Evaluation of Escuela Agricola, Cerrito Paraguay

Building Pedagogical Capacities of Teachers to

Improve Teaching and Learning

at

Escuela Agricola San FranciscoCerrito, Chaco

Paraguay

Dr. Andrew Jilani

This report is dedicated to the girls and boys of Escuela Agricola San Franciscoin Cerrito, Paraguay who relentlessly work and study to become entrepreneurs and strive

for a better future for themselves and for the rural communities they come from

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1. Introduction

This academic assessment of the Escuela Agricola San Francisco in Cerrito, Paraguay (the school) and the pedagogical capacity development workshops for the teachers and the staff were prepared and conducted by Dr. Andrew Jilani (consultant) during his stay at the school from February 17th to April 30th, 2010. The consultant was tasked to specifically recommend strategies to improve the pedagogical and lesson planning skills of the teachers at the school. The consultant used a participatory approach to understand the academic component of the school, observe its activities and to interact with teachers, students and the staff. Once the pedagogical needs were assessed, the consultant designed and conducted three workshops for 15 teachers and staff. This report presents the scope of work, methodology to conduct this assignment, background of Fundación Paraguaya (FP), description of the School, design of the workshops, findings and a set of recommendations.

The school with its present mission and structure was developed by Fundación Paraguaya (FP), a non profit social enterprise which was founded in 1985. The school and FP pride themselves in school’s financially self–sufficient model which enables students from low income rural families in Paraguay to achieve a diploma and to become entrepreneurs. According to FP, the school achieved its goal of self sufficiency in 2007 and empowers its graduating students to develop businesses, become employed in the agricultural sector or to pursue higher education.

2. Scope of Work

During meetings with Martin Burt, the Executive Director, Luis Fernando Sanabria, the General Manager and Luis Cateura, Manager of Schools of FP, it became evident that there is an urgent need at the School to develop pedagogical skills of the teachers, particularly in lesson planning. Thus, the consultant spent significant time in planning and conducting workshops for the teachers and staff in Lesson Planning and providing practice teaching opportunities for teachers to improve their skills in Lesson Planning and pedagogical skills. While the consultant has examined other parts of the academic program at the school; they are not in depth. A sustained time and planning were spent in developing pedagogical skills of teachers in lesson planning with an aim to make the academic program self sufficient, an over all goal of FP. Equally, attention was devoted to create a better connection between theory and practice at the School. Detailed information about Lesson Planning workshops is provided later in this report.

3. Methodology

The consultant availed the opportunity to live and work at the beautiful campus of school in Cerrito, a small town 45 kilometers away from the capital Asuncion. This provided an opportunity to interact with teachers, staff and students almost on daily basis and to observe class room teaching and to participate in some of the activities at the school. The

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consultant used interviews, participant observations, informal and formal conversations with the students, teachers and the directors to understand the school model and the need of its teachers. In the course of gathering information about the Fundación and the School, the consultant interviewed the key managers at the Fundación and the director, academic director, staff and teachers at the school. At one occasion, the consultant co-taught one class with a teacher and at other occasions taught English to students also. Additionally, the consultant shared meals and occasionally played basketball and soccer with teachers and students. This helped build a rapport with the teachers, staff and students which enabled the consultant not only to understand the academic component well but also to form lasting friendships.

The new academic year in February, 2010 at the Mbaraca Yu an all girls’ school in the forest reserve, also provided the consultant with an additional opportunity to witness the expansion of FP’s academic work. Here, the consultant, first hand witnessed the joy of 50-60 incoming girls who were welcomed by the teachers and the staff of the school and of FP. For many they were the first in their families to pursue an opportunity of education. Additionally, during this consultancy assignment, the teachers and the staff of the School in Cerrito participated in learning Strengths, Weaknesses, Opportunities and Threats (SWOT) model. The consultant availed this opportunity to participate during one afternoon in this workshop. Thus both of these opportunities were invaluable for the consultant to understand FPs overall academic work and in understanding the needs of its staff and teachers at the School, particularly in short and long term planning.

In order to understand the academic model of the school, the consultant also reviewed several documents which were provided by the school. These included Plan Anual (Ministry of Education), Plan de Negocios Didactico Productivo, Plan Anual de cada Profesor/a and detail course lists of Plan Comune and Plan Espicifico. In addition, the consultant also designed, distributed and collected a survey (encuesta) to determine the needs of the teachers in lesson planning skills and to design workshops. The participatory approach of methodology enabled the consultant to understand the model of the school and to design workshops for the teachers and the staff.

4. A Brief Background of Fundación Paraguaya

The Fundación Paraguaya (FP) is located in Ascunsion, Paraguay. According to FP, it has 20 micro finance offices nationally with 38 million clients out of which 20 million are women. The field offices serve to spread the word about its agricultural school in Cerrito. According to FP, “the goal is provide the children of our borrowers with education also” (Interview, February 17, 2010). As such the school, in addition to being promoted though word of mouth, is also promoted through loan officers who directly work with the community as they make loans. In the process, the loan officers get to know a borrower and the education needs of his/her children ands are a great source of recommendation to prospective students.

FP maintains a web site which describes its mission, strategic objectives, approach, principles and programs at (http://www.Fundaciónparaguaya.org.py). According to its

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http://www.fundacionparaguaya.org.py/

web site, the mission of the Fundación Paraguaya is to promote “entrepreneurship, enabling people of limited resources to create jobs and increase their family income”. The FP works towards achieving 5 strategic objectives. The 4th two-part objective specifically relates to the school and states:

Objective 4: “Achieve financial self-sufficiency at our Agriculture High School.” Its goals are (a) Achieve financial self-sufficiency at our Agriculture High School by the end 2007; and (b) Provide hands-on entrepreneurial education so that graduates can achieve economic success (http://www.Fundaciónparaguaya.org.py).

The FP’s business model has three interrelated strategies. These three strategies form the basis of Foundacion’s three programs also. The 3rd strategy specifically relates to the school in Cerrito. The strategies and programs are:

1. A Microfinance program that supports micro entrepreneurs and emerging entrepreneurs generally relegated by other microfinance institutions.2. An economic education program for children and young people (Junior Achievement).3. A self-sufficient agricultural high school that teaches organic agriculture and business skills to low income youth from rural areas to transform them from “poor small landholders” into “rural entrepreneurs”.

In 2002, the Fundación was approached by the congregation of La Salle Brothers who started and were managing the School. The Brothers shared with FP the financial challenges the school was facing and their ageing community who was finding hard to manage the school. The Brothers and FP negotiated an agreement under which FP took over the school with most of its assets.

5. San Francisco Agricultural Boarding High School

The school is located in the small town of Cerrito in the department of Chaco. It has 62 hectares of land, 15 of which were bought by the Fundación from the Brothers and the rest were donated by the Brothers to the Fundación (Baird & Harrelson, 2008). The rural setting of the school provides an ideal opportunity for students and teachers to live and learn in a peaceful and a rural environment. More importantly, the location of the school mirrors Fundación’s mission of being a financially self sufficient high school that promotes the entrepreneurship among the rural poor youth.

