JUNE 2022 VOL.3, NO.9
E.L.
EDUCATIONAL LEADER AFRICA
DEBATE ABOUT BRING YOUR OWN DEVICE (BYOD) TO SCHOOL Use of mobile phones and other handheld devices in schools. PAGE 11
STEPPING UP: TRAINING AND SUPPORT FOR SCHOOL LEADERS PAGE 19
HOW IS YOUR SCHOOL CULTURE? PAGE 14
$2.99
USD
CREATING A TRANSFORMATIVE SCHOOL CULTURE PAGE 8
Professional Development for School Leaders & Teachers Education Leadership Consulting Group (ELCG) has the tools and language to transform leaders. We work with organizations, school leaders and teachers to develop scalable tools and strategies. By signing up to participate in professional development, you or your team will receive targeted training from experts through our customized virtual workshops. You will be able to
CONTACT US FOR YOUR PROFESSIONAL DEVELOPMENT NEEDS
add new and/or refined bestpractices tools to your professional toolbox!
Email with
elafricamagazine@gmail.com subject
line:
Development
DOES YOUR ORGNIZATION NEED PROFESSIONAL DEVELOPMENT IN EDUCATION AND LEADERSHIP?
1
E.L. AFRICA | JUNE 2022
"Professional Inquiry"
E.L.
EDUCATIONAL LEADER AFRICA
TABLE OF
CONTENTS 8 11 14 18 19 25 28 29
CREATING A TRANSFORMATIVE SCHOOL CULTURE
DEBATE ABOUT BRING YOUR OWN DEVICE (BYOD) TO SCHOOL
HOW IS YOUR SCHOOL CULTURE?
E.L. AFRICA BOARD MEMBER SHOUT OUT
STEPPING UP: HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS
SPOTLIGHT: MEET DR. MAURICE ODONDO FROM KENYA'S EDUCATION MANAGEMENT INSTITUTE
END OF YEAR SCHOOL REFLECTION
PRINCIPALLY SPEAKING: HOW SCHOOL LEADERS ENSURE TEACHER SATISFACTION
33
QUICK ASSESSMENT STRATEGIES
35
IN THE NEWS
38 40 41 42 43 44
IN CASE YOU MISSED IT: THE EDUCATON WORLD FORUM
EMPOWERING THE INFORMATION COMMUNICATION TECHNOLOGY TEACHERS ASSOCIATION OF UGANDA (ITAU)
PEOPLE ON THE MOVE
NEW NORMAL: SHOULD GHANA EXTEND THE RETIREMENT AGE?
FREE DIGITAL EDUCATIONAL RESOURCES
HEALTH & WELLNESS: FOREST BATHING: WHAT IT IS AND WHY YOU SHOULD TRY IT
E.L. Africa is a quarterly publication that focuses on school leaders' real needs, offering them practical and technical strategies for improving schools in a constantly evolving environment. Articles published in E.L. Africa are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent E.L. Africa positions. Endorsement by E.L. Africa of products and services advertised is not implied or expressed.
E.L. AFRICA | JUNE 2022
2
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 Sub Saharan Africa (SSA). Published four times a year, each issue has a specific focus area and articles are written by education experts and practitioners.
The E.L. Africa Magazine gives school principals/headmasters the resources, strategies, and inspiration required to prepare students for success. The magazine 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. commitments and serves as
It also highlights their
an African solution to African problems.
Therefore, the E.L. Africa presents 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.
3
E.L. AFRICA | JUNE 2022
EDITORIAL & DESIGN
E.L.
EDUCATIONAL LEADER AFRICA
WRITERS M r . T e m i t o p e M u s t a p h a - N ig e r ia M r . C h r i s O n w u k a - N ig e r ia M r . S a n v e e E l m u t P in t o - T o g o Mr. Pascal T. Soklou - Togo
EXECUTIVE PUBLISHERS Dr. Ada Omile Dr. Frances Ufondu
CONTRIBUTORS Dr. Maurice Odondo Mr Léon N. Mugenzi Dr. Francis Onulwuli Dr. Frances Ufondu Mr. Armand Peterson Mrs. Kasonde Emelia Mr. Samuel Otubah Mrs. Ngozi Mbelle Mr. Franklin Dwamena Adjei Mr. Taal Abubakarr
E . L . A f r ic a m a g a z in e ’ s l o o k a t t h e s t e p p i n g u p o f s c h o o l l e a d e r s h ip t r a in in g s a t s o m e c o u n t r i e s o f S u b S a h a r a n A f r ic a ( p g . 1 9 ) . R e a d t h e d e b a t e a b o u t B Y O D idea to schools (pg. 11), Check your school culture (pg. 14). Learn how school leaders can create a t r a n s f o r m a t iv e s c h o o l c u l t u r e ( p g . 8 ) , a n d s e e h o w p r i n c ip a l s e n s u r e t e a c h e r s a t is f a c t i o n i n t h e P r i n c i p a l l y S p e a k in g s e c t io n ( p g . 2 9 ) .
CREATIVE DESIGNER M s . C h in e n y e O m il e
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 EL Africa magazine, a component of ELCG, is the voice for principals, assistant principals, and other school leaders across Sub- Saharan Africa. The statements,
WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM
opinions, and advertisements expressed herein are those of individual authors and companies and do not necessarily represent the views of EL Africa magazine or the ELCG.
Article Submission: Submission on topics relevant to school leadership are requested. Email ideas and articles to elafricamagazine@gmail.com.
E.L. AFRICA | JUNE 2022
4
EXECUTIVE PUBLISHERS DR. ADA OMILE
Dr. Omile earned her doctorate degree in Educational Leadership/Supervision K-12, from Argosy University, Washington DC, Post Master's Certificate in Educational Leadership & Administration from George Washington University, Master of Science in Computer & Information Systems , Master of Arts in Learning Disabilities, both from Clark Atlanta University, Atlanta Georgia. She has over 28 years of experience in Education and Leadership.
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 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. FRANCES UFONDU
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 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.
5
E.L. AFRICA | JUNE 2022
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.
LETTER FROM THE EXECUTIVE DIRECTOR
Here we go!
It’s been two years and the E.L Africa team has been tracking the education of Sub Saharan Africa’s response to the pandemic, the use of technology in teaching and learning, professional development activities for school leaders and teachers, economic inequity, and other threats to quality education. Some of you have reached out to see how we can help meet the challenge, and we have been providing support. We have been building connections, engaging school leaders in many ways for effective schools.
School leaders have extraordinary and great influence over a country’s future, they produce the next generation of professionals, yet it amazes me that our profession – education in general and principalship specifically – is not regarded as a profession of choice. Majority of parents do not want their children anywhere near the education profession. The only profession that makes all other professions possible.
Post pandemic, some of your classrooms opened without a qualified teacher, not because the bar is set so high, but because the interest is low due to low pay/wages. Some teachers left the profession, some work multiple jobs to make ends meet.
The need for more educators is great, and the need to support the ones in the profession is even greater. We advocate for sustainable ways to curb teacher shortages and amplify leadership and teacher quality. We want to make it a national conversation for districts to make it a priority to attract more talents to the profession.
We are crafting our magazine more and more to bring you exciting and vital information about the most critical issues facing education leaders today and showcase your efforts.
As we move forward, we welcome your questions, suggestions, and ideas. We’re always eager to learn what more we can do to support your goals. And you have our pledge and unwavering commitment as we continue to advocate for change in school outcomes which starts with you as the school leader.
Ada Omile Ada Omile
Executive Director E.L. Africa Magazine
E.L. AFRICA | JUNE 2022
6
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 Using instructional Rounds to improve teaching and learning Instructional leadership: Developing Headteachers as instructional leaders Eliminating Teacher Burnout
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.
Please send your manuscript to elafricamagazine@gmail.com and include: The manuscript prepared in MS Word. A cover letter that indicates your intention to
Content
submit the manuscript to E.L. Africa magazine
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
How to Submit
problems
Explain how principals can act on the information
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.
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.
7
E.L. AFRICA | JUNE 2022
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.
CREATING A TRANSFORMATIVE SCHOOL CULTURE WITH DR. ARMAND PETERSON
E.L. AFRICA | JUNE 2022
8
CREATING A TRANSFORMATIVE SCHOOL CULTURE
I
n an average school year, a student spends
analysis which will aid in dismantling the unhealthy
approximately 3,460 hours confined within the walls of
elements of the school culture to more desirable
a school building. That is nearly half a calendar year.
characteristics and qualities.
Consequently, a student’s experience at their school has an enormous impact on their daily lives. This experience
Since the potential list of values is endless, it’s important
revolves around the culture of the school and plays a big
to ensure the values align with the mission and vision of the
role in the development of students. Associated with
school. I suggest creating a list of approximately three to
student growth, school culture affects levels of academic
five manageable core values. Having just a few essential
achievement, graduation rates, dropout rates, as well as
values promotes intentionally applying those values to the
teacher effectiveness and retention.
behavior of all internal and external stakeholders.
School culture, oftentimes inaccurately used synonymously
SOME STRATEGIES YOU CAN USE TO REDEFINE YOUR SHARED VALUES AND BELIEFS ARE:
with school climate, is defined as the shared values, rules, belief patterns, teaching and learning approaches,
Align your shared values and beliefs to the mission and
behaviors, and relationships among or across the internal
vision of the school.
and external stakeholders in a school. Climate, conversely,
Identify values that are most important to your teachers
encompasses the quality and characteristics of school life.
and staff members as well as to your students and their
Simply put, school culture is how we live in the building
families.
and school climate is the mood.1
Associate the shared values and beliefs to the instructional focus of the school.
