The EduLEADER
July 2019
Mid-Year Issue
In this issue we will share examples of excellent practice and also the valuable insights from Dr Henry Koge in response to the fantastic questions you've sent in for our two webinars on Education Leadership and Professional Learning Communities. You will also learn how one of our coaches in Kyrgyzstan is applying her EduLead training in the community - training in hospitals!!
We are also reflecting on the mid-year progress of our coaches and will celebrate successes achieved as a learning community. We are proud to report that several of our coaches have been promoted to leadership positions (principal or director) at new schools - in Kyrgyzstan four coaches have been recognised by their districts for their outstanding leadership skills. Three of our coaches have been approached by Cambridge Global Learning to be recognised as Fellows - a fantastic honour to become part of an international network of educators. (Names will be released later). Our Facebook page champions are furthering the cause of education almost on a daily basis and PLC groups in Indonesia, Lebanon and Tanzania have been coming together to learn and share experiences. Thank you to Amal Farhat for her excellent article on promoting teacher development. All of our leaders can benefit from her insights!
Enjoy this newsletter and share it widely to demonstrate the success of our work across continents! Well done for all those who have contributed to the newsletter, through our social media pages and also through the WhatsApp community.
Elmarie Potgieter
Managing Director
RITE Education Group
Content
- Education Leadership and PLCs: Dr Henry Koge Answers YOUR Questions
- Best Online Task for July
- Top 10 Social Media Influencers: July
- Theories and Tenets That are Vital in Implementing a Professional Development Plan at School - Amal Farhat
- Community Leadership: EduLEAD Promoting Effective Leadership Dzhumalieva Anar
- School Is Us: Efforts to Make Schools More Friendly - Amru Asykari
- July 4 Clinic: What Our Coaches Said
- EduLEADERS in Action: July 2019
- Teacher Training in Lebanon: Doha Arnous
- What Comes After: Reflections on Implementation
- Let's Celebrate with our EduLEADERS in Kyrgyzstan
- Realising My Dream: My Own School - Jumukova Tattybu.
- Using Data in Schools: Comparative analysis of the performance of the secondary school "Davha-Sokuluk" in the first and second half of the 2018-2019 school year
- Excellent Results in Learner Achievement in Regional Mock Exams Tanzania: Algebra Islamic Pre-and Primary School - Mwajabu Mbwambo
- August Online Learning Task: Technology for Leaders
- Upcoming Events - August
1. Education Leadership and PLCs: Dr Henry Koge Answers YOUR Questions
Many questions were submitted by our coaches and here are some of the answers given in writing. We addressed some of the questions during the Webinars but could not answer all the questions. You can also click on the link at the bottom for a complete document! The Webinars are proving to be very popular and we will continue to host them every month. We are also planning to bring more experts on board!
Kombo Ramadhan: (Tanzania)
21st century Leadership is perceived as the ability of a leader effective use of technology. Would you please elaborate this perception?
An: The single most reason for this is because of the breakthrough technology has brought to the service industry (scope and breadth of dissemination, time, access etc). So, while the potential of enhancing teaching and learning efforts can’t be ignored with the advent of technology (MOOCs Open sources etc), which of course is a key responsibility of leadership in driving learning, I believe an important element is how technology in itself and its capacity to harness data in creative ways is used to support decision making facilitate collaborative efforts and actions. As such, 21st century leaders ought to have a good grasp of the available technological tools and structure to support their vision.
What are tools and techniques for addressing conflict in workplace, advice and guidance on conflict management leaders should take.
An: I am not quite sure of a specific tool, however, the most utilised model I teach is the two dimensional model by Thomas and Kilmann (1974) which conceptualizes five conflict-handling styles- Competition, Collaboration, Compromise, Accommodation, Avoidance) based on two basic concerns (1) Concern for self and (2) Concern for others. If used appropriately could be a powerful guide to addressing a conflict.
Magda Saleh (Lebanon)
How can you lead a change when you are swimming alone against the current?
