PESP -- Subcomponents under Quality Assurance

The Curriculum Implementation subcomponent

This subcomponent involves the training of approximately 10,000 teachers, 900 principals and fifty territorial education officers to implement the revised Primary Curriculum at Grades 1-6.

Status as of July 31,2003
Preparation of curriculum support materials: Production materials for the training of teachers of Grades 1-6 have been completed. The production of supplementary materials in the form of a general training manual and a manual for teachers of multi-grade schools has been undertaken. Two workshops were held with teachers selected from 48 schools, to review materials previously produced and to formulate multi-grade lesson plans for inclusion in the draft manual.
Conduct school visits for review of implementation of the RPC: Core Curriculum Officers have visited a total of one hundred and fifty schools since April 2002. Officers of the unit were provided with observation instruments and briefed in their use by the ACEO, Programme Monitoring and Evaluation Unit.
Training of Support Personnel: Training of 900 principals island-wide is in progress. Training has been completed for approximately three thousand five hundred Grades 2 and 5 teachers. Cluster training was also conducted for Grades 2 and 5 teachers and for Grades 1 and 4 teachers who did not receive cluster training in the 2001-2 academic year.

Communication Activity

The subcomponent was publicized and marketed through mass and small media interventions. In the mass media category the subcomponent was featured on the Nationwide and Independent Talk radio programmes both aired on Power 106 radio, My Place on KLAS Radio, The JIS Think Tank (speakers forum), JIS radio and television as well as the Government page and the Jamaica Observer newspaper.
Small media communication tools such as talks at workshops and community meetings were also used. In Addition to the PESP newsletter, which featured the subcomponent.

Student Assessment subcomponent

This entails the training of 4,500 teachers as school based assessment officers. The subcomponent will strengthen teacher’s utilization of performance based continuous assessment standards to be developed by the National Assessment Programme (NAP) for diagnosis, formative evaluation and student grading. The aligning of the standardized achievement test developed by NAP with the new curriculum will be undertaken after which it will be implemented in school. The automation of the registration and placement process for GSAT will also be conducted.

Status as of July 31, 2003

Train 1500 classroom teachers: 1168 Grade 2 teachers and 807 Grade 5 teachers from all regions received training in orientation workshop while 695 Grade 2 and 635 Grade 5 teachers from Regions 1 and 6 were trained in cluster workshops. The target was exceeded. Instead of training one teacher per grade per school, all Grade 2 and Grade 5 teachers were trained.

Commence the training of 300 school-based assessment coordinator: 509 School Based Assessment Coordinators from Regions 2, 3, 4 and five were trained. This exceeds the target for 2003-4 by 209 persons.

Review Grades 3 and 4 tests: questionnaires were administered and consultations held with a random sample group of teachers, to determine their knowledge and use of the tests, as well as any changes they would recommend.

Review Grade 6 test to ensure correspondence with Revised Primary Curriculum: Discussions have been held with consultants re the design of the test in order to reflect the philosophy of the Curriculum.

Communication Activity

The subcomponent was publicized and marketed through mass and small media interventions.
In the mass media category the subcomponent was featured on the Nationwide and Independent Talk radio programmes both aired on Power 106 radio, My Place on KLAS Radio, The JIS Think Tank (speakers forum), JIS radio and television as well as the Government page and the Jamaica Observer newspaper.
Small media communication tools such as talks at workshops and community meetings were also used in addition to the PESP newsletter, which featured the subcomponent.

Instructional Technology Subcomponent

This involves fifteen schools that will pilot the development of sustainable models for improving teaching using instructional technology to deliver the curriculum at the primary level. The subcomponent will focus on effectively using existing technology and computer capability in schools.
The component will also pilot, in six schools, an interactive radio programme to teach mathematics at Grade 2. Approximately 130 twenty minutes instructional programmes will be produced on audio cassettes for the teaching of Grade 2 mathematics.

