Lesson study support mechanisms
5.1 Ministry lesson study support mechanisms
Three Ministry documents were analysed to establish what support mechanisms were envisaged being used to support the implementation of lesson study in Zambia.
5.1.1 Key publications
The documents analysed for lesson study support mechanisms were the Educating Our
Future: National Policy on Education (MOE, 1996) – hereafter referred to as Educating Our Future – the School-Based Continuing Professional Development Implementation Guidelines
(MOE & JICA, 2010b) – hereafter referred to as the Implementation Guidelines – and The
master plan for strategic expansion and implementation of school-based CPD programme 2010-2023 (MOE, 2010) – hereafter referred to as the Master Plan. The analysis of these
documents shows that the Ministry had put in place lesson study support structures at national, provincial, district, zone and school levels.
Chapter 11, The Teaching Profession, of Educating Our Future identified existing gaps in the teaching profession and stated the policies and strategies to address these gaps. According to Educating Our Future, teacher education was “a continuing process that must be extended throughout the individual’s years of actual teaching” (MOE, 1996, p. 115). Therefore, pre-service courses offered in colleges of education and the university were necessary but not sufficient. In light of this, Educating Our Future urged teachers to be responsible to themselves and to their profession by deepening their knowledge, extending their professional skills and having up-to-date information on major changes affecting their profession.
Furthermore, Educating Our Future stated that an education system should be dynamic, promoting change in response to the needs and expectations of society, in areas such
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as subject content, school management and organisation, and relationships with parents and the community. As already stated in Chapter 2, the Literature Review, a major public expectation in Zambia was improved student performance in mathematics. For example, Professor Lungwangwa, while holding the office of Minister of Education in Zambia, stated that:
As a nation, we cannot lag behind in Mathematics, Science and Technology because these subjects are cardinal to national development. Statistics indicate that 40 percent of children who sat for last year’s [2008] school certificate examination failed mathematics. (Lungwangwa, as quoted by Lusaka Times, March 28, 2009, 8:11 am)
Lungwangwa further implored all colleges of education, as well as the entire Ministry of Education, to devise and implement strategies to address poor performance in mathematics, science and technology.
To address deficiencies in the teaching profession, Educating Our Future outlined eight policies, as shown in Figure 5.1.
Policies 1 and 2 addressed the quality of individual teachers and in-service professional development. Educating Our Future also provided strategies for addressing the identified deficiencies in the teaching profession. Strategy 9 focussed on promoting school-based in- service professional development programmes, stating “In-service training programmes will be based on identified needs of teachers and the education system, and will be predominantly school-based, with extensive involvement of Resource Centres” (MOE, 1996, p. 123). Lesson study fitted with this strategy because lesson study is school-based.
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Figure 5.1. Policy on the teaching profession (MOE, 1996, p. 122)
The Implementation Guidelines (MOE & JICA, 2010b) described the School Program
of In-service for the Term (SPRINT) as a framework for School-Based Continuing Professional
Development (SBCPD).
SPRINT, was introduced in Zambia in 1996 as a way of hastening and decentralising in-service operations. It was designed, for teachers based in schools, and supported by Teachers’ Resource Centres and In-service Co-ordinators. SPRINT involved small Teacher Groups that
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met regularly to discuss professional issues. SPRINT was introduced to avoid duplication of interventions, and to streamline the operations of in-service provision.
According to the Implementation Guidelines, the lesson study approach “fitted perfectly” with SPRINT:
Lesson study has fitted perfectly as a mechanism to strengthen SPRINT in both basic and high schools. Within the SPRINT framework, lesson study can be practised as shown in the diagram below. There are five major activities in SPRINT which can provide a forum for conducting lesson study. (MOE & JICA, 2010b, p. 2)
The Implementation Guidelines claimed that SPRINT was an appropriate forum for conducting lesson study because:
• Many teachers are reached on a continuous basis at minimum cost.
• It ensures minimum disturbance of the learning of students, since training takes place in schools or resource centres nearby.
