E.L. Africa Magazine | June 2021

JUNE 2021

E.L.

EDUCATIONAL LEADER AFRICA

EDUCATION SYMPOSIUM E.L. AFRICA'S VIRTUAL EVENT HIGLIGHTED SUB-SARAHAN AFRICA SCHOOL LEADERS DISCUSSED RESILIENCE, RECOVERY, AND REFORM IN THIS POST COVID WORLD

ADAPTING A COACHING MODEL FOR PRINCIPALS PAGE 11

PAGE 27

PROMOTING STEM FOR GIRLS IN RWANDA PAGE 15

NAVIGATING THE NEXT NORMAL PAGE 21

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E.L. AFRICA | JUNE 2021

-

ROLE

OF

TECHNOLOGY EDUCATION

IN

E.L.

EDUCATIONAL LEADER AFRICA

TABLE OF

CONTENTS 11 14 15 18 21 25 27 30 31 33 39 40

ADAPTING A COACHING MODEL FOR PRINCIPALS

FAVORITE TECHNOLOGY TOOLS PROMOTING

STEM EDUCATION FOR GIRLS IN RWANDA

HIGH PERFORMANCE LEARNING AT DAY WATERMAN COLLEGE

NAVIGATING THE NEXT NORMAL IN EDUCATION

DIGITAL PRINCIPAL OF THE YEAR AWARDGROWTH MINDSET STRATEGIES TO IMPLEMENT IN CLASSROOMS

E.L. AFRICA'S RESILIENCE, RECOVERY, AND REFORM EDUCATION SYMPOSIUM

GROWTH MINDSET STRATEGIES TO IMPLEMENT IN CLASSROOMS

MAKING GHANA THE EDUCATION HUB OF AFRICA

BEST PRACTICES IN ACTION - 4 PRINCIPALS SHARE SUCCESSFULL STRATEGIES

DOES HUMOR HELP YOU REMEMBER?

MEDITATION MIGHT BE THE SLEEP AID YOU NEED

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 2021

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ABOUT E.L. AFRICA MAGAZINE This quarterly digital magazine aims to serve as a link to close the gap between research and practice for effective schools for principals of secondary education in Sub-Saharan Africa (SSA). The goal is to use this medium to address the needs of schools through the Principals, share best practices in school leadership, enhance their leadership skills, and empower and celebrate what they do. This unique magazine will give a voice to these school leaders and serve as an African solution for African problems.

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.

Therefore, the E.L. Africa presents a paradigm shift, viewing the change in the education systems from the lens of the school principals that implement teducation policies, these administrators are responsible for implementing/executing significant policies/changes 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 2021

EDITORIAL & DESIGN

E.L.

EDUCATIONAL LEADER AFRICA

WRITERS Mr . T e mi t o p e Mu s t a p h a - N i g e r i a Mr . Ch r i s On wu k a - N i g e r i a

EXECUTIVE PUBLISHERS

Mr . S a n v e e E l mu t P i n t o - T o g o

CONTRIBUTORS

Dr. Ada Omile Dr. Frances Ufondu

Dr. Marvin Henderson Mr. Jay Westover Mr. Duncan Gowen Mr. Darric Dennis Ms. Etienne Ntawigira Ms. Chantal Dusabe Kabanda.

Mr. Saidu Usman Baba Dr. Ovuoba Donatus Ogoro

B e n e f it s o f m e n t o r in g a n d c o a c h in g a s a s t r a t e g y t o a t t r a c t a n d r e t a i n t a l e n t e d p r in c i p a l s ( p a g e 1 1 ) . T h e n , E . L .

A f r i c a M a g a z in e ’ s s y m p o s iu m e v e n t , A l o o k a t h o w t h e t h e s c h o o l s a r e b u il d in g r e s il ie n c e , r e f o r m a n d r e s t o r a t i o n p o s t p a n d e m ic . G a in s o m e p e r s p e c t iv e o n t h e n e e d t o m a i n t a i n

Mrs. Vera Ubiudodo

h i g h q u a l it y t e a c h in g a n d l e a r n in g f o r a l l s t u d e n t s , w h y

Mr. Kwame Owusu

l e a d e r s s h o u l d d e s ig n h ig h y ie l d s t r a t e g i e s a n d i d e n t i f y

Mr Daniel Agyare

evidence to monitor progress (page 18). Discover best a d m in is t r a t iv e p r a c t ic e s in a c t io n ( p a g e 3 3 ) . S e e h o w R e v .

Sister Umumararungu of Rwanda is promoting Girls in STEM

CREATIVE DESIGNER

(page 15).

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 SubSaharan Africa. The statements, opinions, and advertisements expressed herein are those of individual authors and companies and do not necessarily represent the views of EL Africa

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

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 2021

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EXECUTIVE PUBLISHERS DR. ADA OMILE

She earned her doctorate degree in Educational Leadership 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 27 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 SSA, hence this EL Africa magazine.

DR. FRANCES UFONDU

She 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 2021

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

C

ongratulations to our digital principal of the year! Leading through the pandemic was different, principals/headmasters in Sub - Sarahan Africa (SSA) navigated so

many challenges; they quickly learned new technologies to continue teaching and learning, manage staff and students, and ensure that the graduating seniors were prepared for the final exams. At the same time, they were worried about home internet access for students and other challenges.

E. L. Africa magazine’s team heartiest congratulations go out to our winner.

Since we began this magazine, we have broadened our scope and widened our audience. This past May, we had a virtual education symposium to connect the school leaders in SSA to share how they are building resilience, reforming, and restoring education since the pandemic crisis as most students, especially in rural areas, incurred a significant amount of educational loss. One way forward will be the effective implementations of Science, Technology, Engineering, and Math (STEM) programs at schools to help shape innovation and development in SSA.

The urgency to provide schools in SSA with the financial support and other resources they need to fully integrate STEM programs is high to meet current and future social and economic challenges.

We always appreciate our community of readers.

Ada Omile Ada Omile

Executive Director E.L. Africa Magazine

E.L. AFRICA | JUNE 2021

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E.L. AFRICA'S 1

Mr. Richard Buffington (Ricky) - Board Chair Program analyst with MAG Aerospace providing logistic and program support for soldiers at Fort Belvoir VA. Obtained a master’s degree in Business Management from California Coast University.

A retired Marine veteran with 30 years of serving the military community.

An active member of the

Saratoga Hunt Homeowner Association for 14 years as the President or Vice President. Mr. Buffington is also an annual volunteer at the First Home Alliance non-profit organization and several First Mount Zion church organizations.

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Dr. Steve Dike Has 38 years of executive experience with expertise in strategic planning, public policies, market analysis, negotiations, project management, program evaluation, organizational restructuring and repositioning, process redesign and re-engineering and private-public partnerships. Chairman of the Nigerian Educational Research & Development council.

He is on the board of Nigerian National

Petroleum Corporation (NNPC), Enugu Electricity Distribution Company Plc, Centenary City Plc, & Nigerian Infrastructure Backbone Foundation. He holds an earned Ph.D. in Economics, MBA in Finance, M.S. in Resource Management, M.A. in Economics and a B.S. in Chemistry from West Virginia University. He was an Adjunct Professor of finance and management.

3

Dr. Wilhemina Hall McKinney An International Educator for thirty-five years. She has trained and or mentored students, teachers, principals, superintendents, and parents at all education levels.

She started her career

as a classroom teacher and ended at the level of Instructional Systems Specialist in the areas of professional development, assessment, and partnerships. She is presently an Educational Consultant.

4

Dr. Eugene Otuonye Currently a high school assistant principal and has been an educator for over 20 years in California, United States, working as an elementary and middle school teacher, and high school Dean of Students. He holds two master’s degrees in Cross-Cultural Education and Educational Administration from The National University La Jolla, California. His doctoral degree was in Leadership and Organizational Management. He has extensive knowledge of curriculum and instruction, student learning, WASC, master schedule, state, and district testing. His focus currently in his position is strengthening the English Learner Literacy rate, Positive Behavior Intervention & Support and Community Engagement.

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E.L. AFRICA | JUNE 2021

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Dr. Angela Agboli Esedebe Campus President at Stratford University’s Alexandria campus, worked at Strayer University for 13 years and served in various capacities including full-time faculty, Associate Dean for Arts and Sciences and Campus Dean. Holds a bachelor's degree in mass communications and a master's degree in international law and diplomacy, and a Ph.D. from Howard University in Washington, D.C. She also holds another master's in business administration with a concentration in management from Strayer University in December 2012. She received the prestigious Strayer University Faculty Award of Excellence at the 120th Annual Commencement Ceremonies in Norfolk, Virginia on October 27th, 2012.

