Embed Size (px)
Citation preview
Teach With Africa (US) and the LEAP Science and Maths School (South Africa) announce the development of the LEAP/TWA Global Teacher Institute. The Institute directly addresses the educational needs of underprivileged communities by actively transforming the teaching practice and expertise of young teachers and future leaders. Teach With Africa and LEAP believe that education, when used as an intervention, is the most effective vehicle to achieve educational, communal and social systemic change within the South African and global landscapes. In addition to actively facilitating the development of teachers’ instructional practice, the Teacher Institute aims to develop teachers into self-‐reflective, well rounded, structured, insightful, motivated professionals. Our approach to teacher development is experiential and engaging. We believe that the 21st century effective teacher needs to be innovative and creative, so that all student needs are addressed through differentiated instruction. We envision a South Africa in which the most vulnerable of its society is awarded what is rightfully theirs: sustainable access to high quality education that will develop youth academically and beyond.
LEAP & Teach With Africa Announce Teacher Institute
Global Teacher Institute Cape Town, South Africa October 2012
CRITICAL NEED SA comes up short by 25,000 teachers every year | Severe lack of quality training | Teacher college closures
Page 2
INSTITUTE MANAGER HIRED
Josh Elder, former KIPP charter school teacher and three-time TWA Fellow, heads programs Page 5
FUNDING CAMPAIGN The Institute needs Lead Donors for its Founders Circle to fund $250,000 annual budget
Page 6
Teach With Africa and LEAP partnered in 2007 with the vision of improving children’s access to quality education. That same year, LEAP began a teaching program for its high school graduates with a primary focus on extended teaching practice and mentorship. Through the LEAP and TWA relationship, an exchange program between American teachers and LEAP teachers-‐in-‐training has been operating since 2008. The Global Teacher Institute is the next phase of partnership, taking the mission to the next level and extending the impact on a wider scale.
The Partnership
2
!"#$"%"&"'()$*+$(,"$%"-./(0-$("-1,"2$3')(3(4("$.2*52-&&"$$
$
16789:6;87<88$=<><?6@A<7B$
37B<C><7B:67$ !"#$%&'#$&($')(#$&%)#*+,+)&*$-,'.#/01,/#2$3.%%)3.'.4$5&3),'$2#6#'&74#*+$$8%##*$3'.1$$$$$$$$$$$$$$$$$$$$$$9.'+.%,'$,3+)6)+)#/$53"&&'$3&44.*)+:$4##+)*;/$
(CD78E6CADB:><$:78BC;9B:67D?$@CD9B:9<$
<#//&*$7',**)*;$=%&(#//)&*,')/4$>,+,01,/#2$)*/+%.3+)&*$>)((#%#*+),+)&*$9',//%&&4$4,*,;#4#*+$$$$$9',//%&&4$9.'+.%#$=%&?#3+01,/#2$'#,%*)*;$$
$
%<DF<C8G:@$BGC6;HG$9DC<$D7F$HC6IBG$
=%&6)2)*;$%&'#$3',%)+:$@*3&6#%)*;$4,*,;#4#*+$/+:'#$9',)4)*;$,*2$"&'2)*;$3&%#$6,'.#/$A*+#*+$B$.*2#%/+,*2)*;$CD":EF$G47&D#%)*;$,*2$3&,3")*;$$9.'+)6,+)*;$,33&.*+,1)')+:H$2#,')*;$D)+"$+"#$6)3+)4$$
37B<7B$ !#,3"#%$)/$+"#%#$+&$/#%6#$I&3./$&*$7&/)+)6#$')(#$6,'.#/$5##)*;$+")*;/$,/$+"#:$,%#$,*20$;)6)*;$#6#%:+")*;$)+/$2.#$
"J9GD7H<$@C6HCDAA<$
16D9G:7H$D7F$&<7B6C8G:@$
.C6E<88:67D?$=<><?6@A<7B$
3')(3(4("$$.2*52-&$1*&.*'"'()$
=<><?6@8$D7F$37E6CA8$)B;F<7B$(<D9G<C8/$+;B;C<$%<DF<C8$:7$BG<8<$DC<D8$6E$B<D9G:7H$@CD9B:9<$
1
According to a recent research paper by the South African Centre for Development and Enterprise (CED), South Africa needs 25,000 new teachers every year in order to cope with learner demand. Every year, 5% of teachers are lost as a result of retirement, death and career changes. According to CED, South Africa produces too few teachers, especially in math and science. Additionally, many teachers struggle to teach their subjects and are often badly utilized. During Apartheid, it was government policy to severely limit black students' access to instruction in higher math and sciences beyond basic arithmetic and home economics. Less than 25% of SA mathematics teachers are competent at the level they teach. The closure of many South African teacher colleges has resulted in the severely low numbers of teachers produced annually according to the South African Democratic Teachers Union (SADTU). One source cites the number of teachers graduated each year as less than 25% of what is needed. Additionally, one-‐fourth of all newly trained teachers goes into other pro-‐fessions or emigrates because of low wages and the poor image of the profession.
