glossary - british council · pdf fileaptis tests from the 26 – 28 of january 2016, as...

ABLE Activity Based Learning in EnglishCELTA CertificateinTeachingEnglishtoSpeakersofOtherLanguagesCPD ContinuousProfessionalDevelopmentDSD DirectorateofStaffDevelopmentDTE DistrictTeacherEducatorELT EnglishLanguageTeachingEMI EnglishMediumInstructionESIA EqualityScreeningandImpactAssessmentGoP GovernmentofPunjabMOOCs MassiveOpenOnlineCoursesMOU MemorandumofUnderstandingPCTB PunjabCurriculumandTextbookBoardPEC PunjabExaminationsCommissionPEELI PunjabEducationandEnglishLanguageInitiativePD ProfessionalDevelopmentPST PrimarySchoolTeachersSLO StudentLearningOutcomeSPELT SocietyofPakistanEnglishLanguageTeachers

GLOSSARY

Punjab Education and English Language Initiative (PEELI) 1

PEELI Activities 2FacetoFaceTraining 2MasterTrainerOrientation 2BritishCouncilResourceCentres 2UNICEFTraining 3AptisTests 3TeacherTrainingVideos 3Communications 3

Continuous Professional Development 4CELTA 4SPELTConference 4EModeration 5TrainingConsultantsConference2016 5

Equality, Diversity & Inclusion 6

Institutional Capacity Development of DSD 7

Stronger Project Management of PEELI 7

Progress Summary 8

Monitoring Impact 2015-2016 9

Engagement 10Feedbackquestionnaires 10Trainingreports 10

Learning 10SummativeAssessments 10Interviews 11FocusGroupDiscussions 12

Action 12ClassroomObservationofSubjectSpecialists 12TrainingObservationsofDTEsandMTs 14InterviewswithEducationManagers 14FocusGroupDiscussions 15Result 15

Memorandam of Understanding (MOU) and Next Steps 16

CONTENTS

PEELI aims to enable every single teacher inPunjab to achieve excellence in learning andteaching which ultimately translates to betterqualitylearningoutcomes.

PEELI’s contribution is targeted at providingtraining, resources and self-directed learningplatforms for not only teachers and teachereducators but also district officials and headteachers. PEELI’s training is embedded intoGovernmentofPunjab’s(GoP’s)annualtrainingcalendar for educators and is integrated intoallpromotion-linked,inductionandprofessionaldevelopment training carried out by DSD.PEELI also collaborates with developmentpartnersandotherstakeholderstoensurethatthe project is aligned with on-going systemicreform initiatives andcontributes strategicallyto the government’s ambitions for improving

thequalityofeducationinPunjab.

In December 2015, PEELI signed aformal MOU with the Government ofPunjab to significantly upscale thescopeofitsworkoverthenext3years.Asperthisnewambition,by2019PEELIwill help more than 300,000 primaryandmiddleschoolteachersofEnglish,Math and Science, in delivering highquality, activity-based, child-centredlessons to nearly 10 million childrenacrossPunjab.ThisisalsoanexcellentopportunityforPEELItohelpteachers,teacher educators and educationalleaders in primary and middlegovernmentschoolsacrossPunjabtoreach their full potential in terms ofprofessionalismandexpertiseinordertomaximisethequalityofteachingandStudentLearningOutcomes(SLOs).

PUNJAB EDUCATION AND ENGLISH LANGUAGE INITIATIVE (PEELI)

Established in 2013, British Council’s PunjabEducation and English Language Initiative(PEELI) is working in close coordination withthe Directorate of Staff Development (DSD)1 to improve English language skills, teachingmethodologyandschoolleadershiptosupportthe Chief Minister’s Roadmap for qualityeducation.

PEELIusesaholisticandexperientialapproachtowards teacher education by providing face-to-facetraining,onlinelearningandself-accessplatforms based on world-class teachingresourcestogovernmenteducationmanagers,teachereducatorsandteachers.