An: You can’t – change happens through others and via influence and you will definitely need to find a way to win people (to buy into your change vision). In all honesty, there is a need to convincing and tailored insights and solutions for the problems you are facing and then engage your senior management team. There is always a need to create a sense of urgency in your organisation to make the case for change to be irresistible and to have the blessings of the administration.
Dzhumalieva Anar: (Kyrgyzstan)
My question is how to keep, how to continue the motivation of the team if at the beginning everyone was interested, but at the end of the year, the motivation went into decline?
An: Motivation operate in three areas;
The environment
The growth potential
The rewards
As a leader, it is your responsibility to ensure there is a constant balance with all three and people will find reasons to sustain their motivation over time.
How to measure the impact of leadership efforts on students' learning in an institution?
An: The link between leadership and student’s learning is one that is indirect model, with teachers and classroom experience at the centre. Nonetheless, leaders can influence this through all the systems that are indirectly linked to leadership;
· How they preserve and promote instructional time
· How they support teachers
· How they coordinate curriculum development and staff development
Gulsera Ernazarova (Kyrgyzstan)
How to awaken the liability of some teachers that are irresponsible and indifferent to the quality of knowledge of their students?
An: Training (mentoring and coaching) or firing. Remember development is a process and takes time, intentionality and will.
Amru Asykari ( Indonesia)
How do PLCs affect the quality of teaching and learning?
An: By expanding the breadth and depth of teacher’s pedagogical beliefs, values, knowledge and skills, which in the long run enhances their own learning and that of their students.
Can PLCs boost the awareness of teachers to conduct a Class Action Research? How?
An: This is actually the fundamental point of the PLC-inquiry that informs practice, which unfortunately is neglected in most PLCs, partly due to the complexity of inquiry and the additional burdens (time and workload). Action research and the ability to seek and engage with data is pivotal to the success for a PLC. In essence, teachers need to acquire the knowledge and skills required to conduct action research and be able to engage in reflective dialogues that are guided by the data.
The process is quite simple and cam be summarised in the following steps;
· Select a focus
· Seek an understanding of the existing theories
· Identifying research questions
· Collect data
· Analyse the data
· Report the results
· Take informed actions
Fikri Ahmad Rafani (Indonesia)
Does every PLC need to have shared vision? If yes, what are the examples of PLC vision?
An: The whole concept of a PLC is underpinned by culture change (second order change), which eventually makes it impossible to lead or establish a PLC without a vision. As an advocate for contextualise solutions, I am afraid I cannot give you an example. You need to be able to develop a vision (where you want to be and what you want to recognised for/by) based on where you think you want your institution should be with regards to teachers’ professional learning and the impact on student’s achievement.
Rahadyan Wibisono (Indonesia)
How can I make the PLC activities for the teachers run consistently ?
An: Like any change, you must have a full implementation and sustenance plan before you start. So, here are two things I have seen work; (1). Make the PLC activities contractual (embedded in school calendar with clear dates and time when teachers have to meet) with a rotatory plan that empowers everyone to have a time to lead (2). Establish an evaluation schedule that takes account of individual and collective progress of the PLC and add a recognition and reward system (caution*, this should be a balanced practiced of intrinsic and extrinsic techniques).
Siti Rukoyah (New Depok PLC)
How often the frequency of PLC meetings is ideal and effective ?
An: Frequency will depend on the stage of development of the PLC, (at the early stages you will want more meetings to get everyone acquainted to the toolkit and protocols). Also, the duration of the meetings depends on the nature of the meeting, PLCs have many types of meeting (inquiry, learning, assessments etc) with different purpose, structure and duration.
2. Best Online Learning Task Submitted
Some really good examples were produced. Ms Magda Saleh shared a video of herself presenting her graphic to her teachers - well done.
Ms Doha Arnouss created a magnificent graphic that very clearly models the key elements of the article. Congratulations on a job really well done.
To all the EduLeaders, please share your graphics on the FB page for all to share and enjoy!
In determining the TOP 10 we also considered other areas of activity - school FB pages, blogs, commenting and sharing posts, Instagram, YouTube videos produced by our coaches etc.
