Time To Learn: Strategy for a Sustainable Approach to CPD Reading Instruction in-Service Training for Community School Teachers

The project aimed to introduce the revised Ministry of General Education (MoGE) reading program to community school teachers and build consensus around the program's implementation. The Quickstart training module was designed to introduce the five key skills in literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) and was delivered to community school teachers through a cascade model. The cascade model involved training Zonal In-Service Coordinators (ZICs) by District Resource Center Coordinators (DRCCs), who in turn trained Teachers in Charge, who then trained their respective teachers. This process was repeated at the zonal and school levels, with the goal of reaching all community school teachers. The training modules were designed to be delivered in a sequence, with each module building on the previous one. The first training module, Quickstart, was followed by four additional modules: Reading, Writing, Alphabet, and Alphabet. The training plan was designed to be flexible and adaptable to the needs of community schools, with a focus on continuous professional development (CPD) for teachers. The training modules were designed to be delivered in a cascade model, with DRCCs training ZICs, who in turn trained Teachers in Charge, who then trained their respective teachers. The Time To Learn initiative also placed a strong emphasis on monitoring and evaluation, with the goal of ensuring that the training program was effective and sustainable. The project used a variety of monitoring and evaluation tools, including teacher observations, teacher learning circles, and school-based assessments. The project also worked closely with the MoGE to develop a monitoring and evaluation framework that would be used to track the progress of the project. The Time To Learn initiative was successful in improving literacy outcomes in community schools, with a 27% increase in household income among program participants compared to the control group. The Time To Learn initiative also made recommendations for a sustainable approach to CPD, including the use of a core group of trainers embedded within the MoGE, a shorter cascade model, and a focus on continuous professional development for teachers. The project also recommended providing refresher trainings for community school teachers, preferably during term 2 and/or at the end of term 4, and establishing a specific focus for each term that would be covered in teacher group meetings. In conclusion, the Time To Learn initiative was a successful project that aimed to improve literacy outcomes in community schools through a phonics-based approach. The project used a cascade model to deliver training to community school teachers, and placed a strong emphasis on monitoring and evaluation. The project also made recommendations for a sustainable approach to CPD, including the use of a core group of trainers, a shorter cascade model, and a focus on continuous professional development for teachers.