PACIFIC ISLANDS FORUM SECRETARIAT. FORUM EDUCATION MINISTERS MEETING Crown Plaza Hotel, Port Moresby, Papua New Guinea October 2010 SESSION FOUR

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1 PACIFIC ISLANDS FORUM SECRETARIAT PIFS(10)FEDMM.05 FORUM EDUCATION MINISTERS MEETING Crown Plaza Hotel, Port Moresby, Papua New Guinea October 2010 SESSION FOUR IMPROVING TEACHER COMPETENCY AND TEACHING EFFECTIVENESS IN THE PACIFIC The attached paper is the combined effort of UNESCO, SPBEA and UNICEF on a strategy to improve teacher competencies and effectiveness in the Pacific.

2 PACIFIC ISLANDS FORUM SECRETARIAT PIFS(10)FEDMM.05 FORUM EDUCATION MINISTERS MEETING Crown Plaza Hotel, Port Moresby, Papua New Guinea October 2010 IMPROVING TEACHER COMPETENCY AND TEACHING EFFECTIVENESS IN THE PACIFIC Purpose The importance of teachers in efforts towards quality education cannot be overemphasized within any education system. This paper proposes a way forward for countries in the region to ensure that teachers develop the relevant competencies in order to become effective teachers. Introduction 2. The core task of any education system is to equip its young people with the knowledge and skills they need to participate in social, economic and political life. Getting children into primary school, through their early grades and into secondary school is not an end in itself but a means of delivering these skills. Success or failure in achieving quality education for all hinges critically not just on countries delivering more years in school; the ultimate measure lies in what children learn and the quality of their education experience. (GMR, 2010) 3. For children therefore to acquire the basic knowledge and skills that would ultimately shape their future life chances during their school experience, governments need to ensure that the teachers and the approaches they adopt in teaching are appropriate and relevant to enhance children s learning. This calls not only for better training of student teachers (pre-servicing) but also for ongoing development of serving teachers (in-servicing) to enhance their competency and skills to be able to improve the learning of children. 4. With the global financial crisis having already created severe budget constraints, cost of delivering quality education becomes a challenge to many of the regional countries. However the consolation is that, learning achievements can be greatly improved at low cost, in some cases by making better use of resources already being invested in education, 2

3 especially on teachers. The key question is how best countries can maximize the benefit from their investment in education, especially on teachers which make up more than 75% of each country s expenses in education annually. 5. Despite the progress countries made over the past decade, the teacher issue remains a serious concern and is the single most important education resource attracting a significant proportion of government expenditure on education. From early childhood through primary and secondary school, the presence of a qualified, well-motivated and competent teacher is vital for ensuring the effectiveness of student learning. As Aslam and Kingdon (2007) pointed out, What students achieve in school is heavily influenced by classroom practices and teachers skills. 6. While the majority of teachers meet the minimum qualification standard set by each country, some countries are still struggling to employ teachers with the relevant knowledge and skills, and remain a major barrier to achieving their education goals of providing quality education for all its children, especially the marginalized groups. Consequently many of the teachers currently teaching in schools in some of the regional countries have not done any teacher training at all and therefore lack the basic teaching skills. 7. In addition, opportunities for ongoing professional development and in-servicing of teachers in most countries are limited and where they happen, are more likely to be concentrated in urban areas, enabling urban teachers to gain up to date knowledge of the situation in the classroom than their rural counterparts (Bennell and Akyeampong, 2007). This adds to better trained teachers preferring to teach in urban instead of rural areas. Disparity in quality of working environments in urban and rural schools add to the challenges teachers face and play a part in the preference of female teachers for urban areas in many countries. 8. Recruitment of teachers is just one part of a far wider set of issues that governments have to address. In many of the countries in the region, the problem involves not just low teacher numbers but also poor teacher morale and commitment. Attracting and retaining well-qualified candidates to undergo training for the teaching force is increasingly difficult. Low pay is endemic, a problem that in many countries not only hinders recruitment of able candidates but forces many teachers to supplement their salaries, thus reducing the time devoted to teaching (GMR, 2010). 9. While a balance has to be struck between affordability and good teaching, the limits to cost-cutting also have to be recognized. Governments, as well as donors, need to ensure that the conditions under which teachers are expected to work from reflect a commitment to delivering good-quality education through a qualified, competent and motivated workforce. The Challenges 10. While the challenges facing teachers are many, especially the training of future teachers as well as the ongoing development of those currently teaching, a holistic approach with support from all key stakeholders would go a long way in improving the situation. The question is what needs to be done and who can do what. 3