• The focus is on improving teaching and learning in the classroom in which teachers act as agents of change.
• It promotes mutual learning hence no need for trainer of trainers. • Government and Local resources are used.
• Capacities of teachers and head teachers are developed simultaneously. (MOE & JICA, 2010b, p. 5).
The Implementation Guidelines specified the number of lesson studies and workshops schools should conduct each term. There should be a minimum of seven lesson study cycles in a year, with three cycles in Terms 1 and 2, and one cycle in Term 3. Table 5.1 shows the annual timetable for workshops and lesson study.
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Table 5.1. Annual timetable for workshops and lesson study (Source: MOE & JICA, 2010b, p. 13)
Note: 1-3 denotes the 3rd lesson study cycle in Term 1.
As stated in the Implementation Guidelines, Stakeholders’ workshops were held at the provincial, district or zone level. These workshops were facilitated and monitored by the Provincial Education Support Team (PEST) and the District Education Support Team (DEST). As can be seen in Figure 5.2, large numbers of participants attended stakeholders’ workshops. The participants included School INSET Co-ordinators (SIC), Zone INSET Co-ordinators (ZIC), some class teachers, Facilitators, Heads of Department or Section, Senior Teachers, Deputy Headteachers and Headteachers (MOE & JICA, 2010b).
Lasting two to three days, and taking the form of a conference (see, Figure 5.2), the workshops aimed to make stakeholders: aware of the framework for implementing lesson study and the roles to be played; exchange information and experiences on the implementation of lesson study in order to improve classroom practice; address needy areas; compare their performance with others; to learn new knowledge; and acquire new skills school (MOE & JICA, 2010b).
Activity Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 1st year Stakeholders’ workshop 1 2 Facilitators’ workshop
At least once in a year preferably during school holidays Lesson study cycles 1-1 1-2 1-3* 2-1 2-2 2-3 3-1 2nd year Stakeholders’ workshop 3 4 Stakeholders’ workshop
At least once in a year preferably during school holidays Lesson study
cycles
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Figure 5.2. A photo of a Stakeholder Workshop (Source: MOE & JICA, 2010b, p. 14) Table 5.2 shows the programme for a typical Stakeholders’ Workshop.
Table 5.2 Proposed programme design for Stakeholders’ Workshop (Source: MOE & JICA, 2010b, p. 14)
Day Activity Participants Facilitators
1 Plenary:
Orientation of participants in lesson study Cycles
Facilitators, Headteachers, HODs, Senior Teachers, Deputy Head teachers
DEST* and ZEST*
Identified facilitators
2 Group session:
Input on facilitation skills and subject content
Facilitators, HODs, Senior Teachers, Deputy Headteachers, DEST and ZEST
Identified facilitators Group session: Foundation of school management Headteachers Identified facilitators 3 Group session: Demonstration of facilitation (Practice of Lesson Study)
Facilitators, HODs, Senior Teachers and Deputy
Headteachers, DEST and ZEST
Identified facilitators Group session: Management of School-Based CPD Headteachers Identified facilitators
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Similarly, Facilitators’ Workshops were held at the provincial, district or zone level. Each workshop was “a forum for facilitators to have additional inputs on their skills of facilitation and ideas for conducting practical works in schools” (MOE & JICA, 2010b, p. 16). Facilitators’ Workshops aimed to help facilitators: augment their facilitation skills; become aware of the topic focus for lesson study each term; master the content and develop ideas for practical work in each subject; develop a plan of action for presentation to stakeholders during the Stakeholders’ Workshop; and consolidate progress reports on facilitation of lesson study (MOE & JICA, 2010b).
The Ministry of Education, in collaboration with the Japanese International Co- operation Agency (JICA), implemented the Strengthening Mathematics, Science and
Technology Education (SMASTE) School-Based Continuing Professional Development through lesson study project in 2005 in Central Province. The project was implemented in North
Western and Copperbelt Provinces in 2008. The Ministry had intended to roll out the project to the remaining six provinces of Zambia, and to effect that, the Ministry developed the Master
Plan for strategic expansion of School-Based Continuing Professional Development (SBCPD) programme 2010-2030 – the Master Plan.