It is a boarding high school and enrolls both boys and girls. However, until 2006, it was an all boys boarding school when the first group of girls was enrolled. Thus, FP took a significant step to redress the gender equity in the society. Additionally, one teacher eluded that ever since the school has started enrolling girls, the boys have started behaving and dressing up much better.

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http://www.fundacionparaguaya.org.py/

When the Fundación took over the school from the Brothers, it also agreed to do the following 7 things. They are:

1. Continue providing a technical education to young, rural farmers on agriculture and livestock;

2. Introduce Academic and Administrative reforms into the school;3. Invest resources to bring the school out of bankruptcy and build new

infrastructure;4. Maintain the boarding school system;5. Open credit lines for graduates and facilitate their access to credit for production;6. Develop mechanisms for graduates to apply what they learned at the school in

their communities of origin; and7. Provide technical assistance to graduates (Baird & Harrelson, p. 7, 2008).

In order to apply to the school students submit a written application and a proof that they have passed 9th grade. Once enrolled, the students spend three years at the school and are awarded a degree either in Bachillerato Tecnico Agropecuario (BTA) and/or in Bachillerato Tecnico Hotel y Tourismo (BHT). Some students pursue and complete degrees in both. The following table provides a picture of the student enrollment and of graduation from 2007-2009.

Students Enrollment at the School2007-2009

2007 2008 2009

Gir

ls

First Year 16 18 24Second Year 15 14 17Third Year 0 15 12Total Enrollment 31 47 53Graduated 0 15 12

Bo

ys

First Year 38 39 41Second Year 30 34 34Third Year 29 35 35Total Enrollment 97 108 110Graduated 29 35 35

(Source: Tomas Sotelo, Academic Director, April, 2010)

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The students on campus are divided in two groups; Group A and Group B. While one group takes classes the second group works in one of the 17 businesses at the school. In the second week the groups rotate. According to the school, this method allows students to gain practical skills necessary to be entrepreneurs, better prepared for jobs in the agricultural or hotel and tourism sectors or to seek higher education. The emphasis on developing practical skills results students gaining 3 years of working experience as they complete their high school degrees.

A typical day at the school starts very early in the morning.

Daily Schedule at the School

(Source: Tomas Sotelo, Academic Director, February, 2010)

Time

5:45 am6-7 am

7.00 am8-11 am

11:30 -1 pm1-4 pm

4-9:45 pm

Activity

Wake upAssigned Cleaning

BreakfastPractical Work (Animals, Vegetable

Garden, Marketing, Hotel etc)Lunch & BreakPractical Work

Recreation, rest, dinner andtime for bed

Academic Classes7-11 am & 12:30- 6:30 pm

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Daily Class Schedule (Ist Semester, 2010)HORARIO DE CLASES UNIFICADO B.T.A. - B.T.H. AÑO LECTIVO 2010

PRIMER CURSOTURNO MAÑANA

HORA LUNES MARTES MIERCOLES JUEVES VIERNES

1º

07:40:00 Ganado Mayor Eco.Agr. y Ad. Rural Equipos Fruti-Silv-Hort. Turismo – Ecoturismo

08:20:00 Dr. Rolon Ing. Sotelo Virgilio Borges Tec. Alonso Yeni Valinotti

2º

08:20:00 Ganado Mayor Eco.Agr. y Ad. Rural Equipos Fruti-Silv-Hort. Turismo – Ecoturismo

09:00:00 Dr. Rolon Ing. Sotelo Virgilio Borges Tec. Alonso Yeni Valinotti

3º

09:10:00 Ganado Mayor Gastronomia Informatica Ingles Turismo – Ecoturismo

09:50:00 Dr. Rolon Prof. Martina Prof.Alberto G. Pasante Yeni Valinotti

4º

09:50:00 Ganado Menor Gastronomia Informatica Ingles Turismo – Ecoturismo

10:30:00 Dr. Rolon Prof. Martina Prof.Alberto G. Pasante Yeni Valinotti

5º

10:40:00 Ganado Menor Junior A. Junior A. Ingles Junior A.

11:20:00 Dr. Rolon Pasante

ALMUERZO 11:30 – 12:00

SEGUNDO CURSO

TURNO MAÑANA

HORA LUNES MARTES MIERCOLES JUEVES VIERNES

1º

07:40:00 Equipos Ganado Mayor Castellano Ingles Fruti-Silv-Hort.

08:20:00 Virgilio Borges Dr. Rolon Cinthia Barrios Pasante Ing. Sotelo

2º



3º



4º



5º

10:40:00 Agricultura Ganado Menor Castellano Agri-Pas Fruti-Silv-Hort.

11:20:00 Tec. Alonso Dr. Rolon Cinthia Barrios Ing. Sotelo Ing. Sotelo

ALMUERZO 11:30 – 12:00

TERCER CURSO

TURNO MAÑANAHORA LUNES MARTES MIERCOLES JUEVES VIERNES

1º

07:40:00 Ecoturismo Ad. Rural Ganado Mayor Fruticultura Informatica

08:20:00 Ing. Sanchez Ing. Martinez Dr. Rolon Ing. Sotelo Prof. Alberto

2º

08:20:00 Ecoturismo Ad. Rural Ganado Mayor Fruticultura Informatica

09:00:00 Ing. Sanchez Ing. Martinez Dr. Rolon Ing. Sotelo Prof. Alberto

3º

09:10:00 Agricultura Ad. Rural Ganado Mayor Fruticultura Gastronomia

09:50:00 Ing. Sotelo Ing. Martinez Dr. Rolon Ing. Sotelo Martina Caballero

4º

09:50:00 Agricultura Ecoturismo Ganado Menor Fruticultura Gastronomia

10:30:00 Ing. Sotelo Ing. Sanchez Dr. Rolon Ing. Sotelo Martina Caballero

5º

10:40:00 Agricultura Ecoturismo Ganado Menor Junior A. Gastronomia

11:20:00 Ing. Sotelo Ing. Sanchez Dr. Rolon Martina CaballeroALMUERZO 11:30 – 12:00

(Source: Tomas Sotelo, Academic Director, April, 2010)

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Organigrama of Escuela Agricola San Francisco, Cerrito, Paraguay. (Source: Luis Cateura, April, 2010)

Director

Director Académico

Encargado del Parador

Administrador

Jefe del Internado Coordinado

rProd. Vegetal

CoordinadorProd. Animal

Encargado

P. Láctea

Enc. De Depósito

Cocinero de la E.A.

Cocinero del

Parador

Ayudante de Cocina

Secretario Académic

o

Ayudante de Cocina

Jefe de Producció

n

Cuerpo Docente

Técnico produc. agrícola.

Enc. De Tambo

Vice Director de

Autosuficiencia

Enc. Inter.mujeres

Enc. Inter. hombres

Jefe de Ventas

Asistente Admin.

