Model: Institution of a Master Teacher Program in the primary school of Grenada.
Aim:
To develop a Model that can be used to train and implement Master teachers in
primary schools in Grenada
Goal:
To implement a Master teacher program in primary schools that will result in the
improvement of newly trained teachers’ performance in the classroom.
General Objectives:
· Carry out a needs assessment to determine needs of the participants.
· Identify/develop training materials.
· Train a core of senior teachers to be master teachers.
· Identify/ develop strategy for change management.
· Implement change management strategy.
· Pilot the master teacher program.
· Evaluate the Pilot program
· Implement the Master teacher program in all schools.
Goals of the Supra-System:
The goal of the education system is, “to develop perspectives, knowledge, skills and attitudes needed to function as citizens of Grenada, the Caribbean and wider world community.” (SPEED, 2006 p. 9)
The mission statement states that the goal of education will be achieved through well managed and efficient systems.
The proposed model will help to manage and enhance the systems through which instruction is delivered at the primary level. It will give the newly trained teachers the opportunity to be coached by persons who have more experience and skills. This mentoring will enhance their performance and ultimately result in the products identified in the goals/mission of the education system.
Method of Delivery
A three-week workshop will be facilitated by an expert from the School of Education, University of the West Indies. A face to face mode of instruction will be used.
Method of Instruction
The instruction will be informed by Social Learning Theory, Constructivism and Merrill’s First Principle. The learning will be problem based. The trainees will view lessons taught by the new teachers, identify problems in the instruction and devise a plan to solve the problem. Modeling will also form an important part of the training. The trainees will view sessions conducted by master teachers. They will also be given the opportunity to practice the knowledge and skills gained in training. Additionally, they will participate in a two weeks practicum in which they will mentor a new teacher.
The materials from the workshop will be developed into RLO’s that will be used for the future training of new teachers. This will be a self instructional package.
Method of Grouping
Collaborative learning groups will be used. The trainees will be grouped based on the grade level taught.
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4 comments:
HI,
I think assessment will play a key role in your model - both pre-tests and post-tests.
Do you see your model as only dealing with a 3 week period or are we talking about a larger timeframe?
Hi Monica,
How would you evaluate success in your case? What is the criteria that you are looking at? Quality of instruction, quantity of program's dissemination? Student achievement? I think that can influence your instruction a great deal.
Also, do you foresee any issues with your learning architecture? We are talking about teachers - people often very set on their ways. Do you think that a constructivist approach might create a clash (specially with those that view themselves under a different philosophical pedagogy)? Also, I like the idea of using RLOs. Who would manage their implementation? Would it be done at the local school level or the department of education level?
John
Dr. Edmonds & John,
Thanks for the comments. The model will definitely have a larger timeframe. The three weeks is the initial training period.
Teacher performance and student achievement would be the criteria for measuring success.
I agree that the use of a constructivist approach with teachers whose training had a more traditional philosophical underpinning can be problematic.
Monica,
My questions are along the same lines as Dr. Edmonds: Will your model be reusable? Do you think it will be applicable to other mentor/trainee scenarios?
Christine
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