E.L. Africa Magazine | December 2024

SCHOOLLEADERS&TEACHERS

Education

LETTER FROM THE EXECUTIVE DIRECTOR

HERE WE GO!!!

December marks the start of the holiday season. Here in the USA, we just had our Thanksgiving celebrationa time when families and friends gather and reflect on our blessings. I continue to be so grateful for having the opportunity to connect with you and share this incredible magazine.

Thank you to all Sub-Saharan school leaders, teachers, and district officials who are finding innovative and creative ways to make sure that students receive quality and equitable education and your efforts to transform your countries or school districts' education agenda.

By this time in your first semester, your school is working hard to make sure that your school improvement goals (SIP) are the focus Whether your SIP is on chronic absenteeism, improving literacy, improving your standardized test scores, or other challenges/areas facing your school community This is the time to gauge how your school is doing on your SIP Keep your staff energized, visit your classrooms, be visible in your hallways and cafeteria and show interest in the lives of your team Thank you for all that each of you is doing to support your students This work matters!!

In this issue, we featured articles that will help strengthen your leadership skills We continue to encourage you to make simple changes in your schools that will create big impacts

A year ago, we discussed the use of substitute teachers in your districts to ensure continued learning, should a teacher be out for an extended period We hope that your districts have substitute teacher programs now; if so, please share with us how it is functioning

We at E L Africa magazine wish you and your loved ones a happy holiday season filled with joy, wonder, and warmth

Dr Ada Omile Executive Director

E L Africa Magazine

ABOUT E.L. AFRICA MAGAZINE

Educational Leader (E.L.) Africa magazine provides in-depth information about the most critical issues facing education leaders today in the Sub Saharan Africa (SSA). Published four times a year, each issue has a specific focus area and the articles are written by education experts and practitioners.

The E.L. Africa Magazine gives education leaders and school principals/headmasters the resources, strategies, and inspiration required to prepare students for success. The magazine also stirs school administrators toward openly discussing skills and strategies to improve schools and advance learning. It empowers these administrators to build an improved education system that is exceptional, independent and capable of self-sustaining with the correct mindset, by collaboratively sharing their skills. It also highlights their commitments and serves as an African solution to African problems.

Therefore, the E.L. Africa is a paradigm shift, viewing the change in the education systems from the lens of experts and the school principals that implement/execute the education policies in the schools.

We embarked on this game-changing project as an inspiration to other educators to improve the education system in SSA. When you share your knowledge, skills and celebrate others without being apologetic, you feel fulfilled. It’s so important.

EDITORIAL & DESIGN

WRITERS

Mr. Temitope Mustapha - Nigeria

Mr. Chris Onwuka - Nigeria

Mr. Sanvee Elmut Pinto - Togo

Mr. Pascal T. Soklou - Togo

CONTRIBUTORS

Mr. Andi Rounsley

Mr Danny F Kanga

Dr Ada Omile

Dr Frances Ufondu

Dr. Sampa Jeff

Mrs. Edda Bohn

Mr. Kenneth Muleya

CREATIVE DESIGNER

Ms. Chinenye Omile

Educational Leadership Africa Magazine (ISSN 2693-2806) is published quarterly in March, June, September, December by Educational Leadership Consultant Group (ELCG) in Virginia, USA. ELCG is an organization focused on training and development of education leaders The E L Africa magazine, a component of ELCG, is the voice for education leaders, principals, assistant principals, and others in education across SubSaharan Africa. The statements, opinions, and advertisements expressed herein are those of individual authors and companies and do not necessarily represent the views of E L Africa magazine or the ELCG

ArticleSubmission:Submission on topics relevant to school leadership are requested. Email ideas and articles to elafricamagazine@gmail com

EDUCATIONAL LEADER AFRICA

EXECUTIVE PUBLISHERS

Ada Omile

Frances Ufondu

E. L. AFRICA BOARD OF DIRECTORS

Richard Buffington - President

Steven Dike

Wilhelmina McKinney

Angela Agboli-Esedebe

Evelyn Mamman

Eugene Otuonye

James Lambart Onyait

Mary Young

Alfred Okello

Aarom Chansa

Darric Dennis

James Okewa

Learn about Innovation and Impact – how Namibia is taking a giant strid to revamp education (pg. 11). See how Palmdale school district in California is helping new principals grow their leadership skills (pg. 15). Read about Cultivating Instructional Leadership and Increasing Principal Retention (pg 19) and Closing the Reading Gap in Secondary Classrooms (pg. 28). Check out what steps schools are taking to improve students’ learning outcomes this school year in our principally speaking section (pg. 21).

EXECUTIVE PUBLISHERS

DR.ADAOMILE

DR.FRANCESUFONDU

Dr. Omile earned her doctorate degree in Education Leadership & Supervision K-12, from Argosy University, Washington D.C., Post doctoral Certificate in Education Leadership & Administration from George Washington University, Washington DC Master of Science in Computer & Information Systems, Master of Arts in Learning Disabilities, both from Clark Atlanta University, Atlanta Georgia She has 30 years of experience in Education and Leadership in the United States of America

Her doctoral research in 2011 was focused on providing professional learning to school principals in Anambra State, Nigeria The result of the research showed a glaring gap in practice To address the gap, she started the Education Leadership Consultant Group (ELCG), a Non-profit organization that provides professional learning on effective schools to school principals and directors of private proprietors of schools in Africa. Recently, she concluded that we need to create a forum to reach more school principals throughout the Sub-Saharan Africa, hence this E.L. Africa magazine.

Dr. Omile and Dr. Ufondu attended the same high school and college in Nigeria and have dedicated their career and life’s work to improving leadership capacity for educational leaders in the hopes of positively improving learning for our students. This E.L. Africa Magazine is designed to give educational leaders the tools to enhance and empower their teachers as they collaborate to improve teaching and learning for students.

Dr. Ufondu earned her Doctorate of Education in Organizational Leadership from University of LaVerne, California. She earned a California Professional Administrative Services Credential; a Clear Multiple Subject Teaching Credential; a Master’s of Arts in Education Administration from University of Benin, Nigeria and a Bachelors of Science in Vocational Home Economics Education from University of Nigeria, Nsukka.

In addition, she received a Professional Certificate in Accounting for Governmental and Nonprofit Organizations; a Chief Business Officer (CBO) certification through California Association of School Business Officials Partner Training Program; Association of California School Administrators (ACSA) Certification in Curriculum and Instruction Leadership and Leadership Coaching

Her dissertation in 2005 was focused on an in-depth research of skills required by principals to effectively implement the Public School Accountability Act in California The findings indicated that principals perceived skills in visionary leadership as very important The study also empowered staff members and students to reach high levels of performance; creating and communicating a school vision and aligning financial, human and material resources with the vision; student assessment, gathering, analyzing, and using data to inform decision making; demonstrating and understanding of curricular alignment to ensure improved performance and designing, evaluating, and refining curricular remediation programs.

INLOVING MEMORYOF

Professor Francis Ositadimma Onukwuli, PhD

It is with profound sadness that we announce the passing of Professor Francis Onukwuli, PhD, a cherished member of our Board of Directors, on the 27th of November, 2024

Dr Francis was an invaluable part of our organization He brought unwavering dedication, wisdom, and a commitment to excellence that has left an indelible mark on E. L. Africa community.

Beyond Professor Onukwli’s professional contributions, he financially supported our organization in making sure that school principals in Sub Saharan Africa receive computers for work. He was a source of inspiration to all who had the privilege of knowing him. He exemplified integrity, compassion, and vision, shaping not just our organization but also being very involved in our professional development activities.

We extend our deepest condolences to Professor Francis Onukwuli’s family, friends, and all those whose lives he has touched. During this time of mourning, we reflect on the incredible impact he had on our organization and recommit ourselves to continuing the mission he so passionately supported.

We Are Your Partners for School Improvement

We will transform your professional learning, increase educator capacity, and improve student achievement.

We focus on Better Leadership, Better Teaching, & Improved School Systems.

ELCG has supported leaders at all levels to transform their systems into true learning systems, where all educators engage in a measurable and scalable cycle of improvement Our high-impact professional services help systems set an attainable vision for an effective and equitable system of professional learning that leads to improved leader, educator, and student outcomes

We provide our partners with tools to transform professional learning, increase educator capacity, and improve student achievement. Through our face-to-face, virtual, and hybrid learning experiences, we help ensure your professional learning is standards-driven, jobembedded, and focused on improved instruction and better results for all students.