PEELI’sphilosophyisbestunderstoodthroughitstheoryofchange:

ENDOFYEARREPORT•APRIL2015-MARCH2016

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1. DSD is the apex institution for capacity development of educators in Punjab

PEELI ACTIVITIES

Face to Face TrainingDuringthepastyear,thePEELIteamdelivered31 face-to-face training sessions to a total of3,510participants includingteachers, teachereducators and education managers. Threedifferenttrainingcoursesweredeliveredduringthis time. ‘Teaching English for the SubjectClassroom’ was delivered to 1237 newly inductedEducatorsand ‘Leadership inEnglishMedium Instruction’ was delivered to 1748 HeadTeachers.Moreover,105Primaryschoolteachers(PSTs)werealsotrainedonthe‘ABLEPrimaryEnglish’course.

Master Trainer OrientationPEELIcontinuedtostrengthenitspartnershipswithintheeducationsectorandsupporttheChiefMinister’s Quality Drive. In collaboration withtheRoadmapteam,PEELITrainingConsultantsoriented420MasterTrainers(MTs)onthenewlyintegratedteacherguidesforgrade1,2and3for English,Urdu andMathematics inOctober2015andMarch2016.Thetrainingfocusedonintroducingthemicroteachingtechniquewhichallows teachers and teacher educators topractisetheirteachingandtrainingskillsduringthetraining.

The MTs went on to cascade this trainingto approximately 4,000 District Teacher Educators (DTEs) who then oriented nearly185,000 primary school teachers in all 36 districts of Punjab. n addition to that, PEELIalso provided input on the training contentandwillbeworkingcloselywith theRoadmap

team in the coming months to increase theproject’soutreachandimpactinordertomakesignificantcontributionstoimprovingqualityofclassroomteachinginPunjab.

British Council Resource CentresLate last year, DSD, in consultation with thePEELI team, appointed 18 members of theirstaff to act as Resource Centre coordinators(threeateachofthesixResourceCentres).

Two training eventswereorganized in Lahoreand Faisalabad to orient all 18 of these newcoordinators on PEELI’s philosophy, how toengage target audiences and effective usageof the resources available at the ResourceCentres.TheResourceCentrecoordinatorsarenow working on a sixmonth activity plan foreachcentre.

Moreover, since September 2015, PEELI hasdeliveredthe‘OnlineMentoringSkillsinEnglish’course to 700 DTEs through its ResourceCentresinLahore,Bahawalpur,Sahiwal,Multan,FaisalabadandGujranwala.Thecourseincludesactivities for DTEs to practise supportivementoringtechniquesanddiscussionactivitiestoshareteachingtipsforthefollowingmonth’sSLOs.

WiththecontinuedsupportofDSD,theaimistomake ‘OnlineMentoringSkills inEnglish’anestablished component of DTEs’ ProfessionalDevelopmentdays.Thesessionshavereceivedencouraging feedback fromtheDTEswhoarenowabletobuildontheirexpertisetomentorandmonitorteachers.


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UNICEF TrainingIn December 2015, PEELI collaborated withUNICEF Punjab to deliver a 4-day trainingeventonthe‘TeachingEnglishfortheSubjectClassroom’courseto54MTs indistrictRahimYar Khan (RYK). These MTs will cascade thetraining course to subject specialists andteachereducators inthedistrict.Thiswasthefirst time the PEELI teamwas able to directlydeliver a training in RYK through its TrainingConsultantsandweaimtodelivermoretrainingevents inunder-serveddistricts inthecomingmonths.

APTIS Tests

Fromthe26–28ofJanuary2016,asmanyas377 DTEs, MTs and primary school teacherswere tested on the Listening, Reading andWriting components of British Council’s APTIStest. The tests were conducted at BritishCouncilResourceCentresandtheirresultsarebeingusedbythePEELIteamtodesigncoursematerials and tailor training delivery to theEnglish languagerequirementsandabilitiesofitstrainingaudiences.

Teacher Training VideosPEELI has filmed and produced nine Englishmedium lessons taught inLahoregovernmentschools. Comprising of nine lessons andfour subject areas (English, Maths, Scienceand Computer Science), the videos featurechild-centred, interactive methodology beingdeliveredbyteachersinactualclassrooms.

The videos have been used to createobservation tasks for the ‘Leading in EnglishMedium Instruction (EMI)’ course aswell as asetofminiworkshopsforDTEsandPSTsaddingtoPEELI’srepertoireofself-accessresources.

Inthecomingmonths,PEELIwillbedevelopinga full video teacher training course that isorganisedintomodulesandmadeavailableasaDVDwithanaccompanyingworkbook.

