Progressive Transformative Teacher Education in Cameroon : How coaching and observation are transforming teaching practices in Cameroon.
Sun, February 19, 2:45 to 4:15pm EST (2:45 to 4:15pm EST), Grand Hyatt Washington, Floor: Constitution Level (3B), Renwick
Under the United States Department of Agriculture (USDA)-funded McGovern-Dole International Food for Education and Child Nutrition Program implemented by Nascent Solutions, the Cameroon education system has benefited from a rigorous teacher training and professional development. Teachers have been drilled on inclusive techniques and methodologies, with particular attention to inequities, adaptive approaches and didactic material, that respond to the learning needs of diverse categories of learners, including female children with disability and other vulnerable children.
Through a consultative and participatory process which brought together technical staff of the Ministry of Education, experts from partner organizations such as School-to-School (STS) International, Nascent’s education experts developed evidence-based inclusive education interventions and training manuals adapted to the Cameroon cultural context. The manuals included lesson planning, classroom management, along with practical tools, to increase teacher knowledge and performance. The materials were also validated by the Ministry of Education. The first cohort of 30 professionals, who benefitted from the initial training, comprised of pedagogic advisors from the Ministry of Education, coaches and mentors who were provided with practical, hands-on skills on how to teach and what to teach in early-grade reading. The trained experts were deployed to coach more than 1,000 grade 1-3 teachers in our 240 program schools.
The Stallings Observations System (SOS) tools (Education Initiatives, 2016), that examine teacher practices, attitudes, and the classroom management, has proven to be a valid and reliable instrument that empowers administrators and teachers to increase student engagement and success in positive and effective learning environments. The SOS guide includes inclusive classroom management, active learning, and the use of the 4Rs (Relationship; Relevance; Rigor and Results) Classroom Observation Walk-Through Tool.
As a result, teachers demonstrated more confidence and comfort, in their day-to-day lesson delivery, which had a positive impact on student outcomes. Teacher coaching also enhanced the quality of literacy instruction. For example, the percentage of teachers presenting the elements of word decoding (identify sounds for letters or syllables, break down words, combine letters or syllables), increased from 84% in 2021 to 92% in 2022. Similarly, the percentage of teachers who guided students to read fluently, increased from 38% in 2021 to 45% in 2022.
Conclusion
Interventions implemented by Nascent Solutions are intentionally designed to promote equitable access to quality education, progressively transformative teaching practices, and enable teachers to enhance their abilities to deliver quality instruction. We hope that our presentation can generate conversation around an increased and better investment in teacher training, gender-sensitive curriculum, and the uptake of inclusive pedagogies that paves the path for a more equitable access to quality education, for all.
Under the United States Department of Agriculture (USDA)-funded McGovern-Dole International Food for Education and Child Nutrition Program implemented by Nascent Solutions, the Cameroon education system has benefited from a rigorous teacher training and professional development. Teachers have been drilled on inclusive techniques and methodologies, with particular attention to inequities, adaptive approaches and didactic material, that respond to the learning needs of diverse categories of learners, including female children with disability and other vulnerable children.
Through a consultative and participatory process which brought together technical staff of the Ministry of Education, experts from partner organizations such as School-to-School (STS) International, Nascent’s education experts developed evidence-based inclusive education interventions and training manuals adapted to the Cameroon cultural context. The manuals included lesson planning, classroom management, along with practical tools, to increase teacher knowledge and performance. The materials were also validated by the Ministry of Education. The first cohort of 30 professionals, who benefitted from the initial training, comprised of pedagogic advisors from the Ministry of Education, coaches and mentors who were provided with practical, hands-on skills on how to teach and what to teach in early-grade reading. The trained experts were deployed to coach more than 1,000 grade 1-3 teachers in our 240 program schools.
The Stallings Observations System (SOS) tools (Education Initiatives, 2016), that examine teacher practices, attitudes, and the classroom management, has proven to be a valid and reliable instrument that empowers administrators and teachers to increase student engagement and success in positive and effective learning environments. The SOS guide includes inclusive classroom management, active learning, and the use of the 4Rs (Relationship; Relevance; Rigor and Results) Classroom Observation Walk-Through Tool.
As a result, teachers demonstrated more confidence and comfort, in their day-to-day lesson delivery, which had a positive impact on student outcomes. Teacher coaching also enhanced the quality of literacy instruction. For example, the percentage of teachers presenting the elements of word decoding (identify sounds for letters or syllables, break down words, combine letters or syllables), increased from 84% in 2021 to 92% in 2022. Similarly, the percentage of teachers who guided students to read fluently, increased from 38% in 2021 to 45% in 2022.
Conclusion
Interventions implemented by Nascent Solutions are intentionally designed to promote equitable access to quality education, progressively transformative teaching practices, and enable teachers to enhance their abilities to deliver quality instruction. We hope that our presentation can generate conversation around an increased and better investment in teacher training, gender-sensitive curriculum, and the uptake of inclusive pedagogies that paves the path for a more equitable access to quality education, for all.
Author: Eugene Da
