TEACHER DEVELOPMENT - UMass

USAID, ADVANCING BASIC EDUCATION AND LITERACY PROJECT ssssssssssss

WORLD BANK, HUMAN DEVELOPMENT NETWORK, EFFECTIVE SCHOOLS AND TEACHERS

TEACHER DEVELOPMENT

MAKING AN IMPACT

Helen J. Craig

World Bank, Washington, DC Academy for Educational Development, Washington, DC

Richard J. Kraft

University of Colorado?Boulder

Joy du Plessis

University of Colorado?Boulder

Teacher Development

Making an Impact

Helen J. Craig, Education Specialist

World Bank, Washington, DC Academy for Educational Development, Washington, DC

Richard J. Kraft, Professor

University of Colorado?Boulder

Joy du Plessis, Research Associate

University of Colorado?Boulder

November 1998

Teacher Development: Making an Impact ii

Contents

Teacher Development: Making an Impact

Dedication ............................................................................................... v Preface .................................................................................................... vii Acknowledgments ................................................................................ ix Executive Summary .............................................................................. xi

1. Teacher Development: A Process Along a Continuum of Learning .... 1 Introduction to the Study ..................................................................... 1 Select Topics in Teacher Education ..................................................... 3 Conclusion ............................................................................................ 19

2. Case Studies of Initial Teacher Preparation Programs ....................... 21 Botswana Primary Education Improvement Project (PEIP) ........ 21 The Basic Education Teacher Diploma (BETD)--Namibia .......... 32 The BRAC Experience--Bangladesh ................................................ 43

3. Lessons Learned About Initial Teacher Preparation Programs ......... 55 Beginning Teacher to More Experienced Teacher--What Are the Issues Typically Faced? ....................................................................... 56 Alternative Choices for Initial Teacher Preparation ...................... 56 Elements of Successful Traditional Formal Teacher Preparation Programs ............................................................................................... 60 The Move to General Education Programs ..................................... 63 Recruitment and Retention of an Adequate Teacher Supply ....... 64 Teacher Educators ................................................................................ 68 Induction Programs ............................................................................. 69 Classroom Supervision of Teachers .................................................. 72 Accreditation Standards for Teacher Education ............................. 73 Conclusion ............................................................................................ 74

4. Case Studies of Ongoing Professional Development Programs ....... 77 Guatemala: Changing Teacher Pedagogy in the Nueva Escuela Unitaria .................................................................................................. 77 Balochistan, Pakistan: Gender Equity, Mobile Teacher Training, and Mentoring ...................................................................................... 91

5. Lessons Learned About Ongoing Professional Development Programs ............................................................................................. 105 Definition of Terms ............................................................................ 105 What Works, What Does Not, and Why? ...................................... 105 Characteristics of Effective Programs ............................................ 106 Organizational Models ...................................................................... 112 Evaluation of Inservice Programs .................................................... 118 Teacher Evaluation as Part of Professional Development ........... 119 Snapshots of Eight Inservice/Professional Development Programs ............................................................................................. 123 Conclusion .......................................................................................... 140

6. Conclusions and Recommendations ................................................ 141 System Support .................................................................................. 141 Ongoing Professional Development--The Early Years .............. 142 Ongoing Professional Development--The Years After Initial Preparation .......................................................................................... 143

iii

Teacher Development: Making an Impact Annex 1: A Framework of Relationships and Priorities among Critical Issues Affecting Teachers' Work--Morale and Motivation. .................. 145 Annex 2: More and Less Effective Teacher Education Strategies in Developing Countries ............................................................................. 147 References .............................................................................................. 153

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