E.L. Africa Magazine | June 2022

JUNE 2022 VOL.3, NO.9

E.L.

EDUCATIONAL LEADER AFRICA

DEBATE ABOUT BRING YOUR OWN DEVICE (BYOD) TO SCHOOL Use of mobile phones and other handheld devices in schools.

PAGE 11

STEPPING UP: TRAINING AND SUPPORT FOR SCHOOL LEADERS PAGE 19

HOW IS YOUR SCHOOL CULTURE? PAGE 14

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CREATING A TRANSFORMATIVE SCHOOL CULTURE PAGE 8

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By signing up to participate in professional development, you or your team will receive targeted training from experts through our customized virtual workshops. You will be able to

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E.L. AFRICA | JUNE 2022

"Professional Inquiry"

E.L.

EDUCATIONAL LEADER AFRICA

TABLE OF

CONTENTS 8 11 14 18 19 25 28 29

CREATING A TRANSFORMATIVE SCHOOL CULTURE

DEBATE ABOUT BRING YOUR OWN DEVICE (BYOD) TO SCHOOL

HOW IS YOUR SCHOOL CULTURE?

E.L. AFRICA BOARD MEMBER SHOUT OUT

STEPPING UP: HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS

SPOTLIGHT: MEET DR. MAURICE ODONDO FROM KENYA'S EDUCATION MANAGEMENT INSTITUTE

END OF YEAR SCHOOL REFLECTION

PRINCIPALLY SPEAKING: HOW SCHOOL LEADERS ENSURE TEACHER SATISFACTION

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QUICK ASSESSMENT STRATEGIES

35

IN THE NEWS

38 40 41 42 43 44

IN CASE YOU MISSED IT: THE EDUCATON WORLD FORUM

EMPOWERING THE INFORMATION COMMUNICATION TECHNOLOGY TEACHERS ASSOCIATION OF UGANDA (ITAU)

PEOPLE ON THE MOVE

NEW NORMAL: SHOULD GHANA EXTEND THE RETIREMENT AGE?

FREE DIGITAL EDUCATIONAL RESOURCES

HEALTH & WELLNESS: FOREST BATHING: WHAT IT IS AND WHY YOU SHOULD TRY IT

E.L. Africa is a quarterly publication that focuses on school leaders' real needs, offering them practical and technical strategies for improving schools in a constantly evolving environment. Articles published in E.L. Africa are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent E.L. Africa positions. Endorsement by E.L. Africa of products and services advertised is not implied or expressed.

E.L. AFRICA | JUNE 2022

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ABOUT E.L. AFRICA MAGAZINE Educational Leader (E.L.) Africa magazine provides in-depth information about the most critical issues facing education leaders today in Sub Saharan Africa (SSA). Published four times a year, each issue has a specific focus area and articles are written by education experts and practitioners.

The E.L. Africa Magazine gives school principals/headmasters the resources, strategies, and inspiration required to prepare students for success. The magazine stirs school administrators toward openly discussing skills and strategies to improve schools and advance learning. It empowers these administrators to build an improved education system that is exceptional, independent and capable of self-sustaining with the correct mindset, by collaboratively sharing their skills. commitments and serves as

It also highlights their

an African solution to African problems.

Therefore, the E.L. Africa presents a paradigm shift, viewing the change in the education systems from the lens of experts and the school principals that implement/execute the education policies in the schools.

We embarked on this game-changing project as an inspiration to other educators to improve the education system in SSA. When you share your knowledge, skills and celebrate others without being apologetic, you feel fulfilled. It’s so important.

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E.L. AFRICA | JUNE 2022

EDITORIAL & DESIGN

E.L.

EDUCATIONAL LEADER AFRICA

WRITERS M r . T e m i t o p e M u s t a p h a - N ig e r ia M r . C h r i s O n w u k a - N ig e r ia M r . S a n v e e E l m u t P in t o - T o g o Mr. Pascal T. Soklou - Togo

EXECUTIVE PUBLISHERS Dr. Ada Omile Dr. Frances Ufondu

CONTRIBUTORS Dr. Maurice Odondo Mr Léon N. Mugenzi Dr. Francis Onulwuli Dr. Frances Ufondu Mr. Armand Peterson Mrs. Kasonde Emelia Mr. Samuel Otubah Mrs. Ngozi Mbelle Mr. Franklin Dwamena Adjei Mr. Taal Abubakarr

E . L . A f r ic a m a g a z in e ’ s l o o k a t t h e s t e p p i n g u p o f s c h o o l l e a d e r s h ip t r a in in g s a t s o m e c o u n t r i e s o f S u b S a h a r a n A f r ic a ( p g . 1 9 ) . R e a d t h e d e b a t e a b o u t B Y O D idea to schools (pg. 11), Check your school culture (pg.

14). Learn how school leaders can create a t r a n s f o r m a t iv e s c h o o l c u l t u r e ( p g . 8 ) , a n d s e e h o w p r i n c ip a l s e n s u r e t e a c h e r s a t is f a c t i o n i n t h e P r i n c i p a l l y S p e a k in g s e c t io n ( p g . 2 9 ) .

CREATIVE DESIGNER M s . C h in e n y e O m il e

Educational Leadership Africa Magazine (ISSN 2693-2806) is published quarterly in March, June, September, December by Educational Leadership Consultant Group(ELCG) in Virginia, USA. ELCG is an organization focused on training and development of education leaders. The EL Africa magazine, a component of ELCG, is the voice for principals, assistant principals, and other school leaders across Sub- Saharan Africa. The statements,

WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM

opinions, and advertisements expressed herein are those of individual authors and companies and do not necessarily represent the views of EL Africa magazine or the ELCG.

Article Submission: Submission on topics relevant to school leadership are requested. Email ideas and articles to elafricamagazine@gmail.com.

E.L. AFRICA | JUNE 2022

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EXECUTIVE PUBLISHERS DR. ADA OMILE

Dr. Omile earned her doctorate degree in Educational Leadership/Supervision K-12, from Argosy University, Washington DC, Post Master's Certificate in Educational Leadership & Administration from George Washington University, Master of Science in Computer & Information Systems , Master of Arts in Learning Disabilities, both from Clark Atlanta University, Atlanta Georgia. She has over 28 years of experience in Education and Leadership.

Her doctoral research in 2011 was focused on providing professional learning to school principals in Anambra State, Nigeria. The result of the research showed a glaring gap in practice. To address the gap, she started Education Leadership Consultant Group

(ELCG), a Non-

profit organization that provides professional learning on effective schools to school principals and directors of private proprietors of schools in Africa. Recently, she concluded that we need to create a forum to reach more school principals throughout the Sub-Saharan Africa, hence this E.L. Africa magazine.

DR. FRANCES UFONDU

Dr. Ufondu earned her Doctorate of Education in Organizational Leadership from University of LaVerne, California. She earned a California Professional Administrative Services Credential; a Clear Multiple Subject Teaching Credential; a Master’s of Arts in Education Administration from University of Benin, Nigeria and a Bachelors of Science in Vocational Home Economics Education from University of Nigeria, Nsukka.

In addition, she received a Professional Certificate in Accounting for Governmental and Nonprofit Organizations; a Chief Business Officer (CBO) certification through California Association of School Business Officials Partner Training Program; Association of California School Administrators (ACSA) Certification in Curriculum and Instruction Leadership and Leadership Coaching.

Her dissertation in 2005 was focused on an in-depth research of skills required by principals to effectively implement the Public School Dr. Omile and Dr. Ufondu attended the same high school and college in Nigeria and have dedicated their career and life’s work to improving leadership capacity for educational leaders in the hopes of positively improving learning for our students. This E.L. Africa Magazine is designed

to give educational leaders the

tools to enhance and empower their teachers as they collaborate to improve teaching and learning for students.

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E.L. AFRICA | JUNE 2022

Accountability Act in California. The findings indicated that principals perceived skills in visionary leadership as very important. The study also empowered staff members and students to reach high levels of performance; creating and communicating a school vision and aligning financial, human and material resources with the vision; student assessment, gathering, analyzing, and using data to inform decision making; demonstrating and understanding of curricular alignment to ensure improved performance and designing, evaluating, and refining curricular remediation programs.

LETTER FROM THE EXECUTIVE DIRECTOR

Here we go!

It’s been two years and the E.L Africa team has been tracking the education of Sub Saharan Africa’s response to the pandemic, the use of technology in teaching and learning, professional development activities for school leaders and teachers, economic inequity, and other threats to quality education. Some of you have reached out to see how we can help meet the challenge, and we have been providing support. We have been building connections, engaging school leaders in many ways for effective schools.

School leaders have extraordinary and great influence over a country’s future, they produce the next generation of professionals, yet it amazes me that our profession – education in general and principalship specifically – is not regarded as a profession of choice. Majority of parents do not want their children anywhere near the education profession. The only profession that makes all other professions possible.

Post pandemic, some of your classrooms opened without a qualified teacher, not because the bar is set so high, but because the interest is low due to low pay/wages. Some teachers left the profession, some work multiple jobs to make ends meet.

The need for more educators is great, and the need to support the ones in the profession is even greater.

We advocate for sustainable ways to curb teacher shortages and amplify leadership and teacher quality.

We want to make it a national conversation for districts to make it a priority to attract more talents to the profession.

We are crafting our magazine more and more to bring you exciting and vital information about the most critical issues facing education leaders today and showcase your efforts.

As we move forward, we welcome your questions, suggestions, and ideas. We’re always eager to learn what more we can do to support your goals. And you have our pledge and unwavering commitment as we continue to advocate for change in school outcomes which starts with you as the school leader.