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Dr. Evelyn Mamman Assistant Superintendent of curriculum & instruction for Tenafly Public Schools. She has been an educator for twenty-one years, a reflective practitioner who leads with a passion for teaching and learning. Has worked with students of varying ages, backgrounds, and abilities. She has also held various positions: adjunct professor, teacher, literacy coach, literacy consultant, supervisor, and Director of Title I and Supplemental Education programs. She has a Doctoral Degree in Arts and Letters, a M.Ed in English Education, and a B.A in English Education. Her goal is to educate, engage, and empower those she serves.

7 Dr. Marvin J. Henderson A native of Tallahassee, Leon County, Florida. He is a veteran educator with nearly five decades in a variety of positions, including Assistant Superintendent and Deputy Superintendent in Florida. Dr. Henderson served as Director of the Learning Center and later Vice-President for Student Affairs at Bainbridge State College. He also served as an Associate Professor in the College of Education at Florida A&M University with primary responsibility for oversight of the Florida A&M University Developmental Research School. He is the owner and CEO of Genysis Educational Leadership and Advisement Services, LLC.

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Mr. Francis O. Onukwuli Retired mathematician and computer scientist for 36 years. He served as a Lecturer & Coordinator Information and Computer Science at Spelman College, Assistant Professor of Computer Science & Math, Manager Computer & Information Sciences Laboratories, Morris Brown College, Atlanta, and Author microcomputer materials for calculus students. He has Ed.D in Educational Leadership & Administration, Post-Doctoral studies in Mathematics/Computer Science at Kennedy-Western University, Boise, Idaho, MS in Computer Science (Mathematical Computing/Network Analysis),

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B.S. Honors in Mathematics and Minor in Physics.

Mr. James Lambert Onyait Current principal of Nebbi Town Secondary School in the Nebbi Municipal, West Nile and Headteacher of Raymond Vocational Secondary School in Mubende Uganda. Mr. Onyait also consults with organizations in Uganda for research and development. He was the director of studies at the St. Kizito Secondary school Bugolobi in Kampala. He has devoted many years in education supporting technical skills acquisition for students. He has an MBA and BA degrees in Education and holds a certificate in Counseling and Guidance services from Makerere University.

E.L. AFRICA | JUNE 2021

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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 Supporting Student’s Mental Health in schools: Perceptions of need, Roles, Challenges, Best Practices and Recommendations for Educational Leaders in Sub-Saharan Africa.

Women Educational Leaders: A Showcase of women breaking the glass Ceiling.

Walking the Line: How to be a strong educational leader while creating a collaborative and supportive learning environment.

E.L. Africa is

YOUR

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

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.

Content 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 problems Explain how principals can act on the information

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

A cover letter that indicates your intention to submit the manuscript to E.L. Africa magazine 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.

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E.L. AFRICA | JUNE 2021

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.

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ADAPTING A COACHING MODEL FOR PRINCIPALS

DR. MARVIN J. HENDERSON

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E.L. AFRICA | JUNE 2021

ADAPTING A COACHING MODEL FOR PRINCIPALS BY: MARVIN J. HENDERSON, PH.D.

F

or the past fifteen years I have focused my

Office, mentoring is a strategic tool that, when done right,

attention, almost exclusively, on leadership

can attract and retain high-potential talent and

development for individuals who assume the

accelerate leadership development and readiness.

critical position of school principal. As I observe

Mentoring improves employee satisfaction, retention, and

the mass exodus of veteran administrators, the loss of

recruitment in an organization (Kessler, 2010). It can also

valuable institutional knowledge concerns me. The profile

improve an organization’s diversity by increasing promotion

of the new administrator is one of less experience than

rates for people from under-represented groups like

their predecessors, and there is limited evidence of

women, African-Americans, Latinos, and Asians

organized efforts to close the gap in the learning curve.

(DiversityInc, 2014).

This has created a sense of urgency in school administration. A new principal’s understanding of the

Understanding the possible benefits of mentor/coaching

complexities of the position, increased accountability

for new principals, I participated in a national mentor

requirements, and day-to-day challenges are some of the

training program that was sponsored by the National

factors that create concern. However, another critical

Association of Elementary School Principals (NAESP). The

factor, the lack of experience, presents major challenges

goal of the program was to prepare seasoned school

to school districts across the country. This communication

administrators to become mentors for new principals. The

recommends a strategy to address the experience gap.

espoused goal of the NAESP program is “to create a cadre of mentors whose expertise is channeled to support school

As a public education professional, I spent well over four

leaders. The training program is designed to integrate

decades as a teacher, school principal, and district level

research-based best practices with a participant’s

administrator. Beginning with the public’s call for more

knowledge and experiences.” This professional

educational accountability, there has been a continuous

development activity provided me with strategies to

period of reform and transformation in terms of what is

enhance the performance of the school principal/mentee

taught to students, how it is taught, and by whom it is

through mentoring/coaching.

taught. School leadership has come under added scrutiny as principals, among others, are required to comply with

Most of us are familiar with the role of “coach” in relation

the additional requirements while ensuring that schools

to an athletic team or individual. The coach’s responsibility

operate effectively and efficiently.

is to instruct, demonstrate, and develop an individual player’s ability by telling the player exactly what he or she

Although new administrators have completed many years

is to do, play by play, in various situations and

of preparation in colleges of education, the qualities and

circumstances to increase chances for success. Unlike the

related skills necessary for effective leadership are not

athletic coach, the goal of a mentor/coach is not to direct

always acquired or mastered during classroom instruction.

or tell the principal what to do. Instead, through a process

Competence in the generic skills of oral and written

of probing and questioning, allow the principal to arrive at

communication, school business management, and

his or her own solutions to school issues and situations. The

personnel administration is expected for principals;

mentoring/coaching strategy is gaining popularity today

however, the many nuances of school operation can be

as a way to fill the experience gap and loss of institutional

learned best by time on the job. The question for me was

knowledge. The mentor/coach model can be used by

simply this. How can we fill the experience gap and

school districts to increase job readiness of new principals

provide needed assistance to the new principal without

by assigning him or her a mentor/coach as a resource. This

undermining his or her authority and autonomy as the

mentor/coaching model should be implemented in a way

school leader?

that does not create a burden or add to the difficulty of the mentee/principal’s job. The goal is to enhance his or

Research confirms the benefits of mentor/coaching.

her efforts by providing insights and perspectives. A

According to Horace McCormick, Program Director at the

caveat of the mentoring/coaching concept is that all

University of North Carolina’s Executive Development

discussions and collaborations between the mentor/coach and the mentee/principal are confidential.

E.L. AFRICA | JUNE 2021

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During the 2018-2019 school term, I served as a mentor/coach for three middle school principals who were

THE AUTHOR

new to their respective school communities. I spent one full

Dr. Marvin Henderson is a veteran educator who has

day each week with each principal literally shadowing his

served nearly five decades in a variety of positions,

or her every move. Lasting nine months, the experience

including Assistant Superintendent and Deputy

was exciting and filled with a variety of challenging

Superintendent of schools in Florida. He served as Director

situations. Among general discussions, issues, and

of the Learning Center, and Vice-President for Student

situations were those related to school staffing, teacher

Affairs at Bainbridge State College. He also served as an

performance and evaluation, school budgeting, student

Associate Professor at the College of Education at Florida

performance, classroom management, student discipline,

A&M University. He is the owner and CEO of Genysis

student activities, parental involvement, conferencing

Educational Leadership and Advisement Services, LLC.

techniques, and other school-related issues. No school subjects or situations that they wanted to discuss were off limits. The continuous sessions of probing and questioning in which we engaged were effective, productive, and enlightening.

REFERENCES DiversityInc staff (2014). The DiversityInc top 10 companies for mentoring. DiversityInc.

Opportunities to provide mentor/coaches for mentee/principals should be considered by school districts as a strategy to assist principals in their new role.

Mentor/coaches may be engaged to facilitate in-person (face-to-face) or virtual sessions for prescribed periods of

Retrieved from http://diversityinc.com/top-10-companies-mentoring/.