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6. Academic Program at the School

Plan ComúnCompulsory Courses for all

students

Plan EspicificoCourses in Technical

SpecializationBachillerato Tecnico

Agropecuario

Plan Espicifico Courses in Technical

SpecializationBachillerato Tecnico Hotel

y Tourismo

HistoryEthics

AnthropologyGuarani

Language and Literature (Spanish)Chemistry

MathematicsPhysicsEnglish

Vegetable ProductionAgriculture & Pastures

Animal ProductionGanado MayorGanado Manor

Fruits, Gardening & Forestry

Agricultural EconomicsRural Administration

Tourist AdministrationTourism & Ecotourism

AccountingMarketing

Information TechnologyGastronomía

Hotel Industry

(Source: Tomas Sotelo, Academic Director, March, 2010)

All Students take compulsory courses which are outlined in Plan Común. In addition, based on the technical area a student chooses to graduate in, additional courses are taken in a technical specialization. Currently, there are two technical specialties offered at the school; Bachillerato Tecnico Agropecuario and Bachillerato Tecnico Hotel y Tourismo.

Underlining the above course preparation and completion, the students are guided by the following six principles. They are;

Learn to Be (autonomy moral justice, personal responsibility, communication and leadership)Learn to Live Together (integration with others, participation n groups, democratic leadership, acceptance of socio cultural diversity)Learn to Understand (manage cognitive strategies, selection, comprehension, memory, integration, and monitoring; and manage meta cognitive strategy planning, control and regulation of your own learning)Learn to Do (resolute action, and technical-vocational training for work)Learn to be an Entrepreneur (initiative, self management, and concentrating on personal goals; spirit of research and analysis; capacity to confront contingencies and generate alternative opportunities; to be proactive and look for your own good and that of others)Learn to Make Money (do a business plan, analyze equilibrium point, balance cash flow) (Interview, Luis Fernando Sanabria & Baird & Harrelson, p. 13, 2008).

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7. Needs Assessment for Teacher Training Workshops

In order to assess the capacities and needs of the teachers in lesson planning, the consultant designed a survey comprising of ten questions in English. This survey was then translated into Spanish and distributed among teachers through the Academic Director. The purpose of this survey was to determine the needs of the teaching staff in lesson planning. The teachers and the staff were informed that the information gathered from the survey will be used to conduct workshops on Lesson Planning. They were reminded that this was an anonymous survey and as such requested not to write their names and to complete the survey fully and with honestly. The consultant received 11 surveys back and shared the results with Luis Cateura, Manger of the Schools for FP.

In summary, 9 out of 11 respondents said “Yes” to the question, “I would like to attend a workshop to improve my lesson plans”. To another question, “Are you a trained/certified teacher?” 8 out of 11 respondents said “No” to this question. The completed 11 surveys are part of this report and are attached.

Once the results of the survey were tabulated, the next goal was to develop training workshops for the school teachers keeping in mind the unique model of the school which emphasis learning by doing. Therefore, appropriate lesson plan models were researched which could enhance the knowledge base and skills sets of the teachers and the staff. Once the appropriate model was found the consultant designed the workshop with the following 5 objectives:

8. Teacher Training Workshop: Developing Effective Lesson Plans

In order to conduct the workshops, the consultant prepared training objectives and appropriate materials. The training workshops were translated in to Spanish and distributed to the participants. The actual training was conducted with the help of Luis Cateura who assisted in the translation from English to Spanish. The objectives of the training workshops stated that at the end of the two- day training workshop, the teachers of the school will be able to:

1. Discuss the importance of developing an effective lesson plan in order to improve teaching and learning at the school

2. State the importance of the process of Standards-Based Instructional Planning

3. Explain the six stages of learning and knowing as developed by Bloom

4. Demonstrate an understanding of 6 steps to develop a lesson plan5. Develop and present in pairs (in the second workshop) a complete lesson

plan for an actual subject taught at the school

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The consultant then presented a series of workshops in the month of April, 2010 to the teachers and staff. A total of 14 participants attended these workshops and a list of attendees is attached with this report. Several folders with the materials were prepared and distributed to the participants during the workshops. While all these materials are annexed to the report, below is an out line of the materials covered in the training workshops.

8.1 Materials Presented in the Teacher Training Workshops

1. Standards Based Instructional Planning2. Six Steps to Develop a Lesson Plan3. Benjamin Bloom’s Taxonomy (Classification) of Learning and Knowing4. Developing Specific Objectives for Lesson Plans5. A template for Developing Lesson Plans 6. A Comparison of Formal and Nonformal Education7. Capacity Development as a Multidimensional Process8. An Organogram for Education Committee9. Verbs used with Bloom’s taxonomy10. Evaluation of Training Workshop

9. Teacher–Practice in Lesson Planning

Once the bulk of theoretical materials were presented in the first workshop, teachers were given home work to prepare a lesson plan based on the new Lesson Plan template which they practiced preparing in the workshop. Subsequently, three workshops were held in which teachers practiced teaching their lesson plans in pairs for an actual class subject. A total of 13 teachers presented their lesson plans and after each presentation they were provided with feedback by the workshops participants to improve their lesson planning and pedagogical skills. A sample of lesson plan developed by a teacher is also annexed to this report.

10. Teacher Training Workshop Evaluation

At the end of the three workshops, an evaluation form was developed to evaluate the impact of workshops conducted for the teachers and staff to improve their lesson planning and pedagogical skills at the school. It consisted of ten questions and 12 teachers and staff returned their forms back to the consultant. Below is a sample of their responses for the evaluation of the workshops. Tenía muchas ganas de tomar este tallerExcelente Bueno Pobre5 4 3 2 1

Six of the participants marked 5, four of them marked as 4 and 2 marked as 3

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El objetivo de este taller fueron claros y relevantes para mi desempeño como profesor en esta escuela.Excelente Bueno Pobre5 4 3 2 1

Six of the participants rated as 5 while the remaining six rated as 4.

Yo clasifico este taller de entrenamiento como:Excelente Bueno Pobre5 4 3 2 1

Five of the participants rated as 5, six of them rated as 4 and one rated as 3.

Yo clasifico los conocimientos presentados en el taller como:Excelente Bueno Pobre5 4 3 2 1Six rated as 5, five rated as 4 and one rated as 3.

Como resultado de este taller, yo incremente mis capacidades como profesor de la Escuela.Muy de Acuerdo No totalmente de acuerdoExcelente Bueno Pobre5 4 3 2 1

Five of the participants rated it as 5 and five rated as 4 and the remaining two rated as 3.

Yo recomiendo la realización de talleres para aumentar las capacidades de los profesores se realizen:Una vez al año.Una vez por semestreOtros

Eight of the participants indicated that such workshops should be conducted every semester; three noted that it should be held once a year while one did not complete this question.

