SCHOOL BASED TEACHER SUPPORT SYSTEM BASELINE STUDY FINDINGS

SCHOOL BASED TEACHER SUPPORT SYSTEM BASELINE STUDY FINDINGS PRIMARY Facilitator: ………………

Introduction • One of the aims of Secondary Education Quality Improvement Project (SEQIP) is to improve students learning in secondary education and transition from primary to secondary education • This will be done by improving quality of teaching through Teacher Professional Document(TPD) within School Based Teacher Support System(SBTSS) • In order to determine the nature of support for teachers it was necessary to establish teachers’ performance gaps

Introduction Cont’ • Gaps were identified from a proficiency assessment conducted in 2018 to a sample of teachers • Proficiency assessment involved administration of Teacher Proficiency Tests (TPT) and observation of lessons using the TPAD Lesson Observation Form (TSC TPAD LOF) • The TPT was developed and validated by KNEC, CEMASTEA, KISE, Kagumo PTTC and KICD staff

Introduction Cont’ • A total of 1108 teachers sat for the Teacher Proficiency Test (TPT) • The TPT comprised 40 multiple choice items assessing teachers’ content knowledge and pedagogical knowledge • Based on teacher proficiency assessments reports (World Bank, 2016) a benchmark of 75% was set to determine the level of performance

Findings Activity 1 Pair & Share • Based on your teaching experiences, – What are your strengths and challenges in subject content mastery/ knowledge/ and pedagogical content knowledge/teaching approaches/strategies? Subject Content Mastery/Knowledge Pedagogical content knowledge/teaching approaches/strategies Strengths Challenges

Content Knowledge Subject Mean Score % of teachers meeting benchmark ( 75%) 83. 3 79. 9 68. 8 49. 9 Mathematics Science

Gaps • Science – Soil; the role of manure in soil fertility – Energy; understanding knowledge of sources of electricity, understanding meaning of refraction, understanding knowledge of inexhaustible sources of energy. – Light – Properties of matter – Plants. • Mathematics • The teachers had no challenge in the content but have challenge in pedagogy

Cognitive domain levels In pairs, identify and share challenging cognitive levels to teach and learn based on Blooms Taxonomy of Learning Objectives Updated Bloom's Taxonomy (2007)

Finding Subject Level 1 Mathematics Science Competency Level 2 Level 3 Level 4 90. 7 77. 1 73. 0 55. 3 51. 7 94. 7 57. 2 22. 3 • There is need to develop appropriate interventions to enhance teachers’ proficiency in handling various levels of cognitive domains especially create and evaluation in Mathematics and Science.

Lesson practice In pairs, identify and share possible gaps in practice of: • Lesson preparation, • Use of teaching and learning resources, • Teaching methodologies, • Class management and • Learner involvement experienced by teachers

Findings Preparedness • Many teachers had no lesson plans. • Some teachers did not have schemes of work • Most teachers did not have lesson notes

Availability and Use of Resources • In some lessons there were limited resources to teach the concepts • No improvisation for these resources • Teaching /learning resources were not used in most of the cases • Chalkboard usage was wanting and illegible writing from the back of the class • Heavy reliance on use of textbook during lesson delivery

Class management § Some teachers reinforced learners understanding by marking their work § Sitting arrangement in some cases limited learner interaction § Some teachers did not mark the learner’s exercise books § Chorus answers were encouraged by the way the teachers posed their questions

Learners Involvement and Communication • Learners did not adequately participate during the lesson as expected • The teachers did not encourage the learners to ask questions • There was inadequate engagement of learners during the group discussions rendering it ineffective

Teaching Methodology § Objectives were not mentioned at the beginning of lesson in most cases § Introduction of lessons were not captivating so as to attract attention of learners § Not linking current lesson with the previous one for continuity

Teaching Methodology § Teachers mostly used lecture method § In some cases, there was incoherent presentation of content § Recap of important points as a way of summarizing lesson was not done in most cases.

Teaching Methodology § Learners were not given opportunities to ask questions. § Learners were not given opportunities to report their findings § Some teachers had poor time management and rushed through content towards end of the lesson.

Teaching Methodology § Most of the teachers had limited teaching methods and this affected the level of learning. § There was limited use of ICT integration

Conclusion • Need to support teachers to improve their content and pedagogical content knowledge as they work to improve the teaching and learning. • Lessons introduction should arouse curiosity and interest of learners • Learners should be encouraged to communicate in order to build their confidence. • Formative assessment should be enhanced and high order questions to encourage critical thinking. • Use of a variety of methods to teach and integration of ICT