Year: 2015

Thinking Schools Shire Tigray Ethiopia Read more about Shire

Stage 1 Leadership Teams for Shire Cluster Model Schools
The Stage 1 trainings for Leadership Teams (8 principals and lead teachers from each school) of the 36 model schools began in Shire Tigray Ethiopia on the 14-15 April 2015. The trainings were facilitated by Thinking Schools Ethiopia Lead Trainers Atsede Tsehayou and Dagim Melese, and Thinking Schools International Global Trainer Robert Price. The 9 schools in Shire are part of the 36 model schools with the Tigray project. There are 12 Woredas participating with 2 primary and 1 secondary schools from each of the Woredas for a total of 36 model schools.

The schedule of the trainings is:

Group	Zone	Number of Woreda  in the group	Number of schools	Number of participants
One /Shire	West	1	3	21
	North West	2	6	42
Total		3	9	63
Two/Aksum	Central	3	9	63
Total		4	9	63
Three/ Wukro	Eastern	2	6	42
	South West	1	3	21
	Mekelle	1	3	21
	South	2	6	42
Total		6	18	126
cluster supervisor				12
cluster supervisor				36
Total participants				262

 

Stage 2 Whole Schools
Trainings will be whole school trainings facilitated by the leadership teams and a Thinking Schools Ethiopia lead trainer.

Stage 3 Site Visits
This will be followed by regular site visits by Thinking Schools Ethiopia trainers to facilitate professional development and model best practices with demonstration lessons with students.

Video for Reflective Practices, Models of Excellence, Action Research
Video will also be used to capture models of excellence by teachers to share between the 36 model schools.

Trainer of Trainers
Thinking Schools Ethiopia trainers will be trained from Tigray Education Bureau, model schools and Tigray Development Association to assure ongoing growth and the sustainability of Thinking Schools Ethiopia in collaboration with TDA.

Universities and Accreditation
Universities will provide accreditation of Thinking Schools as a reflective practice while building a body of action research to learn and grow the Thinking Schools model. In the Tigray region Mekelle and Aksum Universities will be collaborative partners.
download the pdf file

Read the Proposal for the collaboration with Tigray Development Association, Thinking Schools Ethiopia, Thinking Schools International and Initiative Africa (administering the grant).
download the pdf file

Read the Thinking Schools Accreditation Process.
download the pdf file

       

 
Reflections from the participants on video — in Tigrinya – English translation coming soon…
 

Project Sensitization Workshop for Growing Thinking Schools Ethiopia from the Inside Out 

A Love in Action –  Initiative Africa (IA) – Eminence Social Entrepreneurs (ESE) Collaboration for Growing Thinking Schools Ethiopia in SNNPRS.
by Dagim Melese — C0-Lead Thinking Schools Ethiopia trainer 

Love in Action Ethiopia (LIAE) conducted a day long project sensitization workshop on Saturday, April 3, 2015, in SNNPR (Southern Nations, Nationalities and Peoples Region).  The project is entitled Empowering Women Building Communities through Growing Thinking Schools from the Inside Out in 2 (two) Secondary and College Preparatory schools: Wachamo and Heto Secondary and College Preparatory Schools.  The purpose of the workshop is to consult with key stakeholders on issues of effective implementation of the project program so as to see the adaptability, relevance, use value and instrumentality of the program for the school improvement needs of the education system in the region. The stakeholders included City Education Bureau leadership and experts, Development Activities Coordination Bureau, Finance and Economic development Directorate, School Directors, Model Teachers , Experts from Women Affairs Bureau,  PTA(Parent- Teachers Association), Project Managers and Project Director of Love in Action Ethiopia.

Brief explanation on the project’s  rationale and goal, and discussion on the underlying concepts of the TSE model and among the participants about the problems of high school girls,  issues associated with the project( project’s life -span, project’s budget,  project’s target groups, areas and levels of intervention in the education system ( How is the problem going to be addresses ? Via what strategy?  At what level of education is the intervention going to take place? ) took place. Key questions from the participants were asked as regards the issues and they were responded to by the project director.

The following were some of the comments, questions and experiences shared.

