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DISTRICT BASED TEACHER RECRUITMENT STRATEGY (DBTRS) MENTORSHIP PROGRAMME 04 OCTOBER 2017

This program aims to support and mentor teachers in their district-based placements, focusing on improving teaching competencies and student learning outcomes. Classroom mentorship, external mentorship, and regular district meetings are utilized to provide support, guidance, and evaluation. Lessons learned from lesson assessments help shape the program's effectiveness.

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DISTRICT BASED TEACHER RECRUITMENT STRATEGY (DBTRS) MENTORSHIP PROGRAMME 04 OCTOBER 2017

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  1. DISTRICT BASED TEACHER RECRUITMENT STRATEGY (DBTRS)MENTORSHIP PROGRAMME04 OCTOBER 2017 Presented by: Nqabakazi Mathe Education Project Manager Save the Children (Free State)

  2. BUILDING THE BUS WHILE DRIVING IT

  3. MEASURES OF SUCCESS • ALL STUDENTS SEEN AND SUPPORTED EVERY MONTH • CLASSROOM MENTORSHIP • Students observe • Teacher continues with daily teaching routine, model teaching • Involve students in activities in the classroom • Some points give students chance to teach • EXTERNAL MENTORSHIP • All registered, placed in schools • Monitor school attendance • Assignments submitted • Students pass each academic year • Students met once-twice a month • Cluster meetings held monthly • Trainings held on teaching competencies held • Administrative issues addressed • Given an opportunity to teach • Tools to monitor

  4. REVIEWINGMENTORSHIP • SUPPORT AND GUIDANCE (BASED ON EXPERIENCE, KNOWLEDGE AND SKILLS) How? • CREATES ENVIRONMENT FOR STUDENTS TO LEARN, ACQUIRE KNOWLEDGE AND BUILD NECESSARY SKILLS • EXTERNAL MENTORSHIP • Provide academic support for better grasp of theoretical concepts, improve academic writing skills and employ better studying methods • Facilitate smooth teaching practice relationship to ensure learning occurs, even beyond the classroom • Help build life skills required by student to cope and handle current and future psycho-social issues associated with the teaching profession • CLASSROOM MENTORSHIP • Model appropriate approaches used in teaching • Coach and provide step-by step guidance on all activities of each grade • Observe and assess student’s teaching competencies • Reflect and guide (continuous improvement), “chunking” teaching in small steps while checking understanding along the way

  5. DISTRICT STRUCTURE MEETING • KEY TEACHING PRACTICE STAKEHOLDERS • MENTOR TEACHERS • SUBJECT ADVISORS • DISTRICT MANAGEMENT • EXTERNAL MENTORS • EVALUATE THE IMPACT (SKILLS AND KNOWLEDGE ACQUIRED) OF CLASSROOM MENTORSHIP, • USEFULNESS OF TOOLS TO EVALUATE IMPACT OF MENTORSHIP • EXPLORE WAYS TO IMPROVE THE LEARNINGS IN THE CLASSROOM ENVIRONMENT

  6. Lessons learnt on Lesson Assessment • Lessons Learnt • Teaching styles of mentor teachers are vastly different………….(OUR GOAL) ALL student teachers are learning at least the basic teaching skills and knowledge without directly assessing the incompetence in teachers. • INDEPENDENT LESSON ASSESSMENTS • CLASSROOM ROTATION IN SAME GRADE • TEACHER CURRICULUM WORKSHOPS PROVIDED BY DEPT (FRAMEWORK ON LEARNING OUTCOMES FOR THE PHASE) • STUDENT’S APPLIED KNOWLEDGE (THEORY IN PRACTICE)

  7. Well with all these things we are still trying to figure out, meanwhile the bus is taking shape!

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