Workshop Presentation
- 1. Pre-Service Teacher Education Program(Pre-STEP)Overview
- 2. Objectives & PartnersPre-STEP Partners:MoE
- 3. GCs, HEC/ Universities
- 4. DoE, BoC, PITEs, … Strengthening GCETsResult 2.2: Upgrade capacity to deliver quality pre-service teacher education in selected universities and government collegesResult 2.5: Standards, curricula and modules developed for the revised degree for primary and middle school teachersDevelop a plan for technical assistancefor selected education institutionsEnsure that GCETs have the capacity to deliver the new/revised degreeFacilitate GCET linkages with surroundingpracticing schools
- 5. Baseline surveyAlmost all classes observed used lecture methods for teaching and learning only
- 6. Inadequate supply of T&L resources
- 7. Under-utilization of libraries, science and computer labs
- 8. Little or no training for Principals
- 9. Weak assessment system and tools
- 10. ICTs is not integrated into teaching and learningBaseline surveyPracticum
- 12. Supervising and cooperating teachers are not trained for practicum
- 14. lab schools are under-resourced; Addressing the concernsWeek-1:
- 15. Lessons learned from CPBEP project
- 16. Explored approaches to PD and change management
- 17. Week-2:
- 18. Identified & prioritized topics for PD
- 19. Identified the intervention and strategy for Foundation Modules’ implementation.
- 20. Discussed the possible challenges and solutions for the implementation of the Foundation Modules.Approach to Institutional Development & Improvement
- 21. Key Elements of foundation programICTs for Teaching and LearningPracticumAction ResearchAssessment & StandardsGCETsActive LearningEnglish LanguageEducational Leadership &ManagementBasic Computing
- 24. Participatory and Active Learning Methodologies
- 26. Ownership of the stakeholders through networking
- 27. Effective communication and coordination
- 28. Learning from past interventions
- 29. Minimum dilution in cascade approachImplementation ApproachPilot Testing
- 30. Effective monitoring and supervision
- 31. Support mechanism in place
- 32. Regular review and refinement of activities
- 34. Contribution of local, national and international partnersWhy is it a good approach?
- 35. It is a good Approach because…It makes an effort to involve all stakeholders in designing and developing training, implementation and follow-up activities
- 36. Professional and Institutional Development Plan meets clearly identified needs as identified by the baseline survey
- 37. It provides opportunity to develop strong linkages amongst the teacher training institutions. (e.g. through practicum, collaborative projects)It is a good Approach because…Training components are interrelated and support each other (cross-cutting)
- 38. It provides an opportunity to model what teaching practice should be
- 39. It builds on lessons learned from other donor projects (such asCP-BEP)What changes will result?Colleges will be ready to offer a revised diploma/degree and to prepare teachers to meet national standards for teaching
- 40. Improved collaboration amongst various stakeholders to improve the quality of teacher training experiences
- 42. A trained and motivated faculty
- 44. Enthusiastic and involved trainee teacher
- 45. Improved Practicum will produce quality teachersANTICIPATED CHALLENGES TO PROFESSIONAL DEVELOPMENT AND POSSIBLE SOLUTIONS
- 46. CHALLENGESSOLUTIONSContinuous support &follow upConsultations with Directorates and GCsScheduling training/activities in consultation with Directorates and GCs (e.g. utilizing non-academic days)Customized planningChanging mindsetPrioritizing and sequencing the activities (modules)Lack of time in connection with scope of workComplex and varied teacher education system provinces/areas
- 47. CHALLENGESSOLUTIONS6. Lack of interest of the faculty7. Sustainability of institutional development6. Taking faculty into confidence and with appropriate delivery strategies7.1 Strengthening leadership7.2 Follow up 7.3 Policy changes