Meeting the Critical Need For Quality Teacher Development
2
Specifically, one of LEAP's strategies is to grow its own cohort of teachers by recruiting 10% of each LEAP graduating class into the field of teaching through the LEAP "Future Leaders" program. Future Leaders are young (age 18-‐26) university students enrolled in teaching certification programs, typically through University of South Africa (UNISA) correspondence courses. While UNISA has a strong legacy of higher education in SA, the difficulties of distance study and lack of "best practices" professional development, support and mentorship makes high quality teacher training a huge challenge. The Teacher Institute will provide the necessary recruiting, training, tools and resources needed to produce both more AND better qualified teachers, and to shift teacher training so that it is more holistic, student-‐centered, and developmentally and contextually relevant. We will place a strong focus on project-‐based learning as it consciously engages the head, heart and hands. This move away from traditional learning methods towards a more holistically engaging approach to education defines the transformative nature of the LEAP/TWA Global Teacher Institute.
3
Missionaries provided most of the education Black South Africans received until 1953. During this year the Bantu education system was instituted and the state took control of their education. Bantu education was designed to “train and fit” Black South Africans into the apartheid society where their role was as laborer, worker and servant only. There were major inequalities in the racially divided education system that continued until the 1990’s. During the 1980’s very little education took place in the Bantu education system as it was designed to protect the status quo. This left a legacy of decades of inferior education that has lasted well beyond the introduction of a single education system in 1994.
Making sure that every young person in the country receives quality education is an urgent priority. Schooling 2025 is a long-‐term, national plan for the basic education sector in South Africa which allows for the monitoring of progress in education against a set of measurable indicators covering all aspects of basic education. This will include enrollment and retention of learners, teachers, infrastructure, school funding, learner well-‐being and school safety, mass literacy and quality education.
The 2025 vision for teachers and
Historical and Current Context principals are as follows:
Teachers, who have received the required training, are continuously im-‐proving their capabilities and are con-‐fident in their profession. These teachers understand the importance of their profession for the development of the nation and do their utmost to give their learners a good educational start in life.
Principals, who ensure that teaching in schools takes place as it should according to the national curriculum, but who also understand his or her role as a leader whose responsibility is to promote harmony, creativity and a sound work ethic within the school community and beyond.
It is within this climate that the LEAP/TWA Global Teacher Institute has been conceived and developed as a valuable service in the educational framework of South Africa, from which nations around the world can be served.
Credentialing Process Underway. Concurrent with the launch and implementation of the programmatic components of the Institute, the process for national credentialing as a teacher training certificate program has begun with a dedicated application team.
INSTRUCTIONAL * Data-based Instruction * Differentiation * Project-based Learning * Critical Thinking * Instructional Delivery * Criteria for Success * Blooms Taxonomy CULTURE PLANNING * Human/Child Development * Backwards Planning * Student-centered Learning * Unit Planning * Values-based Curriculum * Lesson Planning * Classroom Engagement * Assessment Planning * Professionalism and Ethics
INSTITUTE INSTRUCTIONAL MODULES
Paolo Freire
“The greatest humanistic and historical task of the oppressed: to liberate them
selves…”
4
About Teach With Africa Founded in 2007, Teach With Africa has gleaned considerable experience and insight from years of teacher exchanges with more than 120 educators and 20 participating school sites in the US and SA, impacting the learning experience of thousands of students. Our mission is clear: Teach With Africa aims to increase access to a quality education for all children so they can transform their lives, their communities and their future. To do so, Teach With Africa brings US educators to Africa and African educators to the US in a reciprocal, focused exchange of teaching and learning designed to improve practice, build leaders and strengthen understanding. From our first weeks of existence, we were incredibly fortunate to connect with the LEAP Science and Maths Schools, a local, trusted, innovative and visionary network of high schools across South Africa.
