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Teachers Without Borders

TWB holds capacity building workshop in Nigeria - 1 views

  • The upcoming workshop will attract over 1,200 teachers according to the list of schools and number of teachers provided by the Nasarawa State Ministry of Education to Teachers Without Borders Regional office in Abuja.
  • According to  TWB’s Africa Regional Coordinator, Dr. Raphael Ogar Oko, “the teaching mastery workshop program in Nasarawa State was initially designed to educate experienced teachers who will mentor beginning teachers and NYSC members deployed to serve in schools without the basic teaching qualification. After implementing the program in two areas, Karu and Uke, it was discovered that the teachers in schools needed the professional development workshops also in addition to the NYSC members that are being deployed to schools. Based on requests from teachers, school heads and proprietors of schools as well as the local education authority, TWB has decided to make the program open to all teachers in Nasarawa State as a demonstration of our commitment to teacher development and appreciation of the cordial relationship with the Nasarawa State Ministry of Education”.
  • The Teachers Without Borders Certificate of Teaching Mastery (CTM), which is recognized by the Teachers Registration Council of Nigeria as a teacher professional development course is a free, self-paced, peer- and mentor-supported teacher professional development program.
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  • The Nasarawa State workshop is the first in 2011 and will be followed by similar programs in Akwanga and other LGAs in the State. When asked about the ultimate hope of this programs, Dr. Oko said that “initiatives like this should help our nation establish a culture of professional development among educators, create a network and community of professional development educators in schools and communities as well as utilize resources and technologies to advance professional development which is missing in our educational practices in Nigeria”.
Teachers Without Borders

Commentary: Meaningful professional development | EdNewsColorado - 0 views

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    Time, creativity, clear commitments and professionalism ensured every teacher learned and contributed to the conversation. Infusing these elements into our site-based and district level professional learning can shift professional development from something that is done to teachers, to something that is done by teachers.
Teachers Without Borders

Education Week: Spotlight on Professional Development - 3 views

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    The Education Week Spotlight on Professional Development is a collection of articles hand-picked by our editors for their insights on: Using social media and networking for professional development New guidelines for teacher learning Integrating face-to-face and online professional development Using classroom visits to learn best practices from peers Supporting teachers to meet the needs of English-language learners You get the nine articles below and a resource guide in a downloadable PDF.
Teachers Without Borders

CBSE's new evaluation system leaves teachers groping in dark in Bangalore - Bangalore -... - 0 views

  • A year after the Continuous and Comprehensive Evaluation (CCE) system has been implemented, and two years since the introduction of the new grading system in schools affiliated to the Central Board for Secondary Education (CBSE), teachers appear to be groping in the dark. There are vast variations in the manner in which the system is being implemented.
  • Though the approach, when it was first introduced, was touted as being child-centric, many teachers feel that its implementation is not practical, given the reality of large class sizes in many schools.
  • “It is a very detailed system of evaluation, and teachers are ill-equipped to do it. It’s too idealistic,” remarked Raman.
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  • The onus on the teacher is high, and many teachers are still learning the ropes.“In the first year, teachers found it quite cumbersome. Even now, teachers are learning the system,” said Mansoor Ali Khan, general secretary, Management of Independent CBSE Schools’ Association and secretary, Delhi Public School (DPS).
  • DPS conducts a five-day workshop each year, so that teachers understand the system better and new staff can be oriented to it. Experts are also brought in to address teachers.
  • Menon draws attention to the fundamental concern: “What is important is that teachers are able to diagnose learning difficulties in a child. This is not merely a question of assigning a mark or grade. The whole concept of CCE would be defeated if teachers cannot identify which child has understood the concept taught, and which hasn’t.”
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    A year after the Continuous and Comprehensive Evaluation (CCE) system has been implemented, and two years since the introduction of the new grading system in schools affiliated to the Central Board for Secondary Education (CBSE), teachers appear to be groping in the dark. There are vast variations in the manner in which the system is being implemented.
Teachers Without Borders

Annotated Bibliography: Teacher Professional Development in Crisis | INEE Site - 0 views

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    This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts.  The scope of the literature includes aspects of TPD such as specific models and approaches, information and communications technologies (ICT), teacher management, theoretical frameworks for strategic TPD, and the impact of TPD on a variety of outcomes. INEE community. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org.  
Teachers Without Borders

