Avid readers of our news stories will have kept up to date with our latest adventures in our #TELLALTravels series, but if you have missed any instalments, you can catch up on Jade Peter-Swain’s experience with Early Years Teachers, Abdelfatah Ghozlan’s work on Arabic Teacher Training and Sheryl Rogers’ sessions on High Leverage Teaching Practices. One of the major ways in which we reflect our commitment to improving teaching practices is by exporting our innovations and research to schools in other countries and regions who may wish to grow their knowledge and development. We have been lucky enough to work with a range of educational institutions and teaching professionals, many of which have been able to expand our understanding of teaching nuances and contributed to our overall ethos moving forward. Having the opportunity to work with individuals from different backgrounds allows us to tailor our courses and approaches to encompass their experience and facilitate more effective learning for everyone.
This week we have been talking to Shanti Clements, our resident Leadership guru, on her #TELLALTravels to Egypt and Saudi Arabia. TELLAL’s Leadership Workshop in Saudi Arabia was actually scheduled to coincide with the launch of their Ministry of Education’s NCEPD’s system leadership initiative. The two day workshop Shanti developed to launch our Leadership Academy in KSA was given to 50 senior executive leaders from the Ministry of Education. From the first day of the programme, the response was overwhelming with over 2.4k posts appearing on Twitter and a significant amount of national media coverage.
In Egypt, we were lucky enough to host more than 100 school leaders all keen to learn more about how to foster high quality learning in their schools. Shanti ran five workshops and instructional learning walks for a mix of principals and leadership teams from across four schools. They focused on best-practice training and leadership development across these key areas: Systems Leadership in Action, Coaching for Team Leadership, Leading a Culture of Visible Learning, Enhancing Community Engagement and Collaboration, and Pedagogy, Differentiation and Student Engagement.
The overall concept of our Leadership Academy and our #TELLALTravels series is that for our children to learn at their best, our teachers and leaders also need to be learning at their best. By utilising the latest technologies and innovative techniques teachers and leaders can develop more progressive and effective ways to help children learn. In every school and group, we have seen an immense dedication flow from teachers and school leaders and a commitment to our collective growth. Much of this dedication is manifested in how much of their time they devote to learning about leadership and the ways in which they can grow their own professional development for the betterment of their students. For the international schools and institutions we visited, this wave of training is only the beginning and we anticipate some fantastic evolutions in potential from every one of the attendees, as well as their ripple inspiration of others.
According to a report from Eric Jamieson, the Chief Education Office for GEMS Egypt and KSA, “this programme has helped to engender a much stronger sense of being part of a larger GEMS team and Shanti has skilfully built capacity to enable higher order leadership that is based on vision, purpose, facilitation and coaching. The response from leaders throughout the schools has been overwhelming positive and it has inspired more school leaders to consider taking the leadership programme.”
You can read more about how more TELLAL staff got on in Egypt in our #TELLALTravels series. If you would like to find out more about our leadership programmes you can contact Shanti Clements at email@example.com. Don’t forget to follow us on Twitter, Facebook, Instagram and Linkedin to get updates and read the next instalment.
As part of our on-going #TELLALTravels series we are taking a closer look at the work our staff has been doing with international schools. Not only do these excursions allow us to offer vital training programmes to a wider audience and promote educational excellence, they also provide an opportunity for us to broaden our understanding of international teaching practices and grow our diverse network of resources. When we are able to partner with and collaborate with teachers from all walks of life, it allows everyone to develop their individual skills and share crucial knowledge that could expand our potential for training excellence.
So far we have seen Jade Peter-Swain share her experience and training with Early Years Teachers and Abdelfatah Ghozlan’s work on Arabic Teacher Training; this week we chatted to Sheryl Rogers about her experience with exporting High Leverage Teaching Practices to schools in Egypt.
Conducted over two days, Sheryl’s workshops were delivered to over 30 teachers from two different schools across Egypt. Given the value of this programme, this select group was curated specifically to include more experienced teachers who have the potential to, or currently are, mentoring others. This way, those who attended could play an active role in not only sharing the benefits of the programme, but help to shape the way in which it is delivered and take into account the nuances of their own educational system and institutions. By delivering the workshop in a face-to-face manner, Sheryl points out how “we are able to unpack the content in more detail, gauge reactions and tailor the programme and online modules to best suit their needs.”
You may have read our recent article about piloting High Leverage Teaching Practices in the region, but if you haven’t here is a little insight into what this pivotal endeavour entails. High leverage teaching practices are designed to foster fundamental capabilities critical to enhanced teaching. Able to be used across all subject areas and grade levels, these high leverage practices will not only advance teacher skills, they will transform the way in which teachers support students’ social and emotional development.
The course Sheryl outlined in Egypt first allowed participants to explore their own notioons of practices they considered to be ‘high leverage’. They then mapped those ideas to the 19 identified HLPs that have been distilled from the ‘measures of effective practice’ research conducted in the USA. From this stand point the group was able to identify areas in which high leverage teaching practices could be extremely effective in their schools and classrooms. The key set of competencies covered was centred on ‘meeting student needs’; a crucial learning tool in advancing the effectiveness of our teaching methodologies. The first competency related to ‘leveraging student backgrounds’ and how students’ cultural, religious, family and personal experiences will shape the way they learn and therefore how these traits should be utilised to improve instruction. They then looked at how teachers must strive to provide differentiated and inclusive lessons that accommodate the needs and skills of their diverse classrooms. The third competency looked at how powerful ‘giving responsive feedback’ can be to effective learning and subject retention. Finally they looked at how versatility is vital for teachers to improve their performance and the importance of ‘adjusting instruction to respond to student needs’; not all lessons go to plan and the teacher who can respond and adjust in those situations will always offer a greater level of support to their students.