CommunicationsThePEELIteamhasbeenactivelydisseminatingquarterly newsletters to internal and externalaudiences in order to keep them updated onourprogress.Theproject’stwo-years-onvideohasalsobeenrecentlylaunched.


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CONTINUOUS PROFESSIONAL DEVELOPMENT

We are committed to providing our TrainingConsultantswithopportunitiestoexpandtheirknowledge, understanding and skills becausethismakesthemevenbettertrainers.

This yearwehavegrownourpoolof TrainingConsultantsfrom30to45,bringinginadditionalmembersof the teamwithsubjectknowledgeandexperienceof teachingMathandScienceaswellasEnglish.

CELTAThisisaprestigious,internationally-recognizedqualification awarded by the University ofCambridge that requires the successfulcompletion of an intensive, four-week coursewithboththeoreticalandpracticalcomponents.This year 11 TrainingConsultants successfullycompleted the course and 45% of PEELITraining Consultants are now CELTA-qualifiedfurther strengthening PEELI’s endeavors tobringworldclassteachertrainingtoPunjab.


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SPELT ConferenceInNovember2015,thePEELIteamsuccessfullydelivered two workshops at SPELT’s (TheSocietyofPakistanEnglishLanguageTeachers)thirty-first annual English Language Teaching(ELT) conference in Lahore. The conference’sthemewasELTtraditionsandinnovations.Theteamutilizedthisopportunityto introducetheBritish Council’s new Continuous ProfessionalDevelopment (CPD)Framework–Teaching forSuccess–andtheaccompanyinghighquality,freematerialontheTeachingEnglishwebsite.The team also familiarized the participantsto various online forums (web conferencing,video, online forums, online surveys, MOOCsand webinars) used by teachers and teachereducators in Pakistan. Overall, it was astrong turnout from thePEELI teamat awell-established,prestigiousconference.

E ModerationMorethan50%ofPEELI’sTrainingConsultantshave successfully completed British Council’sE-moderationcourseandarenowqualified todelivertrainerleadonlinetraining.The4weekcourse taught them effective ways to deliverBritish Council online training content usingstate-of-the-artvideo-conferencingtechnology.

Training Consultants Conference 2016This year, the PEELI team also organised thefirst Annual Training Consultants ConferencewhichallowedourTrainingConsultants togetto know newly recruited Training Consultants.Itwasalsoanopportunity for thePEELI teamtocelebratetheproject’sachievementsduringthepastyearandtodiscusstheproject’splansgoingforward.


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EQUALITY, DIVERSITY & INCLUSION

As the UK’s principal cultural relationsorganization the British Council is stronglycommitted toEquality,Diversityand Inclusion.Our work is centered on buildingmeaningful,enduring and respectful relationships acrossdifferent cultures.We cannot do this ifwedonot have a commitment to equality, inclusionandvaluingdiversity.

OurEqualitypolicy andourEquality,DiversityandInclusionStrategysetouthowweapproachthe challenges of mainstreaming Equality,Diversity and Inclusion internationally. Thismeanswe try tomake it a part of everythingwe do. We have developed a range of toolsandinitiativestohelpusbuilddiversityintoourwork.Oneof these is our “Equality ScreeningandImpactAssessment”(ESIA).ItistheprocessthroughwhichtheBritishCouncilconsidersthe

effectofitspoliciesandpracticesondifferentpeople with the aim of minimizing negativeimpact andpotential discrimination aswell aspromoting opportunities to advance equality,inclusionandgoodrelationsbetweendifferentgroupsofpeople.

PEELI carried out its first ESIA panel duringthe month of December, 2015. Includingrepresentation from thePEELI team, TrainingConsultantsandcolleaguesfromotherprojectteams, the panel explored the ways in whichPEELI’s existing policies and processes relateto the overall professional development andwellbeingofitsTrainingConsultants.Themainissues discussed were provision of adequatesafety arrangements for Training Consultantswhile traveling within the districts, creating flexiblework opportunities and ensuring their


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INSTITUTIONAL CAPACITY DEVELOPMENT OF DSDPEELI iscommittedto institutional–aswellasindividual-capacitydevelopmentbecauseitiskeytoensuringlong-termsustainability.Ithelpsto embed continuous quality improvementand to ensure that the institutions have thecapacityandresourcestosupportandmaintainadvancesinqualityandteachingexcellence.