Haitian Teachers Revive Community and Rebuild Education | IREX - 0 views

  • When the only Haitian public teacher training institute collapsed in Port-au-Prince as a result of the earthquake, the once sparse availability of professional development opportunities for Haitian teachers became non-existent. Understanding the importance of continuous teacher training, Fanfan Joseph, an English teacher and President of the English Club of Cap-Haitien, organized a four-day training workshop for 50 English teachers in Cap-Haitien. Focusing on lesson planning, reflexive teaching, and cooperative learning techniques in the English as a Foreign Language (EFL) classroom, Joseph trained participants on practical skills that they could use in their classrooms immediately. The participants of this workshop celebrated Joseph’s efforts and encouraged him to organize another workshop, which he promptly did. This September, Joseph’s follow-on workshop focused on skills for effective teaching and learning in large classrooms. Teachers around the world struggle with large class size; a typical school in Haiti can include as many as 250 students in one classroom. The participants in Joseph’s workshops represent many different schools across northern Haiti, and each of them teaches hundreds of students. As a result of Joseph’s workshops, thousands of students across northern Haiti are engaged in interactive classrooms with teachers who have benefited from this recent and relevant training.
  • Another English teacher, Abel Mercier of Port-au-Prince, recognized that one of the most important things children need during times of crisis is the permission and space to have fun. “The secret to coping with post-traumatic stress in a community after an event such as the earthquake is to promote recreational activities among the children, teenagers, and adults,” says Mercier. This summer, Mercier organized a “Day of Fun” for over 80 high school students from Lycée Cité-Soleil in Port-au-Prince, the capital city that was hardest hit by the earthquake. Students gathered at the beach for a stress-free day of sports, arts, games, and more. By including a short workshop on the geological forces that cause earthquakes, and another on understanding the effects of psychology trauma, Mercier elevated his “Day of Fun” to a meaningful experience for a community in the midst of recovery.
  • Jovenal Thomas, another English teacher from Cap-Haitien, collaborated with Red Cross volunteers to deliver CPR training to high school students. “There is no Civil Defense Warning Program here, no 911 telephone number to call, limited ambulance service and very little access to medical treatment,” says Thomas. “Students need to be trained to deal with emergencies when they encounter them.”
Teachers Without Borders

Education International - Mali: New study reveals serious teacher quality challenges - 0 views

  • More than half of primary school teachers in Mali are without a basic teaching qualification and the competences required to deliver quality education, according to a new study commissioned by EI and Oxfam Novib.
  • This study has used the national Competence Profile for primary teachers, developed by the Quality Educators for All project partners in Mali, as a benchmark for assessing the professional needs of community teachers. The Quality Educators for All project is a joint initiative between EI and Oxfam Novib. It aims to help governments meet their obligation to provide quality education for all by improving teacher quality through pre- and in-service training and continuing professional development, mainly focusing on unqualified and under qualified teachers in both formal and non-formal education.
  • The union and other stakeholders in Mali are determined to continue supporting the professionalisation of community teachers through training and advocacy, supported by a media campaign. The government of Mali has begun to transform some of the community schools into municipal schools, thanks to intensive advocacy by SNEC and the Education for All coalition!
Konrad Glogowski

Annotated Bibliography: Teacher Professional Development in Crisis | INEE Site - 0 views

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    Annotated Bibliography: Teacher Professional Development in Crisis
Teachers Without Borders

The Standard | Online Edition :: Teachers told to lead way to attain MDGs - 1 views

  • The educationist was speaking at a ceremony to award certificates to teachers who had attended an in-service training with Teachers without Borders (TWB). The US organisation supports teachers worldwide with professional development opportunities.
  • In the TWB course, teachers learn how they can enlighten learners and the society on MDGs to fast-track their achievement."One chooses an MDG to focus on. They either teach it in their schools/community or contribute to an existing initiative that focuses on the MDG," said Mr Mathias Osimbo, a representative of teachers without borders.
  • Osimbo said the course, taught free to teachers at primary and secondary schools, aims at increasing the impact of teachers in society."It makes teachers to be instruments of change beyond the classroom border by working with communities," he said.Michael Ndung’u, a beneficiary of the program says that the course has helped him enrich his teaching skills."It makes one move from being a passive disseminator of information to an active collaborator and inquirer," he notes.Besides MDGs, teachers also train in effective classroom management methods and teaching multi-cultured learners.Members of the organisation are also offered a platform where teachers can interact with others across the world and share experiences.
Teachers Without Borders

Ontario shows us we should support our teachers, not shame them | Education | The Guardian - 0 views

