or violent or children relationship with all the
background (e.g., classroom discipline intimidating methods - enforcing classroom learners in their class
ethnicity, religion, -Teachers do not to discipline the rules. - Teacher praise the children
language, gender, etc). smile at, talk to or learners -Teachers give reasons using their names and
listen to learners -Teachers do not for their disciplinary smiling, friendly manner
-Teachers openly favor or actions to learners - Teachers and school
Item Score: discriminate certain discriminate certain -Teachers provide equal management are aware of

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
1 2 3 4 learners (e.g. from groups of learners. learning and the different background and
marginalized groups) -Teachers address development learning needs of each
by ignoring or some (less than half) opportunities to all learner and reflect on how
harassing them learners by name learners to best meet the different
-Teachers have -Teachers address needs of the learners.
“favorite” learners learners by their names
who get most of their
attention
1.5 Teachers are trained NA -Teachers are not -Some (less than -More than 50% of -Teachers actively identify
in psychosocial support trained in how to 50%) teachers teachers are trained in learners’ who exhibit signs
and counseling to detect support learners’ receive introductory and followed up on of abuse, trauma
cases of abuse or psychosocial needs level training psychosocial support -Teachers regularly employ
trauma among their -Teachers ignore or /support on and counseling follow up/reporting
students and provide verbally psychosocial support -Teachers regularly mechanisms to ensure
support (Note: training /psychologically abuse and counseling encourage learners to be learners are protected
refers to both formal learners (e.g. make -Teachers sometimes confident, vocal and -After school hours support
and non-formal training fun of learners who allow learners to express themselves system/classes exist
programs). are upset or crying) express -Learners feel free to
or do not prevent themselves/their talk to teachers about
learners from abusing troubles in their their home and life
Item Score: each other home lives experiences (both good
1 2 3 4 -Teachers ignore or and bad) and use these
do not recognize during teaching/learning
when learners are process
not being treated - There are established
well at home or with routines for teachers to
peers in school (e.g. report abuse or needs
withdrawn, fearful, for further follow up by
aggressive or not other sectors (health,
confident) police etc)
_______ Check here if 50% or more of indicators for Guiding Principle 1 were given ratings of 3 or 4.

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved
4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
Guiding Principle 2: Save the Children-supported education programs are protective of children’s physical wellbeing
2.1 An area or space for NA -An area or space for -Area or space for -Area/space for learning -Materials such as textbooks
learning exists that is learning does not learning exists but is exists, is safe for exist for all children and are
safe for all learners. exist inadequate in some children and has good in good condition
- Learning ways (e.g. light, ventilation, and -Sufficient first aid materials
environment not safe overcrowded, provides shelter from available
Item Score: for children (e.g. insecure, no shelter weather -Boundary and fence wall for
1 2 3 4 structure of some from weather, used -Space is well arranged protection exists around
buildings may be by community, (ex. not crowded) school perimeter
unsafe; no fence destroyed by armed -Adequate learning -Watchman/security guard
around school conflict) facilities such as tables, assigned to secure the
perimeter, no -Some potential chairs, library and school property and protect
guard/watchmen to dangers (e.g. playground are present school children
protect children) hazardous chemicals, -Special buildings/facilities
sharp or blunt for “differently-abled”
objects) in space can children are available
be detected
2.2 Safe drinking water NA -Safe drinking water -Safe drinking water -Safe drinking water is -School staff report
is available for learners is not available for is available but not regularly available and consistent upkeep/
and staff (e.g. a hand learners easily accessible (e.g. easily accessible to maintenance of potable
pump). learners or school learners and staff (either water source
staff must walk some on school grounds or -Teachers continually
distance) within walking distance educate learners and their
Item Score: -OR water is acceptable to parents parents on the importance
1 2 3 4 available within the and teachers) of clean drinking water
school grounds but -Water sources are -Tap lines are available at
not protected (e.g. wall several points in the school
potable/drinkable. around wells)
-Water sources may
need repair
2.3 Adequate sanitation NA -Sanitation facilities -Sanitation facilities -Sanitation facilities exist, -Teachers continually

