Educational Leadership Africa Magazine | Issue 1

EDUCATIONAL

LEADERSHIP EL AFRICA MAGAZINE

LEADING THROUGH THE PANDEMIC A look at Cameroon, Liberia, and Nigeria

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JUNE 2020

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COMPLEMENTARY ISSUE

COVID-19 OFFERS A TEACHABLE MOMENT TO AFRICAN SCHOOLS PG.12

CONNECTING THE DOTS! DISTRICT LEADERSHIP PG.20

STEM LEADERSHIP PG.26

BALANCING PERSONAL & PROFESSIONAL LIFE PG.34

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EL AFRICA MAGAZINE

EL 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.

IN THIS ISSUE 05

Meet the Publishers

33

06

Leading Through the Pandemic

34

12

20 23 24

Balancing Personal and Professional Life: A Tale of an Educational Leader

COVID-19 Offers a Teachable Moment & Wake-Up Call for All Schools in Africa

18

Favorite Tech Tools

A Teacher's Take: Cameroon Adopts E -Learning

Connecting the Dots!

District Leadership

Sister Act: Nigeria Awards its 2019 Principal of the Year

What School Principles Need to Know About Curriculum and Instruction

39 40 43 44 46

26

STEM Learning with Technology

48

28

Technical Skills Acquisition

47

Ditching Detention for Yoga

More on COVID-19's Teachable Moments

Principal Spotlight

What of the Students?

School Feeding Programs: Providing School Lunches

Health & Wellness

School Accreditation: What is Your Rating?

Articles published in EL Africa are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent EL Africa positions. Endorsement by EL Africa of products and services advertised is not implied or expressed.

EDUCATIONAL

LEADERSHIP

EL AFRICA MAGAZINE

EDITORIAL & DESIGN

PUBLISHERS Dr. Ada Omile Dr. Frances Ufondu

CONTRIBUTORS K amal A. Ade y i n k a

EXECUTIVE EDITORS Dr. Ada Omile Dr. Frances Ufondu

R ev . Wi l l i am B aak o Dor een En on e Du n c an Gowe n Hat t i e Wu r eh Hu n de r F r an c i s L aba

WRITERS Temitope Mustapha

El i z abe t h L i en gu L y o n ga Nz e mek a Emman u e l Ol i s ah “ Ok os i s ” J ames L amber t On y ai t

Nnamdi Okosieme Chris Onwuka

A LETTER FROM THE PUBLISHERS EDITORS Samantha Boateng Hilary Fokwa

I t h a s b e e n a p o w e r f u l , e m o t io n a l a n d r e w a r d i n g p a s t f e w m o n t h s g e t t in g t h is in a u g u r a l e d it i o n o f E L A f r i c a o f f t h e g r o u n d . M a g a z in e - m a k in g is a t e a m e f f o r t . P r o d u c i n g t h i s i s s u e r e m o t e l y t o o k t r u is m t o t h e n e x t l e v e l ; a l l t e a m m e m b e r s d e v e l o p e d a d ig it a l w o r k f l o w t h a t m a d e i t p o s s ib l e . W e ’ d l ik e t o t h a n k t h e e n t i r e t e a m .

CREATIVE DESIGNER Chinenye Omile

W e a p p r e c ia t e a n d c o m m e n d t h o s e c o u r a g e o u s s c h o o l p r i n c ip a l s w h o s h a r e d t h e ir s t o r ie s . T h e r e i s v a l u e i n d i s c u s s in g s t r a t e g ie s a n d s h a r in g b e s t p r a c t i c e s .

T o o u r h u s b a n d s , c o n t r ib u t o r s a n d p a r t n e r s , w e s i n c e r e l y a p p r e c ia t e y o u r s u p p o r t a n d h o p e f o r c o n t i n u e d l a s t i n g r e l a t io n s h ip s . W e e n c o u r a g e m o r e s u p p o r t f r o m o t h e r o r g a n iz a t io n s .

EL AFRICA | JUNE 2020

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ABOUT

EL AFRICA MAGAZINE Welcome to the first issue of The EL 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 EL 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 EL 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.

Ada Omile Ada Omile Founder & Editorial Director

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EL AFRICA | JUNE 2020

The 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 Arts in Special Education, Master of Science in Computer & Information Systems both from Clark Atlanta University. She has over 26 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, an 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 EL Africa Magazine is designed to

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;

give educational leaders the tools to enhance and empower their teachers

demonstrating and understanding of curricular alignment to ensure

as they collaborate to improve

improved performance and designing, evaluating, and refining curricular

teaching and learning for students.

remediation programs.

EL AFRICA | JUNE 2020

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LEADING THROUGH THE PANDEMIC COVID-19 caused an unprecedented shift from classroom learning to remote.

Two principals share their experiences.

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EL AFRICA | JUNE 2020

Government Bilingual High School Limbe, Cameroon

LEADING THROUGH THE PANDEMIC

By: Elive Elizabeth Liengu Lyonga

On 18 March 2020, the Cameroonian government announced the closure of schools in response to the coronavirus (COVID-19) pandemic, as a measure to curb its spread. Once I received the news that morning, I knew that some of my students may not have heard it, so I contacted all of my administrative team. We met at school and waited for our students.

Surely enough, about 3000 students showed up that morning.

As the school head, I knew that I had to be very proactive, so I scheduled an impromptu assembly that morning, which was very unusual. I informed my

Elive Elizabeth Liengu Lyonga

students about the COVID-19 pandemic and explained the symptoms, which includes cough, “catarrh,” and fever etc. I then discussed the precautionary measures, including how to practice social distancing and how to wash their hands with soap for 20 seconds. I advised them not to shake

exam students’ study through the holidays in preparation for the exams, therefore my focus at the time was on those students that we are preparing for the standardized exams.

hands or give hugs and cautioned against engaging in any love affairs to avoid unwanted pregnancies.

So, since we now had some WhatsApp phone numbers, my teachers started using the basic WhatsApp for extended

It was very uncertain to me what was really happening, but I knew that I must prepare my students for the uncertainty. I was also thinking of the Upper 6, Form 5, Terminal, Premier, and Troiseme (4th year) standardized exams that were coming up soon. So, during that emergency assembly, I told my students to

learning and to send notes (typed/manuscript) to students in their WhatsApp groups; they also gave questions, which were analyzed, discussed, and treated in the groups. The teachers taught students exam techniques, including how to look for keywords in the questions and how to answer exam questions.

use this opportunity and continue to study at home.

Before dismissing them that morning, I asked all the

The teachers also use an audio format where they record

class prefects to collect the WhatsApp phone

their voice/questions and pose to their classes. For

numbers of their classes and urged my administrative

instance, a teacher will post a question and he will give

team to collect the phone numbers from the class

students a day or two to respond, discuss it and figure out

prefects.

the answer on the forum, and then the teacher will record audio response of the answer with explanations for and

I then assigned each vice principal a class, especially the vice principal of non-examination classes. For example, Forms “5A, B, C, or D etc.,” I created admin team groups which included the Vice Principal,

share with students to review. Students react on the forum by asking questions, and or responding to the questions posed. All this learning was only for the standard examination classes.

disciplinary Masters, class teachers, and students for these uncertain times. Again, I was very proactive and

At first, I thought that the closure was only for two weeks as

did all these by my intuition because I was unsure

the government first announced, but then, the closure was

what would happen next. Usually, the school goes on

extended indefinitely. When this happened, I had my admin

holidays toward the end of March for Easter holiday

team create WhatsApp groups for the non-exam classes.

and as we have always done. We usually have our

EL AFRICA | JUNE 2020

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The reason we were able to create this second group

Internet savvy, some were anti-Android. Once we started,

was because we have students’ personal information

there were teachers' complaints about students'

on file. But we encountered some roadblocks because

participation. Sometimes they had very low numbers of

some of the numbers were for “Choronko” phones-

students in a class. I encouraged my teachers to continue to

phones that do not have Internet access or are not a

reach out to students and (drop) post assignments because

WhatsApp number. To overcome this challenge, I told

most of the WhatsApp numbers may belong to parents,

my teachers to tell the students with WhatsApp

therefore, students may not join a synchronous or

numbers to seek out their friends and classmates and

Asynchronous class until the parents are home as students

collect WhatsApp numbers of their parents. From there,

can use the phones.

the class groups grew, and they had a good number of students in each class. As the news spread in the

Challenges faced by students:

community that this was happening, parents started

Some students and parents did not have phones with

sending their WhatsApp numbers by any means

WhatsApp numbers and therefore could not participate.

necessary to me or any member of my administrative

Students were very lazy and participation levels were

team. They also stopped teachers in town or the

low or nonexistent.

market, and supplied their WhatsApp numbers, and

Students started using the forum as a personal chat

gradually, the class lists grew.

room to socialize with their friends. This was quickly nipped by the Vice Principals who were enrolled in the

Just as teachers of exam classes were doing, the teachers of non-exam classes were also sending notes and voice instructions to their students. I followed-up with my administrative team on how the classes were going Monday through Friday. My admin team was also

classes and monitoring the progress. The students were cautioned and reminded that they will be penalized when school re-opens.

Students that tried to insult teachers on the forum were also reprimanded.

enrolled in the class groups, so they are aware of what teachers were doing in their group classes.

I prepared the report cards for pickup by parents/students the week of June 1st. It will be done in staggered schedules

I held my teachers accountable and let them know that

for instance, Form 1A on Monday and Form 1B on Tuesday

as a team, we will continue to educate our students as

from 9 am to 11am. The reason for starting at 9 am is

we do when school is physically in session. My teachers

because the upper grades (Upper 6, Class 6, and Terminal)

understood that their performance during this period

preparing for standardized examinations are back in school

will be reflected on their “Effective Service” form for

as instructed by the government, therefore, I want those

pay/promotion which I must sign.

students seated in their class before these non-exam students come by to pick up report cards. This provides

The grading of online learning was difficult. The education minister instructed the schools to use the first and 2nd term averages for the subjects to constitute the 3rd term average. The ideal average is usually 10 points out of 20 but the minister encouraged the school to promote any students with as low as 8 points out of 20 as a pass-mark.

social distancing measures for the students. On June 4th, the Form 5, Premier and Troisieme (4th year) will return to school to finish the academic year.

Measures for School Reopening General measures from the government are: Only students in the upper grades enrolled in the Standard exams will go back to school.

Challenges of E-Learning There were several challenges for both the teachers and the students. The electronic device issue from the teachers; E-learning is a new innovation, their first experience, some embraced it (picked up steam), others were hesitant about this new idea. Also, not all the teachers have Android phones and those that do not have one were not very willing to spend their money and purchase one. Also, not all teachers were

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EL AFRICA | JUNE 2020

Only 24 students per class; all students should be placed in the room for social distancing. I will make use of the 1,017 classrooms in the building.

We will thoroughly disinfect/clean classrooms, desks, offices, and the whole school, including manicured lawn before resumption. The cleaning will continue weekly basis.

I appointed a COVID-pandemic point of contact as directed by the government. In addition, I In addition, I selected three staff members to work

with the COVID contact person because my school

I will add these cleaning products to what I already have at

is large. Their job is to make sure that students,

school for daily and weekly disinfecting of my schools.

teachers, or anyone else entering the building has

Another important measure I have instituted is the

masks, will get their temperature checked using the

cancellation of our normal 30 minutes breaks from 11:00 am

infrared thermometer provided by the school. Any

-11:30 am when students go out and play soccer, other

high temperatures will be handled in a special way

games, buy food from the canteens, eat their snacks or do

because Cameroon is in the high malaria area and

whatever activity they want. Moving forward, no canteens,

high temperatures may not necessarily be COVID.

students will bring their food or snacks from home. The 30

In any case, any positive temperature will be

mins break will be shortened to 20 mins, this will be given in

referred to the main hospital.

groups at special times. The 57 streams will be divided into

I have placed washing points/locations all over the

sub-groups; the grand, middle and petite Lycee. Each

campus as well as buckets with taps and soaps.

stream is 24 per class maximum, some have 16 or 21.

I had plumbers install hand-wash basins (sinks) for staff and visitors. The minister for secondary education has supplied us with detergent, disinfectants, sanitizers, gloves, and laundry soap.

CONTRIBUTE TO EL AFRICA Would you like to be featured in a future issue?