We help maximize the impact of professional learning in schools, districts, states, and organizations by:

Building the capacity of central office leaders to set a vision for equity and excellence and increase the effectiveness in leading change.

Transforming school leadership by developing principals and aspiring principals with deep understanding and skills in leading learning and creating cultures of collective responsibility. Empowering coaches and mentor teachers with the skills to support beginning and veteran teachers to meet their classroom challenges

Ensuring that all teacher learning teams engage in a cycle of continuous improvement focused on meeting their students’ unique learning needs

Assessing the impact of professional learning in your school or system and measure its alignment to the Standards for Professional Learning. Contact

CONTRIBUTE TO E.L. AFRICA MAGAZINE!

If you’re an expert in education, please share your knowledge and experience with your fellow school leaders in E.L. Africa magazine. Write about one of the following themes or submit an article on another topic of interest to principals, assistant principals, or aspiring principals.

THEMES FOR NEXT ISSUE

Strategic resourcing for education in Sub Saharan Africa 1

Education Agenda of different districts in Sub-Saharan Africa 2

How Education Leaders Can Engage with Teachers About Data 3

E L Africa is YOUR magazine help make it an even more valuable resource by writing an article or passing these themes on to a colleague who has a great program or unique perspective

CONTENT

Manuscripts should explore one theme or other topics of professional interest to secondary school principals. Manuscripts are evaluated by ELCG/E.L. Africa magazine staff members and are judged on their relevance, interest to principals, timeliness, originality, readability, and credibility. E.L. Africa magazine seeks articles that:

Describe best practices and exemplary programs objectively and include evidence of success as well as a discussion of problems

Explain how principals can act on the information

Include advice, resources, and examples

Offer opinions on some topic of professional interest to principals

REQUIREMENTS

Manuscripts should be no more than 2,000 words, including references, but may include additional supplemental material. Successful manuscripts are written in a tone and style appropriate to a magazine; are well-organized; clearly establish the purpose of the article; use specific examples it is best to show, and adhere to the rules of grammar

HOW TO SUBMIT

Please send your manuscript to elafricamagazine@gmail com and include:

The manuscript prepared in MS Word

A cover letter that indicates your intention to submit the manuscript to E L Africa magazine and stipulates whether the manuscript has been submitted elsewhere

Contact information for each author: school and title, telephone number, and e-mail address

A two-sentence author biography The first sentence should include a current title, school and e-mail address; the condition sentence should highlight key accomplishments or reinforce your authority in discussing the topic.

PHOTOGRAPHS

If you’d like to send photos to accompany your article, please attach the JPEG files to an email and send them to elcgtraining@yahoo.com. If no photos are available, E.L. Africa will select file or stock art to enhance the article.

PRINCI-POLL

We asked a group of school leaders across Sub Saharan Africa: Check out their responses! "Howdoesyourschoolenhancestudents’learning?"

94.7% resonated with: Teachers’motivationand showingconcern

71.1% resonated with: Useofdifferentassignment methodstoengage waysoflearning (ex:oral,visual,auditory,etc.)

65.8%resonated with: Collaborativepeergroupsor studygroupstoworkonprojects oractivities

57.9% resonated with: Activelearningwithtechnology usingvideos,groupdiscussions, andstudentpresentations

71.1% resonated with: Promptfeedbackfromteachers, includinguseofformativeand summativeassessments

POST TES REFLECTIONS ON FORMAL EDUCATION IN NAMIBIA

By: Edda Bohn

The Ministry of Education, Arts and Culture of Namibia has been working very hard

towards the transforming education agenda and has over the years made good strides towards inclusive, equitable and quality primary and secondary education for all.

Following the Transforming Education Summit (TES) and the National Conference on Education (NCE) in 2022, the MoEAC developed an implementation plan and a project charter that address 10 levers of change to re-invigorate the education system This implementation plan is a 6 year plan that has been approved by the cabinet, steered by a high level task force made up of all ministries – ensuring that we work together as a nation to share the responsibility of education

Looking at the landscape within education, let me highlight that a fair gender parity across almost all the grades is seen in Namibia, which is commendable According to our 2023 Education Management Information system (EMIS) 15th school days statistics, there are slightly more boys than girls in the primary phase (with the exception of Pre-Primary and Grade 7 However, from Grade 7 (last grade in the primary phase), through the secondary phase, there are slightly more girls than boys. This is consistent with the trends in previous years The 2024 15th School Day statistics shows an increase of more than 6000 learners enrolled in Grade 1 as

opposed to 2023. Over the last two years we have seen in an increase not only in enrollment at the primary grades but also more throughput to the secondary phases.

The Ministry is making concerted efforts to ensure that learners have access to at least one year of PrePrimary education through capital projects, but also support from the European Union and enrollment has increased from 50 408 in 2022 to 53 375 in 2023 and 55 158 in 2024

Since the TES and NCE, Namibia has been working hard on its plans and we are proud of the progress made thus far and continue to make in this regard.

One of the great achievements has been that MoEAC has increased the primary and secondary education grant per learner per year from N$ 200 to N$ 300 for Primary and N$ 300 to N$ 400 for secondary Learners with special educational needs and disabilities receive 5 times this amount The Ministry provides an additional N$ 15 per learner for the hygiene programme which benefits both boys and girls to ensure the

provision of inclusive, equitable, safe and healthy schools This helps to reduce vulnerability amongst all learners

An allocation of N$10 million for the 2024/2025 financial year was set aside in order to cement the collaborative efforts between the Ministry of Higher Education, Technology and Innovation and Institutions of Higher Learning towards Up-skilling and reskilling of teachers. This aims to ensure the continuity of teacher training and teacher training programmes, to respond to the needs of the reviewed curriculum at pre-service and in-service level. Primarily included therefore, is the need for capacity building of teachers for practical technical and vocational subjects at schools

The Ministry is at a stage where it has crafted a draft Teaching Professions Bill to strengthen teaching and the teaching profession through a regulatory body to ensure the professionalization of the teaching profession and the continuous professional development for Educators.

The Ministry has invested heavily in foundational learning over the last 3 years, having trained all Grade 1 and 2 teachers across the country in the implementation of Jolly Phonics The Ministry has conducted a national literacy and numeracy assessment at the end of the Junior Primary Phase this year to ensure that learners have reached the basic competencies,

Edda Bohn

as well as a tool for early identification and intervention. Additionally, the Ministry is actively engaged in the process of transferring the quality assurance roles and curriculum development of Early Childhood Development and Care from our line ministry to ensure the continuum of early learning and support up to the entry into formal education. Education spending in Namibia is centred on primary and secondary education with a mere 3% of funding going to pre-primary education. A gradual increase in budget allocation to pre-primary education has however been observed, with an increase to 3% during 2023/24 financial year from a mere 1 7% in 2018/19 This allocation is increased with a further 1% to 4% in 2024/25 financial. The aim is to gradually increase funding to foundation learning over the Medium Term Expenditure Framework period to reach a 10% share of the education budget to pre-primary education.

Our curriculum review cycle completed in 2021 and the review has ensured that the curriculum is gender inclusive and responsive, premised on Life Skills education which recognizes the plight of girls and boys and school level through life skills teachers MoEAC together with FAWENA targets girls to empower them to address and manage socio-cultural and economic issues and challenges. Through FAWENA we also work towards supporting learning mothers to continue and finish their education and with support from the Private Sector (Standard Bank Namibia), we are providing scholarships to young girls in this regard. FAWENA uses drama through their TUSEME clubs to impart life skills messages They also do community outreach to increase the parental involvement in childrens’ education, especially

those at the risk of dropping out

Namibia takes a holistic approach to the development of our children and focuses not only on academics, but has a robust school health programme The school health programme looks at the socio/emotional and physical wellbeing of our learners.

The Ministry has been implementing Sports 4 Development for some time and has launched the Integrated Physical Education and School Sports Policy for the country in August 2024. This policy will allow all learners to be able to participate in sports and physical activity, to identify talent and to create employment opportunities The IPESS Policy is more than just a framework for physical activity; it is a visionary blueprint that seeks to integrate Life Skills into our educational system through Physical Education and sports Life skills are not confined to the classroom; they are best learned through practice, implementation, and real-world experiences. By leveraging PE and school sports, we aim to strengthen the resilience of our learners, equipping them with the tools they need to thrive both academically and personally.

members as part of improved social accountability and school governance.