10. Findings

While others have referred to the unique model of the school and it success, I have experienced and witnessed first hand by living and working at the school. The school has many strong areas which need to be highlighted. They are:

10.1. Financially self-sufficient School

From the very onset of taking over the school in 2002, the Fundación was determined to make the school financially self sufficient. The records indicate that the Fundación also informed the Ministry of Agriculture and Livestock that it would not take financial subsidies from the government. As of 2007, the school has achieved the goal of being financially self

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sufficient. This achievement is significant in many ways but for the purpose of this study and report, it highlights that the organization has the capacity and motivation to achieve goals including that of improving the pedagogical capacities of the teachers for improved teaching and learning at the school.

10.2. Relevance of Education

The experience based and entrepreneur oriented education at the school have significant relevance for the students, their families, rural communities and to the society at large. The School’s mission to recruit students from the poor rural areas and to provide them with relevant education meets a very specific need. Hopefully, this empowers students and their communities with a threefold purpose of this education; starting their own businesses, securing jobs in agricultural and hotel and tourism sectors and pursuing higher education.

10.3. Student Learners as Entrepreneurs

The students engage in and learn about 17 different businesses which operate at and near the school. This allows students to hone their practical skills in learning set of skills in entrepreneurship, developing an entrepreneurial aptitude and gaining confidence in working with or starting their own businesses. This allows students to gain a 3 year practical experience while they complete academic degrees.

10.4. Additional School Based Curriculum

The school has developed their own curriculum called Plan de Negocios Didactico Productivo. This is in addition to Plan Anual which is prepared by the Ministry of Education (MOE) and implemented by all schools in the country. FP and school’s ability to develop their own curriculum to augment the MOE’s Plan Anual indicates institutional commitment to create learning opportunities through non formal education opportunities which exist abundantly at the school.

10.5. Dedicated Teachers and Staff

The teachers and the staff are hard working. Most of them take genuine interest in students. They eat with the students in the cafeteria, perform weekend and evening duties while some also play different sports (soccer, basket ball and Frisbee) with them. At different occasions, the consultant observed a cordial relationship which exists between the teachers/staff and the students. During this consultancy at least four of the teachers and staff working at the school were graduates of the school. This practice can result teachers and staff teaching and working with greater understanding

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of the model of the school, meeting the needs of the students and in teaching and working at the school with greater passion.

10.6. School Facilities

The boarding school enjoys beautiful and expansive facilities in Cerrito. The school naturally blends itself in the rural setting of the area with agricultural fields and an indigenous village nearby. School’s own property includes; a hotel, library, facilities at the church, class rooms, separate dormitories for boys and girls and sheds for cows, goats, pigs, chickens and; fields for organic vegetables and facilities to make yogurt and cheese.

10.7. The Student Body

The student body according to the Academic Director consists of 40 % girls and 60 % boys. Three students are from Bolivia and some 9 students are indigenous from Paraguay. Students show a great interest in the model of the school and find the theoretical knowledge coupled with practical work beneficial for opportunities they want to pursue in the future. They demonstrate confidence as they work in the hotel, the cooperative at the school, the road side restaurant (parador) and in the market in Asuncion on Tuesdays. In order to get to know the students better, the consultant at times worked with them while milking goats, cutting fire wood and in playing sports. At other times he also taught few classes of English. The students seem extremely friendly, funny and highly respectful. More importantly they work very hard collectively.

10.8. International Recognition of the School

During this consultancy assignment, there were several international visitors at the school who came to learn the school model. They included; a Pakistan woman engaged in development projects in the country, the mayor of Mali, a NGO worker from Tanzania, professors from a University in the United States and several overseas interns. The consultant interacted with these visitors and exchanged ideas about the model of the school and also briefed them about the findings of the consultancy. The Mayor of Mali was particularly interested in bringing students from Mali to study at the School in Cerrito and inquired the consultant about its feasibility. The international recognition of school’s model can be a great incentive for the school to continually improve including its academic component.

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11. Recommendations

11.1 Establish an Academic Committee

Findings: The consultant was informed and also has observed that currently there is no academic committee or regular meetings of the teachers with the academic director. This can result in poor yearly or semester based academic planning. Additionally, it can also result in some teachers continuing with poor pedagogical and poor or no lesson planning skills.

Specific Recommendations: The academic component of the school will improve tremendously by creating an Academic Committee. The consultant suggests that a 5-person team head by the Academic Director be institutionalized as soon as possible. The committee should function as a consultative body maintaining the current line reporting relationships intact.

Organigram of the Academic Committee

It is recommended that the overall goal of the Academic Committee (AC) is to ensure the implementation of academic plans, policies and academic innovations at the School. This goal needs to be implemented in the light of the overall goal of FP of providing self sufficiency to the school. Academic self sufficiency is as paramount as the financial self sufficiency of the school. During the workshops it became clear that most of the teachers do not make lesson plans while others do not make Plan Anual de cada Profesor/a and some do not know about Plan de Negocios Didactivo Productivo or Plan Anual of the Ministry of Education. During at least two workshops the participants engaged in a spirited discussion about how the academic component of the school can be improved.

While some shared lack of time and coordination, others pointed that there are no regular meetings of the teachers and the academic director. One teacher who has worked at the school for the last one year indicated that during this time there has not been a single meeting. Alarmingly, a teacher who has worked there for the last ten years at the School indicated the same. The School does have a culture of holding meetings to discuss

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Academic Director

Manger of Schools

FP

One Full Time Teacher

One Part Time Teacher A third year

Student

operational issues and for financial planning. This culture now can be expanded to the academic sector to plan and implement academic policies, plans and to introduce pedagogical innovations to improve teaching and learning at the school.

It is recommended that the AC undertake the following steps;

A. Ensures that the committee members meet physically or through a tele- conference once a month to review and guide Academic Programs at the school.

B. Ensures that the Academic Director conducts a monthly meeting of all teachers (part time and full time). He/she should develop a participatory agenda and include among other items, progress of semester/yearly plans. report by each teacher highlighting progress and challenges, preparation and implementation of Plan Anual de Cada Professor/a and Lesson Plans.

C. Ensures that the Annual Academic Calendar is prepared which includes the start

and end dates of each semester, dates for tests/exams, national and international days, i.e. Earth Day, Indigenous Peoples Day etc.

D. Include the suggestions and or concerns of the students through their third year representative who should be chosen by the students.

E. Recommend the pedagogical needs of the teachers to the Academic Director who then plans annual or semester workshops to improve teaching and learning at the school.

11.2 Schedule Class Times Effectively

Findings: During this consultancy, it was noticed under (Horario de Clases Unificados) that from Monday to Friday long classes are planned with just one teacher for the second course. The schedule provided and prepared by Alberto Gonzales is included with this report. For example, according to this information, the class of Ganado Mayor on Tuesdays with Dr. Rolon starts at 7:30 am and ends at 11:20 am. Thus, making it almost a 4-hour long class. Such a schedule can easily result in students not paying full attention and teachers not being effective in their teaching methods. Thus, long hours do not necessarily result in greater learning.