The Top 10 Social Media Influencers for July are:
- Buhero Issa (Tanzania)
- Amira Sanjar (Lebanon)
- Gulsera Ernazarova (Kyrgyzstan)
- Mwajabu Mbwambo (Tanzania)
- Kombo Ramadhan (Tanzania)
- Doha Arnouss (Lebanon)
- Dzhumalieva Anar
- Magda Saleh (Lebanon)
- Noureddine Barakeh (Lebanon)
- Harun Mchau (Tanzania)
Well done! You will also note that you are earning badges from FB as a platform. This is fantastic. Please share with us if your school/institution has a Facebook page/website/Instagram/blog page so that we can see how you are using it. You can also share any strategies you've used that has helped you with communication and even growing your school or professional networks. I also want to encourage each of our EduLEADERS to start a LinkedIn Professional Profile. This can help you tremendously with your own professional networking. Please connect with hour EduLEAD trainers and and coaches too!
Below this post there is a link that will help you to create your own LinkedIn profile. Once you have created your profile, send invitations or even the link to your page can be posted on your WhatsApp group. This will also be recognised in your evaluation for 2019!
4. Theories and Tenets That are Vital in Implementing a Professional Development Plan at School
Amal Farhat
July 19, 2019
Implementing a professional development plan at a school requires careful planning and basing practices on grounded theories and tenets in the field. Often, the personnel involved in professional development find that what applies to teacher education intersects with what applies to student learning. Here, I chose several practices and theories that have worked well when I worked with groups of teachers.
Experiential learning and the practice cycle
Kolb’s model of learning (Kolb & Kolb, 2005) aims at transforming schools through reflective observation and experimentation in a four stage-cycle of:
· Concrete experience when lesson observation takes place to collect evidence to be used in the feedback session
· Reflective observation which is based on the evidence collected, and feedbacking occurs here to assist the teacher to reflect on practice
· Abstract conceptualization which includes encouraging teachers to discuss the deep structures of teaching to establish theoretical principles that undergo the observed behaviors
· Active experimentation in which the discussion of principles is derived from the lesson to decide how to apply them in a new situation.
This cycle goes parallel to Randall and Thornton’s (2005) practice cycle which they perceive also as a helping cycle including the phases: exploration, understanding (combines the abstract conceptualization and active experimentation phases in Kolb’s model) and action.
The underlying concepts and the practices for experiential learning and the practice cycle are evident in many other models such as Korthagen’s ALACT model (action, looking back on the action, awareness of essential aspects, creating alternative methods of action and trial), Cogan’s eight-stage clinical supervision, and Wallace’s six-phase HORACE pattern (Hear, observe, record, analyze, consider, evaluate) (Farhat, 2011).
Collaboration and interaction
Collaboration is empowering for teachers if it allows them to increase their knowledge and to be actively involved in shaping the school culture (Glazer & Hannafin, 2006). Collaboration allows teachers to pool their resources toward the attainment of a common goal if it is done in a context of communication, trust and flexibility and responsiveness to change (Mackenzie, Zakrzewski, Walker, & McCluskey, 2008).
Collaboration allows teachers to consider themselves as leaders, for while collaborating they are participating in leadership (Lambert, 2003). This is empowering for teachers. The power of collaboration is echoed by Michael Fullan (2008) who sees that it should be positive and purposeful to achieve optimal results.
Peer coaching and peer mentoring
In a coach-teacher relationship, the coach facilitates the teacher’s thinking and helps him/her learn on the job (Miller, 2018). Here the coach is in charge of the process of having the teachers achieve a certain goal. This form of peer supervision diminishes bureaucracy from supervision since it allows teachers to work in teams, develop their own plans, share ideas, have face to face feedback, and analyze results (Marshal, 2005). Further, these practices allow teachers to have more choice, to reflect, to network, to break down the silence that teachers live, and to generate their own solutions, all of which are vital to improve practices in education (Potgieter, 2019).
“A variation of peer coaching is peer mentoring where an experienced teacher and a less experienced one form a relationship” (Farhat, 2017, p. 57). However, mentors advise based on their personal experiences. Here, the teacher is the owner of the goals and the process. Both practices, coaching and mentoring, are low cost and are proven to be conducive to professional development of teachers (Farhat, 2017).
