Teacher Education and Development Roundtable Discussion Continuing Teacher

Teacher Education and Development Roundtable Discussion Continuing Teacher Development in the Context of Whole School Development 30 November 2020 Presenter: Dean, Faculty of Education, University of the Free State (UFS) Prof Loyiso C Jita

Teacher Education and Development Roundtable Discussion 30 November 2020 REFLECTION QUESTION How can we change the conditions, the experiences & outcomes of teaching and learning in our schools. … CPD as a vehicle

Statement of the Problem… 1. Changing Classroom Practice? The core of what teachers do in the classrooms with learners and the content has not changed much since the 1930 s (Dewey’s: Child-centred curriculum & the progressive movement. Tabulawa on Colonial Education of the 1960 s). 2. Changing the “Core Technology” of schooling? World Bank Focus on policies and materials (1970 s). Developing countries such as RSA, Lesotho; Malawi, etc. example of curriculum policy changes in 1990 s. 3. Measurements of learner Performance: TIMSS; ANA; SACMEQ etc. unacceptable performance by learners in South Africa and other developing countries. 4. Large-scale and generous investment in CPD: Results have been less than spectacular especially at the systemic level. Both classroom practice and learner performance continue to lag behind.

Teacher Education and Development Roundtable Discussion 30 November 2020 Three controversial claims…(1) Throwing Money at the Problem? RSA spends more money on CPD than any other country in the Region – yet the outcomes are not any better!

Teacher Education and Development Roundtable Discussion 30 November 2020 Three controversial claims…(2) Supply-driven vs Demand Driven CPD? RSA has created an industry around Teacher Development to sustain lifestyles and livelihoods without enough attention to demand issues and/or value addition!

Teacher Education and Development Roundtable Discussion 30 November 2020 Three controversial claims…(3) Structure vs Agency? Schools, Districts and other education subsystems may be the biggest stumbling blocks to continuous teacher learning, development and innovation even as they are at the same time bedrocks for such learning, development and innovation!

Teacher Education and Development Roundtable Discussion 30 November 2020 TIME KEY QUESTIONS FOR THE ROUND-TABLE TOPIC : Continuing Teacher Development in the context of Whole School Development 1. How can we ensure IKS, Climate change, Gender based pedagogy, and 4 IR are included in CPTD courses and programmes? 2. How can we ensure rapid acquisition of content knowledge and pedagogical skills of teachers (new subject content, out of field teachers) 3. How can Induction and mentoring of NQT be strengthened? 4. How do we implement School-based PD as part of Whole School Development? 5. How can QMS be effectively used? 6. How can we increase opportunities for practical application in CPD courses and programmes 7. Do we schools? accelerate the setting up of professional practice 8. . How do we increase the supply of teachers in technical subjects? The use of artisans? Ongoing PD? Retraining of existing teachers? Notes and recommendations

HOW DOES THE JAPANESE SYSTEM ADDRESS THESE KEY QUESTIONS? Teacher Education and Development Roundtable Discussion 30 November 2020

Teacher Education and Development Roundtable Discussion 30 November 2020 What is a Lesson Study? Lesson Study aka Research Lesson or Jugyo Kenkyu! q a school-based professional development process that Japanese teachers engage in to systematically examine own practice (teaching). q Teacher-driven process of collaboration. q The goal of lesson study is: to continually improve the quality and effectiveness of the experiences that the teachers provide to their students.

Teacher Education and Development Roundtable Discussion 30 November 2020 What is the focus of a Lesson Study? The core activity in a Lesson Study is for teachers to: q Work COLLABORATIVELY. q On a Small number of lessons that are called “RESEARCH LESSONS” or “Study Lessons”. q The lessons are called “RESEARCH lessons” because they are used to EXAMINE/STUDY/REFLECT (on) the teachers’ practices for improvement.

Teacher Education and Development Roundtable Discussion 30 November 2020 Three steps in a lesson study Doing lesson study involves: q Doing a Lesson Study in a school… ü Identifying the LESSON STUDY goals to focus on, ü Planning and Conducting a small number of lessons to achieve the goals, ü Reflecting on the “study lessons” to improve them.

Working on a Study Lesson… 1. Research & Preparation: The teachers jointly conduct research and draw up a detailed lesson plan(s). 2. Implementation: One nominated teacher presents the lesson in a real classroom while other group members look on and observe. 3. Reflection and Improvement: The group comes together to discuss their observations of the lesson in relation to the identified goals. 4. Second Implementation (Optional but recommended): After improvement of the original lesson, another teacher presents the improved lesson in a second classroom while group members look on. This is followed by the group coming together again to discuss the observed instruction.

