TEACHER DEVELOPMENT - people.umass.edu

1 TEACHER DEVELOPMENTMAKING AN IMPACTH elen J. CraigWorld Bank, Washington, DCAcademy for Educational DEVELOPMENT , Washington, DCRichard J. KraftUniversity of Colorado BoulderJoy du PlessisUniversity of Colorado BoulderUSAID, ADVANCING BASIC education AND LITERACY PROJECT nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnWORLD BANK, HUMAN DEVELOPMENT NETWORK, EFFECTIVE SCHOOLS AND TEACHERST eacher DevelopmentMaking an ImpactHelen J. Craig, education SpecialistWorld Bank, Washington, DCAcademy for Educational DEVELOPMENT , Washington, DCRichard J. Kraft, ProfessorUniversity of Colorado BoulderJoy du Plessis, Research AssociateUniversity of Colorado BoulderNovember 1998 TEACHER DEVELOPMENT : Making an ImpactiiTeacher DEVELOPMENT : Making an ImpactiiiDedication .. vPreface .. viiAcknowledgments .. ixExecutive Summary.

2 Xi1. TEACHER DEVELOPMENT : A Process Along a Continuum of to the Study .. 1 Select Topics in TEACHER education .. 3 Conclusion .. 192. Case Studies of Initial TEACHER Preparation Primary education Improvement Project (PEIP) .. 21 The Basic education TEACHER Diploma (BETD) Namibia .. 32 The BRAC Experience Bangladesh .. 433. Lessons Learned About Initial TEACHER Preparation TEACHER to More Experienced TEACHER What Are theIssues Typically Faced? .. 56 Alternative Choices for Initial TEACHER Preparation .. 56 Elements of Successful Traditional Formal TEACHER PreparationPrograms .. 60 The Move to General education Programs .. 63 Recruitment and Retention of an Adequate TEACHER Supply .. 64 TEACHER Educators .. 68 Induction Programs .. 69 Classroom Supervision of Teachers .. 72 Accreditation Standards for TEACHER education .

3 73 Conclusion .. 744. Case Studies of Ongoing Professional DEVELOPMENT : Changing TEACHER Pedagogy in the Nueva EscuelaUnitaria .. 77 Balochistan, Pakistan: Gender Equity, Mobile TEACHER Training,and Mentoring .. 915. Lessons Learned About Ongoing Professional of Terms .. 105 What Works, What Does Not, and Why? .. 105 Characteristics of Effective Programs .. 106 Organizational Models .. 112 Evaluation of Inservice Programs .. 118 TEACHER Evaluation as Part of Professional DEVELOPMENT .. 119 Snapshots of Eight Inservice/Professional DevelopmentPrograms .. 123 Conclusion .. 1406. Conclusions and Support .. 141 Ongoing Professional DEVELOPMENT The Early Years .. 142 Ongoing Professional DEVELOPMENT The Years After InitialPreparation .. 143 ContentsTeacher DEVELOPMENT : Making an ImpactivAnnex 1: A Framework of Relationships and Priorities among CriticalIssues Affecting Teachers Work Morale and 2: More and Less Effective TEACHER education Strategies inDeveloping DEVELOPMENT : Making an ImpactvWe dedicate this work to the thousands of classroom teachers, whodespite low pay, overcrowded classrooms, often nonexistent initialteacher training, inadequate inservice DEVELOPMENT , lack of desks andchairs, few or nonexistent textbooks or other instructional materials, nolibrary, poor sanitary facilities, and little or no transportation to theirschools, somehow make it to school almost every day and attempt toteach their children.

4 Our second dedication is to the millions of children,who go to school with the often vain hope that it will lead to a better of the coauthors observed forty second graders in a West Africannation wait for TEACHER for over four hours in searing heat, arriving ontime, causing no discipline problems, but just patiently waiting for anadult to teach them. This level of dedication is seldom seen in thewealthier nations of the world, and we applaud it, but despair at theconditions that leave millions of children untaught each day of the the midst of these discouraging circumstances, however, weobserved reflective teaching at its best: classrooms of a democraticvariety to make John Dewey proud, communities and parents moreempowered than those in many wealthy nations, creative problem-solving, and active learning utilizing the best of local culture andmaterials under the most difficult of sound education exists in most industrialized nations with theirtremendous resources, the fact that some of the most creative, reflective,and active-learning classrooms were observed in some of the mostrural, poor, and multigrade settings in the world made it clear to us thatwhen teachers are empowered, almost anything is possible.