Professional learning communities
The concept of professional learning communities has been evolving since 1989 starting with Rosenholtz, and since then several models have emerged to depict what a professional learning community is (Hassan, Ahmad , & Boon, 2018). Whatever model is considered, the professional learning community is a practice that enhances teacher collaboration and reflection which gradually facilitates the creation of a common vision and norms among teachers. All this is for the optimal goal which is student learning (Avalos, 2011). Improved student outcome is observed “in terms of achievement, social skills, emotional aspects, independence and creativity” as a study by Owen revealed through “achievement data, student work samples, teacher observation and self-reports” (Owen, 2015, p. 57).
For the school to be a professional learning community, administrators, teachers and students must be involved in responsibility and its underlying actions (Sergiovanni & Starratt, 2006). Further, the community and parents can take part in this community by providing their ideas and feedback. In this way, the school vision will be embraced by all (Hassan, Ahmad , & Boon, 2018).
A common thread passes among all the above-mentioned practices. They all subsume interaction, collaboration, sharing, scaffolding and support to reach a specific goal. Just as these practices have proven to be successful in classroom practices, they are also vital when adult learning is involved.
References
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education(27), 10-20.
Farhat, A. (2011). The Impact of Clinical Supervision on Teachers' Performance in Classroom Managerial Skills. Beirut, Lebanon: Lebanese University.
Farhat, A. (2017). The perceptions of English language teachers and supervisors of supervisory practices. Beirut, Lebanon: Lebanese University.
Fullan, M. (2008). The Six Secrets of Change. San Francisco, California, USA: Jossey-Bass.
Glazer, E., & Hannafin, M. (2006). The collaborative appernticeship model: Situated professionl development with school settings. Teaching and Teacher Education, 22(2), 179-193.
Hassan, R., Ahmad , j., & Boon, Y. (2018). Professional Learning Communities in Malaysia. International Journal of Engineering and Teaching, 7(30), 433-443. doi:10.14419/ijet.v7i3.30.18347
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, 4(2), 193-212.
Lambert, L. (2003). Leadership redefined: an evocative cotnext for teacher leadership. School Leadership and Management, 23(4), 421-430.
Mackenzie, L., Zakrzewski, L., Walker, C., & McCluskey, A. (2008). Meeting the educational needs of fieldwork superivosrs: A collaboarative workhsop developed by New South Wales occupational therapy fieldword coordinators. Australian Occupational Therapy Journal, 1-10. doi:https://doi.org/10.1111/j.1440-1630.2001.00233.x
Marshal, K. (2005, June). It's time to rethink teacher supervision and evaluation. Phi Delta Kappan, 86(10), 727-735. doi:https://doi.org/10.1177/003172170508601004
Miller, J. (2018, 8 30). 14 Coaching Principles All Managers Should Practise. Retrieved 7 10, 2019, from Leaderonomics: https://leaderonomics.com/leadership/coaching-principles-managers-should-practise
Owen, S. (2015). Teacher professional learnign communities in innovative contexts: 'ah hah moments', 'passion' and 'making a difference' for student learning. Professional Development in Education, 41(1), 57-74. doi:https://doi.org/10.1080/19415257.2013.869504
Potgieter, E. (2019, 7 10). Transforming Malaysia's Education System. The Bigger Picture . (K. Anissa, Interviewer) Retrieved 7 10, 2019, from https://www.bfm.my/podcast/the-bigger-picture/live-learn/transforming-malaysia-education-system
Randall , M., & Thornton, B. (2005). Advising and Supporting Teachers. (M. Williams, & T. Wright, Eds.) Cambridge: Cambridge University Press.
Sergiovanni, T., & Starratt, R. (2006). Supervision: A Redefinition (8 ed.). New York: McGraw Hill.
