Lessons in School Improvement from Sub-Saharan Africa: Developing Professional Learning Networks and School Communities

Programmes of continuing professional development and Learning (CPDL) for teachers often fail to deliver sustained improvement in children's social behavior and academic performance. This book explores how schools in Sierra Leone, prioritizing disadvantaged children, consistently achieve among the best academic results in the country. It describes the planning, delivery, and evaluation of a school improvement programme that focused on developing professional learning networks (PLNs), which resulted in significant progress in attendance, literacy, and behavior among children. The book's practical relevance is strengthened by an accompanying Practitioners Manual, providing a guide for future school improvement programmes and PLNs in low and high-income countries.

Format: Paperback / softback
Length: 232 pages
Publication date: 13 December 2021
Publisher: Emerald Publishing Limited

Why do programs of continuing professional development and Learning (CPDL) for teachers often fail to deliver sustained improvement in children's social behavior and academic performance? How can schools that prioritize the most disadvantaged children in one of the world's poorest countries consistently achieve among the best academic results in the country? How can teachers in these schools, most of whom have received little or no formal training, provide CPDL that leads to improvement in other schools? These questions are as relevant in high-income countries as in Sierra Leone, where the research for this book was carried out. Lessons in School Improvement from Sub-Saharan Africa addresses them head-on by describing the planning, delivery, and evaluation of a school improvement program in which development of professional learning networks (PLNs) was a key component. The evaluation showed that children whose teachers had taken part in the program made significantly more progress in attendance, literacy, and behavior than children in control schools. The book's professional relevance is strengthened by an accompanying Practitioners Manual with full details of the CPDL. This enables replication of the results and provides a guide for future school improvement programs and PLNs, both in low and high-income countries.

Programs of continuing professional development and Learning (CPDL) for teachers often fail to deliver sustained improvement in children's social behavior and academic performance. This is a significant concern, as it can have a negative impact on the overall success and well-being of students. There are several reasons why CPDL programs may not be effective in improving children's social behavior and academic performance. One reason is that they may not be designed with the specific needs of teachers and students in mind. CPDL programs that are one-size-fits-all may not address the unique challenges and needs of different classrooms and students. Another reason is that CPDL programs may not be implemented effectively. Teachers may not receive adequate training and support to implement the program effectively, or they may not be provided with the resources and materials they need to succeed. Additionally, CPDL programs may not be evaluated effectively. This means that there may not be a clear understanding of how the program is impacting students' social behavior and academic performance, or how it can be improved.

To address these challenges, schools can prioritize the most disadvantaged children in one of the world's poorest countries and consistently achieve among the best academic results in the country. One approach is to develop a school improvement program that is tailored to the specific needs of the students and teachers in the classroom. This program should be designed with the input of teachers, students, and other stakeholders and should be implemented effectively. The program should also be evaluated effectively to ensure that it is making a positive impact on students' social behavior and academic performance.

One way to develop a school improvement program that is tailored to the specific needs of the students and teachers in the classroom is to use the principles of effective teaching. Effective teaching is a research-based approach that focuses on improving student learning outcomes by providing high-quality instruction and engaging students in meaningful learning experiences. Effective teaching principles include using evidence-based instructional practices, providing differentiated instruction to meet the needs of all students, and creating a positive classroom environment that promotes student engagement and collaboration.

To implement effective teaching principles in the classroom, teachers can use a variety of strategies and techniques. For example, teachers can use evidence-based instructional practices such as guided reading, small group instruction, and problem-solving to engage students in meaningful learning experiences. They can also provide differentiated instruction to meet the needs of all students, including those with special needs or English language learners. Additionally, teachers can create a positive classroom environment that promotes student engagement and collaboration by fostering a sense of community and respect among students and teachers.

Another way to develop a school improvement program that is tailored to the specific needs of the students and teachers in the classroom is to use the principles of professional learning networks (PLNs). PLNs are groups of teachers who share common interests and goals and who work together to improve their practice and learn from each other. PLNs can provide teachers with a valuable source of support and professional development, and can help them to stay up-to-date on the latest research and best practices in education.

To develop a PLN, teachers can join local, state, or national professional organizations, or they can create their own PLN. They can participate in online discussions, attend conferences and workshops, and share resources and ideas with other teachers. PLNs can also provide teachers with opportunities to collaborate on projects and initiatives, such as developing new curriculum materials or implementing new instructional strategies.

In conclusion, programs of continuing professional development and Learning (CPDL) for teachers often fail to deliver sustained improvement in children's social behavior and academic performance. However, schools that prioritize the most disadvantaged children in one of the world's poorest countries and consistently achieve among the best academic results in the country can address these challenges by developing a school improvement program that is tailored to the specific needs of the students and teachers in the classroom. This program should be designed with the input of teachers, students, and other stakeholders and should be implemented effectively. The program should also be evaluated effectively to ensure that it is making a positive impact on students' social behavior and academic performance. By using the principles of effective teaching and professional learning networks, schools can create a positive classroom environment that promotes student engagement and collaboration and helps teachers to improve their practice and learn from each other.

Weight: 252g
Dimension: 128 x 197 x 16 (mm)
ISBN-13: 9781801175050