EduLEAD May Newsletter
Your EduLEAD news, learning tasks and information
Content
- Interview with the Dynamic and Inspiring NAMA CEO, Dr Saleh.
Be an Active EduLEADER
Activities for EduLEADERS During School Holidays
Best Practice Photos: May
Our EduLEAD Newsletter Statistics: Submit Articles for June.
Social Media Influencers of the Month
Kyrgyzstan EduLEAD Coach Clinic, 2 - 4 May
Successful PLC meetings in Indonesia
Best Practice from our Coaches in May:
- The Improvement of Algebra Islamic School After Implementation of the SIP, MAY 2019 - Mwajabu Mbwambo,Tanzania
- Motivate, Read, Lead. Bekaa Youth Education Centre - Magda Saleh, Lebanon
- Improving Reading and Learning Through EduLEAD Approaches in Kyrgyzstan - Ernazarova Gulsere
- Building the School Community Through Back to School Messages in Pongwe Islamic Girls Secondary School Tanga Tanzania - Kombo Ramadhan
- How I work on my CAP - Amira Sanjar, Lebanon
- We Ought To Inspire Learners With Information Technology - Saidi Nsigarila, Tanzania
- Using EduLead practices to implement the FIRST Framework - Amal Farhat, Lebanon
- Are You Stuck in Your Comfort Zone as EduLEADER? Rashidi H. Bilingi - Tanzania
11.June Activities:
- Webinar - 24 June 2019
- Your Mid-Year Self-Evaluation to be Completed in June
Interview with Dr. Saleh Mubarak Bazead, NAMA Foundation CEO
Below is a summary of the interview with Dr Saleh on questions to the vision and mission of the NAMA Foundation,
Education is a mission for the NAMA Foundation. The founder of the NAMA Foundation decided from day one to focus on education and to contribute 60% of the FOundation's funds towards the improvement of education. Education in the 21st century has become a basic need. The FOundation's mission in general is to be a leader in the provision of funds that contribute directly towards the sustainability of communities and the empowerment of people. It is the aspiration of the Board of NAMA is for the foundation to run itself and hence we focus on creating a solid foundation through good governance and a focus on sustainability. We want our beneficiaries to stand alone and be independent, as well as for the receivers of the funds to become givers - to pass it forward.
2. What are the requirements for ensuring good education provision?
Leadership is fundamental. A good father produces a good family. A good president ensures that the country is prosperous. The same goes for principals of schools and university rectors. It is not only about having the right qualifications and certificates, but more importantly it is a question of values. The principal should transfer good values to teachers and others. Secondly, it is leading with an example. The leader has to live the values and own the mission - to show absolute loyalty and not focus on self-interest. It is not about working for salaries but more for infusing good values to others and for leading the education change.
3. What is your opinion of the EduLEAD Programme?
NAMA Foundation decided to continue with the EduLEAD programme because the programme has shown success. Our current evaluation of the programme is positive and we are happy with the outcomes and success stories, for examples the improvement of school ranking in Tanzania, and very positive feedback from the partners and schools in Lebanon and Indonesia. We have seen impact and we are very pleased. Thank you to RITE Education and all the stakeholders. We appreciate the effort by the service provider for driving the programme. I wish that these initiatives continue to drive transformation in the schools.
4. What is the NAMA Foundation's approach to getting the necessary support from governments in the four countries?
Our approach from the start has been to ensure that our programmes are in line with the education policies and support the local governments. I have met with the governments of these countries and have their full support. We have had clear examples of dedication and support from the side of the local governments by dedicating staff members to our visits. We are also planning to sign MOUs with the governments to strengthen the cooperation and collaboration. In Kyrgyzstan and Tanzania there have been many programmes - and some of the programmes were actually officially launched by the ministers of the these governments.
5. What is role of the NICE organisations what were established in the focus countries?
The idea came in 2017 when we started having TOT programmes. We have graduated hundreds of trainees and decided to make them local consultants. NICE is NAMA Foundation's gift to the local governments. The plan is to localising the experience and to build local capacity. We expect to have within a couple of years for these consultants to deliver the programmes in their own language and from within their own experience. We don't want any of our very talented local citizens to be included regardless of their ability to speak English. NICE will be given the autonomy to work with other organisations and to diversify their clients. The aim is for them to become sustainable, but with the guaranteed seed fund from the NAMA Foundation.