Email elcgtraining@yahoo.com and tell us your story.

The minister for Secondary education was also very proactive about e-learning weeks into the quarantine.

The minister sent a communique through the regional Delegate of Secondary education calling on schools to start e-learning, because Principal Elizabeth was ready, everything fell in place.

Manuscripts should be no more than 2,000 words, including references, but may include additional supplemental material. Successful manuscripts are written in a tone and style appropriate for a magazine; are well-organized; clearly establish the

If you are an expert in education, please share your knowledge and experience with your fellow school leaders

purpose of the article; use specific examples—it is best to show, and adhere to the rules of grammar.

in EL 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: Reflective practices Challenges faced by principals EL Africa is your magazine — help make it an even more valuable resource by writing an article or passing these themes on to a colleague who has a great program or unique perspective.

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

A cover letter that indicates your intention to submit the manuscript to EL Africa magazine and stipulates whether the manuscript has been submitted elsewhere.

Contact information for each author: school and

Submission Guidelines

title, telephone number, and e-mail address.

Manuscripts should explore one theme or other topics of

A two-sentence author biography. The first

professional interest to secondary school principals.

sentence should include a current title, school and

Manuscripts are evaluated by ELCG/EL Africa magazine

email address; the condition sentence should

staff members and are judged on their relevance, interest

highlight key accomplishments or reinforce your

to principals, timeliness, originality, readability, and

authority in discussing the topic.

credibility. EL 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 informationInclude advice, resources, and examples Offer opinions on some topic of professional interest to principals

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, EL Africa will select file or stock art to enhance the article.

EL AFRICA | JUNE 2020

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Issac A. David Sr. Memorial School (IADSMS)

LEADING THROUGH THE PANDEMIC

Montserrado, Liberia By: Hattie Wureh Hunder

On Monday, March 16, 2020, the Government announced the indefinite closure of schools throughout the country. This meant that the administration, teachers, and students could not return to school. This news came after the celebration of the 52nd Anniversary of the school on Saturday, March 14, 2020.

During this event, funds were raised to help students

Hattie Wureh Hunder

whose parents could not afford tuition and everyone’s enthusiasm to return to school on Monday was increased.

It was not easy to get parents, teachers, and students to migrate from the traditional teaching and learning

With memories of the negative impact of the Ebola

process. The school’s priority was the safety of all parties

crisis on the teaching and learning process in 2014, we

while ensuring there was no halt in the teaching and

had to quickly adopt effective strategies to keep our

learning process. We could not just sit and wait the

students learning despite the physical barrier imposed

pandemic out. The school’s Board was proud of our plan to

by the coronavirus pandemic. We had to think of

migrate to online teaching and became involved in our

affordable, yet effective ways of maintaining the

mission to deliver quality service and education while

teaching and learning process in light of the high cost

observing health protocols.

of the internet in Liberia. Zoom would have been the best option, but its high data consumption made it less sustainable. Google classroom was a potential substitute, but it was challenging for the teachers to get accustomed to it. Fortunately, we had introduced e-learning for all students at the school from the beginning of the academic year. We realized that thesuccess of the online teaching and learning process was dependent on teachers and students being comfortable with the applications they were using.

Consequently, we all agreed to use WhatsApp.

Our first challenge was to get all the teachers acquainted with what was required of them. This took the dedicated efforts of the Vice Principal and the Coordinator of the Science Department. The second was to get every student in their class on the online platform with the help of the registrar’s office. One class was created for each elementary session from IADSMS Grade 1 to IADSMS Grade 6, where one teacher teaches all subjects. For Junior and Senior High with rotational teachers, each subject was given a room to limit potential chaos and senior administrators were added to each group to monitor their

With WhatsApp, we would be able to send and receive

activities.

text messages without Data. We created a chat room for all teachers to discuss our plans. We decided to use Google forms for some assessments while others would be done by students and sent directly to teachers’ emails or WhatsApp. We trained our teachers for several days, communicated with parents and students about our plans and launched our official online classes. Teaching was done through the use of voice notes and recordings, pictures, texts, pdfs, Word documents, and PowerPoint. These methods have been successful and have at times worked beyond our expectations.

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EL AFRICA | JUNE 2020

Many parents were skeptical of the initial changes. We had to slowly wean them off of their conservative beliefs in traditional teaching and learning processes. As we adapted to online learning, we prepared paper packets of weekly lessons with assignments for parents to pick up from the school. The registrar phoned every parent to inform them of the new arrangements and ensured that the telephone numbers we had in our records were WhatsApp numbers.

The phone numbers of students in high school were added to the different chat rooms while those of the

parents of the younger students were used. With time, all parties realized the importance of what we were doing and joined in to offer suggestions where needed to make it work. It took the consolidated efforts of the entire team to achieve what we did. The work of the teachers, parents and students was imperative in making process work.

THE IMPORTANCE OF A GROWTH MINDSET

Provision for Internet The provision of internet data for the teachers was also challenging. From the beginning, the teachers had to use their own resources to get internet data but in the long run, the school board along with the school administration started providing phone scratch cards regularly to each

Promoting a growth mindset is a popular strategy in schools, but does it work? A national study suggests that it does.

teacher.

We encouraged parents to use the money they would have used on transportation and feeding to buy internet data for

A brief, low-cost online module that teaches students that

their children. With regular school not in session and lock down preventing access to banks, some parents slacked on paying fees, making it difficult to pay the teachers. The Administration had to re-strategize the collection of tuition

intellectual abilities can be developed with effort was associated with improved

and fees from these parents to keep the school operational. Once parents were convinced that their kids would end the academic year and get a promotion, they were willing to make small payments.

grades among low-achieving secondary students and increased enrollment in advanced math courses.

Today all of our students are completing their 4th quarter after the successful completion of the 3rd quarter via online classes. We are proud that we could do that for them. It was a lot of work, but all worth it. Our success has enabled us

The effect was sustained over time when messages about

to advise schools such as the ELWA Academy, Pastor of Efforts Baptist School and the Deborah Kaye Moore Bee & Dee Model School on how they could emulate what we are

growth mindset were reinforced by students’ peers.

doing. We have volunteered our services for this great cause of educating our next generation and it has been exciting for parents, students and teachers. To God be the glory, all is not lost with the pandemic.

EL AFRICA | JUNE 2020

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COVID-19 OFFERS A TEACHABLE MOMENT AND WAKEUP CALL FOR ALL SCHOOLS IN AFRICA

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EL AFRICA | JUNE 2020

DAY WATERMAN COLLEGE

PRINCIPAL DUNCAN GOWEN Founded nearly 2 decades ago, the Day Waterman

As a marker of the school’s successful STEAM programs,

College is a prestigious private secondary school located

the students in Key Stage 4 won the Council of British

in Abeokuta, Nigeria. It is currently headed by Principal

International Schools’ (COBIS) Young Scientist

Duncan Gowen. Mr. Gowen has been in the field of

competition, with Key Stage 3 Schools’ (COBIS) Young

education for several years and has experience with

Scientist competition, with Key Stage 3 coming in second

various schools across Africa. The Day Waterman School

place, and Key Stage 3 won the COBIS Arts competition.

follows the Cambridge Curriculum (set by the University of

COBIS has around 300 members worldwide, yet Day

Cambridge) and is broken down into two ‘Key Stages’. The

Waterman displayed a high level of performance by

first is Key Stage 3 for students between the ages of 11

surpassing its competitors.

and 14. At this stage, students focus on General Studies including, math, science, language, and history. The

Like schools around the world, Day Waterman School has

second stage, Key Stage 4, are older students aged 14 to

been impacted by COVID-19 and was required to close as

16. This stage prepares students to take the International

part of lockdown routines. Despite the abrupt change due

General Certificate of Secondary Education (IGCSE)

to the pandemic, Day Waterman quickly adapted,

examination at the completion of the 2-year stage. Each

successfully continuing the delivery of instructions

student takes ten IGCSEs in subjects including: English

completely online. Collaborative (synchronous) learning

Literature, Chemistry, Geography, French, and Religious

was their priority, therefore they use Microsoft teams for

Studies, the compulsory religious studies take a humanistic

active teacher led instructions which were recorded for

approach where students learn about different faiths.

other students that were not able to participate for one reason or the other.

In addition to its core curriculum, Day Waterman College provides supplementary computer-skills training to its students to emphasize the importance of STEAM (Science, Technology, Engineering, Arts, and Math) education. Day Waterman particularly focuses on coding in the classroom and offers co-curricular activities including: Robotics, Coding, and Inventors’ Club. As a marker of the school’s successful STEAM programs, the students in Key Stage 4 won the Council of British International Schools’ (COBIS)

Day Waterman’s distance learning (DL) requires that each student has reliable access to smart devices, consistent network and electricity connection, and a supportive work environment. Most Day Waterman’s students come from affluent homes, so the requirements have posed few-to-no challenges to the student body, in fact, the students have adapted so well that some differences are not quite noticeable.

Young Scientist competition, with Key Stage 3 coming in second place, and Key Stage 3 won the COBIS Arts

The use of Microsoft Teams for DL allows classes to meet

competition. COBIS has around 300 members worldwide,

at set times several hours during the week, teachers take

yet Day Waterman displayed a high level of performance

attendance, and parents could join if they choose to. It

by surpassing its competitors.

also provides parents with the ability to stay updated with

EL AFRICA | JUNE 2020

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their children’s assignments, grades, and engagement levels. Though classrooms have moved away from inperson to online instruction, the school has not modified its curriculum or grading scales in order to maintain a sense of normalcy amongst the students. Day Waterman's use of Microsoft Teams at during this pandemic turned out to be very beneficial to all stakeholders. Parents could see the assignments that their children were working on; some parents were able to join in on live synchronous instruction on Microsoft teams and see engagement. Additionally, with the shift to DL, Day Waterman has encouraged parents to provide critiques as to make distance learning most beneficial to the community as a whole. Students’ safety and protection from online predators is very important to the school as they navigate DL therefore, they included digital citizenship as part of their curriculum.

Though distance learning has been quite successful, Mr. Gowen predicts that Day Waterman will reopen this August with a new set of guidelines considering COVID-19. Some of these new measures include; students’ arrival on different days, use of masks, hand wash stations throughout the school. Also, they will retain spacious 2 persons boarding rooms and reduce the 4 persons rooms to 3 in practicing social distancing; maintain the normal class sizes of 16 students, use timetables so students do not cluster in common areas; adopt one-way entry and exit paths around the school; have “staggered” lunch periods (different group at lunch at different times); clean the school twice a day using their contract cleaners; and supply teachers with classroom cleaning materials.

Day Waterman is looking at the Nigerian government’s decisions before making any definite plans regarding the upcoming school year but hopes to use recently reopened countries such as China and Denmark as guiding examples.

Day Waterman is an excellent school with rigorous programs and high-achieving students. It has successfully combated the impacts of COVID-19 thanks to the privileges of its students, parents, and staff. The school plans to continue to use the Distance Learning mode in the future especially for assignments. The school is truly unique and sheds light on the disparities between schools in Nigeria and around the world.

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EL AFRICA | JUNE 2020

SUPREME PILLARS COLLEGE Supreme Pillars College, located in Lagos, Nigeria, is a private primary and secondary school founded by Alhaji Akande Kamal Adeyinka. The school first opened its doors in 2002 and has been in operation since. Before opening Supreme Pillars, Mr. Adeyinka worked a variety of jobs all around Lagos and has over 25 years of experience in the field of education. He attended the College of Education in Ilorin and after the University of Ilorin where he studied Pure and Applied Mathematics.

After completing his National Youth Service Corps (NYSC), Mr. Adeyinka began his first teaching job at High Achievers Academy. He taught mathematics at the school for ten years, between 1994 and 2004.

Mr. Adeyinka bought the land for Supreme Pillars in 1996 but did not open the school until 2002. At the time he still taught at High Achievers Academy while trying to establish his new school. He began working at Supreme

ALHAJI AKANDE KAMAL ADEYINKA

Pillars full time in 2004 and has been there since. In 2005, Supreme Pillars received its accreditation and in

According to Mr. Adeyinka, “the quality of education is

2015, Mr. Adeyinka became the President of the Lagos

not dropping, rather it is improving” because of e-

State Chapter of the Nigerian National Association of

learning and distance learning. Despite the benefits, e-

Private Schools (NNAPS) until 2017. Mr. Adeyinka also

learning and distance learning pose their own

runs a poultry business on the side. As a former math

challenges. The greatest challenge currently is

student and teacher, himself, Mr. Adeyinka recognizes

accessibility, particularly accessibility to a conducive

the importance of STEM (Science, Technology,

work/learning environment for teachers and students.