5. Community Leadership: Taking EduLEAD to a Kyrgyzstan Hospital!
In the National Hospital of Invalid Persons of the Patriotic War, a group collegial discussion of the problems accompanying the treatment of certain diseases was held as part of advanced training for hospital staff, on the instructions of the Ministry of Health of the Kyrgyz Republic. Two weeks before the event, I was asked for help as a coach on teaching methods on behalf of Senior Nurse at the Department of Neurology.
I happily agreed. While working with them, I explained the principles of working in groups and how to set goals and objectives of the learning component of the process, suggested options for collaborative learning structures (all this knowledge was taken from the EduLEAD program). In addition, I drew their attention to the importance of a positive emotional environment during teamwork.
Picture taken during the group work on the theme “Strokes and the resulting problems in the treatment of strokes.”
Full coverage of the topic ‘Strokes and the resulting problems in the treatment of strokes.’
The group chose the CL structure Mind Map. And since it was for all those present a new approach to training, health workers showed the observers steps right on the stand and, while working, the facilitator commented on what was happening.
It was time for a collegial discussion of the problems. To accomplish this task, the medical team of the department used CL structures Wall Paper (EduLEAD strategy). After a brief discussion, the health workers wrote problems on the given petals of chamomile, and each member of the group went out with his ‘petal problem', pasted it on, and voiced it out. The nursing staff and doctors from the 5 departments of the hospital, managed by the dean of the faculty of advanced training, watched with interest on the work of the group.
Presentation ‘Solving the main problems in the treatment of stroke patients.’ This presentation was called a ready visual aid for health workers.On this day, their collegial discussions showed 5 branches. "Our" department was the third in a row. Observers all as one noted the novelty, creativity, accessibility in understanding and clarity of the discussion. During the evaluation of the work of all 5 groups, the Dean of the Faculty of Advanced Studies highlighted the work of my students. In turn, I received an incredible pleasure of communication and a new experience in the work of a coach, for which I express my gratitude to the EduLead programme and our trainers since I was once again convinced of the universality of the EduLead program.
Discussion with the medical staff
Visual representation of learning
Presentation ‘Solving the main problems in the treatment of stroke patients.
6. School Is Us: Efforts to Make Schools More Friendly
Amru Asykari
Indonesia
School is not merely a collection of box-shaped buildings with blackboards and arrangement of chairs in it. It is an environment that is designed to be a place of learning that inspires many people, not only students, but the entire academic community. It is time to make schools more friendly.
There are many things that we can change:
Firstly, pay attention to our school environment, especially the way we deliver our messages to students or the public. Announcements such as “HARAP TENANG ADA UJIAN” (PLEASE BE QUIET, EXAMS ARE GOING ON”) are announcements that are usually posted on school doors when students sit for exams. This notice is aimed at outsiders as well as students in the hope that they will not be noisy during the exam. Is it effective? Repeatedly, teachers have to go back and forth getting students to be silent. During the National Examination, what is the need for the “HARAP TENANG ADA UJIAN?” announcement? Why not replace it with “HARAP SENANG ADA UJIAN” (“WISHING YOU HAPPINESS, WHILE EXAMS ARE GOING ON"? This announcement is more friendly and fun.
Secondly, involve parents in achieving the school mission. Invite them to be guest teachers to deliver materials related to their profession. Initially they may refuse, but if we can convince parents that the responsibility of educating is not only borne by teachers and school leaders they will be happy to help us. Parents play a role in creating a conducive atmosphere in school, and it is very good for creating harmony and sense of belonging.
Thirdly, make the school a learning resource center for the surrounding community. Create a library that can be accessed by the community, especially other students who live near the school. Organize activities and invite the general public. Appoint students to provide free tutoring for the community, It's even better if we can also involve parents of students to get together in these activities.
7. July 4 Clinic in Indonesia: What Our Coaches Said
We had a fantastic time together at the Margot Hotel in Depok with our coaches. The clinic focused on planning, differentiating between a Coach Action Plan and a School Improvement Plan. We also reviewed understanding of PLCs and coaches all made a commitment to meet regularly and share their learning. We also reviewed the FIVE BUILDING BLOCKS of effective professional development and also focused on the importance of "stakeholder currency" in getting buy-in.