The revised policy also implies that NationalExternalSchool Evaluations(NESE), as well as RegionalExternalSchool Evaluations(RESE) have been reignited as part of the quality assurance efforts. The resulting monitoring and evaluation reports will close the feedback cycle, not only to improve, but also to share best practices from school to school.

The quality assurance policy, NationalStandardsand PerformanceIndicatorsfor Schools(NSPI) were revised and aligned to the revised National curriculum for Basic Education and other policies. This review was necessitated through the enactment of our Basic Education Act, 2020 (Act No 3 of 2020) It is thus intended to assist the transformation of the quality assurance of schools’ administration and governance. In addition, it will also enable further capacity building of school boardand regional education forum

The Ministry has been implementing the National Safe School Framework, which looks at reducing all forms of violence in schools, including school based gender violence. The Ministry is committed to creating a culture of care within the schools, making sure that all learners feel safe and supported in the school environment Against this background, the Ministry recently attended the First Ministerial Conference on Violence Against Children, in which we affirmed our commitments to the Safe to Learn Call to Action Namibia is already signatory to the Safe School Declaration and under this commitment we will focus on the five core areas Within the scope of policy and legislation, we will uphold our Basic Education Act, 2020 (enacted in 2023) which abolishes all forms of violence in schools, including corporal punishment and mandating the provision of safe and healthy schools

The Ministry has been implementing school feeding since independence and it currently feeds over half the learner population in the country with the budget for this year being about 130 million Additionally, the Ministry is piloting the Home Grown NAMIBIA IS TAKING A

School Feeding Programme in 29 schools feeding over 15 000 learners. The purpose of the Home Grown School Feeding Programme aims to empower schools to procure from smallholder farmers in the school community in order to stimulate the local economy and diversify the food basket. The Ministry is also with the support of the EU, planning to feed an additional 16 000 children in Early Childhood Development Centres in an attempt to expand the national school feeding to this level.

Access to Special Needs Education with expanded access to Basic Pre-Vocational Skills Courses and Technical Vocational Subjects in schools remains a critical limitation While the development of an Accelerated Infrastructure Development Plan (AIDeP) for the Ministry provides the roadmap for physical education facilities development nationwide, the need to accelerate access to diversified educational programmes at schools remains high on our agenda. Therefore, this required increased resource allocation and capacity building of teachers However in 2024 Pre-Vocational Grades had 1, 093 learners, Learning Support Grades 994 learners, Special Grades 599 learners and Autism 76 learners The term 'Special Grades' refers to grades for children with severe learning difficulties

As part of the 10 levers of change the digitalisation of schools is also a high priority. We are busy reviewing our ICT policy and infrastructure development plan We are working together with partners to increase the capacity of our teachers, facilitating improved ICT school management systems. 600 administrative staff have been trained on school link, school administrative system 4000 learners provided with access to

Microsoft Office empowering them with the essential digital competencies. Currently the Ministry is busy procuring additional computer resources like interactive screens and computer laboratories, targeting 40 more schools

Namibia ranks first in the world in education spending as a percentage of the GDP, which shows the commitment of our government towards the global education crises and investing in the transforming education agenda. Our vision and mission are clear and we believe that as a Ministry and a country we are taking on the shared responsibility of education and we will continue to strive towards more inclusive, equitable and quality education for all children in the country.

ABOUTTHEAUTHOR

Ms Edda Wibke Bohn, is as of December 2019, the Deputy Executive Director for the Department of Formal Education and Schools in the Ministry of Education, Arts and Culture As part of this managerial portfolio are three directorates, namely the National Institute of Educational Development, NIED, the directorate for National Examinations and Assessment, DNEA and the Directorate Programmes and Quality Assurance, PQA These three directorates are mirrored in the decentralised implementation of the Ministry’s mandate in 14 Regions and are part of the overall structure of the Department for Formal Education which she is overseeing and coordinating

She taps on rich experience gained over the years, when she was leading the directorate Programmes and Quality Assurance, namely as of April 2010 to November 2019 It was in this time, as the director for PQA, where she facilitated closer cooperation with various development partners and some of the UN agencies regarding the efforts of improving the supervision and driving the processes of policy formulation, revision and

implementation support, monitoring and evaluation for equitable inclusive quality education.

Prior to her managerial role at this level, she has served as a subject expert for sciences for more than nine years. Since independence, she has served as a qualified secondary physical science teacher She also shared her expertise extensively through facilitating in Inservice training programmes for teachers throughout the years until 2007 Her passion for school sciences lead to her being chief marker for the previously referred to as the higher level Physical Science practical examinations paper as well as having being an accredited assessor of the subject's course work.

As of recently, she serves as the deputy chairperson for the National Examination and Assessment Board and as UNESCO Education Commissioner in the National Commission for UNESCO, chairing the Education Committee She is still the recent National Advisory Council on Education as the member appointed by the Minister and since November 2017, she also served as member to the third First Lady’s Advisory Council and inter-ministerial National Integrated Early Childhood Development Committee.

The ACSA Clear Administrative Credential Program (CACP) in the Palmdale School District: Enhancing Leadership through the California Professional Standards for Education Leaders (CPSEL)

By: Danny F. Kanga, Chief Academic Officer

INTRODUCTION

The role of the school principal is a critical part of the American educational landscape, as principals are not only charged with academic oversight and student learning, but also with creating a thriving, inclusive school culture and navigating complex administrative responsibilities A supportive district office plays a vital role in empowering and inspiring principals by providing the resources, encouragement, and collaboration needed to lead effectively, including open communication and collaboration; while also creating an environment where principals feel valued and supported in their decisions and initiatives. By offering professional development, mentoring, strategic direction, and constructive feedback, our district leaders help new principals grow in their leadership skills and stay current with best practices. However, to ensure the best training for our principals, our district has implemented the ACSA Clear Administrative Credential Program (CACP)

ACSA CLEAR ADMINISTRATIVE CREDENTIAL PROGRAM (CACP)

For new administrators in California, the Association of California School Administrators (ACSA) offers the Clear Administrative Credential Program (CACP) as a means to guide them

through the multifaceted tasks of being a school principal.

“ACSA is the largest umbrella organization for school leaders in the United States, serving more than 17,000 California educators. ACSA’s top priority is advocating for public school students in kindergarten through grade 12, as well as adult learners Our mission is to be the driving force of education in California and beyond. Formed in July, 1971, ACSA became the first operative united administrator organization in the nation Since ACSA’s inception, administrator associations in 39 states have moved toward some form of consolidated or umbrella organization ACSA is the only association in the nation that encompasses the broad spectrum of the management/leadership team. ACSA serves administrators in 19 regions throughout California, each made up of local charters ” (acsa org)

By providing intensive training and mentorship rooted in the six California Professional Standards for Education Leaders (CPSEL), the CACP in the Palmdale School

District (PSD) empowers new administrators, in Palmdale and in surrounding districts, with the foundational skills necessary to succeed in their role This program, aligned with the CPSEL, helps new principals understand and implement these standards, particularly in areas such as instructional leadership, ethics, school culture, and operational management This program prepares all of our new school leaders with the necessary foundation to be successful principals.

THESTRUCTUREOFTHEACSA CLEARADMINISTRATIVE INDUCTIONPROGRAM

The CACP is a rigorous two-year program tailored for new administrators. Throughout the program, participants engage in self-assessment, goal setting, mentorship, and professional development activities Structured around the CPSEL, the program promotes continuous reflection and growth, helping new principals to refine their leadership skills across various domains of responsibility

The coaching is especially critical, pairing new administrators with experienced mentors who offer personalized guidance and insights based on real-world experience. This one-on-one coaching is designed to address each new administrator's unique needs, equipping them to handle the complexities of their roles more effectively.

Each component of the CACP

The ACSA Clear Administrative Credential Program (CACP) in the Palmdale School District: Enhancing Leadership through the California Professional Standards for Education Leaders (CPSEL)

connects to the California standards, encouraging our school leaders to meet rigorous professional benchmarks. By fostering leadership qualities across key areas, the program supports new principals in balancing their duties with ethical decision-making, collaborative practices, and a commitment to student learning outcomes.