Engineering, and Math) education.

Firstly, not all homes have smart devices, and secondly, power supply is inconsistent throughout the country.

"The school was caught unawares. We did not know that the pandemic would be so serious that the federal and state governments would impose a total lockdown on the entire country. Supreme Pillars college has been unable to adapt its classrooms for distance learning during this COVID-19."

In March 2020, their students were in the midst of exams and the school was given only three days to prepare for the sudden lockdown. Some students and staff who tried to come back to school grounds the next day were arrested by the local police and not allowed to enter

Supreme Pillars College

school grounds. Even if the school was prepared to offer distance learning, it would not be accessible to all of its students for a number of reasons. First, to “get involved in

He recognizes that infrastructure and qualified instructors are important in running a successful STEM program. Supreme Pillars has commendable science teacher and laboratories to give students hands-on biology, chemistry, and physics practice. Additionally, there is a space dedicated for math studies in the school as well.

online learning, you have to train your teachers and the teachers themselves have to let the students know what distance learning is about. Basically, you have to introduce it in school before you venture into it and this involves money”. Secondly, 20% of the parents own smart phones, which would be necessary for distance learning classes.

EL AFRICA | JUNE 2020

15

Mr. Adeyinka asked, “what will happen to the children of

While the impact of COVID-19 on students is

the 80 percent of parents who do not have android

insurmountable, a lesser represented struggle is that of

phones?” Also, how many of those parents with smart

teachers. Teachers already endure meager salaries during

phones will be able to give it to their child exclusively for

‘normal’ times, so this pandemic has severely impacted

a day of learning? Other challenges he anticipated was

their salaries. Since schools were caught unaware and

the attitude of the learners – “You know when you

forced to closed, teachers are temporarily out of work.

introduce something new to the learner, it takes time for

Mr. Adeyinka sympathizes with them, asking: “Teachers

him to adjust”.

are hungry, and you want them to pass messages to students?”. It’s quite a difficult situation for all parties

Parents are finding it difficult to cope with the current

involved and teachers bear the grunt of it. Though

pandemic. Many of them work full-time as artisans, civil

instruction at Supreme Pillars has temporarily ceased, Mr.

servants, and daily workers, so they are not able to

Adeyinka does his part by reaching out to the parents of

actively attend to their children. Also, many parents have

students, teachers, and staff to ensure their well-being

exhausted their minimal incomes and are trying to

during this crisis.

problem-solve for survival.

Post-COVID, Mr. Adeyinka expects to resume

“How do you begin to talk about the Internet or distance learning to these people? The children themselves are hungry and you asking them to come and learn. Is it possible?” asks Mr. Adeyinka.

examinations as soon as possible and help students pick up where they left off before the pandemic. He also hopes that “everyone - the Federal Government, state governments and individuals would have learnt a lot; we would have learned how to manage our house”.

Interviewer and Writer: Nnamdi Okosieme

COVID-19 has brought several other issues including homelessness and food insecurity. These issues are aggravated by financial instability faced by those in the lower strata of society. Mr. Adeyinka recognized that this pandemic has only exacerbated socioeconomic disparities: “the most economically challenged in our society will be more vulnerable in this crisis and the most advantaged are most likely to survive it without losing too much ground”.

16

EL AFRICA | JUNE 2020

A MUST READ BOOK FOR ANY CURRENT OR ASPIRING SCHOOL LEADER!

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EL AFRICA | JUNE 2020

17

A Teacher's Take: Cameroon Adopts E-Learning By: Doreen Enone Government Bilingual High School (GBHS) Limbe, Cameroon

A few years back, when fighting in the Northwest and

posed a major challenge, especially with the

Southwest regions of Cameroon forced schools to shut

examination classes in mind. So schools were advised to

down, most families were confronted for the first time

carry out online classes or distance learning to keep the

with having their school-age children sit idly at home. In

students working at home.

search of ways to prevent the children from getting “rusty”, many parents resorted to home schooling – a practice until then only known among a handful of adults who had not had the privilege of going to regular school. Being a History teacher myself, I soon found myself taking my two girls in History and Citizenship, while my husband who is a journalist, covered Language and Literature. We also hired two other teachers to help them in Economics and Mathematics. June soon came along and they tried their hand at the standardized General Certificate Exam (GCE) exam – just to see. It turned out that the adventure paid off. What started off as a mere place-holder activity ended up with both girls

Consequently, telephones, computers, and television which many have always blamed for distracting the children from their studies, now became the most invaluable props in distance learning. My daughter’s school, which has always prohibited students having mobile phones, now sends them revision notes through the social media platform, Whatsapp. The Cameroon Radio Television, CRTV, has been broadcasting a season of assorted lessons, connecting its studio and our homes into one national virtual classroom. And it is not limited to CRTV. Private TV channels have joined the bandwagon.

passing the exam with flying colours. But also contributing to this success was something I had not paid attention to.

In yet another aspect of distance learning, school administrators and teachers create Whatsapp groups of various classes to which they add all the students. The teachers take turns to teach and discuss with their

My sibling in the US had sent tablets to the children, and my husband had introduced them to a website called the Khan Academy (online tutorial) where they give graded lessons on a wide range of subjects. And so in the quiet of our little home, my children had begun grappling not only with homeschooling but also with elearning. And who would have guessed that less than two years later, distance learning would become a nationwide phenomenon?

students following a prescribed timetable and with the following positive outcomes:

The teacher continues covering the syllabus.

The teacher does revision of work already done, through question interpretation and answers. The teacher poses the questions and asks the students to interpret and propose suitable answers. This is then corrected by the teacher. Here we use most often past GCE questions. The students also pose their own questions for the teacher to help with the

It came as a response to the outbreak of the global COVID-19 pandemic, which forced governments to impose nationwide confinement, physical distancing, and the shutting down of schools. The school shutdown was envisaged for about thirty days, but when this time span elapsed without the disease abating, the government decided to cancel the Third Semester of the 2019/2020 school year for non-examination classes from Primary school right through to university. This

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EL AFRICA | JUNE 2020

interpretation and answer.

The students work among themselves even in the absence of the teacher.

In some schools, in addition to the online lessons, the teachers write out the lesson notes, give assignments and revision questions and deposit in school. Parents are called upon to collect for their children, do the assignments and return to school for evaluation.

The beauty of this form of learning is that it ensures that

breaking down physical walls and bridging thousands of

the content is of acceptable quality. The teacher is

miles digitally. One snag of this system, however, is that,

exposed to a nationwide audience including the

like most high-tech facilities, it is only available to those

children, their parents and educational authorities, and

who have access to the Internet and Television. If the

so cannot put any mediocrity on public display. Other

plan were to completely replace the physical classroom,

teachers watching are also challenged to spruce up

this snag could be very easily overcome. The cost of

their own content and methods. Talking about methods,

bridging the digital gap is nothing compared to that of

the teachers are seen to simulate a live class,

building and equipping schools. The two regimes will

addressing invisible students, thus mixing a little dose of

have to grow side-by-side, meaning, among other

comic relief into the lesson - which lightens up the

things, that many teachers will have to look for different

learning atmosphere.

jobs in future.

Distance learning as it is now, came to Cameroon with

A main danger that lurks with regard to distance

the COVID-19 pandemic but it is most unlikely that it will

learning is that Cameroon sleepwalked into it, and could

go away with it. Many say the world will never be the

easily allow actors in the sector to freewheel their way

same again even after the pandemic is gone. Distance

into total chaos. It is therefore time for the government

learning is certainly one of the changes that have

to come up with a well-thought-out and sustainable e-

manifestly come to stay. The technological advances

learning policy in this regard, knowing that failing to

which have made it possible are sure to keep growing,

plan is planning to fail.

EL AFRICA | JUNE 2020

19

CON N E CT I N G T H E D OT S !

D I S T R I CT L E AD E R S H I P

HOW DID YOU BUILD CAPACITY WITH PRINCIPALS AND VICE-PRINCIPALS? Under my leadership, I introduced the following innovations for growth and development of our education system: Professional Learning Frequent Quality Assurance Supervision of Instructions School Administrators Internal Meeting School Leadership Examination for Aspiring Principals Reactivated School Libraries and Science Laboratories Disciplined Leadership Style

Nzemeka Emmanuel Olisah “Okosis” discusses what he did as a district leader to improve the education system which yielded results.

Committed to Staff Development & Continuous Learning Under my leadership, I introduced the following innovations for growth and development of our education system: Professional Learning

Before I retired in 2019, I served

"I had interest in quality education."

as the Executive Secretary of the Post Primary Schools Service Commission and the Executive Chairman of Anambra State

Frequent Quality Assurance Supervision of Instructions School Administrators Internal Meeting School Leadership Examination for Aspiring Principals Reactivated School Libraries and Science Laboratories Disciplined Leadership Style

Universal Basic Education Board (ASUBEB) in Anambra State,

Nigeria. I started my career as a classroom teacher after completion of my BS honors in Chemistry from University of Ibadan, Post Graduate Diploma in Education from University of Nigeria Nsukka, and progressed to reach the apex of my profession, a renowned Principal of many secondary schools including Christ the King College Onitsha, Nigeria. In all the schools I taught, I left indelible and unparallelled legacies.

Professional Learning Trained and Re-trained School Administrators; Organized Seminars/Workshops As the Executive Secretary of Post Primary Schools Service Commission (PPSSC) from (August 2008 – December 2012) and ASUBEB from (December 2012 – September 2018), I ensured that most of the principals, if not all, attended seminars and conferences, notably the Mandatory Continuing Professional Training (MCPT)

I introduced several reforms which have enhanced teaching and learning to the extent that students of secondary schools in Anambra State came first in West African Senior School Certificate Examination (WASSCE) for three (3) consecutive years (2012, 2013, 2014) and students were recognized nationally and internationally. As an excellent administrator, I improved discipline and productivity among staff. All teachers in the State are now computer literate and have access to Laptop computers, which I made possible for all schools.

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EL AFRICA | JUNE 2020

organized by National ANCOPSS in the six geo-political zones of Nigeria. This was to increase participation of all principals in sharing ideas and discussing ways to effectively develop our schools and its activities to achieve desired results. I did this because I found out that many of them were wallowing in lack of knowledge as to the rules of the game. I created opportunities for frequent seminars and workshops for head teachers/principals to discuss difficult topical issues for

more effective teaching and learning. Also, I

this kept them abreast of the needful in the administration of

introduced Teachers’ Forum/Staff Forum as an

schools.

atmosphere for better interactions on how to improve the system.

Organized Annual Retreat I organized a 3-day in-house retreat for school administrators, which was the first of its kind at the beginning of each school year. At the retreat, the rules and regulations guiding the education system as contained in these 3 documents: Public Service Rule (PSR), Teacher’s Service Manual (TSM), and Handbook on School Administration and extant circulars were clearly discussed and worked with. Other issues pertaining to effective administration of schools were also dealt with, which made teachers work a lot easier.

Also reviewed at the retreats were reports from external examination bodies (West African Examination Council and National Examination Council) regarding students’ strengths and weaknesses.

Introduced Information and Communication Technology

Also, with the introduction of written headship examination, oral interviews and ICT compliance test, headship appointment became strictly based on merit. Also, with the introduction of the ICT test, they became ICT compliant with many of them purchasing and using computers in managing school records and information retrieval/dissemination to other staff, learners and the community.

Reactivated School Libraries and Science Laboratories I ensured that each school had a functional library where relevant books were stocked, and students had access. I oversaw that science laboratories were refurbished because “one can never underestimate the role of well-equipped libraries and laboratories in enhancing teaching and learning in schools.” The Principals and Vice Principals saw the importance of these and eagerly worked with me to achieve results. Under my leadership, Petroleum Trust Fund and some philanthropists in our various communities donated books and library equipment to schools to augment government effort.