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ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
facilities are available are not available for are available but including a separate educate learners and their
for all learners, including learners either limited, space for female learners parents on the importance
separate latrines for unclean, not properly -Facilities have running of hygiene, cleanliness and
female learners and maintained, not water, soap and are dressing skills
functional hand-washing functional, or kept cleaned regularly -Teachers ensure children
facilities with soap. locked by school staff -Equipment promotes have access to latrines
(Note: acceptable ratio -Soap or running self- help (e.g. child size throughout the day,
of latrines to students water may not be latrines, steps near sink) including before and after
must be locally regularly available -Sanitation facilities are meals (if available)
determined.) -Separate latrines for regularly cleaned and
female learners are maintained
not available -Sanitation facilities are
Item Score: -Sanitation facilities available for learners
1 2 3 4 are not with special needs (e.g
available/accessible wheel chair ramp)
for learners with
special needs
2.4 The play area is safe NA -No play area exists -Play area (either -Clean, safe space -Clean, safe space provided
for all learners. for learners indoor or outdoor) provided for outdoor or for outdoor and indoor play
exists but there are indoor play (e.g. -Teachers/ school
problems with safety outdoor area fenced if management supervise/guard
Item Score: and cleanliness needed; protection the play area during play
1 2 3 4 against weather like hours, including guarding
summer heat/sun) against potential external
-Some materials available threats (e.g. in a conflict
designed to safely situation).
stimulate play activities - Teachers plan
such as running, walking, activities/challenges to
playing ball, swinging encourage learners’ play
(e.g. ball games), including
“differently-abled” learners

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
-Teachers regularly educate
learners and parents about
safety (e.g. not crossing busy
street, avoiding free grazing
cattle on the way)
2.5 Schools and other NA -Learning -Learning -Learning environment is - Learning environment is
learning environments environment is not environment is accessible and close to accessible and close and
are accessible and/or easily accessible to somewhat accessible learners and staff (less learners (especially the
located in close learners and/or staff to learners and staff than 2KM) youngest) are escorted by
proximity to the -Staff or learners (distance between 2- -Learners’ safety to and adults to ensure their safe
populations they serve. must walk great 5KM) from school is ensured travel to and from school
(Note: acceptable distances (varies by -Learners mostly by parents, community -Transportation (e.g.
walking distances may country) 5KM or travel with adult members or school staff bicycles, buses) available to
differ across countries. If more or travel escorts to school (e.g. through escorts, and from school for all
the distances included through difficult (depending up on the mini-buses) learners (e.g. coordinated by
here are not acceptable terrain to access age of the learners) school staff or parents)
in your country, please school (no -Potential dangers
make note of this in the transportation exist en route to
form and inform the available) school
EdGI M&E Advisor).

Item Score:
1 2 3 4
2.6 Learners participate NA -Learning site does -Most learners -All learners participate -Teachers regularly educate
in health-promotion not offer health participate in health in health promotion learners about importance
programs, such as promotion programs promotion programs programs and connections between
deworming, nutritional -OR learners/staff do -OR some health -Comprehensive package their health and their
(micronutrients) not participate in promotion programs of programs meeting educational achievement
supplements, and health such programs (low are offered but a needs of learners in this -Teachers use participatory,
education (Note: these uptake) more comprehensive community is skills-focused techniques to
programs may be extra- package of services is consistently provided educate learners in health

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
curricular. This needed to meet all meeting the needs of all promotion programs
indicator will require the health needs for learners -Teachers reach out to
consultation with these learners (e.g. parents and community
learners and teachers). deworming not members to promote health
available but first aid programs
Item Score: kits or health -Consistent coordination
1 2 3 4 education sessions and communication between
are available) health stations/ out-reach
health services sponsored by
the government and the
school
______ Check here if 50% or more of indicators for Guiding Principle 2 were given ratings of 3 or 4.
Guiding Principle 3: Save the Children-supported education programs encourage and support active engagement for learners, child
centered teaching, and improved learning outcomes of all learners.
3.1 Teachers are trained NA -Teachers report no -Teachers receive -Direct report from -Teachers have good
on child rights and child training on child introductory level teachers of support and knowledge/understanding of
protection (Note: rights and child training/support on training on child child rights and child
requires consultation protection child rights and child rights/protection protection
with teachers). -Teachers exploit or protection -Teachers ensure -Teachers actively identify
violate children’s -Teachers sometimes learners’ consistent learners’ who exhibit signs
rights facilitate learners’ access to and encourage of abuse, trauma
Item Score: -Teachers do not access to child their use of child -Teachers regularly employ
1 2 3 4 provide learners with protection services protection mechanisms. follow up/reporting
access to child (e.g. social workers, mechanisms to ensure
protection services community learners are protected
mechanisms).
3.2 The learning NA -Learners cannot -Some (less than half) -Children able to freely -Teachers advocate for
environment describe their rights. learners are able to express themselves in learners’ rights in local
encourages expression -Teachers are identify their rights classroom (e.g. ask community
of child rights and unaware of learners’ -Teachers have questions, participate in -Child participation is visible
learners are rights to be limited understanding discussions) in many/all school programs

