PROJECT MAKE EVERY TEACHER A LEADER – Level 1
Education sector in many developing nations is experiencing quality standard decline. Specifically referencing Nigeria, in 2014, only 31.3% of the students enrolled for WAEC exit secondary examinations passed. Between 2011 and 2014 Scorpiosis Centre researched educational leadership to explore the issues responsible for the high failure rate of the Nigerian students. Findings from the research, corroborating those of many before it, indicate that teachers have the most influence on student performance. Any educational reform effort must, therefore, include strengthening the ability of teachers to convert the learning environment into improved student performance. Beside curriculum subject knowledge, teachers must understand leadership issues associated with effective teaching and learning for the success of the education sector. This requirement explains the importance of Teacher Leadership competency for teachers to achieve improved performance in the education sector.
Project ‘MAKE EVERY TEACHER A LEADER’ (Project M.E.T.A.L.) Level 1 and 2.
Scorpiosis Centre Strives to Close the Teacher Leadership Development Gap Understanding that teaching is the flagship and foundation profession in the education sector, all the team members in the sector need competency in Teacher Leadership. So, besides teachers, departmental and school heads, proprietors, and administrators should benefit. There is an apparent gap in the availability of leadership training for educators in Nigeria. To close the gap, Scorpiosis Centre initiated the Tuition-free Project “MAKE EVERY TEACHER A LEADER” (Project M.E.T.A.L.), a customized 2-year Teacher Leadership initiative. Other outcomes of the 4-year research are two volumes of the book series: Leading the Education Community to Success containing ideas based on global best practices. The books were developed for stakeholders (education administrators, school heads, teachers, parents, and political leaders) to understand the key issues for educational development.
The books are the main course materials for Project MAKE EVERY TEACHER A LEADER to provide a structured best practice Teacher Leadership training for educators in Nigeria.
The Objectives of Project M.E.T.A. L.
Project M.E.T.A.L. is a tuition-free and customized initiative with the objectives to:
- Improve the attitude and leadership competencies of teachers
- Help to reduce the backlog of untrained teachers in the Nigerian education system
- Provide cost-effective training platform to professionalize teaching in Nigeria
- Prepare teachers ahead for school and educational sector leadership
The Structure and Component of Project M.E.T.A.L.
Project METAL is a 2-year, 2-level initiative. There are three embedded programs in Project M.E.T.A.L.:
- Program 1- Free Access of School Teachers to Two Leadership Books designed for educators.
- Program 2- Two-year Workplace Leadership training of Teachers with each school as a Professional Learning Community
- Program 3- Competition among teachers for Annual Best Teacher Leaders Awards
Assessment of Participants on Project M.E.T.A.L. Leadership Training Model
- The Professors and lecturers from Partner Universities as SCLV Faculty Resource Council members serve as training supervisors, mentors, and examiners. They undertake quarterly visits to their allocated school hubs. At each visit, the supervising faculty member completes the Mentor Contact Report booklet with their Cohort Learning Coordinators of their assigned cohorts.
- As partners in the Project, designated Ministry (public) and School (private) administrators will also serve in supervisory capacity to undertake alternating quarterly visits to observe sessions.
- As examiners, the lecturers will assess these under-listed three metrics for each level
- The participant entries of maximum of three pages of their learning experiences and responses to the Discussion Questions of the month’s module into the monthly Learner Action Notebooks as submitted online to the SCLV website portal- 10 Individual Assignments per year.
- Performance of a participant’s cohort in the Team project report of maximum of six pages. Each cohort is to choose a challenge related to their preferred module and proffer practical solution for the benefit of their school, state and the nation- 1 Cohort Assignment per year.
- End of the training year performance of the participant in the aptitude test of maximum of two pages for the current Level- 1 Final examination
- Submissions of scripts, except the final test, are to be done online through the Scorpiosis Centre web portal.
