Improving Effectiveness of 3Rs teachers in Tanzania

The program began in 2016 and has provided training to over 10,000 teachers, head teachers, and ward education officers. The training focuses on implementing the curriculum and includes a three-to-four day training every three-to-four months, building knowledge and skills for improved reading through the use of new materials, scaffolded support, and practice teaching. Communities of learning (CoL) are a key component of the program, providing a space for teachers to team up and discuss how to implement what they have learned in district professional development sessions. CoL activities take place at several levels, including school-level, where teachers collaborate and share ideas on how to move forward with what they have learned in CPD training sessions. Peer-to-peer reflections, support, and observation of peer-to-peer reflection sessions are also integral to the CoL approach. The program has identified several areas where teachers reportedly find it challenging to implement effective practices, including choral chanting, checking for understanding and assessment, and using whole language approaches rather than a phonic-based approach. The current research aims to understand the barriers to implementing effective practices, how CoL support teachers in addressing challenges in implementation, and how teachers can be better supported in general. The study will involve a purposive sample of teachers, head teachers, and their managers, with data collected through qualitative interviews, focus group discussions, observation of school-level and ward-level CoL, and observation of class teaching combined with post-observation qualitative interviews with teachers. The study will be conducted in two mainland regions of Tanzania and Zanzibar, with a mix of high- and low-performing schools. The research findings will be used to inform the design of future CPD trainings to support teachers in implementing CoL and classroom practices. The study will help to identify best practices in community of learning, which may inform the review of the design of CoL. The research findings will also identify effective classroom practices that may be modeled in future trainings. The Tusome Pamoja program uses a cascade model in delivering its professional development training, which includes master trainers training, district-level training, and school-level training. The program employs a communities of learning approach to encourage reflective practice, providing teachers with a space to team up and discuss how to implement what they have learned in district professional development sessions. At the school level, CoL activities take place, including peer-to-peer reflections, support, and observation of peer-to-peer reflection sessions. The roles of head teachers and ward education officers are to ensure the success of teacher continuous professional development at the school level by supporting teacher CoL and creating a collaborative and supportive school environment. The program's focus on continuous professional development and communities of learning aims to improve the effectiveness of 3Rs teachers in Tanzania, ultimately leading to better educational outcomes for pupils.