Status as of July 31, 2003

Achievement to date has to be measured by the level of training received and the technological resources available. Bearing in mind that the only computer hardware which most schools have at present is the one computer given to them by the Ministry of Education, initial training workshops for the principal and one teacher from each school began in October 2002. These workshops were aimed at teaching basic computer literacy and the integration of the productivity tools into the teaching process using, primarily, the one computer per classroom concept.
While, at the outset of training, a few of the participants were already familiar with the use of the computer to one degree or another, the majority had no prior use/knowledge. However, within four months there was substantial evidence of change.
Most of the schools have started using the computer to produce teaching/learning materials such as charts and flash cards, while in some of them, such as Snowdon All Age in Manchester, Port Henderson Primary in St. Catherine and Padmore All Age in St. Andrew, work produced on the computer by students, such as poems, stories, pictures, etc are being displayed prominently on the walls and bulletin boards.
Some other schools demonstrated even greater infusion of technology into the teaching/learning process. At Spring Garden Primary in St. Thomas the Grade 2 teacher was observed using PowerPoint to teach an integrated lesson. She bundled her entire class into the Principal’s Office where the one computer in the school is kept, and conducted the introductory part of the lesson there. Animations were used to capture the attention and the children were extremely attentive and participatory. The observer was told that this teacher prepares at least one PowerPoint lesson each week.
At St. John’s Primary in St. Catherine one teacher developed a program using Microsoft Excel with which students could attempt to unscramble words, being given a picture clue. Correct answers return a score beside the item and a running total is always displayed for the student. This was observed to generate great interest in the children seen using it at the time of the visit to the school. One student who had used it before and scored 50 was again using it and had got to 75 when the bell signalled time to stop. She was distraught that she could not have made it to 100.
At Barracks Road in St. James the principal has made himself an Internet resource person, in that, he searches for material on the computer in his office with which the classroom teachers’ can be supported in their delivery of the curriculum.
While it may be too soon to establish a trend, some schools are beginning to give informal reports of improved attendance and enrolment. This can be substantiated later by data from the Action Research, which is to be conducted as a part of this pilot. The Principal and teacher from several schools are already conducting periodic training sessions for the other teachers.

Lessons From The Project

Some of the lessons which are immediately evident from the project are as follows:
· Teachers are willing and enthusiastic to infuse technology into the teaching/learning process;
· The use of technology generates an enthusiasm to learn;
· Children adjust easily to the use of technology in their learning environment;
· Even one computer in a school/classroom can be an effective teaching tool;
· Technology is an effective addition to the teaching tools available for teachers;
· The multimedia experiences create opportunities for multi-sensory learning.

Obviously, there will be many more lessons to be learned from this project as it progresses.

Communication Activities

This subcomponent also used Mass and Small media interventions to sentisitise stakeholders. The mass media interventions included interviews on KlAS radio’s My Place Programme, JIS Think Tank (speaker forum progamme), and the Government Page of the daily newspapers.
Community meetings were used as the Small media strategy. All fifteen schools parent teachers association were sensitized.

Text Book and Supplementary Materials subcomponent

The subcomponent is mandated to provide storage cupboards for all primary schools and supply approximately 50, 000 readers to be distributed to 509 primary schools.
This subcomponent is to fund a study aimed at identifying appropriate materials that fits with the RPC.

Status as of July 31, 2003

Purchase and installation of storage cupboards: The Contract was awarded to Neveast Supplies. The cupboards are being warehoused pending distribution.

Purchase of supplementary readers for 500 primary schools: The tender is to be re-advertised as the list of books originally identified was revised.

Study on book provision: A consultant firm was contracted and the study is now complete.

Literacy Intervention Strategies

The subcomponent will involve the design and implementation of literacy strategies involving methods of delivery and material for use in the windows for Literacy, accommodated under the RPC.

Status as of July 31,2003

Review of Instructional Models: 1) The Literacy Materials Development Officer has reviewed and collaborated with respect to activities related to literacy.
2) The Officer has also created a portfolio of local literacy interventions that may be used as a base line by the local and international consultants. This is to facilitate the process of the development of materials.
Hire Local Consultant: The procurement of local consultant services has been completed
Hire International Literacy Consultant: The procurement of an International Consultant has been completed.
Review existing MOEYC materials: The Literacy Materials Development Officer continues the review of MOEYC materials. These include printed materials procured by the MOEYC, audio materials, and videocassettes produced by the MOEYC.
Review Caribbean Materials: Caribbean publishers continue to provide texts that are being reviewed by the Literacy Officer. A quarterly meeting has also been instituted to collaborate with publishers.

Communication Activity

A competition is being used as the communication tool to promote and build awareness for the activities being carried-out under this subcomponent.
The competition called ‘LitKids’ is being conducted among Grade 1 children this year. It requires children to draw a picture and write sentences about the drawing. This competition will be conducted among Grade 2 students in the next academic year and Grade 3 children in the following year. The competition also offers prizes and motivational stickers to promote involvement in literacy act ivies among children. Teachers are also rewarded for their work with the children through various prizes.

Professional Development (In service) subcomponent

This component will see to:
1) The formulation of a professional development programme for the Ministry of Education, Youth and Culture and plan and deliver in-service training.
2) Conduct a study to review the incentive structure to promote the retention of certified teachers in remote and disadvantaged schools,
3) Conduct a study to assess the demand for and supply of special education in Jamaica’s primary schools and recommend actions for improvement.

