SUMMARY STRUCTURING EFFECTIVE GROUP TRAINING SEE TECHNICAL Guidance on how to structure group training GUIDANCE NOTE within an in-service teacher professional COACH TOOLS development program AND RESOURCES Coach is the World Bank’s program focused on accelerating student learning by improving in-service teacher professional development around the world. INTRODUCTION Group training is a method of in-service teacher professional development (TPD) in which a group of teachers participate in training sessions. Objective Audience To provide the operational guidance and • World Bank Task Team Leaders (TTLs) best practices to structure effective group and project teams looking for technical training within an in-service TPD program guidance during project identification, preparation, appraisal, and implementation • Policymakers looking for tips and best practices on how to structure group support within an in- service TPD program COACH 1 SCOPE INCLUDES DOES NOT INCLUDE Guidance drawn from research and In-depth review and guidance for implementation experience, particularly from learning design. low-capacity country contexts, yielded five characteristics for structuring group training: Evidence or guidance tailored to pre- service group training. 1. Content focus 2. Frequency 3. Facilitation 4. Group size 5. Materials. STRUCTURING EFFECTIVE GROUP TRAINING 2 METHODOLOGY • The team reviewed a sample of 20 evaluated group training programs—8 from low- and middle- income countries (LMICs) and 12 from high-income countries (HICs). These programs satisfied the inclusion criterion of being a group training program that reported positive impacts on teaching practices and/or student outcomes. • To provide best practices and operational guidance, the team also reviewed additional studies from TPD programs in LMICs that included group trainings. • The studies were identified (1) by using existing reviews of TPD programs in LMICs by Popova, Evans, and Arancebia (2016) and in HICs by Darling-Hammond, Hyler, and Gardner (2017); and (2) by reviewing projects available through the Coach Repository of In-Service Teacher Professional Development Programs. For a comprehensive list of programs, studies, and their features, see Appendixes A and B of the accompanying technical guidance note. COACH 3 Evidence suggests that group trainings can be an EFFECTIVE effective and practical method for delivering TPD GROUP TRAINING (He, Linden, and MacLeod 2008; Jukes and others 2017; Kerwin and Thornton 2015). Ineffective Group Trainings Effective Group Trainings Content is broad and overly theoretical and not adapted Focus is to improve teachers’ knowledge and practices in a Content to teachers’ needs and contexts. focused and specific way, taking into consideration their needs focus and education system guidelines. Only training offered is a one-off intensive session. Support is ongoing with initial and follow-up sessions that enable Frequency teachers to integrate new knowledge with practice. Pedagogical leaders have inadequate knowledge and/or Sessions are led by pedagogical leaders with knowledge of Facilitation capacity; the quality of the training decreases as the program the content and pedagogy. scales up. Training is lecture based and given to a large group of Training either is provided either to small groups of teachers or Group size teachers, with no opportunities to practice the skills. includes small group activities to enhance learning. Content is introduced with no supporting materials to help Materials promote teacher learning and help teachers apply Materials with the application. the newly acquired practices in their classrooms. Note: a. Pedagogical leader = any individual who provides ongoing professional development support to teachers. Individuals with varied backgrounds can fill the role of pedagogical leader, including trained master teachers, coaches, education experts, researchers, principals, pedagogical advisors, school support officers, and inspectors. STRUCTURING EFFECTIVE GROUP TRAINING 4 1. CONTENT FOCUS • Training focus may vary (such as pedagogy, subject content knowledge, new technology) but needs to clearly identify the knowledge and/or practices that teachers should be able to implement after the training. • Training content also should be tailored to teachers’ needs and contexts. Having a mechanism to diagnose existing skills can provide valuable information on teachers’ needs and help determine content that would most benefit them (Darling-Hammond, Hyler, and Gardner 2017). • Once the focus has been identified, it is important to clearly communicate to the teachers the goals of the training and their importance for student learning; and if possible, to set objectives with teachers that will motivate them to improve their practices (Creative Associates International 2015). Ecuador: The Inter-American Subject: English as a Second Language (ESL) Partnership for Education The program aimed to improve teachers’ content knowledge and pedagogical practices, such program (IAPE) as speaking English during class and providing students with a more active role in learning. (Bando and Li 2014) The program was designed specifically for teachers with intermediate English proficiency. Their proficiency was assessed through a 10-minute phone interview before the program. Teachers with high English proficiency were invited to join a different TPD program. COACH 5 2. FREQUENCY • The duration and frequency of the training depend on its focus and goals. Nevertheless, frequent training tends to provide more opportunities to adequately cover the content and enhance the learning experience. • Training duration ranges from 16 to 160 hours (averaging 65 hours) over a period ranging from 2 days to 13 months. • Most programs allocate total training time among a longer initial session (approximately 50 percent of the total time) and 1 to 13 shorter follow-up sessions throughout the school year. The program also can include support mechanisms. contd. on next slide STRUCTURING EFFECTIVE GROUP TRAINING 6 2. FREQUENCY (contd.) Initial Training Follow-up Training Support Mechanisms Description Multiday training before or at Multiple half-day or one-day Training sessions can the beginning of the school training sessions throughout be complemented with other year in which teachers are the school year in which support mechanisms. Two trained on the knowledge teachers strengthen their examples are visiting schools and practices that the knowledge and practices to answer questions from program is designed to build. and opportunities exist to teachers and sending answer questions and receive text messages to provide feedback. instructional tips. Kenya: Health and Literacy Three-day training to learn • A 1-day problem-solving Weekly text messages Intervention (HALI) how children learn to read workshop 4 months after the to provide instructional tips and how to use the beginning of the school year and motivation to implement (Brooker and Halliday teachers’ manual. lesson plans. 