Evaluating the Fast-track Transformational Teaching Program: Improving Kindergarten Quality through Teacher Pre-service Training in Ghana Ghana Educa*on Evidence Day 2018 Subtitle placeholder Improving Accountability for Be6er Learning Outcomes in Ghana: Evidence-informed Approaches to Educa@on Policy and Prac@ce Research by Sharon Wolf, Assistant Professor, University of Pennsylvania Presented by Madeleen Hussselman, Ghana Country Director, Innovations for Poverty Action wolfs@upenn.edu mhusselman@poverty-action.org
Acknowledgements Partners University of Pennsylvania Sabre Education Funders UK Department for International Development The Marple Foundation Charitable Trust
Study Context The 2012 Government Kindergarten (KG) Situational Report • concluded 2004 Kindergarten curriculum is effective, but teachers are not using it High-quality pre-service training may be a solution • Seven of 40 colleges of education currently offer a KG • certification track.
Fast-track Transformational Teaching (FTTT) Programme Features of Programme Resources Teaching Tools Starter pack and ‘Teacher Links Kindergarten curriculum • • Resource Toolkit’ objectives and child development goals to specific activities Support Intensive in-service training Engagement with parents • workshops ‘Open Days’ will showcase the • Continued coaching and children’s work and share • training support positive results with the parents
Summary of Findings • FTTT improved knowledge of Early Childhood Education, and the effects persisted over time • FTTT has mixed effects on professional well being • Use of child-led instructional strategies increased, but effects completely dissipated over time • No effect on learning outcomes for students of Newly Qualified Teachers. • Head Teacher training did not have any impact on student learning
Research Questions 1. Is the FTTT effec-ve as a pre-service teacher training programme (i) during the student-teaching year, and (ii) a>er teachers become NQTs (newly-qualified teachers)? 2. Is the FTTT programme more effec-ve when Head Teachers in NQTs’ placement schools receive a 4-day sensi-vity training?
Research Design 135 student-teachers (STs) from Holy Child College of Education in 2015 Randomization Control school FTTT School Student-teaching (68 STs, (69 STs, year 23 schools) 23 schools) (2015-2016) Placement across the country Placement year (2016-2017) 35 NQT schools randomly assigned to receive Head Teacher sensitization training
1 Placement of study newly qualified teachers (NQTs) around the country 1 5 15 4 7 81 16
Results assessed on the following outcomes • Implementation and knowledge of KG curriculum • Teacher professional well-being • Teaching quality • Student outcomes
Data collected Follow-up 2 Follow-up 3 Baseline Follow-up 1 (Nov–Oct (May–Jun (Jun 2015) (Jun 2016) 2016) 2017) Demographics X Implementation of X X X curriculum Early childhood education X X knowledge Teacher–child interactions X X X Professional well-being X X X Student outcomes X X
FTTT improved implementation of the KG curriculum; the level of implementation persisted but declined for NQTs. Materials Activities 2.40* 2.50 2.00 1.50 Effect Size (d) 1.14* 1.00 0.69* 0.50 0.39* 0.33* 0.32* 0.00 Student Teachers Newly Qualified Teachers (October Newly Qualified Teachers (June 2017) 2016) Impacts on implementation of KG Curriculum * Indicates statistical significance
FTTT improved teachers’ knowledge about ECE, and these improvements lasted for NQTs. Developmentally appropriate practice Child social-emotional needs Family-sensitive practice 0.80 0.69* 0.70 0.64* 0.60 0.55* 0.50 0.47* Effect Size (d) 0.41* 0.40 0.34* 0.30 0.20 0.10 0.00 Newly Qualified Teachers (October 2016) Newly Qualified Teachers (June 2017) * Indicates statistical significance
FTTT student-teachers and NQTs reported increased more personal accomplishment, but less job satisfaction as NQTs. Motivation Burnout Job Satisfaction Personal Accomplishment 1.00 0.80 0.60 0.42* 0.34 0.40 0.32* 0.24 0.24* 0.19* 0.20 0.12 0.10* 0.00 -0.05 -0.09 -0.11 -0.20 NQTs reported increased -0.40 more personal -0.37* -0.60 accomplishment, but less job satisfaction. -0.80 -1.00 Student Teachers Newly Qualified Teachers (October 2016) Newly Qualified Teachers (June 2017) * Indicates statistical significance
FTTT had mixed impacts on teaching quality Classrooms were video-taped for 45-60 minutes and rated on three domains of instructional quality Emotional support Supporting student Child-led learning & behavior expression management • Free play to facilitate • Positive climate • Student ideas considered learning • Negative climate • Reasoning/problem solve • Learning activities facilitate • Teacher sensitivity/tone • Connections to life work, play and sharing with • Behavior management • Language modeling other children. • Consistent Routine
FTTT increased child-led learning for STs and NQTs, but decreased other elements of classroom quality. All impacts decrease with time. Child-led learning Emotional support, behavior management Supporting student expression 1.00 0.90* 0.80 0.60 0.38* 0.40 0.20 0.12* Effect Size (d) 0.05 0.02 0.00 -0.02 -0.07+ -0.08+ -0.20 -0.40 -0.60 -0.53* -0.80 -1.00 Student Teachers Newly Qualified Teachers (October 2016) Newly Qualified Teachers (June 2017)
FTTT did not affect child learning outcomes for NQT’s students (note: we do not know for MPCs) 0.6 0.4 0.2 0.08 0.06 Effect size 0 -0.02 -0.05 -0.06 -0.2 -0.4 -0.6 Early literacy Early numeracy Social-emotional Executive function Approaches to learning
Summary of Findings • FTTT improved knowledge of Early Childhood Education, and the effects persisted over time • FTTT has mixed effects on professional well being • Use of child-led instructional strategies increased, but effects completely dissipated over time • No effect on learning outcomes for students of Newly Qualified Teachers. • Head Teacher training did not have any impact on student learning
Unexpected Challenges • Late postings of NQTs (very few teachers at schools before October) • 20 teachers were placed as NQTs in non-KG classrooms. • NQTs from the FTTT group were more likely to be placed in a KG classroom. • Some children changed classrooms / teachers during the school year
One year later (June 2018) Nearly all NQTs are still teaching in the same schools. Those placed in non-KG classrooms are still teaching other grades: • 3 teachers in Junior high school classrooms • 17 in primary classrooms (P1 – P4) Impacts on ECE knowledge persist; but impacts on professional well-being disappear.
Next Steps Assess additional ways to train and engage Head Teachers and • parents in the KG curriculum. Consulting with implementing organization with the following • recommendations: Consider providing in-service training and support beyond the • student-teaching year, especially for first year NQTs. Sabre Education is currently doing this. Teacher postings should be considered to ensure that NQTs are • posted in to the classrooms in which they are trained. This will involve partnering with national and local GES offices.
Thank you Sabre Education • Holy Child College of Education • Ghana Education Service • Department for International Development (DfID) • Student-teachers / NQTs and their students who participated in this • study and shared their passion for teaching with our data collection team. None of this would not be possible without you! Reference: Wolf, S. (2018). Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana. Studies in Educational Evaluation, 59, 112-123 .
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