The Master Plan highlighted the key strategies that would be used to expand the project using the experience gained in three pilot provinces (Central, North Western and Copperbelt Provinces) and the current School Program for In-service for the Term (SPRINT). The Master
Plan outlined seven steps for rolling out lesson study to the remaining six provinces.
1. Orientation of Standards Officers, Provincial Education Support Team (PEST), District Education Support Team (DEST) and other levels of implementation: The
National Education Support (NEST) would spearhead the orientation. The three provinces (Central, North Western and Copperbelt Provinces) that were conducting lesson study would support the introduction of lesson study in new provinces. 2. Introduction of lesson study approach into SPRINT Framework: PEST in each
province, in liaison with NEST and DEST, would strategise on how to introduce lesson study in the SPRINT Framework.
3. Selection of lesson study facilitators and facilitator training (capacity building) and
induction programmes for newly appointed teachers: PEST and DEST would select
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4. Planning and conducting management training: Build capacities of head teachers to effectively and more efficiently support CPD activities at school level.
5. Conduct of 1st Stakeholders’ and Facilitators’ workshops in each province: The
workshops would be for school head teachers, deputy heads and facilitators at the provincial level.
6. Introduction of lesson study in schools in each province: Schools should include lesson study in their term plans and start conducting lesson study.
7. Monitoring and assistance to schools by PEST and DEST in co-ordination with
NEST and supporting provinces: PEST and DEST would conduct monitoring
lesson study and provide assistance to schools to conduct lesson study according to the Implementation Guidelines. (MOE, 2010, p. 12)
The Implementation Guidelines described anticipated challenges in the implementation of lesson study and proposed counter-measures. These are summarised in Table 5.3.
In Table 5.3, some countermeasures have specified the people responsible for their implementation. For example, school managers were responsible for implementing the countermeasures for the negative attitude of some teachers. According to the Implementation
Guidelines, the negative attitude of some teachers were a function of several factors:
Some teachers do not understand and appreciate the need of attending CPD, because they could have been in service for a long time; after graduating from teacher training institutions/colleges, for others, teaching was not their first choice career, while others just were lazy and uninterested. (MOE & JICA, 2010b, p. 47)
However, some countermeasures stated in Table 5.3 had no-one specified to implement them. For example, there was no mention of the people responsible for implementing the counter-measures for insufficient skills of teachers and facilitators for good lesson critiquing and lack of confidence.
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Table 5.3. Anticipated challenges in implementation of lesson study and proposed countermeasures (Source: MOE & JICA, 2009, pp. 45-48)
Anticipated challenges Countermeasures Low commitment to school
management on
professional development of teachers
• School management should participants at the stakeholders’ workshops, a session for them should be organised for them to deepen their
managerial skills and commitment to the CPD programmes.
• Take school managers to model schools implementing effective CPDs so that they could start comparing themselves with those good models. • Provincial and district officers should monitor school managers and CPD
activities implemented in schools.
Time management: (inadequate time at school for implementing lesson study)
• Inculcate the culture of working for 8 hours a day in teachers. School managers should not allow teachers to knock off immediately they finish teaching their lessons.
• The school deputy heads, in consultation with the HODs and Senior Teachers or SIC and ZICs, should make a master plan for the school activities.
• School managers should orient teachers that proper and effective study as professionals required certain time and efforts. There was no easy way for learning.
Difficulties in monitoring & creating school clusters caused by geographical location of schools
• Arrange clusters so that teachers from small schools can have
opportunities to attend CPD meeting in the cluster. Re-arrange clusters if teachers have to take a long trip to other schools.
• Consider procuring bicycles as a cost-effective way to assist teachers to move in cluster.
• Provincial and district officers should make a proper plan for monitoring lesson study.
