This presentation focuses on the development of eLearning modules for continuous teacher professional development (TPD) in Uzbekistan, specifically targeting English language instruction in grades 1-11. Uzbekistan Excellence for Education Program adapted and designed e-Learning modules to replace previous video and face-to-face TPD methods used in previous years. The newly created eLearning modules effectively addressed previous challenges, as the original EFL videos and PowerPoints were designed for synchronous sessions and lacked compatibility for independent, asynchronous use. To overcome these limitations, the new modules were designed using best practices in instructional design, incorporating checkpoints and quizzes to enhance user engagement. Additionally, video observation worksheets were created to facilitate self-reflection and peer observation of teaching practices, utilizing the new Teacher Learning Materials (TLMs). Several key tasks were completed in the design and implementation of the in-service TPD approach. Final edits were made to the videos and worksheets to ensure quality and relevance before uploading them to the digital learning platform. Close collaboration with Avloni led to obtaining necessary approvals and requirements to create the EFL e-learning course URL (www.ebilim.uz) and integrate it into the Avloni platform. Usability testing was conducted to identify and address login and navigation issues that teachers may encounter while accessing and completing the course. The achievements of the project include the development of comprehensive eLearning modules for EFL Grades 1-11, ensuring alignment with student standards, scope and sequence, and effective pedagogical approaches. These modules incorporate interactive and engaging content, including video tutorials and additional resources, all available on the Digital Platform. While the EFL e-learning course was made accessible to all teachers through the Avloni platform, challenges arose due to the platform's lack of support for international technical standards known as Shareable Content Reference Model (SCORM), the industry standard for e-learning interoperability. As a solution, the Program decided to host the EFL e-learning course on the RTI Moodle platform, with Avloni providing a link for access on its own platform. This ensures seamless access to the course and its valuable content and resources. In conclusion, the development and implementation of eLearning modules for continuous TPD in Uzbekistan have achieved significant milestones. These modules offer comprehensive instructional materials, aligning with student standards and effective pedagogical approaches. Collaboration with Avloni has been vital in creating engaging and interactive content. Though challenges related to the LMS platform were encountered, a viable solution was found to ensure teachers can access the course seamlessly. The project's outcomes contribute to enhancing TPD opportunities and supporting the professional growth of English language teachers in Uzbekistan.

This presentation summarizes the achievements, challenges, and recommendations from previous studies conducted as part of the Uzbekistan Education for Excellence Program. These studies focused on teacher professional development (TPD) and the implementation of innovative teaching practices in Uzbekistan's public schools. The Program conducted a multi-phased Status of Instruction Study (SIS) to gain insights into instructional resources and practices. The study collected feedback from teachers on resource usage, lesson planning, available resources in schools and classrooms, instructional techniques, and engagement in school based communities of practice. The findings influenced the customization and development of student textbooks, teacher's guides, and TPD approaches. The study used the Framework for Teaching (FFT) developed by The Danielson Group to guide the research and ensure consistency across subjects (ULA, Math, ICT, and EFL). SIS2, conducted online via Telegram channels shared by the Ministry of Preschool and School Education (MoPSE), employed a descriptive quantitative design considering the impact of COVID-19. In addition, the Program undertook the Teacher Support System Study (TSSS). The TSSS examined the existing teacher support system in Uzbekistan, including self-directed and school-level professional development activities. The study focused on instructional coaching, peer-to-peer support, and training. The studies used a combination of online surveys and in-person training sessions. Data from teachers, school directors, and methodologists were analyzed through descriptive quantitative and qualitative content analysis. The effectiveness of virtual training programs, the teacher support system, and the implementation of student textbooks and teacher guides were examined. Finally, the Program undertook the Teacher Guide Uptake Study (TGUS) augmenting the online SIS and TSSS surveys with classroom observations over a school year. Findings indicated a shift towards student-centered teaching approaches, but highlighted the need for lesson planning support, creative adaptation of teaching materials, and opportunities for instructional coaching and peer support. Recommendations included providing comprehensive teacher guides and online courses, improving assessment guidance, enhancing coaching processes, and utilizing existing collaboration platforms. The studies offer valuable insights into TPD and instructional practices in Uzbekistan's public schools. The presentation highlights lessons learned from combining online with classroom observation data over time.