4 11. Despite the level of investment on teachers in education in many of the Pacific Island countries, (ranging from 12% - 23% of annual government expenditure), and the commitment from the development partner community, no significant improvement has been achieved over the last decade in terms of the quality of education provided to children. This is due in part to the reluctance of many countries to put in place necessary changes such as change of curriculum focus to ensure relevance, change of assessment focus from assessment of learning towards assessment as learning, and change of focus from teacher qualifications towards teacher effectiveness and competencies. 12. Considering the lack of improvement of education quality in the region, it is time for countries to consider pursuing a different approach, one that focuses on the needs of the students and those associated with student learning. As John Hattie (2003) points out, it is necessary to identify the factors that have the most influence on the learning process, and hence on student learning, and then focus on maximizing the influence of such factors. In his research on these factors, John Hattie (2003) suggests that: we should focus on the greatest source of variance that can make the difference the teacher. We need to ensure that this greatest influence is optimized to have powerful and sensationally positive effects on the learner. Teachers can and usually do have positive effects, but they must have exceptional effects. We need to direct attention at higher quality teaching, and higher expectations that students can meet appropriate challenges - and these occur once the classroom door is closed and not by re-organizing which or how many students are behind those doors, by promoting different topics for these teachers to teach, or by bringing in more sticks to ensure they are following policy. 13. Figure 1 shows Hattie s findings of those sources of variance that makes the difference in children s learning. Figure 1: Relative effect size of the sources of variance of student achievement Influence Effect Size Source of Influence Feedback 1.13 Teacher Students prior cognitive ability 1.04 Student Instructional quality 1.00 Teacher Direct instruction.82 Teacher Remediation/feedback.65 Teacher Students' disposition to learn.61 Student Class environment.56 Teacher Challenge of Goals.52 Teacher Peer tutoring.50 Teacher Mastery learning.50 Teacher Parent involvement.46 Home Homework.43 Teacher Teacher Style.42 Teacher Questioning.41 Teacher Peer effects.38 Peers Advance organizers.37 Teacher Simulation & games.34 Teacher Computer-assisted instruction.31 Teacher Testing.30 Teacher Instructional media.30 Teacher 4

5 Aims & policy of the school.24 School Affective attributes of students.24 Student Physical attributes of students.21 Student Programmed instruction.18 Teacher Ability grouping.18 School Audio-visual aids.16 Teacher Individualisation.14 Teacher Finances/money.12 School Behavioural objectives.12 Teacher Team teaching.06 Teacher Physical attributes (e.g., class size) -.05 School Television -.12 Home Retention -.15 School 14. This is supported by findings from studies in other parts of the world especially that by Gordon, Kane and Staiger (2006) whose findings go against common beliefs that the factor with the most impact on student achievements is not teachers qualifications but their expertise and experience (Figure 2) Figure 2: Change in percentile ranking of students attributed to teachers with different qualifications 15. The challenges facing many of the teachers today relate to the increasing demand and expectations put on teachers, yet systems have failed in ensuring that the teachers they employ are able to deliver what is expected of them. Teachers, once recruited, are expected to be able to respond to increasing professional as well as societal demands. Unfortunately, the increasing demand and expectation on teachers are often accompanied by fewer resources as well as increasing class sizes thus making it a huge challenge for many teachers, some without proper training, to cope with. This often result in teachers being at risk of becoming casualties of the situation rather than becoming catalysts of change throughout the teaching and learning process. In order to meet the ever changing and increasing demands on teachers, education authorities need to put in place strategies that foster a well qualified, well-equipped and motivated teaching force. 16. In situations where a significant proportion of the teaching force does not meet the minimum academic standards required, in-service training and teacher upgrading are 5

