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Learning partnership program: Teachers helping teachers

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Abstract:

The Philippine government recognizes the critical role of teachers in promoting and ensuring quality learning among their students. Results of annual assessment of student performance in the past five years, however, still show very low scores. USAID-supported teacher assessments of content knowledge and instructional practices gave light to two of the reasons for this low student performance: teachers lack mastery of both the content and pedagogy. The Learning Partnership Program (LPP) of the Department of Education, with the support of the EQuALLS2 Project, established a more sustainable alternative delivery mode for a professional development program that is accessible, low-cost, structured, and formally recognized by the agency. LPP is a process whereby a trained or experienced teacher or a group of teachers extends professional support to their colleagues, may they be novice or veteran. In the LPP model, one teacher assumes the role of a Learning Facilitator and the other the Learning Partner and the roles may reverse. Teachers learn together towards mastery of concepts that were identified as Least Learned Competencies of pupils derived from the results of students national achievement tests. These identified concepts, called Learning Goals and that are identified at the start of the year, are limited to the most urgently needed and to a number that is doable within the year. This presentation will share the gains in teacher knowledge and skills as well as in student achievement. It will share lessons learned and recommendations for similar professional development modes targeting both teachers and students.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486486_index.html
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MLA Citation:

Borres, Isabelita. "Learning partnership program: Teachers helping teachers" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486486_index.html>

APA Citation:

Borres, I. M. "Learning partnership program: Teachers helping teachers" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486486_index.html

Publication Type: Panel Paper
Abstract: The Philippine government recognizes the critical role of teachers in promoting and ensuring quality learning among their students. Results of annual assessment of student performance in the past five years, however, still show very low scores. USAID-supported teacher assessments of content knowledge and instructional practices gave light to two of the reasons for this low student performance: teachers lack mastery of both the content and pedagogy. The Learning Partnership Program (LPP) of the Department of Education, with the support of the EQuALLS2 Project, established a more sustainable alternative delivery mode for a professional development program that is accessible, low-cost, structured, and formally recognized by the agency. LPP is a process whereby a trained or experienced teacher or a group of teachers extends professional support to their colleagues, may they be novice or veteran. In the LPP model, one teacher assumes the role of a Learning Facilitator and the other the Learning Partner and the roles may reverse. Teachers learn together towards mastery of concepts that were identified as Least Learned Competencies of pupils derived from the results of students national achievement tests. These identified concepts, called Learning Goals and that are identified at the start of the year, are limited to the most urgently needed and to a number that is doable within the year. This presentation will share the gains in teacher knowledge and skills as well as in student achievement. It will share lessons learned and recommendations for similar professional development modes targeting both teachers and students.


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