The progress of the educational development in LPS during the school year 2014-2015

Dr: Khaled JawareeshDr: Khaled Jawareesh

09-04-2015  17:12

 

 The progress of the educational development in LPS during the school year 2014-2015


Dr: Khaled Jawareesh


Development of the educational system constitutes a top priority in most countries. The supreme objective is searching for methods of improving the teaching quality. It is universally acknowledged that upgrading the teachers quality is one of the most important factors in improving the teaching techniques, and in achieving high quality teaching for the students, because the teacher is the pedagogical mediator for the students in order to acquire knowledge, as he is the one who plans the educational events in class. Studies on the teachers’ competence show that the progress of the students who are taught by teachers with high competence is three times as much as that of students taught by teachers of low competence. This proves that the teachers have the greatest effect on the students’ achievement, and that the educational development that excludes the teachers will not successful.


In June 2013, the Ministry of Education perceived this, and began working on designing a framework for training, based on the strategy of rehabilitating and preparing the teachers while on the job. Similarly,LPS administration took the following steps:


1. Prior to the beginning of the school year 2014-2015, a workshop for the teachers of grades 1-10 and the kindergarten teachers was held. The workshop included: Active teaching, educational games, skills of creative, critical thinking, the strategies of asking questions, preparing worksheets, class management, measurement and evaluation. All these issues were included in the ministry’s plan for rehabilitating the teachers.


2. During the current school year, class visits were done and reports were written about the class management for all the 120 teachers of grades 1-6. These visits were started in the first semester by visiting the teachers of the basic subjects: Arabic, English, math and science, then, in the second semester, the teachers of the rest of the subjects were visited. Teachers who excelled will be honoured at the end of the school year.


The feedback that was given to the teachers include: using modern teaching methods that are compatible with active teaching, giving the students the chance for discovery , positive and efficient class reactions, enriching the educational content and analyzing it to its basic components, utilizing educational games and teaching cards, providing an efficacious teaching environment and an educational atmosphere that is imbued with seriousness, reactivity and continuous stimulation to engage in the various activities, and to work on the development of the cognitive and performance adequacy for both the teachers and the students, to evaluate the students positive attitudes and stimulate them on discipline and attentiveness by means of efficacious methods and successful class management.



3. During the break between the two semesters, a 30-hour workshop for training on administrative and technical work was held to train the new principals and the nominees for the positions of principals. The workshop included: the administrative and technical qualifications of the principal such as planning, heading the meetings, intercommunicating, school discipline and making decisions. The technical issue dealt with means and methods of supervision, evaluation and measurement, class management, methods of teaching, teaching thinking, teaching aids, procedural research, active and cooperative teaching.


4. Based on the observations from the class visits during the first semester, descriptive reports were sent to each school individually. These included the positive issues, issues that need development, and recommendations. Regional workshops, in which the teachers’ specialties were taken into consideration (scientific- humanitarian studies), were also held during the break. All the problems were discussed and proper solutions were put for them.


5. During the second semester, and based upon the notes of the supervisory visits, enriching educational newsletters were sent out. These newsletters dealt with the daily preparation in a horizontal way were the behavioral objective is horizontally matched with its methods, means, activities and means of evaluation. The annual plan and its components, with illustrated examples for each. Leaflets about the cognitive objectives and their levels, and about “learning by means of projects” were also sent out. Meetings were held with the school principals and staff to discuss them and follow up their implementation.


6. During the second semester, achievement tests were held for the fourth –graders of all LPS in Arabic and math. The points of strength and weakness in the basic skills of these two subjects were detected in the students answer sheets. Further unified tests for grades 4+6+9 in the basic subjects (Arabic, English, Math) will be held by the end of the this school year.


7. Based upon the results of the questionnaire of diagnosing the needs, the program “The School is a Training Training Unit” will be adopted, and all the teachers of all schools will be trained in the subjects they have chosen before the end on the current school year.