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
knowledgeable about protected from of children’s rights -Teachers have regular and activities
their rights (e.g. to humiliation and and responsibilities discussions with learners -Teachers educate learners’
participate in classroom abuse, participate in about their rights parents on the importance
activities, to ask the learning process, -All learners are of active engagement over
questions, to be etc. encouraged to be rote learning for learner
protected from -Learners do not actively involved as achievement
humiliation and abuse). participate actively in appropriate to their age -Learners are independently
(Note: requires their learning process and ability using available resources,
consultation with -Teachers discourage -Teachers use good mix such as library/IT
learners). class discussions or of lecture with active -Teachers adapt lessons and
any other active teaching techniques, activities to meet the needs
Item Score: participation engaging learners in of all students, appropriate
1 2 3 4 discussions, group to their age, ability, language,
activities and individual etc.
assignments throughout
the lesson
3.3 Learners participate NA -No children’s group -Children’s club exist -Children’s club is -Learners advocate for their
actively in decision exists but is not active formed and active engagement and
making activities in their -Learners are not -Limited learner -Learners’ are regularly involvement in school
schools (e.g. through permitted to participation in consulted in planning of activities and decisions
children’s club or participate in SMCs decision making school events and -Children’s club activities
representation in SMC). -School staff do not processes activities and/or school extend to the community
(Note: requires include learners in -Learners not decision making (e.g. following up on absent
consultation with decision making regularly encouraged processes children)
learners). processes to lead activities -Learners consistently -Learner representative on
encouraged to take groups such as PTA or SMC
Item Score: leadership role in
1 2 3 4 classroom activities and
in school events or
decision making
processes

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
3.4 Teachers are NA -Most (75%) or all -Some (less than half) -All teachers are present -Teachers and school
present for their classes. teachers regularly teachers are present, or have excused management have a system
(Note: requires review miss or skip classes but some miss or absences from classes in place to track and
of teacher attendance -Teachers are asleep skip classes they teach penalize missing or
records and consultation or inebriated during -OR some (less than -Teachers provide continually absent teachers
with learners, teachers class, or ignore half) teachers may be instruction throughout -Learners are encouraged to
and parents). learners present for part of the full class period report on teachers who are
the class but not the -The school has an not present for their classes
Item Score: full class period average teacher -School has an active roster
1 2 3 4 absenteeism rate (differs of substitute teachers to call
by country) upon
3.5 Learning is NA -Visual aids or -Some visual aids or -Visual aids and learning -Visual aids and learning
supported through the teaching materials are learning materials are materials are rotated to maintain learners’
use of relevant visual not available or not available in good consistently used interest, appropriate to their
aids and other teaching used condition throughout the lesson to context and culture
materials. -Learning materials enhance/facilitate -Materials are continuously
are available but not comprehension updated/ developed to
Item Score: culturally or context -Materials are relevant ensure relevance to learner
1 2 3 4 appropriate to the learners’ context context
-Learning materials and culture
are available but not -Materials are all in good
frequently used condition
3.6 Teachers ask NA -Teachers do not ask -Teachers ask some -Teachers consistently -Teachers are aware of
individual questions and learners any learners direct ask all learners questions learners’ capacities and are
interact with the questions but rely on questions during to ensure lesson able to engage them during
learners. rote methods of lessons, but may comprehension class time and school
instruction repeatedly call upon -Teachers consistently activities
Item Score: a small group only talk with all learners (e.g. -Teachers encourage
1 2 3 4 -Teachers may have asking them about their learners to share stories and
informal personal experiences experiences and provide
conversation with a relating to the lesson time for learners to interact

