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Georgia Primary Education Project in Collaboration with the Ministry of Education and Science of Georgia

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Georgia Primary Education Project in Collaboration with the Ministry of Education and Science of Georgia GEORGIA PRIMARY EDUCATION PROJECT MONTHLY REPORT APRIL 1-31, 2014 Contract No. AID-114-C-11-00003 USAID COR: Medea Kakachia Chief of Party: Nancy Parks 8 May 2014 This material is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Chemonics International Inc., and do not necessarily reflect the views of USAID or the United States Government. Preparation of the material is made within the framework of the USAID Georgia Primary Education Project in collaboration with the Ministry of Education and Science of Georgia. G-PRIED HIGHLIGHTS APRIL 2014 • 41 national trainers delivered a two-day session on formative assessment to 550 Grade 1-4 math teachers from 103 schools throughout Georgia , successfully concluding G-PriEd’s Spring 2014 training sessions • 105 pilot schools visited by reading and math national trainers, who observed 195 reading teachers and 191 math teachers in their classrooms • 103 TLC facilitators observed while conducting their TLC meetings 55 principals of pilot schools from 11 regions in Georgia trained in innovative teaching methods and classroom Lia Gugari, Deputy Minister of Education, addressing principals observation techniques during G-PriEd's workshop • G-PriEd Reading Effectiveness Director presented at TPDC on April 17 • G-PriEd COP, DCOP, and USAID COR met with Lia Gugari, Deputy Minister at the MES, to discuss ways to increase students’ reading competencies, such as adding an extra hour of reading each week, and issuing an MES letter in support of the use of G-PriEd supplemental readers • Discussion of the professional development scheme held at TPDC on April 30 • Teachers, TLC facilitators and principals’ attendance rates from Students in Gori School # 8 Fall 2013 and Spring 2014 trainings consolidated for recognition presented "Kusuna's Fortress," one of G-PriEd's supplemental of training completion and monitoring and evaluation readers, as a shadow puppet • Training delivery observations at ten training venues conducted theatre performance by G-PriEd staff • 24 national trainers were trained in TLC facilitation to deliver training in May to 207 TLC facilitators from 122 pilot schools • Pre- and post- test results of reading and math teachers recorded; results will appear in May 2014 training report • Certificates for teachers, school principals, and facilitators distributed • Classroom diagnostic reading assessments for grades 1-4, including a video-tutorial, distributed to pilot schools • The first meeting of the MES/G-PriEd working group held on April 14 PLANNED ACTIVITIES MAY 2014 • Continue to analyze the diagnostic forms in math in preparation for Fall 2014 trainings for grades 5- 6 in pilot schools • Continue to revise the existing math test items for inclusion in the test generation software • Interview candidates for the national trainer positions in preparation for the expansion phase • Collect three-phase, constructivist lesson plans from teachers for inclusion in the bank of model lesson plans • Revise materials on parental engagement based on the recommendations of the working group • Submit the teachers’ training modules in math and reading (Spring 2013) for MES approval • Organize trainings for 207 TLC facilitators in 10 regions of Georgia • Finalize results of the training delivery observation visits after completion of the Spring 2014 training sessions • Enter classroom observation data into the database for further analysis • Collect training evaluation materials from all training events to summarize best practices and lessons learned from this season of training • Present G-PriEd’s accomplishments, recommendations, and future plans to an audience of educational stakeholders, including the MES General Education and National Curriculum departments, NAEC and TPDC, USAID, World Bank, UNICEF, MCC, pilot and non-pilot school principals, and national trainers • Finalize production of the instructional video on Guided Reading • Publish the second issue of “Reading Times”, the students’ newspaper, for grades 3-4 and grades 5- 6 • Select the winning titles of the book competition for the next set of supplemental leveled readers • Conduct teacher survey on the use of G-PriEd supplemental learning materials in the classroom • Select the materials for developing the third set of supplemental leveled readers • Train 207 TLC facilitators to lead TLC activities • Visit 70 schools to observe reading and math lessons and TLC activities • Provide 207 TLC facilitators with case studies to use during their TLC meetings 3 GOALS: 1. Improve reading and math instruction for approximately 40,000 Georgian students, grades 1-6, including ethnic minority students in approximately 300 … schools. 