By applying Desimone and colleagues’ (2002) model of effective professional development to the Basa approach, we have determined the elements that most likely enhanced the effectiveness of Basa’s professional development program: content focus, active learning, coherence, duration, and collective participation.
Content Focus
Basa’s face-to-face training works to develop knowledge in the components of literacy (e.g., phonemic awareness, phonics, fluency, vocabulary,
comprehension, concepts of print and writing) and embeds that knowledge in teachers’ analysis of Basa materials, which include teacher guides, leveled readers, and read-aloud stories in four languages—two mother tongues, Filipino, and English. This professional development strategy of pairing pedagogical content knowledge and practice with teacher guides in Basa training reflects research that has shown that use of teacher guides in the classroom is more effective when it is supported by teacher knowledge of the subject and pedagogy (Shalem, Steinberg, Koornhof, & de Clercq, 2016). For example, in one activity on day 1 of the October training each year, teachers are asked to analyze a particular week’s lessons in their teacher guide by (1) identifying how the components of literacy are interwoven into the lessons and (2) identifying the opportunities for authentic writing and explaining what the pupils will gain from the writing activity.
The Basa approach also emphasizes training teachers in techniques for bridging across languages. As per the DepEd policy of mother tongue–based multilingual education, the mother tongue is the language of instruction in public schools for grades 1 to 3, while Filipino and English are introduced gradually. Table 4-3 displays the sequence and timing of the introduction of Filipino and English.
One way of “showing” teachers how to build bridges between languages is with tailor-made videos; in previous research, videos have been found to be effective in fostering improved classroom practices (Gaudin & Chaliès, 2015). On day 2 of the annual October training, teachers view a video that
demonstrates bridging practices in action, and a “voiceover” narrative describes the effective practices and why they are effective. The video is designed to be viewed in segments, between which teachers are asked to engage in a related activity. For example, when the video is paused after the first segment, teachers in small groups are asked to discuss the following question and engage in the following activity: How do you help bridge between a language your pupils know and a language they are learning? Give an example for each of the domains [that are printed] in red [type]—phonological awareness; book and print knowledge; reading and listening comprehension; attitudes toward language, literacy, and literature; and study skills.
Using both lesson analysis and video training, Basa delivers content regarding language and literacy development to teachers with the aim of deepening their understanding of the reading process. Likewise, in both cases, the content is linked with pedagogy aiming to improve teachers’ instructional practices. Another key feature of Basa professional development is the high level of support given to all instructors or facilitators in the form of a detailed instructor guide, full sets of slide presentations and other handouts, and featured videos. Beyond supporting instructors, these materials have increased the fidelity of delivery and the continuity among training sites and year of delivery.
Table 4-3. Introduction of Filipino and English, by grade level and quarter
Grade 1 Grade 2 Grade 3
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Mother tongue As language and medium of instruction for all other subjects Filipino language Oral Reading/writing
English language Oral Reading/writing
Active Learning
Well-designed lectures are critical in exposing teachers to new information on reading development and literacy instruction. Beyond these lectures, however, Basa professional development fosters interaction among teachers and instructors. During the trainings, teachers have opportunities to reflect on their own literacy practices and then share with a partner, in small groups, or with the large group. Video analysis and action planning are other
activities that promote the application of new information in an interactive manner. For example, on day 2 of the October trainings, after a slide presentation on guided reading, grade 1 teachers watch two videos: the first video features a teacher using Basa leveled readers and conducting a guided reading lesson in the mother tongue; the second video follows the same steps for a lesson in Filipino. For grade 2 teachers, the videos include one lesson in Filipino and one in English rather than the mother tongue. Participants are asked to actively watch and take notes using the following prompt: As you watch, think about what each teacher is doing and what the pupils are doing. Identify three strategies the teacher asks pupils to do to make sure they are reading the word accurately.
After viewing each video, teachers first discuss in pairs and then in a small group the following questions: What did the teacher do to support pupils’ accurate and fluent reading? How did the pupils respond? One pair from each group then shares with all participants. In this example, the teachers have multiple opportunities to actively participate in the learning process. They are also asked to reflect on what they have learned from the lecture and how it applies to real classrooms using the same Basa materials that they are incorporating into their teaching.
Coherence
Research has shown that new information or learning is more meaningful if the content of the face-to-face training is embedded in a teacher’s daily instruction or current curriculum (Knowles, 1980). Achieving congruence between training and curriculum demands that division leaders, supervisors, school heads, and head teachers be well versed in the content and methods of the professional development that teachers are receiving in language and literacy. It also calls for providing ongoing support to teachers as they take on new learning and implement new materials and practices. As instructional leaders, school heads play an instrumental role in ongoing professional development designed to foster better literacy instruction.
Under the guidance of school heads, Learning Action Cells support teachers’ implementation of materials and instructional strategies learned in face-to-face training throughout the school year. DepEd has championed the use of Learning Action Cells, which convene at least monthly, for many years and thus has most enthusiastically supported their incorporation into Basa’s approach to professional development. To help facilitators deepen their comfort and skill in leading the Cells, school principals and head teachers receive three days of training.
Facilitators use a highly specific Basa Learning Action Cell protocol to lead the sessions, although adaptation to school and session needs is encouraged. As indicated previously, school heads facilitate these conversations with teachers who (1) share their reflections on their instructional successes and challenges; (2) explore a content-specific topic (e.g., bridging from mother tongue to Filipino); (3) explore the upcoming lessons; and (4) share their plans for implementing the lessons. This coherence between teacher training and day-to-day teaching deepens and broadens Basa professional development. Duration
According to Desimone (2011), a minimum of 20 hours of professional development is necessary to make positive changes in teacher practice. Face-to-face training must be bolstered by encouragement of teachers’ reflection and sharing of their implementation of new teaching strategies “back at home.” The Basa grades 1 and 2 teachers receive a minimum of 60 hours of professional development—48 hours of face-to-face training and 12 hours with Learning Action Cells—during their first year in the program. Moreover, with the ongoing support of the Cells, the initial investment in face-to-face training is sustained over time.
Collective Participation
In the Basa program, the collective participation of all teachers in grades 1, 2, and 3 builds coherence within a grade, between languages, and between grades. In addition, it fosters consistency in teaching strategies. Building a unified plan for literacy instruction in the early grades also takes place at the district, division, and regional levels. Moreover, because all schools within a Basa division are included in the professional development program, there is coherence across the division with division leaders working with the Basa team to implement new materials and instructional strategies. Building capacity with teachers and leaders along with the proven sustainability of the
Basa approach promises to support continued improvement in instruction and student achievement.