Reflection and further analysis

of Support Systems for Rural

Teachers
STEPS TO DEVELOPING A CONCEPT OF YOUR OWN SUPPORT SYSTEM OR BUILDING
ON YOUR EXISTING SYSTEM
DESIGNED & DELIVERED BY, HELEN DRINAN GUILIN, NOVEMBER, 2017
Reflecting on our field visits: entry
tickets
1. What new concepts did you learn about professional support
systems for rural teachers?
2. What key differences did you note between the rural and urban
visits? Were there any similarities?
3. What was familiar to/ different from your own context?
4. Why might the systems be difficult to apply in your context?
Objectives of the workshop session
By the end of the workshop session participants will be able to
identify further professional support activities and systems for rural
teachers through:
 Reflecting on the field visits and what it means for their own
contexts
 An analyse of some challenges in supporting teachers in rural
and remote areas
 The development of strategic solutions which could strengthen
their Teacher Professional Support System
Why can’t many rural teachers get
quality CPD?
Challenges:

 No voice individually, institutionally, politically

 Feel they are ‘out of the system’
 Poor access/communications
 Feeling of isolation
 Poor or no resources

 Source: F. Helen Drinan, ‘An Overall Review of Support for Rural Teachers’ Continuing Professional
Development,’ in ‘Developing Support Systems for Rural Teachers’ Continuing Professional
Development, ‘ edited by Zhao Yuchi Liu Jing and Awol Endris, SAGE, (2015)
Challenges
 Least experienced and/untrained or underqualified
teachers
 Language of Instruction (LoI)
 Little/no support
 Low morale and absenteeism
 Lack of incentives/
 Underpaid

Source: Ibid
Categorising solutions under CPD
key pillars
 INCLUSION – CPD systems and activities should be
inclusive

 COLLABORATION & PARTNERSHIPS – they should be

collaborative and be able to develop partnerships
locally, nationally, regionally and internationally

 QUALITY PROVISION – models, approaches, modes of

delivery, human and material resources should be
constantly monitored for quality
Pillar 1: Be more inclusive
Solutions
 Develop CPD systems that meet local needs and create local
solutions, for example, school-based support systems and
school-cluster systems

 Develop CPD systems that relate to internal rather than external

goals and objectives, decentralisation and devolvement

 Use ‘bottom-up’ CPD strategies (rather than top-down) that feed

into to policy at provincial/central level;
 Pillar 1: Be more inclusive
Solutions
 Involve teachers in identifying professional development needs
and being part of the decision making process; they should be
consulted and collaborated with. Leaders and teachers should
feel a sense of ownership of their CPD

 Use CPD systems that include local leadership to be able to

formulate short-, medium- and long-term plans; local
implementation of plans

 Develop plans that consider both institutional and individual

CPD needs.
 Pillar 1: Be more inclusive
Solutions
 Acknowledge teachers’ prior experience and knowledge
through incentive schemes

 Develop ‘Teachers as Leaders’ – whole school leadership

 Introduce reflective models of CPD (transitional and

transformative or move to these models rather than purely
transmission)

 Develop teacher education and continuing professional

development working group: dual purpose – both professional
and for advocacy
Pillar 2: provide opportunities for
collaboration and partnerships
SOLUTIONS
 Use peer support systems; collaboration with other teachers and
schools; mentoring and coaching systems

 Networking beyond the school community, e.g., other institutions,

external links

 Develop professional learning communities

 Use of Distance Education and ICT systems

Pillar 2: provide opportunities for
collaboration and partnerships
SOLUTIONS
 Develop School-cluster systems

 Provide systems that offer continuous support

 Involve parents and community to raise awareness of

the importance and relevance of education to bridge
socio-economic disparities
Pillar 3: Provide quality inputs
Solutions
 Build capacity at all levels Include all levels in CPD e.g. heads/
principals as well as teachers for a shared understanding/ critical
mass as change agents

 Provide time for CPD

 Instil ethos of CPD from the start e.g. PRESET

 Develop CPD frameworks: principles leading to approach and

framework
Pillar 3: Provide quality inputs
Solutions
 Use experienced teachers within the community as
coaches and mentors, coaching and mentoring schemes,
use of reflective models of CPD

 Provide incentives to attract more experienced teachers

and new teachers

 Provide relevant professional development training and

content: focus on practice and give time for practice
Pillar 3: Provide quality inputs
Solutions
 Teacher educators/ trainer trainers should be practitioners and in
touch with what the real situation is for teachers

 Recruit more local teachers, recruit more teachers from ethnic

minority areas

 Provide quality materials e.g. useful , relevant handbooks if

running CPD courses/ modules, that can be used after the course

 Provide Mobile teacher trainers for remote and conflict affected

areas.
Pillar 3: Provide quality inputs
Solutions
 Provide ‘Bridging Courses’ through CPD

 Develop a TMIS as part of a M&E system – use it to make

decisions on CPD

 Use SMART technology – use technology that works for your

teachers e.g. mobile phones as a tool in your system

 Build a learning environment for your teachers as well as for

students