6. What can you share with regards to the new strategic approach and direction of the NAMA Foundation?
This is a very important question for our readers to read about the strategy for the next five years - until 2023. We are focusing even more on sustainability and on transferring the learning to the local partners. They will drive the change NAMA Foundation hopes to achieve in the country. This is part of our mission, vision and strategic goals. Within 5 years, we hope that the selected schools will achieve the targets set for them and to then become role models for other schools.
Our new strategy has adopted the TOC (Theory of Change) approach - a results-based approach. Our own interventions have to be linked to the ultimate goals and we've identified two goals:
1. Education: To provide inclusive and quality education for all students in the selected organisations
2. Organisational Sustainability: To have organisations which are sustained in terms of financial and organisational sustainability.
In terms of Education our TOC targets will be eight areas: To empower educators, leaders, students, improve facilities, and focusing on values and morals for students, social community engagement and good governance in place. Schools need good policies and systems in place and these should be in place to ensure that all schools are successful. All our programmes in the next 5 years will be focused on these identified areas. We expect our partners to help us with this.
In the third sector we are focusing seven areas namely diversifying income, to have efficient financial management in place, to have competent employees and to invest in human capital and also employ the right people, to work on skills and capacity building, as well as leadership - qualified and competent, as well as a good management system in place.
We hope, and quite confident - with the commitment of the NAMA Foundation and all the partners and stakeholders - to achieve our goals. The NAMA Foundation believes in partnerships and this is a cornerstone of our approach to ensure success.
Be an Active EduLEADER.
We also note that many of our coaches have indicated that they have been working on their SIP and CAP plans, but have not yet uploaded evidence. It is important that you focus on this very important skill and also to realise that we can't evaluate your performance this year if you don't find a way to access the Internet. Here are some suggestions:
- Save the pictures and documents in a special file on your computer - you can then easily access this when you are in a region where internet is more stable.
- Find a buddy to help you. Give him/her access to your Google Drive and share the information via WhatsApp or even on a thumbdrive to upload for you.
Activities for EduLEADERS During School Holidays
Well the answer is easy! There is a lot that you can do during the time that you don't have to focus on the everyday running of your school or department. Remember Steven Covey's Time Matrix? This is the time for you to focus on the Non-urgent but Important Quadrant. This is the time for you to sharpen your own saw!
During this less busy time, I suggest that you focus on your Coach Action Plan (CAP) and reflect on the areas that you can improve in yourself as leader. You can use this valuable time to assess yourself and to do some reading, online courses, practice your IT skills and practice coaching others using the GROW model (this can be a friend or family member too!)
Another thing that you can do is to work on your school plans. You can put together a draft SIP for the new year, a preliminary year calendar and action plan for involving stakeholders. I also suggest that you use this time to have a few online or face-to-face PLC meetings with your fellow EduLEADERS. Go online. Share learning on the EduLEAD Facebook page or create your own blog.
A useful activity that will also help you with saving time in the term is to organise your life and your computer. Look at all the files you have downloaded and saved - put them in specific folders. Delete what is not relevant. Organise your photos under relevant labels. Upload evidence on your Google Drive.
So in short:
1. Reflect (Evaluate data - what went well, what didn't?)
2. Plan (CAP/SIP - calendars, action plans)
3. Learn (Online learning - IT skills - YouTube - MOOCs)
4. Organise (Your Google Drive, your files, your photos)
5. Meet others (PLCs)
Be the best EduLEADER you can be!!!
Best Practice Photos May
Aliyah Hosyatul
Harun Mchau
Magda Saleh
Aini Murwadini
Buhero Issa
Jumiati Ulfah
Noureddine Barakeh
Witzir Sumadi Sastro
Kombo Ramadhan
CLS in the classroom. Siti Rukoyah
Teacher training in Papua, Indonesia. Sarip Abdul Rohman
Promoting Kindness. Doha Arnous
Our EduLEAD Newsletter Statistics
Social Media Influencers of the Month:
Social media plays a huge role in the 21st century. Your effective use of social media (Facebook, Instagram, Twitter also blogging and YouTube) as well as your communication using online tools are very important skills to develop as EduLEADERS, especially for community engagement and communication.