Status as of July 31,2003

Preparation of Professional Development Protocol: The framework for protocol for Professional Development is complete.
Training of Teachers: 1346 Grade 2 teachers and 1221 grade 5 teachers have been trained in the use of the Revised Primary Curriculum
Training Of Administrators and Principals: 143 Principals from Regions 1 and 2 have been trained as well as 113 from Region 6
Orientation of Beginning Teachers and Mentoring: A beginning teachers induction programme is scheduled to commence in August. The activity started with the identification of schools for year one of the programme and the selection of mentors.

Training of Support Personnel: Training of 900 principals island-wide is in progress. Training has been completed for approximately three thousand five hundred Grades 2 and 5 teachers. Cluster training was also conducted for Grades 2 and 5 teachers and for Grades 1 and 4 teachers who did not receive cluster training in the 2001-2 academic year.

A mentorship-training manual has been developed and mentors identified for training
Mentoring relationships will commence in September 2003

Professional Development (Pre service) subcomponent

The subcomponent will:
1) Develop a policy for tertiary education and a strategic plan for the sector.
2) Provide fellowships for college lecturers through the funding of 60 fellowships at the masters level and 10 at the doctorial level.
3) Undertake short-term skills upgrade and site-based training for lecturers,
4) Undertake the revision of the remaining five areas of the teachers college primary curriculum,
5) Evaluate of the college rationalization programme implemented by the MOEYC,
6) Establish demonstration schools to test new teaching methods and enhance the capacity of teachers colleges to support school-based activities and conduct action research and disseminate best practices,

Status as of July 31, 2003

Formulation of the National Task Force: The task force has been established and meets on a quarterly basis. However emergency meetings may be called if necessary.
Development Of Strategic Plan: The national consultant for the evaluation of the rationalization process is working on the Strategic Plan
Rationalization of Teachers’ Colleges affording the development of primary specialization colleges: The final group of non-primary teachers in Primary Colleges graduated in 2002. The consultants engaged and have presented their work plan and following numerous meetings with stakeholders have presented a revised work plan.
Revision of Primary Curriculum in Teachers’ Colleges in the stipulated subjects; drama, visual arts, physical education/dance, music, religious education, foundation subjects: The firm which was awarded this consultancy presented their work plan which after discussion with the MOEYC/NTF was, modified and accepted.

A second draft of the curriculum was received and is under review by the MOEYC.

Network of demonstration schools to model best practices and inform future policy: MOEY ratified twenty one (21) demonstration schools, which are attached to seven (7) colleges offering primary programmes.

Sensitization/orientation meetings were held in July 2002, with stakeholders which included, regional directors and territorial officers, principals of Teachers’ Colleges, principals and chairpersons of demonstration schools.

A two-day workshop was held in October 2002, with all of the above stakeholders. Presentations were made on best practice by the participants. Demonstration schools worked with Teachers’ Colleges to develop Action Plans for the schools. These were submitted to the MOEYC for consideration. They are now being revised by the schools to reflect a timeline beginning in the first quarter of 2003, when funds may be accessed.

In association with the New Horizons Project principals of demonstration schools and IT personnel from the colleges attended a workshop in April 2003, on the use of the Jamaica Schools Administration System.

The evaluation process in demonstration schools will consist of a baseline study done by the Programme Monitoring and Evaluation Unit. This will be compared to post project data. The PMEU has completed the collection of quantitative data and some qualitative data.

Documentation of the process in demonstration schools will result from the baseline/post project data, as well as other methods suggested by schools: videos, websites, photographs, hard copy and electronic data.

An annual seminar (this year planned for September/October) of demonstration schools, colleges and other stakeholders will further facilitate the sharing and documentation process.

Selection and training of mentors for demonstration schools (with PDU): Mentors from Demonstration Schools have been selected by the PDU and a training workshop was conducted in June 2003.

Tertiary is in the process of collecting information re beginning teachers from demonstration schools so as to facilitate training by PDU.

Fellowships/scholarships for upgrading of tutors at Teachers’ Colleges to Masters/Ph.D. Level: Six awards made, four for Masters, two for Doctorates.

Applications for 2003 closed May 30. Twenty-six applications have been received.

International conference EduVision 2003: A conference committee consisting of MOEYC; IOE, UWI; NTF and JTA has been meeting since February. Eight meetings have been held. The conference committee consists of numerous sub-committees.

Partners for the conference are MOEYC; IOE, UWI; and JTA.

A consultant coordinator has come on board and has attended the two last meetings.