Progressive Transformative Teacher Education in Cameroon : How coaching and observation are transforming teaching practices in Cameroon

• In Event: Exclusive and Transformative Teacher Education

Proposal

Abstract
Teachers are the most important factor of all the elements that impact student performance. The improvement in the quality of education is crucially dependent on the inputs of teachers, who must develop and nurture a wide range of knowledge, skills, attitudes, behaviors and values. Research shows that teachers have two to three times the impact on student reading and math test performance than any other school factor (RAND Corporation, 2019). Transformative teacher education presupposes the preparation of teachers who can in their practices ensure transformative learning, where teacher and learner are co-constructors of knowledge. This requires exceptional mentoring, professional development, and teacher resources that focus on transformative processes. However, initial pre-service training is not always sufficient. In-service training and coaching are critical to enhancing teachers’ performance.

A 2014 study conducted by Zan Betty and Donegan-Ritter from the Springer Nature, a research institution, showed that consistent coaching and mentoring using teacher observation tools has demonstrated a significant improvement on teachers’ performance with noticeable monthly changes in the quality of teacher–child interactions, as measured by CLASS (Classroom Assessment Scoring System) tool. There were significant increases in four dimensions related to behavior management, productivity, language modeling and quality of feedback. Similar patterns of change were found for teachers with and without college degrees. This shows that when teachers are provided with diverse opportunities to engage in sustained professional development, they develop and utilize effective instructional practices.

Context
The closure of teacher-training institutions in Cameroon in the 90’s had lasting impacts on the education systems. For example, the country has not completely recovered from the teacher shortage and resorted to locally ad hoc and locally driven recruitment of teachers who did not have adequate pedagogies skills. The government introduced a contract teacher program in primary education in the 1990s and worked with international donors to recruit 37,462 teachers by 2011, which remains insufficient for educational needs. A 2014 Educational Leadership and Management Study revealed that the inclusion of indigenous perspectives and practices in the Cameroon education system and curricular has generated a cadre of teachers, who are creative and innovative in their practice. However, this has not been sustained, because teachers are not adequately trained on educational equity. The lack of access to professional development opportunities such as conferences, seminars, and workshops, deprive teachers of the type of learning that emanates from interacting with peers, sharing best practices and lessons learned. Also, there is observable and reported lack of motivation and commitment, particularly, from teachers in the rural areas.

Nascent Solutions Intervention
Under the United States Department of Agriculture (USDA)-funded McGovern-Dole International Food for Education and Child Nutrition Program implemented by Nascent Solutions, the Cameroon education system has benefited from a rigorous teacher training and professional development. Teachers have been drilled on inclusive techniques and methodologies, with particular attention to inequities, adaptive approaches and didactic material, that respond to the learning needs of diverse categories of learners, including female children with disability and other vulnerable children.

Through a consultative and participatory process which brought together technical staff of the Ministry of Education, experts from partner organizations such as School-to-School (STS) International, Nascent’s education experts developed evidence-based inclusive education interventions and training manuals adapted to the Cameroon cultural context. The manuals included lesson planning, classroom management, along with practical tools, to increase teacher knowledge and performance. The materials were also validated by the Ministry of Education. The first cohort of 30 professionals, who benefitted from the initial training, comprised of pedagogic advisors from the Ministry of Education, coaches and mentors who were provided with practical, hands-on skills on how to teach and what to teach in early-grade reading. The trained experts were deployed to coach more than 1,000 grade 1-3 teachers in our 240 program schools.

The Stallings Observations System (SOS) tools (Education Initiatives, 2016), that examine teacher practices, attitudes, and the classroom management, has proven to be a valid and reliable instrument that empowers administrators and teachers to increase student engagement and success in positive and effective learning environments. The SOS guide includes inclusive classroom management, active learning, and the use of the 4Rs (Relationship; Relevance; Rigor and Results) Classroom Observation Walk-Through Tool.

As a result, teachers demonstrated more confidence and comfort, in their day-to-day lesson delivery, which had a positive impact on student outcomes. Teacher coaching also enhanced the quality of literacy instruction. For example, the percentage of teachers presenting the elements of word decoding (identify sounds for letters or syllables, break down words, combine letters or syllables), increased from 84% in 2021 to 92% in 2022. Similarly, the percentage of teachers who guided students to read fluently, increased from 38% in 2021 to 45% in 2022.

Conclusion
Interventions implemented by Nascent Solutions are intentionally designed to promote equitable access to quality education, progressively transformative teaching practices, and enable teachers to enhance their abilities to deliver quality instruction. We hope that our presentation can generate conversation around an increased and better investment in teacher training, gender-sensitive curriculum, and the uptake of inclusive pedagogies that paves the path for a more equitable access to quality education, for all.

Author

• Eugene Da, Nascent Solutions INC