The following session covers the analysis of data from a group of facilitators trained at different levels and in different areas of specialization obtained through the focus group interview. The purpose of this exercise was to establish the extent to which the teachers share the same opportunities and challenges presented by the Ikhwezi peer-driven model of teacher development.
Due to the length of inputs, the teachers’ responses are summarised. However the entire data source are available in the appendices section.
Teachers’ previous exposure to professional development activities.
All teachers that participated in this focus group interview had previously participated in professional development activities organised by external agencies. However they found this model of TPD to be a different experience from the other CPTD activities. They found this (Ikhwezi approach) to be informative, challenging and hand-on. It promoted a different learner-centred approach promoting care and support rather than content. It also promoted a critical self-reflection process. The model required, as mandatory, teamwork and co- facilitation.
Major factors acknowledge was the different learner- centred style, with them as important people in the process and not the facilitators. They noted that the facilitation style- the whole approached made them to be reflective and critical of themselves as well. Emphasis was also made of the fact that it was teachers as people familiar with the challenges on the ground, who were capacitated to train others.
Another distinguishing feature was in the fact that they were to co—facilitate and work in teams, mixing with other races, officials at different levels. In other instances managers and teachers had to work together ignoring the issue of levels and ranks
Majority of facilitators were very keen to come back to the excitement initially experienced in their first week/days of PD. As it was the initial stages of policy changes countrywide, those who in their schools had to deal with multicultural classes for the first time were thrilled. This coming back gave them an opportunity to mix with teachers from other races, thus allowing them space to talk about some of cultural challenges they were experiencing from their learners.
Challenges experienced by teachers
Respondents noted this as one of the challenges with no substitutes to help with their school programmes while they went on training. This was the area that challenged the employer with no clear policy on CPD. The incoming NPFTD( 2007) will hopefully address the issue on school- based PD programmes.
General concerns were in the fact that there were no support structures for school-based PD.
Managers were mostly not supportive, with some feeling threatened by powerful, capacitated and knowledgeable teachers. Teachers, in general were desponded and or too busy , inundated by numerous policy changes, with no time for any other activities.
Facilitators who had their school principals involved, generally did not have major problems, as compared to those that did not know about Ikhwezi or did not embrace PD. Some teachers, for example, Remedy (one of the research participant), depite the lack of interest within her school, resorted to working with just her friends so as not to dampen her excitement and interest. Others, like Ms Makhanda from uMlazi , a Township South of Duran had to share her skills with neighbouring schools, until her colleagues saw the light.
Of prominence as a concern was the lack of PD support structures at school level with some managers resisting change. Lack of substitutes to support teachers as they go for development was another major concern. Morton Andersen’s (a research participant) major concern was the lack of mechanisms to sustain trained facilitators. The fact that not all facilitators were pulling the same weight was also a concern for him. In trying to understand facilitator’s lack of commitment to develop material, he thought this could be alluded to lack of capacity for material development, more than lack of interest. The issue of Ikhwezi’s identity was raised with some principals and officials still thinking of it as an NGO. Lack of proper communication from the Department of Education at the point of absorption of the pilot project could be the main factor in this regard.
This section has addressed a number of facilitators’ opportunities at Ikhwezi and how they were experienced Challenges mainly from the school environment impeding their interest, dedication and commitment to share and pass on acquired skills were also articulated.
MAPPING THE CHALLENGES AND OPPORTUNITIES ON THE IKHWEZI PEER-DRIVEN MODEL FOR CPTD AND THE SCHOOL CONTEXT
School Environment
Ikhwezi CPD Challenges
New Curriculum Resistance
Agents of Change
Back to school – 2 weeks
Back to Ikhwezi – Intensive facilitation skills
Back to School
Test course Then
graduate A qualified
school-based facilitator. An agent of Change Prepare for
Test course Initial 5-10
Day training
Peer-driven Model, Motivated, Enlightened,
Teachers have indicated that coming to be trained at Ikhwezi has had tremendous benefits with huge opportunities for their personal and professional growth. When they first enrol, they are exposed to a unique, but challenging approach of PD allowing them to shared off a number of unproductive habits whiles having their eyes opened up to many opportunities for their own growth. They, however, are normally disheartened by the huge challenges in their schools with no PD culture and support. Their enthusiasm is basically eroded by the school culture that promotes the status-quo thus questioning the notion “does the model on its own matters?”
DOES THE MODEL REALLY MATTER?