(ICT) I organized mandatory ICT training for all qualified ICT

Disciplined Leadership Style

teachers. I understood the importance of technology in

Serious disciplined leadership style was second to none as I

education and how developed countries around the

made the school administrators adopt the style which helped

world has made technology part of education,

them to pin stubborn and truant teachers and learners to the

especially in making teaching and learning easier and

rules and regulations guarding the teaching profession. These

more productive

innovations and reforms enhanced teaching and learning to the

Frequent Quality Assurance Supervision of Instructions Prior to my coming on board, schools were supervised once a year which did not produce any good results. They held meetings with these school administrators, where they appealed

extent that at the Post Primary School levels, my administrative input and supervision of instruction culminated to Anambra State leading the pack in West African Senior School Certificate Examination (WASSCE) for three (3) consecutive years (2012, 2013, 2014).

to their consciences and understanding to the importance of improving on the existing exercise to achieve the desired goals.

In conjunction with the principals, I introduced termly clinical supervision of instruction using quality assurance indices which really committed the teachers to the business of teaching and we recorded good learning outcomes.

HOW DID YOU BUILD CAPACITY WITH PRINCIPALS AND VICE-PRINCIPALS? Established School Based Management Committee (SBMC) There is no way the government will attend to every need of our schools. So, I created the School Based Management

School Administrators Internal Meetings

Committee (SBMC) to enhance community participation in

Regular and interactive meetings between principals and

guiding, monitoring, and managing development of our

assistant principals were also part of their strategies to build

schools. This shows the school administrators need to involve

capacities in these administrators. These meetings prepared

some well-meaning individuals in their communities to

them for effective management of staff, learners, parents and

contribute in developing the school through the SBMC. This has

the entire school community. Every school was advised to hold

tremendously improved learning outcomes and reinforced the

Parents Teachers Association (PTA) meetings once every term

relationship between schools and communities.

with minutes of such meetings submitted to the Commission Headquarters. People were free to make positive contributions and opinions.

School Leadership Examination for Aspiring Principals Headship examination was introduced, and this helped in curbing bickering among head teachers on who should head which school or not. With the introduction of written headship examination, the head teachers’ knowledge was updated, and

I met a seriously dilapidated basic education school system on assumption of office that he did not know where to start to reform the system. It was more challenging to say the least, many of the head teachers were not knowledgeable in the job but readily available for improvement, although with much difficulty on his part. The school learning environment was nothing to write home about as nothing attracted any parent and pupil to the schools other than that it is a cheaper alternative.

EL AFRICA | JUNE 2020

21

Teacher Evaluation

The State government did a lot to provide the necessary

The head teachers were introduced to and mandated to carry

infrastructures and learning materials. Also, some wealthy

out internal supervision (an exercise where the school

individuals supported schools in their locality because the

administrators supervise their teachers) and record their

government could not do it alone.

observations. They equally hold post supervision meetings to discuss their strengths and weaknesses as well as proffer ways

School Security

to improve on them. These were done before the clinical

Primary school head teachers/principals were asked to liaise

supervision by local government staff and staff of the

with the community leaders and vigilante to help guard the

headquarters. They kept duty roasters, lesson note/plan

school especially the learners and infrastructures. Security men

roasters, supervision roasters and other relevant statutory

were engaged, and they helped to check truancy and loitering

records at strategic places in their offices for easy access

among learners in the community. They also guarded the school

whenever needed, which made school administration easier for

after school hours and during the holidays. Defaulters were

them. Teachers keyed into the system having known that

reported to headquarters for proper handling.

absenteeism and lateness to school were no longer business as

Aesthetics of the Learning Environment

usual.

To improve on the aesthetics of the learning environment, the

Teacher Lesson Plans

primary school head teachers/principals were encouraged to

Teacher lesson plans were modified using learner-centered,

plant flowers/ornamental and economic trees in their schools

activity-based, experimental, and improvised methodology.

and use the profits for minor repairs in schools.

Dress Code I introduced a dress code for all staff because they are the role models to the learners. Prior to this, they did not dress professionally to work. Now, the teachers are good role models

Other Notable Successes

for students. The school now makes it a point to supervise how

Opened new schools in line with Universal Basic

students dress at school. Now our schools look better.

Education (UBEC) goal of bringing schools

Teacher Absenteeism Teachers were used to being absent from schools. They went to school on any days they felt like and were even clustered more in urban schools; with the rural schools (hard-to-reach schools) left with one or two teachers. School infrastructures were in short supply and the overall learning environment was messy in almost all the public schools. I introduced mandatory regular and punctual attendance to school for all staff and provided “Early-bird” and “Late” attendance registers in schools which the head teachers were compelled to summarize and submit monthly to the headquarters as a check on teachers. Equally of note, “On – the – Spot” register was introduced to check continuous stay of staff in school. These yielded good return rates as lateness, truancy and absenteeism to work were drastically reduced because defaulters always got punished.

closer to learners.

Built schools in the worst terrains or hard to reach areas in the State.

Constructed new classroom blocks to decongest overcrowded classrooms especially in rural areas.

Handled massive infrastructural development and school renovation.

Introduced Teachers/Staff Forum.

Conducted staff promotion arrears and ensured payment of all promotions and allowances.

Ensured timely payment of pension and gratuities.

Constructed Anambra State Universal Basic Education Utility Hall.

Rationalized Posting of Teachers to balance

School principals were encouraged to report teachers with misconduct to the headquarters for disciplinary action in line with the rules.

the teacher/pupil ratio.

Worked for the State Government in provision of Flying Boats and Water Ambulances in hardto-reach areas.

Restored Science/Igbo Teachers and other

Student Attendance

allowances that were removed since 1992.

Learners were checked at the morning assembly and

Turned our learners to World Beaters by

commensurate punishments were meted on defaulters. These

frequent supervision to cover syllabus.

made parents/guardians to wake up from their slumbers and help

Our teachers won Presidential

their children attend school regularly and on time. The community

Teacher/Administrator’s Award for two

was impressed and many parents/guardians withdrew their

consecutive times.

children from private schools to public schools.

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EL AFRICA | JUNE 2020

NIGERIA'S 2019 NATIONAL SECONDARY PRINCIPAL OF THE YEAR

SISTER ACT

Award: Rev. Sr. Veronica ONWUADI of Maria Regina Model Secondary School in Nnewi, Anambra State, Nigeria was awarded the All Nigeria Confederation of Principals of Secondary Schools (ANCOPPS) “best principal administrator for the senior secondary” in 2019.

REV. SISTER VERONICA IFEOMA MIRIAM RONA ONWUADI, PH.D.

ANCOPPS is a professional organization that seeks to honor the principal who goes beyond the daily responsibilities of their position to create an exceptional education environment through dedicated leadership.

The Award recognizes outstanding secondary principals who have succeded in providing high-quality learning opportunities for students as well as demonstrating exemplary contributions to the profession.

Through Rev. Onwuadi's leadership, Maria Regina secondary school excelled in all school Quality Assurance Indices. The students excelled in reading, writing, and comprehension, and achieved outstanding performances in Standardized external and internal examination e.g. National Examination Council (NECO) and West African Examination Council (WAEC).

She activily involved her School Based Management Committee (SBMC) for school improvement plans.

A gift from President Buhari of Nigeria.

EL AFRICA | JUNE 2020

23

WHAT SCHOOL PRINCIPLES NEED TO KNOW ABOUT

CURRICULUM

AND

INSTRUCTION

BY: GENE BOTTOMS

Educational accountability has changed nearly everything. Superintendents and local school boards no longer can be satisfied with principals who simply place teachers in the classroom, provide textbooks and get students to attend school. Increasingly, schools and school leaders are being judged on their progress in teaching most students to the standards that only the “best students” were expected to meet in the past. This means that future school leaders must have in-depth knowledge of curriculum, instruction and student achievement.

What do school leaders need to understand about curriculum and instruction?

Leaders need to know enough about assessment to be able to lead teams of teachers who are working together to develop grading guides and common exams.

School leaders need to understand the “big ideas” that

Assessments can help teachers measure their own

should be taught in the core curriculum. They do not need

effectiveness as well as the amount of student learning.

to be experts, but they should know enough to determine whether students are being taught the body of knowledge and acquire the skills that they are expected to learn in the

What do school leaders need to know about instructional practices?

core curriculum. Also, school leaders must have a grasp of

School leaders should have a working knowledge of

the knowledge, skills and understandings that students

research-based, student-centered instruction, such as the

need to gain from career/technical courses and electives.

Socratic method, project-based learning, cooperative learning, research studies, integration of technology into

Leaders should know enough about state and national standards in academic courses and elective fields of study (such as fine arts and practical arts) to help teachers

instructional strategies, and integration of academic and career/ technical studies. They need to understand the conditions that will enable teachers to use these methods.

identify the most important standards. In other words, leaders need to know that “covering everything and learning nothing” does not work. They need to be able to help teachers identify the things that students should learn in greater depth.

Leaders must be able to recognize whether teachers are using instructional strategies effectively.

They should know how to help teachers learn new instructional methods, how to gauge the amount of time it

Leaders need to know how to distinguish between a

will take for teachers to master new techniques, and how

regular language arts course and a college-

to “network” teachers as they implement new approaches.

preparatory/honors language arts course. Students in college-preparatory courses are expected to do more reading and produce higher-quality work. Leaders should end course leveling and get the faculty to teach most students the key concepts from the college-preparatory curriculum.

They need to understand the amount of time it takes to plan effectively. Good instruction requires good planning.

Teachers who are expected to teach higher-level content to more students need time to devise ways to connect what they are asking students to learn with what these students have learned or experienced in the past.

Leaders must understand literacy. Reading, writing and speaking are “learning tools” that are essential across the

School leaders should know enough about teaching and

curriculum in academic courses, fine arts courses and the

learning to be able to identify teachers who are doing the

practical arts. Leaders should be able to recognize

best job of raising student achievement. Why do students

whether teachers are advancing students’ literacy skills

learn more in these teachers’ classrooms? Exemplary

and requiring students to use these skills to learn in all

teachers can deliver “model” lessons and invite other

courses.

teachers to observe instruction in the classroom.

Leaders need to know what students are supposed to learn and the standards they are supposed to meet in

School leaders must understand the school and classroom

determining whether teachers’ exams and assessment

conditions that contribute to higher expectations. They

guides are appropriate to measure high school and

need to be able to recognize whether such a “culture”

middle-grades work.

exists in a classroom and to assist teachers (through mentors or other

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EL AFRICA | JUNE 2020

approaches) to expect more of students.

What do school leaders need to know about organizing a school for greater student learning?

It may be necessary to create small “learning communities” in which teams of teachers from the core academic subjects and fine arts or practical arts work together to teach a group of students. Leaders should be able to build

Successful leaders know the value of providing a “mentor” for each new teacher during the first three years. These leaders assign the “best” teachers as mentors and schedule a series of “learning experiences” for new teachers. Too many high schools — particularly lowperforming schools — fail to support and encourage new teachers during their induction period. As a result, teacher turnover at these schools is high.

an organizational structure that will allow teams of

School leaders must be willing to make follow-up an

teachers to connect what they are teaching and to

integral part of staff development. Teams of trained

develop ways to make learning more meaningful to more

teachers should be allowed to try new strategies, refine

students. This type of school reorganization, which

their skills and share their knowledge with other teachers.

emphasizes the belief that it is possible to teach more students at a higher level, is particularly effective in lowperforming schools. It tends to energize young teachers and create opportunities for new leaders to emerge.

How can school leaders balance the pressing need for ongoing school improvement with the heavy demands of non-instructional issues and emergencies?

Many non-instructional situations are the result of low-

Leaders need to be able to create an organizational structure that promotes higher achievement. They can assign a team leader, a department chairperson or an interdisciplinary leader to head each team of teachers.

Team leaders should be teachers who have “bought into” the concepts of higher standards, better teaching and more advanced learning. Principals need to meet continuously with their team leaders to sustain the focus on curriculum, instruction and student learning.

What do school leaders need to know about supporting teachers with continuous opportunities for growth and development?

Effective leaders provide opportunities for teachers to strengthen their subject-matter knowledge while learning new research-based, student-centered instructional strategies. The best staff development combines content knowledge and instructional methods.