6 crucial. While the focus in many of the countries in the Pacific is still on qualifying teachers through pre-service teacher training, the quality of the training programmes needs to be reviewed to ensure that they produce the teachers with the skills and competencies urgently needed in the classroom today and in the future. 17. Despite the efforts by countries to continue to provide the appropriate training to those intending to make teaching a career, the fact remains that many of those currently teaching either have not gone through the appropriate training or if they have, lack the basic teaching skills to deal with increasing complexity in the classroom. 18. The availability and quality of initial training and the professional development of teachers are crucial to the morale and effectiveness of teaching. As teachers are the product of the education systems they teach in, it means that where these systems are of low quality it is even more important for teachers to receive effective training and support throughout their careers. In many countries, initial training is not good enough to develop the knowledge and skills they need to deal effectively with the challenges they face in today s classroom. To make matters worse, many of our teachers do not even receive initial training. For those who have gone through initial training (pre-service), many have not done any up-skilling (in-service) since their initial training. 19. Education authority in each country needs to seriously consider putting in place strategies not only for reviewing the initial training programme of teachers but also for ongoing upgrading, updating and renewing the knowledge, skills and capabilities of its teaching force. And with the pace of change both in content and pedagogy, as well as technology, continual updating of teachers knowledge and skills should be considered a high priority and should be an important component of the career development of teachers as well as an important aspect of the education strategy of all countries. 20. Given the important role teachers play in improving the quality of learning, it is a surprise to find that most of our countries in the Pacific have yet to put in place systems and strategies that would determine how effective teachers are in their teaching and how to help them improve. Identifying teacher weaknesses as well as strategies for improving the effectiveness of teaching continues to remain a challenge and is non-existent in many countries. Where they exist, the information is often used for policing as well as determining those to be rewarded or disciplined rather than developing teacher s knowledge and teaching skills. Strategy for Improving Teacher Competency and Teaching Effectiveness 21. As part of collaborative efforts to support countries address the challenges teachers face especially in relation to their competencies as well as the effectiveness of their teaching, development partners especially UNESCO, SPBEA, UNICEF and USP have collaborated in putting together a multi-step regional strategy aimed at improving the quality of children learning. While qualifying teachers are considered crucial, the focus of the strategy is not on improving the academic qualifications of teachers, as it assumes that they are familiar with the pedagogy. Instead the focus is on improving the level of competence of teachers and identifying what they need to do to improve their effectiveness. 6

7 22. With an endless list of knowledge and skills teachers need to acquire to become effective, it is necessary for countries to identify those that are priority and would make the biggest impact on the learning of children. This can only be identified if each country sets minimum standards for those attributes, knowledge and skills that all teachers need to achieve. But with absence of such standards, it would be a challenge to address the level of competencies of teachers let alone putting in place a strategy for improving the effectiveness of their teaching. Outlined below are the steps in a strategy that development partners have put together to provide support to countries in addressing the issue of teacher competencies and teaching effectiveness; Step Development partners work in close consultation with education officials from countries to develop regional teacher standards. Once developed, countries could then use these standards as basis for developing their national teacher standards. Step Development partners work collaboratively with education officials from countries to develop a tool based on the regional teacher standards. This includes developing performance indicators, as well as performance levels, for each indicator for each of the standards statement. Again countries could then adapt the tool to suit local situation in each country and to be used for assessing and monitoring teacher s performance. The tool also includes identifying a teacher improvement plan to support the improvement of teachers based on areas of weaknesses identified. Step Development partners to develop the technology to assist countries facilitate the assessment and monitoring of teacher performance as well as developing the teacher improvement plan. Countries could then use the technology to support those countries who decide to adopt a similar strategy to assess and monitor the performance of their teachers with the intent of improving their level of competency and effectiveness of their teaching. Step On the basis of the knowledge and skills identified in the teacher standards, development partners to collaborate in developing teacher competency modules that countries could use as the basis for up-skilling and upgrading teachers to improve their effectiveness. Countries would then choose the modules relevant to their needs as well as how to incorporate such modules into their staff development strategy, both pre-service and in-service. Step Development partners collaborate in mobilizing resources to provide technical support to countries in putting in place strategies for monitoring and improving the 7

