Active-Learning Pedagogies as a Reform Initiative ... - EQUIP123.net

Active-Learning Pedagogies as a Reform Initiativeand 2006b). This approach represented a shift from ERP’s operation. 9 As the TeacherProfessional Development Technical Advisor explains, her initial understanding was thatEQUIP1 was “not to work directly with … the [governorate and national levels of the]system. … It was [our] job to inform [these higher levels of the system] about the modelswe piloted … [so that that they could] figure out how … to adopt them in the system.”She notes, however, that over time “I began to approach the system. I met with [thedirector of the Central Directorate of In-Service Training] regarding jointly planning anddelivering three workshops” (El-Dib, 2007b).ERP and Instructional Leadership DevelopmentThe EQUIP1/ERP proposal notes that “teacher training will require follow-up through classroomsupport and a system of supervision and professional feedback mechanisms,” and identifies asone of its core tasks: “Training instructional leaders (MOE supervisors, school principals/headteachers) in instructional supervision skills, linked to the MOE standards, including classroomobservation and monitoring skills, mentoring and training skills, and teacher conference skills(i.e. giving feedback), etc.” (AIR et al., 2004, pp. 9 and 11). To initiate their work in this area,ERP staff undertook a district mapping exercise (parallel to what was done for teacherprofessional development) and conducted a more in-depth needs assessment study. Based on theinformation obtained, ERP staff developed a work plan for a multi-level TOT training of schooladministrators and supervisors, which included:• Preparing a cadre of trainers cadre at the national level• Establishing a “cadre” training a team (composed of a supervisor, head teacher, schoolprincipal, and educational grade manager) in each governorate• The “team” delivering the same training to selected groups of school administrators andsupervisors in their respective governorates• The “groups” carrying out training of school administrators in their respective schools,with supervisors monitoring these trainings 10Using this multi-level TOT approach, ERP staff/consultants organized training programs oneducational leadership skills, strategies for activating school clusters, and standards-basedclassroom observation. Here we will focus on the latter two categories, which are most relevant toinstructional leadership.The idea of a school cluster as defined by ERP is “a group of [2-7] schools with the sameeducation level (primary, preparatory or secondary) … located close geographically … [that]collaborate in planning and preparing training programs, but [with] each school implementing the9 Up to this point EQUIP2/ERP staff had focused their technical assistance and training activities onhelping MOE partners at the central and local levels to develop a Framework for a ProfessionalDevelopment System (ESS/ERP, 2005), develop standards for supervisors, and building the capacity of keypersonnel in the in-service training system design courses, conduct professional development workshops,and monitor/evaluate training activities. Thus, EQUIP2/ERP staff’s involvement in relation to CEASrelatedprofessional development represented a move toward collaborative planning and implementing of aspecific teacher in-service education program.10 Interview with Dr. Said Assaf, Director of EQ Division; Samir Shafik, EQ Technical Advisor; and WalidYasin, EQ Technical Advisor, EQ office Head Quarter, 4 March 2007.EQUIP1 12