Ada Omile Ada Omile

Executive Director E.L. Africa Magazine

E.L. AFRICA | JUNE 2022

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CONTRIBUTE TO E.L. AFRICA MAGAZINE! If you’re an expert in education, please share your knowledge and experience with your fellow school leaders in E.L. Africa magazine. Write about one of the following themes or submit an article on another topic of interest to principals, assistant principals, or aspiring principals.

Themes for Next issue Using instructional Rounds to improve teaching and learning Instructional leadership: Developing Headteachers as instructional leaders Eliminating Teacher Burnout

E.L. Africa is

YOUR

magazine—help make it an even more

valuable resource by writing an article or passing these themes on to a colleague who has a great program or unique perspective.

Please send your manuscript to elafricamagazine@gmail.com and include: The manuscript prepared in MS Word.

A cover letter that indicates your intention to

Content

submit the manuscript to E.L. Africa magazine

Manuscripts should explore one theme or other topics of professional interest to secondary school principals.

Manuscripts are evaluated by ELCG/E.L. Africa magazine staff members and are judged on their relevance, interest to principals, timeliness, originality, readability, and credibility. E.L. Africa magazine seeks articles that: Describe best practices and exemplary programs objectively and include evidence of success as well as a discussion of

How to Submit

problems

Explain how principals can act on the information

and stipulates whether the manuscript has been submitted elsewhere.

Contact information for each author: school and title, telephone number, and e-mail address.

A two-sentence author biography. The first sentence should include a current title, school and e-mail address; the condition sentence should highlight key accomplishments or reinforce your authority in discussing the topic.

Include advice, resources, and examples Offer opinions on some topic of professional interest to principals

Requirements Manuscripts should be no more than 2,000 words, including references, but may include additional supplemental material.

Successful manuscripts are written in a tone and style appropriate to a magazine; are well-organized; clearly establish the purpose of the article; use specific examples —it is best to show, and adhere to the rules of grammar.

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E.L. AFRICA | JUNE 2022

Photographs If you’d like to send photos to accompany your article, please attach the JPEG files to an email and send them to elcgtraining@yahoo.com. If no photos are available, E.L. Africa will select file or stock art to enhance the article.

CREATING A TRANSFORMATIVE SCHOOL CULTURE WITH DR. ARMAND PETERSON

E.L. AFRICA | JUNE 2022

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CREATING A TRANSFORMATIVE SCHOOL CULTURE

I

n an average school year, a student spends

analysis which will aid in dismantling the unhealthy

approximately 3,460 hours confined within the walls of

elements of the school culture to more desirable

a school building. That is nearly half a calendar year.

characteristics and qualities.

Consequently, a student’s experience at their school has an enormous impact on their daily lives. This experience

Since the potential list of values is endless, it’s important

revolves around the culture of the school and plays a big

to ensure the values align with the mission and vision of the

role in the development of students. Associated with

school. I suggest creating a list of approximately three to

student growth, school culture affects levels of academic

five manageable core values. Having just a few essential

achievement, graduation rates, dropout rates, as well as

values promotes intentionally applying those values to the

teacher effectiveness and retention.

behavior of all internal and external stakeholders.

School culture, oftentimes inaccurately used synonymously

SOME STRATEGIES YOU CAN USE TO REDEFINE YOUR SHARED VALUES AND BELIEFS ARE:

with school climate, is defined as the shared values, rules, belief patterns, teaching and learning approaches,

Align your shared values and beliefs to the mission and

behaviors, and relationships among or across the internal

vision of the school.

and external stakeholders in a school. Climate, conversely,

Identify values that are most important to your teachers

encompasses the quality and characteristics of school life.

and staff members as well as to your students and their

Simply put, school culture is how we live in the building

families.

and school climate is the mood.1

Associate the shared values and beliefs to the instructional focus of the school.

The global COVID-19 pandemic has sparked initiatives to

Host formal/informal town halls to gain relevant

create a transformative school culture from school leaders

feedback from stakeholders about the values and

across the world. These initiatives seek to create equitable

beliefs the school should adopt.

and just school environments that produce a positive impact on the students’ experience. A transformative

Furthermore, the school must visualize its redefined values

school culture should be one in which students can walk in

in action. This important step in transformative school

and, for that day or hour, take off the crushing weight of

culture is rooted in creating an environment where the

their armor, hang it on a rack, and open their hearts to

values and beliefs of the school are visible in the day to

truly being seen.2 These environments must be a safe

day operations of the school.

place where children can grow while supporting and encouraging learning, building character as well as

One way to accomplish this is by adopting the character

creating a culture of belonging.

education method. Character Education3 is a learning

SO HOW CAN SCHOOLS CREATE A TRANSFORMATIVE SCHOOL CULTURE?

process that enables students and adults in a school community to understand, care about and act on core ethical values such as respect, justice, civic virtue and

First, they must redefine their values and beliefs. In

citizenship, and responsibility for self and others. By doing

essence, culture reflects values, and shifting a culture

this, schools will be able to incorporate as well as model

begins with courageously identifying the values the new

the shared values of the school in the behaviors of its

school culture will reflect.

students.

Changing the culture requires that all of the stakeholders,

THE FOLLOWING QUESTIONS WILL GUIDE THE COMMITTEE IN VISUALIZING THESE VALUES IN ACTION.

both internal and external, rewire their pattern of thinking to adjust and adapt to the new values and beliefs of the

How do we want our school community to exhibit our

school. These shared values should reflect the school's

redefined values?

mission and vision. Organizing a committee of school

How will students’ behavior reflect these values?

community members tasked with defining the new values is

What should we expect from our faculty, staff, and

a great place to start. The committee can assess the

school leadership?

current culture of the school through qualitative and

What should our reward and discipline procedures

quantitative

consist of in order to maintain an environment that aligns with our values?

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E.L. AFRICA | JUNE 2022

CREATING A TRANSFORMATIVE SCHOOL CULTURE Lastly, schools should create rituals and traditions that are fun for all stakeholders. After all, school should be an exciting place for all involved, right? By carving out appropriate times to have an intermission for students to enjoy fun, laugh, and create positive memories, students will be able to fellowship with each other in events that

Dr. Armand Peterson

is a Vocal/General Music

Teacher in Prince George’s County Public Schools.

Graduating from Morehouse College with a

align with the school’s values.

Bachelor of Arts in Music and The George Washington University with a Master of Arts in

HERE ARE SOME SUGGESTIONS: First Fridays, a monthly tradition during which the

Educational Leadership and Human Development,

school operates on a modified learning schedule for

Armand is a third-generation educator who is

the first half of the school day so that students can

committed to leading racial justice and equity

engage in fun activities during the second half.

initiatives aimed at transforming systems that

Daily Morning Meetings is a ritual that can be used to

improve educational outcomes in underserved

reinforce the school’s values, build character and enhance the school community.

communities. He is a member of Kappa Alpha Psi Fraternity, Inc, Sigma Alpha Pi Leadership Society,

Other rituals and traditions the school may adopt

Maryland Educators Association, and a host of

include:

other professional organizations.

Dads and Doughnuts Mother’s Day Celebrations Quarterly Awards Ceremony to highlight academic and meritorious achievement

The list of rituals and traditions is endless. Notwithstanding, whatever rituals and traditions the school community choose to embrace, keep in mind that they must align with the school’s mission, vision, and values.

The stakeholders within our schools deserve an environment that cultivates, empowers, values, and makes them excited to be a part of the school community.

A

transformative school culture

is guaranteed to boost

student achievement, increase school morale, improve personal and mental health, as well as reduce bullying, suspension rates, and teacher turnover. The work of

WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM

transforming school culture is not a definitively finished improvement effort. Instead, it is continuous and requires constant evaluation to ensure that the shared values and beliefs are meaningful, relevant, and purposeful to the school community.

References: 1. Steve Gruenert and Todd Whitaker, School Culture Rewired: How to Define, Assess, and Transform It (Alexandria, VA: ASCD, 2015), 5-7 2. “Daring Classrooms Hub,” Brené Brown, March 30, 2022, https://brenebrown.com/hubs/daring-classrooms-hub/.

3. Character Education...Our Shared Responsibility,” Home (US Department of Education, December 20, 2005), https://www2.ed.gov/admins/lead/character/brochure.html.

E.L. AFRICA | JUNE 2022

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DEBATE ABOUT BRING YOUR OWN DEVICE (BYOD) TO SCHOOL USE OF MOBILE PHONES AND OTHER HANDHELD DEVICES IN SCHOOLS By: Dr. Ada Omile

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E.L. AFRICA | JUNE 2022

DEBATE ABOUT BYOD TO SCHOOL NEW WAYS OF LEARNING

Schools in the United States and other developed

Education has shifted dramatically in recent times. Since

countries allow students from middle school to bring their

the pandemic, it has become imperative to introduce

own technology devices to schools - smartphones, iPad,

technology in teaching and learning, technology

Chromebook or and laptop computers for classroom

accelerates learning and provides new opportunities for

instruction to facilitate learning. Other districts with more

engagement in the classroom. Many educational

funding issue devices to students every year or two. The

resources are now digital, the only way students can

schools/districts have specific policies concerning

access these resources is with their digital devices. The

respectful use of devices in the classroom.

digitization of education content — from printed textbooks to interactive software — has created the

PROS FOR BYOD

potential for personalized, adaptive learning to enhance

School districts that lack resources for technology

instruction. Several school districts across the Sub-

investment could allow students to bring their own

Saharan African (SSA) countries have equipped their

devices and channel the funding to other smart

classrooms with technology for learning especially in the

technologies for teaching such as interactive

urban areas while others are trying to do so.

smartboards.