8 performance of teachers as well as strategy for improving the effectiveness of teaching and hence student achievements. What has been achieved so far? 28. Outlined below is a summary of what development partners, in close consultation with countries, have achieved to date. 29. In the meeting of the Head of Pacific Heads of Education Systems (PHES) throughout the Pacific in 2007, UNESCO and SPBEA were requested to carry out the study leading towards developing a regional standard for teachers. Based on this study the PHES in 2008 endorsed the outcome of the study and recommended for the draft standards to be submitted for approval by the FEdMM. In its meeting in March 2009 the FEdMM approved the regional teacher standards and directed development partners (UNESCO, SPBEA and USP) to collaborate in developing the tool to facilitate the monitoring of teachers performance. 30. In 2009, development partners (UNESCO, SPBEA, USP and UNICEF) in collaboration with countries used the regional teacher standards approved to develop the tool to be used for monitoring and tracking the performance of teachers. This involved identifying relevant and appropriate indicators for tracking situation for each standard as well as relevant performance level for each indicator. The outcome of this is attached as a draft for consideration. 31. In parallel to this, UNESCO and SPBEA (in 2007) developed their Strategy for Monitoring and Improving Teacher Effectiveness (SMITE). This not only involved approaches for unpacking generic teacher standards statements into appropriate indicators but also generic performance levels for each standard. In addition they also developed softwares, spreadsheet as well as stand-alone (SMITE). The SMITE software as well as a copy of the strategy are available as Attachment 1 and as hard copy. 32. Also in parallel to this, development partners (UNESCO, SPBEA and UNICEF) have since 2006 collaborated to develop competency modules that countries could use in their efforts to support teachers, teacher trainers and supervisors improve the competency and skill level of teachers, both trained and untrained. Details of the modules and the outcomes for each module are appended as Attachment 2. A total of 14 modules have been developed and are currently being edited at the end of which they would be available to countries, agencies, etc who see the need for their use. A total of 14 modules have been (one is currently under development) developed and the list is shown below; Preparing and Planning Lessons for Effective Teaching Adopting Appropriate Assessments for Learning Practices Knowing What to Teach and Assess Creating a Conducive Learning Environment Recording, Reporting and Monitoring Student Achievements Intervention Strategies for Improved Learning Effective Teaching Strategies, 8

9 Strategy for Monitoring and Improving Teacher Effectiveness Communication as the Key for Getting the Message Across Professionalism, Duty of Care and Teaching Engaging Parents and Community What It Takes to Be an Effective Manager/Leader both in School and in the Classroom Information, Communication and Technology Literacy Motivating Teachers and Students 33. Although fourteen modules in total have been developed, or are currently under development, other modules could be developed depending on needs and country requests. To avoid overlapping and duplication, such modules like the 14 developed, should focus on improving the skill level of teachers. 34. Since the launching of the initiative at the regional level, development partners (UNESCO, UNICEF and SPBEA) have separately mobilised resources to support the development of the strategy at the regional level as well as rolling it out at the country level. This has helped in some countries who are now seriously considering the development of national teacher standards. Few countries have taken advantage of the development at the regional level to put in place strategies for assessing and monitoring the performance of teachers at the national level. 35. At the same time UNESCO, SPBEA and UNICEF have mobilized resources to help countries put in place mechanisms for institutionalising the in-service training of teachers while using the teacher competency modules as the basis for in-servicing teachers. The countries currently working with development partners on this include; Kiribati, Nauru, Tuvalu, Solomon Is, PNG, Tonga and Vanuatu. What have yet to be achieved? 36. In spite of the progress made so far, it would appear that much remains to be done at the country level. While the PEDF identifies Teacher Development (TD) including inservice Education (ISE) and pre-service Education (PSE) of teachers and promoting the professional status of the teaching profession as one of the six sub-sectors of education, a lot remains to be done especially in relation to the in-servicing of teachers. 37. With regional standards for teachers now approved for the Pacific, many countries have yet to take full advantage of the initiative at the country level. While most countries are now considering developing national teacher standards, if not already done so, some have yet to see the need and importance of such standards in efforts to improve teacher competency and teaching effectiveness. 38. With the tool for assessing and monitoring the performance of teachers for improvement now in place at the regional level, hardly any country has taken advantage of this to use their national standards, where they exist, to assess and monitor the performance of their teachers. Without this, it would be very difficult for the education authority to find out how effective teachers have been in doing what they were hired to do, teach students. 9