The names below are our top Social Media Influencers for May. These are EduLEADERS who regularly post articles of our EduLead Facebook Groups, who comment on posts, and also are very active on the WhatsApp groups. They upload or share YouTube videos, great articles and images that can benefit all of our coaches across the world. Congratulations to:
2. Kombo Ramadhan
3. Ernazarova Gulsere
4. Doha Arnouss
5. Buhero Issa
6. Noureddine A. Barakeh
7. Mwajabu Mbwambo
8. Magda Saleh
9. Abdallah Fundi
10.Harun Mchau
Our Kyrgyzstan EduLEAD Clinics, 2-4 May 2019
Our team in Bishkek
Tatyana - forever there to help us with translation!
The smaller groups made individual support so much easier!
Our team in Osh - together with some teachers who were so keen to meet us and be involved!
We were surprised by a lovely concert by the school children! They are so talented.
Mr Joomart and Ms Gulsere are really leading the way in terms of implementing the school SIP!
Our coaches Mukadas and Anar had a separate session - it was very meaning to clarify areas of learning.
We had a wonderful reception by the school in Osh.
We visited a United Nations Heritage site in Osh
Successful PLC meetings in Indonesia - Sawittri Charun
In my role as an EduLEAD trainer, I participate in many PLC meetings - once a week at least! I support 6 PLC groups in Indonesia and each month, I try my best to attend all PLC meetings that are held. Here are some observations I have made about the challenges and opportunities attached to PLC meetings:
- Successful PLC meetings are those with short agenda. This allows for more in-depth sharing of a topic.
- PLC meetings need not always be about solving problems. Coaches also gain from celebrating each other’s successes.
- A challenge with regular PLC meetings is finding the time and place where everyone can agree on. To this, I say “Be flexible". I have attended PLC meetings held at restaurants, on Google Hangout as well as via Whatsapp group chat. Most of the time we all meet together as a group, but there have been times when I had one-to-one meetings with the coaches.
- Sending a PLC meeting reminder 24hours prior always helps to prepare coaches for the PLC meeting. Another reminder 30minutes prior to meeting also usually ensures that everyone is on time for the meeting!
- Coaches who gain most from PLC meetings are those who are clear on the next steps. When I lead PLC meetings, I try to send everyone a brief summary of next steps right after the meeting.
What tips do you have for a successful PLC meeting?
Best Practice From Our Coaches in May
The Improvement of Algebra Islamic School After Implementation of the SIP, MAY 2019
By Mwajabu Mbwambo, Tanzania
Edulead training helps me as an Eduleader/or coach to bring changes in my school in my role as school administrator. Algebra schools include Algebra Islamic Pre-and Primary School, and Algebra Secondary School. I used to conduct training in every Thursday after class hours for Secondary and Wednesday for Primary School teachers. I trained all my teachers, and what they learnt in the session they had to implement during the next week from Monday to Wednesday or Thursday. From Monday onwards I did learning observations and learning walks during which I took pictures and videos and some interviews. During the training session I displayed the video and pictures and give them feedback from interview session we discuss with teachers and make some correction and I continue with training. Sometimes I used to coach the teachers in the classroom or on one-to-one basis.
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I implemented my SIP as follows;
- I conducted training on five CLs and AFLs to all teachers, this training helps to ensure that all students are assessed continuously and are able to practice those five CLs and AFLs for the purpose of improving their performance.
- CLs help students to interacts each other and help them to build confidence and become interdependence and share during teaching and learning process.
- I conducted learning walk, learning observations and students and teacher interview about the implementation of CLs and AFLs. I took short video and pictures.