Specific Recommendations: It is recommended that the academic director sequence the timing of the class for shorter duration. As a rule any class long than an hour and 10 minutes would not result in greater learning.

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11.3 Hire a Woman in a senior Academic Position

Findings: During the period of this consultancy, all senior level positions at the school were held by men.

Specific Recommendations: Given the fact that some 40% of the students are girls, having a woman in a senior level position at the school will provide the girls with a role model and enable these girls not only to emulate this role model but also to share their concerns and joys which they may not easily do with a man.

11.4 Conduct Performance Evaluation

Findings: The consultant was informed that since 2008 there have been no performance evaluations of the teachers and staff. The director of the school asked the consultant if he could be provided with some formats to conduct evaluations. The consultant agreed and a Template Performance Evaluation is annexed with this report.

Specific Recommendations: Performance evaluations can benefit both the employee and the School. It can enable an employee to improve his or her performance and the school can determine if a particular/staff is good fit and/or what assistance can be provided to the teacher/staff to improve his or her performance at the school. It is recommended that the teachers be evaluated once a year by the academic director. A template for evaluation was developed by the consultant and is annexed with the report.

11.5 Provide Job Descriptions to Teachers/Staff

Findings: The consultant was informed that currently the teachers do not have job descriptions. Specific Recommendations: The teachers and staff can not be evaluated if they are not provided with a job description. It is recommended that each teacher and the staff be provided with a job description, outlining the school’s mission, reporting mechanism, salary and main duties/responsibilities which are expected form the staff/teacher. A sample Job Description is annexed with this report.

11.6 Incorporate Effective Teaching Methods

Findings: The consultant observed that most teachers do not use interactive, student-centered teaching methods. Quite a few of them use power point presentations exclusively to teach a class while others dictate to students. This makes students passive learners as they take only notes with out any interaction with their peers or teacher.

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Specific Recommendations: The School should strive to conduct yearly or semester workshops to build teachers’ pedagogical skills. As pointed elsewhere in the report, some of the teachers rely on power points as a primary method to teach. This also became evident when teachers practiced their new skills in developing a lesson plan and practice teaching in front of other workshop participants. Most relied on power point as a primary source of their method of teaching. The consultant believes that the present teachers at the school will need yearly/semester capacity building workshops to improve their pedagogical skills at least for the next three years.

11.7 Develop Student Organization/Clubs

Findings: The consultant inquired about student run organizations or clubs at the school. The consultant was informed that in the past there was a Guarani Cultural Association but that currently there are none. Almost on daily basis the consultant observed that students spent much of their free time in watching television, sometimes as early as 9 am in the morning during the weekdays. They watched even more on weekends and earlier than 9 am.

Specific Recommendations: The students should be encouraged to use their free time and the ample space which is available on campus to start organizations and clubs. Some of them could include; Math Club, Veterinarians Organization, Chess club, Young Entrepreneurs, Environmental Organization, Guarani Cultural Association, English Club and Music/Dance Clubs etc. This will allow students to engage their interest and talents and develop their extracurricular and leadership skills. It will also provide students an opportunity to be creative and to have fun.

11.8 Plan Free (Study) Time for Students

Findings: Students shared their concerns with the consultant that they get very little time to relax or to study on their own. They also indicated that sometimes when teachers do not show up for classes, they sit among themselves and talk. But when a staff or another teacher sees them they are asked to work in the field. Students find this unfair as they indicated that this happens even when they have their assignments for the practical work.

Specific Recommendations: It is recommended that there should be structured free or study time for students. But efforts must be made that during this time they do not watch TV. Open library hours for instance, during this time can be an option.

11.9 Develop Pedagogical/Planning skills of the new Academic Director

Findings: The current Academic Director is new in this position. However, he has worked at the school as a teacher for the last ten years and is very hard

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working. As such, his experience as a teacher can be instrumental in his new position. While working with him, I felt that he could improve his planning and pedagogical skills in his new role as the academic director. This will enable him to develop a broader vision for the academic needs and then take a lead in strengthening teaching and learning at the school. Specific Recommendations: Planning and Pedagogical skills will enable the new academic director to develop a broad vision from which to plan the academic component of the school.

11.10 Ensure a balance between students working too much and Gaining Entrepreneurship Skills

Findings: Students complained in a focus group that sometimes they are asked to work too much. An example they shared with the consultant was that when a teacher does not show up for a class and they are talking with friends or studying on their own, they are asked to leave and work instead.

Specific Recommendations: The Academic Director needs to determine the real situation. If what students say is correct, they may resist the practical work. A better planning will ensure that there is a balance between the practical work and their needs to study and rest.

11.11 Improve linkage between Plan Anual de cada Professor/a with Lesson Plans

Findings: The consultant observed several classes and also reviewed three Plan Anual de cada Professor/a. Most teachers do not make or use a lesson plan when they teach. The three plans submitted to the consultant had no specific objectives or learning outcomes for classes. Specific Recommendations: It is recommended that at the beginning of each semester, the academic director conducts a 1-2 day retreat where teachers participate in a workshop to plan and prepare their lesson plans for the whole semester.

11.12 Improve the Library

Findings: The library gives a deserted look and during this consultancy period the computers in the library were not hooked up to the internet. It is a spacious library which can be better utilized. Some of the magazines looked dated. The consultant offered to the academic director to help link a boarding school in the USA which may donate books to the library at the school.

Specific Recommendations: The students should be involved and encouraged to develop class projects which can be displayed in the library.

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This will make the library more vibrant and provide the wider student/teacher community to visit the library more often and learn from different class projects displayed in the library.

11.13 Hire a counselor

Findings: During this consultancy it was found that the school does not have a trained counselor. Also during this time a number of students were expelled for various reasons. Additionally, given that some 40% of the students are girls and the fact that currently there are no females in the leadership positions, it is imperative for the school to hire a counselor.

Specific Recommendations: It is recommended that the school hire a part-time trained counselor, ideally a woman. This can be particularly beneficial for girls to approach a woman counselor and share their difficulties and any challenges they face at the school. It can also be beneficial for those students who have left their homes for the first time and those who come from other countries (currently there are three from Bolivia). Additionally, this counselor can conduct regular sessions on alcohol drinking, dealing with homesickness, study skills, interpersonal relationships and other needs which students and or the teachers/staff identify.

11.14 Develop a pool of Substitute Teachers

Findings: Students shared in a focus group that often teachers do not show to teach classes and that this disrupts their learning. This was also observed by the consultant while conducting teacher training workshops. It appeared that when a teacher does not show up to teach her/his class there are no alternative plans for the students. Additionally, the students also told the consultant that there were not enough teachers to teach Hotel and Tourism classes.