The global COVID-19 pandemic has sparked initiatives to
Host formal/informal town halls to gain relevant
create a transformative school culture from school leaders
feedback from stakeholders about the values and
across the world. These initiatives seek to create equitable
beliefs the school should adopt.
and just school environments that produce a positive impact on the students’ experience. A transformative
Furthermore, the school must visualize its redefined values
school culture should be one in which students can walk in
in action. This important step in transformative school
and, for that day or hour, take off the crushing weight of
culture is rooted in creating an environment where the
their armor, hang it on a rack, and open their hearts to
values and beliefs of the school are visible in the day to
truly being seen.2 These environments must be a safe
day operations of the school.
place where children can grow while supporting and encouraging learning, building character as well as
One way to accomplish this is by adopting the character
creating a culture of belonging.
education method. Character Education3 is a learning
SO HOW CAN SCHOOLS CREATE A TRANSFORMATIVE SCHOOL CULTURE?
process that enables students and adults in a school community to understand, care about and act on core ethical values such as respect, justice, civic virtue and
First, they must redefine their values and beliefs. In
citizenship, and responsibility for self and others. By doing
essence, culture reflects values, and shifting a culture
this, schools will be able to incorporate as well as model
begins with courageously identifying the values the new
the shared values of the school in the behaviors of its
school culture will reflect.
students.
Changing the culture requires that all of the stakeholders,
THE FOLLOWING QUESTIONS WILL GUIDE THE COMMITTEE IN VISUALIZING THESE VALUES IN ACTION.
both internal and external, rewire their pattern of thinking to adjust and adapt to the new values and beliefs of the
How do we want our school community to exhibit our
school. These shared values should reflect the school's
redefined values?
mission and vision. Organizing a committee of school
How will students’ behavior reflect these values?
community members tasked with defining the new values is
What should we expect from our faculty, staff, and
a great place to start. The committee can assess the
school leadership?
current culture of the school through qualitative and
What should our reward and discipline procedures
quantitative
consist of in order to maintain an environment that aligns with our values?
9
E.L. AFRICA | JUNE 2022
CREATING A TRANSFORMATIVE SCHOOL CULTURE Lastly, schools should create rituals and traditions that are fun for all stakeholders. After all, school should be an exciting place for all involved, right? By carving out appropriate times to have an intermission for students to enjoy fun, laugh, and create positive memories, students will be able to fellowship with each other in events that
Dr. Armand Peterson
is a Vocal/General Music
Teacher in Prince George’s County Public Schools. Graduating from Morehouse College with a
align with the school’s values.
Bachelor of Arts in Music and The George Washington University with a Master of Arts in
HERE ARE SOME SUGGESTIONS: First Fridays, a monthly tradition during which the
Educational Leadership and Human Development,
school operates on a modified learning schedule for
Armand is a third-generation educator who is
the first half of the school day so that students can
committed to leading racial justice and equity
engage in fun activities during the second half.
initiatives aimed at transforming systems that
Daily Morning Meetings is a ritual that can be used to
improve educational outcomes in underserved
reinforce the school’s values, build character and enhance the school community.
communities. He is a member of Kappa Alpha Psi Fraternity, Inc, Sigma Alpha Pi Leadership Society,
Other rituals and traditions the school may adopt
Maryland Educators Association, and a host of
include:
other professional organizations.
Dads and Doughnuts Mother’s Day Celebrations Quarterly Awards Ceremony to highlight academic and meritorious achievement
The list of rituals and traditions is endless. Notwithstanding, whatever rituals and traditions the school community choose to embrace, keep in mind that they must align with the school’s mission, vision, and values.
The stakeholders within our schools deserve an environment that cultivates, empowers, values, and makes them excited to be a part of the school community.
A
transformative school culture
is guaranteed to boost
student achievement, increase school morale, improve personal and mental health, as well as reduce bullying, suspension rates, and teacher turnover. The work of
WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM
transforming school culture is not a definitively finished improvement effort. Instead, it is continuous and requires constant evaluation to ensure that the shared values and beliefs are meaningful, relevant, and purposeful to the school community.
References: 1. Steve Gruenert and Todd Whitaker, School Culture Rewired: How to Define, Assess, and Transform It (Alexandria, VA: ASCD, 2015), 5-7 2. “Daring Classrooms Hub,” Brené Brown, March 30, 2022, https://brenebrown.com/hubs/daring-classrooms-hub/. 3. Character Education...Our Shared Responsibility,” Home (US Department of Education, December 20, 2005), https://www2.ed.gov/admins/lead/character/brochure.html.
E.L. AFRICA | JUNE 2022
10
DEBATE ABOUT BRING YOUR OWN DEVICE (BYOD) TO SCHOOL USE OF MOBILE PHONES AND OTHER HANDHELD DEVICES IN SCHOOLS By: Dr. Ada Omile
11
E.L. AFRICA | JUNE 2022
DEBATE ABOUT BYOD TO SCHOOL NEW WAYS OF LEARNING
Schools in the United States and other developed
Education has shifted dramatically in recent times. Since
countries allow students from middle school to bring their
the pandemic, it has become imperative to introduce
own technology devices to schools - smartphones, iPad,
technology in teaching and learning, technology
Chromebook or and laptop computers for classroom
accelerates learning and provides new opportunities for
instruction to facilitate learning. Other districts with more
engagement in the classroom. Many educational
funding issue devices to students every year or two. The
resources are now digital, the only way students can
schools/districts have specific policies concerning
access these resources is with their digital devices. The
respectful use of devices in the classroom.
digitization of education content — from printed textbooks to interactive software — has created the
PROS FOR BYOD
potential for personalized, adaptive learning to enhance
School districts that lack resources for technology
instruction. Several school districts across the Sub-
investment could allow students to bring their own
Saharan African (SSA) countries have equipped their
devices and channel the funding to other smart
classrooms with technology for learning especially in the
technologies for teaching such as interactive
urban areas while others are trying to do so.
smartboards.
But, in Uganda, there has been debate whether
the
Districts that are looking to stay with the flow or ahead
government should permit the use of smartphones in
of the curve in terms of technology and innovation should
schools. This debate is happening in school districts
find that the BYOD program fosters positivity and great
across the SSA as districts and schools explore options
instructional opportunities.
for technology provision for digital learning. Proponents of BYOD practices in schools cite that it In March this year at a press briefing, the Ugandan
promotes greater participation in the classroom and
minister for education and sports said that “We do
supports learning through student-centered inquiry
understand that these gadgets can be used as a tool to
approaches. With so many new technologies for learning,
facilitate learning in and outside the classroom.
students are more likely to become more interested and
Nonetheless, we are also mindful of the fact that phones
engaged.
can be a distraction in the learning environment particularly during instruction time whether in the
When students bring their own laptop or iPad, the
classroom or outside.” He also cited that students’ use
software installation and technical maintenance
smartphones in the classrooms for propagating vices such
becomes the responsibility of the parents.
as cheating, cyber-bullying, and other antisocial behaviors. Of course, he said that you may argue that
CONS ABOUT BYOD
these vices are not unique to a school environment, but
It will certainly present a challenge on how teachers will
the ministry of education does not wish the environment
control the use of devices in the classroom, allotting a
within the educational institutions to become a place
specific time to use it in the classroom for learning will
where such vices mushroom.
be best.
He is proposing a framework for regulation on use of
Students from poor socio-economic families who may not
mobile phones and other devices in education settings
afford to bring their own device will be left out from
when the country fully adopts the use of Information
attractive activities in the class using smart devices.
Communication Technologies (ICTs) in schools. Until then, he added, the ministry of education is not allowing the
BYOD may increase the already significant divide
use of personal mobile phones by learners in education
between students from high- and lower-income families.
settings.
When some schools allow low-income students to use school issued devices, it is easy to distinguish between students who have their own devices and students forced to borrow from the school.
E.L. AFRICA | JUNE 2022
12
DEBATE ABOUT BYOD TO SCHOOL BYOD MODELS TO CONSIDER
For those schools choosing to implement BYOD, clear
All the arguments and fears are legitimate, school systems
policies must be established to prevent classroom
have to weigh the pros and cons of the use of technology
distractions and online misconduct.
devices in the classroom and understand that their fears should not prevent the benefit of digital education.
Today, students in advanced countries use school issued devices for learning until the end of the school year and then return the technology device.
SSA SCHOOLS AND DISTRICTS SHOULD CONSIDER Starting out with computer labs furnished with a class-
PRINCIPOLL
set of computers for teacher to take their students for instruction. A class set of computer cart for each classroom. School districts will have to figure out whether one to one practice – device for every student to take home for one year. Or One student one laptop for 2 years is ideal. Instructional staff will ensure that every student has the opportunity to participate in any instructional activity that includes technology through careful planning and
WHAT IS YOUR BIGGEST CONTRIBUTOR TO SUCCESS AS A PRINCIPAL/HEAD TEACHER?
delivery of lessons. Individual teachers would determine when the use of privately owned devices is appropriate and will support the intended learning outcomes of each lesson. Differences would exist among teachers regarding the extent to which the use of personal devices is encouraged/permitted. Schools should clarify that responsibility for loss, damage or theft of any personal electronic device is the responsibility of the student and parent/guardian. Districts should take precautions to restrict access to undesirable or inappropriate materials using firewalls and filtering applications on their wireless networks. They should send letters to parents and school community about the intending BYOD.