Kessler, S. (6 April 2010). How to start a mentoring program. Inc. Retrieved from http://www.inc.com/guides/2010/04/start-mentoringprogram.html.

time and frequencies. Virtual sessions, if selected as a delivery system, may be conducted for groups or

McCormick, H. (2014). How to Build a Successful Mentoring

individuals. In addition to new principal/mentees, the

Program. UNC, Kenan-Flagler Business School.

mentor/coach concept may also be used with returning

Retrieved from http://www.execdev.kenan-flagler.unc.edu/hubfs

principals and other school administrators. The mentor/coaching experience is highly recommended as a

National Association of Elementary School Principals,

strategy to bridge the experience gap and flatten the

(2017). National Mentor Training and Certification

learning curve among principals as they attempt to

Program.

establish and maintain high-performing schools. It is also a

Retrieved from www.naesp.org/mentor

tremendous learning opportunity for both, the mentee/ principal and the mentor/coach, as they collaborate to ensure quality schools.

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

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E.L. AFRICA | JUNE 2021

FAVORITE TECH TOOLS Here are some of the technology tools good for teaching, connecting and collaboration...

Individual & Group Meetings Whole class, project team, or one-on-one meetings can now be done

Webex, Google Meet, Microsoft Teams and Zoom (including relatively short meetings with small teams via their free option), or with Whereby. with

White Boards/Brainstorming Mural and Explain Everything are virtual white boards that can be used not only for targeted instruction but are also fantastic for remote brainstorming and problem ideation.

Student Project Management Trello and Asana are examples of tools that helps individual students keep track of project action items and share them with their project teams - a valuable skill students need to master regardless of context.

Customized Online Instruction Teachers can take advantage of

Nearpod, Google Classroom, and Schoology to

create customized online instruction that targets the individual needs of each student.

MORE TOOLS

Kahoot and Quizlet to create Quizzes

Teachers can use

FlipGrid: students create quick videos in response to teachers' prompts

Loom: screen-casting made very simple Parlay Ideas: robust discussion boards; these are a mainstay in regular classroom

Turnitin: online grading with QuickMarks.

E.L. AFRICA | JUNE 2021

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PROMOTING STEM EDUCATION FOR GIRLS IN RWANDA: THE ROLE OF SCHOOL LEADERS Meet Rev. Sister Marie Pelagie Umumararungu of Rwanda Authors: Etienne Ntawigira and Chantal Dusabe Kabanda. Photos: Etienne Ntawigira/VVOB.

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E.L. AFRICA | JUNE 2021

chool leaders play a key role in promoting girls’

S

education and motivating them to choose STEM subjects. Strengthening and promoting STEM subjects is a top priority for the government of

Rwanda (Education Sector Strategic Plan, 2018/19 to 2023/24). The government’s aspiration to become a knowledge-based economy requires the development of scientific and technological skills across all levels of society, with a special focus on girls.

Reverend Sister Marie Pelagie Umumararungu has been leading G.S Mater Dei, a secondary school located in Nyanza district, Western province, for 12 years. This school was a Technical and Vocational Education and Training (TVET) school until 2007. It later became a general secondary school with science options, and Sister Umumararungu joined when it became a science school.

She noticed that girls were still fearing science subjects at that time: science was “too difficult” and “meant for boys”.

Sister Umumararungu was already committed to promoting girls’ education, and her participation in VVOB - education for development’s continuous professional development (CPD) training programme in Effective School Leadership boosted her dedication.

MOTIVATING STUDENTS TO LOVE SCIENCE Since she became a leader of G.S Mater Dei, Sister Umumararungu has been organising sessions with girls to explain the benefits of studying science, stressing the fact that “science is for everyone”. The school currently has 724 students in total, including 461 students in science subjects, 230 girls and 231 boys. She says: “I encourage girls that they can perform well in science if they are committed to it. I always tell them that science education is not meant for a specific gender. I want to challenge such baseless beliefs that only boys can do well in science subjects.”

Additionally, Sister Umumararungu explains to students the application of science in real life, by showing them how scientific knowledge can help to solve practical problems.

“You can create and discover, you can become a pilot if you study mathematics and physics, you can become a medical doctor….” Sister Umumararungu tells the students.

Sister Umumararungu is so excited that one of the female students from her school became a pilot. “It is so motivating to realise that your advice and encouragement has inspired someone to achieve their dreams,” she said.

INSPIRING TRAINING PROGRAMME When Sister Umumararungu attended VVOB’s CPD training

course in Effective School Leadership, she understood the relevance of promoting girls’ education in a clearer and broader way. “I thought I knew it well as I was doing it.

However, I realised that I needed more insights. I was already promoting girls’ education in a particular way, by encouraging them to choose science subjects and trying to make sure they do not lag behind, but I was doing it with some hesitation and would feel that I was being too “pushy”. After participating in a training offered by VVOB, I realised that encouraging girls and including them in STEM is the right thing to do. I learnt that challenging the biases and stereotypes that prevent women and girls from pursuing science careers should be everyone’s responsibility.”

VVOB has been implementing a five-year programme, Leading, Teaching and Learning Together (LTLT) in primary and secondary schools since 2017, in partnership with the University of Rwanda – College of Education and Rwanda Basic Education Board. Through this programme, VVOB and its partners have been delivering certificate and diploma courses for system and school-based leaders and provide opportunities for school leaders to encourage one another in supportive professional learning communities. A diploma course in Effective School Leadership equips headteachers and deputy head teachers with the competences to fulfil their roles as school leaders. A certificate course in Educational Mentorship and Coaching is offered to school based mentors and school subject leaders in STEM, to equip them with effective tools and skills to facilitate professional development activities in schools. At the same time, District Education Directors and Officers, and Sector Education Inspectors receive the same certificate course which equips them with the competences to coach school leaders effectively, and to initiate and sustain professional learning communities of school leaders.

E.L. AFRICA | JUNE 2021

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In secondary education, these programmes are part of the

training in the United States along with other science

Mastercard Foundation’s Leaders in Teaching initiative.

students from different schools. Sister Umumararungu

Leaders in Teaching is an initiative that transforms

appreciated those students before their colleagues. She

teaching and learning in secondary education across

believes this motivates other girls as well as boys to work

Africa so young people have the skills and competencies

hard.

they need to succeed in work and life.

At the same time, when girls have not performed well in

CONTRIBUTION OF FEMALE SCHOOL ALUMNAE

exams, Sister Umumararungu also organises sessions to

Learning about female students who studied at G.S Mater

talk to them to find out what made them perform poorly

Dei and have become successful in life like the pilot,

and discuss solutions together.

motivates other students, and makes them dream big.

That’s why some former students are invited to come back

DEALING WITH FEAR OF SCIENCE SUBJECTS

to their school and talk to students.

Science competitions are usually organised at district, provincial and national levels on a regular basis. “I know

Sister Umumararungu: “When a former student asks me to

some head teachers prioritise boys, but I make sure girls

come here to talk to students, I welcome them happily! For

are not left behind,” Sister Umumararungu noted. She

instance, a group of former students visited our school and

realised that some girls fear such kind of competitions

shared testimonies about their education journey and

thinking that they cannot compete with boys. So, she

achievements with our students. In addition, they donated

encourages them to participate in these competitions in

science books to support their ‘younger brothers and

order “to build their self-esteem and confidence”.

sisters’, especially girls already in science options, as well as those in lower secondary aspiring to study science

Sister Umumararungu also supports science teachers to

subjects in future. We managed to establish a small and

organise and facilitate debates on science topics among

‘special’ library with those books.”

students. According to her, this allows students to increase scientific knowledge and uplift their confidence as well.

Students are also grouped in science clubs in which they are encouraged to conduct science experiments and learn from each other. “We want to stimulate their interest and motivation in science. We noticed that most students have curiosity to discover”.

In addition, the school organises science experiments such as making soaps, during School General Assembly events.

On such occasions, Sister Umumararungu also encourages girls to participate not only to reinforce their confidence, but also to allow parents to have an idea of what their children have learnt.

ENCOURAGING BEST PERFORMING GIRLS Sister Umumararungu organises events to recognise the best performing students, especially girls, and reward them publicly—an opportunity to encourage and motivate other girls to choose science subjects. For instance, in 2017 the best performing student in national secondary school leaving examinations in mathematics and physics subjects was a girl from our school. In 2019, the top student in the end-of-year examinations at this school was a girl. In addition, one of the best female students from this school was selected by the Ministry of Education through Rwanda Basic Education Board to attend a one-month science

17

E.L. AFRICA | JUNE 2021

HIGH PERFORMANCE LEARNING (HPL) AT DAY WATERMAN COLLEGE

DUNCAN GOWEN

E.L. AFRICA | JUNE 2021

18

HIGH PERFORMANCE LEARNING (HPL) AT DAY WATERMAN COLLEGE BY: DUNCAN GOWEN, PRINCIPAL

any school mottos when being composed will

M

perhaps have been influenced by the phrase, ‘Non scholae, sed vitae – Not for school, but for life.’ According to the Institute for the

Future, 85% of the jobs that will exist in 2030 have not been invented yet. So how do we prepare the children of today for the uncertain future as predicted by the Institute for the Future? Perhaps one answer is to refocus on two key aspects of education that will indeed prepare children for the future by developing key skills and attitudes that will serve people very well in the future: Namely how to think and how to behave. High Performance Learning (HPL) seeks to do just this.

