1. Skills for Routines Breakout Sessions Breakout session 1: Preparing for a routine: Self-assessment and calibration

2. 1 ©2014 U.S. Education Delivery Institute Our objectives for this session ▪ Understand tools and reasons for conducting a self-assessment and calibration ▪ Practice conducting a self-assessment and calibration

3. 2 ©2014 U.S. Education Delivery Institute As you know, any good routine should include a focus on performance and an opportunity to come to a shared view of performance Strong execution ■ Buy-in to purpose and preparedness? ■ Clear roles and responsibilities? ■ Participants come prepared? ■ High-quality materials? ■ Well facilitated? ■ Clear next steps? Regularity ■ Happens regularly enough? ■ Right people present? Focus on performance ■ Clear area of focus? ■ Shared view of performance? ■ Focus on most important aspects? Action on performance ■ Helps identify most critical barriers? ■ Tough questions asked? ■ Creative problem-solving? ■ Encourages learning?

4. 3 ©2014 U.S. Education Delivery Institute To arrive at that shared view of progress, we recommend any routine be driven by some type of self-assessment Sample self-assessment results

5. 4 ©2014 U.S. Education Delivery Institute The Assessment Framework is a tool to help participants reflect on the likelihood of successful implementation Assessment Framework: Likelihood of delivery Red Amber/Red Amber/Green Green Highly problematic – requires urgent and decisive action Problematic – requires substantial attention, some aspects need urgent attention Mixed – aspect(s) require substantial attention, some good Good – requires refinement and systematic implementation Key Quality of planning Capacity to drive progress Evidence of progress JudgementRating Rationale Summary

6. 5 ©2014 U.S. Education Delivery Institute Many versions of the Assessment Framework exist; users generally should adapt to fit their context Examples of assessment framework rubrics

7. 6 ©2014 U.S. Education Delivery Institute A calibration discussion should occur after the accountable leads do their self-assessment to ensure that the ratings are accurate and balanced relative to one another Purpose of calibration discussion: ▪ Ensure ratings are accurate ▪ Tease out relative strengths and challenges ▪ Push on the rationale, get more detail ▪ Surface some of the bigger challenges that should be the focus of the stocktake

8. 7 ©2014 U.S. Education Delivery Institute A successful calibration depends on asking the right questions Why did you decide on this rating? What evidence do you have? How do you know? What would it take to make this [one rating higher]? These two strategies are rated the same, but the evidence seems different – should they both be [rating]? Why? We have several strategies that fall into one rating or several categories within a strategy that are all rated the same – should any be rated higher or lower to show relative strength or challenge? What is keeping it from being [one rating lower]?

9. 8 ©2014 U.S. Education Delivery Institute Exercise: Self-assessment and calibration WhatHowTime ▪ Choose a strategy or project that you are currently working on; record that on a white card ▪ Review the rubric and make your judgments for quality of planning; record rationale, post to brown paper ▪ Discuss and calibrate ▪ Repeat with capacity and evidence of progress ▪ Discuss and calibrate ▪ Post final rating ▪ Discuss and calibrate ▪ Individuals ▪ Volunteer ▪ 30 minutes ▪ Brown paper ▪ Cards ▪ Markers Materials