Specific Recommendations: It is recommended that the School should explore and contact some teachers who can be called as substitute teachers when a regular teacher does not show up to teach. The School should also develop a system where a regular teacher informs the academic director at least 24 hours before he/she can not come to teach. This will allow the academic director to make alternative arrangements so that the learning for students is not disrupted. Also efforts should be made to assess if there are enough teachers to teach Hotel and Tourism classes. FP and the school should engage in an analysis to determine whether hiring more full time teachers and reducing part time teachers will address some the issues mentioned here.

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11.15 Provide balanced meals to students

Findings: The students complained and the consultant observed that some times the students are not provided enough to eat. Also the meals are not balanced. Vegetables and fruits were rarely served to the students in the cafeteria. This can be detrimental to the health of the students who are physically/emotionally growing up and work and study as part of their program at the school.

Specific Recommendations: The school should make efforts to provide balanced diet to the students. Efforts should also be made to provide healthy snacks at the cooperative so that students access healthy food/snacks.

11.16 Provide a continuity of English teachers

Findings: During a focus group the students pointed out that the English teachers (mostly international interns) who are in the country on short time assignments with FP are asked to teach English at the school. This disrupts their English learning.

Specific Recommendations: Since English is a compulsory subject and most students show lot of interest in learning English, the school should hire a full time teacher which can ensure on going English learning for the students.

11.17 Ensure on going pedagogical improvement of teachers

Findings: In order to assess the pedagogical needs of the teachers, the consultant designed and distributed a survey (encuesta). To a question, “Are you a trained/certified teacher?” 8 out of 11 respondents said “No” to this question. In addition, after the workshops overwhelming number (11 out of 12) teachers indicated that such workshops should be conducted regularly.

Specific Recommendations:

A. The Education Committee should regularly assess and recommend the pedagogical needs of the teachers to the Academic Director who should then plan and arrange such workshops at the beginning of each semester/academic year.

B. The Academic Director should consult with the area supervision as the

consultant was informed that the Ministry of Education also provides resources such as pedagogical workshops which are free of cost the schools.

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11.18 Ensure a balance between sound theoretical knowledge with

appropriate practical work

Findings: During the focus groups with the students, they indicated that while they really like the school and its model, there is no connection between theory and practice. They also indicated that nobody explains them what to do in the camp. When asked for suggestions they indicated that 3rd year students should be better prepared so they can train 2nd and 1st year students better.


A. The new Academic Director has to ensure that at the beginning of each semester/academic year the teachers understand and know the competencies for each academic year. This should follow with a clear linkage between Plan de cada Professor/a and Lesson Plans.

B. The consultant has annexed a sample job description and a template to evaluate teachers. Teachers having job descriptions and their performance being evaluated annually will steer teachers towards the goal of linking theory with practical work.

11.19 Increase Full Time Teachers

Findings: For a boarding school the ratio of part time to full time teachers seems high at the school. The consultant was told that there are about 10-11 part time and 5-6 full time teachers at the school.


A. Given the model of the school, it may help the school to determine a cost benefit analysis of hiring more full time teachers and decreasing the number of part time teachers accordingly.

B. Even though the school has a unique model, it may help to explore and

study the ratio of part time to full time teachers at other boarding schools which have vocational components.

11.20 Establish a sister school relationship with a boarding school internationally

Findings: The school and FP enjoy global recognition and have many connections overseas. These connections should be utilized to establish sister school relationship. The consultant explored and suggested two boarding

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schools in the United States to the Academic Director which are interested in establishing such a relationship with the School in Cerrito.


A. FP should assist the School to develop its own web site. This will enable the students and teachers at the school to share specific projects with a sister school overseas. For example, students can write the process of cheese making with photos which could be informational for students from the sister boarding school. Similarly, the teachers could share their lesson plans and ask for feedback from the teachers of the sister boarding school.

B. An effective sister school relationship could result in student and faculty

exchanges thus furthering and strengthening the academic component of the school.

C. The School could also request resources for the library and for text books in Spanish. Increasingly schools in the United States have books in Spanish as the Spanish speaking students in the

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Appendices

1. Training Workshop

2. Developing Effective Lesson Plans

3. Benjamin Bloom’s Taxonomy of Learning and Knowing

4. Six Steps to a Lesson Plan

5. A Comparison Formal and Nonformal Education

6. Developing Specific Objectives forLesson Plans

7. Template for Developing a Lesson Plan

8. Template for Job Description for a Teacher

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9. Template for Teacher Evaluation

Taller de Capacitación

Desarrollar Lecciones eficaces

Fundación Paraguaya

Escuela Agricola, San Francisco AsisCerrito, Chaco

Abril 2010

Dr. Andrew Jilani

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Taller de CapacitaciónDesarrollar lecciones eficaces

Dr. Andrew Jilani

Escuela Agricola, San Francisco AsisCerrito, Chaco

Abril 2010

Al terminar los dos días de capacitación, los profesores podrán:

1. Explicar la importancia de crear lecciones eficaces para mejorar la enseñanza y el aprendizaje en la escuela.

2. Explicar la importancia del proceso de “Standards-Based Instructional Planning” (Planificación de lecciones basada en estándares).

3. Explicar las 6 etapas del aprendizaje (learning) y conocimiento (knowing) tales como fueron desarrolladas por Bloom.

4. Demostrar una comprensión de los 6 pasos para crear un plan de lección (lesson plan)

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5. Crear y presentar (en grupos de 2) una lección entera de una materia enseñada por el profesor (a la escuela).

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3. Establezca el material para Test Frecuentes

2. Consultar los Currículums regionales de ser necesario

1. Revisar y conocer bien el Plan Anual y el Plan Didáctico

Productivo

6. Ordenar las Materias en un calendario y desarrollar un Plan Anual de Instrucción de cada profesor/a

5. Definir los Estándares/Competencias en Unidades

4. Identificar la capacidad de los estudiantes en cada nivel (Test de Diagnóstico)

Planifica-ción de la

Clase

Planificación de Cada Materia

Plan Anual de cada Profesor/a

10. Planificar la Clase

9. Explicar: Cómo se evaluarán los objetivos de la clase

8. Incluir Niveles Cognitivos adecuados

7. Los Objetivos de la Clase deben ser claros, medibles y enmarcados en la estructura de aprendizaje de los estudiantes

Planificación a Largo PlazoPlan Didáctico Productivo, Plan Anual con CD

1. Planificación de Clases

2. Planificación de MateriasPlan Anual de cada profesor/a)

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3. Planificación a Largo Plazo Plan Didáctico Productivo, Plan Anual con CD

Taxonomía de Benjamin Bloom (Clasificación) para Aprendizaje y Conocimiento

Dimensión Cognitiva (relacionada a la adquisición de conocimientos)

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Taxonomía de Benjamin Bloom (Clasificación) para Aprendizaje y Conocimiento

Dimensión Cognitiva (relacionada a la adquisición de conocimientos)

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Adaptación de: Teaching for Student Achievement, Guidebook: The New Teacher Project [NP]

1. Conocimiento

Es el nivel más bajo de la taxonomía cognitiva de Bloomberg. Muestra el recuerdo de la información objetiva y depende principalmente de la memoria.

o recordar; o reconocer; o evocar (¿quién, qué, cuándo, dónde, cómo ...?).