This presentation summarizes the achievements, challenges, and recommendations from previous studies conducted as part of the Uzbekistan Education for Excellence Program. These studies focused on teacher professional development (TPD) and the implementation of innovative teaching practices in Uzbekistan's public schools. The Program conducted a multi-phased Status of Instruction Study (SIS) to gain insights into instructional resources and practices. The study collected feedback from teachers on resource usage, lesson planning, available resources in schools and classrooms, instructional techniques, and engagement in school based communities of practice. The findings influenced the customization and development of student textbooks, teacher's guides, and TPD approaches. The study used the Framework for Teaching (FFT) developed by The Danielson Group to guide the research and ensure consistency across subjects (ULA, Math, ICT, and EFL). SIS2, conducted online via Telegram channels shared by the Ministry of Preschool and School Education (MoPSE), employed a descriptive quantitative design considering the impact of COVID-19. In addition, the Program undertook the Teacher Support System Study (TSSS). The TSSS examined the existing teacher support system in Uzbekistan, including self-directed and school-level professional development activities. The study focused on instructional coaching, peer-to-peer support, and training. The studies used a combination of online surveys and in-person training sessions. Data from teachers, school directors, and methodologists were analyzed through descriptive quantitative and qualitative content analysis. The effectiveness of virtual training programs, the teacher support system, and the implementation of student textbooks and teacher guides were examined. Finally, the Program undertook the Teacher Guide Uptake Study (TGUS) augmenting the online SIS and TSSS surveys with classroom observations over a school year. Findings indicated a shift towards student-centered teaching approaches, but highlighted the need for lesson planning support, creative adaptation of teaching materials, and opportunities for instructional coaching and peer support. Recommendations included providing comprehensive teacher guides and online courses, improving assessment guidance, enhancing coaching processes, and utilizing existing collaboration platforms. The studies offer valuable insights into TPD and instructional practices in Uzbekistan's public schools. The presentation highlights lessons learned from combining online with classroom observation data over time.

Uzbekistan’s Ministry of Pre-school and School Education (MoPSE) has embarked upon an ambitious reform agenda to bring the Uzbek public education system in line with twenty-first century international standards and skills that includes participating for the first time in the Progress in International Reading Literacy Study (PIRLS) in 2021 and in the Program for International Student Assessment (PISA) in 2022. At the onset of UEEP, the teaching culture in many schools in Uzbekistan was still quite teacher-centric, with only a modicum of observable student-centered instructional strategies promoting critical thinking, creativity, communication, and collaboration. Basic reading and mathematics scores were within the international mean, but students struggled with reading comprehension and more complex mathematics. In 2023 UEEP designed and piloted an evidence-based, in-service, continuous TPD (CTPD) cascade approach that sought to improve classroom instruction for Uzbek Language Arts and Mathematics teachers via the effective implementation of TGs and the student-centered strategies therein. The training approach consisted of a three-tiered cascade training model where 80 Tier 1 Master Trainers (MTs) trained and supported 800 Tier 2 trainers, who in turn trained over 8,000 Tier 3 teachers. Training sessions included evidence-based practical instructional techniques such as modeling, role-playing, small group practice, and discussion. The CTPD approach used Methodological Days (MDs) already existing within the Uzbek education system to conduct the monthly sessions rather than one-off, multi-day training events. The Program provided all trainers with facilitator guides, slides, and scripts. The Program implemented the CTPD approach using three concurrent processes of (1) readiness and training, (2) follow-up and quality assurance, and (3) action research. The Program’s ambitious action research agenda determined the degree to which teachers were applying new techniques and whether the cascade CTPD approach was effective. Specifically, the Program designed and implemented a study to assess the effectiveness of the Program’s CTPD cascade approach in terms of teachers’ satisfaction of learning events, their acquisition of knowledge and skills, their shift in self-efficacy, possible changes in teacher beliefs about new teaching approaches, and to what extent teachers received the necessary support at the administrative and school levels. The CTPD effectiveness study used an adapted version of Kirkpatrick’s training evaluation model2 as the guiding framework. In this panel, we will share the findings of this study which suggest minimal dilution effect between levels of training, and discuss some of the critical success factors, namely, the monthly dosage of trainings and the quality assurance ‘feedforward’ loop that led to the effectiveness of the cascade approach.