This year PEELI continued its long-termprogramme with the Materials DevelopmentWingatDSD.TheinitiativeisdesignedtoembedtheskillsandknowledgewithinDSDtoproduce

training materials that meet internationalstandardsandmaximizethesuccessoftraininginterventions.Overmultipleyearstheinitiativeisexploringthe“chain”ofmaterialsthatstartedwith students’ materials’, then moving on toteachers’ materials before finally addressingteachertrainers’materials.Thisyearthefocuswas on the middle step, teachers’ resourcesand at the end of the workshop participantssuccessfully developed teacher supportmaterialsforsectionsfromnewGovernmentofPunjabtextbooks.

professional development through mentoringand on-going support, trainer training andfundingtocompleteprofessionalqualificationssuchastheCELTA.

As part of the process, the PEELI team has

developedanactionplantomonitorprogressaround these areas and has also developedahuman resourcepolicymanual alongwithaperformance review system to highlight keyprocesses and procedures for our TrainingConsultants.


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STRONGER PROJECT MANAGEMENT OF PEELITopositionPEELIevenbetterfortheupscalingplanned for its next phase we have workedwith an external consultant to apply scrutinyto various aspects of our technical projectmanagementandtotesttherobustnessofourstrategy. We have streamlined our planningandmonitoring&evaluation (M&E)processes,updated the project log frame, reformulatedtheacademicplan,andrenewedtheResourceCentrestrategyandtheM&EFramework.

PEELI also went through the British Council’sown thorough project quality review process,PQAF (Project Quality Assurance Framework)which resulted in an agreed action plan thathelped us enhance the quality of severalaspectsofourwork.

Keyoutputswere:

1. Along-termacademicplanandstrategyforthenextthreeyears

2. A streamlined process for generatingquarterlyprojectreportsonprogressmade


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PROGRESS SUMMARYTeachers

Indicator Baseline*PEELI Impact

2014-2015** 2015-2016

Communicatingwithlearners

11%ofteachersacrossPunjabcouldcommunicateorallywithlearnersusingagoodbalanceofEnglish/Urdu/locallanguage

55%ofteacherstrainedbyPEELIareabletoeffectivelyswitchbetweenUrduandEnglishwhilecommunicatingwithlearners

70%ofteacherstrainedbyPEELIareabletomakeajudicioususeofEnglish,Urduandlocallanguageofstudentswhiledeliveringlessons

Understandingneedsoflearners

9%teachersdisplayedalevelofEnglishappropriatetotheneedsofthelearners

75%ofteacherstrainedbyPEELIdemonstrateagoodunderstandingoflearnerneeds

80%ofteacherstrainedbyPEELIareabletoengagestudentsandadaptteachingmethodologyaccordingtotheneedsoflearners

ProvidinglearnersopportunitiestopracticeEnglish

9%providedfrequentopportunitiesforlearnerstopractiseEnglish

60%ofteacherstrainedbyPEELIprovidefrequentopportunitiesforlearnerstopractiseEnglish

65%ofteacherstrainedbyPEELIencouragetheirstudentstospeakinEnglishwhenaskingquestionsandinteractingwithpeers

Education Managers

IndicatorPEELI Impact

2014-2015** 2015-2016

KnowledgeandskillsgainedduringPEELI training

80%educationmanagerstrainedbyPEELIreportedgainingnewknowledgeandskillsafterattendingPEELI’sleadershiptraining

100%educationmanagerstrainedbyPEELIfeltthattheypositivelybenefittedfromthetrainingandgainedanimprovedunderstandingofactivitybased,child-centredteachingandlearningpractices

Developmentofactionplans 60%ofeducationmanagerstrainedbyPEELIwereabletodevelopaneffectiveactionplanfortheirschools

75%ofeducationmanagerstrainedbyPEELIwereabletoconstructrealisticandachievableactionplansfortheirschools

Teacher Educators

IndicatorPEELI Impact

2014-2015** 2015-2016

Usinganactivitybasedapproach 60%teachereducatorstrainedbyPEELIareabletoengageparticipants

75%teachereducatorstrainedbyPEELIareabletoinvolveparticipantsingroupworkandusedemonstrationactivitieseffectively