- As an Edulead coach I formed a WhatsApp group with all my teachers, I used to send to them various links concerned with the topic we learn on the session. I prepared slides to the appropriate topic and I shared with them. I encourage them to formulate PLCs depending on their subject such as science, Arts, Language and business studies for Secondary. While in Primary session they formulate the PLCs depends on the levels such as kindergarten level, low primary level and upper primary level. Even during parents meeting I used the same strategies of CLs to conduct the meeting. And also I encourage my teachers to use the same strategies of CLs to conduct class meeting with their students
Implementation of CLs &AFLs has brought about changes in my schools;
- It helps to improve the students’ academic performance both internal and external examination results especial to the candidate classes grade seven and form six.
- It enables teachers to prepare themselves and to find out relevant material for a particular topic. This helps teachers to spend enough time to prepare themselves. To make sure that the learning objectives are achieved.
As a result of the strategies implemented, Algebra primary pupils (Std 7) ensured the school is placed 2nd in the district. Using a SIP to guide my actions is very useful. It gives direction and guides us all towards a common goal!
Motivate, Read, Lead
Bekaa Youth Education Centre, Lebanon - Magda Saleh
Education and its quality are linked directly to reading. People in general who have the habit of reading are more educated and informed about various topics. In Lebanon, people are deprived of opportunities and information about the importance of reading, above all, this is a cultural issue. Faced with the negative reality regarding the incidence of reading by the community, it is up to leaders of education to guide and find ways to encourage its practice.
The teacher's positive attitude toward reading is a fundamental factor in the learning and development of the reading habit, since it encourages and contributes to the reading practice among the students. Teachers are the example the greatest incentive of reading. From this perspective we, at Bekaa Youth Education Center, thought of creating a reading club to motivate teachers to read.
At the beginning teachers complained of not having time for extra reading since they are overwhelmed with school work. We decided first to start with a workshop that sheds light on the importance of reading, followed by another workshop about time management. After that, we assigned each week an article to be read and discussed in groups. The choice of articles serves two objectives: influence teachers to read and develop their growth mind set. Taking into consideration the multicultural diversity among teachers, articles were sent in 3 different languages: Arabic, English, and French.
The discussion of articles was done through cooperative learning strategies. The idea was to go outside the box and make everyone involved in the discussion through “tokens” or “clock around the table”. We also monitored teachers’ engagement in reading by sharing articles and a related form to be answered by teachers on Google drive. We noticed that teachers’ engagement in reading increased from one article to another.
Slowly, we moved from articles to books. Our first choice was “The Alchemist” by Paulo Coelho, and it was also shared in the 3 languages. Our aim was to help teachers identify their personal goals and overcome obstacles. Consequently, the number of readers involved in the discussion increased. Our next choice was “Who Moved My Cheese” by Dr. Spencer Johnson. This time the number of attendees skyrocketed. Each time we change our strategies to engage teachers more and more. The discussion session was productive with many collaborative activities that build relationships.
Another thing we focused on during our discussion was having an assessment for learning. Everything was carefully planned to work parallel with our SIP. Thus strategies chosen to be applied during discussions and workshops were part of the strategies that teachers were asked to apply in their own classes.
So far, it has been shown our ability to influence teachers to read, and this couldn’t be done through mere words but effective actions. Our next discussion session will be on June 9th about “Eat that Frog” by Brian Tracy. Come and join us! We plan to continue with the reading club through the summer vacation. As for the next school year we tend to extend our reading club to the whole community, and thus measure the impact of such practices on students as well.
Magda Saleh
Education Director, Bekaa Youth Education Centre
Discussions using Talk Tokens
Quiz-Quiz-Trade - Using Cooperative Learning Strategies
Exit Cards Used at the End of Each Discussion Session
Improving Reading and Learning Through EduLEAD Approaches in Kyrgyzstan - Ernazarova Gulsere
As EduLEADER, I decided to use some of the "Leading Learning" EduLEAD strategies myself to see if I can change learner outcomes to also inspire the rest of my staff.
I also used EduLEAD strategies in Class 2B. Thanks to EduLEAD, my 2B class achieved great results. The class 2B is only taught using the strategies of EduLEAD and I can state, with confidence, that this program works perfectly. For example, We are using strategy "pass the paper". For example: I say them a word and every student writes one syllable. They do it in their own teams. Also we are using strategy "talking stick" to create a sentences. We use white boards a lot. Example: I pronounce 5 words and they write the words they remember. All this helps them to read faster.
