MI Monday | In -school professional development
Welcome to MI Monday I Week #17
To really get the most out of the teaching profession, three things are required: recruiting great people to become teachers; providing high quality training and continuous professional development; and ensuring teachers feel accountable for student learning above all else. Recent reports show that as many as 21% of full-time teachers in Government primary schools have not benefitted from training. ‘Learning’ , is not a one-way process, and research is very clear that high quality teacher development (especially collaborative development) is very important in improving student learning outcomes.
The following micro-innovations is a idea that school has found useful in developing their teachers effectively.
Majeediya Model School is one of the schools run by Majeediya Trust. It caters to the Muslim community around North Ghonda in Seelampur and is located next to a mosque. The school is co-ed and has a total of 420 students.
Reza noticed that teachers were not as effective as she would have liked on a consistent basis.
To overcome this problem, Majeediya now provides on-going, in-school professional development based on training, incentives and feedback:
• There are three types of training provided to the teachers a) Subject specific training for their own professional development once a year, b) Quarterly teaching methods training and c) Weekly 5 minute reviews where they are given specific pointers on improvements in their teaching based on class observations.
• In addition, twice a year the teachers take an objective assessment paper given to them by Reza. The assessment evaluates the general awareness of teachers and is used to set incentives for the teachers for the year.
• Finally, in order to get open and honest feedback on the processes the two schools of Majeediya Trust swap Principals for a certain days during the year.
This micro-innovation provides opportunities for teachers to learn, reflect and gain regular feedback on their practice at all levels and because Principals also provide each other with ideas and feedback, the culture of improvement runs throughout the school. Research into the impact of reflective principals would be very interesting to evaluate.
Potential implementation challenges
The micro-innovation requires that schools have capacity to deliver training that is effective and appropriate. Principals on school visits will need sufficient knowledge of what makes an effective school to be able to reflect on their own practice and to deliver useful feedback to their fellow Principals. Groups of school would need to be willing to open their doors to each other.
Impact so far (according to teacher)
Reza says that the swapping of head teachers in between school has significantly helped the management improve processes in both schools
Download the implementation guide for STIR_In School Teacher Professional Development