Finally, the decision surrounding this issue ultimately must
Positive Attitude
be made while taking factors such as student performance, teacher training, and financial viability of the school district/zone/municipality into consideration.
School districts buying a lot of these new devices and handing them out to students is costly, and the distribution without clear documentation can cause logistical headaches. This means that districts and schools will have to improve their record-keeping practices and provide onsite technical-support staff at every school.
13
E.L. AFRICA | JUNE 2022
Willingness to Learn Time-Management Skills
By: Dr. Frances Ufondu
s educators, we sometimes
A
give lip service to the idea of creating schools where
all students can learn at a high level. How many of you have taken time to develop pious vision and mission statements rather than aligning your practices with that mission. A sense of moral purpose and the desire to help all students learn does not ensure an individual teacher is effective. I think that we have tinkered with the structures of our schools and focused on projects or or goals that have no impact on student learning. The willingness to do more than stress the importance of culture is crucial. Educational leaders should be able to present and implement practical ideas and recommendations for influencing the existing assumptions, beliefs, expectations, and habits in a school.
In this article, I will be reflecting on school culture, what it means, factors that create positive culture, characteristics of a positive school culture and steps to change your school culture. I will also acknowledge that there is no magic bullet that causes instant transformation, but instead, this should be seen as a guide for school principals and teacher leaders regarding how to slowly, incrementally influence assumptions and expectations until you create new functional norms for your school.
According to Fullan (2007) school culture can be defined as the guiding beliefs and values evident in the way a school operates. 'School culture' can be used to encompass all the attitudes, expected behaviors and values that impact how the school operates. Peterson categorizes school culture into two types: positive and toxic. In essence a positive school culture is a place where educators have an unwavering belief in the ability of all their students to achieve success and as such create policies and procedures and adopt practices that support their belief in the ability of every student. A toxic culture on the other hand is one where teacher relations are often conflictual and staff doesn’t believe in the ability of the students to succeed and a generally negative attitude prevails (Cromwell, 2002, p.15).
Research shows that a positive school climate increases attendance rates and academic achievement, promotes student mental and physical wellbeing and teacher retention, and reduces violence. A positive school culture combined with a positive school climate results in a positive school environment. The development of a good school culture can foster a spirit that will be able to improve teacher performance in running its duty, so that it can improve quality of the school.
E.L. AFRICA | JUNE 2022
14
School culture is a factor that affects the improvement of school quality.
Some schools have a generally "positive" culture that is focused on student achievement and success but too weak to motivate students and teachers. For example, school leaders might talk about values and beliefs, but no follow-up actions, traditions, ceremonies, or rituals to reinforce those messages. Transforming School Culture requires a school improvement plan for leaders to overcome staff division, improve relationships, and transform toxic school cultures into healthy ones. A positive culture gives an organization a competitive advantage.
When you’ve spent time at an organization where the people seem focused, enthused and energetic, you start to understand the importance of a positive, productive organizational culture. Unfortunately, not every school culture is developed to the point where staff and students enjoy being there. So, what’s the answer? School administrators and teachers must take a hard look at their school cultures (or lack thereof) and form plans to build environments designed to generate more enthusiasm, school pride and overall productivity among students and staff. The good news? Those who are successful find the results a win-win for everyone. In many cases, everyone in a school community sees the need for a better culture — they just don’t know how to make it happen.
WHAT DOES A SCHOOL WITH A POSITIVE CULTURE LOOK LIKE? People want to work for schools with a good reputation from previous and current employees. A school with a positive culture will attract the type of talent that is willing to make their next workplace a home, rather than just a stepping-stone. Characteristics of a positive workplace culture includes: strong purpose and core values, good communication, collaboration among teams, opportunities for growth and excellent reward systems in place.
How would your teachers, students, and parents describe your school’s environment? Most of us are familiar with the benefits of a positive school climate and culture: stronger engagement, fewer suspensions, and higher attendance and graduation rates. But changing the culture takes effort, time, and teamwork. Here are eight ways a principal can build positive school cultures: Build strong relationships Teach essential social skills Get on the same page Be role models Clarify classroom and school rules Teach all students problem solving Set appropriate consequences Praise students for good choices
A positive culture leads to student's motivation and high achievement which increases school outcomes. An effective culture has clear goals and objectives and each staff member knows their duties. Here are five steps, along with some examples, to achieve meaningful climate and culture change in your schools:
Take the pulse of your current climate and culture. One quick way to assess your school’s culture is to study your discipline reports. Research shows that suspensions have negative consequences, including higher dropout rates and lower student engagement. Another way to gain insight is to simply ask. When I was a principal we created an in-house staff questionnaire that was a more targeted version of the district’s culture survey.
15
E.L. AFRICA | JUNE 2022
We sent it out monthly to get a pulse on where we were and where we were headed, we were very intentional about asking teachers and staff what we could do or change right away that would help. We held weekly staff meetings to talk about what’s working and what isn’t. One of the keys, however, is to make sure everyone knows they can be honest and that it won’t be held against them. Set the tone for people to feel comfortable sharing what makes them feel uncomfortable, and then brainstorm how you can resolve these issues. There must be an atmosphere of trust and understanding.
Go the extra mile to make sure your community understands the goals of your learning environment. Research has shown that everyone benefits when parents, families, and your community are all informed about your school’s practices and policies. When parents are informed about what’s happening in your classrooms, they can help their children set goals and develop the skills needed to make the environment more positive for everyone. Communication is the critical element in this plan, but remember that like educators, parents are busy people, too. Paper or electronic newsletters and blogs are other easy ways to let the community know about your happenings—just make sure to offer people a variety of ways to receive notices – via email, automated message or text, or through social media services. On the micro level, share weekly progress reports with parents to give them a snapshot of their child’s behavior, along with expectations based on the school’s policies. This is a great way to boost parent participation in their child’s success at school.
Culture change starts at the top. Are your leaders on board? When I was trying to figure out how to decrease my school’s high number of behavioral incidents, I consulted with other principals in my school district for ideas. I met with my school leadership team to brainstorm ideas and how we could reinforce our positive behavior program. We all agreed to come up with incentives to reinforce positive behaviors. Once everyone was on board, we rolled out the program. When the administration and entire team believes in and invests in a plan, it’s easier to convince others to follow suit. We also checked on staff morale all the time, while coming up with new ideas to improve the school environment. But more importantly, we continually asked teachers for feedback. Because we are open to collaboration and models that type of behavior, the teachers in the school are more likely to explore different methods.
Align your professional development with your teaching and learning goals. When we began using the positive incentive program, teachers had to learn new strategies for offering precise praise to students when they exhibit positive behavior choices. For example, instead of just saying, “Good job, Daniel,” teachers are learning how to offer specific praise, such as, “Daniel is writing his name. He is ready to learn today!” Teachers received coaching on how to look for the positives and be more intentional with their praise, and, at the beginning, the administrative team did ten or more walkthroughs a day to observe and deliver additional feedback. We gave examples on how to offer praise cues and we’d model lessons if they were struggling.
The school learned that it had to change its systems to change both student and teacher behavior. We opened a student store where students who earned behavior-based rewards could buy pencils, erasers, and coupons for free dress day or lunch in the courtyard. We also started a semester “Bobcat Bash” dance for students who maintained positive behavior throughout the semester. The students
E.L. AFRICA | JUNE 2022
16
have to understand why they are earning rewards and can articulate what behavior they did or if it is a waste of time and money. That ties in to the coaching we did on the specific praise.
Keep checking the pulse as you move forward. Be sure to have systems in place to gather feedback and determine if your new systems are making a difference. Many schools do surveys or questionnaires, such as asking three quick questions after a staff meeting. Meet one-on-one with the teachers in your building who are more likely to be less positive, to make sure they stay on your radar. If you hear about teachers grumbling, invite them to come in and talk with you. Don’t ignore that chatter! The key players can make or break your efforts. On Fridays we will give shoutouts on the morning announcements to the weekly leaders; teachers received recognition to reinforce the usage. The school also came up with a trimester students award based on character and behavior. Winning students — based on the data — took home a certificate and school spirit wear. Research shows that positive school cultures are linked to increased high school graduation rates, turnarounds in low-performing schools, reduced school violence, and increased communication among students, families and faculty, among many other benefits. By helping students stay engaged and act positively — while giving school leaders and teachers multiple levels of support — your school culture can move the achievement needle. When students feel safe, connected, and motivated, schools succeed.
Engaged students are excited about what’s happening at their school and about what they’re learning. They contribute to the learning environment and are psychologically committed to their school. Engaged students feel safe at school, have strong relationships with teachers and other students, feel recognized on a regular basis and are learning important things that connect them to a positive future. Similarly, teachers who are engaged tend to be loyal, psychologically committed to their employers and trusting of their co-workers, while their principals are committed to recognizing their growth, coaching them and helping them learn and grow.
WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM
17
E.L. AFRICA | JUNE 2022
E.L. AFRICA BOARD MEMBER
SHOUT OUT D
r. Eugene Otuonye, who works as an Assistant Principal for the Victor Valley Union High School District, California, USA was nominated for the Children Deserve Success Award and as the Multilingual
He was the recipient by the San Bernardino County Superintendent of Recognition. Schools. This recognition stems from his relentless effort to make sure that all students within his district get the opportunity to be educated irrespective of the odds stacked against them. He led an initiative which organized personal home visits to over 200 foster and at promise students during the past year.
He was also instrumental in establishing a reward program for students to attend class and be present. This program gifted student’s laptops, beat headphones, game consoles and gift cards. Dr. Otuonye has also been an indefatigable advocate for parent engagement and English Learners (EL) students within the district, he was recognized for his relentless efforts which has led to many students earning their Seals of Biliteracy and being redesignated/reclassified to Fluent English Speakers.
E.L. AFRICA | JUNE 2022
18
STEPPING UP
How SSA School Districts Are Training School Leaders
Educational Leader Africa magazine (The E. L. Africa) has been in the forefront for promoting school leadership in Sub- Saharan Africa (SSA) and beyond. For this edition of our magazine, we collected information on standards, certifications, professional development, selection, university-sponsored principal preparation programs, and credentialing process for school leaders in countries of SSA and the national education policy that promotes school leaders’ leadership practices. Here’s what is happening in some countries.
19
E.L. AFRICA | JUNE 2022
HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS
GHANA By: Franklin Dwamena Adjei
Principals supervise teachers and educational staff and keep track of student performance. They ensure that school facilities remain safe for students and faculty and plan regular maintenance of school grounds and equipment.
In Ghana, the expectations for school heads are laid out in two sections of the Ghana Education Service (2010) Head Teachers’ Handbook, “Managing your School” and “Improving the Quality of Learning.”
The “Managing your School” section highlights four proficiencies needed to effectively manage people: 1. Managing instructional time, 2. Managing co-curricular activities, 3. Managing learning resources, and 4. Managing financial matters.
The “Improving the Quality of Learning” section also has
T
here is increasing evidence that effective school
four proficiencies for increasing school intake and
leadership is vital if schools are to be successful
attendance:
in providing good learning opportunities for
students. School leadership development has therefore
1. Assessing pupil performance, 2. Assessing teacher performance,
gained much attention and is high on the agenda in a
3. Staff development, and
number of countries. Research in Ghana, however,
4. Improving relations between school and community.
suggests that educational reforms over the years have ignored the importance of school leadership development
Taken together, these skills enable school heads to assume
as there are currently very few reform initiatives that
roles that have direct influence on improved student
address the need to develop the leadership proficiencies
learning and the establishment of a school climate of
and skills of school leaders. Basic school leaders in Ghana
success for all learners. In this sense, school heads serve as
are appointed without any formal preparatory training
instructional leaders and facilitators.
and are either appointed or rise to such positions based on rank and teaching experience.
However, the key skills of communication and collaboration often receive less attention in the school leadership
The quality of leadership and management in Basic
research. These two skills are particularly important as
schools and the Senior High Schools, therefore, remain
school heads are expected to acquire the relevant
generally poor while learning outcomes have fallen far
resources for the school, manage them effectively, as well
below the targets of the Ministry of Education over the
as to create a conducive teaching and learning
past years. Ironically, the Ghana Education Service has a
environment to deliver quality education to learners.
high expectation of the leaders to make teaching and learning pivotal to all other activities in schools.
School heads in Ghana must have a minimum of 15 years of teaching experience, but they are not required to complete
School Leaders can define the school's educational goals,
a professional standardized training programme in
ensure that instructional practices are directed towards
educational administration or educational leadership.
achieving set goals, observe and evaluate teachers,
School heads are usually selected from the ranks of
suggest modifications to improve teaching practices,
teachers. However, teaching experience does not ensure
shape their professional development, help solve
that a person has the adequate technical, analytical, and
problems that may arise within the classroom or outside.
human relations skills required for administrators. As a result, leadership functions critical to school effectiveness and improvement are often ignored or deemphasized.
E.L. AFRICA | JUNE 2022
20
HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS
Since the current requirements for becoming a school head
learning programmes which aim at increasing the capacity
are broad and do not include training, it makes it harder for
of the leaders in order to bring about improvements in
leaders to address challenges such as student low
student learning outcomes (Kusi & Mensah,
achievement, high dropout rates, facilities in urgent need
2014;Malakolunthu, McBeath, & Swaffield, 2014). These
of repair, inadequate funding, and dysfunctional
training programmes which are mostly in the form of
operational systems.
workshops and seminars are organized by the Ministry of Education, the Ghana Education Service, and some
On the other hand, school heads who have taken graduate
international agencies such as the World Bank, UNESCO,
level courses in Educational Administration indicate
DFID, USAID and CIDA (Bush & Oduro, 2006).
readiness to address leadership-related and political
Despite the series of training interventions that are
problems than their counterparts who have not taken
organized to strengthen the supervisory roles of school
graduate level courses in educational administration.
leaders in Ghana, research suggests that the quality of supervision and evaluation of instruction in basic schools
Exposure to graduate level courses in Educational
remains poor (Donkoh, 2015;Oduro, Dachi, & Fertig, 2008).
Administration equips School Heads with the knowledge
One of the major causes attributed to the deteriorating
and skills to develop clear vision for their school and
standard of education in Ghanaian Public Basic Schools
articulate expectations for student learning while utilizing
and the student achievement disparity between public and
change opportunities to attain a stated vision.
private basic schools has been weak supervision of teachers in schools (Amina, 2015;Ankomah & Hope, 2011).
School Heads need to be supported with professional programmes that teach them to communicate a vision of
One major problem facing the Ghana Education Service
success for all students and inspire all stakeholders to work
(GES) is school leadership and this has affected the
towards achieving that vision.
performances of Basic Schools in the country (Edwards & Aboagye, 2015). Donkor (2015) who examined the
Periodically, programmes, in-service training programmes
leadership preparedness in Ghana basic schools found out
are designed for a series of workshops and seminars. This
that in all the thirty-eight (38) Training Institutions in Ghana,
provides a framework within which the knowledge, skills,
pre-service teachers are not taught school leadership as a
and competences acquired by school heads will be
full course in Ghana. This suggests that pre-service
reinforced through the integration of theoretical knowledge
teachers who will eventually become basic school leaders in
and artistry or experience on the job.
the future are not adequately equipped to assume leadership roles in basic schools in Ghana.
In Ghana, however, the Ministry of Education has not yet institutionalized a leadership development programme for
However, studies from Ghana, Tanzania and Botswana
grassroots school Headmasters. Ghana places less
report a lack of pre-appointment, induction and in-service
emphasis on leadership at the grassroots school level
leadership development for school leaders, particularly in
(Donkor, 2013). Apart from the limited focus on the
financial skills, interpersonal skills, ICT skills, and school
leadership role of junior secondary school headmasters in
management processes (Bosu et al., 2011;Pheko,
Ghana, school leadership is not taught as a course in any
2018;Totolo, 2011). Donkor (2015) for instance finds that in
of the colleges of education, yet trainees who eventually
Ghana, teachers in basic schools have inadequate access
become headmasters are expected to have these skills and
to leadership and management training, while Onguko et al.
successfully lead their schools. Donkor, 2013 (2017) points
(2012) similarly report concerns of limited principal
out that the Leadership for Learning Programme has been
preparation and induction for newly-appointed
benefiting only a small number of headmasters which has
headteachers in Tanzania and East Africa.
not been sustained.
EARLIER ATTEMPTS In Ghana, though school leaders in the basic schools are
As a result, the Leadership for Learning Ghana program was
appointed without any formal preparatory training (Donkoh,
born to systematically address the issues identified through
2015;Zame, Hope, & Repress, 2008), research affirms that
EdQUAL. This programme was created by a group of private
they benefit from a wide range of in-service professional
21
E.L. AFRICA | JUNE 2022
HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS
individuals in collaboration with the Center for
them to share ideas with their peers. These kept them
Commonwealth Education in the Faculty of Education at
together to always dialogue on leadership for learning,
the University of Cambridge, which had established a
thereby sustaining the momentum to perform.
