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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, - PowerPoint PPT Presentation
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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.