Training delivery 60%ofteachereducatorstrainedbyPEELIreportfeelingmoreconfidentaboutdeliveringtrainings

85%ofteachereducatorstrainedbyPEELIfeelmoreconfidentaboutusingEnglishwhiledelivering trainings

*Baseline data collected by DSD** Based on data collected by Society for Advancement of Education, Roadmap team and PEELI. Indicative sample used

MONITORING IMPACT 2015-2016


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PEELI’smonitoringandevaluation(M&E)dataisassembledinachainofimpactthatfollowsthelogicmodelgivenbelowandhighlights theway inwhich targetedaudiencesengagewith andparticipateintheprojectactivities.

Training Reports

A majority of Training Consultants reportedthattrainingparticipantseitherhadasufficientunderstandingofEnglishlanguagetofollowthetrainingmaterialandthattheirconfidenceleveltospeak inEnglish increasedover thecourseof the training. Participants were also quitereceptive to the teaching methodologies andtechniquescoveredinthetrainingcoursesandshowedaneagernesstoimplementthem.

Several Training Consultants felt that theduration of the training events should beincreasedsothatparticipantshavemoretimetograspandapplyconceptsandpractisetheirspeaking skills in English. Similar suggestionswere made by training participants in thefeedbackquestionnaires.

LEARNINGThesecondlinkinthechainofimpactfocusesoncollectingevidenceofchangesinknowledge,skills and attitudes of the target audiences.The project interventions should ideally haveapositive impactontheknowledge,skillsandawareness levels of the target audiences andthis is measured through assessments builtintothetrainingcourses,interviewsandfocusgroupdiscussions.Theresultingevidencealsohelpsinfocusingattentiononkeydeficienciesand devoting more time and effort towardsputtingthemright.

Summative Assessments

PEELI currently has summative assessmentsembeddedinthefollowingtrainingcourses:


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ENGAGEMENTThe first level looks at engagement levels oftarget audiences. PEELI measures progressat this level through twomain tools; feedbackquestionnaires and training reports submittedby Training Consultants. The feedbackquestionnaires ask participants to reflect ontheir professional needs and report on therelevance of the PEELI interventions to theirworkwhile the training reportsprovideusefulinformationonthetrainingconditionsandthereceptiveness of participants to the trainingmaterial and delivery. This data enables the

Audience No. of participants PEELI training was of high quality (% agreed)

I acquired new knowledge and skills as a result of participating

in PEELI training (% agreed)

The PEELI training will help me do my job

better/was relevant to my professional

development needs (% agreed)

Educationmanagers 1687 96 98 97

Subjectspecialists 610 97 99 98

Teachereducators 331 83 88 89

projecttounderstandifitsphilosophyisinlinewith theneedsof the target audiences and ifthereareanygapsthatneedtobeaddressed.

Feedback Questionnaires

ThefollowingtableshowsthesatisfactionlevelsofPEELI’strainingparticipantsonthequalityofitsinterventions,acquisitionofnewknowledgeand skills and relevance of the training. Thefeedbackquestionnaireswereadministeredto2,682participants.

1.‘TeachingEnglishfortheSubjectClassroom’(multiplechoicetestassessingmethodologyandlanguageskills)

o The test was administered to 429 newlyinducted educators (subject specialists ofMaths, Science, English and Arts) duringtraining courses conducted in Lahore. Onaverage, participants received a score of 8out of 10which shows that theywere ableto grasp key concepts taught during thetraining. Less than 3% of the participantsreceivedascorebelow5.

2.‘LeadinginEnglishMediumInstruction’(actionplansdevelopedbytrainingparticipantsareassessedonhowrealisticandachievabletheyareandwhethertheyfollowawell-thoughtoutschedule)

o 701 education managers completed theaction plans during promotion linkedtrainings held in Lahore, Sargodha, D.G.


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District No. of Participants

Average score

Faisalabad 115 6.08

Gujranwala 121 5.74

Sahiwal 117 5.47

Bahawalpur 104 5.92

Multan 24 6.41

Lahore 44 6.06

Khan, Muzaffargarh, Sheikhupura, Sahiwal,Gujranwala,Multan,Vehari,Faisalabad,TobaTekSingh,Rawalpindi,Gujrat,Layyah,JhelumandRahimYarKhan.

o 24% participants achieved a score of 1(completedALLsectionsof theplan.All theinformationwasrealisticandachievable,andfollowed a well thought out schedule. Theselectedevidenceswerecredible.

o 44% participants received a score of 2(completedALLsectionsoftheplan.Howeversome of the time schedules and evidencesneededmorethought).