At Day Waterman College (DWC), we use the HighPerformance Learning philosophy and framework. This

Day Waterman College

means that we believe that all the students can be high performers, and we teach with this expectation in mind.

Using the research-based High Performance Learning approach helps us to systematically build the cognitive competencies that lead a young person to thrive in school

a coaching culture of peer review throughout the teaching staff. All lessons observed need to focus on aspects of HPL.

and in later life. We are seeking to embed the HPL philosophy throughout our school. We never tell our students they cannot achieve; it is just they are not doing it yet but with practice and perseverance it will happen.

Our professional development review programme, previously called performance management review, expects staff to evidence positive engagement with the HPL philosophy. Our behaviour for learning policy has now

HPL develops high performance in students by focusing on proven behaviours that lead to success and wellbeing.

Empathy, agility, and hard work are defined as the values, attitudes and attributes that are vital to high performance.

Are these not the qualities that will enable young people to become global leaders? Meta thinking, linking, creating, analyzing and realizing are these not the cognitive skills that encourage young people to be enterprising learners and advanced performers

become behaviour for high performance and pastoral and teaching staff are awarding merits to students who show advanced cognitive performance characteristics or display the values, attitudes, and attributes consistent with HPL. Parents are notified on their phones if their child has been awarded a merit for showing empathy in the community or for analyzing in an English lesson. The reports that are sent to parents have grade descriptors that use HPL language and focus more on learning behaviours than attainment.

Our school exercise books will now be decorated with HPL

As a school we started on the high-performance learning journey at the start of this academic year. Without a doubt we have been frustrated by the pandemic, but we are by changing policies and practices seeking to embed a cultural change in the whole extended Day Waterman community. HPL is central to our school development plan and changes in teaching and learning and in pastoral care

logos as will some of the corridors and staircases. We also intend to pilot student self-assessment using the values, attitudes, and attributes (VAAs) and the advanced cognitive performance characteristics (ACPCs). We hope that these steps will help develop knowledge of and enthusiasm for HPL as well as systematize HPL in the school’s operations.

are being made to embed the HPL philosophy. We have established professional learning communities consisting of three members of staff with the intention of developing

The style of teaching at DWC is beginning to change.

Delivery of curriculum content is very good but now teachers are beginning to explicitly focus on the skills that

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E.L. AFRICA | JUNE 2021

are being taught though the curriculum. As a school we

highly value service leadership; the values, attitudes, and attributes of HPL enable us to more explicitly define to students what is meant by service leadership. Whilst there have been positive changes there is still much to be done. Most especially students need to become familiar with the programme and to embrace its philosophy and the opportunities it provides.

Day Waterman College was established in 2008 by the late Tayo Aderinokun. This year is the tenth anniversary of his passing.

His vision was to provide an education for Nigerian secondary school students that was at least equal to the best educational provision around the world. The campus at Day Waterman College provides excellent facilities for students to grow in mind, in body and in soul. In its short history DWC has achieved outstanding results in International General Certificate of Secondary Education (IGCSE) examinations. Graduates from DWC have gained admission to world class universities in Canada, the USA, and the UK as well as in Nigeria. Given what has been achieved thus far joining the HPL programme was a natural progression for us. We are eight months into the HPL World Class School Award Scheme and as a community we are becoming increasingly confident that the changes that are happening because of it are enabling us to better serve the vision of the founder of DWC.

You can find out more about High Performance Learning by reviewing the organisation’s website:

https://www.highperformancelearning.co.uk/

High Performance Learning at DWC

E.L. AFRICA | JUNE 2021

20

NAVIGATING THE NEXT NORMAL IN EDUCATION

JAY WESTOVER

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E.L. AFRICA | JUNE 2021

NAVIGATING THE NEXT NORMAL IN EDUCATION BY: JAY WESTOVER

A

lmost one year ago, a short article titled “Beyond

RESOLVE

coronavirus – the path to the next normal in

As the coronavirus spread, a steadfast resolve among all

education” was published by Corwin Press

school districts focused on the safety of staff and

(Westover, 2020) which provided guidance for

students, and by March 2020, forty six states in the US had

district and school leaders to navigate the imminent

initiated school closures impacting over 95,000 public

uncertainty and chaos of the global pandemic. Oddly

schools serving more than fifty million students. The

enough, the predicted changes caused by the coronavirus

immediate challenges faced by school systems were

unfolded over the course of the past year in much the

maintaining student nutrition services, access to

same way the article had ascribed. However, it is unclear

instructional resources for learning enrichment, effective

how this crisis will continue to impact education systems.

communication with stakeholders, and critical services for

What was described were five stages that were initially

student well-being. There was not a handbook for

shaped by McKinsey as a resource for global leaders to

managing such complex challenges, so the concept of a

attend to economic and societal changes caused by the

clear strategy and detailed plan for execution was

pandemic. The intent was to assist organizations with

replaced with attending to urgent demands as fast and

creating a clear path to the next normal, one which would

efficiently as possible.

look unlike the years preceding the pandemic that changed everything. The key question for education

During these chaotic times, attention to organizational

systems to consider was:

culture was the highest priority. It was critical for leaders to roll up their sleeves and work shoulder to shoulder with everyone else as a co-leader and co-learner. Modeling

What will the “next normal in education” look like for school district leaders, site

and promoting a culture of personal, professional and team-oriented resolve was essential during these times of uncertainty, and leaders who committed to such actions

administrators, teachers and students?

were successful in laying a strong foundation to move their organizations forward.

To help bring resolution to this quandary, education leaders were asked to consider how best to move across the five time horizons based on the context of their local education communities. And when saying move, there was an intentional emphasis on the need to be “on the move” in regards to how leaders at the district and school levels should navigate the complexities and changing demands for maintaining high quality teaching and learning for all students. In the book Districts on the Move and in the forthcoming book Schools on the Move, we made a strong case for the collective efforts of district leaders, principals and teachers to focus on developing cultures, building

RESILIENCE Leaders must make difficult decisions during these times of uncertainty and stress. This required staying focused on key priorities, attending to urgent demands, and maintaining a pulse on the culture and capacity of the organization for informed decision making. The level of resilience needed to sustain these efforts can be daunting.

Leaders that approached the work at hand through a collaborative inquiry stance were more successful with coordinating virtual team work, managing distance learning and orchestrating support systems for staff, students and parents. This took shape as a structured process for engaging in collaborative leadership.

capacity, and creating coherence. These critical conditions for sustaining improvement efforts resonate now more than ever. Once again, our hope is that this guidance can serve as a roadmap for educators as they attend to the diverse academic, social, emotional and basic needs of students in their care.

Collectively analyze the situational context to define the most critical work at hand for short- and long-term success. Designing high yield strategies and identifying evidence for monitoring the progress and impact of agreed upon strategies. Implementing strategies and adapting based on feedback from the evidence of impact.

E.L. AFRICA | JUNE 2021

22

Refining strategies by reflecting on what worked best and why to develop shared understanding of the most effective practices/supports/solutions for leading the work at hand.

Beginning again with key insights, renewed confidence

1. What are the school-wide priorities for student learning 2. What measures of student progress or growth will define our success?

3. Which student success indicators (cognitive skills and

and a sense of accomplishment for moving forward. And

application of concepts) will best inform the design of

for those that attended to the work in this fashion, short

student tasks and learning progressions?

cycles of improvement extending over multiple weeks, resilience among staff was developed that reinforced a productive culture with collective capacity to get better with each successful step forward.

4. Which high-yield pedagogical practices will have the greatest impact on student learning?

5. How will evidence of learning inform both timely student feedback and adjustments of student learning supports?

RETURN

6. What timeframes should guide our collective efforts

Here is where we stand now, at the return phase. Most

with engaging students in short cycles of instruction

school districts in the United States have returned to

and improving upon teaching and learning practices?

hybrid or in-person learning. What we have witnessed in every district and each school over the past year is a

RE-IMAGINATION

variability in the learning experiences among students. This

As noted by McKinsey, “The impact on how we live, how we

variance has caused significant inequities in student

work, and how we use technology will emerge more

learning that can be traced back to Richard Elmore’s

clearly. Institutions that reinvent themselves to make the

framing of the instructional core; content rigor, student

most of better insight and foresight will disproportionately

engagement and teacher expertise. The most essential

succeed. The crisis will reveal not just vulnerabilities but

question to consider is:

opportunities to improve organizational performance.” This is a unique opportunity to reimagine education and to

“To what extent are all schools and every

reshape the construct of teaching and learning for the betterment of all students. The challenge will be the desire

teacher prepared to overcome student equity gaps and accelerate the learning

to maintain the status quo; returning to the comfort of the known past rather than embracing the possibilities of a new future.

of all students?”