At its core, TWA values reciprocity. On the one hand, the LEAP Schools have built their students’ education on the social-‐emotional cornerstone of “Life Orientation” skills, a
curriculum that encourages bringing one’s whole self every day to school and to learning. This emotional and developmental support transforms the educational experience for students and teachers alike. Our US educators thirst to bring such emotional and social authenticity into their classrooms back home. On the other hand, the African educators have come to appreciate the teaching practices and skills US educators bring to the core curriculum, especially in math, science and technology, and English. Teach With Africa’s fellows – the US educators who come to SA for 6-‐8 weeks or longer – support LEAP’s educational intervention work by teaching or co-‐teaching in classrooms, modeling best practices, mentoring new or student teachers, offering extracurricular and professional development workshops, providing teacher training, and helping to build a bridge for LEAP Students to connect with the global community.
Valued areas of focus include: Student-‐centered Teaching Integrating Technology in the Classroom Teacher Training ESL/ELL Reading Fluency Curriculum Development Project-‐Based Learning Learning Style Differences Multiple Intelligences TWA fellows cite their participation in the program as a transformative life experience and often return to their schools in the US with a renewed sense of purpose and heightened motivation for integrating cultural exchange and social-‐emotional curriculum into their teaching. TWA’s US Host School partners experience the Intern Program – a month-‐long inquiry-‐based internship observing “best practices” in teaching at US schools for South African teachers-‐in-‐training – as a powerful way to foster global cultural exchange for their students and teachers. Host School students are inspired by the energy and unique perspective the interns bring to the school during their visit. They are excited to engage with a group of young teachers-‐in-‐training who are proud of their culture and who share the history of South Africa in the context of their personal stories of growing up in underserved townships and the life-‐changing LEAP School Life Orientation curriculum.
“Education…becomes the practice of freedom, the means by which men and
women deal critically and creatively with reality and
discover how to participate in the transformation of
their world.”
- Paulo Freire
5
We believe that through a structured exchange of teaching and learning, American and South African peers can celebrate their values, strengthen their teaching practice, connect culturally, find their voices, and collaborate as leaders to solve problems and break down barriers to achieving equality in education.
About LEAP Science and Maths Schools LEAP Science and Maths Schools are small, independent, community-‐based schools in South Africa serving economically and socially disadvantaged students from grades 9 to 12. Everyone at LEAP shares a vision of the positive transformation of communities through the meaningful education of children in those communities. What makes LEAP special is its focus on the academic, emotional and social development of young people and their communities. LEAP operates six high schools in Johannesburg, Cape Town, Pretoria, and Limpopo for high school students from townships and rural areas. They place a strong emphasis on science, math and English while developing students into young leaders and agents of positive change in their communities through a child-‐centered education approach. Founded in 2003, LEAP has achieved extraordinary success in its relatively short history with a 94% average Grade 12 pass rate in 2011. This is compared to 70% nationally and 59% average in the township communities served by LEAP schools. 76% of LEAP’s matriculants are engaged in tertiary studies. In March 2010, LEAP’s first tertiary graduate was awarded a Bachelor of Commerce (Finance) from the University of the Western Cape and is now working for Allan Gray Asset Management. Since then, a further 10 LEAP students have graduated with commerce, engineering, teaching and business degrees and have taken up employment in a range of sectors. One of LEAP’s strategies is to grow its own cohort of teachers by recruiting 10% of each LEAP graduating class into the field of teaching through the LEAP “Future Leaders” program. Future Leaders are usually recent graduates of LEAP’s high schools who are pursuing a career in teaching. Future Leaders are young (age 18-‐26) university students enrolled in teaching certification programs, typically through University of South Africa (UNISA) correspondence courses. LEAP now has more than 30 Future Leaders in training – all studying through distance learning through UNISA and operating as interns in LEAP Schools. Two of LEAP’s graduates, who have completed the LEAP Future Leaders teacher training program, are working as part of the leadership teams in two of LEAP’s six schools in 2012. The LEAP Future Leaders teachers-‐in-‐training who participate in the one-‐month TWA US internship return to their studies with new views on teaching, fresh ideas on how to engage students, renewed commitment to their chosen profession, a different perspective on the gifts that they bring to the world, and lasting friends and mentors with whom they stay in contact.