But, in Uganda, there has been debate whether

the

Districts that are looking to stay with the flow or ahead

government should permit the use of smartphones in

of the curve in terms of technology and innovation should

schools. This debate is happening in school districts

find that the BYOD program fosters positivity and great

across the SSA as districts and schools explore options

instructional opportunities.

for technology provision for digital learning.

Proponents of BYOD practices in schools cite that it In March this year at a press briefing, the Ugandan

promotes greater participation in the classroom and

minister for education and sports said that “We do

supports learning through student-centered inquiry

understand that these gadgets can be used as a tool to

approaches. With so many new technologies for learning,

facilitate learning in and outside the classroom.

students are more likely to become more interested and

Nonetheless, we are also mindful of the fact that phones

engaged.

can be a distraction in the learning environment particularly during instruction time whether in the

When students bring their own laptop or iPad, the

classroom or outside.” He also cited that students’ use

software installation and technical maintenance

smartphones in the classrooms for propagating vices such

becomes the responsibility of the parents.

as cheating, cyber-bullying, and other antisocial behaviors. Of course, he said that you may argue that

CONS ABOUT BYOD

these vices are not unique to a school environment, but

It will certainly present a challenge on how teachers will

the ministry of education does not wish the environment

control the use of devices in the classroom, allotting a

within the educational institutions to become a place

specific time to use it in the classroom for learning will

where such vices mushroom.

be best.

He is proposing a framework for regulation on use of

Students from poor socio-economic families who may not

mobile phones and other devices in education settings

afford to bring their own device will be left out from

when the country fully adopts the use of Information

attractive activities in the class using smart devices.

Communication Technologies (ICTs) in schools. Until then, he added, the ministry of education is not allowing the

BYOD may increase the already significant divide

use of personal mobile phones by learners in education

between students from high- and lower-income families.

settings.

When some schools allow low-income students to use school issued devices, it is easy to distinguish between students who have their own devices and students forced to borrow from the school.

E.L. AFRICA | JUNE 2022

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DEBATE ABOUT BYOD TO SCHOOL BYOD MODELS TO CONSIDER

For those schools choosing to implement BYOD, clear

All the arguments and fears are legitimate, school systems

policies must be established to prevent classroom

have to weigh the pros and cons of the use of technology

distractions and online misconduct.

devices in the classroom and understand that their fears should not prevent the benefit of digital education.

Today, students in advanced countries use school issued devices for learning until the end of the school year and then return the technology device.

SSA SCHOOLS AND DISTRICTS SHOULD CONSIDER Starting out with computer labs furnished with a class-

PRINCIPOLL

set of computers for teacher to take their students for instruction.

A class set of computer cart for each classroom.

School districts will have to figure out whether one to one practice – device for every student to take home for one year. Or One student one laptop for 2 years is ideal.

Instructional staff will ensure that every student has the opportunity to participate in any instructional activity that includes technology through careful planning and

WHAT IS YOUR BIGGEST CONTRIBUTOR TO SUCCESS AS A PRINCIPAL/HEAD TEACHER?

delivery of lessons.

Individual teachers would determine when the use of privately owned devices is appropriate and will support the intended learning outcomes of each lesson.

Differences would exist among teachers regarding the extent to which the use of personal devices is encouraged/permitted.

Schools should clarify that responsibility for loss, damage or theft of any personal electronic device is the responsibility of the student and parent/guardian.

Districts should take precautions to restrict access to undesirable or inappropriate materials using firewalls and filtering applications on their wireless networks.

They should send letters to parents and school community about the intending BYOD.

Finally, the decision surrounding this issue ultimately must

Positive Attitude

be made while taking factors such as student performance, teacher training, and financial viability of the school district/zone/municipality into consideration.

School districts buying a lot of these new devices and handing them out to students is costly, and the distribution without clear documentation can cause logistical headaches. This means that districts and schools will have to improve their record-keeping practices and provide onsite technical-support staff at every school.

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E.L. AFRICA | JUNE 2022

Willingness to Learn Time-Management Skills

By: Dr. Frances Ufondu

s educators, we sometimes

A

give lip service to the idea of creating schools where

all students can learn at a high level.

How many of you have taken time to develop pious vision and mission statements rather than aligning your practices with that mission. A sense of moral purpose and the desire to help all students learn does not ensure an individual teacher is effective. I think that we have tinkered with the structures of our schools and focused on projects or or goals that have no impact on student learning. The willingness to do more than stress the importance of culture is crucial. Educational leaders should be able to present and implement practical ideas and recommendations for influencing the existing assumptions, beliefs, expectations, and habits in a school.

In this article, I will be reflecting on school culture, what it means, factors that create positive culture, characteristics of a positive school culture and steps to change your school culture. I will also acknowledge that there is no magic bullet that causes instant transformation, but instead, this should be seen as a guide for school principals and teacher leaders regarding how to slowly, incrementally influence assumptions and expectations until you create new functional norms for your school.

According to Fullan (2007) school culture can be defined as the guiding beliefs and values evident in the way a school operates. 'School culture' can be used to encompass all the attitudes, expected behaviors and values that impact how the school operates. Peterson categorizes school culture into two types: positive and toxic. In essence a positive school culture is a place where educators have an unwavering belief in the ability of all their students to achieve success and as such create policies and procedures and adopt practices that support their belief in the ability of every student. A toxic culture on the other hand is one where teacher relations are often conflictual and staff doesn’t believe in the ability of the students to succeed and a generally negative attitude prevails (Cromwell, 2002, p.15).

Research shows that a positive school climate increases attendance rates and academic achievement, promotes student mental and physical wellbeing and teacher retention, and reduces violence. A positive school culture combined with a positive school climate results in a positive school environment. The development of a good school culture can foster a spirit that will be able to improve teacher performance in running its duty, so that it can improve quality of the school.

E.L. AFRICA | JUNE 2022

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School culture is a factor that affects the improvement of school quality.

Some schools have a generally "positive" culture that is focused on student achievement and success but too weak to motivate students and teachers. For example, school leaders might talk about values and beliefs, but no follow-up actions, traditions, ceremonies, or rituals to reinforce those messages. Transforming School Culture requires a school improvement plan for leaders to overcome staff division, improve relationships, and transform toxic school cultures into healthy ones. A positive culture gives an organization a competitive advantage.

When you’ve spent time at an organization where the people seem focused, enthused and energetic, you start to understand the importance of a positive, productive organizational culture. Unfortunately, not every school culture is developed to the point where staff and students enjoy being there. So, what’s the answer? School administrators and teachers must take a hard look at their school cultures (or lack thereof) and form plans to build environments designed to generate more enthusiasm, school pride and overall productivity among students and staff. The good news? Those who are successful find the results a win-win for everyone. In many cases, everyone in a school community sees the need for a better culture — they just don’t know how to make it happen.

WHAT DOES A SCHOOL WITH A POSITIVE CULTURE LOOK LIKE? People want to work for schools with a good reputation from previous and current employees. A school with a positive culture will attract the type of talent that is willing to make their next workplace a home, rather than just a stepping-stone.

Characteristics of a positive workplace culture includes: strong purpose and core values, good communication, collaboration among teams, opportunities for growth and excellent reward systems in place.

How would your teachers, students, and parents describe your school’s environment? Most of us are familiar with the benefits of a positive school climate and culture: stronger engagement, fewer suspensions, and higher attendance and graduation rates. But changing the culture takes effort, time, and teamwork. Here are eight ways a principal can build positive school cultures: Build strong relationships Teach essential social skills Get on the same page Be role models Clarify classroom and school rules Teach all students problem solving Set appropriate consequences Praise students for good choices

A positive culture leads to student's motivation and high achievement which increases school outcomes. An effective culture has clear goals and objectives and each staff member knows their duties. Here are five steps, along with some examples, to achieve meaningful climate and culture change in your schools:

Take the pulse of your current climate and culture.

One quick way to assess your school’s culture is to study your discipline reports.

Research shows that suspensions have negative consequences, including higher dropout rates and lower student engagement. Another way to gain insight is to simply ask. When I was a principal we created an in-house staff questionnaire that was a more targeted version of the district’s culture survey.

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E.L. AFRICA | JUNE 2022

We sent it out monthly to get a pulse on where we were and where we were headed, we were very intentional about asking teachers and staff what we could do or change right away that would help. We held weekly staff meetings to talk about what’s working and what isn’t. One of the keys, however, is to make sure everyone knows they can be honest and that it won’t be held against them. Set the tone for people to feel comfortable sharing what makes them feel uncomfortable, and then brainstorm how you can resolve these issues. There must be an atmosphere of trust and understanding.

Go the extra mile to make sure your community understands the goals of your learning environment.

Research has shown that everyone benefits when parents, families, and your community are all informed about your school’s practices and policies. When parents are informed about what’s happening in your classrooms, they can help their children set goals and develop the skills needed to make the environment more positive for everyone. Communication is the critical element in this plan, but remember that like educators, parents are busy people, too. Paper or electronic newsletters and blogs are other easy ways to let the community know about your happenings—just make sure to offer people a variety of ways to receive notices – via email, automated message or text, or through social media services. On the micro level, share weekly progress reports with parents to give them a snapshot of their child’s behavior, along with expectations based on the school’s policies. This is a great way to boost parent participation in their child’s success at school.

Culture change starts at the top. Are your leaders on board?

When I was trying to figure out how to decrease my school’s high number of behavioral incidents, I consulted with other principals in my school district for ideas. I met with my school leadership team to brainstorm ideas and how we could reinforce our positive behavior program. We all agreed to come up with incentives to reinforce positive behaviors. Once everyone was on board, we rolled out the program. When the administration and entire team believes in and invests in a plan, it’s easier to convince others to follow suit. We also checked on staff morale all the time, while coming up with new ideas to improve the school environment. But more importantly, we continually asked teachers for feedback. Because we are open to collaboration and models that type of behavior, the teachers in the school are more likely to explore different methods.