• Strengthen capacity at lower levels, especially Zonal Heads, in order to generate authentic lesson study reports.
Paradigm shift on
perceiving workshops as a source of income
• Make teachers understand and appreciate the benefits of their professional development.
• Made teachers aware that they should not be paid for their personal professional development and that benefits are not always financial.
Negative attitude of some teachers
School managers should:
• Orient and sensitise teachers on the importance of CPD.
• Make efforts to try involving those teachers in a team of other teachers.
• Use the successful model of their colleagues as peer educators. • Apply appropriate administrative measures at all levels.
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Insufficient skills of teachers & facilitators for good lesson critiquing and lack of confidence.
• Conduct training workshops for the facilitators as an on going activity, which enables them to continuously, learn lesson-critiquing skills. • Orient teachers on the difference between lesson critiquing and
criticizing the teacher.
• Encourage teachers to exchange comments and suggestions for improving their lessons.
Inadequate materials and necessary information for teachers to use as tools to improve their competence
• Maximise the use of available resources, while developing those which could be done within our own means.
• Make improvised teaching materials with locally available resources. • Procure more materials with funds from income generating activities
within a school.
• Network the Zone centres as a long-term goal.
Limited number of qualified teachers of science and mathematics in schools
• Conducting lesson study meetings across departments or having them in clusters
Devising content for SBCPD meetings
• Capacity development of teachers in problem identification, analysis and resolution.
5.1.2 Zambian lesson study support mechanisms versus Japan
Table 5.4 compares the lesson study support sources in Zambia and Japan. Table 5.4. A comparison of lesson study support sources in Zambia and Japan
Source of support Lesson study in Zambia Lesson study in Japan Policy Lesson study is a formal
requirement.
Educators in schools, districts, and provinces, and in national organizations support lesson study as a way to achieve the vision of the Ministry of Education (MOE & JICA, 2010b).
There are no formal requirements to do lesson study.
Responsibility for lesson study is distributed (Spillane, Diamond, & Jita, 2003).
Educators in schools, in districts, in regions, and in national organizations see lesson study as a way to achieve their own educational visions, not as an imposed practice (Lewis, 2013)
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Structures Lesson study has been institutionalised within the SPRINT framework.
Structures have been established at national level (e.g. NEST and
Kyozaikenkyu Team); provincial level (e.g. PEST); district level (e.g. DEST); and school level (e.g. SEST) to support lesson study activities.
School structures (e.g., a Research Steering Committee) support lesson study by creating a year-long lesson study calendar and plan (Wang-Iverson & Yoshida, 2005, Takahashi, 2014).
Advancement systems support lesson study, since it is unthinkable that a teacher could become an instructional supervisor or principal without a strong track record of lesson study (Lewis. 2013)
Financial The Ministry funds lesson study activities at national, provincial, district and school levels.
The Japanese Ministry of Education, Culture, Sports, Science and Technology is not obliged to fund lesson study. However, JICA is instrumental in funding lesson study projects that involve the training of educators from other countries.
Curriculum Lesson study should be used to implement the new school curriculum.
Frugal Japanese mathematics curriculum supports lesson study (Groves & Doig, 2010).
Culture Many aspects of Zambian culture need to change (e.g. teacher viewing lesson study as a means of making extra income (MOE & JICA, 2010b)
Lesson study is accepted as a normal part of education.
Beliefs about lesson study
Some Zambian teachers regard lesson study as a waste of time partly because of competing demands on limited available time (MOE & JICA, 2010b)
Lesson study is valued as a means of continuing professional development.
Knowledge from lesson study
The knowledge from the pilot lesson study project led to the development of the
Implementation Guidelines,
the Teaching Skills Book, and the Management Skills Book
Policymakers attend large public research lessons and may use what they learn to reshape policy (Lewis, 2013).
Commercial textbook publishers rewrite textbooks in response to lesson study (Lewis, Touched & Coleman, 2002; ).