Altogether the feedback on the sessions was incredibly positive with many participants commenting on how the information had changed their perspective on teaching methodologies and provided useful roadmaps on how to enhance the educational quality of their lessons and their schools. Since professional learning is a process not an event, the joint practice development used in the HLPs is ideal for promoting self development from within the school system. The mentoring of the practices removes the stigma that another person is an expert and instead builds communities of learning that encourage trainees to gather insight into ‘next practice’ rather than ‘best practice’. The experienced audience relished the opportunity to share their experiences and insights, as well as the chance to tailor a more bespoke programme for those they would mentor. We look forward to seeing the results of their hard work in the months to come!
You can read more about how more TELLAL staff got on in Egypt in our #TELLALTravels series. If you would like to find out more about the high leverage teaching practices programme you can contact Sheryl Rogers at firstname.lastname@example.org. Don’t forget to follow us on Twitter, Facebook, Instagram and Linkedin to get updates and read the next instalment.
As devoted champions of positive evolution in educational excellence and individual self-improvement and achievement, one of the proudest and most exciting days in our calendar is Graduation Day. This year over 165 graduates walked the stage to accept their awards and recognition for all of their hard work. Their spectrum of qualifications ranged from Leadership to Teach Up to Teach Best and Arabic ATP; yet each individual shared the same passion and drive to reach new heights and foster the growth of future generations. It was a true honour to watch these committed educators not only strive to enhance their own careers, but to also accept the gauntlet of responsibility that comes with teaching our children and improving our schools.
As befitting of such an auspicious occasion, the event organisers had arranged an engaging and celebratory order of proceedings for everyone to enjoy. Each of the courses had their own Class Representative who spoke about the journey they had experienced and the hopes they had for the future. The audience was also treated to a delightful musical performance from the GEMS World Academy String Ensemble and, of course, the UAE National Anthem. Dr Linda Rush, the Senior Vice President of TELLAL, gave the Class Address in which she challenged the graduates to apply all they have learned throughout their studies and experiences, with an emphasis on making a difference in the world for the benefit of their students and the next generation. This inspiring and powerful message was also echoed by the Keynote Speaker, Reverend Canon Professor Kenneth Newport, the Pro-Vice Chancellor of Liverpool Hope University.
Louise Walker, Apprenticeship in Teaching Practice (ATP), Early Years and Graduating Class of June 2019 said: “Deciding to become a qualified teacher through TELLAL’s Teach Best program is the best decision I have made. The programme’s unique school-centred approach meant I was in schools within a week of starting the course. The nature of this programme, where theory and practice intertwine from day one, enabled me to apply the different theories and strategies covered during the TELLAL sessions immediately. Equally, the weekly TELLAL sessions provided us with continuous support through our placements and through the rollercoaster associated with teaching young children. I recommend this program to anyone thinking of pursuing a career in education.” With a 100% success rate in gaining employment directly after completing one of TELLAL’s programmes, we can see why these new graduates are so excited about their bright futures. Just this academic year alone TELLAL has been able to impact over 150,000 students with more than 8,000 teachers and school leaders participating in different programmes.
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Following on from our recent recap of Jade Peter-Swain’s trip to Egypt to aid in training for Early Years teachers, this week we take a look at the trip our Arabic Teacher Training Manager Abdelfatah Ghozlan took to the same set of schools. As with Jade, Abdelfatah’s trip was in line with our continued efforts to expand our training practices to a wider audience and gain vital understanding about different practices and approaches that help us evolve our portfolio of programmes.
The four multi-language schools involved in this international initiative had requested the delivery of programmes in Early Years training, Leadership training, Teacher training delivered in English and Teacher training delivered in Arabic. The underlining strategy was to uplift and improve the skills of their teachers and leaders, as well as provide techniques and resources that would empower individual development and skills growth.
For the Teacher training delivered in Arabic, Abdelfatah worked with GEMS Arabic Lead Coach Yasser El-Gendy to deliver the programme to 26 teachers whose subjects included Arabic Language, French Language, Social Studies and Islamic Education, for four full days of workshops. The main focus was on covering some fundamental pedagogies that would aid them in enhancing their students’ experience and development. They were:
- Learning theories
- Student-centred learning
- Lesson planning
- Assessment for learning
Conducted in the British International School Madinaty in Cairo, the intensive sessions included a vast array of information, meaningful role plays and interactive discussions based on real life scenarios that could be easily adapted and applied to future classroom interactions. The aim was to equip participants with lasting skills and knowledge that could be called on automatically to resolve issues, create wider opportunities for learning and expand student potential.
The participants involved represented a diverse range of backgrounds, experience and cultures all enthusiastic about their professional development and discovering new methodologies that would benefit their institutions, careers and students. The feedback on the delivered sessions was overwhelmingly positive, with one claiming “the training drew my attention to focus on the personal development of my students” and another saying “the training has allowed for a new framework for thinking about teaching”. One participant also shared feedback on his experience, “I learned how to master the delivery of a modern, effective lesson. A lesson where I can utilise a learning theory that best suits the developmental stage, content and the level of my students. I also learned how to formulate a measurable learning objective and get my students to achieve it by using the appropriate learning strategy.” Finally, another teacher was excited about what the training would mean for their students affirming that “after the training I will start working to overcome any obstacles that hinder student centred learning.”
You can read more about how more TELLAL staff got on in Egypt in our #TELLALTravels series. Don’t forget to follow us on Twitter, Facebook, Instagram and Linkedin to get updates and read the next instalment.