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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.

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.

But this spring, Johnson will take a practice version of a new performance assessment that goes beyond asking what he knows about his subject. Formally known as the Teacher Performance Assessment, the portfolio-based assessment will be required for anyone completing a teacher-education program and seeking a teaching license in Wisconsin after Aug. 31, 2015, the Department of Public Instruction has decided. Johnson and teacher hopefuls in other states taking the Teacher Performance Assessment, even if for practice, will have to submit lesson plans, reflections of their work and a video of their classroom interactions with students as part of the Web-based program.

All of it is aimed at answering a single, critical question: How well can you teach?

Developed by a team of researchers at Stanford University, the assessment will be administered by international education publishing and technology juggernaut Pearson. Once teacher candidates submit their portfolios online, trained reviewers from around the country will grade them on a scale of 1 to 5. They're looking for evidence of student learning, from the 10- to 15-minute video or teacher reflections. A 3 or higher is typically considered a passing score, though Wisconsin hasn't settled on what its passing score will be.

The Ghazi High School was established as a “Lycée” in 1926 and from the beginning, had instruction in English. After it was almost completely destroyed by decades of war, USAID began working with the Ministry of Education to rebuild the school.

Construction for the 8,200 square meter three-story school began in 2007 and includes buildings with 72 classrooms, an enclosed link way that connects the classroom blocks, and ramps for wheelchair access. The school was designed and constructed to international seismic safety standards to prevent damage from earthquakes.

USAID created the Kabul Schools Program to support the Ministry of Education’s ambitious plans to expand quality and access to education, and when the program finishes in 2012, the Ministry will have the capacity to serve the educational needs of more than 12,000 boys and girls in greater Kabul City.