  • When the provincial government in which Levin served was elected, the Ontario school system was in trouble. In Canada each province has sole responsibility for education, and previous administrations had made structural changes, slashed funding, over promoted testing and gone to war with the unions. Perhaps most important, Levin writes: "The government was vigorously critical of schools and teachers in public." The result was industrial unrest, plummeting teacher morale, low parental confidence and stagnating pupil achievement. Maybe not surprisingly, in 2003 a new government was elected on a platform of renewing and improving public education. Today Ontario is widely acclaimed, not least by both the Programme for International Student Assessment (Pisa) and the OECD for its rare combination of excellence and equity for all.
  • The Ontario government chose a few targeted and ambitious, but not unusual, objectives: raising standards for all, narrowing gaps, increasing participation rates, and growing public confidence in state schools. But rather than experimenting with US-style marketisation policies and tinkering with structures, it developed a rigorous programme based on evidence, and began a relentless focus on implementation and building capacity at every level.
  • "Skill" and "will" became the watchwords, not just for teachers but for everybody involved in the education system, which progressed rapidly thanks to massive investment in leadership and professional development at school, district and ministerial level.
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  • Public statements from government and ministers were switched to be deliberately supportive rather than dismissive of state schools. Finally, and most crucially, the government set out to build a respectful, collaborative relationship with teachers, unions, pupils and parents. "You cannot threaten, shame or punish people into top performance," writes Levin.
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    Ontario shows us we should support our teachers, not shame them The Canadian province improved its education system by being supportive rather than dismissive of state schools
Teachers Without Borders

Asabe Yar'Adua Lauds Teachers - 0 views

  • She  said this at the Award of Millennium Development Ambassador (MDA) organised by Teachers Without Borders (TWB),  an international Non-governmental Organisation (NGO) dedicated to advancing human welfare through teacher professional development and community education hosted in Abuja where she was given an award in recognition of her efforts in the foundation.
  • She stressed that teachers constitute the cornerstone in building a world without borders and other forms of barriers that retard growth, development interactions and integration of thr world.
  • She however lamented that the society has a lot to do to place teachers on a better pedestal, particularly in developing countries . Africa Regional Coordinator, Raphael Ogar Oko , said TWB works to support the United Nations Millennium Development Goals (MDG) through the Millennium Development Ambassadors (MDA)and Millennium Development Volunteers (MDV) program.
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  • He said that the MDA initiative was launched as a TWB program in response to the United Nations Millenium Summit Declaration in New York in 2000, which led to the formulation of the MDGs. 
Teachers Without Borders

Education |P6 in Uganda pupils cannot do fractions - report - 2 views

  • Although the introduction of Universal Primary Education (UPE) has boosted enrollment in primary schools (Uganda boasts 8.3 million children in primary schools compared to 2.3 million before 1997), numerous pupils continue to perform poorly at one of the most important aspects of basic education.
  • The report stated that, “Few primary six pupils demonstrated skills in other competences of ‘measures.’ Only about a third of the pupils (35.2 per cent) could for example tell the time shown on the clock face and merely 4.1 per cent of the pupils could apply the concept of capacity in real life situations.”The tests sampled pupils in 1,098 schools from all the districts in Uganda between the ages of nine and 15 and over.
  • Findings indicate that the main reason why pupils cannot practically apply what is taught in class is the teachers failure to identify the weakness of the pupils in the various areas of study.
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  • The report says: “the cause of this is failure to use assessment to diagnose pupils’ and to guide teaching and inadequate practice as these pupils do their work. Primary Six pupils, whose teachers had a university degree or Grade III teaching certificate, performed better than those whose head teachers had a Grade V teaching certificate. Pupils with head teachers who reside at school performed poorer than those whose head teachers live outside the school.”
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    It is evident that the sources of these problems must be sought in earlier grades, and even in the experiences of Ugandan pre-schoolers. Compare them with what I describe at http://replacingtextbooks.wordpress.com/2011/07/25/higher-mathematics-for-children/ for children in the US. There are excellent materials on fractions online. See http://wiki.sugarlabs.org/go/Open_Education_Resources for links to some sites that have as many as 100,000 e-learning resources available. Even if students do not have computers, teachers who can access these lessons can adapt them for the classroom or for individual practice, and share them with teachers who do not have Web access. On the issue of fractions, see also http://wiki.sugarlabs.org/go/Activities/TurtleArt/Tutorials/Fractions for an approach that requires no computers, but will be enhanced with software activities fairly soon. If your students have trouble with these exercises, and you can tell us why, we will work with you and them to develop materials that meet their needs. You will also have to tell us if there are circular Ugandan foods that we can use in lessons for children who are not familiar with European/American cakes, pies, and pizza. ^_^ When you have a 4.1% success rate on a particular topic, and thus a 95.9% failure rate, it cannot be said that individual teachers have failed to recognize individual difficulties. This is evidence that the entire curriculum is misdesigned. I assume that this is some part of the holdover colonial education system from before independence, designed originally for European children, with no relation to the prior experi
stephknox24