Align your professional development with your teaching and learning goals.

When we began using the positive incentive program, teachers had to learn new strategies for offering precise praise to students when they exhibit positive behavior choices. For example, instead of just saying, “Good job, Daniel,” teachers are learning how to offer specific praise, such as, “Daniel is writing his name. He is ready to learn today!” Teachers received coaching on how to look for the positives and be more intentional with their praise, and, at the beginning, the administrative team did ten or more walkthroughs a day to observe and deliver additional feedback. We gave examples on how to offer praise cues and we’d model lessons if they were struggling.

The school learned that it had to change its systems to change both student and teacher behavior. We opened a student store where students who earned behavior-based rewards could buy pencils, erasers, and coupons for free dress day or lunch in the courtyard. We also started a semester “Bobcat Bash” dance for students who maintained positive behavior throughout the semester. The students

E.L. AFRICA | JUNE 2022

16

have to understand why they are earning rewards and can articulate what behavior they did or if it is a waste of time and money. That ties in to the coaching we did on the specific praise.

Keep checking the pulse as you move forward.

Be sure to have systems in place to gather feedback and determine if your new systems are making a difference. Many schools do surveys or questionnaires, such as asking three quick questions after a staff meeting. Meet one-on-one with the teachers in your building who are more likely to be less positive, to make sure they stay on your radar. If you hear about teachers grumbling, invite them to come in and talk with you. Don’t ignore that chatter! The key players can make or break your efforts. On Fridays we will give shoutouts on the morning announcements to the weekly leaders; teachers received recognition to reinforce the usage. The school also came up with a trimester students award based on character and behavior. Winning students — based on the data — took home a certificate and school spirit wear. Research shows that positive school cultures are linked to increased high school graduation rates, turnarounds in low-performing schools, reduced school violence, and increased communication among students, families and faculty, among many other benefits. By helping students stay engaged and act positively — while giving school leaders and teachers multiple levels of support — your school culture can move the achievement needle. When students feel safe, connected, and motivated, schools succeed.

Engaged students are excited about what’s happening at their school and about what they’re learning. They contribute to the learning environment and are psychologically committed to their school. Engaged students feel safe at school, have strong relationships with teachers and other students, feel recognized on a regular basis and are learning important things that connect them to a positive future. Similarly, teachers who are engaged tend to be loyal, psychologically committed to their employers and trusting of their co-workers, while their principals are committed to recognizing their growth, coaching them and helping them learn and grow.

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17

E.L. AFRICA | JUNE 2022

E.L. AFRICA BOARD MEMBER

SHOUT OUT D

r. Eugene Otuonye, who works as an Assistant Principal for the Victor Valley Union High School District, California, USA was nominated for the Children Deserve Success Award and as the Multilingual

He was the recipient by the San Bernardino County Superintendent of Recognition.

Schools.

This recognition stems from his relentless effort to make sure that all students within his district get the opportunity to be educated irrespective of the odds stacked against them. He led an initiative which organized personal home visits to over 200 foster and at promise students during the past year.

He was also instrumental in establishing a reward program for students to attend class and be present. This program gifted student’s laptops, beat headphones, game consoles and gift cards. Dr. Otuonye has also been an indefatigable advocate for parent engagement and English Learners (EL) students within the district, he was recognized for his relentless efforts which has led to many students earning their Seals of Biliteracy and being redesignated/reclassified to Fluent English Speakers.

E.L. AFRICA | JUNE 2022

18

STEPPING UP

How SSA School Districts Are Training School Leaders

Educational Leader Africa magazine (The E. L. Africa) has been in the forefront for promoting school leadership in Sub- Saharan Africa (SSA) and beyond. For this edition of our magazine, we collected information on standards, certifications, professional development, selection, university-sponsored principal preparation programs, and credentialing process for school leaders in countries of SSA and the national education policy that promotes school leaders’ leadership practices.

Here’s what is happening in some countries.

19

E.L. AFRICA | JUNE 2022

HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS

GHANA By: Franklin Dwamena Adjei

Principals supervise teachers and educational staff and keep track of student performance. They ensure that school facilities remain safe for students and faculty and plan regular maintenance of school grounds and equipment.

In Ghana, the expectations for school heads are laid out in two sections of the Ghana Education Service (2010) Head Teachers’ Handbook, “Managing your School” and “Improving the Quality of Learning.”

The “Managing your School” section highlights four proficiencies needed to effectively manage people: 1. Managing instructional time, 2. Managing co-curricular activities, 3. Managing learning resources, and 4. Managing financial matters.

The “Improving the Quality of Learning” section also has

T

here is increasing evidence that effective school

four proficiencies for increasing school intake and

leadership is vital if schools are to be successful

attendance:

in providing good learning opportunities for

students. School leadership development has therefore

1. Assessing pupil performance, 2. Assessing teacher performance,

gained much attention and is high on the agenda in a

3. Staff development, and

number of countries. Research in Ghana, however,

4. Improving relations between school and community.

suggests that educational reforms over the years have ignored the importance of school leadership development

Taken together, these skills enable school heads to assume

as there are currently very few reform initiatives that

roles that have direct influence on improved student

address the need to develop the leadership proficiencies

learning and the establishment of a school climate of

and skills of school leaders. Basic school leaders in Ghana

success for all learners. In this sense, school heads serve as

are appointed without any formal preparatory training

instructional leaders and facilitators.

and are either appointed or rise to such positions based on rank and teaching experience.

However, the key skills of communication and collaboration often receive less attention in the school leadership

The quality of leadership and management in Basic

research. These two skills are particularly important as

schools and the Senior High Schools, therefore, remain

school heads are expected to acquire the relevant

generally poor while learning outcomes have fallen far

resources for the school, manage them effectively, as well

below the targets of the Ministry of Education over the

as to create a conducive teaching and learning

past years. Ironically, the Ghana Education Service has a

environment to deliver quality education to learners.

high expectation of the leaders to make teaching and learning pivotal to all other activities in schools.

School heads in Ghana must have a minimum of 15 years of teaching experience, but they are not required to complete

School Leaders can define the school's educational goals,

a professional standardized training programme in

ensure that instructional practices are directed towards

educational administration or educational leadership.

achieving set goals, observe and evaluate teachers,

School heads are usually selected from the ranks of

suggest modifications to improve teaching practices,

teachers. However, teaching experience does not ensure

shape their professional development, help solve

that a person has the adequate technical, analytical, and

problems that may arise within the classroom or outside.

human relations skills required for administrators. As a result, leadership functions critical to school effectiveness and improvement are often ignored or deemphasized.

E.L. AFRICA | JUNE 2022

20

HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS

Since the current requirements for becoming a school head

learning programmes which aim at increasing the capacity

are broad and do not include training, it makes it harder for

of the leaders in order to bring about improvements in

leaders to address challenges such as student low

student learning outcomes (Kusi & Mensah,

achievement, high dropout rates, facilities in urgent need

2014;Malakolunthu, McBeath, & Swaffield, 2014). These

of repair, inadequate funding, and dysfunctional

training programmes which are mostly in the form of

operational systems.

workshops and seminars are organized by the Ministry of Education, the Ghana Education Service, and some

On the other hand, school heads who have taken graduate

international agencies such as the World Bank, UNESCO,

level courses in Educational Administration indicate

DFID, USAID and CIDA (Bush & Oduro, 2006).

readiness to address leadership-related and political

Despite the series of training interventions that are

problems than their counterparts who have not taken

organized to strengthen the supervisory roles of school

graduate level courses in educational administration.

leaders in Ghana, research suggests that the quality of supervision and evaluation of instruction in basic schools

Exposure to graduate level courses in Educational

remains poor (Donkoh, 2015;Oduro, Dachi, & Fertig, 2008).

Administration equips School Heads with the knowledge

One of the major causes attributed to the deteriorating

and skills to develop clear vision for their school and

standard of education in Ghanaian Public Basic Schools

articulate expectations for student learning while utilizing

and the student achievement disparity between public and

change opportunities to attain a stated vision.

private basic schools has been weak supervision of teachers in schools (Amina, 2015;Ankomah & Hope, 2011).

School Heads need to be supported with professional programmes that teach them to communicate a vision of

One major problem facing the Ghana Education Service

success for all students and inspire all stakeholders to work

(GES) is school leadership and this has affected the

towards achieving that vision.

performances of Basic Schools in the country (Edwards & Aboagye, 2015). Donkor (2015) who examined the

Periodically, programmes, in-service training programmes

leadership preparedness in Ghana basic schools found out

are designed for a series of workshops and seminars. This

that in all the thirty-eight (38) Training Institutions in Ghana,

provides a framework within which the knowledge, skills,

pre-service teachers are not taught school leadership as a

and competences acquired by school heads will be

full course in Ghana. This suggests that pre-service

reinforced through the integration of theoretical knowledge

teachers who will eventually become basic school leaders in

and artistry or experience on the job.

the future are not adequately equipped to assume leadership roles in basic schools in Ghana.