The Coaching Clinic also demonstrated once again the importance of regular meetings and ongoing training.
Here is what some of our coaches said after the clinic:
"One thing I will do differently as the result of today's coaching clinic is (not to) be shy to upload (our) evidence in google drive. Make it (a) habit.” Rahadyan Wibisono
"One thing I will do differently as the result of today's coaching clinic is to improve our PLC meeting by having things to focus on, and have more definite agenda so our PLC have more directions.” -Fikri Ahmad Rafani
“One thing I will do differently as the result of today's coaching clinic is (to) make myself more (confident) to change before (changing) others” - Ety Rochaeti
"One thing that I'll do differently as the result of today's coaching clinic is analyze school and learners' needs to be improved then to add them in the SIP." - Umi Syifa
"One thing I will do differently as a result of today's coaching clinic is I will ensure and assist teachers are able to use Google Drive technology in the learning process after the training is given to the teachers and the time to implement it." Khairani Ukhuwah
Well done to all our coaches for transforming education!!!
8. EduLEADERS in Action: July 2019
Workshop Mindset Shift;Urgently Needed. Survival Strategic facing the change - Wildan Hakim Indonesia
CL and AFL training for teachers: Sarip Abdul Rohman Indonesia
Using CLS in the classroom: Jumiati Ulfah Indonesia
5) Training of teachers for the new school year, using CLS: Rani Chaerani Indonesia
New Depok PLC Meeting
Feelings PLC Meeting
Using GROW coaching technique for staff development: Yuni Listiani Indonesia
Excellent online communication in the Tanzania WhatsApp group
Teacher Development: Working on Windows - Abdala Fundi Tanzania
Effective learning at Grand High School - Mohamad Abdel Aziz Lebanon
Lebanon Coach PLC Meeting and Celebration 22 July
Excellent participation in our online webinars and discussions in Kyrgyzstan
9. Teacher Training in Lebanon: Doha Arnous
I conducted a 3-hour workshop for kindergarten teachers on SEL plans that we already started with this year as part of our School Improvement Strategy.
Session 1:
⁃ Thank you treats for teachers and people who supported the plan each in a different way according to their position
⁃ Re-visit the kindness plan that was already implemented (do some reflection and discuss how it will managed next year)
⁃ Introduce the self-control plan to be implemented next year (explain day by day activities & provide teachers with the needed resources while keeping space for teachers’ creativity)
Session 2:
⁃ Introduce the responsibility plan to be implemented next year (explain day by day activities & provide teachers with the needed resources while keeping space for teachers’ creativity)
Reflection:
I was so happy with the teachers' feedback:
Teacher’s words:
⁃ The plans are so applicable
⁃ Ideas are so clear
⁃ Strategies are designed in a very simple way .. ready to be applied
⁃ I wish I knew the stratgies before so that I could have used them for dealing with some learner behaviors
⁃ All the time I was thinking about the next year coming and implementing the plan with my kids
⁃ Time flew quickly
⁃ I have a story that will help in reaching the same goal (and this what matters in fact...same goals different strategies)
⁃ Activities are amazing but I think Kg1 will need more time to get the skill.. And I said YESSS (because she showed me how much they’re engaged and want to make it happen!)
⁃ A Kg2 teacher said: I wish we can stop teaching academics and really focus on SEL... at this moment the principal and the coordinator were there and they both mentioned that this is a part of our plan for the next year (focusing on SEL as much as on academics)
Feedback from your trainers:
We are looking forward to reading about the progress with your SIP implementation in the new year. Well done on inspiring the teachers!
10. What Comes After: Reflections on Implementation
Amira Sanjar - Lebanon
After giving three workshops last month about the four topics chosen (CLs, AFLs, EI and GM, I designed a WhatsApp group for the teachers of all the cycles.Teachers are coming up with different activities related to the four topics to be shared across this group. Once certain activities are agreed on, these activities will be integrated into curricula in different languages and for different ages. This progress has been made on the level of School Improvement Plan (SIP).
