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,

• To develop systems and administrative structures to support quality teaching.

Multiple Donors

$200 million over five years from

• UNICEF

• USAID

• World Bank

• DANIDA

• JICA

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

TISSA Countries

Angola EthiopiaBurundi GhanaBurkina Faso GuineaCape Verde MadagascarCen African Rep NigerChad NigeriaCongo Sierra LeoneDem Rep Congo Un Rep of Tanzania

Zambia

TTISSA Design Principles

Country driven, based on country needs and priorities

TTISSA will provide technical support and policy guidelines to achieve priorities

Continuum of Teacher Quality Reform

Early Adopters

Beginning Adopters

Pre-Adopters

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.

Standards-Based Approach

What do we want students to learn?

What should teachers know and be able to do to teach them?

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

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

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

Conclusion

We must have a Common Vision and a

Coordinated Plan.

We all have a stake in the success of Teacher Quality Reform.