In Ghana, however, the Ministry of Education has not yet institutionalized a leadership development programme for

However, studies from Ghana, Tanzania and Botswana

grassroots school Headmasters. Ghana places less

report a lack of pre-appointment, induction and in-service

emphasis on leadership at the grassroots school level

leadership development for school leaders, particularly in

(Donkor, 2013). Apart from the limited focus on the

financial skills, interpersonal skills, ICT skills, and school

leadership role of junior secondary school headmasters in

management processes (Bosu et al., 2011;Pheko,

Ghana, school leadership is not taught as a course in any

2018;Totolo, 2011). Donkor (2015) for instance finds that in

of the colleges of education, yet trainees who eventually

Ghana, teachers in basic schools have inadequate access

become headmasters are expected to have these skills and

to leadership and management training, while Onguko et al.

successfully lead their schools. Donkor, 2013 (2017) points

(2012) similarly report concerns of limited principal

out that the Leadership for Learning Programme has been

preparation and induction for newly-appointed

benefiting only a small number of headmasters which has

headteachers in Tanzania and East Africa.

not been sustained.

EARLIER ATTEMPTS In Ghana, though school leaders in the basic schools are

As a result, the Leadership for Learning Ghana program was

appointed without any formal preparatory training (Donkoh,

born to systematically address the issues identified through

2015;Zame, Hope, & Repress, 2008), research affirms that

EdQUAL. This programme was created by a group of private

they benefit from a wide range of in-service professional

21

E.L. AFRICA | JUNE 2022

HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS

individuals in collaboration with the Center for

them to share ideas with their peers. These kept them

Commonwealth Education in the Faculty of Education at

together to always dialogue on leadership for learning,

the University of Cambridge, which had established a

thereby sustaining the momentum to perform.

Leadership for Learning Network in 2001 across numerous countries based on the following principles: 1) maintaining

Through this programme, it was revealed that school

a focus on learning as an activity 2) creating conditions

leaders did evolve into seeing themselves as leaders of

favorable to learning as an activity 3) creating a dialogue

learning, eventually labeling themselves “School

about Leadership for Learning 4) the sharing of leadership

Transformational Leaders.” They became more focused,

5) a shared sense of accountability. (Source: Center for

showing a great deal of agency in their leadership towards

Commonwealth Education, Faculty of Education, University

improving learning by creating the necessary environment

of Cambridge)

and culture for learning, promoting a dialogue around learning, sharing their leadership challenges and successes

The goal was to push for the Ghanaian government to

with others in the school, and encouraging mutual

embed the five Leadership for Learning principles listed

accountability. While initial challenges emerged related to

above into national policy; in this way, we could promote a

changing mindsets, accepting changes, and dealing with

national push for leadership preparation with a focus on

teachers who felt the implementation of the principles was

learning for school heads. they collaborated with the

extra work for them, with time these challenges were

Ghana Education Service on the implementation of this

overcome.

project by incorporating the leadership for learning principles in the basic school Headteachers’ Handbook,

Though results could not be obtained from standardized

leading in the development of a Leadership for Learning

examinations to establish the direct impact, they were able

Manual for school heads and providing Leadership for

to use school-based data with regards to pupils’ scores on

Learning training to Directors, Training Officers and other

academic exercises, pupils’ initiative-taking and pupils’

relevant Officers of the Ghana Education Service to

levels of engagement within and outside the school to

support the implementation of the programme on the

indicate that there was a marked improvement in pupils’

ground. Series of leadership training workshops for basic

learning. During school visits, it was also observed that

school heads were modeled to impact participants’

school leaders were willing to share what they learned

practice in areas such as creating a leadership for learning

during the training workshops with their teachers. This

vision for schools, sharing leadership to nurture leaders and

practice enhanced shared leadership and had the potential

critical friendship. From 2010 to 2013, over 5000 school

of nurturing a core of school-level leaders who could

leaders participated in the leadership training workshops.

eventually take up other leadership roles. It was also observed that both staff and pupils were ready and willing

In conjunction with the school leader workshops, joint

to take risks in their learning journey. Strong collaboration

training workshops for school heads and circuit supervisors

within the school and between the school and the

who were front line school supervisors were held. That

community was also reflected during these visits.

created a platform for them to share their mutual strengths and frustrations, and to strategize to improve learning in

However, in Ghana, information regarding national

their schools. At the end of each workshop, participants

education policy that promotes school leaders’ leadership

developed action plans on things they would implement

practices remains scarce.

when they returned to their various schools. The coordinator of the programme and some facilitators, called Professional Development Leaders, made follow up coaching visits to support school leaders to implement their action plans. Some other efforts implemented included an annual success sharing conference to enable school heads to share experience, and a weekly text messaging system was also instituted where short reflective messages were sent to school leaders to motivate them on their work and prompt

E.L. AFRICA | JUNE 2022

22

HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS

RWANDA Mr Léon N. Mugenzi - Head of Department/TDM&CGC, Rwanda Education Board (REB)

undergo a Diploma course in Effective school leadership, Deputy Head teachers in charge of Studies are given a Certificate course in Coaching and Mentoring whereas Deputy Head teachers in charge of Discipline, Matrons and Patrons are trained on Career guidance and counseling.

There are also Professional Learning Communities (PLCs) for School leaders through which best practices are shared and collaborative problem solving is done. This is an initiative by the Ministry of Education and Rwanda Basic Education Board to promote effective school leadership in every school.

SELECTION OF SCHOOL LEADERS School Headteachers and Deputy Head teachers are recruited by the Ministry of Education through Rwanda Basic Education Board and Rwanda Technical and vocational (TVET) Board in collaboration with Districts and Ministry of Labor and Public Servants. They undergo recruitment examinations (Written and Oral) and only those

R

wanda has five standards for effective school

with a minimum of 70% are hired as stipulated in

leadership. These are standards required of any

Presidential Order establishing special statutes governing

school leader. A school leaders should have

teachers in Nursery, Primary, Secondary and Technical and

knowledge, skills, and attitude towards:

vocational Schools. Only those who have studied education

Creating a strategic direction for the school: Having

with a minimum of 5 years teaching experience are allowed

knowledge, skills, and attitude for setting strategic

to apply.

direction of the school he/she is leading.

Leading learning: Having knowledge, skills, and

PREPARATION OF SCHOOL LEADERS

attitude for leading learning in the school.

School leaders do not have a special training school but

Leading teaching: Having knowledge, skills, and

are trained at University of Rwanda-College of Education

attitude towards leading teaching in his/her school.

or from any other University with Education Program. At

Managing a school as an organization: Having

Master’s Level, there is the Education Leadership

knowledge, skills, and attitude for managing a school

Department at University of Rwanda and most other Private

as an organization. Being able to manage human,

universities that offer programs like, Master of Education in

financial, physical and time resources.

Leadership and Management.

Working with parents and wider community: Having knowledge, skills and attitude in involving parents,

TRAINING SUPPORT FOR SCHOOL LEADERS

local leaders, Development Partners and local

As said above, School leaders are continuously trained

community in school activities.

through CPDs and PLCs by Rwanda Basic Education Board and Development Partners that support School leaders. All

CERTIFICATION FOR SCHOOL LEADERS

school leaders have undergone training in Effective School

A Secondary school leader in Rwanda is one who has

Leadership for Head teachers and Mentoring and Coaching

minimum qualification of bachelor’s degree in Education

for Deputy Head teachers in charge of Studies.

and Advanced level certificate from Primary Teacher Training Center (TTC) for Primary school Headteacher.

NATIONAL EDUCATION POLICY THAT PROMOTES SCHOOL LEADERS’ LEADERSHIP PRACTICES

PROFESSIONAL DEVELOPMENT

There is a school Leaders’ recruitment and professional

School leaders are given Continuous Professional

development policy as stipulated in the Presidential

Development Trainings (CPD). School Head teachers

Order establishing Special Statutes governing teachers in Nursery, Primary, Secondary and TVET schools.

23

E.L. AFRICA | JUNE 2022

HOW SSA SCHOOL DISTRICTS ARE TRAINING SCHOOL LEADERS

There is a Unit in charge of School Leadership and

on workflow where everybody should be involved as key

Career Guidance and Counseling which supports

participants for the improvement of quality learning in

School leaders and monitors their practices.

various schools in the sixteen political districts.

There is School leaders Peer Learning policy through

Sample data collection on PBF and EduTrac primary

Professional Learning Communities (PLCs) through

schools were done by the IT Officers after a virtual

which collaborative learning and problem solving is

meeting with FEPS PBF Team and IT Officers with

done. In the School Leadership and Career Guidance

regards data collection on PBF.

Unit at REB, there is an officer in charge of Peer

A Training of Trainers workshop was held for the School

Learning for School leaders.

Quality Assurance on the Curriculum Development. The

Unlike in the US, there are no university-sponsored Head

training was geared towards how teachers should set

teachers’ preparation programs credentialing School

their instructional objective base on the National

leaders for Secondary schools (Bachelor’s) or Primary

Curriculum.

school leaders (Certificate). School leaders recruited

Tangerine Training by Mot MacDonald for SQAO’s for

have studied Education at University with some course

general data collection on school supervision,

unit on education leadership or at Teacher Training

attendance data verification, lesson observation and

Colleges.

reasons for not visiting schools on a specific day.

Mr. Léon N. Mugenzi

is the Head of Teacher Development, Management,

Inclusive Education training for SQAO’s by Handicap

Career Guidance and Counseling Department at Rwanda Basic Education

International

Board (REB) since February 2021. Prior to his current position, Leon had

Training Workshop for SQAO’s on data collection and

worked in education sector since 2005 where he held different positions including Lecturer, Researcher, Dean of Education Faculty at the University of Kibungo, Senior Education Expert and Education Advisor at VVOB-

reporting system by Edu-Track (Situation Room-HQ) Training workshop for SQAO’s on the collection of data

Education for Development, Consultant in Education at USAID Soma

using the Kola Tool Box

Umenye Project and Technical Advisor at UNICEF. Leon has significantly

Training workshop for SQAO’s/ Other DEO officials on

contributed to teacher training and school leadership and management programmes in Rwanda. He holds a master’s degree in Philosophy of

effective working Relationship to enhance WORKFLOW.