Certain experiences will help teachers change their beliefs about whether students can learn advanced materials.

Successful principals arrange for teachers to talk with employers about workplace requirements, to interview former students who had to take remedial courses at colleges and universities, and to visit schools that teach advanced materials to all students. If teachers do not have such experiences, they may not understand the need to change and may not realize that they can teach more

quality instruction and the school’s inability to teach all students equally. Successful principals lead teams composed of assistant principals, team leaders, department heads and others who share a common point of view on raising student achievement. The principal should focus the staff on the important things: teaching challenging content, engaging students in learning and constantly seeking ways to raise achievement. Principals cannot delegate the tasks of creating the vision and maintaining the focus. They must perform the vital function of communicating the school’s goals to teachers, students, parents and the community.

School leaders need to know how to delegate effectively and to involve school teams in an overall effort to change what is taught, how it is taught and what is expected of students.

Leaders need to understand how to use data to promote higher standards and the viewpoint that “effort matters.”

Leaders who make data-driven decisions can produce powerful changes. Teachers who have access to disaggregated data will have a difficult time arguing with the numbers. However, the leadership preparation programs at many universities contain traditional statistics courses that fail to address data collected from real classrooms or focus on student assessment, school attendance, dropout rates, college entrance test results and program evaluation.

students to higher standards. Outside experiences can

Many strategies are available to improve instruction:

deepen teachers’ subject-matter knowledge and suggest

raising expectations, providing demanding content,

ways to connect classroom activities to the real world.

planning staff development, forming study groups and promoting team participation in conferences. School

School leaders must decide that all students will be taught at a higher level. Until then, some teachers will never understand the importance of teaching advanced content to most students. Once the decision is made, principals

leaders must be the “chief learners” and the models for higher performance. It is not enough to know “what works.”

Leaders must know what is needed now and what will be needed in the future to make continuous improvement.

should make it possible for teachers to learn new instructional strategies designed to involve students in

Gene Bottoms is senior vice president of SREB and founding director of High Schools That Work.

learning.

EL AFRICA | JUNE 2020

25

STE M SCIENCE - TECHNOLOGY - ENGINEERING - MATH

LEARNING WITH TECHNOLOGY BY: DR. OMILE & DR. UFONDU

Schools are rapidly developing science, technology,

Given the growing popularity of STEM, it’s understandable

engineering and math (STEM) programs in order to prepare

that schools may want to jump on the bandwagon and

their students to be the employees of tomorrow. At some

quickly commit to an initiative. Unsurprisingly, these

schools, STEM education is being incorporated into the overall

bandwagon attempts often fail without the necessary

classroom curriculum in all grades, while others are creating

research and planning. A thought-out mission and road-

courses designated for STEM learning in only upper

map are key to growing a successful STEM program.

grades. Though some headmasters may think that STEM learning

STEM should be integrated to work with the current

is only appropriate for the upper grade students. This idea is not

curriculum. Use STEM to augment class projects and enrich

true, students in elementary education can engage in STEM

them; integrating project-based learning helps to create

education also.

learning that is more meaningful for students. Effective STEM programs are those that are integrated directly into

In STEM education, students gain mastery of key subjects and

the curriculum in the classroom, rather than skills and

much more. Science, technology, engineering and mathematics

concepts taught in isolation.

workers play a key role in the sustained growth and stability of

STEM should not be restricted to a specific grade or age.

Africa's economy, and are a critical component to helping the

Experience has shown that STEM programs are applicable

countries win the future. STEM education creates critical

to students from all age groups, from Basic through

thinkers, increases science literacy, and enables the next

secondary school. While these can be sophisticated topics,

generation of innovators. The students in STEM programs apply

children get them.

technology to real-world problems and engage with scientists

STEM programs require technology and funding.

and business partners. Provision of these programs in some schools in Africa may be hindered by lack of resources or adequate funding, unless it’s a private school. Therefore, it

Important STEM skills to teach in school:

seems as if STEM education disproportionately benefits affluent

Critical Thinking. Early on in their education, students must

students. But any school can try to offer STEM programs as

learn to define and approach problems from many different

much as they can and improve them as time goes on.

viewpoints and analyze every possible solution, as well as anticipate the consequences and outcomes of each option

Students that engage in STEM education learn how to:

before taking action.

Promote scientific inquiry and engineering design

Analytical Skills. It’s important for students to develop

Develop skill sets that transfer across career sectors

skills to analyze data sets and to understand how they

Foster critical thinking skills and the ability to persevere

relate to other data, systems and processes. The ability to

through complex tasks

synthesize and interpret complex information from multiple

Engage students in their local community in ways that

sources is a huge indicator. Students need to be able to

connect learning to the real world.

make a decision not just based on what they think or feel, but on scientific data that supports the best solution. It

Steps to a successful secondary STEM program design:

doesn’t matter whether you go on to a career in STEM or not—you need to know how to use data to make informed

Knowing where to focus time and attention when getting

decisions in your life.

started can mean all the difference between a solid program and one that fades after a couple of years.

Problem Solving. Efficiency and value are paramount for

Understand the importance of the program and create your

students who want solutions that use the smallest amount

school’s specific STEM Mission.

of effort to the greatest effect and are able to solve multiple issues at the same time. How would students go about solving a hypothetical problem? This exercise tells us whether they tend to layer on

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EL AFRICA | JUNE 2020

whether they tend to layer on complexity or distill a problem down to its essence. Students should be able to demonstrate the ability to devise the simplest yet most effective solution.

Collaboration. No student is an island, so it’s critical that

List of Possible STEM/Technical Classes that Schools can Implement

students develop skills they need to be team members who can work with others toward a shared goal. Recent college graduates may not have extensive work experience to demonstrate this ability, but they can share a story about a

Information Technology & Computer Science

time when they were part of a high-performing team or group at school or elsewhere. It is important for students to

Engineering Studies

understand how well they will relate to and collaborate with

Computer Integrated Engineering

others in the workplace.

and Design

Communication. You may be a rock star in your technical field, but you’ll be at a major disadvantage if you aren’t

Cybersecurity Computer Advanced Networking

able to communicate your ideas. Students should learn to convey complex ideas to people of varied backgrounds.

Computer and Digital Animation Biomedical Technology

Creativity. Creativity can be simple and complex at the

Introduction to Health & Medical

same time. We don’t always teach to think outside of the

Sciences

box. You have to look at a problem from a different perspective sometimes. Teachers can nurture this by asking

Medical Laboratory Technology

open-ended questions. In math and science, you can show

Practical Nursing

different models so students get varying ideas of how it

Pharmacy Technology

might look to bring together one idea. Or don’t show a model at all and leave it a little open-ended so they have to

Radiology Technology

come up with a solution on their own. Ask: ‘Why do you think

Business, Marketing or

this is?’ Reflecting and explaining what they did to solve a

Entrepreneurship Education

problem can foster creativity and teach collaboration.

Administration of Justice

Adaptability. It’s almost impossible to stay up to the

Television Production and

minute with all of the skills and systems you’ll need to be

Moviemaking

effective as you move from college to career, or when you

Veterinary Science

land a job at a new company. What you can do is show how you have gained knowledge and new abilities quickly in

Graphic Communications

past positions, and offer evidence of continual career

Culinary Arts

development, such as recent education, certifications,

Cosmetology

promotions and training courses.

Fashion

Social Responsibility. Students should share society’s

Interior Design

values and demonstrate consistency with those values in

Service Technology

their decisions, their actions and the way they work with others.

Auto Collision Repair Technology Welding

Balance. Employees who have a passion outside of the workplace are more productive and more satisfied with

Construction Heating, Ventilation, and Air

their work, as well as more physically healthy. We love it when job applicants use these types of activities to

Conditioning (HVAC)

demonstrate qualities we’re looking for, such as teamwork, leadership or perseverance.

Reference: https://www.engineeringforkids.com/about/news/2016/february/why-is-stem-education-so-important

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TECHNICAL SKILLS ACQUISITION IN UGANDA & NIGERIA

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JAMES LAMBERT ONYAIT SPEAKS CANDIDLY ABOUT TECHNICAL SKILLS ACQUISITION FOR SECONDARY SCHOOLS IN UGANDA

JAMES LAMBERT ONYAIT Mr. Onyait is the current principal of Nebbi Town Secondary School in the Nebbi Municipal, West Nile and was the Headteacher of Raymond Vocational Secondary School, 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

PROMOTING TECHNICAL SKILLS IN UGANDAN SECONDARY SCHOOLS IS A KEY ASPECT OF SUSTAINABLE DEVELOPMENT & PARTNERSHIPS ARE NEEDED.

students. He has an MBA and BA in Education and holds a certificate in Counseling and Guidance services (1st class)

The school has two curriculum programs consisting of

from Makerere University.

Uganda Certificate of Education (UCE) assessed by Uganda

As a former principal of a school that is focused on

National Examinations Board (UNEB) as well as non formal

providing Career and Technical Education (CTE) or

and Level 1 vocational skills programs funded by the

Technical Skills acquisition, their goal is to prepare young

Directorate of Industrial Training (D.I.T). Students at the

people for productive futures by providing technical skills

school were mostly Ugandans, but they also had East African

and empowering families including the rural men and

refugees from Rwanda, Sudan, and Congo.

women in Uganda. The school prioritizes career guidance

The secondary vocational classes/programs offered are:

with emphasis on skill acquisition at all levels using the

Computer Skills

most effective pedagogy. The school also educates

Agriculture/Farming

students to gain employability skills, meet their individual

Hairdressing & Cosmetology

career aspirations, and eventually apply the acquired skills

Brick Laying

London England for a teacher

in productive engagements at the end of the programs.

Concrete & Building construction

exchange program where he

Introduction of these vocational training in schools is part

Management

championed skills for 21st

of achieving the Ugandan SDG goals. They have 700

Carpentry

century education for global

students, between 13 and 18 years old. The school provides

Metal Fabrication/Welding

2 meals daily to students.

Tailoring & Design

THOSE IN LEVEL ONE MUST HAVE TAKEN THE PRIMARY SEVEN EXIT EXAMINATION TO BE ELIGIBLE TO GO ON TO SECONDARY LEVEL.

In 2015, Mr. Onyait was at the Deptford Green High school

needs.

Each program has levels 1, 2 and 3. At the end of level 3, students receive a certificate of completion from the DIT. For the 2018/2019 school year, about 75% of their students received the UCE.

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29

JAMES LAMBERT ONYAIT SPEAKS CANDIDLY ABOUT TECHNICAL SKILLS ACQUISITION FOR SECONDARY SCHOOLS IN UGANDA They also have an adult literacy program which enrolls the rural and illiterate parents/older adults who want to continue their education to gain skills and knowledge to support their children. The school enrolls about 40 women and men older than 30 years who learn how to read, write, compute arithmetic, and or be financially literate each school year.The school conducts training workshops for teachers at the beginning of every school year to ensure quality and improve teaching and personal development of teachers and nonteaching staff. At the end of the programs, the school supports the students/trainees with initial capital to set up their business. For example, those trained in Poultry business skills, will receive about 2 dozen chickens. When the chickens start laying eggs the trainee repays the cost of the chickens in installments until paid in full.

Lambert with some learners at Deptford Green London School on British Council connecting classrooms exchange teaching program.

AT THE END OF THE PROGRAMS, THE SCHOOL SUPPORTS THE STUDENTS/TRAINEES WITH INITIAL CAPITAL TO SET UP THEIR BUSINESS The Non-Formal Vocational Training is a special program for boys and girls who have dropped out of school before completing either Primary Seven or Senior Four but are interested in learning a practical skill. At the end of the six to twelve-month program, students receive a certificate in their skill. This is in line with the Government white paper (GWP 1992) on education expectation to optimally utilize

The Resident District commissioner , LC3 and the Military visit our computer lab at Mubende.

human, physical, and financial resources in the provision of affordable quality education and in a bid to make teaching & learning cost effective. The school also has extra- curricular activities that students can participate in: football (soccer), netball, basketball, tennis, volleyball, and other indoor games. They also have elective courses in Music, Art, Dance, and Drama.

Although the whole region lacks a school like where he previously worked, Mr. Onyait is looking forward to introducing the technical skills acquisition in his current school. He has plans to involve the community or partner with organizations because he sees it as “shooting two birds with one stone”.