From the experiences expressed by the trained facilitators in this study, a question of whether a model matters does emerge especially when focussing on the school level side of the facilitators.
SCHOOL CONTEXT
The school context emerges as the most significant part of the professional development of teachers. Majority of facilitators have indicated that most of their challenges came from their schools where the environment was seen not to be conducive enough to nature and sustain the enthusiasm they bring into their schools after being trained at Ikhwezi . Morton Andersen in his interview expressed his frustrations when saying:
Teamwork has also not yet been fully explored or understood at school level as educators are still working in silos. Educators should still not think and do things on their won. Hence, I still not have experience a team at school. I have not experienced fully as a team member when delivery curriculum at school but I have seen it work at Ikhwezi.
OBE as a national democratic curriculum initiative, warrants that teachers be auw fair with the concept of teams. This is also endorsed by one of the national critical outcomes-that of producing citizens who can work in teams. Principals as managers while having the challenge of understaffing as well as huge numbers, are nevertheless expected to be creative enough to explore such concepts that will contribute to quality teaching and learning. Remedy Zimu from Mvela shares some of the most crucial challenges at school level.
I was disillusioned when my desire to conduct workshops at school in order to empower my colleagues was met with negativity. Teachers were not willing to attend workshops outside school time. Even when workshops were scheduled to finish before 2.30 pm. Teachers felt too tired and distracted to participate actively. Some teachers were not prepared to do anything
‘extra’ that was required of them. Thus with my enthusiasm dying a slow death, I decided to influence close friends and those that were interested in professional development and wanted to grow.
This has been the general feeling from most facilitators. Teachers are generally over-stretched by the curriculum changes they have to implement.
SCHOOL MANAGEMENT STYLE
The management style of any school will have huge influence and impact on how issues of professional development are understood and handled. If school managers are going to neglect teachers needs, but instead feel threatened by enlightened, capacitated and informed teachers;
continuing professional development will always be compromised at the detriment of quality education and learning.
School principals and their management teams are at the centre of teacher professional development that will ultimately lead to whole school development. They are expected to be sensitive and supportive to professional development needs enhancing a healthy and progressive environment. As managers in a democratic dispensation, they are challenged and expected to be well versed with national management and curricular policies so as not to feel threatened and end up frustrating enlightened and capacitated teachers. If school principals are not going to assume a responsible, progressive and nurturing role, no model no matter how effective, would contribute to school improvement through teacher development.
RECEPTION OF FACILITATORS AS AGENTS OF CHANGE
The success and effectiveness of any model for teacher development would be assessed by the impact and influence made by the teachers involved in it. Majority of trained facilitators in this study have noted several opportunities that contributed to their personal and professional growth such that they developed a sense of agency, wanting to develop others. Some facilitators also noted with regret the lack of enthusiasm from their school colleagues who were not enthused by the incoming flow of professional development brought by their own colleagues.
Teachers’ general apathy, lack of motivation to new and fresh ideas brought by their colleagues could be attributed to a number of factors. The general feeling of being flooded and inundated by many democratic policy changes could be one factor. The speed at which democratic changes were to be made left a number of teachers confused and frustrated by what we may call policy overload. The Norms and Standards document, Department of Education (2000) is one classical example of policy overload, with teachers expected to practice and display the seven roles as assessors, mediators of learning, reflective practitioners, pastoral givers, managers, leaders and facilitators with limited and or no proper training. Teacher’s morale or self-esteem would naturally be low, in this kind of environment; short-changing them the opportunities of possible professional development brought by their own school colleagues now trained as facilitators.
Tom Jafta noted in his interview that his attempts to conduct school-based PD programmes were perceived as an extra load of work. If these issues are not given the attention they deserve, will a model matter?
SUPPORT MECAHNISMS
Support mechanisms for professional development in schools are to be in place, if models of teacher development are to be effective and beneficial. Sophisticated curricular like the newly introduced OBE in South Africa, need schools with relevant resources and infrastructure.
Facilitators trained to use computers, research and develop their own materials need to have these facilities in their school to further develop their competencies and capacitate colleagues in their schools. School with no photocopying machines, over head projectors, libraries with relevant books will always frustrate and challenge trained and capacitated facilitators; and the question remains- does the model matter? Does it matter to expose teachers to PD models, with fantastic opportunities of professional growth if schools are not supported with relevant mechanism for teachers to practise and nurture acquired skills?