Education from Catholic University of Central Africa, Yaoundé – Cameroon and an Advanced Studies Degree in Education Sciences (DEA: Diplôme d’Etudes Approfondies) from Marien Ngouabi University (UNESCO Chair in Education Sciences for Central Africa).

SIERRA LEONE

By: Abubarkarr Taal

WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN

n the Bombali district education Makeni, the

I

inspectorate office reports that: We have been doing training on teacher management

and heads of schools for schools’ records and other

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resources. We have also been engaging school leaders and teachers with training in Psycho-social for the prevention of Coronavirus in 2020 in Sierra Leone.

All those training were cascaded in all the sixteen districts in the country by the authority at the headquarters by the supportive leadership of the Honorable Minister for education and his deputies and other professional heads of various units. We have also trained Inspectors of schools on

E.L. AFRICA | JUNE 2022

24

MEET DR. MAURICE ODONDO FROM KENYA'S EDUCATION MANAGEMENT INSTITUTE HELPING BUILD SKILLED EDUCATIONAL LEADERS FOR THE FUTURE IN KENYA

25

E.L. AFRICA | JUNE 2022

HELPING BUILD SKILLED EDUCATIONAL LEADERS FOR THE FUTURE IN KENYA

T

he Kenya Education Management Institute (KEMI)

The capacity building programmes offered by the

is a Management Development Institute which

Institute comprise Diploma in Education Leadership

serves as the capacity building agency of the

and Management, Teacher Professional Development

Ministry of Education in Kenya. KEMI is mandated to provide Education leadership and management training, conduct research and offer consultancy services in the education sector.

(TPD) programme, Instructional Leadership, Guidance and Counseling, Institutional Leadership, Transformational Leadership, Leadership and Governance, Career Guidance and Counseling, Financial management, Procurement Management

The Institution was established in 1981 with an objective of strengthening leadership and management competencies of educators for provision of quality, relevant and inclusive education to the African child. Focusing on the training landscape in Kenya, the Institute is marked as the hub

among others. The capacity building programmes are delivered through face to face, e-learning and blended approaches. To attain timely, focused and targeted training, the Institute leverages its virtual campus which supports online learning through synchronous and asynchronous training delivery.

of capacity building for education leaders in the Country. It is positioned to provide, directly or in collaboration with other organizations leadership and management training, research and consultancy services in the education sector. This is delivered on

I would wish to conclude by indicating that effective and efficient leadership training is the panacea to the malady of poor governance and accountability in schools.

a commercial basis to the public and private sector and to any other persons, local or foreign, who may request for such services.

In order to improve learning outcomes in schools, the Institute targets key players in the education sector who structurally and functionally contribute towards building learner friendly environments. The target groups therefore include among others: County Education Boards/School Boards of Management/Parents Associations Education Officers at National and County Governments Quality Assurance and Standards Officers; Curriculum Support Officers Principals/Head teachers, Deputy

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Principals/Head teachers, Heads of Departments Senior teachers; teachers Students Councils; Finance Officers, Bursars/Accounts Clerks of Schools

E.L. AFRICA | JUNE 2022

26

A common misconception in many secondary schools is that students are either STEM students or they are not.

However, STEM is not only for students who excel at Science, Technology, Engineering, or Math courses, STEM is for all students. At the Day Waterman School in Abeokuta, Nigeria, Mr. Gowen, the principal and other principals just like him across the Sub-Saharan Africa, have collaboratively created STEAM pillars including Arts to be emphasized in the classrooms: 1. Problem Solving 2. Critical thinking 3. Citizenship 4. Resiliency 5. Creativity

School leaders and teachers do not have to agree on every component of grading, but a student’s grade should reflect mastery of the content being delivered.

One strategy to help schools focus explicitly on academic mastery and encourage positive behavior is to include a soft-skill report card along with a traditional report card.

The soft-skill report cards can be a narrative or rubricbased and include metrics such as: Work habits Attendance Collaborative/Participation Respect Initiative Homework completion Any other area the school deems appropriate.

27

E.L. AFRICA | JUNE 2022

END OF YEAR REFLECTION By: Dr. Harold McCray, Principal at a Washington D.C. Public School

I write everything on my iPhone or iPad. We are approaching the end of the year. As principals, we are deep in reflection mode to ensure the following year is better than the current year. What mistakes and missed opportunities existed? Where was the success and how can I as the instructional leader maximize on that and grow my school? This week’s top three reflections I’d like to share with other administrators in hopes that it helps you like it helped me.

1. If you have any vacancies, hire now. The best candidates usually apply early and have already made their decisions or are either finalizing where they would like to be for next year.

2. It’s the end of the school year, but instruction still needs to happen.

Prioritize it.

3. Have fun. Celebrate your staff, students, and parents. This year was different. Plan thoroughly and with intent.

ACTIVITY: PRIORITIZE YOUR DAY WITH 3 SIMPLE QUESTIONS What is most important for me to accomplish

before the school day begins in the morning?

What is most important for me to accomplish

during the school day?

What is most important for me to accomplish before I go home to help me get ready for the next day?

E.L. AFRICA | JUNE 2022

28

PRINCIPALLY SPEAKING HOW SCHOOL LEADERS ENSURE TEACHER SATISFACTION

29

E.L. AFRICA | JUNE 2022

PRINCIPALLY SPEAKING

Though not so easy to achieve with everyone, I ensure that

Emelia Kunda Kasonde, Principal of Kalonga Secondary School in

teachers are involved in school governance at all levels through functioning committees from planning to actualization, where they make decisions and advise management on several issues. Teachers feel satisfied when they see that what they advise management is implemented.

For example, issues on discipline, learner assessment and performance.

Kabwe, Zambia As their leader I show interest in their professional development and their social life. I ensure that in-house professional development training is conducted every school alonga Secondary is a school in Kabwe town

K

in the Central part of Zambia in Central

term and also send teachers for workshops to enhance their skills.

Africa. The school has one hundred and two (102) teachers with one thousand three hundred and

sixty (1,360) learners. The effectiveness of the school mainly depends on the input of teachers in order to

When a teacher is unwell or has a bereavement, I mobilize other teachers to support their friend through visitations and financial assistance from the school’s income generating activities.

achieve learner performance.

Teachers are allowed to use the school bus for funerals as Teacher’s input may to a greater extent depend on how satisfied they are in their job. Job satisfaction on the other hand is a positive or pleasant emotional state resulting from a person's appreciation of his/her own job or experience. Teachers who are satisfied

long as they provide fuel. School culture that embraces everyone is encouraged since teachers spend much of their time at school. The school has a canteen where teachers buy their meals at a subsidized price. This helps teachers to remain in school without challenges.

with their profession and working conditions at their school are more motivated to prepare for their lessons, teach and maybe more likely to remain in school.

Awarding those that are deserving during labor and teacher’s day and well performing teachers is a school practice that is encouraged. Also assigning responsibilities brings a lot of satisfaction.

There are several factors that contribute to teacher job satisfaction levels, such as school culture, school size, communication with school leaders, parents and

Other incentives such as providing tea during their break time is another good practice at Kalonga Secondary school.

colleagues, equipment and facilities, students’ performance and abilities, professional treatment, job security, working conditions and leadership among others.

My role as headteacher is to provide leadership, direction and coordination within the school to enhance a conducive environment. While my main responsibility is to oversee day-to-day school operations, manage school logistics and budgets, set learning goals for students and oversee the process so that those goals are attained, I pay extra attention to ensure that there is teacher job satisfaction.

E.L. AFRICA | JUNE 2022

30

PRINCIPALLY SPEAKING

Teachers are provided with teaching and learning materials

We track our skilled graduates’ and our data shows that they

as suggested by their respective subject departments, they

are gainfully employed after graduation in related industries,

are allowed to analyze teacher and learner performance and

some are entrepreneurs with and own businesses for

come up with interventions for effectiveness.

instance, building construction companies, Restaurants/ Event planners or Information Communication Technology

Through monitoring and performance appraisal deserving

(ICT) service providers.

teachers are recommended for promotion, mentorship and upgraded. Teachers are allowed to take local and vacation

Teachers’ satisfaction has to do with the feeling of fulfillment

leave when they are due and to pursue their studies through

in the job. The job of a teacher is driven by conscience since

open and distance learning.

the targets are souls. A teacher without good conscience can hardly be satisfied with the job of teaching hence,

The other factor that has helped me as a leader is to simply say sorry when I am wrong and thank you for acknowledging their effort. This has built confidence and trust in the school leadership.

satisfaction bothers on the mindset and personal disposition towards the job.

At our school, the administrative team makes adequate provisions for effective teaching and learning. We try to provide a good working environment, physical structures, and offices. We provide resources for effective teaching and learning in various departments.

Mr. Otubah Samuel C., Principal of the Government Technical College

As the school leader, I have plans to provide new teachers tables and chairs to replace the old ones to give them the comfort needed. I advocate for improved conditions of service for teachers. I motivate my teachers through corporal and non-corporal incentives and admonitions.

Nkpor, Anambra State, Nigeria

Teachers are given opportunities to improve on their capacities through occasional professional training and organized staff forums. I avoid double standards in relating with my teachers. I give unreserved attention to their

overnment Technical College Nkpor, Idemili

G

North Local Government Area in Anambra State Nigeria is a secondary school of about 1500 students in population and 60

emotions with a view to solving their psychological problems.

Teacher’s security is paramount hence we are poised to improve on our security by gradual fencing of the entire school.

teachers in different specialties.