Leaders will need a road map for creating a viable instructional program with clearly delineated strategies for ensuring all students have access to high quality teaching and learning. And such an endeavor will call upon every district and school administrator to be an instructional leader and serve as a lead learner.

Although school sites and individual teachers will have access to a myriad of instructional resources to design student tasks and learning progressions, this will not alleviate the variability in student learning experiences. We know that reducing variability in student learning only occurs when the collective efforts of district leaders, site administrators and teachers are focused on creating instructional coherence and developing precision of pedagogy. Since the school site is the unit of change within any school district, site leaders and teachers must have an implementation plan with clearly delineated strategies that inform teaching practices and student learning supports. Next are six key questions that can serve as a guide for school sites to create instructional coherence and develop precision of pedagogy to achieve equitable growth in student learning.

In spite of this, there should be solace in spite of uncertainty as much has been learned from students and teachers who seized upon the opportunity to expand student learning in a world not confined by a traditional classroom setting. In the spirit of Plato’s phrase, “Necessity has been the mother of invention.” It is essential that education systems provide school staff with defined autonomy for exploring innovative teaching and learning experiences that have greater impact on accelerating student learning. This opportunity for innovation should be fostered and supported by district and school leaders.

It’s important to note the criticality of defined autonomy as a school system should ensure that all students have equal access to a viable instructional program with high quality teaching and learning. So how can leaders promote this opportunity for reimagination in a way that does not advance student inequities but instead accelerates the potential for deeper learning? The answer is to simplify and focus on what matters most by again referencing the wise words of Richard Elmore, “Task predicts performance.” If there is a deliberate and intentional focus on supporting all students to successfully complete rigorous and complex learning tasks, and the learning targets and performance outcomes of such tasks meet

23

E.L. AFRICA | JUNE 2021

grade level and content area expectations, then there

Promote a collaborative inquiry mindset and structured

should be confidence in the appropriateness of innovative

process for identifying problems of practice,

student learning experiences. As the successes and

overcoming common challenges, and sharing of best

challenges are shared among teachers and leaders, the

practices.

true impact of innovative practices will be collectively

Create clarity of focus by co-designing short-term

understood and continue to evolve in a way that meets the

action plans with clearly delineated strategies for

learning needs of all students.

supporting all students with high quality teaching and learning.

RE-CULTURING

Cultivate shared leadership by modeling and

The aftermath of the pandemic will provide an opportunity

reinforcing how to serve as a lead learner that

to learn from a myriad of innovations and experiments in

develops capacity of teams to co-lead improvement

the education space. School districts will need to consider

efforts.

how to integrate in-person, hybrid and distance learning to

Develop collective expertise by engaging in robust

meet the needs of the families that they serve. District and

collaborative inquiry processes focused on creating

school leaders will need to anticipate popularly supported

instructional coherence and precision of pedagogy to

changes to education policies and practices as

ensure that all students are successful with completing

stakeholders seek to avoid, mitigate, and preempt a crisis

rigorous and complex learning tasks.

of the kind we are experiencing today. And seek out better

Engage in continuous improvement by defining the

ways to educate students that reduces equity gaps and

desired growth in student learning, seeking evidence to

accelerates student learning. With this will come an

know the impact on student learning progress, and

understanding of which innovations, if adopted

adjusting instructional practices and supports to meet

permanently, might reduce the inequities among students

the learning needs of all students.

and realize improved learning experiences for all students.

Regardless of the shifts in education that occur as a result

The emerging landscape in education will continue to shift

of the pandemic, school districts and sites will need to re-

as the global pandemic has impacted every aspect of

culture in a way that positively embraces what is to

society and our daily lives. Although there is uncertainty as

become the next normal in education. To do this, leaders

to how this will ultimately influence the policies and

can focus energy and efforts on developing cultures,

practices of the education system, district and school

building capacity and creating coherence.

leaders can strategically move through the impending changes by focusing efforts on navigating the five time

To break this down further, culture is defined by the

horizons. Those that are proactive and intentional with

behaviors and actions that are observed as part of

developing cultures, building capacity and creating

everyday work. Capacity is determined by the confidence

coherence during these challenging times will be more

and competence that individuals and groups have in their

successful with meeting the diverse needs of students in

ability to be successful with meeting the demands of daily

their care.

work. And coherence is the extent to which all members of the organization have shared depth and understanding of the priorities, practices and outcomes that create collective meaning for the work at hand. Leaders can have a strong pulse on all three conditions if attentive to the following actions.

Observe culture by being keenly aware of the expressed attitudes and visible actions among staff. Maintain a pulse of organizational capacity by inquiring of an individual's self-efficacy and the collective efficacy of each team.

Jay Westover is Co-Founder and Chief Learning Officer of InnovateEd

And gauge coherence by seeking out whether there is

who has created the systemic improvement model utilized by

clarity of purpose, processes and practices within and

the Move, and is currently writing the second book in the series, Schools

amongst teams. So that district and school leaders have a structured process to navigate this journey, the following

InnovateEd. He has documented the work in his first book, Districts on

on the Move, with Chris Steinhauser. Jay has provided leadership training and school improvement consulting to over 100 school districts in California, collaborated with Michael Fullan on large scale systems improvement, and has participated in projects with the U.S. Department

principles may serve as guideposts for the on-going efforts

of Education, state departments of education, colleges, educational

of reculturing schools in this next normal.

20 years, his work has focused on developing the capacity of school

service centers and school districts across North America. Over the past

districts to sustain equitable growth in student learning.

E.L. AFRICA | JUNE 2021

24

DIGITAL PRINCIPAL OF THE YEAR

MR. DARRIC DENNIS

25

E.L. AFRICA | JUNE 2021

Digital Principal of the Year Award CONGRATS TO DARRIC DENNIS!

WHAT DID I DO? In consultation with my wife I tried helping

Principal of Vine School System of Christ, Montserrado County in

several of my students with scratch cards

Liberia and the Secretary General of the National Association of

to enable them to buy data to access their

School Principals in Montserrado County Chapter

lessons. To some extent, I also lend my personal

computer to students living

nearby for their studies. Imagine leaving Use of Technology at the Vine School System of Christ, Montserrado County Liberia was fundamental for the 12th graders to prepare them for the West African Senior School Certificate Examination (WASSCE) on September 7, 2020. Though the “old-fashioned” chalk and chalkboard coupled with the pencil and paper methods of teaching and

your laptop with students, it was rare; I choose the Google Classroom, ED Puzzle,

however, I wanted my students to keep

and Screencast -O-Matic which was my

preparing for the exam.

beginning point for recording videos and

.

audio content for students to keep learning

As we went along, 12 students dropped out

from home due to COVID.

thus leaving us with 33 students. Finally, the exam came, and all 33 students took the

THE CHALLENGE WITH TECHNOLOGY IN LIBERIA

exam, at least one failed in all 9 subjects while the rest passed in at least four

Irrespective of the so called “Digital

subjects thus meeting the government

classroom, technology introduces lots

Immigrants” yet many students in Liberia

approved standards for passage at least

of great tools that enhance teaching

are seriously challenged when it comes to

three. We successfully graduated 32

and learning activities more

access to technology lest to mention

students on January 16, 2021 as it was

efficiently and effectively.

knowledge of those different tech tools

passed by the government through the

that are used to enhance learning. my

ministry of education that all graduations

administrative team and I had to quickly

were held in January of 2021.

learning are still needed in the

Considering how technology is improving education around the world in many different ways: making teaching more meaningful for teachers, making the calculation and recording of grades easier, students

train our teachers and also had a two days digital orientation to teach the students the

WHAT'S NEXT?

processes involved when working with tech

As it stands right now, we are working out

tools.

plans to continue the technology program at the Vine School. Wednesday, May 19,

involvement in the learning process After the two days of orientation we

2021 Liberia Telecommunication (Libtelco)

started the process, and everything was

successfully installed our Wi-Fi Fiber system

running smoothly, but out of 45 students

to enable unlimited access to the internet.

registered to take the WASSCE, only 10

The school has created her domain which is

progress without walking to the

students had access to smartphones.