UNDERSTANDINGLEADERSHIP ROLESTHROUGHTHECPSEL

The CPSEL standards provide a framework that defines the skills and competencies expected of effective administrators. The CACP directly addresses these standards, helping new principals apply them in practical ways Some of the most impactful areas include:

1)SharedVision: This standard calls for administrators to create and communicate a vision for learning that is shared by the entire school community; and encourages new principals to articulate a vision that prioritizes equity, access, and academic excellence. By developing these skills, principals learn to inspire both faculty and students to achieve shared goals, creating a coherent school mission that reflects high expectations and inclusivity.

2)InstructionalLeadership:

Effective instructional leadership is essential to fostering high-quality teaching and learning environments. Our program guides

new principals to become instructional leaders who support teacher development and instructional improvements. Through activities focused on assessing curriculum, monitoring instructional practices, and applying data-driven decisionmaking, the CACP enables principals to lead efforts to improve student achievement in ways that meet high standards for instructional quality.

3)ManagementandLearning Environment: Effective resource management is essential for all principals. Our program offers practical guidance on managing the operational aspects of school leadership, including budgeting, facilities oversight, personnel management, and resource allocation. Aligned with CPSEL standards, this component helps principals develop strategies to optimize school resources, ensuring they are used in ways that maximize student learning opportunities Additionally, the role of principal in intentionally fostering a culture and climate that remains focused upon student learning is paramount for our leaders and drives both operational efficiency and resource management.

4)FamilyandCommunity

Engagement: The role of the principal extends beyond school

walls, requiring strong community partnerships and active family engagement. Each school in PSD is fortunate to have a Parent Community Liaison (PCL), whose sole job is to promote connections between parents, the school, and the larger community Our principals work very closely with their PCLs to ensure that our parents and community stay connected to the school and are able to help support student learning Our program equips new principals with tools for effective communication and community involvement, fostering relationships that support student success. By understanding how to engage families and local organizations, new principals develop a wellrounded approach to leadership that enhances school reputation, community trust, and mutual support

5)EthicsandIntegrity: Integrity, ethical decision-making, and reflective practice are central components of the CPSEL. Our framework promotes these values by encouraging principals to engage in self-assessment and goal setting, emphasizing personal and professional ethics. Principals learn to navigate the ethical complexities inherent in their roles and to make decisions that serve the best interests of their school communities The coaching component also offers a safe space for principals to discuss challenging ethical scenarios, allowing them to build resilience and judgment skills that will guide them throughout their careers

6)ExternalContextandPolicy: Laws, mandates, and board policies remain ever in flux in our political landscape, and principals need to remain at the forefront of any changes This standard

The ACSA Clear Administrative Credential Program (CACP) in the Palmdale School District: Enhancing Leadership through the California Professional Standards for Education Leaders (CPSEL)

emphasizes the importance of understanding, influencing, and adapting to the broader external environment, including district policies, state and federal laws, as well as community expectations and any potential reactions to changes in policy For new principals, this standard is crucial as it guides them in navigating the complexities beyond their immediate school environment which directly impact school operations and student outcomes. By mastering this standard, new principals learn to work effectively within the legal and political frameworks, advocate for resources, and build partnerships with external stakeholders. This ability to manage external factors helps new leaders foster a supportive and responsive school culture that aligns with both regulatory demands and community needs.

LEADCOACHINGANDIMPACT

Coaching has shown to have the most significant impact for new principals. All of our coaches are ACSA certified, and all continue to receive biannual training to maintain their certification Additionally, all of our coaches collaborate four times per year, where they practice their coaching skills, and discuss successes and challenges. Our coaches are all trained with the LEAD coaching method, designed to guide administrators through reflective practices, goal setting, and professional development Here’s how the LEAD method works within this context:

The LEAD acronym stands for: Listen: The coach starts by actively listening to the administrator without interrupting, seeking to

seeking to understand their perspective, challenges, and goals. This step builds trust and establishes a foundation for meaningful dialogue

Empathize: The coach demonstrates empathy, acknowledging their feelings and validating their experiences. Empathy is crucial in creating a safe space where the administrator feels supported in exploring solutions without judgment

Ask: The coach asks openended, thought-provoking questions to guide the administrator in reflecting on their actions, choices, and underlying assumptions This helps them identify areas for growth and fosters selfawareness.

Designnextsteps: Finally, the coach offers constructive feedback, often sharing insights or strategies from their own experiences This feedback is designed to help the administrator consider new approaches, refine their skills, and move closer to their professional goals

The LEAD method aligns with the ACSA’s objectives of developing reflective, capable, and confident administrators. By integrating this method, the coaching experience becomes more collaborative and personalized, encouraging administrators to take ownership of

their development while benefiting from the coach’s experience and guidance. This approach helps administrators build skills in selfassessment, problem-solving, and leadership adaptability key attributes for effective school administration

Coaching has a significant impact on new principals because they address the unique challenges and responsibilities that accompany school leadership, which can be overwhelming for those transitioning into this demanding role. There are several reasons why this impact is so profound:

1)AcceleratesLearningand ReducesStress:New administrators are expected to manage a wide range of responsibilities from instructional leadership and teacher support to operational management and community engagement often with little previous experience in such comprehensive roles Coaching provides a safety net, allowing new administrators to ask questions, seek guidance, and get support in navigating complex issues This helps reduce stress and accelerates their learning curve, making them more effective sooner.

2)BuildsConfidenceand EncouragesReflection:

Confidence is essential for effective leadership, especially for administrators who must make decisions that impact their entire school community. A coach’s encouragement and validation can help new principals believe in their abilities, which positively influences their decision-making Coaching emphasizes reflective practice, where new principals assess their actions and choices. This reflection

The ACSA Clear Administrative Credential Program (CACP) in the Palmdale School District: Enhancing Leadership through the California Professional Standards for Education Leaders (CPSEL)

deepens their self-awareness and enables them to learn from their experiences, fostering a growth mindset

3)OffersPersonalized,ContextSpecificGuidance:Every school has a unique culture, demographic, and set of challenges A coach with experience in similar contexts can provide insights that are specifically relevant to the leader’s school, something generalized training programs often miss. By tailoring advice and strategies to the specific needs of the school, coaching creates practical solutions that directly impact the leader’s effectiveness and school improvement.

4)StrengthensProblem-Solving andDecision-MakingSkills

Effective coaches guide new school leaders in analyzing situations, considering various perspectives, and developing strategies for addressing challenges This process enhances their problem-solving abilities and equips them to make more thoughtful and strategic decisions. Over time, these skills contribute to the principal’s independence and resilience, as they become more adept at navigating the complexities of school leadership

5)FostersaSupportiveNetwork andReducesIsolation

Principals can often feel isolated, as they are solely responsible for leading their school and may not have peers within the building who understand the scope of their role. Coaches provide a trusted confidant with whom new principals can share concerns, celebrate successes, and discuss challenges This relationship reduces feelings of isolation and reinforces a sense of belonging within the broader educational community

6)PromotesSustainable LeadershipPractices

Burnout is a common risk for new principals, given the demands of the role Coaches encourage new school leaders to develop sustainable leadership habits, such as work-life balance, delegation, and prioritization, which are crucial for long-term success. By modeling sustainable practices, mentors help new principals avoid burnout and develop habits that will support their well-being throughout their career

THEIMPACTOFTHECACPON PRINCIPALEFFECTIVENESS

Our program has shown significant benefits in improving the effectiveness and confidence of new administrators. By reinforcing essential leadership qualities and aligning them with state standards, we help to create learning environments that promote sustained growth and the development of best practices This impact is particularly apparent in how our participants are better equipped to handle diverse challenges including instructional oversight to community relations

Moreover, the emphasis on coaching means that new principals are not navigating these challenges alone Coaches offer wisdom, perspective, and encouragement, making it easier for principals to avoid common pitfalls and to feel supported as they grow into their roles. In fostering these relationships, the CACP not only boosts individual skills but also contributes to a wider network of competent and connected school leaders across California.