Factors that Promote Implementation of Peace Education Training - 0 views

  • What factors influence whether or not teachers trained in peace education actually teach about peace?
  • It involves getting the adult students to express their concerns about violence in their lives, presenting an analysis of different peace strategies, and arguing that teaching about alternatives to violence is an effective way to deal with the threats of violence both in schools and in the broader community.
  • The objectives of the course are to explore the role of violence in the lives of students, to consider the effect of violence upon educational practices, to examine how peace education can help deal with violence, and to provide examples of peace education activities and curricular ideas.
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  • The main hypothesis of this study is that theoretical knowledge about violence and nonviolence is not enough to motivate teachers to become peace educators. They need further support, either in their personal or professional lives, to pick up this new curricular area.
  • Lantieri and Patti say that coaching and practice are key components in whether or not teachers used the peace education material in which they received training:
  • to mentor their development as peace educators.
  • district-wide support
  • peace education should not just be an add on used by a few teachers, but rather should involve all levels of the school.
  • teacher training
  • A supportive administration
  • rganization siz
  • specific characteristics of the program, school-based factors and community support.
  • Much training in peace education comes from outside consultants and is limited. As a result educators are not trained in conflict resolution as extensively as they are in subject areas, so that they may feel insecure about pursuing it in their classes.
  • if the participants in this study find that peace education provides immediate benefits, they are more likely to incorporate into their educational practices.
  • he presence of a supportive administrator is the most important ingredient in whether a particular innovation gets adopted
  • personal friendships and kinship ties provide support for these individuals to become peace educators.
  • One course alone will not begin to make a peace educator.
  • From these responses it can be concluded that knowledge of subject matter is a necessary but not a sufficient condition for peace education curriculum reforms. Professional educators also need personal and professional support for a world view that embraces peace in the midst of a violent culture that glamorizes violence.
  • Family support, feelings of urgency, and professional factors like administrative support and positive school climate help teachers deal with the overwhelming nature of this subject matter
  • How can school leaders provide a climate that supports the use of peace education curricula?
  • The impact of peace education upon students is very hard to assess because students could take years to transfer learning about nonviolence into positive peaceful behaviors. Because of the complex factors that influence human behavior, it is almost impossible to demonstrate that a teacher's activities result in a specific behavior on the part of a student. What this study does show is that teachers feel they benefit from learning about peace strategies and that incorporating peace education reforms has positive benefits for professional educators struggling to deal with problems of violence.
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    Factors that impact the Implementation of Peace Education Training
Teachers Without Borders

Teachers In The Movies - 0 views

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    WELCOME to Teachers in the Movies, brought to you by Dr. Apple, the Movie Teacher. This website is dedicated to help teaching professionals bring movies into their curriculum. For more than 20 years, I have collected and reviewed over 200 movies dealing with teachers, schools and students and how they deal with all types of topics including bullying, cheating, dropouts and so much more. The purpose of this website is share what I've learned from these movies about the teaching profession with you. If you need a movie dealing with a specific problem, then I can prescribe a movie or clip to cure your educational ailments.
Teachers Without Borders

Global Campaign for Peace Education Newsletter: July 2012 (Intro by Matthias ... - 0 views

  • TWB and Tijuana Department of Education completed Technical Assistance Mission (Mexico) With the support of the Office of Education and Culture of the Organization of American States (OAS) and the Inter-American Program on Education for Democratic Values and Practices, Teachers Without Borders (TWB) and the Baja California Department of Education recently completed a Technical Assistance Mission focusing on Peace Education in Mexican schools. As a result of this program, TWB’s Peace Education program has been endorsed as an official teacher professional development program throughout the state of Baja California. In the coming months, the program will be scaled through a partnership between Teachers Without Borders and the Baja California Department of Education and will reach 12,000 state teachers and, initially, 1,500 schools in the city of Tijuana. The Department also plans to work with Teachers Without Borders to develop Peace Education as a middle school subject.
  • Intro to Peace Ed Part I: Core Concepts – Teachers Without Borders (TWB) and National Peace Academy (NPA), online (June 19 – July 17, 2012) For more information click on the link above.
  • Intro to Peace Ed Part 2: The Scope of Peace Education – Teachers Without Borders (TWB) and National Peace Academy (NPA) – online (July 24 – August 19, 2012) For more information click on the link above.
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  • Intro to Peace Ed Part 3: Pedagogy & Practice – Teachers Without Borders (TWB) and National Peace Academy (NPA), online (September 3-30, 2012) For more information click on the link above.
Teachers Without Borders