- Feedback from the participants regarding the four metrics, particularly the Learner Action Notebooks and the Cohort projects will serve as quality input from the participants into education policy formulation in the state.
- There are four possible successful performance grades that may reflect on the certificate of a participant at each level. These are Excellent, Merit, Credit, or Pass grade.
Enrollment and Registration on Project M.E.T.A.L.
There are different routes for enrollment on Project METAL Teacher Leadership course. These are:
- Group registration of public school teachers by Ministries or Department of Education. The government agency provides the list of nominees for grouping into cohorts for each of the public schools to serve as a professional learning community for implementing the Teacher Leadership training model.
- Group registration of private school teachers by the management of private schools. Each school management provides the list of nominees for grouping into cohorts for their school to serve as a professional learning community for implementing the Teacher Leadership training model.
- Group sponsorship can also come from individual and corporate sponsors as part of Corporate Social Responsibility commitment. • Individuals on self-sponsorship can also enroll on the program.
- Regardless of the manner of enrolment, group or individual, every enrollee has to register as a student in the web portal, completing the necessary registration form to give details about themselves.
- Upon registration on Project METAL, the individuals will be assigned to the available School Hub and cohort closest to where they reside.
Organizing Project METAL in Professional Learning Communities for Teachers
- Teachers enrolled on Project M.E.T.A.L. are from different public and private schools.
- From among the schools in a defined area coverage we select a School Hub to serve as a workplace learning community (training venue) under the supervision of two School Hub Learning Coordinators (SHLCs) comprised of the school principal and one other teacher.
- Each school is grouped into learning cohorts with each cohort having a maximum of 10 teachers. Each cohort to also have two Cohort Learning Coordinators (CLCs) who are trained on how to organize their respective cohorts under the Project METAL.
- The SHLCs and CLCs are trained in a one-day Train-the-Trainer to appreciate their coordination role under the Project METAL.
- The SHLCs and the CLCs are to organize their cohorts to decide on the one-Saturday-in a–month Read-Discuss-Plan cohort meeting times, the facilitation schedule of the course topics among cohort members using the text Discussion Questions, and how to meet the submission deadlines for assignments for each year.
- Both the SHLCs and the CLCs track attendance. Remaining on the project and a successful completion requires regular attendance and diligent submission of assignments and successful performance across three assessment metrics.
- Implementation of Project METAL is in partnership with a university in each state of Nigeria
|LEVEL 1 - Educational Standards and the Learning Environment- Summary of the Curriculum|
|Module 1: Educational Administration and the Macro Environment||00:25:00|
|Module 2: Educational Structure and School Management Issues||00:25:00|
|Module 3: Curriculum Development and Instruction||00:25:00|
|Module 4: Educational Standardization, Accreditation and Quality Assurance||00:25:00|
|Module 5: Fostering Enabling Learning Environment||00:25:00|
|Module 6: Teacher: The Learning Differentiator||00:25:00|
|Module 7: Classroom Assessment for Effective Learning||00:25:00|
|Module 8: Data Management and School Decision Making||00:25:00|
|Module 9: Lifelong Learning and Educational Technology||00:25:00|
|Module 10: The Social Environment of Education||00:25:00|
|Level 2 - Policy And Leadership Issues In Education-|
|Module 1: Leading Change Management in Education||00:00:00|
|Module 2: Professional Learning Community in the Education System||00:00:00|
|Module 3: Educational Practice from Other Lands||00:00:00|
|Module 4: Budgeting and Financing In Education||00:00:00|
|Module 5: Ethics and Governance Issues in the Education System||00:00:00|
|Module 6: School Leadership Development and Models||00:00:00|
|Module 7: Educational Leadership Attributes||00:00:00|
|Module 8: Performance Management in the Education Sector||00:00:00|
|Module 9: The Policy Formulation Process in the Education Sector||00:00:00|
|Module 10: Public Education Policy in Practice||00:00:00|