10 Having such tool in place will also help school managers and leaders as well as the education authority in each country to put in place strategies or plans for addressing the weaknesses of teachers so they are in a better position to deliver what they are expected to deliver. 39. Development partners that have been helping in the development of the tool based on the regional teacher standards; UNESCO, SPBEA and others interested, are more than willing to assist countries that would like to pursue this at the country level. However countries should be willing to commit personnel as well as the necessary resources and time necessary to develop and put such tool in place. 40. While UNESCO, SPBEA and UNICEF have collaborated to encourage countries use the modules developed as the basis for in-servicing teachers, there is a need for all countries to look strategically at the whole issue of in-service training in the country. The partners have therefore been helping in building the capacity of countries to be able to provide in-service training as part of their normal strategy for improving teaching effectiveness and hence quality of education. Institutionalising the in-service training of teachers would provide the opportunity for all teachers, trained and un-trained, to upgrade their skills so they are able to better cope with the challenges they face in today s classrooms. Recommendations 41. Ministers are invited to: (a) (b) (c) (d) agree to consider putting in place national teacher standards, if not already done so, as one of the steps towards improving education quality and to be used as a basis for monitoring the performance of all teachers in the country; note that standards once approved, to be used as basis for developing the necessary tool that school managers as well as education authorities could use to assess and monitor the performance of teachers with the purpose of using the result to support teachers improve their performance; encourage development partners to work closely with interested countries to develop the standards as well as the appropriate tools and for education authorities in each country to assess and monitor the performance of their teachers; and endorse the putting in place of a strategy in countries, with the help of development partners, for providing regular in-servicing for teachers to bring them abreast with current trend in teaching as well as enhance their competency. Pacific Islands Forum Secretariat, Suva 21 September

11 Attachment 1 Strategy for Monitoring and Improving Teacher Effectiveness (SMITE) A copy of the strategy is available as a hard copy with a CD of the Software (SMITE) used to facilitate the process. 11

12 Attachment 2 LIST OF THE MODULES AS WELL AS THE KEY OBJECTIVES & EXPECTED OUTCOMES FOR EACH MODULE Module 1: Preparation and Planning for Effective Teaching The key objectives of this module are to create awareness of the importance for teachers to prepare and plan their lessons, to develop teachers knowledge of the process and role of planning in the teaching/learning process, to develop teachers' skills and competencies in planning for effective teaching, to help understand the role planning plays in successfully teaching students and to enable teachers to successfully prepare and plan a lesson. 2. A teacher who successfully completes this module is expected to be able to do the following: From the curriculum or syllabus documents, identify the specific objective(s) to be targeted in each lesson Unpack each objective to identify the learning outcome(s) each student is expected to achieve as a result of attending each lesson For each learning outcome identified, prepare achievement levels, as well as assessments, to be used for assessing and monitoring the extend to which each student has achieved the learning outcome As part of preparation and planning, devise appropriate intervention strategy for supporting those yet to achieve the learning outcome (intervention) as well as those who achieve the learning outcome (enrichment) Develop a lesson plan format that includes all the necessary steps as well as the resources to be used in delivering the lesson Module 2: Adopting Appropriate Assessment Practices for Learning 3. Without effective assessment practices which result in students informed learning, improvement or achievement of standards becomes accidental rather than purposeful (Black and William). This module focuses on the features of effective assessment practice and aims to equip teachers with the knowledge and skills necessary to develop such practice. 4. The key features of effective assessment practices include the following: Identification of where students are in their learning Awareness that student achievement develops towards a learning outcome Awareness that both students and teachers benefit from knowing current achievement status Use of achievement status as an indication of next step to be taken towards the learning outcome 12