2B. Every day we have a little competition. They normally never late as they want their team get a score. In math they do exercise in teams which helps them to learn to work together and to share responsibilities, get leader skills. I try not to give marks, I ask other kids to do it, and explain why they give such a mark to their peer.
With new topics we don’t work as we did before. I normally don’t start a lesson with explanation of a new topic. First, we find out what they already know about it. And only after that I give them the info they need to know. After few lessons every team do presentation about the topic we covered. They like feeling as adults. We analyse a lot, discuss, using quiz quiz trade strategy, but kids create card for their peers themselves
I assure you that this not only enhances the quality of knowledge in children, yet it also creates a bond between the teacher and its students. EduLEAD is not only about education, but it too teaches the ways of communication with a child. Of course, this requires a lot of effort, but the result is worth it. I am happy my class of 2B gives you high hopes. The following photos include yearly testing results, with every subject included. The average performance of the class was more than 20% higher than the other Grade 2 class!!
Building the School Community Through Back to School Messages in Pongwe Islamic Girls Secondary School Tanga Tanzania - Kombo Ramadhan
For the fast learners, back to school messages focus to maintain their standard through appreciation. The late comers were not given these cards as we need all to arrive on time.
Students were informed to stay with cards back home to parents.
Sharing these positive message with parents and family is expected to show them that teachers are working tirelessly to make students at Pongwe Islamic Girls learn, inform parents that teachers have seen something from their daughters and ready to nurture.Mr. Kombo interviewer students who had been given the back to school cards to assess the impact of the established program.
Links below give insights
Student 1
Student 2
Student 3
Student 4
Finding
- Students value the back to school message and appreciate them.
- Students understand the importance of the back to school message that school intends to build them in terms of good behaviour.
- Finally we observed that the back to school kit should be established, teachers can have variety of message to give students in reflection to their academic achievement.
- These card or message should be shared to parents and guardians.
We are thinking of improving back to school message by preparing special message to parents.
Thank You
Kombo Ramadhan
How I Work on my CAP: Amira Sanjar, Lebanon
I am Amira Sanjar, an EduLEADER from Lebanon. I started working on my CAP two months ago. I chose three skills from the competencies framework to work on and develop in the second year of EduLEAD program. The three skills that I chose were 1. Influencing others, 2. communicating using technology, and 3. conducting effective meetings.
To start with, I prepared a survey on Google document and shared it with 6 of my colleagues to show how much my work has influenced others while implementing the EduLEAD program in my school. I have also done several online self assessments about leadership styles and skills you need to be a better leader including interpersonal and intrapersonal ones. I attended many workshops to understand more about EQ which is very important in the workplace. I read an online article about NLP and I am willing to attend a workshop regarding that. I attended many online webinars and took many notes to help me while implementing my SIP. I also read many articles which contributed to leadership in one way or another and shared them with EduLEAD coaches through FB.
Regarding the second skill, communicating using technology, I started using Google Forms which helped me to organize my stuff and share it with others easily. I organized a survey about influencing others and shared it with others via whats app. I used Google calender to organize my coming training sessions. I organized a questionnaire to be filled by the attendees after the completion of the learning sessions which will help me to evaluate myself as a teacher and a leader who is required to follow the implementation of new strategies in all sections of the school. I used facebook and whats app groups to spread knowledge. I uploaded my pieces of evidence into my Google drive, and I made sure that every picture or document was in the correct place.
Regarding the last skill, conducting effective meetings, I read articles about that. I organized training sessions for all the teachers in my school. I think I will work on that skill more and more after I deliver my training sessions since you need to organize many PLC meetings to follow up the strategies implemented in the school.
I hope the other coaches find this supportive in working on their CAP!
Your Mid-Year Self-Evaluation to be Completed in June
EduLEAD Coach Contributions to Network Learning
We Ought To Inspire Learners With Information Technology - Saidi Nsigarila, Tanzania
By Saidi Nsigarila, Tanzania
In this information technology age we teachers should play an inspiring role. The world of IT
has engulfed everything. No field have remained untouched by this cherished revolution. We no longer have to prepare learners for white collar jobs as these are being archived at tremendous rate. Most of these jobs are diminishing and other have already been replaced. The Partnership for 21st Century skills have sighted three skills to be insisted to learners of this era. These are Learning skills, Literacy skills and Life skills.