Teacher Education and Development Roundtable Discussion 30 November 2020 CONCEPTUAL FRAMEWORK FOR LESSON STUDY… IMPORTANT POINTS TO NOTE: q. Lesson Study is based on the notion of teacher COMMUNITIES OF PRACTICE (Co. Ps) q. Teachers play roles as LEADERS AND FOLLOWERS interchangeably within the Co. Ps q. Leadership is about GUIDANCE or INFLUENCE of others towards a specific goal (improved teaching q. Lesson Study thus requires INTERACTION with others and with or through objects/artifacts q. Understanding Lesson Study therefore privileges the INTERACTIONS (people to people - people to objects) q. WHAT TEACHERS BRING to the interactions will shape their leadership practice (AFFORDANCES!)

THE FREE STATE Do. E – UFS PARTNERSHIP CASE STUDY

Teacher Education and Development Roundtable Discussion 30 November 2020 Fs. Do. E – UFS LESSON STUDY PARTNERSHIP Overall Goal: to change the conditions, the experiences & outcomes of schooling in the district through. … q Instructional Leadership through Lesson Study (ILLS) Workshops Uses modified version of Japanese Lesson Study as a vehicle for change Focuses on (Science & Maths) content knowledge Requires hands-on practice of what is discussed in the workshop Compilation of a Portfolio of Evidence of work done in schools Active support from leadership of the school

Teacher Education and Development Roundtable Discussion 30 November 2020 Winning support of the management team…(1)

Teacher Education and Development Roundtable Discussion 30 November 2020 Winning support of the management team…(2)

Teacher Education and Development Roundtable Discussion 30 November 2020 Collaborative planning…(1)

Teacher Education and Development Roundtable Discussion 30 November 2020 Collaborative planning…(2)

Teacher Education and Development Roundtable Discussion 30 November 2020 lesson presentation & observation…(1)

Teacher Education and Development Roundtable Discussion 30 November 2020 lesson presentation & observation…(1)

Teacher Education and Development Roundtable Discussion 30 November 2020 Post observation reflection

CONSENSUS ON TEACHER PROFESSIONAL DEVELOPMENT THAT WORKS… Teacher Education and Development Roundtable Discussion 30 November 2020 Teacher - Driven Focus on Content Collaborative Focus on Teaching School - Based Longer Duration

FINDINGS: WHAT and HOW DO TEACHERS LEARN FROM THEIR INTERACTIONS DURING Lesson Study REFLECTIONS? Teacher Education and Development Roundtable Discussion 30 November 2020 No time for Po. T Cultural Hurdle: Politeness? Culture of Resistance Teacher Efficacy & Confidence?

Teacher Education and Development Roundtable Discussion 30 November 2020 WHAT HAVE WE LEARNERD SO FAR?

Lesson Study has the following advantages… 1. Allows teachers to think deeply about the long-term goals for student learning. 2. Forces teachers to carefully consider the goals for a particular content area, unit or lesson. 3. Enables teachers to study the best available lessons. 4. Helps teachers to deepen their subject matter knowledge. 5. Improves teachers’ instructional knowledge. 6. Builds capacity for discourse & collegial learning. 7. Helps the teachers to develop the “eyes to see the students”.

Teacher Education and Development Roundtable Discussion 30 November 2020 TIME HOW WOULD THE JAPANESE RESPOND TO THESE KEY QUESTIONS? TOPIC : Continuing Teacher Development in the context of Whole School Development Notes and recommendations 1. How can we ensure IKS, Climate change, Gender based pedagogy, and 4 IR are included in CPTD courses and programmes? Choose the NEW curriculum TOPICS for Lesson Study by experienced teachers. 2. How can we ensure rapid acquisition of content knowledge and pedagogical skills of teachers (new subject content, out of field teachers) Lesson Studies provide a platform for teachers to research and learn together: both CONTENT & PEDAGOGY. 3. How can Induction and mentoring of NQT be strengthened? All NEW Teachers are expected to lead a Lesson Study in their first 2 -years of employment. 4. How do we implement School-based PD as part of Whole School Development? Lesson Studies are based on School. Wide GOALS to be achieved through content in each subject area. 5. How can QMS be effectively used? Systems to support Lesson Study are in place and have become part of the CULTURE in the education system. 6. How can we increase opportunities for practical application in CPD courses and programmes The CPD is practice-based and happens at the local level (classroom level). 7. Do we schools? ITE Commission? accelerate the setting up of professional practice 8. . How do we increase the supply of teachers in technical subjects? ITE Commission?

Teacher Education and Development Roundtable Discussion 30 November 2020 CONCLUDING REMARKS 1. Many teachers continue to struggle with basic content and how to teach it to groups of learners…. (importance of critical friends and resource persons) 2. Reflection is not natural and teachers will need to learn… Choice of reflective approach is shaped by a number of factors; e. g. q. Who is part of the Lesson Study Group/ How the Lesson Study was introduced in a school etc. 3. Need to address some of the structural impediments at the system level q. Negotiations with Teacher Unions on Po. T/ School level Support/Timetabling etc. 4. More Research on How teachers Learn from Teacher-Led Professional Development

Teacher Education and Development Roundtable Discussion Thank you 30 November 2020 Presenter: Dean, Faculty of Education, University of the Free State (UFS) Prof Loyiso C Jita