13 Use of assessment as a mechanism for monitoring achievement of individual students Accessibility of information from the monitoring process and explanation of its meaning Engagement of students in assessment practices Module 3: Knowing What to Teach and Assess 5. In this module, the focus is on making sure that all teachers are fully aware of what they are teaching and which information they are looking for as evidence of student performance. The key objectives of the module include knowing the course and how it is structured; knowing the content of the course to be taught as well as the course objectives and the extent to which each objective is expected to be covered, knowing how the various skills and learning outcomes are organised; knowing the boundary of each learning outcome and how learning outcomes relate to lesson objective(s). This will help teachers decide where to start when teaching. 6. A teacher who successfully completes this module is expected to be able to do the following: Identify and familiarise with relevant course document(s) such as curriculum framework, syllabus and prescriptions For each course, familiarise with how the course is structured and presented Identify specific objectives to be taught in each course and whether they need further unpacking or not Identify appropriate learning outcomes and how knowledge skills are arranged in each - as a line, a ladder or both Use this knowledge to prepare a format for monitoring student performance in the various learning outcomes Module 4: Creating a Conducive Learning Environment 7. Making sure that students feel ready to learn is one of the biggest challenge that teachers face, especially if it is their first year teaching. Everything that is taught in teacher training institutions becomes useless if teachers cannot connect with their students. Therefore, this module focuses on what teachers need to do in order to create a classroom environment allowing them to connect with their students and manage the class effectively. The module also emphasises the importance of ensuring that students feel welcome in the classroom and suggests activities that encourage them to be part of the class while enabling the teacher to better know each student, as a person and as a learner. These activities contribute to creating trust between teachers and students. 8. It is expected that teachers who successfully complete this module will be able to do the following: Know what a conducive classroom environment is and what it takes to create such classroom 13

14 Know what they need to do to create a classroom environment that motivates students to learn Be aware of the importance of the interaction between teachers and students and of the impact that teachers behaviour and decisions about instruction have on student achievement Create and maintain a learning community in which students differences and strengths are respected Analyse the classroom environment and make decisions and adjustments to enhance student motivation, engagement and productive work Create and maintain a functioning and caring learning environment in which students assume responsibility for themselves and their learning Establish clear standards of conduct for all students; organise, allocate, and manage time, space and activities; and encourage active and equitable engagement of all students in productive tasks Module 5: Recording, Reporting and Monitoring Student Achievements 9. Collecting information on students performance has little value if students do not benefit from the process and use the information to improve their learning. It is therefore the intention of this module to make teachers aware of what information needs to be collected and how such information can be used to improve their teaching and help make the school more effective. In addition, the module intends to make teachers aware of the need to report information on student achievement in a clear and comprehensive manner to students, parents, teachers and the system along with recommendations for improvement. The purpose of the module is to ensure that teachers are fully aware of the importance of information in improving both students learning and teachers teaching. Record-keeping and reporting are integral parts of teaching and assessment practices and are fundamental processes in bringing together school policies and practices. 10. A teacher who successfully completes this module is expected to be able to do the following: In relation to the course objectives, identify reliable and valid information that needs to be recorded and reported as part of monitoring student progress Report information in a way that enables student achievement to be effectively reported and monitored Present reports on student achievement to stakeholders in an accessible and meaningful way Use information collected to improve student learning by providing information on students achievement and progress to both students and parents and by indicating areas where further development and help are needed Use the information reported to parents to foster partnerships between teachers and parents in an effort to support student learning and progress Use the information recorded and reported to parents to carry out regular monitoring of student learning and achievements and to provide ongoing 14

15 constructive feedback to students that focuses on ways their learning can be further developed Module 6: Intervention Strategies for Improved Learning 11. Teachers often ask themselves who needs help and what specific help students need. Answers to these questions are the main foci of this module. Teachers need to know, through the assessment process, what each student can or cannot do in any given task. But knowing where students are is not enough as each teacher also needs to be able to identify how best to help each student based on what they have yet to achieve. To be able to provide specific help that would address the challenges students face, teachers need to be able to prepare a strategy, as part of the planning, on how to deal with students based on their achievements in the various learning outcomes. 12. A teacher who successfully completes this module is expected to be able to do the following; For each objective, particularly learning outcomes, identify valid and reliable information that needs to be used for monitoring student progress as well as to be reported to key stakeholders Identify the most appropriate method for recording and reporting the information For each key objective, use the information collected to identify what each student is able to do and has yet to be able to do Use the most appropriate method to record and report information to students (feedback) and parents with clear recommendations and suggestions for improvement Use assessment results and achievement levels for each learning outcome to design a strategy for providing specific assistance to students by targeting the cannot do areas in each learning outcome Use students achievement levels in each learning outcome to organise students into groups based on their achievements in order to better address their specific challenges Module 7: Effective Teaching Strategies, Managing Teaching and Learning for Better Results 13. This module focuses on the classroom teacher and attempts to highlight some of the important teaching strategies that could help teachers in their effort to improve the effectiveness of their teaching. The module specifically targets teachers who have not gone through formal teacher training programmes and highlights a variety of strategies and values to effectively manage children s learning for better results. It attempts to address the following questions: how can children s learning be best managed for better results; what are effective teaching strategies teachers can use; and how can effective teaching strategies affect learning outcomes. The focus of the module relates to the role of teachers as both instructors in teacher-centred classrooms and facilitators in student-centred classrooms. 15