nearing completion. By next year, we hope

school - the use of technology

Additionally, continual access to the

to run the school management system, e-

cannot be overemphasized.

internet was another challenge, most

portal, and our official website.

through video games, affording kids the opportunity to learn at their own pace, and affording parents, the opportunity to monitor their kids’

students could not afford to buy data

THE SCHOOL'S INITIAL PLANS

steady. Because of school closures during

Though the administration had been

COVID, the school faculty were not getting

planning to run a full fledged technology program, however, Covid19 forced us to jump start the process. There were no perfect plans, but we got started anyway. As the school administrator, I was constrained to introduce learning through technology with our students because we had to prepare them for WASSCE. We want our students to

paid their salaries, but I needed to keep buying a scratch card to purchase data to

LAPTOP GIFTED TO MR. DENNIS

BY E.L. AFRICA!

get me running the tech program with students out of my pocket; at the same time, students needed to keep doing the same if they would access the internet and download their lessons. To help other students get along with what we were doing I had to encourage those 10 students

keep learning those different

to align with their colleagues, that is, the

materials that would help them pass

remaining 35 students. imagine we were

this standard examination. I

observing Covid-19, still those 35 students

identified a few tech tools that could

had to go to their friends to contribute to

be easily accessed by all our

the buying scratch card to get data to have

students.

access to the internet and all that.

E.L. AFRICA | JUNE 2021

26

E.L. ARFICA MAGAZINE'S

RESILIENCE, RECOVERY, & REFORM EDUCATION SYMPOSIUM

27

E.L. AFRICA | JUNE 2021

IT WAS DEFINITELY AMAZING!

veteran educator with nearly five decades in a variety of positions, including Assistant Superintendent and Deputy

With attendees from all parts of the world, principals, district leaders and other education professionals at the virtual discussion, the symposium was a big step in the right direction. The idea was to bring together educational

Superintendent in Florida, Dr. Mark Afolabi – Computer science professor & Lead Faculty at Stratford University, and Dr. Sabine Thomas from Cod.org all shared some useful information

leaders from Sub Saharan Africa (SSA) for a UNIFIED conversation about the three Rs: Resilience, Recovery, and Reform in this post COVID world. The pandemic was the ultimate test for educational institutions in SSA, it brought huge damage to the education system, about more than half of students drifted and regressed dangerously behind in their education. This collaboration was very important because we believe that only Africa can help Africa with the right mindset and innovative ways to improve teaching and learning.

SUB SAHARAN AFRICA’S CHALLENGES IN EDUCATION 1. Lack of resources - Integrated STEM education often requires numerous materials and resources for students to investigate solutions to real world problems through designing, expressing, testing, and revising their ideas.

Principals expressed concern in cultivating sustainability of the programs in terms of financial support because there are start-ups and ongoing expenses associated with having STEM programs and qualified teachers.

Among the ideas discussed is the integration of Science Technology Engineering & Math (STEM) programs as a way to Recover and Reform education after the pandemic because these programs push to alter the traditional ‘lecture-centered’ classroom with a curriculum that is driven by problem solving, discovery, and exploring learning. It allows students to actively engage in a situation in order to find solutions. SSA education should take measures to make these programs a norm, not an exception.

It is particularly important now for the focus to shift to school programs like Business & Information Technology, Technology & Engineering, Computer Science, Cyber Security, Coding, Robotics, Bioinformatics, Health informatics, etc. Secondary school students could take their certification exams after completion of the programs and have skills go straight to the workforce. This is the way to change the future of Africa because access to STEM

2. Insufficient internal funding for schools to fully integrate STEM programs.

3. Steady supply of electricity in schools was one of the biggest challenges that educators lamented.

4. There is also the issue of connectivity and steady Internet network for schools.

5. Sourcing out partnership and outreach programs with outside organizations in the community to support STEM education that offer great promise for enhancing learning opportunities for students.

COLLECTIVE VISION First, education policy makers should ensure that the reforms in education reflect the goals to close the digital gap. They should create policies to make the STEM or Information Communication Technologies (ICT) programs a priority as much as they do for other courses for the standardized examination for graduating secondary schools.

education results in equal opportunities for skills for 21st century jobs for students so they can bridge the digital gap in Africa and access the digital economy. That is why these countries should make information technologies part of the solution to the global learning crisis.

Second, provision of adequate resources to schools is intensely important especially in underfunded schools and rural areas. Third, the issue of steady electricity in schools and connectivity to the internet for teaching and learning is a huge obstacle to integrating STEM education. There is

While some schools are now upping their implementation of STEM due to reform changes in curriculum by policy makers

across SSA, others are still far behind in the

implementation because of associated challenges.

a certain irony in having STEM programs without them. But what better point to start fixing the issues in providing quality education to close the digital divide, otherwise success in efficiently integrating STEM programs may not be a low-hanging fruit for all students.

Other topics also discussed were equity, and young girls lagging behind young men in their access to STEM programs and digital technologies, a situation that has been exacerbated by the crisis linked to COVID-19.

Last, successful integration and implementation of STEM programs depends largely on qualified teachers, schools need financial resources to provide continuous adequate professional development to teachers for efficiency.

Our panelists: Dr. Evelyn Mamman - the Assistant Superintendent of Curriculum & Instruction at Tenafly Public Schools in New Jersey, Dr. Marvin Henderson - a E.L. AFRICA | JUNE 2021

28

THANK YOU TO ALL OF OUR SYMPOSIUM GUEST SPEAKERS!

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E.L. AFRICA | JUNE 2021

GROWTH MINDSET STRATEGIES TO IMPLEMENT IN CLASSROOMS

3 Teachers can start by

modeling the

process. Start by dedicating time to celebrate ways each student modeled growth mindset qualities (resilience, persistence, hard work, etc.) throughout the learning process. As students develop knowledge of a growth mindset, students can identify growth mindset examples in peers and in their own learning.

1 Teachers should adopt a

class learning motto

that reinforces a growth mindset and positive selftalk for example: I can work hard each day, I am resilient, or I can try new things. Students should repeat the class motto together each day or before they complete a challenging activity

2

Teachers should create a

student success folder or

google document that can be used as a success file where they document examples of students achieving goals or successes. Teacher and student can add examples of successful learning to the folder (Ex: checklists showing

4 As students become familiar with the process, they can begin

collaborating with teachers to add more examples into their own success folders.

5 Teachers could dedicate time each week to do a

reflection or closure

activity that celebrates resilience and student perseverance.

completed tasks, photos of students practicing skills for social goals, examples of learning gains).

E.L. AFRICA | JUNE 2021

30

MAKING GHANA THE EDUCATION HUB OF AFRICA

DR. YAW OSEI ADUTWUM

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E.L. AFRICA | JUNE 2021

MAKING GHANA THE EDUCATION HUB OF AFRICA BY: DANIEL AGYARE

education system to produce a critical mass of

SIGNIFICANT INTERVENTIONS IN SENIOR HIGH SCHOOLS

assertive and empowered Ghanaian population

Ghana has made significant interventions in high schools.

with relevant skills for socioeconomic

These include the provision of core textbooks, intervention

transformation.

grants to schools, core subject teachers training, remedial

he Ghanaian government is repositioning the entire

T

On June 6th, Dr. Yaw Osei Adutwum (MP), the education minister presented the President’s education agenda for

instructional packages delivered to students, leadership training, and free meals for day/boarding students.

the next four years and beyond. The minister said that the needs of the world and industry today require schools and colleges to produce men and women who can think, make new scientific discoveries, and find solutions to the challenges of the world today by digitizing education.

He said that the graduates will need 21st Century skills for the fourth industrial revolution in areas like Artificial intelligence (AI), Robotics, Internet of Things (IoT), 3D printing, Genetic engineering, Quantum computing and other technologies.

The government has designated ten senior high schools in several regions as Science Technology Engineering, and Math (STEM) and plan to integrate STEM into technical and vocational education (TVET) to promote innovation.

The Presidents’ transformation agenda is in line with quality education of the Sustainable Development Goals #4 includes completion of STEM high schools and STEM centers, construction of 21st century skills complex, construction of model Junior high schools, and construction of adult learning centers.

Ghana has made efforts to reform education since 2017, including free senior high schools, increased secondary enrollment, improved performance in the 2020 the West African Senior School Certificate examination, improved 4-year Bachelor of Education programs at Colleges of education, improved efficiency and governance of tertiary education - (GTEC), and research allowance increase.

In the next four years, the government plans to consolidate the progress whilst investing in building human capital with special focus on STEM education, national standardized test, learning grant, junior high school transformation, inclusive education, TVET transformation teachers/administrators training, and increased enrolment at the tertiary levels.