The ACSA Clear Administrative Induction Program is an invaluable asset for new school principals, providing them with a solid

foundation in leadership that aligns with the California Standards for Administrative Professionals. By offering structured coaching, focused training, and opportunities for self-reflection, the CACP ensures that new principals can transition into their roles with clarity and competence Ultimately, the CACP supports the development of school leaders who are visionary, ethical, and equipped to build inclusive and effective school communities The program not only helps new principals to address immediate challenges but also lays the groundwork for lifelong professional growth, ensuring that principals can meet the evolving needs of California’s schools Through its comprehensive approach, the CACP fosters a generation of educational leaders dedicated to upholding excellence and equity in all aspects of their work

Mentorship Matters: Cultivating Instructional Leadership and Increasing Principal Retention

By: Dr. Frances Ufondu, Chief Business Officer, Palmdale School District, California

The principalship is often described as one of the most challenging and rewarding

roles in education New principals, however, frequently encounter a daunting reality marked by high expectations, limited support, intense accountability pressures, and feelings of isolation. This challenging landscape contributes to significant principal turnover, with serious consequences for school performance and student achievement Mentorship has emerged as a powerful strategy to address these challenges, fostering the development of effective instructional leaders and promoting principal retention This article explores the essential elements of successful mentorship programs for new principals, emphasizing their growth as instructional leaders and the positive impact on their commitment to the profession

THEFOUNDATIONOF INSTRUCTIONALLEADERSHIP

Instructional leadership is the cornerstone of a thriving school An instructional leader is a principal who actively shapes the vision for teaching and learning, cultivates a data-driven culture, champions teacher professional development, and creates a collaborative environment where every student can succeed Research consistently points to specific characteristics that define effective instructional leaders:

Strongcommunicationskills: They effectively convey expectations, provide constructive feedback, and foster open dialogue among staff.

Relationshipbuilding: They prioritize building strong relationships with teachers, students, parents, and the wider community

Curriculumandinstruction expertise: They possess a deep understanding of curriculum, instruction, and assessment practices

Commitmenttocontinuous improvement: They embrace a growth mindset, encouraging ongoing learning and reflection for themselves and their staff.

MENTORSHIPASACATALYST FORGROWTH

Mentorship provides a structured and supportive environment for new principals to develop these essential qualities. Various mentorship models exist, each with unique benefits:

One-on-onementorship: This traditional approach pairs a new principal with an experienced mentor, offering personalized guidance and support

Peermentoring:Principals at similar career stages learn from and support each other, fostering a sense of community.

Groupmentoring:Small groups of new principals meet with a mentor, facilitating shared learning and problem-solving

Effective mentorship hinges on thoughtful mentor selection. Ideal mentors are experienced principals with a proven track record of instructional leadership, exceptional communication and

interpersonal skills, and a genuine commitment to investing time and energy in the mentoring relationship

KEYELEMENTSOFEFFECTIVE MENTORSHIP

To maximize the impact of mentorship, several core components are crucial:

TrustandConfidentiality: A safe and trusting space is paramount, allowing the mentee to openly discuss challenges, seek advice, and be vulnerable without fear of judgment

GoalSettingandAction

Planning: Mentors guide new principals in setting SMART (Specific, Measurable, Achievable, Relevant, Timebound) goals, developing action plans, and monitoring progress toward their desired outcomes

ObservationandFeedback: Mentors conduct classroom observations alongside the new principal, providing constructive feedback on instructional practices, leadership behaviors, and school climate

Problem-Solvingand

Decision-Making: Mentors act as sounding boards, helping new principals navigate complex situations, analyze problems, and make informed decisions aligned with their school's vision and goals.

NetworkingandResources: Mentors connect new principals with valuable resources, professional networks, and opportunities for continued learning and growth.

MENTORSHIP'SROLEIN PRINCIPALRETENTION

Research underscores the powerful connection between strong support systems, including mentorship, and increased principal

Dr Frances Ufondu

retention Mentorship provides a lifeline for new principals grappling with the demands of the role, mitigating the factors that often lead to burnout and turnover. By addressing challenges such as feelings of isolation, managing stress, and navigating difficult relationships, mentorship fosters resilience and a sense of belonging.

Crucially, district leadership plays a vital role in cultivating a culture that values mentorship and prioritizes principal development. Investing in comprehensive mentorship programs signals a commitment to supporting school leaders, creating a more positive and sustainable environment for both new and experienced principals

EXAMPLESOFSUCCESSFUL MENTORSHIPPROGRAMS

Many schools and districts have implemented successful mentorship programs with positive outcomes. For instance, the MemphisNewLeadersAcademy pairs new principals with trained mentor principals who provide individualized support through regular meetings, school visits, and professional development opportunities. This program has been linked to improved principal effectiveness and increased retention rates Similarly, Gwinnett CountyPublicSchoolsinGeorgia utilizes a multi-faceted approach, including peer mentoring, online resources, and leadership academies, to support new principals in their growth as instructional leaders

Here are a few more examples of mentorship programs for principals in California:

ACSA's(Associationof CaliforniaSchool Administrators)Mentoring Program: ACSA offers a statewide program that

that connects aspiring and new administrators with experienced mentors This program emphasizes individualized support, professional development, and networking opportunities They have regional variations and resources, making it adaptable to different contexts within California.

NewAdministratorsAcademy (NAA)invariousCalifornia counties: Many County Offices of Education in California offer New Administrator Academies or similar programs These academies often include a mentorship component where new principals are paired with experienced administrators in their region For example, the Los Angeles County Office of Education and the Orange County Department of Education have well-regarded programs University-basedmentorship programs: Several universities in California with strong education leadership programs offer mentorship opportunities for aspiring and new principals. This often involves partnerships with local school districts For example, UCLA's Center X and UC Berkeley's Principal Leadership Institute have programs that include mentorship District-specificmentorship programs: Many individual school districts in California have implemented their own mentorship programs tailored to their specific needs and context For instance, Long Beach Unified School District and San Francisco Unified School District have established programs that focus on supporting new principals through mentoring and professional learning communities Palmdale School

District implemented the ACSA Clear Administrative Credential Program (CACP) to enhance leadership through the California Professional Standards for Education Leaders (CPSEL)

CONCLUSION

Investing in robust mentorship programs for new principals is an investment in the future of education By providing tailored support, guidance, and opportunities for professional growth, mentorship empowers new principals to thrive as instructional leaders. This, in turn, leads to increased principal retention, creating stability and fostering a culture of continuous improvement within schools As we move forward, continued research on the impact of different mentorship models and the long-term effects on principal effectiveness and student achievement will be vital to refining and strengthening these critical support systems. Ultimately, a commitment to mentorship is a commitment to building strong school leaders who can effectively guide teaching and learning for the benefit of all students

ResearchtoSupportthisArticle:

TheWallaceFoundation:Thisfoundation hasfundedextensiveresearchonschool leadership,includingtheimpactof mentorshiponprincipaleffectivenessand retention.

TheNationalAssociationofSecondary SchoolPrincipals(NASSP):NASSPoffers resourcesandpublicationsonprincipal mentorshipandleadershipdevelopment

TheNationalAssociationofElementary SchoolPrincipals(NAESP):NAESP providessimilarresourcesand publicationswithafocusonelementary schoolleadership

ScholarlyJournals:Searchacademic databases(eg,JSTOR,ERIC,Google Scholar)forpeer-reviewedarticleson principalmentorship,instructional leadership,andprincipalretention.

PRINCIPALLY SPEAKING:

AS AN INSTRUCTIONAL LEADER, WHAT STEPS ARE YOU TAKING TO IMPROVE STUDENTS’ LEARNING OUTCOMES THIS SCHOOL YEAR?

Improving Students’ Learning Outcomes at Manyama Day Secondary School in Zambia

By: Dr Sampa Jeff Butler

I’m Dr Sampa Jeff Butler (PhD), the head teacher for Manyama Day Secondary School which is

located in the north-western province of Zambia, in Kalumbila district to be specific I have been a head teacher for four (4) years now and the following are the steps or measures we have put in place to upscale our learners’ performance:

1)Introductionofsupervised studying(prep):our school is in the rural part of the country where learners are not exposed to libraries and technology The idea of independent study has not yet found meaning in their lives coupled with low literacy levels Teachers use the created study time to conduct remedial work or catch-up activities with learners.