5 Manyteachers, children, and communities of the world are ready, butregrettably, we cannot yet say the same for the governments andinternational agencies, who will be asked to fund or bring to scale these initial training programs; short, disconnected inservicetraining; inadequate textbooks; blackboard-based pedagogy; overlyused norm-referenced summative evaluations; and a host of otherchallenges characterize too many millions of classrooms today. A fewcountries have permitted a few pilot programs to risk breaking thiscycle. We have been privileged to catch a glimpse of some of theseexceptional classrooms that function in a cost-effective, sustainablemanner. Our only hope is that this manuscript can, in some small way,help to promote the exceptional programs and lessons learned fromthese experiences that these caring teachers, children, and communitieshave brought into DEVELOPMENT : Making an ImpactviTeacher DEVELOPMENT : Making an ImpactviiThe ABEL2 Project (Advancing Basic education and Literacy) aninitiative of the United States Agency for International Developmentunder the auspices of the Academy for Educational DEVELOPMENT andthe World Bank both sought an updating of promising practices inteacher education .

6 ABEL2 also particularly requested that we addressthe question of whether TEACHER education affects children s this work was never intended to be a formal impact study, weundertook the case studies to look very carefully at this question. Ratherthan duplicate efforts, we decided to combine the ABEL2 and WorldBank studies, making use of the extensive archives of USAID, the WorldBank, and other multilateral and bilateral educational assistanceprojects. We specifically sought out programs that both internal andexternal evaluators considered successful, and that evidenced bothcost effectiveness and became very clear that it is difficult to discuss TEACHER education andlearning outcomes without referring to other aspects of teacherdevelopment, including incentives; management of teachers and thelarger system; recruitment, deployment, and retention of teachers;evaluation; and the place of teachers in educational reform.

7 We refer toaspects of these larger issues, but their greater exploration was beyondthe scope of this study. We strongly encourage additional research anddocumentation of these processes, which will strengthen strategies toimprove the quality of teachers and children s reading many reports, evaluations, and research studies, wevisited some ongoing projects that appeared to have promising teachereducation components and about which more extensive case studiescould be written. The reader will find case studies on projects inBalochistan, Botswana, Guatemala, Bangladesh, and Namibia, as wellas references to projects in various other countries. The case studies arein no way meant to cover all the aspects of these complex and oftenlengthy projects, but rather to highlight certain TEACHER educationcomponents that we and other external researchers have found to beparticularly compelling.

8 Nor do we mean to say that these projects arenecessarily better than the many others. We do believe, however, thatthere are important aspects of each of them that can inform nationalpolicymakers and international donors and lenders in the coming is presumptuous to attempt to cover all aspects of teaching andteacher education worldwide in one review, and we continuouslyfound ourselves having to limit our work, due to time, travelconstraints, and the multiple scenarios of TEACHER DEVELOPMENT atdifferent stages of the learning process in countries at different stages ofeconomic DEVELOPMENT . We do, however, attempt to provide evidencePrefaceTeacher DEVELOPMENT : Making an Impactviiithat TEACHER education programs do enhance student learning;summarize research on effective teaching and schools; summarizeguidelines to assist with the DEVELOPMENT of more effective teachereducation programs; and describe ongoing TEACHER developmentprograms from different parts of the end our report with recommendations.

9 They are based not only onour own research, experience, and site visits, but on the work of manydedicated teachers, TEACHER educators, program administrators,ministry of education officials, international consultants, researchers,and evaluators. We trust that we have done them justice in our attemptsto synthesize their DEVELOPMENT : Making an ImpactixTeacher DEVELOPMENT : Making an Impact has been produced as a jointventure between the World Bank and Project ABEL 2 (Advancing BasicEducation and Literacy), an initiative of the United States Agency forInternational DEVELOPMENT under the auspices of the Academy forEducational DEVELOPMENT . The content and design owes a great deal tothe encouragement of colleagues at the Academy for EducationalDevelopment, USAID, the World Bank, and other education would like to gratefully acknowledge the help of each of thesepeople and those in the field who willingly gave their time, information,and counsel so we could better understand various dimensions ofteacher DEVELOPMENT who provided valuable written comments and insights onthe document include David Chapman (University of Minnesota),Francy Hays (AED), Jim Hoxeng (USAID), Kathryn Johnson (WorldBank), Gary Knamiller (University of Leeds, UK), Eileen Nkwanga(World Bank), Maria Teresa Tatto (Michigan State University)Bernadette Robinson (formerly from the Open University, UK)

10 , andEluned Roberts-Schweitzer (World Bank). Sena Hubler (World Bank),Rose Thomas, Peggy Kong, and Leslie Enright (AED) assisted withcopyediting and bibliographic details. The report was prepared forpublication and edited by John Engels (AED).Finally, we would like to offer special thanks to the many governmentalofficials, teachers, TEACHER educators, and international consultants whofacilitated our site visits to their projects and made us feel so at not only provided us much documentation on their projects, butalso openly shared their successes and failures with us, and extendedsuch overwhelming hospitality. Our special thanks to all of contributions of all the above colleagues are greatly appreciated, forthey have helped us refine our understanding about how to improve thequality of teachers and DEVELOPMENT : Making an ImpactxTeacher DEVELOPMENT : Making an ImpactxiThis study began as an update of promising practices in teachereducation programs that have been particularly successful inenhancing student learning in their own context.