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EL AFRICA | JUNE 2020

DIT assessors for Non formal classes.

AT JA'EN MODEL SCHOOL STUDENTS ATTEND THEIR NORMAL CLASSES FROM MONDAYS TO WEDNESDAYS AND ON THURSDAYS AND FRIDAYS THEY CONCENTRATE ON TECHNICAL SKILLS By: Temitope Mustapha

In the Gwale local government area of Kano, in Northwestern Nigeria, lies Ja’en Model Special Primary School (SPS), a school with unique assets designed to give students their best opportunities. Head Teachers Abba Shuaibu Muhammed and Hajiya Abu Sulaiman both lead some of the school’s innovative training programs, garnered to provide the students with useful technical skills. Technical skills are quite important to Ja’en that even the school’s administration is broken down into two: formal and technical. This also impacts the school’s schedule in which “students attend their normal classes from Mondays to Wednesdays and on Thursdays and Fridays they concentrate on technical skills,” according to Head Teach Sulaiman. Ja’en’s technical education is also unique because of its special offerings for female students. Head Teacher Sulaiman who oversees the Girl Child Centre (GCE) outlines the GCE’s special trainings.

Though Ja’en is a mixed school for both boys and girls, the GCE is only for female students. At the GCE, girls are trained on “how to use sewing machines, how to make soap, and how to make perfume,” says Sulaiman. The girls are also taught to make bags from recycled materials such as cement paper bags. Currently, the GCE has 150 students, but has trained 300 students in total. Funding is quite necessary to keep such a program running. The School Based Management Committee (SBMC), which provides Ja’en funding, allocates a percentage of the money for the GCE. This allows the GCE to buy materials for its training programs. Due to the size and nature of the program, funds are not usually enough, so the GCE must occasionally limit training to just sewing classes. According to Sulaiman, “to combat our limited funds, we first teach them how to use the cement paper bags to sew, then torn articles of clothing, and so on."

In addition to the GCE training, Ja’en Model SPS offers Agriculture and Horticulture training to its students. Before oil was discovered in Nigeria in 1956, agriculture was the country’s largest industry and continues to remain a large part of Nigeria’s economy following oil. Head Teacher Muhammed believes that Agricultural training will help the students be “self-reliant”. The structure of this training is as follows: students learn the theoretical aspects of Agric in the classroom and are then taught to apply these concepts in real life at the gardens around the school compound. Specifically, students are taken out to the Ja’en school garden to “actively engage their minds, hands, and tools in the practice of agriculture,” says Muhammed. The students are also encouraged to practice

Abba Shuaibu Muhammed

agriculture past the school compound and in their own homes. “They know from the practical aspect that when they plant vegetables in their home gardens, their parents will not have to buy any from the market,” says Muhammed.

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31

STUDENTS LEARN THE THEORETICAL ASPECTS OF AGRIC IN THE CLASSROOM AND ARE THEN TAUGHT TO APPLY THESE CONCEPTS IN REAL LIFE AT THE GARDENS AROUND THE SCHOOL COMPOUND.

Like the GCE, Agric training is funded primarily by the School Based Management Committee (SMBC). This body is made up of community members, head teachers, and parents in a collaborative effort to ensure that the students’ best interests are put first. The students also grow flowers and sell them and the grown produce to the SMBC and community to supplement their limited funds.

Ja’en does receive some government funding, but it is typically insufficient, so it relies on the SBMC and the surrounding community. Ja’en Model SPS is quite a special school, receiving visits from government officials and national board members who have recognized the strengths of their training programs.

In light of COVID-19, both Head Teachers emphasized the need for more resources to ensure that students still have the opportunity to hone technical skills while observing proper social distancing procedures. In the case of the GCE, Sulaiman hopes to acquire more sewing machines to accommodate the girls following safety protocol.

Before COVID-19, Ja’en offered morning and afternoon classes to accommodate more students in smaller, more focused class sizes. With COVID-19 measures in place, Muhammed states that new classrooms will be put to use to comply with social distancing measures.

Ja’en Model Special Primary School and its Girl Child Centre are doing necessary work to provide their students with technical skills for successful futures.

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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.

EL AFRICA | JUNE 2020

33

BALANCING PERSONAL AND PROFESSIONAL LIFE:

Tale of an Educational Leader

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A PERSONAL PERSPECTIVE FROM AN EDUCATIONAL LEADER Dr. Frances Ifeoma Ufondu Nee-Okafor Assistant Superintendent Business Services Palmdale School District, California, USA

Almost everyone recognizes the importance of work-life balance. However, the issue for most is how to create the balance. Unfortunately, literature has not found a single set of strategies that work for every individual. However, some professionals do provide a comprehensive set of tools and strategies that individuals can consider as they seek their respective balance. In this article, I will be sharing my personal growth and advancement into my current role as an experienced and seasoned educational leader. I will take you from where I started as a student, my career ladder as a teacher, and my advancement into educational leadership. I will also share my struggles, including some shortfalls and lessons learned along the way as I navigated my way through building my career as a wife, a mother, a grandmother and currently an Assistant Superintendent of Business Services in a large School District in California.

The struggle to find a balance between my personal and professional responsibilities always reminds me that we can’t confuse having a career with having a life.

Growing up the daughter of a teacher and an entrepreneur in the 1960’s, I was greatly inspired and influenced by my mother, who was a teacher and a father who knew the value of education. As the sixth child in a family of eight, I did not lack role models to look up to. I completed my elementary education in Aba and attended Abbot Girl’s Secondary School for my secondary education in Nigeria. I wasn’t a “bookworm”, but I was very grounded in my studies and had a balance between my schoolwork and social life in college. I graduated with excellent grades and was admitted immediately to University of Nigeria Nsukka to do Bio-Chemistry, which was my first choice. As destiny may have it, I switched my major to Vocational Home Economics Education that led me into the field of education and a discovery that I was meant to be an educator. I graduated from University of Nigeria Nsukka and went on to complete my National Youth Service Corp in Benin. My first posting and teaching assignment was at Idiah College in Benin. It was a very fulfilling and rewarding experience and it propelled me to my role today as an educational leader.

Only when we begin to align around the critical viewpoint can we

Whether you are a parent, educator, school administrator, a school board member, a funder, or an education advocate, you have a challenge to relinquish dogma and ideology and reframe the endless debate over public education through the perspective that matters the most: that of our children.

hope to end the debate and finally advance the field of education for all children. This belief moved me into pursuing a Masters degree in Educational Administration from University of Benin, Nigeria. Upon completion, I did not have the opportunity to work in the Nigerian Education System before I moved on to join my husband in the United States in the early 90s.

As life may have it, with my commitment to making a difference in the life of children, I continued with my aspiration as a teacher and an educator. I started teaching for the Palmdale School District

EL AFRICA | JUNE 2020

35

in Los Angeles County, California. I taught different grade

that you will never be able to do it all, and that it is

levels and eventually decided to obtain my Administrative

actually OK! It is not about doing it all, it is about doing

Credential after making the decision to make a greater

the best you can with what you have.

impact on the lives of students.

So rather than constantly feeling guilty and stressed in my I became a Curriculum Resource Teacher and a Professional

pursuit for balance, I focused on doing the very best I

Development coach for a year before completing my

could everyday with the time I had and was

credential program. This led to my first leadership role as an

understanding of my husband and family.

Assistant Principal. serving at two different schools with a high number of students “at promise” and families with low socio-economic status and making significant academic growth and improvements, I was promoted to a principal in my district. As a principal, with three young children, - seven, five and four years respectively, I decided to embark on my doctoral program in educational leadership to fulfill a promise my husband made to my Dad. I didn’t know what I was thinking looking back now to those years. One of the questions I am asked the most is,

“How do you do it? How do you balance work life and home life?” The honest answer is, “ I don’t know.” Finding a workbalance is about setting priorities and managing time.

I completed my doctoral program after five years in Organizational Leadership from University of La Verne, California, with a dissertation in “Skills Required by Principals to Effectively Implement the Public School Accountability Act”. In addition, my daughters were advancing in their academics and doing very well in school and a husband who has been very supportive

Our perceptions, attitudes and assumptions often shape the

through the period of my studies.

expectations we have for ourselves. The most important thing I did before embarking on these multiple journeys was talking with my family and significant other, Mr. Eric Ufondu.

My rock, my partner, my friend and beloved husband. Much of the stress about work-life balance is a result of tension with those we care about the most. Talking about the issue and being open to finding solutions helped lessen the stress at this time in my life.

I did not do it alone and no one can. For five years, I battled the guilt of not being able to do it all, especially during the period we took care of my sick mother. I juggled being a working mom, trying to be an excellent administrator, wife,

Through my educational journey of serving students at all levels and emphasizing access and equity, I practiced shared and servant leadership, modeled high expectations and system approaches to ensure all students are engaged in rigorous learning.

and trying to complete my doctoral program. The word “balance” caused me tremendous stress because it felt like an unattainable dream that I would never be able to achieve. In the process, I forgot to take care of my health and personal needs. All this stress with a healthy helping of guilt. All working parents have the added burden of the never-ending guilt. When you are at work you feel guilty for not being home. When you are at home, you feel guilty of not being at work. Then one day you finally accept the fact

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EL AFRICA | JUNE 2020

Several years later with a strong sense of professional commitment and pride- and a tendency to stick to my principle of doing it for the kids- despite the resulting impact on my well-being, I took a promotion to the district office as a Coordinator of State and Federal Programs. This placed me in charge of the district’s State and Federal Programs, Parent/Community Outreach and the Gifted and Talented Education (GATE).

Three years later, I was promoted as the first Director of the

But several studies show that a poor work-life balance can

Local Control Accountability Plan (LCAP) for the district

result in unhealthy levels of stress, unhappiness, and even

where my duties cut across all departments and schools to

reduced productivity. In my thirty years as an educator and

ensure increased academic achievement for all students. I

educational leader, I would like to share five specific ideas

worked with stakeholders to develop the district LCAP plan

that have helped bring a little better balance into my life:

and created a school environment that improved student engagement and learning.

I have very high energy, a drive to get results and the ability to inspire and motivate others.

Set Priorities: I finally figured out what my priorities in life were, not what I think they should be. Ask yourself, “If I could only focus on one thing in my life, what would it be?” Think about your patterns and your aspirations. Values and beliefs shape our actions and

I also enjoy creating programs that build student voice and

impact our personal set of experiences.

leadership. I led the establishment of the Palmdale School District Student PROMISE Ambassador Program and the

Set Realistic Goals: Set priorities and manage your

ultimate election of a Student Board Member. My

time well. This is the point where you have to talk to

knowledge about Local Control Funding Formula (LCFF),

your family, your supervisor at work and also include

budgeting, strategic planning and stakeholder engagement

time for yourself. Schedule downtime, cut out things

led to a nomination to work with state leaders in designing a

that don’t add value to your life and avoid negative

template to help redesign the State’s Local Control

people that suck your energy by simply telling them

Accountability Plan. I was awarded the Palmdale School

you are too busy being happy to swim in their

District 2016-17 Central Office Leader of the Year.In July of

negativity and then avoid them like a plague.

2017, I was named the Assistant Superintendent of Business Services for the Palmdale School District after serving as the Interim Chief Business Officer for seven months. And so it continues, it has taken me many hard lessons and years to figure out that I need to block out time on my calendar for my family up front or I would never have it open. This level of leadership requires different types of time management and balance as you practice directive leadership.The directive leadership style usually means that you require the employees to follow organizational policies and guidance and to accomplish set out strategic goals. With a work-life balance solution in mind as I managed the district business under five departments including; Fiscal Services, Transportation, Technology, Child Nutrition, Facilities/Maintenance and Operations for a school district with over 19,000 students, it was my responsibility as a pacesetting leader to encourage creativity and productivity by practicing a work-life balance in my work day. As a leader, you have to lead by example and practice what you preach.

Manage Work-Life Balance: Even with realistic goals and understanding of your own values, managing the balance can be a huge challenge.

Advice from experts include; building time for yourself, identifying a mentor, talking with a coach or a friend, making boundaries clear, talking with your partner, paying attention to sleep, exercise and diet, stop doing some things that you don’t have to do, and delegate some duties. At this level of my career, I sometimes think I should do everything or respond to every request, but I have realized that Ihave directors in my five departments who can do some of the work and do it even better than I can. I am now comfortable empowering others, building their leadership capacity and expanding the capability of my team members.