From the other side, I haven’t forgotten to work on my Coach Action Plan (CAP). To start with, I am still working on the skill of effective usage of technology by sharing everything with the teachers via WhatsApp and other applications. I am attending online webinars about some of the strategies and concepts that have been worked out in the EduLEAD program. I downloaded some books that are related to these concepts and started reading them. I read many articles and shared them via the Facebook Group.
Also, to further support EduLEAD’s goals, English language books were changed in the first and second cycles. These books include several strategies that serve the overall objectives of the program. These include working on problem solving, developing critical thinking skills, developing cooperative learning skills in and out of the classrooms and many other skills.
Finally, and because I strongly believe of what Steven Covey said about the seven habits of highly effective people, I sharpened the saw. I had a balanced program for self-renewal in the four areas of my life: social/emotional, physical, mental and spiritual. By doing so, I created growth and change in my life. This will keep me fresh so I can continue to practice the other six habits.
11. Let's Celebrate with our EduLEADERS in Kyrgyzstan
Opened New Schools:
Akmatov Kiyalbek received a license and opened a private educational center "Creative" to improve the qualifications of teachers. He also wrote a book for parents «"Балам мыкты болсун десеңиз»», «If you want your child be successful»
Zhumukova Tattybu opened her own school "Lyceum Everest" in the city of Jalal-Abad. Currently 100% staffing capacity.
Zulfiya Usenova. Waiting for a license to open a new school.
New Leadership Promotions:
Moldogazieva Mukadas and Shorukova Saltanat were appointed as new school directors after joining the EduLEAD program.
Botbaeva Tamara appointed Executive Director of the “Davha” BK
Improved Student Performance and Student Satisfaction and Parent Satisfaction:
Saparbaeva Ainura(Deputy Director for educational work at the Davha School) reported an increase in the degree of students engagement by 34%, an improvement in attendance by 22%, an improvement in the discipline of students, as well as a growing expression of gratitude to the school by the parents of the students.
Elmira Myrzamamytova, Director of Secondary School Zhetigen N45 named after A. Begimkulova, Aksy District, reports a 11% increase in the quality of knowledge for the 2018-2019 academic year.
Kadyrova Ainura, Davha School, Bishkek, reports a 17.3% increase in the quality of knowledge over the year.
Ernazarova Gulsere reported that due to the use of the EduLEAD program strategies in classes, the following changes occurred: with a maximum reading of 25 words per minute, students in class 2B can reach 34-67 words per minute! The average grade result in subjects was 20% higher than the other second grades.
12. Realising My Dream: My Own School!
Jumukova Tattybu.
As the Indo-Pakistani poet and philosopher Allama Muhammad Iqbal once said, "The essence of life is to find oneself." Thanks to the EduLead program, I achieved my goal and my dream to open my own school had come true. Thank you very much Elmarie and Tatyana, who have been tirelessly teaching us to this day how to improve our knowledge of school leadership, build relationships with staff and colleagues. Thanks to the knowledge gained at the EduLead Workshops and online learning, I was able to overcome difficulties, increase self-confidence, improved my personnel management skills and decided to open my own school.
I started working with confidence, as I had a reliable team of teachers, with whom I always felt safe. And this happened thanks to the EduLead program, because in addition to the skills listed above, our trainers taught us how to distribute the leadership correctly. Our school is located in the city of Jalal-Abad. The name of the school is “Lyceum Everest”, we will teach in Russian with a bias of the English language. Currently 100% staffing capacity.
I am very grateful to the Edulead program for the fact that they did not just give us new knowledge, but they were able to truly interest us, show the practicality and effectiveness of what they teach. Elmarie and Tatyana were able to combine the most important school processes: strategies and techniques of teaching and teaching, creativity of teachers' approach to the process, improving the climate in the classrooms, managing the school process, competent personnel management, managing continuous improvement of the school and continue to stimulate us for professional growth. This is the best program in which I was lucky enough to participate.
Life is full of beauty. Live your life to the fullest and fight for your dreams!
13. Using Data in Schools: Comparative analysis of the performance of the secondary school "Davha-Sokuluk" in the first and second half of the 2018-2019 school year.