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
small group of topics, favorite games or with each other (e.g.
learners but it is their families). coordinate games to
infrequent encourage learners to talk
with each other and think
through lesson topics)
3.7 Teachers use NA -Mother tongue -Teachers use -Teachers use mother -Teachers report continuing
mother tongue of the instruction is not mother tongue tongue or a professional development on
majority of learners to used by teachers instruction minimally classroom/teacher’s aide how to use bi- or multi-
further explain key -Teachers are not or have low level of is present who is fluent lingual education techniques
concepts and support fluent or proficient in fluency in mother in learners’ mother in their classes
learning as needed (e.g. mother tongue tongue tongue to explain key
when mother tongue is languages of learners -Some (less than half) concepts or ensure
not language of learners report not comprehension of all
instruction). (Note: fully understanding learners a majority of
requires consultation lessons because of the time
with learners and language issues
teachers).

Item Score:
1 2 3 4
3.8 Teachers develop NA -Teachers have not -Teachers use some -Teachers develop and -Teachers continuously
and follow lesson plans. developed lesson sort of lesson follow lesson plan reflect and improve on their
(Note: requires plans planning but do not according to curriculum lesson plans to ensure they
consultation with -Teachers report not adhere to it during - Teachers check are relevant to learner
teachers). knowing how to use teaching homework to assess culture and context
lesson planning in understanding of lessons -Teachers exchange
Item Score: their work and adjust lesson plan experiences and ideas
1 2 3 4 based on learners’ needs among colleagues
-Teachers include learners in
the lesson planning to
ensure lesson plan is aligned

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Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
with learners’ abilities
3.9 Teachers adapt NA -Teachers are not -Some (less than half) -Teachers are able to -Teachers involve learners in
lessons to the needs and able to adapt lessons learners appear to adapt or adjust lesson developing lesson plans
abilities of learners in to needs and abilities follow/understand plan based on abilities -Teachers advocate cultural
their classes (e.g. girls, of all learners lessons and needs of learners awareness and educate
learners with disabilities, -Learners appear to -Teachers are able to -Teachers are able to learners about ethnic and
sick, malnourished, not understand or adapt some aspects relate lessons to cultural diversity through
language-minority, and follow lessons of lessons to meet learners context to lessons
traditionally excluded needs of learners, enhance comprehension
groups). (Note: requires but struggle with -All learners appear to
consultation with responding to follow lessons
learners, teachers, and abilities of all learners
review of lesson plans).

Item Score:
1 2 3 4
3.10 Teachers are NA -Teachers report no -Teachers report -Teachers are regularly -Supervisors take into
provided continuous support from some support from supervised account teachers’ skills and
support to improve supervisors supervisors or peers -Teachers are abilities when planning
their practice in key -Teachers do not (e.g. teaching consistently offered professional development
areas. (Note: requires regularly attend clusters) opportunities for activities
consultation with professional -Teachers attend at professional -All training activities are
teachers). development least 1 workshop or development in relevant followed up on by
workshops/meetings professional topics supervisors or school
Item Score: development activity -Teachers participate in management
1 2 3 4 during the school 2 or more professional
year development activities
per school year

3.11 The program uses NA No assessments are -Opportunities for -Some assessment -Range of assessment
validated assessment used OR limited individual interactions techniques used techniques used flexibly and

©2012, Save the Children

13
Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
strategies (either range of assessment are rare, infrequent regularly with individuals regularly with individuals and
informally on an techniques are used or not present, and groups groups
ongoing basis or limiting facilitators’ -Opportunities for -Multiple opportunities for
formally, at specified ability to use individual interaction individual interactions that
times). individualized that provide information provide information used to
information to adjust relevant to children’s evaluate learning and
Item Score: learning experiences ongoing development development
1 2 3 4 -Information gained and learning -Communication with
from assessment not -Information gained from outside specialists and use of
regularly used to assessments taken into outside resources to inform
guide decisions on account when making instructional strategies with
instructional practice decisions about children
or is ignored instructional practices -Assessment information
used to evaluate and adjust
instructional practices to
ensure children’s growth
and achievement
______ Check here if 50% or more of indicators for Guiding Principle 3 were given ratings of 3 or 4.
Guiding Principle 4: In Save the Children-supported education programs, parents and local communities are actively involved in
planning, decision-making and action to improve education.
4.1 Teachers and NA -Teachers and -Teachers are able to -Teachers and parents -Consistent evidence of
parents collaborate on parents do not schedule at least 1 are able to speak successes due to
key issues affecting communicate about meeting during consistently about key collaboration between
learners, such as key issues school year with issues parents and teachers (e.g.
sickness, absenteeism, - parents on key issues refurbished classrooms,
performance or school feeding programs,
discipline. (Note: reduced absenteeism of
requires consultation students and teachers)
with teachers).