Poor remuneration dampens the morale of teachers, even The school has five Pathways or trade programs. Four out of the five programs have received accreditation from National business and technical education board (NABTEB). These areas include: Electrical, Building Construction, Computer Craft/Information Communication Technology, and Catering

those with good conscience and dispositions. A teacher is hardly satisfied with a very poor take home salary, especially in this perilous time. For this reason, they always look out for other means of complementing their salaries hence compromising their primary responsibility of teaching effectively.

departments.

Teacher satisfaction is therefore relative, and one cannot The Motor Vehicle department is yet to receive accreditation due to lack of necessary provisions and technical instructors. Students choose from one of these trade areas of specialty. They also take classes in Sciences and Arts at the school.

31

E.L. AFRICA | JUNE 2022

comfortably boast of having made adequate provisions to the extent that teachers are very satisfied. Adequate provisions can hardly be achieved by the school without intervention of school districts/zones, good, spirited individuals and of course government.

PRINCIPALLY SPEAKING

Mbelle Ngozi K. (Mrs.), Principal Community Secondary School Nimo, Amanbra State, Nigeria

hree key words are involved here: - teacher,

T

satisfaction and school. It will be nice to know their meaning to boost understanding.

Teacher: Is one who imparts knowledge to a learner.

Satisfaction: Provision of the needs/desires of someone.

School:

ADVERTISE WITH US! E.L. Africa magazine offers the opportunity to advertise your business, programs, services and products.

An institution /establishment for learning.

Ensuring teacher satisfaction therefore means making a teacher comfortable for effective/increased productivity in a school.

At the Community Secondary school Nimo, Anambra State, Nigeria, I ensure teacher satisfaction at my school by doing the following: 1. I maintain mutual/cordial relationship with my teachers 2. I address them by their first names to minimize formality.

3. I have the welfare of the teacher at heart, we sometimes pray together, I counsel them and help them financially as the need arises.

4. I make sure that their offices/classroom are comfortable with adequate resources. office with a good chair, table, fan, and air-conditioned space. I also make sure that I have a good and secured environment.

5. I give incentives for good performances like early birds, best teachers, I see that they receive fringe

Email elafricamagazine@gmail.com with subject line:

benefits.

6. I provide opportunities for teacher to attend seminars & workshops with pay

"E.L.

Africa

Magazine

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E.L. AFRICA | JUNE 2022

32

QUICK ASSESSMENT STRATEGIES By: Professor Francis Osita Onukwuli, Sr.

O

ver the years of teaching students

and adults, educators discovered that when

or review for a test. Students are paired and they ask one another questions. The teacher may ask students to summarize what their partners shared.

a variety of

PAIRED DISCUSSION

assessment measures

Students break into pairs, and the teacher gives the pair a

are utilized to

topic for discussion. When students have discussed the

determine students’

topic, they may share their ideas with the class.

knowledge gain on teaching goals,

60 SECOND POWER WRITE

learners learn more and it reflects their wholesome

This is for processing material given in notes. Have

comprehension of the course unit better than using only

students take out a sheet of paper and draw a line along

tests, quizzes and exams.

the right, creating a margin. Fold the paper along that line. Students will then take notes up to the margin line.

Here are some assessment strategies to use in the

When the paper is folded, the notes should not be visible.

classroom of informed teachers:

At an appropriate break point in the note taking, tell students to cover their notes and use the blank side of the

CHORAL RESPONSE

paper to list important points given during lecture. When

This can be used in a number of ways. For example, after

students have completed their lists, it is time for feedback.

reading text or a story or chapter, turn to the class and ask

Sources of feedback can be peers, teachers, or their

them to give the definition of a word in unison. This can be

notes.

done many times during a single lecture, and it is a low risk way to review materials and keep everyone thinking.

WHIP AROUND This is to review reading materials, notes or lectures.

PIVOT

Teacher asks questions of any student in class. Just

This is a paired activity. Students at their seats are asked to

because a student has answered a question does not

“pivot” so they are knee –to-knee and eye-to-eye with their

mean they will not be asked again, or that everyone will be

partner. This will keep the noise level down. Pairs decide

asked a question.

who is “A” and “B”. This is used to quickly process material that has just been discussed. “A” begins by telling all they

RESPONSE CARDS

remember and have in their notes. “B” fills in anything that

Have students fold a sheet of paper in half the long way.

“A” might have missed. This creates accountability in note

On one side of the folded paper, have them write a large

taking during lecture and listening skills with partners.

T (true), and on the other side a large F (false). The teacher then asks the class questions and the students

PAIRED INTERVIEWS

respond by holding up the side of the card with the

This can be used as an icebreaker at the beginning of a

correct answer. This keeps everyone involved and is low

semester, as a quick review of what has been done in class

risk because if the student’s answer is incorrect they may quietly change it. This is only a review strategy.

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E.L. AFRICA | JUNE 2022

QUICK ASSESSMENT STRATEGIES RALLY ROBIN After reading or during a lecture, ask students to form pairs and identify who will go first. Then have the first student give one fact or concept they remember. The partner gives one thing they remember. The pair continues to build until time is up or they have run out of information to share. The teacher may list on the board items that are important so students may check to see if they have them.

10-2 RULE Students take notes on the top two-thirds of their paper. Then at a logical break point, give students a chance to reread their notes. Then on the bottom third of the paper, students take two minutes to write a summary of their notes. Then the student finds a partner and reads the summary to the partner. They add anything they did not have, and then they share with the whole group.

Reference Effective Teaching Strategies for Block Schedules (Grades 6-12), Bureau of Education and Research

DRAWING & COLORING

Drawing and coloring have proven to be simple ways to relieve and manage stress. Students can take a break from studying for a little coloring!

E.L. E.L. AFRICA AFRICA | MARCH | JUNE 2022

32 34

IN THE NEWS NIGERIA

U

niversal Basic Education Commission to Address Low Transition of Girls to Secondary Schools

NAMBIA

R

einventing Career Creativity

The Universal Basic Education Commission in partnership

The Ministry of Education, Arts and Culture, in

with UNICEF has plans to improve the challenges of girls'

collaboration with the Swakopmund Municipality and

non-completion of basic education and transiting to

various other stakeholders, held its annual career fair,

junior secondary schools. Speaking recently with girls

drawing hordes of students and community members from

from South-West states in Lagos, the UBEC Executive

all the constituencies of the region. The event was an

Secretary, Dr. Hamid Bobboyi, said available data

opportunity for students to be inspired, set their career

indicated that primary school enrolment rate for the girl-

goals, become creators and innovators. It was also a

child starts high and drops significantly with less than 30

mutually beneficial initiative for potential employers as

percent of the enrollees transiting to the junior secondary

well because they were able to network with the

level.

strongest candidates for their organizations.

The government has implemented various interventions

The fair, which ended Friday, 13 May at the Swakopmund

geared towards addressing the girl-child challenge.

Multipurpose Centre, is aimed at exposing learners to all

However, he said gaps still exist in this direction

the potential careers they could pursue once they

prompting renewed concerns and programs by UBEC to

complete secondary school education. COSDEC,

nip the dangerous trend in the bud. The UBEC boss also

Namibian Uranium Association, Reptile Mineral Resources

stressed involving parents in schools’ management.

and Exploration were among twenty organizations present.

In 2021, G7 leaders pledged US$2.75 billion to support the education of 40 million girls over the next five years.

The Global Partnership for Education (GPE) has declared 12 years of education for girls as one of its main priorities.

35

E.L. AFRICA | JUNE 2022

IN THE NEWS TANZANIA

G

overnment Tackles Education Challenges

Construction of new buildings is ongoing in various parts

ZANZIBAR

M

oves to Curb Shortage of Science Teachers

Zanzibar's Deputy Minister for Education and Vocational

of the country to address the problem of overcrowding in

Training Ali Hussein wants to curb the shortage of science

classrooms.

teachers at schools. He said that the deficit includes a shortage of 259 physics teachers; 74 chemistry teachers;

The government is making efforts to address problems of

53 biology teachers, and 430 mathematics teachers.

shortage of classrooms, desks, and science laboratories and the ratio of teachers to students as well as the

The department blames poor performance of schools in

shortage of learning materials, they are using the

Unguja and Pemba to lack of skilled teachers particularly

International Monetary Fund COVID-19 relief package to

in science subjects.

construct new buildings and improve infrastructures so that students can learn in a more conducive environment.

The government is also trying to ensure provision of

KENYA

quality education which is crucial in reaching the country's development goals.

LIBERIA

T

O

ver 10, 000 children spread across the seven subcounties were yet to report to school raising concerns amongst stakeholders. Teenage

pregnancies and child labor have been identified as

he Liberian Government has implemented an

major impediments to the government's 100% secondary

education transformation program – The Liberian

school transition program in Kisumu County.

Education Advancement program (LEAP).

The LEAP program is designed to deliver better opportunities for its youth and reinvigorate its education system with partners like Bridge Liberia working with the government to overcome gaps in education and learning across the country to ensure more effective learning in classrooms. Bridge Liberia is focused on helping the Liberian Government achieve SDG4. The Bridge operates as part of the LEAP program supporting 350 public primary schools across the country accounting for 64% of the overall program.

Kisumu County Director of Education Peter Munene said out of the 31, 303 candidates who sat for the 2021 Kenya Certificate of Primary Education in the area, only 20, 804 have reported so far. He attributed the poor turnout to rising cases of child labor, where some of the children have ventured into boda boda (motorcycle taxi) business and other income generating activities to fend for themselves and their siblings. Cases of teenage pregnancies which skyrocketed during the Covid-19 lockdown period, he added, have also affected the turnout for girls in the area.