Communicate: In the absence of communication, others are left to form their own opinions and make their own judgments. It is very important to always communicate with your partner or significant other,

In today’s busy world, and in addition to working online amidst the COVID-19 pandemic, prioritizing between your work and your personal life can be a huge challenge.

your children and finally your supervisor. Keep your calendar very close to you, at home and at work. Keep both weekly and monthly schedules that include time for your priorities, including family activities, doctors appointment, work schedules and personal interests.

Always keep a sense of humor and understand what you can control and what you can’t.

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37

Take Five for You! We always forget that part of lifework balance is taking time for ourselves. Women are especially bad at this. We are worried about everyone else that we forget about us. Everyone – men and women - need a little time each day just for them: time to read a little, time to watch a favorite movie, time to take a bath once in a while, go to the spa or take care of your garden. No matter what you choose to do with your five minutes, it needs to be a time that is just for you. Meditate. Write in a journal. Pray. Just take the time for you - it will make you a better person to the ones you love.

There will still be a strong sense of professional commitment and pride, and a tendency for leaders to stick to their existing ways of working despite the resulting negative impact on their well-being. Joanna Barsh and Susie Cranston in their book “How Remarkable Women Lead” suggest that we stop aspiring to achieve a work-life balance, and instead seek to establish a “managed disequilibrium”. A managed disequilibrium acknowledges that there are times when work will be dominant in our lives and take up the majority of our time, imposing on our lives beyond and outside of work. I agree with the approach that recognizes there will be occasions when we need to put in a lot of hours, stay late and work weekends, but also that these need to be made up for at other times with the disequilibrium tipping the other way – towards our lives outside and beyond work.

“Women, in particular, need to keep an eye on their physical and mental health, because if we’re scurrying to and from appointments and errands, we don’t have a lot of time to take care of ourselves. We need to do a better job of putting ourselves higher on our own to-do list.”

- Michelle Obama

Accepting that the demands of leadership result in disequilibrium, rather than striving to maintain a consistent balance between life at work and life at home will reduce the pressures that many feel. I hope these ideas will help a little bit. On March 11, 2020, I was presented with an “Outstanding Leadership in Education Award” for dedication and devotion to helping students achieve excellence in education by the California Association of African-American Superintendents and Administrator. This topic of balance is one that I have struggled with my entire life and I certainly have not figured it out, yet. But I am improving every day and that is what is important.

Reference: Joanna Barsh, Susie Cranston, & Geoffrey Lewis (2011). How Remarkable Women Lead: Breakthrough Model for Work and Life. Newyork, NY: Crown Publishing Group.

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DITCHING DETENTION FOR YOGA SCHOOLS EMBRACE MINDFULNESS TO CURB DISCIPLINE PROBLEMS

Students who misbehave in school understand that when

The new form of discipline has led to fewer students

they get into trouble, punishment is inevitable. For some,

skipping out on detention, and the yoga program also

that punishment comes in the form of after-school

begun to draw interest from students who were unlikely

detention.

to be referred for behavior reasons. Demand became so great that the school added an extra day for students

In the Denver Public School System (DPSS) in Colorado,

who wanted to join yoga as a club activity.

USA when students misbehave repeatedly, they are assigned to a new after-school activity—yoga.

This idea of schools moving efforts to foster positive school environments seems to be finding favor with the

DPSS’s alternative discipline is part of the school’s

public because many educators and civil rights

efforts to embrace social-emotional learning and

advocates have been pushing policymakers and schools

reflects the growing trend of K–12 schools to cultivate

to turn to alternative discipline.

school environments that are attuned to the social and emotional well-being of its students. One way they are doing so is through the use of mindfulness-based interventions in an attempt to tackle the reasons behind the disobedience. students were taught mindfulness skills and encouraged to restrain themselves from participating in inappropriate behavior by stopping,

The DPSS believe that using meditation as alternative discipline can go beyond teaching students breathing, it can also reduce stress and trauma through the practice of meditation according to them, alternative discipline can build trust between students and staff that traditional discipline can fracture.

taking three deep breaths, observing themselves and others, and proceeding positively. The mindfulness practice seems therapeutic.

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39

MORE ON COVID-19'S TEACHABLE MOMENTS

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EL AFRICA | JUNE 2020

CPL LA GARANDERIE SCHOOL His proudest moments are when he notices

for most of our students to work far away

that students are interested in the lesson

from their teachers and being connected

topics and when the results are better

by a phone or computer. So, most of the

after examinations.

time the students were playing on the devices or doing other things of interest

Monsieur Laba said the COVID-19

instead of learning and the worst is “the

pandemic offered a teachable moment and a wakeup call for schools in Africa. He said that the school closures as part of preventing the spread of the pandemic

absence of the parents” during this online learning.

According to Laba, there are some lessons learned from the pandemic:

was good, but they brought “unprecedented disruption.” To continue

FRANCIS LABA

1. He suggests that educators should be

working with their students, they embarked

prepared at all times - referring to

on some sort of distance learning to save

readiness to migrate to online learning

their senior students, those who must

with necessary technology to back it up

Francis Laba is a senior teacher at the

participate at the standardized national

“CPL LA GARANDERIE,” a private school

examination “Brevet d’Etude du Premier

located in the North-West of Lomé, Togo

Cycle…O’level” (BEPC). He had 56 students

problems that must be addressed to

capital in a small district called Djidjole.

in his class; the teachers used computers

avoid such a situation being caught

The school has both primary and secondary

for those that have devices and WhatsApp

unawares like it did a few months ago

levels with about 400 students. He has

for extended learning. They sent notes

when then the nation was shut down

been at the school for 12 years. Monsieur

(typed/manuscript) and questions to

for quarantine. He thinks that Africans

Laba is also a school supervisor. His duties

students in the WhatsApp groups, which

should develop strategies that work for

include creating the academic schedules

were analyzed, discussed, and treated in

them instead, we must not copy

for teachers and students, the schools’

the groups. The teachers taught students

European “decisions blindly” forgetting

times table of events, and serving as the

exam techniques, including how to look for

that we don’t have the same level of

discipline administrator.

keywords in the questions and answer

2. Schools in Africa have serious

development.

3. School authorities must equip schools

exam questions.

He teaches English, Ewe, and French. As

with necessary sustainable

an English teacher, he provides students

Monsieur Laba noted that the pandemic was

many opportunities to promote their

a “calamity” because it is the first time

infrastructure that can support distance learning.

English language skills acquisition. One of his instructional strategies is to have students use the slate to write keywords during reading comprehension exercises, and later use those keywords in different sentences or find the synonyms and antonyms. He encourages his students to read a variety of books to help them to have conversions and improve their

Would you like to be considered for a future article on "Using Data to Inform

mastery of English language. For higher (Upper) classes, he organizes student

Instruction"?

debates, reading competitions, class presentations or dialogue films, and involves them in research. The class presentations help his students with their

Email elcgtraining@yahoo.com and tell us your story!

speaking skills and to overcome the fear of speaking in front of an audience.

EL AFRICA | JUNE 2020

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PRINCE PEDRO PRIVATE SCHOOL A simple Google search will bring up multiple articles about the bold, honest and vibrant Chairman of the Awutu Senya East Municipal branch of the Ghana National Association of Private Schools (GNAPS), Reverend William Baako.

REV. BAAKO IS THE PROPRIETOR OF PRINCE PEDRO PREPARATORY SCHOOL AND AN ADVOCATE FOR ACCESSIBLE EDUCATION. Prince Pedro is a private school that seeks to promote a safe, orderly, caring, and supportive environment that will drive its students towards success in life. Prince Pedro achieves its mission by fostering a strong community comprising teaching and nonteaching staff, students and parents. The school focuses on academic excellence; embraces modern technology and consistently upgrades teaching and learning materials.

The school's curriculum is based on the National Council for Curriculum and Assessment's

REV. WILLIAM BAAKO

(NACCA) prescribed curriculum by the government of Ghana.

Due to COVID-19, Ghana placed itself on lockdown and schools were required to close down. While some schools have been able to operate online despite the pandemic, a number of schools have been negatively affected. Prince Pedro is one of the affected schools because of the challenges associated with e-learning but the school administration continues to reach out to parents and students of the school to check on their wellbeing. The temporary closure of schools during the pandemic affected most private schools because, without school fees from parents who themselves have been affected financially, teachers were not paid.

As a leader of GNAPS, Rev. Baako was among those who advocated for private school proprietors to receive some funding from the Ghana Government. As a result, in May 2020, the government instituted a stimulus package to reinvigorate private schools and to give them funds to continue paying teachers and meet other needs to keep these schools open. Though the schools have applied for the stimulus package, they are yet to receive the funds.

Through Rev. Baako and other leaders of his like, GNAPS has requested that the government fumigate private schools in the country as they have not been included initially in the fumigation exercise funded by the government, just as they are doing for all public schools. The request is also demanding for private schools free Personal Protective Equipment (PPE) which include face masks, and cleaning supplies like “Veronica Buckets” and hand sanitizers, in anticipation for the reopening for final year students of all secondary schools on June 22, 2020. He additionally organized suppliers to supply infrared thermometer guns to all GNAPS members in the Municipality, advised members to purchase them in preparation for the reopening of schools and attached a training video for members on how to use the thermometer guns.

Over the years, Rev. Baako has worked tirelessly to improve, not only Prince Pedro Preparatory School, but also GNAPS as an association. As a GNAPS Municipal Chairman, he actively collaborates with the Ghana Education Service. He acknowledges and appreciates the positive contributions of Mr. Boamah, the Municipal Vice Chairman of GNAPS, as well as Nana Darkyehene, Mr. Edward Sackey, Mr. Abubakar, Prof Dr. Bright Honu and some members of MUZOE who work with him behind the scenes for improved benefits and progress of the association. He has helped member schools to procure buses and acquire loans from banks, organized workshops for members, and increased membership of the association.

Rev. William Baako has pledged to fight for GNAPS and private schools in Ghana saying, “I have GNAPS at heart and will therefore continue to serve”. He said that he has popularized Kasoa. Reverend Baako - a School Proprietor, GNAPS leader and education advocate - continues to appear on the local TV stations urging the Ghana government to continue to increase investment in education as children are the future of Ghana and the world.

Quite recently Rev. William Baako was appointed as the National Assistant Public Relations Officer of GNAPS by the National Chairman Dr. Damasus Tuurosong in recognition of his immense contributions in projecting the image of the association.

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EL AFRICA | JUNE 2020

The Central Region is looking forward to hosting the GNAPS National Conference in August, a bid the region won by Rev. Baako's dynamism.

PRINCIPAL SPOTLIGHT Mrs. Augustina Ebele Atuchukwu Mrs. Augustina Ebele Atuchukwu is the current President of Anambra State branch of All Nigeria Conference of Principals of Secondary Schools (ANCOPSS), and the Principal of Ichi Community secondary School, Ichi Anambra State, Nigeria. Prior to that, she was the principal of Utuh High School, a rural secondary school in Nnewi. She has a wealth of practical skills and experience in secondary school administration.

Her accomplishments include: A facelift to Utuh High School Increased student’s enrolment from 140 students to over 400 students in 7 years Established good school community relationship that attracted renovation of a five classroom block with an office, road construction, fencing of the schools, equipping of laboratories with science equipment, donation of textbooks and exercise books by a philanthropist and Utuh town development Union women wing Lagos branch, renovation of principal’s quarter by some members of the community and private individuals.

Set up a School Based Management Committee to help interface with the members of the community and get them involved in the education and wellbeing of the students.

Augustina's Hobbies:

Reinstate student’s participation in standardized external examinations at all levels.

Reading, Travelling, Writing, Cooking,

Mrs. Atuchukwu is an organizer and facilitator at training seminars for

Volunteer work,

teachers, church associations and other organizations. She is also a

Farming, Sports

marriage instructor and counsellor of the Catholic Diocese of Nnewi Anambra State, Nigeria.