Leadership for Learning Network in 2001 across numerous countries based on the following principles: 1) maintaining
Through this programme, it was revealed that school
a focus on learning as an activity 2) creating conditions
leaders did evolve into seeing themselves as leaders of
favorable to learning as an activity 3) creating a dialogue
learning, eventually labeling themselves “School
about Leadership for Learning 4) the sharing of leadership
Transformational Leaders.” They became more focused,
5) a shared sense of accountability. (Source: Center for
showing a great deal of agency in their leadership towards
Commonwealth Education, Faculty of Education, University
improving learning by creating the necessary environment
of Cambridge)
and culture for learning, promoting a dialogue around learning, sharing their leadership challenges and successes
The goal was to push for the Ghanaian government to
with others in the school, and encouraging mutual
embed the five Leadership for Learning principles listed
accountability. While initial challenges emerged related to
above into national policy; in this way, we could promote a
changing mindsets, accepting changes, and dealing with
national push for leadership preparation with a focus on
teachers who felt the implementation of the principles was
learning for school heads. they collaborated with the
extra work for them, with time these challenges were
Ghana Education Service on the implementation of this
overcome.
project by incorporating the leadership for learning principles in the basic school Headteachers’ Handbook,
Though results could not be obtained from standardized
leading in the development of a Leadership for Learning
examinations to establish the direct impact, they were able
Manual for school heads and providing Leadership for
to use school-based data with regards to pupils’ scores on
Learning training to Directors, Training Officers and other
academic exercises, pupils’ initiative-taking and pupils’
relevant Officers of the Ghana Education Service to
levels of engagement within and outside the school to
support the implementation of the programme on the
indicate that there was a marked improvement in pupils’
ground. Series of leadership training workshops for basic
learning. During school visits, it was also observed that
school heads were modeled to impact participants’
school leaders were willing to share what they learned
practice in areas such as creating a leadership for learning
during the training workshops with their teachers. This
vision for schools, sharing leadership to nurture leaders and
practice enhanced shared leadership and had the potential
critical friendship. From 2010 to 2013, over 5000 school
of nurturing a core of school-level leaders who could
leaders participated in the leadership training workshops.
eventually take up other leadership roles. It was also observed that both staff and pupils were ready and willing
In conjunction with the school leader workshops, joint
to take risks in their learning journey. Strong collaboration
training workshops for school heads and circuit supervisors
within the school and between the school and the
who were front line school supervisors were held. That
community was also reflected during these visits.
created a platform for them to share their mutual strengths and frustrations, and to strategize to improve learning in
However, in Ghana, information regarding national
their schools. At the end of each workshop, participants
education policy that promotes school leaders’ leadership
developed action plans on things they would implement
practices remains scarce.
when they returned to their various schools. The coordinator of the programme and some facilitators, called Professional Development Leaders, made follow up coaching visits to support school leaders to implement their action plans. Some other efforts implemented included an annual success sharing conference to enable school heads to share experience, and a weekly text messaging system was also instituted where short reflective messages were sent to school leaders to motivate them on their work and prompt
E.L. AFRICA | JUNE 2022
22
HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS
RWANDA Mr Léon N. Mugenzi - Head of Department/TDM&CGC, Rwanda Education Board (REB)
undergo a Diploma course in Effective school leadership, Deputy Head teachers in charge of Studies are given a Certificate course in Coaching and Mentoring whereas Deputy Head teachers in charge of Discipline, Matrons and Patrons are trained on Career guidance and counseling. There are also Professional Learning Communities (PLCs) for School leaders through which best practices are shared and collaborative problem solving is done. This is an initiative by the Ministry of Education and Rwanda Basic Education Board to promote effective school leadership in every school.
SELECTION OF SCHOOL LEADERS School Headteachers and Deputy Head teachers are recruited by the Ministry of Education through Rwanda Basic Education Board and Rwanda Technical and vocational (TVET) Board in collaboration with Districts and Ministry of Labor and Public Servants. They undergo recruitment examinations (Written and Oral) and only those
R
wanda has five standards for effective school
with a minimum of 70% are hired as stipulated in
leadership. These are standards required of any
Presidential Order establishing special statutes governing
school leader. A school leaders should have
teachers in Nursery, Primary, Secondary and Technical and
knowledge, skills, and attitude towards:
vocational Schools. Only those who have studied education
Creating a strategic direction for the school: Having
with a minimum of 5 years teaching experience are allowed
knowledge, skills, and attitude for setting strategic
to apply.
direction of the school he/she is leading. Leading learning: Having knowledge, skills, and
PREPARATION OF SCHOOL LEADERS
attitude for leading learning in the school.
School leaders do not have a special training school but
Leading teaching: Having knowledge, skills, and
are trained at University of Rwanda-College of Education
attitude towards leading teaching in his/her school.
or from any other University with Education Program. At
Managing a school as an organization: Having
Master’s Level, there is the Education Leadership
knowledge, skills, and attitude for managing a school
Department at University of Rwanda and most other Private
as an organization. Being able to manage human,
universities that offer programs like, Master of Education in
financial, physical and time resources.
Leadership and Management.
Working with parents and wider community: Having knowledge, skills and attitude in involving parents,
TRAINING SUPPORT FOR SCHOOL LEADERS
local leaders, Development Partners and local
As said above, School leaders are continuously trained
community in school activities.
through CPDs and PLCs by Rwanda Basic Education Board and Development Partners that support School leaders. All
CERTIFICATION FOR SCHOOL LEADERS
school leaders have undergone training in Effective School
A Secondary school leader in Rwanda is one who has
Leadership for Head teachers and Mentoring and Coaching
minimum qualification of bachelor’s degree in Education
for Deputy Head teachers in charge of Studies.
and Advanced level certificate from Primary Teacher Training Center (TTC) for Primary school Headteacher.
NATIONAL EDUCATION POLICY THAT PROMOTES SCHOOL LEADERS’ LEADERSHIP PRACTICES
PROFESSIONAL DEVELOPMENT
There is a school Leaders’ recruitment and professional
School leaders are given Continuous Professional
development policy as stipulated in the Presidential
Development Trainings (CPD). School Head teachers
Order establishing Special Statutes governing teachers in Nursery, Primary, Secondary and TVET schools.
23
E.L. AFRICA | JUNE 2022
HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS
There is a Unit in charge of School Leadership and
on workflow where everybody should be involved as key
Career Guidance and Counseling which supports
participants for the improvement of quality learning in
School leaders and monitors their practices.
various schools in the sixteen political districts.
There is School leaders Peer Learning policy through
Sample data collection on PBF and EduTrac primary
Professional Learning Communities (PLCs) through
schools were done by the IT Officers after a virtual
which collaborative learning and problem solving is
meeting with FEPS PBF Team and IT Officers with
done. In the School Leadership and Career Guidance
regards data collection on PBF.
Unit at REB, there is an officer in charge of Peer
A Training of Trainers workshop was held for the School
Learning for School leaders.
Quality Assurance on the Curriculum Development. The
Unlike in the US, there are no university-sponsored Head
training was geared towards how teachers should set
teachers’ preparation programs credentialing School
their instructional objective base on the National
leaders for Secondary schools (Bachelor’s) or Primary
Curriculum.
school leaders (Certificate). School leaders recruited
Tangerine Training by Mot MacDonald for SQAO’s for
have studied Education at University with some course
general data collection on school supervision,
unit on education leadership or at Teacher Training
attendance data verification, lesson observation and
Colleges.
reasons for not visiting schools on a specific day.
Mr. Léon N. Mugenzi
is the Head of Teacher Development, Management,
Inclusive Education training for SQAO’s by Handicap
Career Guidance and Counseling Department at Rwanda Basic Education
International
Board (REB) since February 2021. Prior to his current position, Leon had
Training Workshop for SQAO’s on data collection and
worked in education sector since 2005 where he held different positions including Lecturer, Researcher, Dean of Education Faculty at the University of Kibungo, Senior Education Expert and Education Advisor at VVOB-
reporting system by Edu-Track (Situation Room-HQ) Training workshop for SQAO’s on the collection of data
Education for Development, Consultant in Education at USAID Soma
using the Kola Tool Box
Umenye Project and Technical Advisor at UNICEF. Leon has significantly
Training workshop for SQAO’s/ Other DEO officials on
contributed to teacher training and school leadership and management programmes in Rwanda. He holds a master’s degree in Philosophy of
effective working Relationship to enhance WORKFLOW.
Education from Catholic University of Central Africa, Yaoundé – Cameroon and an Advanced Studies Degree in Education Sciences (DEA: Diplôme d’Etudes Approfondies) from Marien Ngouabi University (UNESCO Chair in Education Sciences for Central Africa).
SIERRA LEONE
By: Abubarkarr Taal
WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN
n the Bombali district education Makeni, the
I
inspectorate office reports that: We have been doing training on teacher management
and heads of schools for schools’ records and other
E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM
resources. We have also been engaging school leaders and teachers with training in Psycho-social for the prevention of Coronavirus in 2020 in Sierra Leone.
All those training were cascaded in all the sixteen districts in the country by the authority at the headquarters by the supportive leadership of the Honorable Minister for education and his deputies and other professional heads of various units. We have also trained Inspectors of schools on
E.L. AFRICA | JUNE 2022
24
MEET DR. MAURICE ODONDO FROM KENYA'S EDUCATION MANAGEMENT INSTITUTE HELPING BUILD SKILLED EDUCATIONAL LEADERS FOR THE FUTURE IN KENYA
25
E.L. AFRICA | JUNE 2022
HELPING BUILD SKILLED EDUCATIONAL LEADERS FOR THE FUTURE IN KENYA
T
he Kenya Education Management Institute (KEMI)
The capacity building programmes offered by the
is a Management Development Institute which
Institute comprise Diploma in Education Leadership
serves as the capacity building agency of the
and Management, Teacher Professional Development
Ministry of Education in Kenya. KEMI is mandated to provide Education leadership and management training, conduct research and offer consultancy services in the education sector.
