Between October 2015 and June 2016, 50 lead teachers from the foundation and intermediate phases in Lejweleputswa Districts engaged in a 10-day learning trajectory on maths content knowledge and pedagogical content knowledge. Subsequently, 18 lead teachers volunteered to take part in a follow-up mentoring project together with their subject advisors.
An introductory briefing took place on 25 August, where teachers and subject advisors acquainted themselves with the observation framework. Specific attention was paid to the connections and consistency between resources, teacher talk, activities and the links with concepts that learners have previously encountered. On 26 and 27 September teachers and subject advisors engaged in the first series of lesson observations and subsequent conversations.
On 24 and 25 October teachers and subject advisors took part in the second series of lesson observations. Eight lessons were observed by mentors from Wits University, VVOB staff, subject advisors and lead teachers from the participating schools. All those involved took part in afternoon feedback conversations. During this second series of lesson observations, the roles of observer and teacher were reversed.
“By observing you can learn good practices and take those to your school.” (Ms Pulumo, Thusanong Primary School)
The purpose of the mentoring programme is twofold. The first objective is to reinforce concepts and knowledge from the workshops. And indeed, all participating teachers agreed that the mentoring helped them to apply concepts introduced during the workshop in their teaching. It was stressed that observations were not aimed at judging each other’s work, but as a context for meaningful conversations about improving learning.
“Observations usually only take place with IQMS. This was a new setting for us.” (Mr Ontong).
Secondly, the programme aims at strengthening the skills from lead teachers and subject advisors to engage in meaningful and motivating feedback conversations that focus on improving teachers’ pedagogical content knowledge. Particular attention was paid to help teachers use learner errors as ‘teachable moments’ rather than as mistakes to be fixed immediately.
“This is a stepping stone to change the negative stigma that hangs around lesson observations.” (Mr Alexander, Subject Advisor Mathematics, Lejweleputswa)
Teachers and subject advisors alike expressed their satisfaction with the programme. The guidance helped them to apply concepts they learned during workshops. Some small changes such as using learner errors to stimulate thinking and let learners talk about problems in pairs can already make a big impact. A reflection session will take place on November 30. During this session, the pilot will be evaluated and a discussion on the way forward held.