16 14. A teacher who successfully completes this module is expected to be able to do the following: Be aware of the roles teachers play as both instructors and facilitators and reflect on the relevance of each role for any specific situation Identify teaching strategies that add value to the teaching process and improve teaching effectiveness and student learning Demonstrate knowledge of the strategies listed below and of their implications for both teachers and students; - Know students through getting to know students activities - Organise classrooms to reflect teacher s teaching style - Create conducive environment for learning - Respect students by involving them in classroom management - Be prepared for every lesson and be flexible to allow for all possible scenarios - In deciding on instruction, give due consideration to teaching style and students learning styles - During instructions ensure that students are fully aware of teacher s intentions and expectations - Have time management strategy to ensure best use of limited time - Ensure students remain motivated throughout the lesson - Use homework as an opportunity to re-enforce what has been taught rather than to cover new areas Demonstrate ability to identify other appropriate strategies that can help improve teaching effectiveness Module 8: Strategy for Monitoring and Improving Teacher Effectiveness 15. While recognising the importance of teacher qualifications, this module focuses more on identifying certified and uncertified teachers strengths and weaknesses with a view to improving teacher effectiveness. With the endorsement of regional teacher standards by Pacific Ministers of Education in Tonga in March 2009, it is important that a strategy is put in place for the implementation of such standards both at the national and regional levels. 16. A teacher or school manager who successfully completes this module is expected to be able to do the following: Be aware of the importance and need to assess teachers performance in order to improve it Identify quality dimensions to be used as the basis for appraising and assessing teacher performance in order to make the greatest positive impact on student achievement; consider how such dimensions relate to teacher standards in place For each dimension, identify quality elements and assessment criteria that would provide necessary evidence to assess teachers performance 16

17 Know how to use teacher performance levels to assess and monitor teachers performance Know the source of evidence for each element and know who is best placed to collect such evidence Use assessment results to prepare development strategies to address identified weaknesses Module 9: Communication as the Key for Getting the Message Across 17. There is a common saying that a teacher is only as effective as his or her communication skills. The ability of a teacher to convey knowledge and skills students need to acquire in a way that students can understand and comprehend is seen as one of the key issues towards achieving teacher effectiveness. Teaching is more than just imparting knowledge to students, it is also communicating effectively with students, parents, and people of all age groups. Teaching is considered as 50% knowledge and 50% interpersonal skills - including interpersonal communication or the manner in which information is shared or exchanged between teachers, students and parents. Therefore, this module focuses on communication skills that teachers need to acquire to improve their ability to connect not only with students but also with others associated with the teaching and learning process. Identifying these effective communication skills is part of the effort to improve teachers effectiveness. 18. It is expected that teachers who are aware of these skills and make an effort to utilise them in their teaching will be able to: Be aware of the importance and need for them to be clear in their directions and procedures in order to anticipate any possible misunderstanding Use spoken and written languages throughout the instruction at a level easily understood by students and that enriches the lesson Use appropriate communication skills to resolve all conflicts with students about teaching and learning Use effective communication skills such as questioning, listening, responding, presenting, organising, etc. throughout delivery to ensure greater understanding by students Be able to build rapport with all students as well as with parents in order to discuss students and their progress Provide frequent and relevant information to parents about instruction programmes Successfully engage parents in a meaningful manner throughout the instruction process Module 10: Professionalism, Duty of Care and Teaching 19. Nowadays, more than ever the focus is on teachers, their knowledge, skills, competencies and values in other words their professionalism. Teachers often work in uncertain situations in which judgment is more important than routine. They must make sound decisions at all times and must be free to do so in the best interest of the students. 17

