Driving Reform through Technology-Supported In-Service Training in Tajikistan

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Leveraging technology to transform in-service teacher training in Tajikistan, this initiative aims to address specific challenges such as outdated pedagogical approaches, lack of follow-up support, and the need for data-informed training. By using a digital platform to provide individualized feedback and aligning training with teacher development needs, the project seeks to drive reform at the classroom and system levels, ultimately enhancing teacher competence and improving student learning outcomes.

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TECHNOLOGY SUPPORTED IN-SERVICE TRAINING DRIVING INSTRUCTIONAL AND SYSTEM REFORM April 22, 2022 USAID Learn Together Activity 1

TECHNOLOGY SUPPORTED IN-SERVICE TRAINING DRIVING INSTRUCTIONAL AND SYSTEM REFORM FAYZIDDIN NIYOZOV, Technical Lead USAID Learn Together Activity Tajikistan April 22, 2022 USAID LEARN TOGETHER ACTIVITY 2

USAID TAJIKISTAN PROGRAMMING BACKGROUND Country Context Key Project Activities USAID funded early grade reading projects from 2013 Updated standards for all Primary grade subjects Follow-on literacy and numeracy project from 2020 Primary teachers to be trained to apply new standards and achieve competence-based learning outcomes In-service training approach largely unchanged for last 30 years Previous EGRA and sector analysis demonstrated a need for teachers to be more grounded in formative pedagogy and UDL approaches In-service training approach in need of transformation to achieve improved teacher competence and stronger learning for all students 30,000 grade 1-4 teachers to be trained from 2022 April 22, 2022 USAID LEARN TOGETHER ACTIVITY 3

SPECIFIC CHALLENGES IN TEACHER TRAINING AND TEACHER SUPPORT IN TAJIKISTAN Lecture based teacher training with outdated pedagogical approaches and content Training content not based on needs No follow-up support after training Ad-hoc mentoring entailed school visits that were more like inspections Lack of systematic and responsive support to teachers, particularly for formative pedagogical approaches Data not collected and used to inform training needs or policy direction. April 22, 2022 USAID LEARN TOGETHER ACTIVITY 4

DRIVING REFORM AT THE CLASSROOM AND SYSTEM LEVEL Leveraging technology; a digital platform to structure and record individual teacher feedback on their instruction and using data to inform training needs at district, regional and national levels and align in-service training system to meet teachers professional development needs 9/17/2024 5 FOOTER GOES HERE

Blended learning approach ensures effective training, using BOZOMUZII DASTRAS, the accessible training platform Introductory face to face sessions on each block of learning at the Community Based Methodological Unit (CBMU), including practice sessions using See it Name it Do it a training technique that helps teachers apply key instructional strategies in their classrooms Teacher learns new concepts, teaching strategies and views exemplar modeling on the digital platform Teacher prepares a lesson, or section of a lesson to apply the new concept or teaching strategy, uploads on to the digital platform or shares hard copy with their coach Coach/mentor may provide initial feedback Coach/mentor observes selected lessons and provides key feedback through the digital platform [platform aggregates common feedback both strengths and weaknesses]. Peers may also observe. Teacher reflects on the lesson/feedback in a personal portfolio (platform or hard copy) Teacher takes the unit/block assessment on the platform 9/17/2024 FOOTER GOES HERE 6

BOZOMUZII DASTRAS: THE ACCESSIBLE COACHING PLATFORM Coaching platform uses a range of indicators to monitor performance of focused themes for classroom observation and coaching sessions Each indicator is scored from 0-3 corresponding with the Ministry s recently adopted Teacher Competence Framework. Evaluation rubrics are detailed during training and for reference. The System processes the scores and derives a conclusion on the teacher s level of development according to the Teacher Competence Framework The observer/mentor selects appropriate recommendations for the teacher, based upon their ratings during the observation. Saves and uploads the classroom observation platform. The mentor and the teacher conduct a post observation feedback session (face to face or virtual) to provide additional detail, clarifications and guidance. The mentor s recommendations appears on the individual teacher s page on the platform, to guide improved instruction April 22, 2022 USAID LEARN TOGETHER ACTIVITY 7