Ghana established the following: National Council for Curriculum and Assessment to improve the learning outcomes through school curriculum, assessment and reporting, they established the National Teaching Council to improve teacher professionalism and licensing, revamped and strengthened the PreTertiary/Accountability agencies, and the National Schools Inspectorate Authority to improve school inspection and supervision. Ghana also extended WIFI to tertiary and secondary institutions, and restored teacher trainee allowances. Other projects in the education sector included the expansion of infrastructure at all levels of education, expansion of library services for the best public library service in the world, and procurement and distribution of about 1,190 vehicles to senior high schools, district and regional education offices.

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BEST PRACTICES IN ACTION - 4 PRINCIPALS SHARE THEIR SUCCESSFUL STRATEGIES FOR SCHOOL LEADERSHIP

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Shaping a vision for academic success, creating a climate of hospitable education, cultivating leadership into others, improving instruction, and managing people, data, and processes.

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BEST PRACTICES IN ACTION

PRINCIPAL: SAIDU USMAN BABA SCHOOL: GOVERNMENT SCHOOL LAFIA LAFIA, NASARAWA-STATE, NIGERIA

As a principal, how do you shape the vision of your school for students’ academic success?

How do you cultivate leadership traits in others?

The vision of Government Secondary School Lafia is to

under me and they, in turn, have the heads of units and

produce scientists that will champion the course of our

divisions under them and the channel continues like that.

country. We discovered that most of the students in this

We believe everybody should be given a free role to play.

school have the intention of becoming great scientists, so

We also make sure we give appreciation for their

what we do first is we organize career days that bring

contributions.

science experts from different fields who share life experience with our students. This will, I believe,

Being the principal of the school, I have my vice principals

How do you create a climate of hospitable education for the students?

encourage, and inspire them toward academic success. As school principal, I also engage the science teachers to increase their science practical schedules. I requested the science teachers’ need to actualize the hands on activities of their major and they submitted their proposals, so we provided funds; all to realize our vision as a science college.

One strategy we have introduced is the idea of calling a meeting of teachers and students. It's an avenue that allows the students to express themselves; we call it the school hall meeting. We discovered that students began to speak out about their experiences in the hostel. We succeeded in creating freedom for our students in the school. Through that means, we get to know about the

How do you share successful strategies for leadership?

We faced certain challenges in our school at a time when teachers were not committed to their responsibilities. Even students did not really find pleasure in attending classes.

The first step I took was to hold meetings with the teachers, reiterating to them the role of our duties in setting good examples for the students. We were able to arrest the situation of students not being engaged in classes, so we ensured one of the two gates we have at school was locked so we were able to control the

developments in the hostel and use it as a feedback model for the school.

How do you manage school data and the processes they pass through?

In the past, it was paper and folders and of course, documents were getting lost. We created a different way of keeping the admissions register, so that it reflects the year of admission and the class. We have also opened up a website for the school where scores are uploaded, and parents can have access to them through the Internet. The world is evolving, and we must evolve with it.

rowdiness in the school. Because we realized that the principal and the vice principal cannot administer the school, we engaged heads of division in the school’s management. They supervise heads of departments while they, in turn, supervise the teachers. The feedback takes the same channel that we are able to track the activities of the teachers. Because we have large staff strength, we utilized a system where we type the time books departmentally with different columns containing days and

CONSIDERED FOR A COLUMN IN

time. This allows our teachers to clock in daily. Basically,

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we give the heads of departments the role of leadership

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BEST PRACTICES IN ACTION

PRINCIPAL: OVUOBA DONATUS OGORO SCHOOL: URBAN MODEL SECONDARY SCHOOL ABAKALIKI, EBONYI-STATE, NIGERIA

As a principal, how do you shape the vision of your school for students’ academic success?

How do you cultivate leadership traits in others?

Leadership is about shared responsibilities; one person

responsibilities. When you expose someone to

does not form the leadership of a given assignment. I have

responsibilities, you are training the fellow to be even

vice principals, administrative and academics, special

better than you. I have mentored lots of individuals to

duties, and others. I also have my departmental heads of

become principals through me. They underwent on the job

units. They have assigned responsibilities to actualize the

training under me, and they were finally picked as

vision of the school. I simply supervise the discharge of

principals. It is much the same with the students. As you

responsibilities. The issue of teacher’s class attendance is

educate the students, it is incumbent on you to toe the

under the vice principal academics, then the teachers’

line, exposing them to leadership roles by exposing them

attendance is under the supervision of the vice principal

to responsibilities. When they do not get a task right, you

administrative, while the heads of units will ensure that

simply correct them. For example, you need to delegate

teachers have lesson plans weekly and at the end of it all,

authorities to your vice principals and deputies and

I gather these things and they become school programs

observe how they discharge their duties. If they make

and policies.

mistakes, you correct them, so they are learning. Doing it

I cultivate leadership in others by giving them

all alone and not exposing others to the leadership routine

How do you share successful strategies for leadership?

is bad for the system because you cannot remain the leader forever. The issue of exposure is very key in administration because over time, some people under your

Strategy does not stand as a single method; it is

leadership as principal should be able to say many things

diversified based on the problem you intend to solve. For

were learned through you.

instance, handling human beings is not like handling files.

For example, if you want to handle files, they comply with whatever you want them to do. But human beings have individual differences, so you must have a diversified approach to problems of individual teachers and students.

From experience, I realize that you have to be able to approach teachers’ challenges with a human face.

Engaging the same approach to address every problem in a school will never work. Say for instance, a specific

How do you create a climate of hospitable education for the students?

I think of security, the school community must be assured of its security. It is when there is adequate security that both teachers and students will be relaxed, and the learning environment will go on uninterrupted. It is the responsibility of the head of an institution to ensure adequate security.

teacher’s attitude toward teaching. If a teacher shows a negative attitude toward work, you don’t just conclude or condemn them. You invite the teacher and find out what the problem is, then you will be in a better position to

How do you manage school data and the processes they pass through?

advise the teacher. It is after this advice that if the

We create files for each when admitted, containing their

specific teacher refuses to change that you begin to apply

personal and academic information. We also keep data of

corrective measures, like punishment. It is so with students,

all infrastructural facilities including instructional and

if a child is not behaving well, you probe into the matter

learning materials in file formats. About six years ago,

and find what the challenge is, that way you will help the

everything changed concerning the management of school

student and the system. These are measures we have used

data. We now use Excel application to record our students’

several times and it yielded great results. The first

data. It begins with the teachers and the heads of units.

approach and strategy remain that you probe into the root

The data are then passed onto either the Vice President of

cause of a challenge for both the teacher and the student.

Academics or administrative. They are the ones who will

After this, you can now advise or employ punitive

verify the information before we either send them to the

measures.

State Ministry of Education and retain copies for archival purposes.

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BEST PRACTICES IN ACTION

PRINCIPAL: VERA UBIUDODO SCHOOL: ZIVILAND SCHOOL IKORODU, LAGOS-STATE, NIGERIA

As a principal, how do you shape the vision of your school for students’ academic success?

How do you cultivate leadership traits in others?

I have over 30 years of experience in School

them tasks and responsibilities so I can assess and train

administration. We interpret and compress our vision into

them. We hold a lot of workshops where we train and

two words, responsibility and excellence. In everything we

prepare our teachers for the roles of leadership at

do, we combine excellence with responsibilities. We help

different levels. Most importantly, we assign

the students to understand that anything worth doing is

responsibilities to people and I supervise them through

worth doing well. When we assign tasks to our pupils, we

their completion.

instruct them to look for the best way to solve these tasks.

Also, when we recruit our teachers, we take them through our vision and mission with a series of seminars and

How do you create a climate of hospitable education for the students?

workshops to help them fully understand our core vision

For my teachers, I helped them realize we are all

because they ultimately are the ones who will narrow it

colleagues. I operate an open-door policy that gives

down to our students. We encourage the teachers to

teachers and students the opportunity to walk into my

incorporate the school vision into their personal lives so

office to discuss any issue. This includes personal issues. I

that it resonates practically in their teaching, which will

listen to them and then I counsel. In situations where I am

help them pass it down to the students. We encourage our

not able to offer an immediate solution to their challenges,

students to understand that every detail about them

I will schedule another meeting with them. When I observe

speaks about who they are. We help them realize that their

that in the following of their responsibilities, I need to

attitudes will determine their altitude in life. We tell them

correct them, I do so in love. I do not shout, because I have

that their attitude is the excellence part of their lives and

worked in a school where teachers become tense when a

that their altitude is their intelligence. With a disagreeable

director is around. Even though I am the director of the

attitude, they cannot reach their altitude. We train them to

school, I don’t address my staff as one, but I do as a fellow

keep their attitudes in check for them to reach their

teacher. That way, they will see the school as a home

altitude in life.

away from home.