2. Comprensión

El estudiante entiende qué información se está comunicando y puede usarla sin necesidad de ver sus implicancias o su relación con otra información.

o descripción en sus propias palabras; o organización y selección de hechos e ideas.

3. Aplicación

El estudiante utiliza una abstracción para situaciones concretas. Como el título lo indica, el estudiante puede aplicar intelectualmente lo que ha aprendido a situaciones nuevas.

o solución de problemas; o aplicación de información para producir resultados; o utilización de hechos, reglas y principios

¿Cómo es…un ejemplo de…? ¿Cómo está…relacionado con…? ¿Por qué…es importante?

4. Análisis

El estudiante puede desglosar un concepto complejo en sus componentes de tal manera que las relaciones entre las partes están claras y se logra un mayor entendimiento sobre la sumatoria de las partes.

o subdividir un todo para demostrar como está compuesto; o separación de un todo en las partes que lo componen

Clasificar…según… Resumir/diagramar… ¿Cómo …se compara/contrasta con….? ¿Qué evidencia podría enumerar de…?

5. Síntesis

El estudiante mezcla elementos y partes a fin de formar un pardon structural coherente que no estaba previamente presente.

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a. creación de un producto único, original que puede ser verbal o físico; b. combinación de ideas para formar un todo

i. ¿Qué dirías/asumirías de…? ii. ¿Cómo crearía/diseñaría un nuevo…?

iii. ¿Qué pasaría si combinas…? iv. ¿Qué soluciones sugeriría para…?

6. Evaluación

Es el nivel más alto de la taxonomía cognitiva de Bloom. En este contexto evaluación significa que el estudiante emite juicios cualitativos y cuantitativos sobre hechos utilizando ya sea sus proprio criterios de evaluación o los de otros.

o toma decisiones de valor sobre temas; o resuelve controversias o diferencias de opinión; o desarrollo de opiniones, juicios o decisiones

¿Estás de acuerdo con…? ¿Qué piensas de…? ¿Cuál es la más importante…? Ordena según la prioridad… ¿Qué decidirías acerca de…? ¿Qué criterios utilizarías para evaluar…?

Conocimiento Comprensión Aplicación Análisis Síntesis Evaluación

Definir Describir Aplicar Analizar Arreglar Apreciar

Listar Discutir Bosquejar Argumentar

Componer

Calibrar

Memorizar Explicar Construir Calcular Construir

Decidir

Recordar Expresar Demostrar Categorizar Crear Defender

Relatar/Narrar/contar

Identificar Dramatizar

Clasificar Diseñar Determinar

Repetir Informar Emplear Comparar Ensamblar

Diagnosticar

Señalar Localizar Ilustrar Criticar Establec Escoger

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erOtro Reconocer Interpreta

rDebatir Formula

rEstimar

Refrasear Operar Diferenciar Juntar Evaluar

Revisar Pintar Distinguir Manejar Juzgar

Otro Practicar Esquematizar

Ordenar Medir

Traducir Examinar Organizar

Opinar

Usar Experimentar

Planificar

Seleccionar

Otro Inspeccionar

Preparar Valorizar

Plantear Proponer

Otro

Probar Recoger

Resolver Resumir

Otro Otro

Seis Pasos para un Plan de Clases

Componente deLa Clase

Descripción del Componente Ejemplos de Componentes

Utilizar métodos pedagógicos centrados en el estudiante.

Apertura de la Clase (5-10 minutos)

Ejemplo, confraternización juego de roles, pequeños grupos, parejas, etc.

Paso 1: ObjetivoHabilidades específicas, medibles que aprenderán los estudiantes.

Paso 2: MotivaciónCrear un interés, punto de atención o enganche para los estudiantes.

1. Los estudiantes podrán identificar Paquistán en un mapa, aprender sobre su gente, su cultura, comidas, idioma, religión y ubicarán su capital y los países vecinos.

2. Contarles sobre mi origen paquistaní. En un mapamundi invitarlos a mostrar dónde queda Paquistán.

Introducción deMaterial Nuevo (10-15 minutos)

Paso 3: Material Nuevo- Presentar cuándo y cómo

nació Paquistán. - Presentar datos sobre su

- El grupo repasa la independencia de Paquistán, su idioma, deportes, etc.

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población, religión, idiomas, etc.

- Escribir en Urdu, el lenguaje oficial, en el pizarrón.

- Enseñarles Urdu básico.

- Un video corto / Youtube sobre la gente de Paquistán, lugares, arte, comida.

- Escuchar un CD de música en Urdu.

- Mostrar artesanías de Paquistán

Práctica del Material Nuevo (20-25 minutos)

Paso 4: Práctica Guiada- Articular las actividades que usarán los docentes para que los estudiantes apliquen los nuevos conocimientos o practicar las nuevas habilidades bajo la tutela de los docentes.

Paso 5: Práctica Independiente - Delinear cómo los estudiantes practicarán los nuevos conocimientos y habilidades - por medio de la tarea.

- Divididos en pequeños grupos, los estudiantes completan un mapa en blanco de Asia y ubican Paquistán, su capital y los países vecinos.

- Práctica de Urdu básico.

- Preguntas y respuestas. - Los estudiantes

escriben una composición corta sobre Paquistán.

Cierre(5-10 minutos)

Paso 7: Evaluación Resume las estrategias de evaluación que serán utilizadas para medir los logros de los estudiantes en cada objetivo específico.

- Dividir la clase en pequeños grupos y que cada uno presente lo que ha aprendido sobre Paquistán. ¿Por qué es importante? Preguntas?

Desarrollando Objetivos Específicos para Plan de Clase

Descripción de los componentes Ejemplos

Rendimiento del Estudiante

Cada objetivo debería enfocarse sobre lo que los estudiantes harán a diferencia de lo que el docente hará.

-- Los estudiantes serán capaces de hacer oraciones en guaraní en tiempo pasado.-- Los estudiantes serán capaces de calcular las fuentes de ingreso mensuales del hotel de la escuela.

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Los ResultadosLos Objetivos deberían establecer como los estudiantes demostraran cuando los objetivos han sido dominados.

-- Los estudiantes harán una lista y presentaran las enfermedades más comunes que pueden afectar a la producción de tomate

Las CondicionesEl objetivo de una clase debería detallarse

el como o con que los estudiantes demostraran su dominio del estándar.

-- Dando a los estudiantes una lista de datos de ingresos mensuales del hotel y una calculadora.-- Después de una clase teórica, los estudiantes identificaran las enfermedades más comunes que afectan a las plantas de tomate en el campo.

