Cambodia Teacher Professional Development Policy Brief Options

Cambodia’s teacher professional development (PD) system is at a crossroads. There is a growing realization that the lower than expected learning outcomes in Cambodia are directly related to lower than desirable classroom teaching. To respond to this reality, Cambodia aims to put in place improved systems for pre-service teacher preparation (moving to a 12+4 system and introducing a new Bachelor of Arts in Education (BA [Ed.]) degree, intensive upgrading of existing teachers, and continuous professional development and mentoring. A working group organized by the Teacher Training Department is bringing together stakeholders to assist in the design and implementation of an improved in-service training (INSET) system. The present document aims to bring together pertinent information and evidence on effective continuous professional development (CPD) to support the work of this group.

Independent Evaluation of the Effectiveness of Institut pour l’Education Populaire’s “Read-Learn-Lead” (RLL) Program in Mali

The Institute for People’s Education (Institut pour l’Éducation Populaire, or IEP) designed the Read-Learn-Lead (RLL) program to demonstrate that the new official curriculum, if properly implemented and supported, can be a viable and effective approach to primary education, using mother tongue and a very specific pedagogical delivery approach. The RLL program sought also to demonstrate how the new Curriculum can be effectively implemented and supported, and what resources are needed to do so. RLL offers students and teachers carefully structured and systematic lessons, activities, and accompanying materials for instruction and practice on critical early reading skills in mother-tongue medium during the first years of elementary school. It is organized around three programmatic “results sets,” the first of which focuses on Grades 1 and 2 and is the subject of the present evaluation. This independent evaluation study, funded through a grant from the William and Flora Hewlett Foundation and carried out by RTI, explored the effectiveness of the RLL program’s Results Set 1 as applied over three school years (2009-2010 to 2011-2012) in the Bamanankan language and in other Malian national languages (Bomu and Fulfulde in all three years, and Songhai in 2009 and 2010).

Assessment for Results: Early Grade Reading Assessments for Learning Improvement

In classrooms, teachers use a variety of assessments. Formative and summative assessments provide them information on the effectiveness of the instruction they are providing during and after a lesson. Assessments also differ in the type of information they provide. Criterion-referenced assessments measure what students know against a set of skills or knowledge. Results from norm-referenced assessments indicate how well a student did in relation to a group of similar students. Each type of assessment has a function and provides unique information to the system.