FOCUSED OBSERVATION FORMS AND CHECKLISTS April 22, 2022 USAID LEARN TOGETHER ACTIVITY 8

April 22, 2022 USAID LEARN TOGETHER ACTIVITY 9

BOZOMUZII DASTRAS: Proof of Concept 7,000 teachers trained in 2020-2021 using the digital platform and were certified by the Republican in-service training system Consistent approach across the country using a unified platform, but one that allows teachers to learn and apply into practice at their own pace, guided by their mentor Republican In-service training system is keen to expand this approach into the national system April 22, 2022 USAID LEARN TOGETHER ACTIVITY 10

CHANGES IN USE OF FORMATIVE ASSESSMENT STRATEGIES AND SUPPLEMENTARY READING MATERIALS IN THE CLASSROOM Formative Assessment, N = 3 teachers Average Score N = 4628 14 14 12 12 10 10 8.6 7.2 8 8.4 8 6 6.7 6 4.3 4 3.3 4 2 2 0 Nov-Dec 2020 Jan-Feb 2021 Mar-Apr 2021 0 Nov-20 Dec-20 Feb-21 Mar-21 Apr-21 Baseline Midterm Endline Formative Assessment Additional Reading Materials April 22, 2022 USAID LEARN TOGETHER ACTIVITY 11

Next Steps: USAID Learn Together Activity THEORY OF CHANGE If we identify a number of high-leverage teaching techniques, and we create high-quality materials for them, and we provide structured multi-modal learning and support for teachers, and we monitor the implementation process and make adjustments as appropriate, then we will improve literacy and math in grades 1-4 across Tajikistan. Teacher Professional Development Focused On Local Support And Classroom Practice A Systems Approach (tailored to individual needs with user-friendly technologies) 9/17/2024 FOOTER GOES HERE 12

ROLES AND RESPONSIBILITIES AT EACH LEVEL District Master Trainer

EGRA DATA that informed the LTA approach to training Differentiation and Formative Pedagogy + 6.5 cwpm average - 6.8 cwpm average 9/17/2024 FOOTER GOES HERE 14

When teachers used instructional practices promoted by RWM, students made greater gains When teachers responded to struggling students with rephrasing, explanations, or encouragement, their performance was stronger. Associated increase/decrease in ORF score (CWPM) Tajik Russian Student Survey Variable Grade 2 Grade 4 Grade 2 Grade 4 teacher rephrases, explains + 6.5 cwpm average teacher encourages student to try harder - 6.8 cwpm average Teacher just puts a mark, uses punishment or negative behavior 9/17/2024 15

How blended learning approaches and technology offers effective in-service training As part of the project mandate to mentor and build in-service training support in an integrated way, in bite-sized pieces: providing different opportunities for teachers to learn, apply and reflect also receive on- the-job mentoring support on focused areas of pedagogy a set of focused observation instruments to provide actionable feedback to teachers on the best practices for early grade reading instruction and classroom culture digital platform where observations and coaching interactions could be captured on tablets and uploaded to enable: Teachers to see the individualized feedback and identify improvement in their practice across multiple observations on the front end Decision-makers to aggregate key strengths and weaknesses observed in the classroom to identify trends and inform mentoring and in-service training needs on the back end Ultimately provides a more effective and cost-efficient in-service training service April 22, 2022 USAID LEARN TOGETHER ACTIVITY 16

SUSTAINABILITY: SYSTEM TRANSFORMATION The Learn Together Activity (LTA) plans to train 30,000 primary teachers using this approach through replicating 500 CBMU training hubs across the country Republican In-service Training Institute ready to adopt this approach to in-service training Preparing a regulation to formally adopt this approach into the system Joint administration with LTA during training (August 2022-May 2023) Technical support for 3 years Expansion to other in-service training programs (including re-training of teachers , which will reduce cost per head) April 22, 2022 USAID LEARN TOGETHER ACTIVITY 17