2)Useofpastexaminations papers: we realised that our learners were not doing well in the past examinations due to lack of exposure to examination questioning techniques. This prompted us to embark on the use of past examination question papers when preparing mid-term, end of term assessments and during revisions. This helped us raise our pass percentage from 22% for grade 9 in 2022 to 64 7% in 2023 The grade 12 rose from 11% in 2022 to 44 7% in 2023

3)Dedicationofresourcesto teaching/learning: availability of T/L materials makes the work of an educator easy, enhances understanding, improves engagement between learners and teachers, better retention of contents, and it also increases motivation to both learners and teachers

4)Conductingperformance reviewstermly:we have been conducting performance reviews every term to understand the challenges faced by both teachers and learners. Teachers are tasked to provide reasons for either good results or bad results The reasons given must hinge on learner weaknesses as well as teacher weaknesses. This is to allow other subject specialists in the department to provide help where one teacher has a weakness It also helps departments to prepare their CPD programs in line with the difficulties faced by members

5)Introductionofresearchand consultations: learners are given work to research on and take their findings to any teacher in that subject for consultations This has helped both teachers and learners to bridge the knowledge or information gaps in the various subjects

and Labour Day celebrations. This is a motivation factor. Learners are equally awarded during open days and graduation ceremonies for best performance in various subject categories.

7)Intensifiedmonitoring: the school has intensified lesson monitoring through both peermonitoring and in-school monitoring where either the head of department or the deputy head teacher does the monitoring. This is to ensure we are on the right track where pedagogy is concerned Our pass % target for 2024 examinations are: 100% for grade 9 and 80% for grade 12.

It is my hope that the few steps highlighted herein will propel our academic outcomes moving forward

6)Awardingbothdeserving teachers&learners: the school awards hardworking teachers during Teachers’ Day celebrations

Dr. Sampa Jeff Butler

Celebrating Excellence, Perseverance, and Resilience at the Lusaka Boys Secondary School in Zambia

By: Mr Kenneth Muleya, Principal

On October 31, 2024,we marked a momentous occasion at Lusaka Boys

Secondary School as the institution held its highly anticipated annual awards-giving ceremony The event recognized and rewarded meritorious performance among learners in Grades 8 to 12, spanning curriculum and extracurricular achievements The ceremony was a testament to the school's commitment to fostering a culture of excellence, leadership, and teamwork.

ATRIBUTETOOUTSTANDING LEARNERS

The awards ceremony honored learners who demonstrated exceptional academic prowess, leadership skills, and dedication to various clubs and sports. The recipients, beaming with pride, received their well-deserved recognition amidst thunderous applause from teachers, parents, and guardians.

GRATITUDETOTEACHERS, PARENTS,ANDGUARDIANS

The school's administration took the opportunity to express heartfelt gratitude to teachers, parents, and guardians for their tireless efforts in teaching, guiding, and counseling learners Their unwavering support has been instrumental in shaping the students' knowledge, skills, and values.

ENCOURAGEMENTFORALL LEARNERS

In a poignant address, the school's Headteacher emphasized that learners not listed for awards should not despair. Instead, they were urged to recognize their potential and strive for

improvement. The importance of perseverance and resilience was stressed, cautioning against complacency or withdrawal

EMPOWERINGGRADE12 LEARNERS

As the Grade 12 learners prepared to sit for their School Certificate Examinations, they were reminded of their invaluable worth They were encouraged to view themselves as their most significant asset, managing themselves towards excellence. The Headteacher counseled them to recognize their potential as the first start-up capital for any future project, even before receiving their examination results.

LEVERAGINGMOCKRESULTS

The learners were reminded of the significance of their mock results, which could secure entry into the University of Zambia's A-level programs. This timely reminder motivated the students to capitalize on their achievements

KEYNOTEADDRESS

Guest speaker, Dr. Mervis Kikonko, Head of Mathematics and Statistics Department at the University of Zambia, and a renowned

researcher in natural sciences, emphasized the importance of:

1

Self-awareness:

Understanding one's strengths, weaknesses, and passions

2.

Resilience: Developing coping mechanisms for overcoming obstacles.

3

Innovation: Embracing creativity, problem-solving and entrepreneurship skills

4

Communityservice: Contributing to society through volunteer work.

5.

Valueforself-employment: Taking up opportunities to self independence and being own boss as opposed to rallying for white-collar jobs.

AWARDSCATEGORIES

The ceremony recognized excellence in:

Academic achievement 1 Leadership 2 Clubs and societies 3. Sports4. Innovation and entrepreneurship 5. Community service 6

The 2024 Lusaka Boys Secondary School awards ceremony served as a powerful reminder of the institution's dedication to nurturing well-rounded individuals As the learners continue their academic journey, they are encouraged to embody the values of perseverance, resilience, and excellence.

Kenneth Muleya

Celebrating Excellence, Perseverance, and Resilience at the Lusaka Boys Secondary School in Zambia

Instructional Facilitator, Technology

By: Andi Rounsley, an Instructional Facilitator, Technology (IFT)

The Instructional Facilitator, Technology (IFT) promotes the thoughtful use of

technology by teachers and students with the goal of having an impact on student achievement

Changing the way teachers engage students in the learning process is crucial to the effective use of technology and ultimately to the development of a life-long habit and desire for learning. To support teachers in this endeavor, each school has an Instructional Facilitator, Technology (IFT) and one or more Digital Experience Specialists (DES) who, working as a team with others, collaborate with teachers to develop engaging lessons and responsible use of technology

The IFT is an experienced teacher who has either completed or is in the process of completing a masters degree The IFT manages the technology resources in the school, provides workshops and just-in-time training, models effective strategies for teachers, and teams with teachers as they plan and adopt new tools and strategies The IFT also consults with teachers individually to meet specific classroom needs and individual initiatives.

ROLESANDRESPONSIBILITIESOF

THEIFT

The IFT works directly with staff through the coaching cycle (planning, modeling, and reflecting), to effectively meet teaching and learning needs. IFTs serve as school facilitators who collaborate on planning and facilitate professional learning opportunities in their schools to provide deeper learning through technology enabled experiences for students.

PrimaryResponsibilities:

Assists in the analysis, design, development, implementation, and evaluation of instructional technologies and professional learning opportunities; plans and conducts collaborative model lessons that demonstrate the integration of instructional technology; provides assistance and support to all instructional programs within the school system.

Is an active part of the school and County wide team of IFTs who collaborates with the Principal, the Director of Instructional Programs, the Supervisors of Educational Technology, and the Instructional Technology Specialist to create and implement professional learning related to technology-enabled pedagogy; serves as a facilitator on the school's instructional technology team to meet school and systems goals

Facilitates resource evaluation; facilitates the effective instructional use of available hardware and software and determines appropriate curriculum relevance

Maintains school website, social media accounts, jumbotron announcement

scroller, and internal instructional website for faculty and staff

Works with the principal and admissions staff to promote school programs and activities through video production and photography

Delivers and tracks professional development and assists teachers in maintaining a professional portfolio for license renewal.

The Instructional Facilitator, Technology reports directly to the school Principal and the Director of Instructional Programs and has a working relationship with the Supervisor of Educational Technology and the Instructional Technology Specialist

EXAMPLESANDRESOURCES

The IFT creates the Internal Instructional Website for Faculty and Staff School Website

Social Media Accounts

School Video Productions Virtual Tours Website Announcement Scroller

Identifying Students’ Learning Styles

By: Professor Francis Osita Onukwuli

Every classroom teacher must be cognizant of the fact that his or her students have their

own ways of learning new material. A teacher may have to try several approaches to explain difficult concepts in order to reach all students It is very important that teachers understand how their students learn in order to maximize the individual student’s learning and level of achievement.

Listed below is an assessment that can be administered to students in order to determine their learning style(s). Conduct research to identify resources and strategies that will enable you as a teacher and your students to be more successful Also, review the literature on multiple intelligence to aid you in understanding the various ways students learn and ways to infuse strategies in your lessons to meet the goal of providing differentiated instruction

Here are some clues for tutors to help them work with the three types of learners:

1)AuditoryLearners:

Prefers lecture classes

Can tell you answers to problems step-by-step, but not on paper

Often moves mouth or talks out loud when reading and working problems

Becomes bored and fidgety when assignments are to be done silently in class

Teacher’s Role:

Talk out loud

Say every step instead of just writing on the marker board

Encourage students to talk through concepts in their heads

Once the students have talked the problem through, have them carefully write each step as they are saying it

2)VisualLearners:

Must write down all directions and assignments

Prefers having lectures backed-up with a text and hand-outs

Maneuvers in class so he can see what the instructor/tutor writes on the marker board.

