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Comments on Teacher Quality Reforms

Comments on Teacher Quality Reforms. Richard A. Navarro, Ph.D. 18 July 2006. Teacher Education Program in Afghanistan . National education reform To increase teacher quality, To increase access to qualified teachers,

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Comments on Teacher Quality Reforms

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  1. Comments on Teacher Quality Reforms Richard A. Navarro, Ph.D. 18 July 2006

  2. Teacher Education Program in Afghanistan National education reform • To increase teacher quality, • To increase access to qualified teachers, • To develop systems and administrative structures to support quality teaching.

  3. Multiple Donors $200 million over five years from • UNICEF • USAID • World Bank • DANIDA • JICA

  4. Teacher Training Initiative in Sub-Saharan Africa According to UIS, up to 4 million additional teachers will be required by 2015 In response to this need, UNESCO launched TTISSA in January 2006 Begin with 17 countries, reach 46 countries over ten years

  5. TISSA Countries Angola Ethiopia Burundi Ghana Burkina Faso Guinea Cape Verde Madagascar Cen African Rep Niger Chad Nigeria Congo Sierra Leone Dem Rep Congo Un Rep of Tanzania Zambia

  6. TTISSA Design Principles Country driven, based on country needs and priorities TTISSA will provide technical support and policy guidelines to achieve priorities

  7. Continuum of Teacher Quality Reform Early Adopters Beginning Adopters Pre-Adopters

  8. A Bolder Approach TTISSA be the regional agenda for teacher quality. TTISSA serve as an umbrella to focus and coordinate activities by governments, donors, NGO’s, etc.

  9. Standards-Based Approach What do we want students to learn? What should teachers know and be able to do to teach them?

  10. On the Job Learning Teacher Training Institions (TPI) are often part of the problem rather than the solution Mode of delivery give emphasis to ON THE JOB LEARNING (OJL) Teachers teaching teachers or “lesson study” has proven to improve teacher quality

  11. Assessing Teacher Practice Performance-based approach rather than “seat time” for student learning. Opening new pathways to learning to teach Locates teacher learning closer to communities and schools where teachers teach

  12. Performance-based Assessment Is not “sink or swim” Requires resources and capacities Requires differentiated roles and responsibilities for professional practice Status difference should be reflected in levels of compensation

  13. Conclusion We must have a Common Vision and a Coordinated Plan. We all have a stake in the success of Teacher Quality Reform.

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