3.‘OnlineMentoringSkillsinEnglish’(multiplechoicetestassessingtheknowledgeandskillsgained)

o The test was administered to 525 DTEsduringtheOnlineMentoringSkillsinEnglishcourse sessions delivered at ProfessionalDevelopmentdays.

o Thedistrictwiseaveragescoresaregiveninthefollowingtable:

Interviews

PEELI’s Training Consultants also carried out32 interviews with education managers whoparticipatedinthe‘LeadinginEMI’course.Oneof theobjectivesofconductingthe interviewswastogainanunderstandingoftheknowledgeandskillsgainedbytheparticipants.

The interviewswerecarriedout in10districtsof Punjab (Faisalabad, Sahiwal, Kasur, Multan,Gujranwala,Rawalpindi, Sheikupura, Sargodha,

Participants said that they had a betterunderstanding of activity-based and child-centredteachingandlearningtechniquesandissuesrelatedtochild-protection.Theyalsofeltthat their problem solving, time managementand presentation skills have improved as aresultofparticipatinginthetraining.

ACTIONApplication of the skills, knowledge andawareness gained as a result of participatingin PEELI’s interventions is the third link in thechainofimpactandoftenthemostdifficulttoachieve. Beyond the training room, there areseveralrealitieswhichaffectthewayteachersbehaveintheirclassroomsandtheymaynotbeable to fully apply the concepts learnt duringtraining.

Classroom Observations of Subject Specialists

To understand what works and what is notworking, PEELI carries out classroom andtraining observations of the teachers andteachereducatorsittrains.ThedatacollectedfromtheseobservationshelpsPEELIunderstandthechallengesthatteachers,teachereducatorsandeducationmanagersfacewhileperformingtheirworkandthisisfedbackintothetrainingcontentanddelivery.

ThetoolusedhasbeendevelopedbythePEELIteamandisbasedontheNationalProfessionalStandardsforTeachersinPakistanandfocuseson a) knowledge (what the teacher/teachereducator knows), b) disposition (the teacher/teacher educator’s behaviour, attitude andvalues)andc)performance(whattheteacher/teacher educator can do and should be ableto do). Teachers and teacher educators wereassigned ratings according to the evidencedemonstrated on each of the nine indicators


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Okara, Bahawalpur) to ensure a soundgeographicalrepresentation.

A majority of the interviewees were headteachers and subject specialists withadministrative responsibilities at the schoollevel. They possessed varying levels ofteachingexperience.Astheyhadbeenrecentlypromoted, theydidnothavepriorexperienceofworkingaseducationmanagers.

Amajority of interviewees reported that theylearnt the following skills and knowledge asa result of participating in PEELI’s leadershiptraining:

o Activity-based teaching and learningtechniquesincludingcline,boardrace,throwthe ball, storytelling, role plays, onion ring,gallerywalkandinclusiveteachingmethodssuchasspiderwebandslaptheboard

o Classroom management and establishingclassroom rules and procedures; effectiveuse of blackboard; teaching qualities suchas how to maintain pitch and merging co-curricularandacademicactivities

o Understanding the physical and emotionalneeds of children in their schools andcreatingachild-safelearningenvironment

Focus Group Discussions

Tocorroboratethefindingsfromtheinterviews,PEELI’s project management team carriedout 3 focusgroupdiscussionswith educationmanagers during training events. A totalof 30 education managers (head teachers,subject specialists, Executive District Officers,DistrictEducationOfficersandDeputyDistrictEducation Officers) participated in the focusgroupdiscussions,representingdistrictsacrossPunjab.

Intermsoflearning,thefindingsfromthefocusgroupdiscussionsweresimilartotheinterviews.


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included in the tool and a cumulative scorewas calculated to assess performance. Themaximum score a teacher/teacher educatorcouldattainwas27.