1. Bearing in mind that it is not easy to bring about desirable change in attitudes, we should be ready to work collaboratively, interdependently, orchestrating expertise and facilitating united efforts.
2. In the light of our realization and contention about the relevance and usefulness of the project we should have started the intervention from foundational grades (PrK , First Cycle Primary Schools )
3. We should strategize  ways to make the project all – inclusive : involve parents, people in leadership, students , teachers , PTA , etc ( all stakeholders).
4. The project is key in terms adding supplementary value.
5. Female students should be assessed for differentiated interventions.There has to be developed a mechanism of documenting female students profiles.
6. Schools organizational capacity needs to be supported (there has to be a school psychologist for Guidance and Counseling service in the schools for example ).
7. Working on facilitating teachers’ expertise is key and foresighted for benefiting the community in a sustainable manner
8. Why is the project short lasting? Why limited budget while the program you have is of high priority
9. The capacity building aspect of the program should address all teachers  and instructional leaders
10. How is the project going to address the socio-economic problems of girls ? Livelihood needs of the female students ?

In accord with the project implementation plan both Wachamo and Heto Schools are planned to receive educational professional training using the Thinking Schools Approach in three(3) different phases –  Instructional leadership team training ,  whole staff training at school site , and ongoing scaffolding support at school sites

Sensitization Workshop for Growing Thinking Schools from the Inside Out Project

A TDA (Tigray Development Association) – Eminence Social Entrepreneurs – Initiative Africa Collaboration for Growing Thinking Schools in the Tigray Region.
by Dagim Melese – Thinking Schools Ethiopia Lead Trainer for Eminence Social Entrepreneurs

Tigray Development Association (TDA) conducted a project sensitization workshop on Saturday, 26 March 2015, in Tigray Regional Administration.  The project is entitled Growing Thinking Schools from the Inside Out in 36 schools representing each Tigray region’s zonal administrations.  The purpose of the workshop is to consult with key stakeholders on issues of effective implementation of the project program so as to see the adaptability, relevance, and instrumentality of the program for the school improvement needs of the education system in the region. The stakeholders included University Lecturers, Dean of Pedagogical sciences, Wereda Supervisors, Project Director, Education quality assurance specialists, Leadership of TDA and Tigray region education bureau.  Brief explanation on alignment of the Thinking School model with school improvement program GEQIP of MOE (Ministry of Education), the project’s goal, and discussion on the underlying concepts of the TSE model preceded a prominent event of the day long workshop: discussions among the participants about criteria for selection of the schools and ways of assessing the fruits of the intervention program.
download the pdf file of the project proposal / overview

Various pragmatic issues were raised and deliberated upon among the participants during the discussion.  There were also thoughts surfaced from different frames of references from the different stakeholders.  The decision on the choice of the schools to be included in the pilot project was sought to be made from the combination of reasoning derived from different and contending vantage points. The following were some of the perspectives entertained in discussion;

1. Accessible schools – the schools should be accessible: those to and from which are laid down adequate infrastructures hence are easy to work with, follow up, reinforce, and to work on feedbacks.
2. Schools Previous performance –   the camps included those that preferred a combination of best performing schools and weakly running schools which is thought to shed light to changes due to intervention in comparison. The other camp contends that there are already other similar intervention programs working in same zonal administration and there are also schools that had not benefited from previous intervention programs. Therefore, we should benefit the poorly functioning schools without adequately met infrastructures.
3. Cycles/Levels of Education – This refers to the question; which level of education is the intervention appropriate? Is it in the first cycle primary education? or Junior secondary cycle ? or Secondary and College preparatory cycle ?

These were the issues the participants consulted with each other and deliberated upon. The discussions were intensely interactive, reflective, and critical from different perspectives.  Group facilitators were observed to be satisfying to their group members. The discussion finally wrapped up with integrative, inclusive and accommodative statements as regards the issues of the discussion.

Key questions that were developed by the participants in the workshop include:

• What is expected from the project?
• How can lessons learned be expanded?
• How should each partner execute their roles?
• What kind of schools should participate in the project?
• What is expected from the project intervention?

Stage 1 Leadership Teams
The next step is the upcoming trainings for Leadership Teams (8 principals and lead teachers from each school) of the 36 model schools. The trainings will be facilitated by Thinking Schools Ethiopia Lead Trainers Atsede Tsehayou and Dagim Melese, and Thinking Schools International Global Trainer Robert Price. The trainings will be held from the 12-21 April in 3 locations: Shire, Aksum and Wukro. The schedule of the trainings is:

Group	Zone	Number of Woreda  in the group	Number of schools	Number of participants
One /Shire	West	1	3	21
	North West	2	6	42
Total		3	9	63
Two/Aksum	Central	3	9	63
Total		4	9	63
Three/ Wukro	Eastern	2	6	42
	South West	1	3	21
	Mekelle	1	3	21
	South	2	6	42
Total		6	18	126
cluster supervisor				12
cluster supervisor				36
Total participants				262

 

Stage 2 Whole Schools
Trainings will be whole school trainings facilitated by the leadership teams and a Thinking Schools Ethiopia lead trainer.