E.L. AFRICA | JUNE 2022

36

IN THE NEWS POLICE SNIFFER DOGS AT SCHOOLS MITIGATE SUBSTANCE ABUSE BY SECONDARY STUDENTS Mr. Kahi Indimuli, Kessha Chair and Chief Principal of Machakos School, Kenya

rug use,

D

substance abuse, weapons at

schools, etc. has been a major factor in student indiscipline across the SubSaharan Africa secondary schools lately. At the 45th National KSSHA conference (Kenya Secondary School Heads Association) in Mombasa on April 18th, 2022, the Headteachers shared the common concern and discussed the negative impact of these substances on learning especially the Marijuana/ “Bhang”.

The association proposed testing students for drug use at schools and urged the Ministry of Education to allow it.

Parents are in support of whatever needs to be done to help curb this “big” menace. Since then, several schools have been using police sniffer dogs at schools.

Speaking during the conference Mr. Kahi Indimuli said that the disturbing truth was that students, including those in Form One, have been caught with drugs and related substances.

37

E.L. AFRICA | JUNE 2022

The association proposed testing students for drug use at schools and urged the Ministry of Education to allow it.

Parents are in support of whatever needs to be done to help curb this “big” menace. Since then, several schools have been using police sniffer dogs at schools.

Speaking during the conference Mr. Kahi Indimuli said that the disturbing truth was that students, including those in Form One, have been caught with drugs and related substances.

IN CASE YOU MISSED IT:

COPYRIGHT © EDUCATION WORLD FORUM 2022

The largest gathering of Global Heads of State, Education ministers and stakeholders currently took place in London in early May 2022 with the theme: building forward together; stronger, bolder, better. This prestigious annual gathering provides an opportunity to education ministers and stakeholders across the globe to come together and discuss how their education systems are working and debate strategies for improving outcomes in their respective countries.

The Education World Forum program was dynamic discussions with speakers and they examined the following questions: What should we learn from our responses to recent challenges?

How should we improve equity and assign resources more effectively?

How can we build stronger, bolder, better education?

How can we build greater trust and agency and thereby improve education?

What steps should we take to create digital equity, resilient infrastructure, and practical support?

How should we design smooth learning pathways all the way from nursery and all the way through education?

How can we successfully build the citizens and society we hope for?

How should we accelerate collaborative innovation?

How can we intentionally align policy, learning priorities and edtech development?

E.L. AFRICA | JUNE 2022

38

EMPOWERING THE INFORMATION COMMUNICATION TECHNOLOGY TEACHERS ASSOCIATION OF UGANDA (ITAU) I

nformation Communication Technology (ICT)

The activities of ITAU include the following:

Teachers Association of Uganda was formed in 2017

National Capacity Development Workshop for ICT

to bring together teachers of Computer Studies and

Teachers in Uganda

across ICT all levels of education in Uganda to promote ICT

Students’ seminar to improve performance of

literacy and integration in education and other spheres

students in their final national exams

of daily life. Among the key objectives of ITAU include:

Teacher Entrepreneurship intended to improve on

To contribute toward the promotion of ICT

the financial capabilities of teachers

education in Uganda, by organizing workshops,

ICT Integration to all teachers across the country

seminars, events and projects in order to assist its

ICT clubs in schools

members to improve professionally and teach more effectively.

The current president is Mr. Lukyamuzi, instructor at

To sensitize the general public about computer

Sam Iga Memorial College-Maganjo where he teaches

literacy and undertake initiatives aimed at bridging

Subsidiary Information and Communication Technology

the digital divide.

for Advanced level and Computer Studies for Ordinary level. He is also the Chief Executive Officer of LoneSoft Technologies Limited, a private company that provides sustainable ICT solutions to the population.

ITAU has a growing database of over 2000 teachers from all districts of Uganda, and has conducted over 100 physical and online training sessions for teachers and students since 2018. ITAU has also established and

In 2021 during the lockdown, ITAU implemented an eLearning

kickstarted a savings group, ITAU SACCO, through

project, funded by a partner organization Edify Uganda,

which teachers are encouraged to embrace a saving

which supported over 7,000 learners from Nursery, Primary

culture and also undertake income generating projects in the private sector through the Teacher

and Secondary Schools across the country. ITAU continues to run ICT Integration training for teachers and learners in many schools across the country.

Entrepreneurship program.

39

E.L. AFRICA | JUNE 2022

EMPOWERING THE ITAU

E.L. AFRICA | JUNE 2022

40

M

P

r. Tim Hlongwane

was promoted from Principal of Pretoria high school in

South Africa to the Deputy Chief Education Specialist, Gauteng Department of Education Headquarters.

rof. Ngozi Chuma-Udeh

is the new Commissioner for Education in Anambra

State. She holds double doctorate degrees, a PhD in English, and a PhD in Education Administration. Prior to the appointment, she was the Head of

Department of English at Anambra State University, Nigeria.

She has called on all stakeholders in the education sector to join in the achievement of the governors’ mandate for the education sector. She is urging university students who are not attending classes because of the strike action by the Academic Staff Union of Universities, ASUU, to use this period to learn employability skills.

41

E.L. AFRICA | JUNE 2022

SHOULD GHANA EXTEND THE RETIREMENT AGE? By: Kwami

S

ince 2018, there is a trend by Ghana Education

In 2020, about seventy-five education officials were

Service (GES) officers who retire compulsorily at age

promoted to director two ranks. They are still at their old

sixty. They have maintained their positions and did

positions awaiting posting and are still receiving director

not vacate for incoming new hires.

two grade salaries for the past two years despite their promotions.

Many GES Headquarters Directors including the Deputy Director General Mr. Anthony Boateng, have retired, but

This practice by retired Ghana education service directors

still maintain their positions. His official retirement date was

is said to be unfair and effects the morale of education

said to be August 16th, 2020.

sector employees.

Out of the Sixteen regional directors, as many as Eleven

Concerned stakeholders are calling on the Hon. Minister of

have retired in the past two years but have been signed on

Education to take steps to ensure that these retired

by Mr. Boateng to remain on their positions. Some of these

directors of education hand over to the successors to

egions include Ashanti, Central, Greater Accra, Northern,

ensure fairness.

and the recently retired Volta regional director.

About nine Metropolitan, Municipal, and District directors

They are also urging the teacher unions to step in to ensure

have retired and still maintain their positions.

the welfare of teachers against injustice from the GES Management.

E.L. AFRICA | JUNE 2022

42

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HEALTH & WELLNESS FOREST BATHING: WHAT IT IS AND WHY YOU SHOULD TRY IT Source: https://thrive.kaiserpermanente.org/thrive-together/live-well/forest-bathing-try

S

tress is a part of everyday life. But too much stress can take a toll on your mind and body.

Feeling stressed for long periods of time can lead

depression, increased anxiety, and even physical to symptoms, like body aches. One simple way to manage stress: spending time in nature — or forest bathing.

whether it’s the scent of clean ocean air or a chorus of chirping birds.

WHAT IS FOREST BATHING? In 1982, the Japanese Ministry of Agriculture, Forestry,

Spend a few moments simply observing your

and Fisheries created the term shinrin-yoku, which

surroundings. Sit and watch how the trees sway in the

translates to “forest bathing” or “absorbing the forest

wind or simply walk around. If you decide to walk, go at

atmosphere.” The practice encourages people to simply

a leisurely pace and without a specific destination in

spend time in nature — no actual bathing required. It’s

mind. It’s important to let your mind and senses explore

also very low impact, which means you don’t have to go

and indulge.

for intense trail runs or hikes. The goal of forest bathing is to live in the present moment while immersing your senses in the sights and sounds of a natural setting.

THE HEALTH BENEFITS OF FOREST BATHING There’s a reason why the largest cities in the world have parks, trees, and pockets of nature woven throughout

Safety tip: Always pay attention to your surroundings, stay on marked trails, and wear appropriate gear. Remember to consider things like sun protection and allergies. When possible, bring a friend or let someone know where you’re going and for how long.

their busy streets. One study by the International Journal of Environmental Health Research found that spending

A good rule of thumb is to practice forest bathing for at

time in an urban park can have a positive impact on a

least 20 minutes every day. If you don’t have that much

person’s sense of well-being.

time to spare, that’s OK. You can start with a shorter amount of time. Plus, the goal of forest bathing is to

Aside from city parks, the more in-depth practice of

relax and detach — the practice shouldn’t feel like a

forest bathing has been found to lower blood pressure,

chore. It should be an activity you look forward to and

heart rate, and levels of harmful hormones — like cortisol,

enjoy.

which your body produces when it’s stressed. This can help put you in a more calm and relaxed state.

LOOK FOR MOMENTS OF WONDER No matter how much time you spend outdoors, remember

In addition, studies have found that simply spending 10

to look for moments that make you feel amazement — or

to 20 minutes a day outdoors can lead to increased

awe. One study found that taking “awe walks” led to

well-being and happiness — and decreased amounts of

increased feelings of well-being and social connection

stress.

in older adults. You can make awe walks a part of your forest bathing practice by looking at your surroundings

HOW TO PRACTICE FOREST BATHING

with fresh eyes or taking a new walking path.

While the word “forest” is in the name of this practice, don’t worry — heading out to a heavily wooded area isn’t

You could also tie your forest bathing practice to your

required. You could take a trip to a nearby park, your

journaling routine. After each session, use your journal to

favorite local trail, the beach, or any natural setting. Just

keep track of your experience or thoughts you had while

be sure to turn off or silence your phone or other

immersed in nature. This is a good way to keep track of

devices. The key is to practice mindfulness. That means

how the practice is making you feel over time — and help

being present and fully in the moment. Once you’ve

you create a routine to support your total health.

arrived at your destination, take a few deep breaths and center yourself. Focus on what your senses are taking in -

E.L. AFRICA | JUNE 2022

44