Adapted from Teaching for Student Achievement, Guidebook: The New Teacher Project [NP]

Escribiendo Objetivos “SMART”

SPECFIC= Especifico – Identificar el criterio básico para un buen Objetivo

MEASURABLE= Medible – Identificar un numero

ACHIEVABLE= Realista – Alcanzable - Puede se alcanzado en una clase o sesión.

RELEVANT= Relevante – Apropiado

TIME BOUND= Con un tiempo determinado – Para el final de la clase o sesión.

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Template for a Lesson PlanTítulo del taller: -----------------------------------------------------------------------

Nombre del profesor: --------------------------------------------------------------------------

Grado/Clase: ----------- Hora: ----------------- Año académico: ------------------------

El objetivo del taller: Competencias evocadas/enseñadas:

Actividad del taller Descripción de la actividad

Actividad actual

Utilice métodos pedagógicos enfocados en el estudiante

Comienzo del taller(----- minutos)

Ejemplo, rompe hielo, juego de rol, pequeños grupos, trabajo en pareja, etc. Paso 1: ObjetivoAptitudes o comportamientos

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específicos y medibles que los estudiantes aprenderán

Paso 2: MotivaciónHacer que los estudiantes se interesen

Introducción de nuevos materiales

(--------minutos)

Paso 3: Nuevo material

Los estudiantes se ponen a practicar el nuevo material

(------- minutos)

Paso 4: Trabajo guiado- explica cuales actividades el profesor utilizará para dejar que los estudiantes apliquen lo aprendido y/o practiquen nuevas aptitudes con la ayuda del profesor.

Paso 5: Trabajo independiente- explica cómo los estudiantes pondrán en práctica sus nuevas aptitudes a través de tareas (durante las aulas o en casa).

Conclusión (----- minutes)

Paso 7; Evaluación- explica las estratégicas para evaluar y medir el progreso del estudiante (si ha obtenido el objetivo especifico).

A ComparisonFormal and Nonformal Education

FormalEducation

Nonformal Education

It is future oriented. Leads to obtaining a specialized degree, i.e., MA in Agriculture, BA in Hotel Management

It is present oriented and addresses the needs of the learners, NOW Example, Short course on Malaria for parents, Agriculture Extension for framers

Long term and general Short term and specific

Knowledge is a gift given by those who consider themselves knowledgeable to those whom they consider to know nothing

A learner comes with prior life experiencesand knowledge and builds upon it

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Long cycleMostly Full time

Short cycleMostly part time

Teacher centered Learner centered

Isolated (from socioeconomic environment and needs)

Integrated (with the needs of the learners) and community related

Externally Controlled (curriculum and standards are externally determined) via

Ministry of Education

Self- governing (autonomy of programs pedagogy and curricula)

Hierarchical (internal and external control is defined by clear roles between teachers and students and between the school and the ministry of education)

Democratic (Control is with the learners, teachers and the community)

Adapted from, Training of Trainers, World Education, Boston, MA. [nd]

Sample Job Description for a Teacher

Template: Job Description for a Teacher

Escuela Agricola San FranciscoCerrito, Chaco

Title of the position: Teacher Part Time [ ] Full Time [ ]

Name of the Teacher: Reports to: Academic Director

Start Date: ------------------- End Date:

Mission Statement of the School:

Main Duties of the Teacher

Teaching and Learning

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1. Provide support for individual students inside and outside the classroom to enable them to fully participate in academic as well as entrepreneurial activities at the school

2. Conduct diagnostic test of first year students (if applicable) to determine the level of the command students have in a particular subject

3. Prepare for and teach assigned classes under the direction and guidance of the Academic Director

4. Work and collaborate with other teachers and staff, as necessary 5. Prepare student records of their attendance, progress and exams etc. on

monthly, semester and yearly basis 6. Support students with emotional or behavioral problems and help develop

their social skills 7. Develop and use Lesson Plans for each class and use creative pedagogical

methods to ensure effective teaching and learning8. Participate in annual pedagogical workshops to improve hi/her teaching and

learning as planned or recommended by the School

Administrative duties1. Prepare and submit Plan Anual de cada Professor/a to the Academic Director

at the start of each semester2. Prepare and submit Lesson Plans to the Academic Director at the start of each

semester3. Prepare and present displays of students' work in the library, class room or

other assigned areas in the school4. Review and learn about the new Plan Anual issued by the Ministry of

Education in Paraguay and Plan de Negocios Didactivo Productivo made by Fundacion Paraguaya

5. Undertake other duties from time to time as the Academic Director requires

Standards and quality assurance1. Support the mission and objectives of the school 2. Set a good example in terms of dress, punctuality and attendance 3. Attend monthly teachers meetings 4. Undertake professional duties that may be reasonably assigned by the

Academic Director 5. Be proactive in matters relating to teaching and learning at the school

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Sample-Teacher Evaluation

Template: Teacher EvaluationEscuela Agricola San Francisco

Cerrito, Chaco

Note: This form should be used for a teacher’s self-assessment, classroom observation, and the summary evaluation.

Name of the Tecaher: ____________________________________________Date:_______________________

Evaluator:_ _________________________________________Title:________________________

1. Teacher demonstrates leadership by taking responsibility for the progress of all students & ensures they graduate with solid academic & entrepreneurship skills to

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start their own businesses, work in agricultural sector or to pursue higher education.

5 4 3 2 1Excellent Average Poor

2. Teacher incorporates effective pedagogical methods and engages students in their learning. Teacher uses role plays, small groups, pairs, guided practice etc. and ensures that all students participate in the class.


3. Teacher regularly maintains records of students academic progress, attendance, exams etc


4. Teacher has submitted her/her Plan Anual de cada Professor/a and the learning outcomes in this Plan relate to the Lesson Plan a teacher uses in the class


5. Teachers has discussed with and submitted her/her Lesson Plans to the Academic Director each semester and uses these Lesson Plans to improve teaching and learning at the school.


PREPARACION y INSTRUCCIÓN


Objetivos de la lección son directamente de reforma educativa (en el orden del programa).

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Profesor/a ha planeado una forma de evaluación formal o informal para la lección

Refuerza la tarea planeada de la lección del día en la casa.

Lección utiliza aprendizaje conceptual (por ejemplo, "que es multiplicación?" vs. "multiplicar mostrando muchos problemas"

Lección enseña vocabulario necesario para entender conceptos.

Objetivos son conectado a conocimiento previo.

Profesor comienza con una "hace ahora" o actividad que conecta objetos de día previa a objetos corrientes.

Profesor modela ejemplos, ofrece una oportunidad para práctica guiada, y actividades independientes.

DIFERENCIACIÓNLo siguiente es fuerzas específicas y áreas para el profesor para mejorar

FORTALEZAS SUGERENCIAS

Plans to Improve TeachingLo siguiente es áreas específicas que el profesor debería mejorar por un programa planeado y calculado

Specific Areas to Improve Time Frame

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Evaluation of Escuela Agricola, Cerrito Paraguay

Documents

Transcript of Evaluation of Escuela Agricola, Cerrito Paraguay