2015; Jukes and others • A 1-day refresher training 2017) at the beginning of the following school year. COACH 7 3. FACILITATION • Group training programs should be led by pedagogical leaders (such as education experts or trained teachers), who have expert knowledge of the content and the pedagogy on which they will train teachers (He, Linden, and Macleod 2008; Kerwin and Thornton 2015). • Depending on a session’s focus, individual training sessions could be led by different leaders, while always ensuring a coherent learning experience. For example, training sessions on subject content can be led by university faculty whereas sessions more focused on pedagogy can be led by trained teachers (Buczynski and Hansen 2010; Roth and others 2011). contd. on next slide STRUCTURING EFFECTIVE GROUP TRAINING 8 3. FACILITATION (contd.) • Identifying and developing high-quality pedagogical leaders can be a challenge, particularly when scaling up TPD programs. Ways to train and support pedagogical leaders as programs scale up include: Provide Materials That Design Parallel Systems for Strengthen Pedagogical Use Video Aids and Enable Replicability of Sustained Collaboration: Leader Skills through Virtual Support: Content: Mentorship: Organize group Pedagogical leaders Develop training guides, sessions among Mentors can provide feedback to can share videos of textbooks, and other pedagogical leaders so pedagogical leaders and provide themselves delivering supplementary materials they can insights on how effectively the the training and receive for pedagogical leaders share experiences and content is being transferred feedback. Teachers can advice on program also access to virtual (Raubenheimer and others (Turner, Brownhill, and Wilson 2016). implementation and consulting sessions 2020; USAID 2016). teaching practices (Bruns, Costa, and Cunha (Lange 2016; Yoshikawa and 2017; Metis Gaia 2018). others 2015). COACH 9 4. GROUP SIZE • Our sample review of effective programs identified that group size ranged from 5 to 70 teachers and averaged 24 teachers. • Although there is no strict rule for group size, learning in smaller groups (16 or fewer teachers) can deepen teachers’ learning by including more opportunities to practice, reflect, and collaborate with peers. • Smaller group trainings could require greater investment including more pedagogical leaders and meetings and, in general, could be more difficult to organize and scale up. • Evidence shows that the teachers-to-pedagogical leader ratio during small group activities ranges from 5:1 to 12:1 (Cilliers and others 2018; Jukes and others 2017; Taylor and others 2017). South Africa: Early Grade The program trained teachers in pedagogical techniques to improve students’ literacy Reading Study and included two 2-day group training sessions. (Cilliers and others 2018) Even though the training group size was 70 teachers, the 7:1 ratio of teachers to pedagogical leaders facilitated implementation of activities in which teachers could practice the techniques. Roughly 25 percent of the training time was meant to be spent on teachers practicing the techniques. STRUCTURING EFFECTIVE GROUP TRAINING 10 5. MATERIALS • Effective group training typically includes resources to promote teacher learning (for example, videos of best practices and students’ work samples) and to help teachers apply the newly acquired practices in classrooms (lesson plans and teacher guides). • Resources provided through group trainings should be paired with opportunities to practice the new skills, structured reflection, and collaborative discussion that help teachers learn the new practices and challenge their beliefs. • In low-capacity country contexts, group training programs can provide lessons plans and teacher manuals. During training sessions, teachers can learn how to use these materials and adapt them to the local contexts and students’ needs (Brooker and Halliday 2015; Colbert and Alboreda 2016). Kenya: ABRACADABRA (A The program used an evidence-based multimedia software to equip teachers with effective Balanced instructional strategies to improve literacy instruction for students in English language classrooms. Reading Approach for Teachers had access to lesson plans, videos of effective teaching practices, and a wiki for sharing Children and Designed best practices in literacy instruction. to Achieve Best Results for The program followed a blended approach including a three-day presential initial workshop to All) familiarize teachers with ABRA’s methodology and materials, and weekly web conferences (Abrami and others 2016) conducted by pedagogical leaders to discuss teaching issues. COACH 11 Additional Reading This summary is based on the accompanying Structuring Effective Group Training: A Technical Guidance Note. The guidance note adds details to these characteristics and features the programs included in this analysis that have shown promising effects on changing teaching practices and student learning outcomes. Citation: Paredes, Diana, Hafsa Alvi, and Manal Quota. 2021. "Structuring Effective Group Training: Technical Guidance Note." Coach Series, World Bank, Washington, DC. License: Creative Commons Attribution CC BY 4.0 IGO.. . STRUCTURING EFFECTIVE GROUP TRAINING 12 REFERENCES Abeberese, Ama B., Todd J. Kumler, and Leigh L. Linden. 2011. “Improving Reading Skills by Encouraging Children to Read in School: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines.” NBER Working Paper 17185. National Bureau of Economic Research, Cambridge, MA. https://doi.org/10.3386/w17185. 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