Teacher support and quick iterations: Using a multidimensional approach to both implement and improve programs

• In Event: Recycle, reuse, [reexamine], reintroduce: leveraging diverse data to build sustainable learning loops

Proposal

There is a well documented global issue of illiteracy seen in low income countries (UNESCO, 2014), which can be attributed to, amongst other factors, the poor quality of education in these areas (UNESCO, 2017). A focus on higher quality education in these countries is greatly needed to alleviate the challenges illiterate individuals face, including significantly less income, lack of awareness of personal rights, and limited knowledge on hygiene and nutrition (Riveros, 2005; UNESCO, 2006).

While initiatives are being made to decrease illiteracy rates globally, some regions have actually seen an increase in illiteracy rates over the past 10 years, shown by sub-Saharan Africa’s illiteracy rates rising 37% (UNESCO, 2014). With a greater need for higher quality education to improve literacy, organizations have started to zero in on teacher professional development. Focusing on professional development for teachers is a key factor to improving education, as it has been shown to be the single most important actor that explains student achievement (Hanushek, 2007; Loeb, 2007; Haycock, 2003; Gordon, Kane & Staiger, 2006). Studies have compared teachers in different regions and found greater achievement from students who had teachers receiving more professional development (Darling-Hammond, 2000; Garet, et. al, 2001), making teacher support essential for creating quality educational environments.

Pencils of Promise (PoP) works directly with teachers to improve student literacy outcomes in Ghana, Guatemala, and Laos. PoP provides literacy support for teachers in the form of group workshops and individualized coaching sessions to create a well rounded focus on both teachers’ knowledge gains and implementation skills. With a two-pronged approach, workshops train teachers on teaching strategies in the areas of pedagogy, emotional support, and classroom management, while coaching sessions provide support for using those strategies inside the classroom.

A crucial and unique aspect of PoP’s work is the use of various data points to evaluate and improve upon programming in real time and from multiple angles. PoP’s teacher support program is evaluated through teacher interviews, coach focus groups, and teacher observations by both coaches and evaluation staff. Pre and post tests are also conducted each year to assess students’ literacy skills. While the student assessment shows the organization how its teacher support is affecting students, its the additional evaluations that allow the organization to evaluate its direct effect on teachers.

In-country coaches and evaluation teams work closely together to review interview and observational feedback soon after they are analyzed to ensure immediate improvements can be made to the program. It is this iterative approach to programming that makes PoP unique in its approach to supporting teachers and improving literacy rates globally. PoP seeks to share its approach to supporting teachers, conducting multiple evaluations, and making quick iterations to increase the quality of programming globally.

Author

• KC Kennedy, Pencils of Promise