Mapping these skills I can present what the Partnership for 21st Century underscored in each
category as follows. The Partnership has this to say about the importance of giving our learners the new skills for new jobs as I quote beneath, "New Skills for New Jobs"
These skills have always been important for students, though they are particularly important in our information-based economy. When most workers held jobs in industry, the key skills were knowing a trade, following directions, getting along with others, working hard, and being
professional—efficient, prompt, honest, and fair. Schools have done an excellent job of
teaching these skills, and students still need them.To hold information-age jobs, though,
students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. The rapid changes in our world require students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful.
(https://k12.thoughtfullearning.com/contact)
Come along EduLeaders! is it not our responsibility to have these skills and enthusiastically impart them to the learners we are dealing with? Let us be among the saviours of this world. I feel that the EduLEAD programs in schools can create suitable candidates for the existing IT oriented jobs and the yet to be invented ones. Mind you the world of IT is extensively changing.
Look at what we have learned so far in the EduLead programs. We have learnt to share what
is happening in our schools or countries. Though we are a bit struggling, we are improving in both use of IT and ability to clarify matters. Every one of us has to present evidence in order to prove that he/she is implementing the CAP and SIP. The tasks cannot be well performed if we are blind in IT. In this way EduLEAD programs are sharpening us in the three skills mentioned above.
Frankly speaking on my side, I don't know about others, that sometimes I do fail to present some of my evidence due to poor IT. Those of you who are like me we need to fasten our belts and pull up our sox; time is not with us. Yet we shall be able to overtake the first car in
the race on being diligent in the process. With EduLEAD we have promoted partnership by sharing information through Google drive, WhatsApp, Google form and the like. Considering the presentations, mode of presentation all branches of Learning skills in the map are well covered. We are the leaders with high flexibility ready to share anything precious that falls in our hands and mind. Though struggling I notes that the ball is rolling with an increasing velocity. You see! the other two skills are well covered by the EduLEAD programs. The remaining task is cascading these to our learners with the hope that they are going to be more smart than us.
The contemporary world is the world of data. Good decision should base on clear data. That is why we are being asked to produce evidence as support on what we are doing in schools.
Collection and analysis of data in our day to day activities shall be more easy if we have enough knowledge in IT. Let us gain more insight from the following YouTube clip.
Using EduLead practices to implement the FIRST Framework - Amal Farhat, Lebanon
The FIRST framework by SEGA Group is “designed on the basis of renown models and theories, such as experiential learning; gamification and game-based learning; facilitate learning, 6Ds model, positive psychology, experience economy and neuroscience” (Bahgat, Said, Elsafty, & Shaarawy, 2018, p. 123). These models and theories are framed into five domains and 15 principles. In implementing FIRST in Rawafid School, located in Bekaa, Lebanon, we integrated it into a leadership framework, in which many of the concepts and practices are derived from the EduLead program, by Rite Education.
Implementation went as follows: Each month one of the five domains with its three principles were introduced to the teachers via two of the school teachers who had been trained and certified by the founders of the FIRST Framework. This training session was followed by classroom implementation on the part of the teachers. It is important to note here that teachers were grouped into 5 groups, each led by a coach. Coaches were assigned this role based on the delegation matrix (RITE International Inc., 2018), where teachers who portray skill and experience on one axis and independence and ability to drive-self on the second axis, were selected to coach groups.
During implementation, learning walks were conducted by peers (a group member and the coach) focusing on the principles that were the subject of the training sessions. Learning walks observation forms were tailored to include the principles of the domain teachers were trained on. Those observation forms were accumulating with new principles as we proceeded in the program throughout the school year.
After the implementation and learning walks, the groups of teachers and their coaches conducted PLC meetings where they reviewed the principles and the activities that would serve each of the principles and discussed their practices: what went well, what challenges they faced and how they would overcome them.
This cycle was repeated 5 times, once for each of the FIRST domains. During this implementation, teachers kept learning portfolios to document their practices and their learnings. The portfolios included lesson plans, reflection logs, evidence of implementation, and checklists for self-evaluation.