(TPD) programme, Instructional Leadership, Guidance and Counseling, Institutional Leadership, Transformational Leadership, Leadership and Governance, Career Guidance and Counseling, Financial management, Procurement Management
The Institution was established in 1981 with an objective of strengthening leadership and management competencies of educators for provision of quality, relevant and inclusive education to the African child. Focusing on the training landscape in Kenya, the Institute is marked as the hub
among others. The capacity building programmes are delivered through face to face, e-learning and blended approaches. To attain timely, focused and targeted training, the Institute leverages its virtual campus which supports online learning through synchronous and asynchronous training delivery.
of capacity building for education leaders in the Country. It is positioned to provide, directly or in collaboration with other organizations leadership and management training, research and consultancy services in the education sector. This is delivered on
I would wish to conclude by indicating that effective and efficient leadership training is the panacea to the malady of poor governance and accountability in schools.
a commercial basis to the public and private sector and to any other persons, local or foreign, who may request for such services.
In order to improve learning outcomes in schools, the Institute targets key players in the education sector who structurally and functionally contribute towards building learner friendly environments. The target groups therefore include among others: County Education Boards/School Boards of Management/Parents Associations Education Officers at National and County Governments Quality Assurance and Standards Officers; Curriculum Support Officers Principals/Head teachers, Deputy
HAVE NEWS YOU WANT HIGHLIGHED IN THE E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM
Principals/Head teachers, Heads of Departments Senior teachers; teachers Students Councils; Finance Officers, Bursars/Accounts Clerks of Schools
E.L. AFRICA | JUNE 2022
26
A common misconception in many secondary schools is that students are either STEM students or they are not. However, STEM is not only for students who excel at Science, Technology, Engineering, or Math courses, STEM is for all students. At the Day Waterman School in Abeokuta, Nigeria, Mr. Gowen, the principal and other principals just like him across the Sub-Saharan Africa, have collaboratively created STEAM pillars including Arts to be emphasized in the classrooms: 1. Problem Solving 2. Critical thinking 3. Citizenship 4. Resiliency 5. Creativity
School leaders and teachers do not have to agree on every component of grading, but a student’s grade should reflect mastery of the content being delivered. One strategy to help schools focus explicitly on academic mastery and encourage positive behavior is to include a soft-skill report card along with a traditional report card. The soft-skill report cards can be a narrative or rubricbased and include metrics such as: Work habits Attendance Collaborative/Participation Respect Initiative Homework completion Any other area the school deems appropriate.
27
E.L. AFRICA | JUNE 2022
END OF YEAR REFLECTION By: Dr. Harold McCray, Principal at a Washington D.C. Public School
I write everything on my iPhone or iPad. We are approaching the end of the year. As principals, we are deep in reflection mode to ensure the following year is better than the current year. What mistakes and missed opportunities existed? Where was the success and how can I as the instructional leader maximize on that and grow my school? This week’s top three reflections I’d like to share with other administrators in hopes that it helps you like it helped me.
1. If you have any vacancies, hire now. The best candidates usually apply early and have already made their decisions or are either finalizing where they would like to be for next year. 2. It’s the end of the school year, but instruction still needs to happen. Prioritize it. 3. Have fun. Celebrate your staff, students, and parents. This year was different. Plan thoroughly and with intent.
ACTIVITY: PRIORITIZE YOUR DAY WITH 3 SIMPLE QUESTIONS What is most important for me to accomplish
before the school day begins in the morning?
What is most important for me to accomplish
during the school day?
What is most important for me to accomplish before I go home to help me get ready for the next day?
E.L. AFRICA | JUNE 2022
28
PRINCIPALLY SPEAKING HOW SCHOOL LEADERS ENSURE TEACHER SATISFACTION
29
E.L. AFRICA | JUNE 2022
PRINCIPALLY SPEAKING
Though not so easy to achieve with everyone, I ensure that
Emelia Kunda Kasonde, Principal of Kalonga Secondary School in
teachers are involved in school governance at all levels through functioning committees from planning to actualization, where they make decisions and advise management on several issues. Teachers feel satisfied when they see that what they advise management is implemented. For example, issues on discipline, learner assessment and performance.
Kabwe, Zambia As their leader I show interest in their professional development and their social life. I ensure that in-house professional development training is conducted every school alonga Secondary is a school in Kabwe town
K
in the Central part of Zambia in Central
term and also send teachers for workshops to enhance their skills.
Africa. The school has one hundred and two (102) teachers with one thousand three hundred and
sixty (1,360) learners. The effectiveness of the school mainly depends on the input of teachers in order to
When a teacher is unwell or has a bereavement, I mobilize other teachers to support their friend through visitations and financial assistance from the school’s income generating activities.
achieve learner performance. Teachers are allowed to use the school bus for funerals as Teacher’s input may to a greater extent depend on how satisfied they are in their job. Job satisfaction on the other hand is a positive or pleasant emotional state resulting from a person's appreciation of his/her own job or experience. Teachers who are satisfied
long as they provide fuel. School culture that embraces everyone is encouraged since teachers spend much of their time at school. The school has a canteen where teachers buy their meals at a subsidized price. This helps teachers to remain in school without challenges.
with their profession and working conditions at their school are more motivated to prepare for their lessons, teach and maybe more likely to remain in school.
Awarding those that are deserving during labor and teacher’s day and well performing teachers is a school practice that is encouraged. Also assigning responsibilities brings a lot of satisfaction.
There are several factors that contribute to teacher job satisfaction levels, such as school culture, school size, communication with school leaders, parents and
Other incentives such as providing tea during their break time is another good practice at Kalonga Secondary school.
colleagues, equipment and facilities, students’ performance and abilities, professional treatment, job security, working conditions and leadership among others.
My role as headteacher is to provide leadership, direction and coordination within the school to enhance a conducive environment. While my main responsibility is to oversee day-to-day school operations, manage school logistics and budgets, set learning goals for students and oversee the process so that those goals are attained, I pay extra attention to ensure that there is teacher job satisfaction.
E.L. AFRICA | JUNE 2022
30
PRINCIPALLY SPEAKING
Teachers are provided with teaching and learning materials
We track our skilled graduates’ and our data shows that they
as suggested by their respective subject departments, they
are gainfully employed after graduation in related industries,
are allowed to analyze teacher and learner performance and
some are entrepreneurs with and own businesses for
come up with interventions for effectiveness.
instance, building construction companies, Restaurants/ Event planners or Information Communication Technology
Through monitoring and performance appraisal deserving
(ICT) service providers.
teachers are recommended for promotion, mentorship and upgraded. Teachers are allowed to take local and vacation
Teachers’ satisfaction has to do with the feeling of fulfillment
leave when they are due and to pursue their studies through
in the job. The job of a teacher is driven by conscience since
open and distance learning.
the targets are souls. A teacher without good conscience can hardly be satisfied with the job of teaching hence,
The other factor that has helped me as a leader is to simply say sorry when I am wrong and thank you for acknowledging their effort. This has built confidence and trust in the school leadership.
satisfaction bothers on the mindset and personal disposition towards the job.
At our school, the administrative team makes adequate provisions for effective teaching and learning. We try to provide a good working environment, physical structures, and offices. We provide resources for effective teaching and learning in various departments.
Mr. Otubah Samuel C., Principal of the Government Technical College
As the school leader, I have plans to provide new teachers tables and chairs to replace the old ones to give them the comfort needed. I advocate for improved conditions of service for teachers. I motivate my teachers through corporal and non-corporal incentives and admonitions.
Nkpor, Anambra State, Nigeria
Teachers are given opportunities to improve on their capacities through occasional professional training and organized staff forums. I avoid double standards in relating with my teachers. I give unreserved attention to their
overnment Technical College Nkpor, Idemili
G
North Local Government Area in Anambra State Nigeria is a secondary school of about 1500 students in population and 60
emotions with a view to solving their psychological problems. Teacher’s security is paramount hence we are poised to improve on our security by gradual fencing of the entire school.
teachers in different specialties. Poor remuneration dampens the morale of teachers, even The school has five Pathways or trade programs. Four out of the five programs have received accreditation from National business and technical education board (NABTEB). These areas include: Electrical, Building Construction, Computer Craft/Information Communication Technology, and Catering
those with good conscience and dispositions. A teacher is hardly satisfied with a very poor take home salary, especially in this perilous time. For this reason, they always look out for other means of complementing their salaries hence compromising their primary responsibility of teaching effectively.
departments. Teacher satisfaction is therefore relative, and one cannot The Motor Vehicle department is yet to receive accreditation due to lack of necessary provisions and technical instructors. Students choose from one of these trade areas of specialty. They also take classes in Sciences and Arts at the school.
31
E.L. AFRICA | JUNE 2022
comfortably boast of having made adequate provisions to the extent that teachers are very satisfied. Adequate provisions can hardly be achieved by the school without intervention of school districts/zones, good, spirited individuals and of course government.
PRINCIPALLY SPEAKING
Mbelle Ngozi K. (Mrs.), Principal Community Secondary School Nimo, Amanbra State, Nigeria
hree key words are involved here: - teacher,
T
satisfaction and school. It will be nice to know their meaning to boost understanding.
Teacher: Is one who imparts knowledge to a learner. Satisfaction: Provision of the needs/desires of someone.
School:
ADVERTISE WITH US! E.L. Africa magazine offers the opportunity to advertise your business, programs, services and products.
An institution /establishment for learning.
Ensuring teacher satisfaction therefore means making a teacher comfortable for effective/increased productivity in a school.
