In-STEP(indiasupport for teacher education program)an overview A brief presentation of experiences at asu from- Nirupomabariksaikia Lecturer, DIET, morigaon, assam 02-04-2014
The in-step course Topics discussed- • Core learning science and Reform Planning by Prof. Christopher Clark & Prof. Suzanne Painter • Dr. SwarupMathur discussed about ‘Classroom BehaviourManagement’& the PLC. • Veronica Keystone and Sarah Beal-ASU Teacher Preparation Program (under graduate)-iTeachAZ,the Graduate program- ‘Teach for America’ - by Dr. Brad, Dr. Dave & Dr. Pam. • TAP - Teacher Advancement Program by Dr. Teddy, National Institute for Excellence in Teaching (NIET) • Kay Coleman had classes on Leadership for Change . • ‘Education for Democracy’ - by Dr. Gustavo Fischman, ASU. • ‘Early literacy- reading and writing’ by Carol Connor • B J Stone of McREL imparted knowledge on How Classroom Instruction Works.
Some other topics • Issues in Sexual Harassment and Discrimination’- recognizing and preventing harassment by Kamala Green, Office of the Equity & Inclusion, ASU • ‘American Culture and Some challenges of living and studying abroad’ - Adam Henry & KetieCuriel, Centre for Global Education Service, ASU • Dr. MolleyOtt-‘Governance Issues in Higher Education in USA’ • Diversity and Equity by Equity Alliance Center, ASU • ICT- technology training was provided by Dr. Keith Wetzel, Dr. Leanna Archambault and Dr. Todd Kisicki • Writing workshop with Kristine Wilcox • Smart Board training by CCS • Academic conferences in ASU –by distinguished professors and researchers from other countries • Observed classes of ASU faculties and direct school experiences • Embodied Learning Lab at ASU- Learning games for Science by Mina C Johnson-Glenberg • Sustainability by Lee Hartwell
Our most respected teachers Prof. Christopher Clark Dr. Suzanne Painter
Dr. SwarupMathur Dr. Mary Koerner, Dean, MLFTC, ASU with Dr. AraBarsam, Prog, Coordinator, In-STEP
Professional Learning Communities (PLCs) Reform Proposal was the central theme of the PLCs. The objectives- To analyseand satisfy professional learning needs of each other, collaborative learning, to share and exchange views, to solve problems, to improve capacity and outcomes, to create new knowledge, skills & processes, to collaborate with colleagues and support each other in professional development, Continuous evaluation of progress in reform proposal. Based on adult learning principle
The courses I liked most -‘the Core learning Science’ and the ‘Change Leadership’’module 1. Learning from the Core learning science – • The qualities of a good teacher and good teaching based on research findings (from an article ‘The Good Teacher’ by Prof. Christopher Clark) • Its comparison with NCFTE, 2009 • Implications of these two for the reform proposal • Reform Planning-step by step planning to bring about a change – how to start from ownself, to think big and start from small for a change, to set short term and long term goals, Change of mind set to develop leadership qualities, etc
Core learning science OATH OF ASSAM OATH OF ASSAM • Strengthening of concepts of teaching and learning already known • Professional Ethics – Hippocratic Oath for teacher educators • Theory of Constructivism • Writing practice, eg. on another group member • Online assignment practices • Panel discussion with small scale reformers
2. The change leadership module - • Change should not be external, the urge must come from within. Change is a process, not an event. • A leader of change should have in-depth knowledge of the situation and skill for the job, kn of capability of co-workers and a good planning to bring about a change – from vision to reality. • The Innovation Configuration Map (different modes of operation to get the task done)- it has major components and variations of components, Stages of Concern and Levels of use of innovations. • Interventions are key to the success of the change process.