During 2015, PEELI carried out 30 classroomobservationsofsubjectspecialists(grades7-10)and1classroomobservationofaPrimarySchoolTeacher(grade2),25trainingobservationsofDistrictTeacherEducators(DTEs)and6trainingobservations of MTs. The subject specialistshad all received training on PEELI’s ‘TeachingEnglishfortheSubjectClassroomcourse’whiletheDTEsandMTshadreceivedanorientationonthenewgrade3teacherguidesdeliveredbyPEELITrainingConsultants.TheDTEsandMTswereobservedwhiledeliveringthecascadetoPSTsandDTEsrespectively.

The observationswere carried out by a teamof PEELI Training Consultants after receivingextensive training on using the tool. Theobservations of DTEs and MTs were carriedout in Lahore while subject specialists wereobserved in several districts of Punjab. 32%subject specialists displayed strong evidenceon the National Professional Standards while48%showedsomeevidence.

Overall strongest performance was shown onthefollowingindicators:

o Subjectmatterknowledge i.e.howwellwasthe teacher able to explain concepts usingdefinitions and relevant examples (averagescore2.6outof3)

o Effective communication i.e. the judicioususage of a mix of Urdu and English in theclassroom (average score 2.4 out of 3). Asignificant percentage of teachers usedEnglish to familiarize students with the

Category Score

Strongevidence 22-27

Someevidence 15-21

Noevidence 9-14

terminologyandgaveinstructionsinUrdu.

Theweakestindicatorswere:

o Instructionalplanningandstrategies i.e. thepresenceofawrittenplanandtheteacher’sabilitytofollowit(averagescore1.7outof3).Only16%ofteachersobservedhadawrittenlessonplan.

o Human growth and development i.e. theextent to which the teacher providedopportunitiesforcriticalthinkingtolearners(average score 1.7 out of 3). These trendspersistedoverthedifferentsubjectscovered;English, Maths, Science, Computer StudiesandSocialStudies

Subjectspecialistswithlessthan40learnersintheirclassroomsshowedbetterperformanceonallindicatorsascomparedtotheircounterpartsleadinglargerclassrooms.


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Training Observations of DTEs and MTs

ThenumberofMTsobservedwasconsiderablysmaller than the number of DTEs observed.However, using weighted averages made itpossible to draw a comparison between theperformance of different types of teachereducators for the subjects English, math andUrdu.

OnaverageDTEs showedbetterperformanceon all indicators as compared to MTs. AllDTEs observed demonstrated some orstrong evidence on the National ProfessionalStandards. 2 out of 6 of the observed MTsshowedstrongevidencewhileasimilarnumbershowedsomeevidence.

DTEs showed strongest performance in Urdufollowedbymath.MTswerestrongest inmathfollowedbyUrdu.

Both DTEs and MTs showed strongestperformanceonthefollowingindicators:

o Subjectmatterknowledge(averagescoreof2.8outof3)

o Instructional planning and strategies,specificallymanagingresourcesi.e.usageofvisualaidstoincreaseaudienceengagement(averagescoreof2.7outof3).AmajorityofDTEsandMTswerefoundtobeusingchartsand flashcards to explain concepts andengage learners

Effective communication and human growthand development were weak areas for bothDTEsandMTs.Additionally,MTsstruggledwitheffectivelyassessingunderstandingoflearners.

Aswithsubjectspecialists,DTEsandMTsshowedbetterperformanceinsmallerclassrooms.

Interviews with Education Managers

The interviewtoolalsofocusedonfindingout

therelevanceofthetrainingtothejobrolesofeducationmanagers and the extent to whichtheywereable to implement theactionplansdevelopedduringthetraining.

100% interviewees confirmed that theypositively benefited from the training andgainedabetterunderstandingofactivitybasedteachingandlearningtechniques.

A significant percentage reported that theywereabletoapplytheconcepts learntduringthe PEELI training to improve their teachingmethodologyandleadershipskills.

Intervieweeswhowereabletorecalltheiractionplanssaidtheyfocusedonthefollowingareas:

o Conducting training sessions for primaryschool teachers and providing them withmentoring by usingmaterial and resourcesfromtheBritishCouncilwebsite

o Carrying out classroom observations ofteachersintheirschools

o Motivating teachers through awards andotherformsofrecognition

Almosthalfoftheintervieweeswereunabletocompletely implement their action plans dueto lack of resources and support from senioradministration.