This video success story documents the experience of a math teacher participating in a pilot of new math materials and teacher training and his inspiring observations on students' learning.

The U.S. Agency for International Development (USAID), together with the Ministry of Preschool and School Education of the Republic of Uzbekistan, launched the Uzbekistan Education for Excellence Program. The teacher featured in this success story was one of a group of teachers selected to pilot the new student textbooks and teacher guides introduced by the program. She and her colleagues participated in various professional development workshops on student-centered teaching and adopting new teaching materials. After applying these new approaches, the teacher implemented the strategies she had learned using the new textbooks and teacher guides. She saw a dramatic improvement in her students' engagement and achievement. They were more motivated and interested in the material. Her new teaching style worked for her and her students.

Primary school teachers were offered professional development training through the Uzbekistan Education for Excellence Program, funded by the U.S. Agency for International Development (USAID). The Program was designed to equip teachers with innovative teaching strategies and tools that would enable them to create a student-centered learning environment. To improve her teaching skills and help her students succeed, the teacher feactured in this success story, worked hard to attend the training sessions and applied the new teaching techniques in her classroom. She created interactive lesson plans, encouraged student participation, and facilitated collaborative learning. The results were remarkable. Students became more engaged in the learning process, and they developed critical thinking skills. They were able to apply what they learned to real-life situations, and their academic performance improved significantly.

The U.S. Agency for International Development (USAID), together with the Ministry of Public Education of the Republic of Uzbekistan, launched the Uzbekistan Education for Excellence Program. One of the objectives of the Program was to create student textbooks, workbooks, and teacher guides on teaching English as a foreign language (TEFL) to be used as the main teaching material in local schools of Uzbekistan.The Program involved international experts in the process of creating the books to ensure Uzbek boys and girls have access to the best learning and teaching materials, which will lead to stronger student performance and the long-term success of the Uzbek children. Cambridge University Press laid the foundation for the development of the books, Florida State University experts supported the creation of the student standards, and the local Product Review Group of seven experts from Uzbekistan helped with the cultural customization of these teaching and learning materials to make them appropriate for Uzbek society. In the 2021–2022 academic year the Program piloted the new books in two regions. Local teachers were provided with professional development trainings from foreign and local trainers on how to effectively use these teaching materials, and over 600,000 school students have already enjoyed learning from the new textbooks. Starting in the 2022–2023 academic year, the Ministry of Public Education printed and distributed books for all schools in the Republic of Uzbekistan

This success story highlights a English as a foreign language teacher's experience piloting the new ELF textbooks launched by the Ministry of Public Education, with support from the United States Agency for International Development (USAID. As a master training, she recognized that some teachers needed time to switch from their unusual approach and adjust their teaching to use the new materials, and she wanted to support them in this process. As part of her preparation to become a master trainer, she met with English as a foreign language experts from the Uzbekistan Education for Excellence Program to discuss each section of the new textbooks, workbooks, and teacher guides and explore all the new supplementary materials available to teachers, including video and audio files, word cards, and a test generator. She found that the new content and the approach to teaching English were drastically different from those she had used in the past. She found the teacher guide easy to follow and noted that the steps included in the guide helped her to implement each lesson.

This success story highlights the experience of a ICT master teacher trainer who participated in the piloting of new ICT teaching and learning materials in Uzbekistan. Improving the quality of ICT teaching in Uzbekistan was critical to achieve student learning and the new teaching methods and materials are helping shift teaching from theory to practice. Shifting teacher practices will take time as teachers initially found using a teacher guide to prepare their lessons difficult. Because the content and the methods were new to them, preparing for each lesson took extra time and energy. Previously, it was unusual for teachers to have students work on practical project-based assignments during class time. By piloting the new materials, teachers are observing increasing students interest and practical skills. As a result, the new methods will have enormous impact on students’ learning.