The Networked Teacher: How New Teachers Build Social Networks for Professional Support - 0 views

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    The Networked Teacher: How New Teachers Build Social Networks for Professional Support
Teachers Without Borders

Bill and Melinda Gates on Teacher Evaluation - WSJ.com - 1 views

  • The Scholastic project found that teachers are desperate for more support. Three kinds rose to the top: more involvement from parents, more engagement from school leaders and higher quality materials to use in the classroom. The teachers who took the survey were given a list of 15 things that might help to retain the best teachers. Higher salaries ranked 11th on the list, behind benefits like more time for preparation and opportunities for professional development.
Teachers Without Borders

BBC News - Raise teacher status to improve schools, says OECD - 0 views

  • Teaching must be made more attractive for the brightest students, says a report from the Organisation for Economic Co-operation and Development. Report author Andreas Schleicher says teachers need to be given "status, pay and professional autonomy". The international report identifies the quality of teachers as the key to raising education standards. The most successful systems, such as Finland and Singapore, recruit high-achieving students, says the report.
  • Mr Schleicher, the OECD's special adviser on education, argues in his report that if school systems want to be competitive they need to recruit and reward the right type of staff. He says that a modern economy needs teachers who are "high-level knowledge workers" - able to support the learning of children in a digital age.
  • "But people who see themselves as knowledge workers are not attracted by schools organised like an assembly line, with teachers working as interchangeable widgets in a bureaucratic command-and-control environment," says Mr Schleicher.
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  • In Finland, a high social status is attached to teaching, making it very competitive, with nine out of 10 applicants for teacher training being turned away. In Singapore, teachers are drawn from the top third of students and they are paid at levels competitive with other graduate careers. Across the OECD, teachers on average are paid less well than other graduate professions - receiving about 80% of the average for workers with degrees.
Teachers Without Borders

SKNVibes | OAS Ministers of Education highlight the role of teachers in the "Declaratio... - 0 views

  • I hope that following this meeting and the Declaration of Paramaribo, Member States and the Governments that you represent will not only endorse the vision that you have agreed upon, but also will translate that into a working plan to put money behind those plans, to execute those plans,” the OAS official added. He also tanked national representatives on the support they provide to the OAS on these issues.
  • Minister Sapoen said that the meeting was “a very fruitful exchange of information, experiences and practices”. “Don’t let these agreements stay in words. We are currently in the years of writing words, let the coming years be the years of doing,” he added.
  • The Surinamese Minister was elected at the meeting to Chair the Inter-American Committee on Education (CIE, by its Spanish acronym), succeeding Ecuadorian Minister Gloria Vidal. Also elected were Costa Rica and Paraguay, both as Vice Chairs.
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  • The “Declaration of Paramaribo (available here) stressed the importance of teachers in all levels of the educational process. “We reaffirm the key role of the teacher in educational processes and results and recognize that the participation of teachers in efforts to improve the quality of education is important, so as to help ensure that the results are effective and lasting,” the text says.
  • The document also highlights the need for educators “to have access to quality initial preparation and continuing professional development” and acknowledges that “policies to strengthen the teaching profession and opportunities for quality professional development are vital to attract, employ, induct, develop, evaluate, motivate, retain, and recognize teachers so that they become ever better educators.”
  • The Declaration of Paramaribo also emphasizes the importance of expanding access to new technologies in education, and applauded the progresses made by the Inter-American Teacher Education Network (ITEN).
  • the government of the United States announced during the meeting its commitment to further provide resources to strengthen ITEN’s work
  • In Paramaribo, some countries already put forward proposals such as strengthening teacher’s education; establishing diploma or degree equivalencies among countries; strengthening learning of languages; and considering the importance of the role of the family in education and development.
Teachers Without Borders

Reflective Practice and Inquiry in Professional Development for Online Teaching - 3 views

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    This article is a resource for those new to online professional development. It describes professional development training for faculty preparing to teach online. The primary focus of the training is on pedagogical rather than technical skills. This focus is central for encouraging reflection and inquiry to improve teaching practices. The discussion and summary of results provide an overview of the training and evidence of reflection and inquiry. Keywords: Faculty development, online teaching and learning, assessment, student-centered learning, constructivism
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