Significant ideas of other courses We learnt- • Philosophical and psychological background of how classroom instruction works • The Instructional Planning Framework- Creating the environment for learning, Helping students develop understanding and Helping students extend and apply knowledge • Performance evaluation of teachers with the help of TAP (a system for teacher and student advancement) rubric • Ethics in classroom management to create positive learning environment • Education and democracy- Everybody has the right of learning, needs and conditions for learning should be fulfilled. • Knowledge of one person should not be the barrier in learning of others. • Good education requires good teachers. • Money is essential for good life, but it leads to inequality in education and can change the nature of social values/practices • Importance of equity in education- equity matters in learning • Elementary and higher education systems in USA • Use of technology in education- Photo peach, creation of web site, exploring You tube for educational purposes • Responding to behavioral issues of children and their management in the classroom
Key features of the teaching –learning process in asu • Co-teaching • Group work -brainstorming and providing feedback by the participants and the teachers • Formation of PLCs • Reinforcement of various concepts of education and strengthening of professional knowledge • Direct experiences of American education system by visiting schools and observing ASU classes • Interactions with experts –with small- scale reformers and subject experts • Exposure to technology • Presentations by eminent teachers of ASU and other institutes • Reading – we were provided with many books/materials and ASU Library access facility • Writing workshop- for development of writing skill of participants • Presentation of assignments by participants • Peer group discussion • Guest lecture by visiting professors from other countries • Video presentation and questioning on that video
New learning in subject areas- Mathematics- • Use of manipulatives in teaching • How to teach fraction , its types and computations with the help of manipulatives and technology tools. Language- • A short lecture by the teacher on Academic and Social Language • Use of metaphors and graphic organisers • Group discussion with peers on topics given by the teacher & sharing
How to make others learn the courses (new learning in any subject area) • By creating PLC (of faculties) and participating in it • Sharing of knowledge in PLC and with other stake holders • Visual presentation of new concepts with questions on that • Workshop, Seminar • Discussion • Short- term training of teachers • Soft wares can be developed on various school subjects
school experiences We visited elementary and high schools in Arizona. I visited 4 schools- • Pedro Guerrero Elementary School, Mesa Public School District (10/15/13) (Grade 4) • Longview Lancers, Osborn School District (11/05/13) (Grade 4) • Desert Thunder Elementary School, Phoenix (12/10/13) (Grade 5,8) • Alhambra High School, phoenix Union HS District (11/19/13) (Grade 9 & 11)
Implications for our schools- an eye-opener We can imbibe some of the elements into our educational practices- • Technology based teaching and learning • Coordination between theory and practice • Application of Theory of Constructivism in the classroom practices • More emphasis on well organized group- work • Small size of the class (18-20 students only) is very much encouraging for effective teaching and learning • Professional help to teachers (like TAP Lead Teachers) • Grouping of students according to their performance in a subject and providing them inputs accordingly • Academic planning by teachers for one week
Infrastructures of an elementary school Classroom on Maths Library
Observation of ASU classses We observed classes of ASU faculties- Classes of Dr. PhotiniSpaniason Mathematics Class of Dr. Irina Okhremtchoukon Language (Reading and Writing) Learnings- Emphasis on content Extensive use of technology Use of manipulatives Use of metaphors and graphic organiser Dr. Spanias taking class on Teaching of fraction (Maths)
Views for better teacher preparation programmes • Internship programme- • Intense internship for PSTE courses for rigorous teaching experience and to relate theory with practice • Internship can be for one semester (preferably the last sem) and 4/5 days in a week; in the remaining days trainees will attend TEIs/ site-coordinator’s office (like in ASU). • Follow- up and monitoring of internship in the line of ASU- provision of site- coordinators for an area to monitor internship and the site- coordinators will coordinate with the respective TEIs. • Provision of Pre- observation and Post- observation Conferences • Evaluation on the basis of report of site- coordinators. • Co-teaching can be done with regular teachers.
Some other aspects- • To increase the accountability of teachers norms can be fixed-eg. each teacher has to attend 2/3 short-term trainings/courses per year to be eligible for yearly increment. • Duration of these trainings should be at least 7 days. • Only one nodal agency should coordinate the teacher-trainings in the district. (Only DIET will impart training and SSA could be the organizing authority) • Training of teachers on Theory of Constructivism is important. • More emphasis on action- research (teachers conduct AR only in training period) • Introduction of some more courses in TEIs, such as- Montessory/ Nursery edn (Ka-sreni), on teaching of differently abled children, community involvement in edn, etc. • Physical facilities make a difference
Forfaculty development- • Refreshers courses for teacher educators • Incentives to best performing teachers • Deputation of faculties for higher studies- doctoral, post-doctoral • Orientation of faculties on new trends in education • Orientation on ICT based teaching- learning processes • Improvement of infrastructures of TEIs- building, enrichment of library with research studies, digital resources, journals; learning labs,
Significant academic learning in ASU • Practical experience of Co-Teaching • Exposed to technology based teaching-learning processes • Continuous feedback to every individual • Input to students according to their need • Advance planning for the next week • Management of time- Time is money • A humane relationship, bonding of love and respect among teacher and pupil • To start from small, small success matters- the biggest learning
Strengths and weaknesses of the programme STRENGTHS: • Co-teaching • Experience-based Teaching • Group- work • PLCs • Well- organized schedule of activities • Time management • Advance planning WEAKNESSES: • Some sessions towards the end of the programme were not very fruitful • In some sessions summing- up was not effective • Towards the end overlapping of sessions, so excessive work load and less time for reform proposal • Due to tight schedule, less time for library reading
Implementation of the reform proposal • After attending learning sessions and observing classrooms at ASU and visiting schools, I realized the differences in between USA and my country in terms of educational opportunities. I also want to expose my fellow-teachers and my students to the world of information, world of knowledge, to the world of technology. As such, I proposed to undertake a pilot-study to change the instructional methods followed in our institute . The title of the proposed study is- ‘Capacity Building Of Teachers In Inclusion Of Information And Communication Technology In Classroom Practices’ ‘A vision without a task is only a dream, A task without a vision is only a drudgery, A vision with a task can change the world.’ (Attributed to Black Elk) My vision is greater student learning with the task of integrating technology in classroom practices to make a change in the educational practices.
Suggestions for the phase II programme • Preparation of the reform plan should be started a little earlier- from the 1st month of the programme itself or less work load in the last month (it takes time in refinement of the proposal). • Participants should have more free time to devote strongly on the reform proposal (second- half of the day could be made free from classes to be engaged in library reading). • Participants should have the opportunity to explore the library to the fullest.