By Dzhumalieva Anar
By the end of the first half of the year, 290 students were enrolled. Of these 290, 211 students assessed their knowledge starting from the third grade, since in grades 1-2, there is no grade system. "A" received 15 students, "B" -67 students, "C" -125 students, and 4 students had failed the subjects of ‘Russian language, Kyrgyz literature, Mathematics’
Accordingly, the results of the 1st half of the year showed: level of students knowledge - 39%, performance - 98%.
In total, by the end of the second half of the year, 285 students were studying, of which 250 students were evaluated, starting with the second grade.
“A” -29, “B” -87, “C” -134, “D” -0, consisted of no under-performing ones.
The result of the 2nd half showed: level of students knowledge - 46.4%, performance - 100%
That is, the quality of knowledge by the end of the second half of the year compared with the first half of the year increased by 7.4%, performance by 2%.
During the year, pupils on duty provided daily attendance reports, and we observed an improvement in attendance compared to last year.
Here we can mention the qualitative change in the teaching methods of teachers, who began to use the CL strategies and AFL, began to pay attention to the positive emotional environment during the lesson, the school leadership ensured the availability and accessibility of training resources. At the end of the school year, as planned in the SIP (EduLEAD School Improvement Plan), we conducted a survey among parents and students, and an individual meeting with each teacher was organised. Already a partial survey among parents has shown that they like the work of the EduLead program at school.
The results of the survey conducted by our PLC Mira and Gulmira among students showed how interesting were the lessons from our teacher’s team. 108 senior students took part in the survey. 82% - welcome the lessons in a new way and even wrote their wishes to conduct lessons, this way only, in all subjects. According to the rating of the implementation of the EduLead program, the lessons of History, Geography, English and Kyrgyz language teachers were recognised as the most interesting.
As expected, in these subjects our students participated in the regional competition among students from 51 schools of the district. Our students - Menbiev Azamat and Orozbaev Zhamilko, both students of the Center for Motherhood and Childhood received third prizes in History and Geography.
Comparison between student performance: the first and second half of the year
PLC members of the World and Gulmira groups during the analysis of student survey data.
Data - Comparison table
14. Excellent Results in Learner Achievement in Regional Mock Exams Tanzania: Algebra Islamic Pre-and Primary School
by Mwajabu Mbwambo
Through the introduction of 21st centuty teaching and learning strategies we managed to bring changes in our school from teacher-centered to student-centered methods of teaching and learning. As a result our students' academic performance is improving.
Here are some of our results:
GRADE "B" = 50.
GRADE "C"= 5.
Compared to 2018, in the Advanced level we didn't have any learners achieving a Division One result and we also had some Division Zero performances. Through collaborative learning and effective classroom evaluation we are able to obtain this excellent improvement as listed above when compared with the previous year.
In grade seven the same we are in position of 4 in district level and in regional level position of 96. Only 2 in grade A and some in B grade and C. So we are able to get more grade in B rather than C. Our target is to score only grade A.
In the Dar es Salaam Form four Regional Mock Results we managed to achieve the second position in the district and 36th in the regional level compared to 2018 when we were 14th in the district and 113 in the region. This means we improved by 12 positions in our district and 77 positions in the region!
This only goes to show, to improve learner achievement it is not necessary to give more tuition and after school classes. Rather focus on the teaching and learning IN the class. Ensure that your teachers engage learners and use a student-centred and 21st century approach. The students will enjoy their learning, they will be engaged, they will understand and therefore their scores will automatically improve! (Elmarie)
15. August Online Learning Task: Technology for Leaders
So, here is the AUGUST e-learning challenge: Create your own website with Google Sites. Post on this website all the videos and information you would like YOUR teachers to learn.
The BEST website created will earn you an Amazon voucher of USD 100 from RITE Education.
Criteria:
- Homepage and at least 3 connected pages for different topics/audiences related to education and leadership
- Content posted on all three pages
- Shared with others
This is so exciting. Let's see how you master your IT skills.
16. Events: August
Evaluating and Monitoring Teacher Practice
Sunday, Aug 25, 2019, 04:30 PM
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RSVPs are enabled for this event.