Consultancy Services To Enhance Differentiated Instruction In Primary And Secondary Schools In St. Kitts And Nevis
1. BACKGROUND
1.01 Teacher efficacy in the classroom is at the centre of improving student achievement and maximising the potential of every child accessing educational opportunities. In St. Kitts and Nevis instructional modalities remain largely teacher-centred and not configured to cater to the multiple learning needs of students. Emphasis, in many instances, is on ‘covering the curriculum’ rather than on pacing instruction based on the mastery of curricula goals as specified for each grade level. Teaching is characterised by traditional methodologies – whole class instruction, extensive use of chalkboard and textbooks, homogenous groupings within grades and static assessment procedures focusing on lower-level competencies.
1.02 The pedagogical approach to addressing individual learning needs requires that there is an institutionalised diagnostic system to assess learning deficits and devise appropriate interventions strategic for student success. Such a system is underdeveloped in primary schools and is largely absent in secondary education in St. Kitts and Nevis – typical of the approach to teaching and learning within the region. As a result, students with learning deficits are not properly catered to within the classroom as evidenced by the non-mastery of learning outcomes at the primary and secondary levels.. This manifests itself ultimately in unsatisfactory attainment of grade level learning outcomes as measured in the National Assessments in From Grade 3 to Form 3, and the significant drop-out rates in upper secondary, particularly for boys. Thirty-seven percent (37%) of boys and 23% of girls did not transition to Form 5 in 2014. This level of internal efficiency means that 31% of students in the cohort exit the secondary system before completing the cycle. Consequently, the Caribbean Millennium Development Goal that students would complete a full course of secondary education by 2015 has been elusive for successive cohorts.
1.03 Differentiated instruction, inclusive of and supported by a print-rich classroom environment, using continuous assessment to inform instruction and monitor progress, and the use of enquiry-based constructivist approaches – which are known to promote mastery for all students – will be the focus of a strategic intervention to promote and institutionalise learner-centred pedagogy. This requires the development of a professional development programme to be implemented, supported by appropriate pedagogical resources and instructional supervision support from Principals and Heads of Departments (HODs), in general.
1.04 The teacher training focus on differentiated instruction has been limited and, as a result, effective practitioners are not pervasive throughout the basic education cycles. Mainstreaming this learner centred approach to teaching and learning is a priority for MOE. The development of an effective and sustainable programme in differentiated instruction at the primary and secondary level is part of the strategic objective to strengthen learner-centred experiences within the education sector. Any programme must include training for school management and teachers, but also provide for the use of appropriate pedagogical resources to meet the divergent learning needs of students.
2. OBJECTIVE
2.01 The objective of the consultancy is to assist the Ministry of Education in providing training in best practices and strategies for effective pedagogy in differentiated instruction to meet the learning needs learners in primary and secondary schools. The result will be the institutionalisation and effective application of associated approaches and instructional strategies in basic education targeting learners at-risk.
3. SCOPE OF WORK
3.01 The Consultant will be expected to work closely with the Director of the Curriculum Development Unit, Chief Education Officer, Student Support Services Officer, and Head, Teacher Education Department, at the Clarence Fitzroy Bryant College (CFBC) in carrying out the assignment. The Consultant will report to the Project Coordinator, and consult with the education officers and subject coordinators as needed. Specifically, the Consultant will:
(a) conduct observations in a sample of primary and secondary classrooms to derive an understanding of the common classroom organisation and instructional practices utilised by teachers in delivering the curriculum;
(b) based on the results of the observation and discussions with staff of MOE/CFBC, develop a training programme on differentiated instruction, inclusive of a monitoring and evaluation component, which can be adopted/adapted by CFBC and replicated by MOE in future interventions;
(c) prepare a list of contextually relevant pedagogical resources to support differentiated instruction in primary and secondary level classrooms, including guidelines and/or templates for teachers to use the preparation and use of of differentiated lesson plans and pedagogical activities;
(d) prepare and deliver a one-day sensitisation and orientation workshop for all primary school principals as well as secondary school principals and Heads of Departments (HoD);
(e) conduct a 4 day training-of-trainers workshop for representatives from primary school management teams, Heads of Departments (secondary schools), teacher educators, subject coordinators,and education officers to facilitate replication of the training to primary and secondary teachers throughout the education system in differentiated instruction.
4. TIMING AND QUALIFICATIONS
4.01 It is expected that the assignment will require a maximum of 50 days over a 6 month period.. Training will be done, where feasible, during the vacation period to minimise disruption to schools activities. The Consultant shall possess expertise in differentiated instruction and teacher training, and shall have academic qualifications in teacher education at the post-graduate level. Experience in training related to the consultancy is required and knowledge of the Region will be an asset.
5. REPORT PREPARATION
5.01 The Consultant will be required to submit to MOE and Caribbean Development Bank (CDB) two copies each of the following reports:
(a) an Inception Report, no later than five days after commencement of the assignment, detailing the methodologies to be used in conducting the assignment and a related Work Plan. MOE and CDB will provide feedback upon receipt of the Report;
(b) a Progress Report, no later than two months after commencement of the assignment, detailing the summary findings on the common classroom organisation and instructional practices in primary and secondary schools, the draft training programme in differentiated instruction, inclusive of the monitoring and evaluation component and the draft list of pedagogical resources for differentiated instruction. MOE and CDB will provide comments upon receipt of the Report;
(c) a Draft Final Report no later than three months after commencement of the assignment, comprising a revised Progress report incorporating the comments from MOE and CDB and an outline of the workshop for Principals and training of trainers. MOE and CDB will provide comments upon receipt of the report; and
(d) a Final Report no later than five after days after conduct of the training workshop, including the evaluation by workshop participants and the comments submitted by MOE and CDB on the Draft Final Report.
5.02 All Reports should also be supplied on CD ROM containing the text, tables and all appendices done in Microsoft Word/Excel.
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1.
Dr. Neva Pemberton
Chief of Education Planning (Ag.)
Project Coordinator: TVET Enhancement Project
Education Planning Division
Lockhart Street
Basseterre
St. KITTS, W.I.
Tel: + (869) 466-3766
Email: tvetproject.skn@moeskn.org
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2.
Procurement Officer
Caribbean Development Bank
P.O. Box 408
Wildey
St. Michael
BARBADOS, W.I.
Tel: + (246) 431-1600
Fax: + (246) 426-7269
Email: procurement@caribank.org
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