Kris i would suggest the TESSA Open resources. Teachers could use them directly or adapt them or use them as model to guide them develop those that suit their needs. They are already tested and proved fantastic.

What the teachers need is sensitization/information inorder to support SBTD. Once the teachers are aware of exactly why they need to embrace SBTD and the expected returns aimed at benefitting their students, teachers will be willing to search for any other resource from the available reservoirs including TESSA OER's (generally teachers love searching for new knowledge though there are a few exceptions). 

Resources in terms of materials may vary from school to school. Some schools in Kenya are well endowed and even have resource centers accessible to both teachers and students while in other schools teachers lack working space which is very demotivating. In such a school, a condusive physical space would be ideal so that the teacher can be able to plan and organize for his teaching before thinking of SBTD. 

A supportive administration is quite important for success of SBTD. The administration should encourage  all teachers  and facilitate them to participate in SBTD programs by providing conducive environment (e.g internet connectivity, time allocation, computers) and motivation.

TESSA and COL materials can be really beneficial for teachers' reflection and practice.

I quite agree with Rose and David.

Motivation, encouragement and support will go a long to ensure teachers strive to develop professionally continuosly.

At my Centre we meet weekly, to discuss what was done with the children during the course of the week. Teachers bring their reflections and we share information.  However, we source resources from what is available and try to be quite creative.  We try to provide developmentally appropriate activities which are more hands on for the students. Continued motivation is given to all members involved, and taking ideas from each teacher helps make the delivery a success. 

OERs have a plethora of information very useful to support teachers in SBTD. At our school, we usually send resource material to our teachers for them to review and we discuss with them how helpful the resources were. We would do virtual class visits, since we are an online school, and share in the discussion with teachers from time to time. We encourage them to use NotesMaster, which is recommended by our Ministry of Education and since our students sit CXCs, the information there is relevant to the CXC syllabus. Now that I have been introduced to the TESSA Open Resources, I will also recommend them to our Director so we may encourage and share with our teachers.

As mentioned before, a series of small training sessions set apart for educators to enable continued learning is a resource I think should be included in the school and teacher's curriculum. 

The SBTD process that you have described Dr. Stuchbury re: discussing ideas together, planning classroom activities, trying them out and reflecting together, are all necessary practices to facilitate inclusive practices, however, they are also time intensive. I think time it the greatest resource that our teachers, in Trinidad need to hone this process, given the extent of our curricula. I think they would also need a "critical friend" who could act as a springboard for their reflections on what worked, what did not work and next steps. 

In my opinion, we tend to overlook that the teachers whose philosophies we are trying to transform into inclusive ones, may not have the appreciation for inclusive ideologies, consequently, we need to have experienced personnel who would walk them through the collaborative process, creating multi-sensory learning opportunities for all students, the implementation process and yes, the reflective process. This must be consistent, on-going training as information and practices change so rapidly in education.

Each school is unique and I think resources from TESSA are a good starting point but schools should start thinking locally in making and adapting resources because these have an impact on learners as they make associations with their school and community environment

Team work plays a major role in SBTD, it is important for teachers to collaborate and share their ideas. In the early childhood setting a lot of planning takes place with the administrator and teachers, in which developmentally appropriate activities are planned prior to help teachers prepare and find materials to meet the needs of each child. At times teachers would work together to execute the plans, after completion we would sometimes reflect and say how the activity went, if we could have tried a different strategy, was the materials sufficient and age appropriate, if we had to redo the activity what we would have done differently in this way it helps us to grow and learn as we move forward and plan accordingly.