Teacher’s Role:

Encourage students to visualize the problem

Let them use as much paper as they want

On tests, encourage students to write all formulas on their paper as soon as the exam is handed.

3)TactileKinestheticLearner:

Easily distracted

Lacks concentration

Prefers class projects

Tends to be very much unorganized

Teacher’s Role: Keep distraction to a minimum

Encourage them to clear their work space of other materials

Have them work one problem at a time

Let them have a break after a predetermined goal has been met.

In order to ascertain the learning styles of your students, you can administer a Learning Styles

Assessment The following page showcases a good example of a Modality Preference Inventory developed and used at Middlesex Community College.

Professor Francis Osita Onukwuli

Learning Styles Assessment

Modality Preference Inventory Middlesex Community College

Student’s Name:

Date: Subject:

Read each statement and select the appropriate number responses as it applies to you. Often (3) Sometimes (2) Seldom/Never (1)

Visual Modality:

I remember information if I write it down. looking at the person helps keep me focused. I need a quiet place to get my work done. when I take a test, I can see the textbook page in my head. I need to take down directions, not just take them verbally music or background noise distracts my attention from the task at hand I don’t always get the meaning of a joke I doodle and draw pictures on the margins of my notebook pages I have trouble following lectures I react very strongly to colors

Total

Auditory Modality:

My papers and notebooks always seem messy. When I read, I need to use my index finger to track my place on the line. I do not follow written directions well. If I hear something, I will remember it. Writing has always been difficult for me. I often misread words from the text (i.e., “them” for “then”). I would rather listen and learn than read and learn.

I am not very good at interpreting an individual’s body language. Pages with small print or poor quality copies are difficult for me to read. My eyes tire quickly, even though my vision check-up is always fine.

Total

Kinesthetic/Tactile:

I start a project before reading the directions

I hate to sit at a desk for long periods of time

I prefer first to see something done and then to do it myself I use the trial and error approach to problem-solving I like to read my textbook while riding an exercise bike

I take frequent study breaks

I have a difficult time giving step-by-step instructions

I enjoy sports and do well at several types of sports

I use my hands when describing things.

I have to rewrite or type my class notes to reinforce the material.

Total

Total the score of each section. A score of 21 points or more in a modality indicates strength in that area. The highest of the three scores indicates the most efficient method of information intake The second highest score indicates the modality, which boosts the primary strength For example a score of 23 in the visual modality indicates a strong visual learner Such a learner benefits from the text, from filmstrip, charts, graphs, etc If the second highest score were auditory, then the individual would benefit from audiotapes, lectures, etc If you are strong kinesthetically, then taking notes and rewriting class notes are helpful.

Closing the Reading Gap in Secondary Classrooms

By: Dr. Ada Omile

STRATEGIESFORSUCCESS:

Diagnostic Assessments

Use tools like standardized tests, reading inventories, and one-on-one assessments

Regularly monitor progress to tailor interventions effectively.

Differentiated Instruction

Group students based on skill levels or specific needs

Implement flexible reading groups for targeted instruction.

Incorporating Technology

Leverage e-readers, audiobooks, and reading apps to engage reluctant readers.

Use platforms like Newsela or ReadWorks to provide levelappropriate texts

Building Vocabulary and Comprehension

Teach context-based vocabulary strategies (e.g., word mapping).

Use scaffolding techniques to improve comprehension, such as graphic organizers or text annotation.

Fostering a Reading Culture

Create classroom libraries with diverse and relatable content

Schedule regular reading sessions (e.g., "silent sustained reading" or book clubs).

Interdisciplinary Approaches

Integrate reading tasks into all subjects (e.g., analyzing primary sources in history, interpreting word problems in math)

Collaborate with other teachers to ensure consistency across disciplines

ParentalandCommunity Involvement

Encourage parental engagement by sharing reading strategies and resources

Partner with local libraries or community organizations to provide additional support.

ProfessionalDevelopmentfor Teachers

Offer training on teaching Literacy, and on recognizing and addressing diverse reading challenges.

Equip teachers with resources for intervention strategies and motivational techniques

ADDRESSINGCHALLENGES

TimeConstraints: Advocate for integrating reading strategies into existing lesson plans.

StudentResistance: Use student interests to select engaging reading materials

LimitedResources: Highlight free or low-cost resources like public library programs and online materials.

WHATSCHOOLLEADERS SHOULDDO

Emphasize the critical need to close the reading gap to your staff to ensure all students achieve academic success. Reinforce the importance of collaboration between teachers and parents

Call to action: Commit to implementing and refining strategies that empower every student to become a proficient reader

CONSEQUENCESOFPOOR READINGSKILLS

1)AcademicAchievement

LimitedComprehension

AcrossSubjects: Reading is foundational for understanding content in all subjects, including history, science, and math

Students with poor reading skills often struggle to grasp complex concepts, follow instructions, or engage with grade-level texts

FallingBehindPeers: Difficulty with reading can result in lower grades, repeated coursework, and a widening achievement gap as the curriculum becomes more demanding

IncreasedDropoutRates: Struggles with reading are a significant factor in school dropout rates, as students who cannot keep up with academic demands may become discouraged and disengaged

2)Self-Esteem

FeelingsofInadequacy:

Students with poor reading skills may compare themselves to peers and feel inadequate or unintelligent

FearofParticipation: Reluctance to read aloud or contribute to discussions can stem from fear of

embarrassment, further isolating students.

NegativeSelf-Perception:

Persistent struggles can lead to a fixed mindset, where students believe they are incapable of improvement, which impacts motivation and resilience.

3)FutureOpportunities

LimitedCareerOptions: Many jobs require basic to advanced literacy skills for tasks such as reading instructions, filling out forms, or analyzing data. Poor reading skills can limit access to higher-paying and fulfilling careers

ReducedHigherEducation

Opportunities: Struggling readers are less likely to meet college admission standards or succeed in post-secondary education, narrowing their pathways to economic mobility

SocialandCivic

Disadvantages: Literacy is essential for informed participation in society, such as understanding legal documents, voting, and accessing community resources Students with poor reading skills may face challenges in navigating these aspects of adult life.

OVERALLIMPACT

Without intervention, poor reading skills create a ripple effect, limiting students' ability to succeed academically, socially, and professionally. Addressing this issue early is critical for their longterm well-being and societal contribution

WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE?

In West and Central Africa alone, more than 14,000 schools are closed mainly due to conflict, affecting 2 8 million children

UNICEF reports that millions of children across Africa still lack access to schooling due to ongoing conflicts across the continent An alarming number of schools remain closed, destroyed or occupied by conflict parties

IN THE NEWS

UGANDA

Pay Raise for Secondary School Head Science Teachers

The government recently announced the resided salary structure for the FY 2024/2025 for the pay raise of key public services sectors including secondary school head science teachers and their deputies Secondary school laboratory staff were also included in the raise Pay Scale adjustments for head science teachers at U1E and deputy heads at U2.

A science head teacher in Secondary School (U1E-SC) will start earning Shs6.5 million from Shs2,350,000 and increment by 4.1m. The deputy head teacher science is to earn Shs4.5m from Shs1.7 million, an increment by Shs2.8 million.

This came after significant press from the headteachers who were not included in previous raises of salaries for science teachers. They threatened to step down from their lead positions so they could benefit from the Shs4.5 million pay raise for science teachers.

NIGERIA

We'll Tackle Out-of-School Children Crisis With Skills Training

On November 29, 2024, in a dialogue with French President Emmanuel Macron at the Palais des Élysée, President Bola Tinubu reaffirmed his administration's commitment to prioritizing education for Nigerian children. He outlined plans to significantly reduce the number of out-of-school children through innovative return-toclass initiatives and skills development programs.

President Tinubu, in a statement issued by his spokesman, Bayo Onanuga, highlighted the government's ongoing efforts to create a supportive framework that ensures school-age children re-enter classrooms, emphasizing the role of motivation and skill acquisition in this initiative saying, “We will encourage skills development to bridge the gap for some who are of age and have been out of school for a while....The insecurity in some parts of the country makes it hard for children to return to school, but we are gradually repopulating the classrooms. And we need skills development to bridge the gaps, " the President stated.