At the Community Secondary school Nimo, Anambra State, Nigeria, I ensure teacher satisfaction at my school by doing the following: 1. I maintain mutual/cordial relationship with my teachers 2. I address them by their first names to minimize formality. 3. I have the welfare of the teacher at heart, we sometimes pray together, I counsel them and help them financially as the need arises. 4. I make sure that their offices/classroom are comfortable with adequate resources. office with a good chair, table, fan, and air-conditioned space. I also make sure that I have a good and secured environment. 5. I give incentives for good performances like early birds, best teachers, I see that they receive fringe
Email elafricamagazine@gmail.com with subject line:
benefits. 6. I provide opportunities for teacher to attend seminars & workshops with pay
"E.L.
Africa
Magazine
Advertisement
Inquiry"
E.L. AFRICA | JUNE 2022
32
QUICK ASSESSMENT STRATEGIES By: Professor Francis Osita Onukwuli, Sr.
O
ver the years of teaching students
and adults, educators discovered that when
or review for a test. Students are paired and they ask one another questions. The teacher may ask students to summarize what their partners shared.
a variety of
PAIRED DISCUSSION
assessment measures
Students break into pairs, and the teacher gives the pair a
are utilized to
topic for discussion. When students have discussed the
determine students’
topic, they may share their ideas with the class.
knowledge gain on teaching goals,
60 SECOND POWER WRITE
learners learn more and it reflects their wholesome
This is for processing material given in notes. Have
comprehension of the course unit better than using only
students take out a sheet of paper and draw a line along
tests, quizzes and exams.
the right, creating a margin. Fold the paper along that line. Students will then take notes up to the margin line.
Here are some assessment strategies to use in the
When the paper is folded, the notes should not be visible.
classroom of informed teachers:
At an appropriate break point in the note taking, tell students to cover their notes and use the blank side of the
CHORAL RESPONSE
paper to list important points given during lecture. When
This can be used in a number of ways. For example, after
students have completed their lists, it is time for feedback.
reading text or a story or chapter, turn to the class and ask
Sources of feedback can be peers, teachers, or their
them to give the definition of a word in unison. This can be
notes.
done many times during a single lecture, and it is a low risk way to review materials and keep everyone thinking.
WHIP AROUND This is to review reading materials, notes or lectures.
PIVOT
Teacher asks questions of any student in class. Just
This is a paired activity. Students at their seats are asked to
because a student has answered a question does not
“pivot” so they are knee –to-knee and eye-to-eye with their
mean they will not be asked again, or that everyone will be
partner. This will keep the noise level down. Pairs decide
asked a question.
who is “A” and “B”. This is used to quickly process material that has just been discussed. “A” begins by telling all they
RESPONSE CARDS
remember and have in their notes. “B” fills in anything that
Have students fold a sheet of paper in half the long way.
“A” might have missed. This creates accountability in note
On one side of the folded paper, have them write a large
taking during lecture and listening skills with partners.
T (true), and on the other side a large F (false). The teacher then asks the class questions and the students
PAIRED INTERVIEWS
respond by holding up the side of the card with the
This can be used as an icebreaker at the beginning of a
correct answer. This keeps everyone involved and is low
semester, as a quick review of what has been done in class
risk because if the student’s answer is incorrect they may quietly change it. This is only a review strategy.
33
E.L. AFRICA | JUNE 2022
QUICK ASSESSMENT STRATEGIES RALLY ROBIN After reading or during a lecture, ask students to form pairs and identify who will go first. Then have the first student give one fact or concept they remember. The partner gives one thing they remember. The pair continues to build until time is up or they have run out of information to share. The teacher may list on the board items that are important so students may check to see if they have them.
10-2 RULE Students take notes on the top two-thirds of their paper. Then at a logical break point, give students a chance to reread their notes. Then on the bottom third of the paper, students take two minutes to write a summary of their notes. Then the student finds a partner and reads the summary to the partner. They add anything they did not have, and then they share with the whole group. Reference Effective Teaching Strategies for Block Schedules (Grades 6-12), Bureau of Education and Research
DRAWING & COLORING
Drawing and coloring have proven to be simple ways to relieve and manage stress. Students can take a break from studying for a little coloring!
E.L. E.L. AFRICA AFRICA | MARCH | JUNE 2022
32 34
IN THE NEWS NIGERIA
U
niversal Basic Education Commission to Address Low Transition of Girls to Secondary Schools
NAMBIA
R
einventing Career Creativity
The Universal Basic Education Commission in partnership
The Ministry of Education, Arts and Culture, in
with UNICEF has plans to improve the challenges of girls'
collaboration with the Swakopmund Municipality and
non-completion of basic education and transiting to
various other stakeholders, held its annual career fair,
junior secondary schools. Speaking recently with girls
drawing hordes of students and community members from
from South-West states in Lagos, the UBEC Executive
all the constituencies of the region. The event was an
Secretary, Dr. Hamid Bobboyi, said available data
opportunity for students to be inspired, set their career
indicated that primary school enrolment rate for the girl-
goals, become creators and innovators. It was also a
child starts high and drops significantly with less than 30
mutually beneficial initiative for potential employers as
percent of the enrollees transiting to the junior secondary
well because they were able to network with the
level.
strongest candidates for their organizations.
The government has implemented various interventions
The fair, which ended Friday, 13 May at the Swakopmund
geared towards addressing the girl-child challenge.
Multipurpose Centre, is aimed at exposing learners to all
However, he said gaps still exist in this direction
the potential careers they could pursue once they
prompting renewed concerns and programs by UBEC to
complete secondary school education. COSDEC,
nip the dangerous trend in the bud. The UBEC boss also
Namibian Uranium Association, Reptile Mineral Resources
stressed involving parents in schools’ management.
and Exploration were among twenty organizations present.
In 2021, G7 leaders pledged US$2.75 billion to support the education of 40 million girls over the next five years. The Global Partnership for Education (GPE) has declared 12 years of education for girls as one of its main priorities.
35
E.L. AFRICA | JUNE 2022
IN THE NEWS TANZANIA
G
overnment Tackles Education Challenges
Construction of new buildings is ongoing in various parts
ZANZIBAR
M
oves to Curb Shortage of Science Teachers
Zanzibar's Deputy Minister for Education and Vocational
of the country to address the problem of overcrowding in
Training Ali Hussein wants to curb the shortage of science
classrooms.
teachers at schools. He said that the deficit includes a shortage of 259 physics teachers; 74 chemistry teachers;
The government is making efforts to address problems of
53 biology teachers, and 430 mathematics teachers.
shortage of classrooms, desks, and science laboratories and the ratio of teachers to students as well as the
The department blames poor performance of schools in
shortage of learning materials, they are using the
Unguja and Pemba to lack of skilled teachers particularly
International Monetary Fund COVID-19 relief package to
in science subjects.
construct new buildings and improve infrastructures so that students can learn in a more conducive environment. The government is also trying to ensure provision of
KENYA
quality education which is crucial in reaching the country's development goals.
LIBERIA
T
O
ver 10, 000 children spread across the seven subcounties were yet to report to school raising concerns amongst stakeholders. Teenage
pregnancies and child labor have been identified as
he Liberian Government has implemented an
major impediments to the government's 100% secondary
education transformation program – The Liberian
school transition program in Kisumu County.
Education Advancement program (LEAP).
The LEAP program is designed to deliver better opportunities for its youth and reinvigorate its education system with partners like Bridge Liberia working with the government to overcome gaps in education and learning across the country to ensure more effective learning in classrooms. Bridge Liberia is focused on helping the Liberian Government achieve SDG4. The Bridge operates as part of the LEAP program supporting 350 public primary schools across the country accounting for 64% of the overall program.
Kisumu County Director of Education Peter Munene said out of the 31, 303 candidates who sat for the 2021 Kenya Certificate of Primary Education in the area, only 20, 804 have reported so far. He attributed the poor turnout to rising cases of child labor, where some of the children have ventured into boda boda (motorcycle taxi) business and other income generating activities to fend for themselves and their siblings. Cases of teenage pregnancies which skyrocketed during the Covid-19 lockdown period, he added, have also affected the turnout for girls in the area.
E.L. AFRICA | JUNE 2022
36
IN THE NEWS POLICE SNIFFER DOGS AT SCHOOLS MITIGATE SUBSTANCE ABUSE BY SECONDARY STUDENTS Mr. Kahi Indimuli, Kessha Chair and Chief Principal of Machakos School, Kenya
rug use,
D
substance abuse, weapons at
schools, etc. has been a major factor in student indiscipline across the SubSaharan Africa secondary schools lately. At the 45th National KSSHA conference (Kenya Secondary School Heads Association) in Mombasa on April 18th, 2022, the Headteachers shared the common concern and discussed the negative impact of these substances on learning especially the Marijuana/ “Bhang”.
The association proposed testing students for drug use at schools and urged the Ministry of Education to allow it. Parents are in support of whatever needs to be done to help curb this “big” menace. Since then, several schools have been using police sniffer dogs at schools.
Speaking during the conference Mr. Kahi Indimuli said that the disturbing truth was that students, including those in Form One, have been caught with drugs and related substances.
37
E.L. AFRICA | JUNE 2022
The association proposed testing students for drug use at schools and urged the Ministry of Education to allow it. Parents are in support of whatever needs to be done to help curb this “big” menace. Since then, several schools have been using police sniffer dogs at schools.
Speaking during the conference Mr. Kahi Indimuli said that the disturbing truth was that students, including those in Form One, have been caught with drugs and related substances.