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WHAT OF THE STUDENTS? By: Samantha Boateng Gbawe CP, located in proximity to Central Accra is home to the New Gbawe Cluster of Schools, a group of government schools for students from KG to Junior Secondary School. Within this school alone, there are around 7,000 students who share crowded classrooms and overworked teachers. Gbawe students, like many across Ghana and throughout the world, have been mandated to stay home for the remainder of the school year.

In this age of technology, schools across the world have opted towards digitizing classrooms. Teachers provide lessons online and students still have the opportunity to learn, though they may not have the fully immersive experience of physically being at school. While it is not ideal, it’s at least a step for those who are privileged enough to have such access.

For students from prestigious private schools, online education poses little-to-no problem as they likely have internet access, a device of their own, and probably even a suitable working environment. For most students in Gbawe and many public school students in Ghana, the conditions are less favorable. Many of these students do not have internet access, an internet-accessible device, or a suitable home working environment. Should a student be able to attend online lessons, teachers from these schools are not equipped with adequate materials to pursue such a course.This does not only affect primary and secondary schools, but also post-secondary institutions with high government funding.

For the duration of the lockdown and now that some lockdown measures have been loosened, there has been minimal conversation surrounding the impacts of the virus on the students until recently. Students in public schools are already set behind their peers in private schools because of various factors including: class size, teacher retention, textbook quality, and generally overall quality of education. Due to COVID-19, that gap is widening.

For the duration of the lockdown and now that some lockdown measures have been loosened, there has been minimal conversation surrounding the impacts of the virus on the students until recently. Students in public schools are already set behind their peers in private schools because of various factors including: class size, teacher retention, textbook quality, and generally overall quality of education. Due to COVID-19, that gap is widening. Approximately 37% of Ghana’s population is under 14. Basic education is compulsory for all children between the ages of 4 and 15. Luckily, COVID19 came at a time where students across the country were on holidays for the term, but how were they expected to resume?

Beginning in May, the Ghana Education Service (GES) launched an educational program in which lessons are broadcasted daily. While the primary focus is on JHS and SHS students, there are plans to include lessons for KG and primary students in the broadcasts.

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EL AFRICA | JUNE 2020

This effort by the GES should be applauded as it is a positive step in the right direction, but it raises questions regarding implementation. The GES urges parents to ensure that their children watch the programming and complete affiliated assignments, but this is not feasible in every home. Beginning with KG to Class 5, younger children are at pivotal ages in which they need direct attention, engagement, and support. How can an undereducated or busy parent ensure that a 5 year old child is learning the necessary information? This question applies too to all age levels.

With free senior high school (SHS) in Ghana, students have been divided into cohorts to mitigate space issues in classrooms. One cohort goes to school while the other stays home and vice versa. How is the educational program geared to ensure that students in these cohorts are not rushed ahead or kept behind to keep all SHS within a standard of learning?

How is the broadcast supposed to reach students across regions and are the topics tailored to be useful and applicable to learning standards, as they may vary, across the country? Teacher input is highly crucial. While the GES urged teachers to watch the broadcasts, teachers receive no compensation while at home and were not involved in the planning process to fully devote themselves to the broadcasts.

In addition: what of families who do not have access to televisions? The GES has stated that it is working towards creating radio programming, but how long should students wait before they get the access they need? The programming also completely disregards students with disabilities both mental and physical creating an even wider disparity between them and their classmates.

Lastly: where are students who rely on school feeding programs supposed to receive meals from? How will the government and neighboring organizations ensure that the most vulnerable populations are reached and taken care of? Our children are our future. Like those in Gbawe, Accra, how will we ensure that this pandemic will not set them back?

Would you like to be considered for a future column?

Email elcgtraining@yahoo.com and tell us your story!

EL AFRICA | JUNE 2020

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SCHOOL FEEDING PROGRAMS By: Chris Onwuka

School feeding programs have been introduced in many developed and developing countries of the world to address the issue of poverty, stimulate school enrollment and enhance pupils’ performance. In developing countries, several millions of children go to school hungry every day and a large percent of them are from Africa. Providing school meals is therefore vital in nourishing children and keeping them alert and learning.

The introduction of the school feeding programme is as a result of the federal government signatory to some international development initiatives, protocols and conventions like: The United Nation Millennium Declaration, the New Partnership Africa Development (NEPAD), the Comprehensive African Agriculture Development Programme (CAADP).

The programme’s main target is to provide to each child one free nutritious school meal daily, with food procured

These protocols and more encourage international best

from local small-scale farmers, and seeks to strengthen

practices on standard life sustainability and wellbeing

communities across the country by building on some

to the child, thereby comprehensively addressing the

impact assessment evaluations such as:

challenges of sustainable food systems and recognizing the inseparable links between healthy children, healthy societies and a healthy planet.

The Nigeria’s National Home Grown School Feeding Programme (HGSFP) was formally launched by the Vice President, Professor Yemi Osinbajo at a special meeting of Federal and State ministers and school feeding stakeholders in Abuja in 2016.

The programme is part of a 500 billion Naira funded Social Investment Programme announced by the Buhari administration to tackle poverty and improve the health and education of children and other vulnerable groups.

It aims to support states to collectively feed over 24 million school children which will make it the largest school feeding programme in Africa.

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EL AFRICA | JUNE 2020

Increasing school enrollment and completion Improving child nutrition and health Strengthening local agricultural economies by providing a school feeding market in which farmers can sell their produce Create employment opportunities with jobs in catering, processing, farming, etc.

The strategy further serves as a programme, linking some key pillars of United Nation’s Millennium Development Goals (MDGs) and the post-MDGs development framework now officially known as the Sustainable Development Goals (SDGs), which include: eradicating extreme poverty and hunger; achieving universal primary education; promoting gender equality and empowering the girl child.

In Nigeria, out of the 36 States and the Federal Capital

pandemic, because of the government’s commitment

Territory, sensitization and capacity building on the

and determination to cushion the hardship vulnerable

programme has been carried out in over 26 States

school children are facing at home following the

namely: Abia, Anambra, Bauchi, Benue, Borno, Cross

COVID-19 lockdown.”

River, Delta, Enugu, Ebonyi, Imo, Jigawa, Katsina, Kaduna, Kano, Kogi, Lagos, Niger, Ogun Oyo, Osun, Plateau, Rivers, Sokoto, Taraba, Zamfara and the FCT, while about 15 States with FCT inclusive have started implementation. The implementing States carry out the programme in selected government schools in their respective States. It is expected that more States will join soon in view of the acclaimed benefits from the testimonies of implementing States which see the programme, both as a social safety net for children living in poverty and food insecurity, and as part of

The design is to distribute a Take-Home Ration (THR) to the households of the children on the programme as a feasible method of achieving the directive. The overall idea for the modified school feeding programme came from the President via a pronouncement in his March 29th 2020 national broadcast during which he said “Although schools are closed, I have instructed the Ministry of Humanitarian Affairs, Disaster Management and Social Development to work with state governments in developing a strategy on how to sustain the school feeding programme during this period

national educational policies and plans.

without compromising our social distancing policies.”

COVID – 19 PANDEMIC PERIOD: Currently, in the COVID-19 pandemic and lockdown,

Nigeria has continued to progress in the forefront of

Sadiya Umar Farouq, the Honourable Minister of

protecting her citizen’s health and well-being, and at

Humanitarian Affairs, Disaster Management and Social

the same time carrying-out programmes geared

Development, under whose ministry the programme is

towards increasing the Nigerian child’s competitiveness

domiciled, launched a Modified School Feeding

and resilience globally. In Sub Saharan Africa, HGSF

Programme on 14th May 2020, where the programme is

programs have been implemented to varying degrees in

planned to begin with four Pilot States of Lagos, Ogun,

the following countries: Ethiopia, Mali, Kenya, Ghana,

Kano and the FCT.

Liberia, Tanzania, Botswana, Cape Verde, Cote d’Ivoire,

At the launching event, she stated that “The Federal Government decided to continue the Home Grown School Feeding Programme, (HGSFP), even when schools were still shut down as a result of coronavirus

Namibia, and South Africa. A United Nation’s report indicated that National School Feeding Programmes feed as many as 368 million school children daily all over the world.

HISTORY OF SCHOOL MEALS IN THE USA The production and service of nutritious, high quality, economical meals that are acceptable and enjoyable to student customers are as much the core function of school nutrition operations today as they were in 1946 when President Harry S. Truman signed the National School Lunch Act and said, “Nothing is more important in our nation’s life than the welfare of our children, and proper nourishment comes first in attaining this welfare.”

Satisfying student customer needs and wants and meeting USDA (US Dept of Agriculture) nutritional guidelines while maintaining a fiscally sound program is the goal and responsibility of school nutrition programs.

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HEALTH & WELLNESS NEED TO KNOW: RHEUMATOID ARTHRITIS (RA) In this disease, the immune system attacks the body’s tissue. The resulting inflammation can cause joint swelling, pain, and stiffness. RA commonly affects hands and toes first, then progresses to wrists, elbows, knees, ankles, hips,

GET STARTED TOWARDS A HAPPIER, HEALTHIER YOU! Dispute negative thinking. When you overreact, blow things out of proportion, or become overly self-critical, stop and analyze the facts.

and shoulders (usually on both sides of the body, so if one wrist is affected, the other is, too).

Usually, they won’t support your negative thoughts.

Stop ruminating. Constantly going over adverse

Symptoms may also include a loss of energy or appetite, low fevers, and lumps beneath the skin in places like the hands and elbows. Flare-ups can last days or months.

Over time, inflammation can lead to bone damage and loss of cartilage, which may cause joint deformity. In addition to medications to reduce inflammation and pain (including NSAIDs like Ibuprofen, as well as corticosteroids), a growing number of disease-modifying antirheumatic drugs work to alter the course of RA. For

situations and thoughts perpetuates bad feelings and doesn’t accomplish anything. Look for healthy distractions that focus your attention elsewhere.

Engage in activities that bring you joy. Look for the silver lining in challenging situations. If you habitually view the glass as half empty, challenge yourself to find it half full. Try mindfulness activities like yoga and meditation to learn how to attend to thoughts with awareness and without judgment.

more info, go to arthritis.org.

Having a negative thought doesn’t mean you must react to it emotionally. Read inspirational quotes and stories. Watch movies that make you laugh. Savor the beauty around you and share good news with others.

Keep a gratitude journal. Count your blessings and give thanks to those who help make your world better.

Engage in an act of kindness every day. Volunteer for a cause you care about. Utilize your personal strengths in the work you do on a daily basis.

Visualize a happier you.

BERRY SMOOTHIE RECIPE Directions: Ingredients:

Blend frozen fruit, almond milk

Almond Milk 1 C

spinach, and stevia.

Loose fresh spinach leaves

Add additional almond milk to

Frozen berries and/or

reach the consistency you

frozen banana

prefer.

Stevia sugar packs

Substitute fresh kale or spinach

(optional)

any leafy green vegetables you are familiar with.

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EL AFRICA | JUNE 2020

SCHOOL ACCREDITATION WHAT'S YOUR RATING? Accreditation is the recognition from an accrediting agency that a school maintains a certain level of educational standards of quality and integrity regarding academics, administration, and related services. These Standards are set to ensure academic excellence. The accrediting agencies hold that schools must have a clearly defined mission that aims to better educate and serve the students, and also has the resources to achieve its mission while showing evidence of the mission being achieved.

Therefore, accreditation is a helpful indicator of quality.

SCHOOL QUALITY INDICATORS

IS YOUR SCHOOL ACCREDITED? What is your schools’ performance level and rating? Are you

Accreditation standards measure performance on multiple school-quality indicators (leadership, teacher quality, and classroom) not just on overall student achievement on standardized tests. To be Accredited indicates that an entity of a school contributes to the achievement of the school’s objectives. When a school is non-accredited, there is no way to verify the quality of their education or their integrity.

accredited, accredited with conditions? or is your accreditation denied? Are specific programs in your school accredited, for instance, if you have Technical Skills Acquisition programs/Career and Technical Education programs (CTE) for Example; Agriculture, does your program meet the

STANDARDS set by your

state, District or Zones/Municipals. These programs are subject to STEM Certification and are usually evaluated based on certain standards.

ELCG can help you develop a multi-year plan to support continuous improvement on all indicators. Contact us at elcgtraining@yahoo.com.

EL AFRICA | JUNE 2020

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