Josh is passionate about teaching, both as a full-time educator and a youth mentor. With his BS in Liberal Studies focused on education, science and history from Longwood University and his Master's in Counselor Education from Virginia Commonwealth University, he has been in the field of education for the last eight years. Recently, he was a science teacher and department chair at KIPP Philadelphia Charter School in Philadelphia, Pennsylvania, which serves students from economically and socially challenged neighborhoods. Josh was a Teach With Africa fellow in 2010, 2011 and 2012, and remained in Cape Town beginning August 2012 as a full-time LEAP faculty member in the science department. He took on the role of Institute Manager role in September and is working in coordination with LEAP and TWA staff to further develop and implement the Institute’s programs.
Josh Elder Institute Manager
The LEAP/TWA Global Teacher Institute is a formalized educational leadership training program designed to provide development in instructional best practices and school leadership for teachers in South Africa, the US, and beyond. We aim to transform instructional practice through consciousness development and integration of the academic, emotional and practical aspects of the learning experience.
2012-2013 FUNDRAISING GOAL The LEAP/TWA Global Teacher Institute requires a $250,000 annual operating budget for each of the first three years for optimal program development and implementation. TWA seeks key supporters to fund the initial year and provide momentum for continued fundraising. Initial funders of the Institute will make up a “Founders Circle” who will play a prominent role in its creation and celebration. We are looking for 1-2 lead donors of $50,000 - $100,000, and 5-7 donors at the $25,000-$50,000 level. We are eager to secure a Matching/Challenge grant.
LEAP/TWA GLOBAL TEACHER INSTITUTE
DONATE 1) By check Payable to “Teach With Africa” 972 Mission St., 5th Floor San Francisco, CA 94103
2) By credit card Click the ‘Donate’ button on our website www.teachwithafrica.org OR call our office at 415.992.5220 to provide your credit card information
3) Donations of Stock Please contact us at 415.992.5220 or [email protected]
Teach With Africa is a 501c3 non-profit organization based in San Francisco, California. Tax ID # 26-1649233.
Teach With Africa has developed a pilot program that extends its teacher training model to the youngest, most vulnerable learners – preschoolers. For the past two years, South African NGO READ Educational Trust and Singita Game Reserves (South Africa), and Pacific Oaks College and Teach With Africa (US) partnered to build capacity in the area of Early Childhood Development (ECD) through a training program for pre-‐school caregivers in the Sabi Sands area using TWA’s ‘teach the teachers’ model. TWA’s teacher trainers from Pacific Oaks developed a 4-‐week training program in conjunction with READ and the preschool principals, with the aim of assessing the needs, strengths and goals for continuing support of the teachers in SA townships and rural communities. Committed to spending the majority of their time in the class-‐rooms, the team focuses on creating learning environments for toddlers, two-‐year-‐olds, and preschool-‐aged children; empowering the children to make choices about their activities; and the teacher’s role in supporting children’s learning through play. Over the course of the program, the team works to integrate both culturally relevant and developmentally appropriate teaching practice guidelines for the children and early childhood teachers. They model and discuss age-‐appropriate practices such as a daily program, materials, toys and developing age appropriate environments for teaching young children.
From Cradle to Career …extending the model
INSTITUTE PROGRAM INTEGRATION We fundamentally believe that in order to educate the older child a teacher MUST have an understanding of how to educate the young child. Through the Institute’s offerings, human /child development and early childhood workshops will be provided to Future Leaders planning to teach high school, which will be essential to their growth and development as excellent teachers.