IN CASE YOU MISSED IT:
COPYRIGHT © EDUCATION WORLD FORUM 2022
The largest gathering of Global Heads of State, Education ministers and stakeholders currently took place in London in early May 2022 with the theme: building forward together; stronger, bolder, better. This prestigious annual gathering provides an opportunity to education ministers and stakeholders across the globe to come together and discuss how their education systems are working and debate strategies for improving outcomes in their respective countries.
The Education World Forum program was dynamic discussions with speakers and they examined the following questions: What should we learn from our responses to recent challenges? How should we improve equity and assign resources more effectively? How can we build stronger, bolder, better education? How can we build greater trust and agency and thereby improve education? What steps should we take to create digital equity, resilient infrastructure, and practical support? How should we design smooth learning pathways all the way from nursery and all the way through education? How can we successfully build the citizens and society we hope for? How should we accelerate collaborative innovation? How can we intentionally align policy, learning priorities and edtech development?
E.L. AFRICA | JUNE 2022
38
EMPOWERING THE INFORMATION COMMUNICATION TECHNOLOGY TEACHERS ASSOCIATION OF UGANDA (ITAU) I
nformation Communication Technology (ICT)
The activities of ITAU include the following:
Teachers Association of Uganda was formed in 2017
National Capacity Development Workshop for ICT
to bring together teachers of Computer Studies and
Teachers in Uganda
across ICT all levels of education in Uganda to promote ICT
Students’ seminar to improve performance of
literacy and integration in education and other spheres
students in their final national exams
of daily life. Among the key objectives of ITAU include:
Teacher Entrepreneurship intended to improve on
To contribute toward the promotion of ICT
the financial capabilities of teachers
education in Uganda, by organizing workshops,
ICT Integration to all teachers across the country
seminars, events and projects in order to assist its
ICT clubs in schools
members to improve professionally and teach more effectively.
The current president is Mr. Lukyamuzi, instructor at
To sensitize the general public about computer
Sam Iga Memorial College-Maganjo where he teaches
literacy and undertake initiatives aimed at bridging
Subsidiary Information and Communication Technology
the digital divide.
for Advanced level and Computer Studies for Ordinary level. He is also the Chief Executive Officer of LoneSoft Technologies Limited, a private company that provides sustainable ICT solutions to the population.
ITAU has a growing database of over 2000 teachers from all districts of Uganda, and has conducted over 100 physical and online training sessions for teachers and students since 2018. ITAU has also established and
In 2021 during the lockdown, ITAU implemented an eLearning
kickstarted a savings group, ITAU SACCO, through
project, funded by a partner organization Edify Uganda,
which teachers are encouraged to embrace a saving
which supported over 7,000 learners from Nursery, Primary
culture and also undertake income generating projects in the private sector through the Teacher
and Secondary Schools across the country. ITAU continues to run ICT Integration training for teachers and learners in many schools across the country.
Entrepreneurship program.
39
E.L. AFRICA | JUNE 2022
EMPOWERING THE ITAU
E.L. AFRICA | JUNE 2022
40
M
P
r. Tim Hlongwane
was promoted from Principal of Pretoria high school in
South Africa to the Deputy Chief Education Specialist, Gauteng Department of Education Headquarters.
rof. Ngozi Chuma-Udeh
is the new Commissioner for Education in Anambra
State. She holds double doctorate degrees, a PhD in English, and a PhD in Education Administration. Prior to the appointment, she was the Head of
Department of English at Anambra State University, Nigeria.
She has called on all stakeholders in the education sector to join in the achievement of the governors’ mandate for the education sector. She is urging university students who are not attending classes because of the strike action by the Academic Staff Union of Universities, ASUU, to use this period to learn employability skills.
41
E.L. AFRICA | JUNE 2022
SHOULD GHANA EXTEND THE RETIREMENT AGE? By: Kwami
S
ince 2018, there is a trend by Ghana Education
In 2020, about seventy-five education officials were
Service (GES) officers who retire compulsorily at age
promoted to director two ranks. They are still at their old
sixty. They have maintained their positions and did
positions awaiting posting and are still receiving director
not vacate for incoming new hires.
two grade salaries for the past two years despite their promotions.
Many GES Headquarters Directors including the Deputy Director General Mr. Anthony Boateng, have retired, but
This practice by retired Ghana education service directors
still maintain their positions. His official retirement date was
is said to be unfair and effects the morale of education
said to be August 16th, 2020.
sector employees.
Out of the Sixteen regional directors, as many as Eleven
Concerned stakeholders are calling on the Hon. Minister of
have retired in the past two years but have been signed on
Education to take steps to ensure that these retired
by Mr. Boateng to remain on their positions. Some of these
directors of education hand over to the successors to
egions include Ashanti, Central, Greater Accra, Northern,
ensure fairness.
and the recently retired Volta regional director. About nine Metropolitan, Municipal, and District directors
They are also urging the teacher unions to step in to ensure
have retired and still maintain their positions.
the welfare of teachers against injustice from the GES Management.
E.L. AFRICA | JUNE 2022
42
FREE DIGITAL EDUCATIONAL
https://www.codemonkey.com/hour-of-
https://artsandculture.google.com/project
code/
/expeditions
https://codecombat.com/teachers/hour-
https://arvr.google.com/cardboard/apps/
of-code
https://www.edx.org/
https://wow.boomlearning.com/
https://www.khanacademy.org/
https://www.funbrain.com/
https://www.ck12.org/student/
https://www.scholastic.com/teachers/teac
https://www.learninga-z.com/
hing-tools/articles/resources/scholastic-
https://www.brainpop.com/
learn-at-home--free-resources-for-school-
https://www.vooks.com/
closures.html
https://www.pbslearningmedia.org/
https://classroommagazines.scholastic.com
https://kids.nationalgeographic.com/
/support/learnathome.html
43
E.L. AFRICA | JUNE 2022
HEALTH & WELLNESS FOREST BATHING: WHAT IT IS AND WHY YOU SHOULD TRY IT Source: https://thrive.kaiserpermanente.org/thrive-together/live-well/forest-bathing-try
S
tress is a part of everyday life. But too much stress can take a toll on your mind and body. Feeling stressed for long periods of time can lead
depression, increased anxiety, and even physical to symptoms, like body aches. One simple way to manage stress: spending time in nature — or forest bathing.
whether it’s the scent of clean ocean air or a chorus of chirping birds.
WHAT IS FOREST BATHING? In 1982, the Japanese Ministry of Agriculture, Forestry,
Spend a few moments simply observing your
and Fisheries created the term shinrin-yoku, which
surroundings. Sit and watch how the trees sway in the
translates to “forest bathing” or “absorbing the forest
wind or simply walk around. If you decide to walk, go at
atmosphere.” The practice encourages people to simply
a leisurely pace and without a specific destination in
spend time in nature — no actual bathing required. It’s
mind. It’s important to let your mind and senses explore
also very low impact, which means you don’t have to go
and indulge.
for intense trail runs or hikes. The goal of forest bathing is to live in the present moment while immersing your senses in the sights and sounds of a natural setting.
THE HEALTH BENEFITS OF FOREST BATHING There’s a reason why the largest cities in the world have parks, trees, and pockets of nature woven throughout
Safety tip: Always pay attention to your surroundings, stay on marked trails, and wear appropriate gear. Remember to consider things like sun protection and allergies. When possible, bring a friend or let someone know where you’re going and for how long.
their busy streets. One study by the International Journal of Environmental Health Research found that spending
A good rule of thumb is to practice forest bathing for at
time in an urban park can have a positive impact on a
least 20 minutes every day. If you don’t have that much
person’s sense of well-being.
time to spare, that’s OK. You can start with a shorter amount of time. Plus, the goal of forest bathing is to
Aside from city parks, the more in-depth practice of
relax and detach — the practice shouldn’t feel like a
forest bathing has been found to lower blood pressure,
chore. It should be an activity you look forward to and
heart rate, and levels of harmful hormones — like cortisol,
enjoy.
which your body produces when it’s stressed. This can help put you in a more calm and relaxed state.
LOOK FOR MOMENTS OF WONDER No matter how much time you spend outdoors, remember
In addition, studies have found that simply spending 10
to look for moments that make you feel amazement — or
to 20 minutes a day outdoors can lead to increased
awe. One study found that taking “awe walks” led to
well-being and happiness — and decreased amounts of
increased feelings of well-being and social connection
stress.
in older adults. You can make awe walks a part of your forest bathing practice by looking at your surroundings
HOW TO PRACTICE FOREST BATHING
with fresh eyes or taking a new walking path.
While the word “forest” is in the name of this practice, don’t worry — heading out to a heavily wooded area isn’t
You could also tie your forest bathing practice to your
required. You could take a trip to a nearby park, your
journaling routine. After each session, use your journal to
favorite local trail, the beach, or any natural setting. Just
keep track of your experience or thoughts you had while
be sure to turn off or silence your phone or other
immersed in nature. This is a good way to keep track of
devices. The key is to practice mindfulness. That means
how the practice is making you feel over time — and help
being present and fully in the moment. Once you’ve
you create a routine to support your total health.
arrived at your destination, take a few deep breaths and center yourself. Focus on what your senses are taking in -
E.L. AFRICA | JUNE 2022
44