Focus Group Discussions

Amajorityoftheparticipantsdisplayedagoodunderstandingoftheirrolesandresponsibilities.They had several ideas on how teachers canbe motivated and improving the learningenvironmentinschools.

However, most of them reported that amajorityoftheirtimewasspent incompletingadministrative tasks, leaving little time tomentorandsupportteachers.


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to identify milestones that indicate progresstowardsitsfinalimpactoutcome.Theseyearlymilestonesarebuiltintotheproject’slogframeandreviewedonaperiodicbasistoensurethattheproject isoncourseand likely tomeet itsdesiredendresult.

PEELI’s level 4 impact is more difficult toquantify and measure since it centres on animprovement intheoverallqualityofteachingandlearninginPunjab’sclassroomsleadingtoapositiveimpactonstudentlearningoutcomes.

There are several external factors outside ofPEELI’slocusofcontrolwhichwillinfluencetheoutcomesat this levelwhichmakes itdifficultto isolate the impact of PEELI’s interventions.PEELIaimstomeasureprogressatthislevelbycollectingdataontheimprovementinclassroomteachingpracticesandtheextenttowhichDSDandGoPareabletodevelopandimplementaneffectiveCPDframeworkforteachers.

Theyalsofeltthatrigidmindsetsofteachers,large student to teacher ratios and lack ofsupport from senior administration preventedthem from fully supporting and mentoringteachers.

Most participants felt that the PEELI trainingenabled them to gain a better understandingof activity-based teaching and learning andenabled them to improve their confidencelevelsinspeakingEnglish.

Afewparticipantspointedoutthatthetrainingshouldaccountfortheirdifferentrolesandthatmore activities for teachers teaching highergradesshouldbeaddedtothecourse.

Result

Due to its large scale nature and relativelylong duration, it is very important for PEELI


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MEMORANDUM OF UNDERSTANDING (MOU) AND NEXT STEPS

PEELIpreparedandsignedthreeMoUswithGoPinDecember2015. ThemainMOUconcerneda new ambition for PEELI to reach audiencesof200,000+eachyear forthreeyears. InthisMOU theGovernmentofPunjabcommitted tofund50%ofGBP3millionspentbytheBritishCouncilonPEELIoverathreeyearperiod.

Inrecognitionofthefactthatteachertrainingdoes not exist in isolation, PEELI also signedtwofurtherMOUsdesignedtopromotegreatersystemalignmentwithin thePunjabeducationsector; one related to supporting the PunjabCurriculum and Textbook Board (PCTB), theother the Punjab Examinations Commission(PEC).

With regard to the PEELI MOU, the follow-updraft of a formal agreement was presentedto the GoP in February 2016 after lengthydiscussionsaboutactivities,plans,logisticsandcosts.Thisdraftformalagreementisstillunderdiscussionatyear-end.

In furthering the other two MOUs (throughdiscussionsandaneedsanalysisconsultancy),PEELI has identified a logical sequence for

implementation (PEELI first, then PCTB, thenPEC) which offers the greatest opportunitiesforefficienciesofscaleandthedovetailingofinterventions.InthenewyearformalagreementswillbesignedwithPCTBandPECsoonafterthemainPEELIMOUhasbeensigned.

Stakeholder EngagementEfforts to engage more regularly andsystematically with stakeholders have paiddividendsandPEELIreceivesmorerecognitionandinterestfromarangeofkeystakeholders.

Of particular note is the increased interestof the Chief Minister, who travelled to BritishCouncil’s headquarters in London the signingoftheMOU,andtheSecretaryofSchools,whowasthedrivingforceinGoPfortheMOU.

None of what PEELI does would be possiblewithout ongoing engagement with DSD. Thisremains positive and now involves a greaternumber of people from both teams. It hassurvived the change from one ProgrammeDirectortothenextwithnolosstomomentum.

65 Mozang Road PO Box 88, Lahore, PakistanTel: 0800-22000Fax: +92 (42) 111 425 425Email: [email protected],

www.britishcouncil.pk

Enabling every single teacher in Punjab to deliver high quality, activity based, child-centred lessons to over 10 million children across the province

glossary - british council · pdf fileaptis tests from the 26 – 28 of january 2016, as...

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