Rural Education And Development /READ/ project
Professional development to teachers using classroom library
MEA has just concluded the first row of the training sub-component of the WB READ project. During the 4 month period, primary level teacher professional development activities have been organized at 3 levels in 5 pilot aimags. Ultimately, the project will cover all 21 aimags reaching more than 4000 primary teachers at 383 rural schools.
The Level A training that was organized in early-March for 40 participants including 24 MEA trainers and participants from 5 initial core schools one from each of the pilot aimags. It was jointly conducted by Prof. George Hunt, Edinburgh University, UK and Mr. Nicu Cretu, RWCT IC according to the 4 modules developed by the team. The methodology of the training was designed correlating the theories and practices and encouraging and promoting the creative and cooperative learning.
During the Level B training each of the 5 initial core schools organized 4-day training for the total of 303 participants from 23 schools. Participants consisted of primary teachers, headmasters, school librarians, and school principals. 10 MEA national trainers were sent to 5 sites to co-conduct the training together with 15 local trainers. Initial observation to select the local mentors from core schools was carried out by the national trainers during these events. In three aimags a workshop for interested parents on how to support, enrich and care their children’s classroom library was voluntarily organized by MEA trainers.
The Level C training was organized in May at 23 core schools in 5 aimags for over 1000 people from 95 cluster schools. This 2-day training was conducted by the mentors selected from core schools.
In the course of these training, participants learnt how to establish the classroom library physically, how to classify the resources and books, how to create an attractive and interesting big and small books, book bags to enrich the library, and their nature and features, how to write tips for parents and community, how to teach reading, writing, thinking and speaking critically, and their connection, how to develop vocabulary, how to assess and evaluate the progress in students skills in above mentioned areas.
A three-party contract was signed by MEA, aimag Department of Education, and the School to take the responsibilities for the processes of professional development of teachers, to enhance the outcomes of the project, and to strengthen these networks of schools.
In addition to the training workshops, trainers’ teams paid monitoring visits to the 23 core schools after the Level B training to observe the application of training content into classroom practices. During the visits, trainers observed classes and met with teachers, students, as well as parents to discuss about the project, its realization, problems, and achievements.