Queen Rania Teacher Academy s experience in teacher training and its role in the Arab Program for Teacher Policies UNESCO

Transcription

1 Queen Rania Teacher Academy s experience in teacher training and its role in the Arab Program for Teacher Policies UNESCO s Regional Interagency Coordination Meeting on Education For All 2015 Review for the Arab States Beirut, March 8, 2013

2 Queen Rania Teacher Academy QRTA Background on QRTA Partners QRTA s programs 2

3 Queen Rania Teacher Academy Launched in June 2009, under the patronage of HM Queen Rania, in partnership with the MoE and Teachers College at Columbia University, as well as CUMERC. QRTA is committed to Her Majesty s vision of empowering educators with skills, recognition, and the support necessary to excel in the classroom. 3

4 We build on Strategic Partnerships 4

5 Vision: Vision and mission Promoting excellence in teacher education. Mission: QRTA aspires to be the leading center for excellence in teacher education and policy deliberation for Jordan and the region. 5

6 Sustainability and dissemination Build a strong base of local expertise More dependency on QRTA training staff Gradual build-up and raised dependency on MoE staff Accreditation of the program by the MoE and integration within the ministry plans Dissemination regionally 6

7 Core Operations Policy, Strategy & Research Professional Development Design and Delivery Documentation and Dissemination Monitoring and Evaluation 7

8 Training Programs

9 Subject-based networks Mathematics Science In three years Build communities of practice during and after the training, to encourage sharing experiences and using best practices English Writing Leadership Intensive workshops Network meetings On-site support Communities of practice Monitoring and evaluation 9

10 1624 Trainees Writing in English Mathematics Science Females Males

11 234 public schools Science, 78 English Writing, 80 Mathmatics, 76 11

12 Distribution of trainees across the governorates Tafileh, 33 Zarka, 157 Mafraq, 164 Irbid, 200 Karak, 349 Amman, 221 Salt, 151 Aqaba, 163 Jarash, 83 Madaba, 24 Ajloun, 79 12

13 Latest addition QRTA is launching the Arabic Network Program in response to assessments highlighting regression in literacy skills among Jordanian students. 13

14 Arabic Program The program aims at developing the attitudes, pedagogical skills, and practices of Arabic teachers. The activities cover both reading and writing. The program has linked-up with the Arab Thought Foundation in Beirut. ATF has just organised a training workshop for 50 teachers from 12 schools across Amman. 14

15 Other activities (for public and private schools) Conferences Lectures Short courses 15

16 Conferences, lectures and short courses Conferenc es Lectures 846 Short courses educators participants Cover areas in recent developments in pedagogy and topics complementing the training program educators -Integrating critical and innovative thinking and mind habit in teaching -Strategies for successful learning in the classroom -Conflict resolution 16

17 Training 111 teachers on the subject-based network program, in: Mathematics Science Arabic Writing English Writing Leadership Madrasati Palestine 17

18 Leveraging Technology Working towards setting up satellite hubs across Jordan, for maximum outreach Dissemination of the video titled Steps, capturing experiences in teacher training. 18

19 Public Action Project (PAP) Aims to develop student s knowledge and encourage them to contribute to the conservation of the natural resources through workshops, field support, school committees and community based projects. The teacher training programme is aimed at teachers of Science, Math, English and Humanities to enable them to help them use modern teaching strategies such as interdisciplinary teaching and learning, project-based learning and critical thinking to raise the awareness of the students. QRTA provided training for 120 teacher and supervisor from 25 schools in Amman, Ajloun and Madaba. 19

20 Regional English Language Office Regional English Language Office at the US Embassy RELO offers professional development and educational exchange programs for English language teachers and students, in coordination with Ministries of Education and teachers' organizations. The program reached 280 teachers, supervisors and principals in 2011 and 2012, across Jordan, in Ma aan; Southern Badia; Tafileh; Busaira; Jarash; Ajloun; Karak, Southern Mazar; Southern Aghwar; Al Qasr. 20

21 Education in Emergencies A joint project with UNESCO on Emergency Support to Safeguard Education Quality for Syrian Students in Jordan. The project aims to help teachers better deal with students in emergency situations. It includes developing a training of trainers program, preparing resource material as well as a teachers guide book. A subsequent teacher training program is expected to follow. 21

22 علم بثقة Teach Like a Champion Obtained the Arabic licensing and translation of the book by the author Doug Lemov. 49 instructional techniques and classroom strategies developed from years of observation of outstanding teachers copies printed. 100 teachers from MoE trained. Training materials for 12 workshops prepared. 12 workshops (50 teachers per workshop) funded for Start promoting to private sector schools. 22

23 Provider of IB workshops Through its strategic partnership with IBO, QRTA is: Offering IB workshops locally and regionally, in both Arabic and English. Extending advice to schools wanting to become IB schools Training Workshops Training Workshops Training Workshops Training Workshops 23

24 Tailor-made Programs for private schools

25 Policy development and research Locally, QRTA is engaged with MoE partners in teacherrelated policy development. Regionally, QRTA is engaged in supporting research-based policy development in its capacity as leader and manager of the Arab Program on Teacher Policies and professional development. 25

