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Week 3: Creating a learning organisation

3. A Case Study of School-based teacher development

3.1. Resources to support School-based teacher development (SBTD)

In the example from Zambia, national roles and structures are in place which were enhanced through the provision of resources. Evidence (ref), shows that resources for teachers to use as a basis for discussion made a difference.

Resources will bring in new ideas and examples of practice that help teachers develop inclusive classroom practices. In Week 4 of Inclusive Teaching and Learning, you were introduced to the concept of Open Educational Resources (OER) and had the opportunity to access some examples that support inclusive teaching. In the next activity, you will look in more detail at some resources designed to support SBTD and think about how they might be adapted for your context.

Working with the Kenya Institute of Special Education (KISE), in 2019, the Commonwealth of Learning and the Open University UK developed a SBTD course to support inclusive education. It was based on the system in Zambia and the experiences in Central Province. The resources are available here

Activity 3.7: Resources for School-based CPD

You are advised to spend 40 mins on this activity

Spend about 30 minutes reviewing the resources to support school-based teacher development for inclusive education. Consider the following questions and write the answers in your notebook.

  1. What is the role of the head teacher in supporting a programme like this?
  2. What is the role of national policy makers in supporting this sort of activity?
  3. How useful are these materials? As an educator, how can you imagine using them in your role?

Write a brief post in the Week 3 forum highlighting one aspect of these materials that you like and one that might present a challenge in your context.