Teacher Development and Education Leadership

1
Teacher Development and Education Leadership
2
Issues in Sub sector

• Sub-sector wide challenges due to systemic
  overlap regarding lines of communication,
  accountability and authority.
• TDEL identifying concrete examples,
  recommendations are being discussed.
• School Leadership Management Unit designs a
  recruitment guide for recruiting and appointing
  Head Teachers. The District however is
  responsible for appointing Head Teachers. there
  are no accountability measures in place to ensure
  recruitment guidelines are followed.
• Mineduc develops education policies.
  Implementation is the responsibility of REB. The
  implementing agent is at District level. District
  authorities are accountable to Mineloc, not to
  Mineduc. There is no systemic guarantee that
  policies are implemented,
• SEOs are accountable to the Executive Secretary
  of the Sector. What is their functional
  relationship towards the DEO. They are the eyes
  and ears in the schools, but to whom do they
  report and from whom do they derive their
  authority.
• The Education Sector Strategic plan has quality
  education objectives and indicators. However,
  District Plans do not focus on education quality
  issues and therefore are not represented in
  district Performance Contracts. As such quality
  education issues are not high on the agenda of
  Mayors, or Executive Secretaries at district or
  sector levels, making very difficult to achieve
  the objectives of the education sector strategic
  plan.

3
Issues in Sub sector

• Need for clarity on the national agenda for
  teacher development beyond SBM. 
• TDEL clarification on issue
• -The last version of draft CPD policy circulated
  was dated June 2011. What is the current status
  of this draft. Who is responsible for making
  steps to validate the draft?
• -CPD Working group has discussed ways to improve
  the English of teachers, but discussions
  regarding broader teacher training needs (e.g.
  pre-service, other training programs) have
  stalled. 
• -establishing a center for PRESET and INSET
  certification can be a first step to moving a
  national agenda forward

4
Issues continued

• Continued attention on support for school
  leadership Exciting development with the hosting
  of the International Symposium on School
  Leadership. It offered the following
  recommendations
• Establish a National Center for School Leadership
  to provide resources and services for preset,
  inset and research on SL
• Develop and implement a national awareness
  strategy on School Leadership.
• Establish and operationalize professional
  learning networks at sector level
• Harmonise and coordinate existing School
  Leadership interventions
• Accelerate the validation, approval and
  dissemination of Teacher management policy
  documents (Head teacher professional standards,
  National Teacher Registration System, National
  Teacher Licensing System, National Teacher Code
  of Conduct, Terms and Conditions of Services,
  National Teacher Professional Standards, Teacher
  Appraisal and Evaluation System)

5
Things to come from TDEL

• Draft mapping where the current lines of
  communication and accountability fall
• Short position paper for inclusion of teachers
  and leadership in the development of the new
  curriculum and for the inclusion of teachers and
  leadership training in the role out plan of the
  new curriculum