INTED Pedagogy and Leadership Curricula
INTED has designed and delivers 300+ hrs/30+ Modules Professional Development Curricula. Typically, we deliver one module a day, to give ample time to introduce as well as practice strategies and other content within each module. Our curricula are organized across the 3-tiers below:
A set of 5-module curricula to train all teachers and heads on teaching practices and instructional leadership; Tier I fosters department-level action plans and school collaborations
A series of 3-4 module curricula that strengthens teaching practices and builds on instructional and principal leadership practices; Tier II introduces subject-focused programmes and deepens both cross-department and cross-school collaborations
A series of 2- and 4-module programmes that explore teaching practices to students with different learning styles, emphasizes interpersonal dynamics among teachers, heads and students, and uses design as a tool to make our classrooms as dynamic as the world around us.
Tier I - Teaching Practices and Instructional Leadership Modules
TIER 1
At the Tier I level, we focus on core practices that teachers and teacher leaders (or heads of department) can use to collaboratively create a learning environment that is focused on improving student achievement. Tier I is constituted with four Teaching Practice and complementary Instructional Leadership modules. A Review and School Implementation Plan module ties together all new learning and strategies together in a new way or guide to working together. It is recommended that all schools begin at the Tier I level – below are descriptions of the modules that constitute the Tier I level. Our Tier I programme was designed in collaboration with the Centre to Support Excellence in Teaching (CSET) at the Graduate School of Education at Stanford University.
Tier I – Teaching Practice modules
Lesson Design and Factors Affecting Student Learning (Lesson Design)
This module introduces strategies that teachers can use to plan lessons via Backward Design, and helps teachers deliver their lessons as their ‘favorite teachers’ would. During Lesson Design, teachers are introduced to Assessment for Learning strategies to complement their current traditional teaching methods. This module is a prerequisite for each of the other Tier I modules, as all three other modules refer to or build upon this “base” module.
Active Student Engagement
This module introduces strategies that teachers can use to make lessons engaging and active for students, and makes the case for the beneficial impact of participatory and interactive learning on student understanding and interest. A significant focus is put on an extensive suite of Formative Assessment strategies and new ways of teaching that involve and inspire students.
Critical Thinking Skills
The module introduces strategies to get students to do higher order thinking to have deeper connection with lessons. It addresses the problems of memorizing and regurgitation head on, and introduces metacognition and other student-centered strategies to help teachers embed strategies to help students learn through enquiry, irrespective of subject discipline.
Using Prior Knowledge
This module teaches strategies on, and the importance of, creatively unearthing information that students already know about a topic from a variety of sources, and building lessons around that knowledge. It takes into account previous academic, cultural, environment, and internet-sourced knowledge to make learning goals and content more easily accessible to students.
Tier I Instructional Leadership
The Instructional Leadership (IL) IL programme is designed for the Head, Assistant Heads, and Heads of Department. A pre-requirement for this programme is the participation in that day’s Teaching Practice module that typically takes place earlier in the day. The programme is designed to be part interactive lecture, and part “Design Studio” practice, where participants will return to work together with, as well as observe, their department colleagues. IL participants work together to:
- Establish school-based norms to build and support a professional learning community,
- Develop a shared purpose for high leverage instructional and principal leadership for each school,
- Cultivate interdependent department-level plans with identified goals, obstacles, and strategies,
- Share understandings of what is required to support teachers to try out these core teaching practices in their teaching and effectively incorporate these practices into their instructional repertoire, and
- Develop methods, tools, and structures that enable and support the use of new teaching practices.
TIER 2
Intermediate and Subject-Specific Teaching and Leadership
Building on Tier I core teaching practices and instructional leadership skills that are applicable across all subject areas, Tier II level goes deeper into subject-specific pedagogy and overall school leadership. For core subjects, we build on our Ter I work with modules focused on Assessment for Learning strategies to enhance effective teaching. Our STEM programme focuses on practical science teaching, where we move away from the typical focus on theory to explore the science around us in everyday materials and objects, and for Mathematics, we delve into its organization, practice, and use.
The overall focus of Tier II remains on improving student achievement through addressing problems particular to subjects during in-depth sessions with department members. We also address problems specific to learning at the school as well as with terminal exams that students will encounter. On the leadership side, our modules focus on leading and managing the school. Our Tier II programmes were designed in collaboration with partners including EA-Service In Education, Practical Education Network, and XCEL Education Services.
Tier II Improving Student Achievement: Effective Teaching
- Assessment for Learning
- Interactive Teaching and Learning
- Thinking and Problem-Solving Skills
Tier II STEM: Mathematics
- Organisation for Teaching and Learning Mathematics
- Assessment for Learning Mathematics
- Keys to Effective Questioning and Thinking Skills
- Consulting, Reporting and Yielding
Tier II STEM: Practical Science
- Inquiry-Based Science Learning
- Design as a Tool for Hands-On Science Trainers
- Applying Activities to WASSCE Preparation
- Training Planning & Facilitation
Tier II Leadership: Leading and Managing the School
- Teacher Support and Supervision
- Heads Leading the Learning School
- Best Practice Financial Management for Schools
TIER 3
Advanced Interpersonal Dynamics, Special Education and Experience
Tier III focuses on contextual and experiential learning, and pays special attention to relationships between and among students, teachers, and heads. We support teachers to understand the importance of understanding the different learning styles of students in their classrooms. We also use the iterative steps of design thinking to improve various aspects of the classroom experience (lessons, testing, student engagement, sitting layout, etc.). Our Tier III programmes were designed in collaboration with our Senior Master Fellows as well as partners including Stanford Institute for Innovation in Developing Economies (SEED).
Tier III Design Thinking
- Design Challenge I: Wallet as a Product
- Overview and Techniques of Design Thinking
- Design Challenge II: Classroom as an Experience
- Design Thinking for my School
Tier III Differentiated Instruction (DI)
- DI Framework and Principles
- DI Strategies
- Understanding By Design and DI
- Individualized Education Planning
How It Works
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