Session 4: How can I rapidly upskill my large teacher workforce?

An output of the EdTech Hub, https://edtechhub.org


Background
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity.
EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. We have published four presentations. Details are on the next slide. ■ Also referred to as 'in-service TPD' or TCPD ■ However, most of the content is relevant for pre-service TPD. Pre and in-service approaches need to be coherent and considered together Definition: 'TPD' encompasses all forms of pre-and in-service teacher development that support teaching and student learning and on-/off-site provision including formal programmes, mentoring and coaching, as well as informal teacher learning, for instance, through online peer communities of practice.

The situation
"Teacher quality is the most important determinant of learning outcomes at the school level, but in many countries teachers are in short supply, isolated, and not supported to provide effective teaching and learning" (⇡Education Commission, 2019, p. 6) Critical issues: ■ TPD is often top-down, neglecting teachers' voices ■ … and therefore can lack practical application ■ We therefore need a culturally responsive, inclusive and coherent TPD system. Technology can help with this! ■ Kenya Primary Math and Reading Initiative also found statistically significant positive impacts on literacy and mathematics learning outcomes (⇡Piper et al., 2015).

Cross Cutting Elements
■ However, only a minority of studies focus on changing teaching practices and improving student learning outcomes. Literacy outcomes, in particular, are often missing.

Recommendation:
Use blended models to optimally support critically important human relationships and maintain cost effectiveness over time ■ ⇡Cilliers et al. (2020) highlights the importance of sustainability, yet less than 1 in 10 studies incorporated it into design, and less than 1 in 5 were longitudinal or followed up later.
■ School and teacher agency is crucial for local uptake. The semi-structured OER4Schools programme was followed up after 18 months (⇡Haßler et al., 2020: Zambia). The programme developed pedagogical strategies further and became self-sustaining; previous participants became peer facilitators.

5: Sustainability
Recommendations: Design for sustainability through local contextualisation.
Follow teachers for at least a year after their TPD ends ((⇡Kennedy, 2016 review) ■ Scalability is critical for the significant impact of initiatives. However, ⇡ Kraft et al. (2018 review) show that smaller coaching programmes are more effective than larger-scale ones.
■ ⇡Kennedy & Laurillard (2019: Syria and Lebanon) found that blended learning MOOCs were effective due to their co-design components. The MOOC was scaled beyond existing partners and new course content was embedded.

Recommendation:
Consider how large-scale interventions can reach teachers without reliable or continuous access to smart devices or connectivity. ■ Ensuring time to engage in TCPD is protected for teachers has been a commonly reported concern by teachers themselves. Continuing to communicate that TCPD is mandatory, and that teachers have protected time to engage in it is crucial.

Snapshot of tech4TPD in the region
■ Costs for hosting TCPD in schools were a concern among head teachers and ward education officers. Schools reported needing financial allowances when hosting TCPD to cover money for refreshments during sessions, fuel for WEOs to follow up on activities, etc.
■ Many teachers have access to mobile devices (smartphones / basic phones) in the rural schools we are working in, understanding this tech ownership helps to target the intervention to the tech people already have.