In addition, there was an online quiz that served to motivate teachers to review the principles and to monitor where teachers still needed help.
Finally, summative evaluation was conducted where whole classroom observations were done; each teacher was observed by one of the coaches and another peer. Observation notes were compared and discussed by the observers. Then they were discussed with the teacher whose classroom was observed. In addition, teachers planned whole lessons integrating the FIRST domains. Lessons were uploaded to Google Drive, reviewed by the coaches, including the trainers and the educational supervisor at the school. Detailed feedback was provided to the teachers.
All in all, implementation of FIRST Framework within a Leadership framework enhanced implementation and allowed for continuous reflection on practice and planning for action. Further, it has been a great stepping stone to transfer the whole school into a professional learning community where all learn from one another. In this leadership framework, different responsibilities such as training, coaching and peer visits, were delegated to different teachers. This helped distribute leadership among different teachers; a practice that makes them more engaged in their learning and more accountable for the program success. In addition, it makes the teachers the owners of the process of their growth and development.
References
Bahgat, M., Said, T., Elsafty, A., & Shaarawy, A. (2018, August). FIRST Framework Design and Facilitate Active Deep Learner eXperience. Journal of Education and Training Studies, 6(8). doi:10.11114/jets.v6i8.3337
RITE International Inc. (2018). Kuala Lumpur: NAMA Foundation.
Are You Stuck in Your Comfort Zone as EduLEADER? Rashidi H. Bilingi - Tanzania
Kindly, absence of one’s eager toward development define his or her “comfort zone”. This perspective limit effort in posotive advancement because no gap is felt and one feels like independent over all matters around though lack of confidence and others’ opinions shield him or her in the zone. Intuition together with the implementation of Seven Habits of Successful People can be the exclusive solution for distancing people with the comfort zone for sustainable growth.
In connection to Edulead beneficiaries:
If you attended trainings but are not implementing ... You are in a comfort zone.
If you are training but not making follow-up to the trainees... You are in a comfort zone.
If you are implementing but not uploading for evaluation... You will be defined in comfort zone.
If you are copying everything in EduLead modules with no improvisation with respect to your environment... You are in a comfort zone.
If you think that you are good to all you are implementing with no need for interaction with other EduLead beneficiaries... You are in a comfort zone.
If you are training but not collecting and analysing data for feedback ... You are in a comfort zone
If you are training but not asking feedback from your trainees on how you deliver... You are in a comfort zone
If you don’t think of training out of your centre ... your in a comfort zone .
Ooooooh! All the“If you....” statements above are not pleasing. You are obliged to be distanced from them.
June Webinar with Dr Henry Koge
We will be hosting another webinar in June. Dr Henry Koge is back and will be joining us. The time will be 5 pm Malaysian time. We will use Facebook Live since this was the most popular medium for our participants.
Dr Henry will address some of the questions you've sent in and you are welcome to send in more questions to elmarie@rite.education, no later than 20 June.
Monday, Jun 24, 2019, 05:00 PM
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RSVPs are enabled for this event.
Complete Your Mid-Year Coach Self-Evaluation In June
It is almost the middle of 2019 and time for all coaches to revisit the Coach Competency Rubric. Last year you completed 6 self--evaluations by reflecting on your progress against the 7 focus areas and 30 indicators. Now we want you to revisit your rubric.(A link is included below this post)
Think very carefully about your progress in 2019 and use the Google Form below to fill in the level you feel you have achieved for each of the indicators. The levels are:
- No evidence (You have not yet started the journey)
- Emerging (You have some understanding and some evidence of implementation - your skills are beginning to emerge)
- Developing (You have good understanding and knowledge and have provided evidence of implementation, but need further learning and skills)
- Proficient (You are now confident with the concepts and strategies and able to train others. You have provided extensive evidence of implementation). This is the band you have to achieve by end of Year 2.
- Master (You now have a very deep understanding of the concepts and strategies, you can coach others and have provided evidence that all aspects have been embedded)
- Mentor (You are able to train trainers/coaches. You have extensive records of school-wide evidence of innovation and impact on others)