Item Score:

©2012, Save the Children

14
Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
1 2 3 4
4.2 Parents and NA -No report of -School has been -Parents and community -Parents and community
community members training or capacity hosting some training members regularly members work with school
are provided with building activities for or capacity building attend trainings/capacity officials and teachers to plan
training and capacity parents and activities for parents building activities capacity building activities
building to support community members and community -Moderate to high level -Consistent and high level of
learner development members, but not of participation by participation by parents and
and education. regularly parents and community community members in
-Parents and members in workshops workshops and capacity
Item Score: community members -Capacity building building activities
1 2 3 4 are rarely informed activities hosted by the -Parents are aware and
or rarely attend school meet the needs supportive of upholding
capacity building of parents and their children’s rights
activities hosted by community members
school
4.3 A group such as a NA -PTA/ SMC/ -PTA, SMC, CEC, or - PTA, SMC, CEC, or - PTA, SMC, CEC, or SDS
Parent-Teacher CEC/SDS does not SDS formed but not SDS is formed and play an active role in school
Association (PTA), exist active actively involved in 50% management and as
School Management - OR the existing or more of decision advocates for the learners
Committee (SMC), PTA, SMC, CEC, or making processes, education within the school
Community Education SDS includes learner problem solving and and in the broader
Committee (CEC), or representatives, but planning for school community/ local
School Development no evidence learners events government
Society (SDS) includes have any real - Learners are actively - Learners regularly suggest
representatives and a influence. involved in 50% or more ideas for all school events
cross-section of the -Parents and of decision making and and play significant role in
community (e.g. by age, community members planning in PTA, SMC, most decision making
employment, gender, are rarely involved in CEC, or SDS (e.g. group activities
disability). (Note: decision making finds ways to maximize -Evidence of successful
requires access to and activities and school involvement of learners collaboration within PTA,
review of attendance events aligned with age and SMC, CEC, or SDS groups

©2012, Save the Children

15
Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.
Indicators Ratings Not 1 = Not at all 2= Almost 3 = Achieved 4 = Exceeded
applicable achieved achieved Project/Program
(NA) Objectives or
Expectations (fulfills
lower rankings plus the
following criteria)
records to assess the ability) advocating for developments
composition of the -Parents and community that will meet the needs of
committee). members asked to all learners (e.g. allocation of
participate in 50% or resources for school and
Item Score: more of decision making children’s activities that
1 2 3 4 activities and school support improvement of
events (either learning environment and
individually or formally learner performance/
through PTA, SMC, outcomes)
CEC, or SDS)
______ Check here if 50% or more of indicators for Guiding Principle 4 were given ratings of 3 or 4.
Overall Rating: Has this learning environment “achieved” or “exceeded” all four guiding principles?
[Check yes if 50% or more of all indicators for all 4 principles were given ratings of 3 or 4.]
Yes No

FINAL COMMENTS
1. Please provide any important contextual/environmental information that may have impacted (either positively or negatively) the ratings assigned to this
learning environment. Examples include events outside of your office’s control, such as conflict, natural disasters, unexpected cuts in funding. Please use
additional paper if more room is necessary.

©2012, Save the Children

16
Contact: Nitika.Tolani-Brown@savethechildren.org
ALL RIGHTS RESERVED. This document contains material which has been developed and published by Save the Children. Any reproductions of all or any individual part of this document must be fully credited to Save
the Children and include the Save the Children logo. No part of this book may be reproduced in any form or by any means, without crediting Save the Children unless express written permission has been granted by
Save the Children.