How do you improve instruction and manage people under your office?

How do you manage school data and the processes they pass through?

Well, when I give the teachers or the heads of units or even

The school has a brand consultant, an I.T. specialist, who

the deputy directors, I guide them through it and I also

manages the affairs of the school online. We have a

make sure that at specific checkpoints, we review the

website where we upload data from each student in their

steps taken so far so that as a matter of need, we will be

individual folders. We update these folders to include

able to correct mistakes as they arise. I operate under the

students’ continuous assessment results and all types of

policy of leadership by example, and I am very much

information relating to an individual student. We pick the

involved in the day-to-day affairs of the school, so that in

information from class teachers and heads of units and we

essence, there is no gap. Our teachers have

assess them. I mean that all information and data

responsibilities of reporting at every stage of progress

concerning each student must pass through me before it is

made on all directives given to them. I also set reminders

uploaded. We have different packages so this website

for them to report back to me on specific tasks. I do this

where we upload students’ information is strictly for

because I realize people face challenges in carrying out

students and their parents to have access. We also have

tasks and they often stay silent. I don’t even sit in my office

another package that is popular on social media branding

waiting for them to come to me, sometimes I will check in

for the school. There, we develop the students’ oratory

on their classes. I also give them guidelines when I give

skills, and we use it as a platform to also develop the

directives because not everyone has the capacity or

students’ interpersonal skills.

comes from a culture of reflecting back on directives given to them.

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I lead by example. I had them watch what I do, then give

E.L. AFRICA | JUNE 2021

BEST PRACTICES IN ACTION

PRINCIPAL: KWAME OWUSU SCHOOL: ST. PETER’S SENIOR HIGH NKWATIA-KWAHU, GHANA

Ghana started its free senior high school in 2017 at the

Other administrative teams act in the absence of the

inauguration of the current government. As a result, school

head. At our staff meetings, I do the introduction and the

admissions have doubled in the last four years, giving

rest is for the admin team to take the staff through the

heads no option but to use due diligence in the allocation

demands of their offices. By the time the meeting is over,

of resources in order to achieve the desired academic

all areas in the school have been covered.

outcomes. In this write-up, I share with you what happens at St. Peter’s Senior High in Nkwatia-Kwahu, in the Eastern

Data collection and information is very crucial to us. All

Region of Ghana.

information, apart from having them in hard copies, is stored electronically and retrieved when needed. At the

There is no financial barrier to secondary education in

beginning of the dreaded COVID-19 pandemic, the schools

Ghana. As a result, every student must report to school

were operating with half the students. We reached out to

compulsorily on the day of reopening. We do this because

the students who are at home and study by zoom at any

we want the students to be in school making the maximum

time.

use of contact hours given to us by the Ghana Education Service. Having reported to school, it is mandatory to

In conclusion, we want to say enhanced academic

attend classes throughout the duration of studies. In fact,

outcomes are expected of every school administrator and

those who attend classes throughout the term have 10

we believe that by adopting some of the aforementioned

marks off their examination marks for free. Students are

strategies, we can manage our schools effectively and

also required to do all assignments and submit them to

efficiently.

teachers either by exceeding or meeting deadlines.

Examinations are compulsory for all students.

The government supplies some books to the students.

Parents are encouraged to complement the government’s efforts by buying additional books, tools, and materials, especially in the case of practical subjects, such as science. I have three other team members for administration, academic, and domestic. All of them report to me every fortnight at a management meeting where challenges are resolved and we pat ourselves on the back if we’ve done a good job.

SAIDU USMAN BABA

OVUOBA DONATUS OGORO

VERA UBIUDODO

KWAME OWUSU

At St. Peter’s I encourage a hospitable climate for all stakeholders. Students interact with their colleagues courteously. Junior students respect their senior counterparts and vice versa. No bullying of any kind is tolerated and students must obey teachers and teachers must treat students as in loco parentis. There is a staff meeting every first Tuesday of the month where we evaluate the job done during the previous month and discuss what is to be done in the next month.

The school communicates via WhatsApp with all parents to discuss challenges and resolve them. Every effort is made in the school to mentor leaders.

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DOES HUMOR HELP STUDENTS REMEMBER? BY: EMILY FALK

Students will talk in class about a funny sketch they saw online, but are they really learning about what’s going on in the world? What does research say?

Humor can be a powerful tool! Here’s something I wrote about the topic recently for Character Lab as a Tip of the Week:

My grandmother always opens our conversations with, “So, tell me something!”When I was a teenager, I often felt paralyzed, thinking, “What do you want to know?” But then I discovered a trick: I loved watching late-night parodies of the news like Saturday Night Live and The Daily Show, and I would repurpose their jokes to make her laugh. That motivated me to watch more carefully, so I could remember the details to share later—and even to consult other news sources for context.

Although some might consider watching comedy shows to be “wasting time,” recent research shows their value: Humor helps people remember information and makes them want to talk about it. When shown policy-related news with a punch line, young adults recalled the facts better and were more interested in sharing the information compared with those presented with straight news.

Why might this be the case? One possibility is that humor increases the social benefits of sharing—if you make someone laugh, you enjoy your time together more, and they might think you’re witty. And anticipating that reaction can encourage you to remember the information when you first see it.

Students learn information better when asked to teach peers, so if watching comedy gets them to talk about the news, it might help them learn more about current events in the process. To share a comic bit successfully, you need to know what’s going on in the world to understand why it’s funny—and why some topics and situations don’t lend themselves to joking.

Don’t think that because a show uses satire or parody, it isn’t teaching serious information about current events.

Do encourage the young people in your life to share what they are watching as a way to start a deeper conversation about what is going on in the world and in their heads—topics that otherwise feel harder to launch into from that initial “tell me something!”

Emily Falk is a professor of communication, psychology, and marketing at the University of Pennsylvania. She is also director of Penn’s Communication Neuroscience Lab and a distinguished fellow of the Annenberg Public Policy Center.

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E.L. AFRICA | JUNE 2021

From

the

National

Sleep

Foundation

IF A RACING MIND IS KEEPING YOU UP AT NIGHT, MEDITATION MIGHT BE JUST THE SLEEP AID THAT YOU NEED. HOW TO MEDITATE BEFORE BED The mind-calming practice can be done at bedtime—or anytime during the day—to help

fight fatigue

and

insomnia. By practicing relaxing, whenever you do it, you learn how to let go of the stresses of the day. Think of it like exercising a muscle that gets stronger over time. This allows you to tap into that same ready relaxation state when it’s time to say goodnight. In fact, meditation, the practice of intentionally quieting or focusing the mind, creates physiological changes that are similar to those that happen in your body during the early phases of sleep.

Your pulse slows, blood pressure drops, and stress hormones decrease. Being able to get to that state on demand means that you’ll have an easier time drifting off when you want to. There are a few different styles of meditation, and experimentation can – National Sleep Foundation help you to find the right fit for you.

MINDFULNESS MEDITATION The most popular form of meditation, mindfulness meditation involves simply paying attention to your body— and nothing else. You might become more aware of the sound of your breath or the feeling of the floor underneath you, for example. If your thoughts wander to your to-do list or something outside the present moment, just observe that and try to steer yourself back to being mindful without judging yourself.

CONCENTRATION MEDITATION In this type of meditation, focus your awareness on one specific thing. You could zero in on the flame from a candle or repeat a mantra out loud, such as “I am at peace.” For some beginners, having a point of focus is helpful in quieting the mind and relaxing fully.

GUIDED MEDITATION In guided meditation, you listen to another person who leads you through your meditation practice. An instructor might tell you to focus on relaxing your toes, then your legs, and so on—all the way up your body. Or he or she might lead you through guided imagery, asking you to imagine, for example, a beautiful, white sand beach with water lapping onto the shore. Guided imagery can also be used for performance. For example, an athlete might imagine herself mastering a technical skill, or an executive might imagine himself confidently delivering a presentation. You can do guided meditation with an individual coach, as a part of a class, or by using a recording. For recordings, search your local library, bookstore, or app store on your phone.

YouTube.com provides some free options, too.

MEDITATION CAN TAKE SOME PRACTICE TO MASTER, SO BE PATIENT. TRY STARTING WITH JUST A FEW MINUTES BEFORE BED, AND WORK YOUR WAY UP TO 15 OR 20 MINUTES A DAY.

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