26 Strategic objectives Sustain and diversify programs by building internal capacity. Expand regionally by developing strategic partnerships. Advance data-driven teacher policies, both nationally and regionally, through research and deliberation. 26

27 Focus of activities in 2013 Expand the subject networks program and institutionalize within the ministry Role out بثقة»علم Teach like a Champion» locally and regionally Develop QRTA s own workshops Institutionalize IB work at QRTA Develop the Arabic network program Establish at least one partnership with a university in Jordan and outside. Potential universities include: Helsinki Modern Approaches to good teaching UConn Instructional Leadership University of Pennsylvania. One of the Jordanian Universities Practicum component Execution of the APTP 2013 plan Continue working on the partnership with MoE School Improvement Programme Expanding training work to other Arab countries, like UAE, Saudi and Libya 27

28 Expanding regionally 28

29 The Arab Program on Teacher Policies and Professional Development (APTP) QRTA was selected by ALECSO to host and lead the Arab Program on Teacher Policies and Professional Development (APTP). APTP is one of 5 sub-programs of the Arab Regional Agenda on Improving Education Quality (ARAIEQ). 29

30 QRTA s role in the Arab Program on Teacher Policies and Teacher Development (APTP)

31 APTP works to support developing a common Arab agenda to promote research-informed policy-making for teachers, and their professional development. The objective is to help enhance the teaching profession, making it an attractive career to high-caliber graduates. Research-based policy development would cover teacher preparation and recruitment, as well as teacher development and retention, as by including career development paths and programs, incentive policies. 31

32 Planned activities and progress update 32

33 Work plan achieved for Establish a regional database on teacher-related policies, including those pertaining to professional development to continue over 3-years. Conduct a regional study on teacher-related development policies and training. Support the WB in 3 case studies on the status of policy developments and impact on student learning, in Egypt, Tunis and Jordan. 33

34 Prepare the First Regional Policy Forum, (March 20-21, 2013) Objectives of the Forum Initiate dialogue and promote data-driven policy development, by encouraging countries to conduct similar in-depth case studies, in their respective countries. 34

35 Share experiences and learn from effective practices, such as: - MoEs fully owning the new teacher selection process - Establishing a solid pre-service teacher training in cooperation between the MoE and the MoHE. Promote unilateral and multilateral cooperation, in areas of teacher policies and professional development. 35

36 1. 2. Activities planned for 2013 Expand the database, started in year one Facilitate carrying out in-depth national assessment case studies on teacher policies in professional development, in new countries included in the original SABER survey (subject to WB support). 3. Organize a 2-day training workshop for MoE officials in research-informed policy making, to build their capacity to conduct their respective case studies. 4. Host the first 2-day regional Policy Forum on March Organize a 2-day capacity building workshop for teachers in effective teaching and learning methods. 6. Start preparing for a second 2-day workshop on research-based policy 7. development in 2014 Prepare a second follow-up regional policy forum in 2014, to discuss the outcome of four national case studies, besides in-service training themes linked to student needs. 36

37 Activities planned for Continue developing the database. 2. Conduct in-depth case studies by 4 other countries. 3. Organize a 2-day capacity building training workshop for policy makers for MoE officials in research-informed policy-making. 4. Organize a 2-day follow up workshop for policy-makers to discuss a refined version of their teacher policy and professional development plans, based on their draft outlines of the 4 case studies, with special attention to the research methodology, and a specific theme in professional development training, to enhance teacher performance. Prepare a reference report based on the workshop resources. 5. Organize a 2-day capacity building workshop on a systems approach for effective school leadership and administration. 6. Host a Second Regional Policy Forum to discuss the outcomes of the four national case studies, and a specific theme on professional development needs. 7. Study the feasibility of establishing a regional academy for school educators, based on the reform strategies and recommendations, from the research output of years 1 and 2, the policy forum in year 1, as well as the Second Policy Forum in year 3. 37

38 Potential points of support for the EFA 2015 Review for Arab States Evidence indicates that teachers play a key role in delivering what, how, and how much students learn particularly with respect to disadvantaged students. Emphasis is increasing on the vital need to better-equip Arab students to live, compete and excel in an increasingly globalized world. Hence the need to highlight the the role of wellequipped, inspiring teachers in shaping the future prospects of Arab youth. 38

39 APTP sees itself as helping the 2015 EFA review in screening and assessing teacher-related factors influencing the quality of education, such as: 1. How effective are the current policies in preparing, attracting, hiring, motivating, developing and retaining qualified teachers? 2. What is the impact of various policies on teacher performance and on student outcomes? 3. How effective are the policies of inclusive education, the protection of children, and special educational needs? 39

40 4. What is the level of the professional development provided to teachers and to school principals? 5. How can teachers be better-supported to improve the teaching and learning experience? 6. How can school principals be better-equipped in leading improvements at the school-level and make key decisions to improve the teaching and learning process? 40

41 Many thanks for your attention and best wishes for every success. Dr. Mona Taji ++(962)