President Tinubu highlighted the notable progress in enhancing security across Nigeria, employing "kinetic" strategies as part of the peace-building process

IN THE NEWS

LIBERIA

Nimba County Gets New CEOs and DEOs

On November 28th, 2024, at Ganta, Nimba County The Government of Liberia, through the Ministry of Education, announced several appointments affecting County Education Officers (CEOs) and District Education Officers (DEOs) across the country

In Nimba County, Mr. Francis G. Leagay, Principal of Sanniquellie Central High School and a recent graduate of Cuttington University with a master’s degree in education, has been appointed as the new County Education Officer (CEO). Mr. Leagay replaces Mr. Moses Saye Dologbay, who served as CEO for eight years.

Additionally, several public high school principals have been appointed as DEOs for various districts in Nimba County. Mr. Nyah Vahn, also a Cuttington University graduate with a master’s degree in education, has been named the new DEO for Bain-Garr Education District One, replacing Mr. Able L. Leagay.

Similarly, Mr. Saye Kehzie, another public-school principal, has been appointed DEO for Bain-Garr Education District Two, succeeding Mr. Timothy Karlee.

Nationwide Appointments

Several other appointments made across the country include:

Mr. Hamilton Paye Dorleleay is now DEO for Zoe-Gweh Education District

Mr. Williamson Z. Lawhyee has been named DEO for Yarwin Mehnsonnoh Education District

Mr. Samuel T-Boy Collins has been appointed DEO for Sanoyea in Bong County

Mr. Josiah B. Kollie is the new DEO for Fuamah Education District

IN THE NEWS

KENYA

Kung Fu, the Ancient Chinese Martial Art, is Gaining Popularity Among Young People

Dating back to before the Christian era, it is primarily an unarmed mode of personal combat, but is also a form of exercise with a spiritual dimension. Kung Fu Master, Ngaruiya Njoge, first trained in the martial art some 30 years ago, and is now training students in the discipline in the town of Kiambu, north of Nairobi.

"The benefit of Kung Fu, or the lessons which Kung Fu can teach, is discipline and health. And also, you know how to defend yourself, ” he said. As a leader of the Kenya Kung Fu Wushu Federation, Njoge used his expertise to help the youth of Kiambu County to avoid vices such as alcoholism and crime. He trains children as young as four and said that some 4,000 pupils have benefited from free training sessions through clubs he has established in 24 public primary schools in the area

The county is known for its high rates of youth alcoholism, and he claims thousands of young people have benefited from Kung Fu so far One of his students, Elvis Munyasia, says the martial art has helped him to stay away from crime “Without Kung Fu, I would be an alcoholic right now doing some drugs and a lot of bad things, maybe doing, maybe theft But since I started it has changed my life and it has given me a purpose in life ” Despite a lack of funding and available teachers, thousands are benefiting from learning self-confidence and discipline.

Another group of children have been attending Kennedy Murimi's Kung Fu classes in the low-income area of Kawangware. Murimi works as a part-time electrician but always makes time for his young pupils over the weekends. He believes that Kung Fu is important as a means of social change and can help young people, not just physically, but also mentally and socially.

Aisha Faith, a 17-year-old Kung Fu student said the martial art has transformed her physically, mentally, and academically. “I used to be a slow learner, but ever since I began practicing Kung Fu, I've become sharper and faster, which has significantly improved my academic performance, ” she said. For Murimi, Kung Fu contributes to improved academic performance as it enforces discipline, physical health, mental focus, and good social skills.

IN THE NEWS

ZAMBIA

A Free Education Programme Has Led to a Huge Increase in Student Enrollment, However, a Lack of Infrastructure, Means That the Quality of Education Remains Low

The Zambian government introduced free primary and secondary school education in 2021 Three years later, an additional two million students are filling classrooms across the country

While the initiative is widely seen as a positive step towards a brighter future for young Zambians, a lack of simultaneous investment in infrastructure is threatening educational quality Congested classrooms, a lack of teachers, and a shortage of desks or textbooks means that pupils are not reaching key educational targets set by the government, according to the UN's children agency, UNICEF.

While 87.9% of children are enrolled in primary school, net enrollment in secondary school is just 42.9% with a 67.5% transition rate from primary to secondary stages. Education is the best economic policy.

The overall increase in enrollment reflects a trend across sub-Saharan Africa, with more children in school than ever before, according to UNICEF. The African Union in February launched its "Year of Education 2024" and called on governments across the continent to "accelerate progress towards achieving quality education for all. " A key focus for policymakers now should be ensuring that the quality of that education is improved, UNICEF has said.

With over $1bn already invested in Zambia's education sector since 2021, the country's government says it plans to build over 170 new schools and recruit 55,000 new teachers by 2026. So far, 37,000 teachers have already been hired Despite the challenges, Education Minister Douglas Syakalima says that overcrowding is "a good problem" , with education "the best economic policy " “I’d rather let the children be in a congested classroom than in the street, " he says

IN CASE YOU MISSED IT

The Ghana Conference of Heads of Assisted Secondary Schools (CHASS) held its 62nd Annual Conference at the University for Development Studies (UDS) Campus in Tamale on Wednesday, 9th October 2024.

This year’s conference was themed, “Making the Senior High School Community a 21st Century Learning Centre – A Shared Responsibility.” The theme highlighted the need for collaboration among educators, government, and stakeholders to modernize and enhance the teaching and learning experience in senior high schools

The conference was graced by several distinguished personalities, including Dr Yaw Osei Adutwum, the Minister for Education, and Dr Eric Nkansah, the Director General of the Ghana Education Service (GES) Heads of Senior High Schools (SHS) and Senior High Technical Schools (SHTS) also attended, alongside other invited guests

At the event, the Minister for Education and the Director General of GES shared insights on the government’s achievements in education, focusing particularly on Science, Technology, Engineering, and Mathematics (STEM) as well as Technical and Vocational Education and Training (TVET).

The Minister emphasized the need for Ghana’s education system to align with 21stcentury teaching and learning methodologies. He noted that innovations in education, such as the promotion of STEM and TVET, are vital to preparing students for the challenges of the modern world.

He called on heads of secondary schools to collaborate with the government in implementing these strategies and ensuring that students are equipped with the skills needed for a rapidly evolving job market.

IN CASE YOU MISSED IT

This past November 2024, Ghana’s minister for education Ghana, Dr. Adutwum, was busy commissioning several school projects. From the Azza School project to St. Barnabas Anglican Basic School in Osu-Accra. He also Commissioned the new Bosomtwe Girls STEM High school in Ashanti Region and the new Otuo Siriboe STEM Junior High School in Juaben Ashanti Region.

HEALTH AND WELLNESS

MANAGING HOLIDAY STRESS: TIPS FOR A HEALTHIER, HAPPIER SEASON

As the year winds down, the holiday season brings opportunities for joy, traditions, and celebrations. However, it can also come with added stress from planning, financial pressures, and balancing year-end responsibilities This December, let’s focus on practical strategies to manage stress, prioritize self-care, and find harmony during the festivities

Understanding Stress:

Stress is the body’s response to external pressures, whether physical or emotional. During stressful times, the body releases hormones like cortisol, activating the “fight-or-flight” response. While occasional stress is normal, chronic stress can impact mental and physical health, leading to:

Emotional challenges, such as feelings of fear, sadness, or frustration

Physical symptoms like headaches, fatigue, or body aches

Changes in sleep, appetite, and energy levels

Difficulty concentrating or staying focused

Tips for Managing Holiday

Stress:

To enjoy a more peaceful and meaningful season, consider these simple yet effective strategies:

Set Boundaries: Avoid overextending yourself by learning to say no when necessary. Protecting your time and energy is essential.

Plan Ahead: Create a schedule for holiday tasks to minimize lastminute pressures

Stick to a Budget: Set a realistic financial plan to prevent overspending and added stress

Practice Self-Care: Dedicate time to activities that recharge you, whether it’s reading, enjoying a hobby, or treating yourself to a relaxing experience.

Eat Mindfully: Choose nourishing foods that support your energy and mood, like fresh produce and whole grains.

Stay Active: Physical activity helps reduce stress hormones and boosts overall well-being

Breathe Deeply: Incorporate deep breathing exercises to help calm your mind and body

By integrating these strategies into your routine, you can reduce holiday stress and start the new year feeling refreshed and balanced. Embrace the season with mindfulness and gratitude and make time to enjoy the moments that truly matter.

Wishing you a joyful, stress-free holiday season!