18 This module focuses on teachers as professionals and on the concepts of professionalism (knowledge, autonomy and responsibility) and duty of care (minimising the risk or harm to children or students). 20. After successful completion of the module, it is expected that teachers will be aware of the following: The concept of professionalism and its implications both in and out of the classroom The guidelines involved in circumstances where there is a need to make sound decisions with regards to duty of care When is the duty of care owed What does the duty of care encompass The five core beliefs and values that teaching should embrace Module 11: Engaging Parents and Community in the Teaching and Learning Process 21. Teachers and principals often view classrooms and schools as their territory and activities that take place in them as their responsibility. Parents and communities are only called in for limited activities and social occasions such as fundraising, school day, parent and teacher day, prize giving nights, etc. However, as part of the overall effort to improve teacher and school effectiveness and considering that schools are preparing young children to become effective members of their community, parent and community involvement as well as closer partnership between schools and communities have been increasingly encouraged. This is the very focus of this module where consideration is given to identifying possibilities for greater involvement of parents and communities in school affairs and student care. 22. It is expected that, after having gone through the strategies outlined in the module, teachers will be able to: Be aware of the advantage and benefit of engaging parents in the day-to-day running of the school Establish good and friendly rapport with parents, focusing on students and the improvement of their achievements Identify opportunities for engaging parents in meaningful ways such as assisting in fundraising, helping in the library, undertaking computer work, participating in community projects or doing any volunteer work the school may need Establish a friendly communication scheme that not only keeps parents informed about school programmes and student progress but also allows parents to communicate with the school and share their concerns about the school and their children Inform parents on how they can be involved in their children s learning through learning activities at home (supervision of homework, etc.) 18

19 Module 12: What it takes to Be an Effective Manager/Leader Both in the School and in the Classroom 23. As J. F. Kennedy once stated, leadership and learning are indispensable to each other. Thus, this module focuses on leadership skills that are essential to both school principals and classroom teachers in order to be effective in their respective roles, improve school and teacher effectiveness and enhance and improve student learning and achievements. 24. It is expected that, after having gone through the strategies outlined in this module, school principals and teachers will be able to: Develop communication strategies that enhance effective communication between principals, teachers, parents, communities, students, other teachers, etc. Develop strategies for managing possible conflicts constructively, including understanding individual points of view and develop problem-solving perspectives Reflect on their leadership role and re-examine fundamental beliefs, values and working assumptions about leadership in order to develop a way forward Create a personal vision of leadership by developing norms and values that will encourage, reinforce, and sustain teaching and learning environments that result in high levels of learning for all children Create a school learning community that focuses on results rather than inputs school principals and school managers will be able to: Develop strategies to successfully deal with education challenges and develop the capacity of the school community to foster continuous improvement, especially in student achievement levels Assess themselves and their performance within the context of school development, reflect on their strengths and weaknesses, plan next steps and put in place strategies to address identified weaknesses Implement school-wide strategies aimed at shifting teachers focus from teaching to student learning Organise school activities that focus on maximizing student learning Collect and use data to identify goals, assess organisational effectiveness and develop accountability systems to monitor student progress Support effective planning in the school so as to inspire and lead challenging innovations and foster shared beliefs Develop coherent instructional programmes to ensure that students have access to relevant and quality education Promote and assess teacher effectiveness by putting in place assessing monitoring and developing strategies - teachers will be able to: Develop strategies to create learning environments that motivate students to achieve the learning outcomes Identify leadership opportunities and develop strategies to engage students in leadership roles Know how to create an environment of trust between teacher and students 19

20 Module 13: Motivation 25. This module focuses on identifying what motivation is as well as understanding the theories that underpin motivation. Identifying strategies for motivating students and teachers will also be a focus and suggestions on some of the causes of student success and failure. The module also focuses on developing a strategy for helping to motivate those students and teachers identified as lacking motivation. 26. It is expected that, after having gone through the strategies outlined in this module, teachers will be able to: Define what motivation is List the key ideas of the theory of motivation Identify features of intrinsic and extrinsic motivation Identify some of the causes of student and teacher success and failure Develop a strategy to help motivate students and teachers identified as lacking motivation List some aspects of student and teacher motivation Module 14: Information Communication Technology Literacy (Currently under development) 20

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