2. Improve reading and math delivery systems in Georgia’s primary education. 3. Enhance community and public engagement, accountability, and transparency in approximately 300 schools. Component 1: Improve reading and math instruction for approximately 40,000 students of grades 1-6, including ethnic minority students, in approximately 300 schools. Subcomponent 1.1: Improve Teacher Effectiveness in Teaching Reading and Math, as well as in the Use of Formative Assessment-Based Teaching Approach APRIL ACTIVITY 1. Develop a concept for improving teachers’ instruction of reading and math through 1) training and 2) school-based professional development and integrate it with the MES’ concept of state-provided professional certification and continuous professional development. This concept will cover the procedures for nominating teacher circle facilitators. Completed, October 2012 2. Discuss the concept and requirements with the MES and encourage its approval. Completed, October – December 2012 3. Hold conferences with principals. Completed for principals of Georgian schools in January and for principals of ethnic minority schools in February 2013. Additional principal workshops were conducted in November 2013 and will be held periodically throughout the project to keep principals Task 1: Develop, informed of G-PriEd activities. propose, and support 4. Assist the schools/MES in identifying teacher facilitators in the pilot schools. the implementation of Completed, June 2013 school-based 5. During pilot phase, provide sample materials and quality assurance procedures to support TLC facilitators. mechanisms for promoting Training materials for TLC facilitators have been developed and will be sent to facilitators in May. professional 6. Support and monitor, in cooperation with TPDC, the work of the teacher facilitators in pilot schools. development of math G-PriEd national trainers continued pilot school observation visits in April. The purpose of the school visits was to observe math and Georgian and reading teachers language teachers delivering their lessons and TLC facilitators conducting meetings in order to provide constructive feedback on their practices. The trainers were expected to observe 3-4 teachers and one TLC facilitator per visit. School visit observation forms were modified to align closely with the teacher training program. For example, in response to the training topics introduced during the spring trainings, G-PriEd added indicators in the use of formative assessments and differentiated instruction to the forms. G-PriEd encouraged school principals to observe reading and math lessons, and TLC activities and attend feedback sessions with teachers and facilitators. 82 of 106 school principals took advantage of this opportunity and accompanied G-PriEd national trainers to the lessons and feedback sessions. 54 reading trainers and 51 math trainers visited 105 pilot schools in April. They observed 195 Georgian language and 191 math teachers during this period. In addition, each trainer observed one TLC activity in 103 schools (Annex A: April School Visit Report). Summary Report of School Visits in April 2014 G-PriEd trainers will continue visiting the teachers and TLC facilitators in May to ensure Regions Reading Observations Math Observations all pilot schools are visited. Schools Teachers TLCs Schools Teachers TLCs Visited Observed Observed Visited Observed Observed Abkhazia 2 8 2 1 4 1 Adjara 6 19 6 3 12 3 Guria 2 8 2 4 15 4 Tbilisi 5 20 5 4 15 4 Imereti 12 44 12 5 23 6 Kakheti 4 15 4 4 15 4 Mtskheta-Mtianeti 2 8 2 2 8 2 Racha-Lechkhumi & 4 15 4 5 16 5 Kvemo Svaneti Samegrelo & Zemo Kvemo 5 20 5 7 24 7 Kartli Svaneti Samtskhe-Javakheti 4 14 4 8 31 8 G-PriEd Trainer Observing a Teachers Kvemo Kartli 5 12 3 4 16 4 Nato Urushadze reading lesson analyzing Shida Kartli 3 12 3 3 12 3 conducting a in Batumi results of a Total 54 195 52 51 191 51 feedback school # 23 diagnostic session with a assessment at teacher at the TLC Shuaghele meeting School 7. During expansion of pilot, hold conference with principals in expansion schools to introduce the plan to improve teachers’ instruction of reading and math. This activity will begin later in project implementation. 8. During expansion, assist schools/MES in identifying teacher facilitators in expansion schools. This activity will begin later in project implementation. 9. During implementation of the model in expansion schools, provide sample materials and quality assurance procedures to support teacher facilitators in leading TLCs. This activity will begin later in project implementation. 10. During expansion phase, support and monitor, in cooperation with the TPDC, the work of the teacher facilitators in pilot schools. This activity will begin
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