Stage 3 Site Visits
This will be followed by regular site visits by Thinking Schools Ethiopia trainers to facilitate professional development and model best practices with demonstration lessons with students.

Video for Reflective Practices, Models of Excellence, Action Research
Video will also be used to capture models of excellence by teachers to share between the 36 model schools.

Trainer of Trainers
Thinking Schools Ethiopia trainers will be trained from Tigray Education Bureau, model schools and Tigray Development Association to assure ongoing growth and the sustainability of Thinking Schools Ethiopia in collaboration with TDA.

Universities and Accreditation
Universities will provide accreditation of Thinking Schools as a reflective practice while building a body of action research to learn and grow the Thinking Schools model. In the Tigray region Mekelle and Aksum Universities will be collaborative partners.
download the pdf file

Read the Proposal for the collaboration with Tigray Development Association, Thinking Schools Ethiopia, Thinking Schools International and Initiative Africa (administering the grant).
download the pdf file

Read the Thinking Schools Accreditation Process.
download the pdf file

       

 

Meri Primary School, an Addis Ababa Education Bureau model Thinking School is currently receiving a two day whole school training (5 & 6 March 2015 • 26-06-2007 Ethiopian calendar) on Growing Thinking Schools From the Inside Out. The Growing Thinking Schools From the Inside Out is a Transformational Professional Development for schools thinking models, processes, skills, strategies and tools for transforming the whole school environment. The whole school training is part of the Thinking Schools Ethiopia professional development process

1. AAEB experts receive two day Growing Thinking Schools From the Inside Out training
2. School leadership teams of 8 school leaders and teachers from each model school receive two day Growing Thinking Schools From the Inside Out training
3. Whole school receives two day Growing Thinking Schools From the Inside Out training
4. Regular site visits to each of the model schools including on-site professional development and demonstration lessons with students
5. Ongoing use of video for reflective teaching practices

Meri Primary school is a governmental school found in Addis Ababa, the capital city of Ethiopia. They are part of the ten model thinking schools in the AAEB school district. The AAEB includes over 300 schools with the majority having over 1000 students with an average class size of approximately 50 students. Thinking Schools Ethiopia is part of Eminence Social Entrepreneurs in Ethiopia and globally part of Thinking Schools International.

The Thinking Schools approach is a whole school transformational design that requires minimal materials for implementation and use. What is needed are school leaders, teachers, students and parents immersed in understanding the methods of Thinking Schools Ethiopia pathways for thinking. Thinking Schools Ethiopia focuses on key methods and pathways that aim at the professional development of teachers to improve the quality of their pedagogy and decision-making. This mindset and practice successfully brings a student centered quality thinking education with the whole school environment through the use of:

• Thinking Maps
  use of visual tools to organize ones thinking (students, teachers, leaders) with visual tools that are a visual verbal collaborative process of seeing each other’s thinking
• Reflective Questioning
  high quality questioning, listening and discussion skills
• Collaborative Learning
  collaborative learning for students; collegial coaching for teachers; community building for the whole school
• Dispositions
  a mind that is reflective about internal dispositions and actions, while remaining open to other ways in which people are thinking and acting

Thinking Schools Ethiopia is a whole school systems approach based on building capacity inside out with the aim of developing a foundation that is reflective, sustainable, collaborative and replicable. TSE is part of a greater global collaboration that supports multi-directional development. Multi-directional development is a belief system and model where all participants recognize their own capacity for aiding the others globally: ideas and innovation originate within and across ALL places globally. The Thinking Schools Ethiopia training uses research based thinking methods that are lifelong skills for use with problem solving in school, life and work.

Video is in Amharic with English subtitles. If you don’t see the subtitles click on the cc icon to activate the subtitles.
Ato Dilamo Ottore, Head of Addis Ababa Education Bureau, giving a short speech about the importance of the Thinking Schools Ethiopia program that is being implemented in Ethiopia by Eminence Social Entrepreneurs. His speech was given before the 10 school leadership teams (8 principal and teacher leaders from each school) at the Thinking Schools Ethiopia training in June 2014.

 

Thinking Schools Ethiopia (TSE) will begin  model school collaborations with Tigray government schools in March. The initial training will be a sensitization workshop to ensure that the Thinking school frameworks and specific interventions are well understood by all partners and smoothly executed so as to bring the desired changes in attitudes, practices, and education systems and structures around the issues. The initiative is for whole school change with the Thinking Schools model. The initiative is funded with a focus on empowering girl students at primary and secondary levels (and women teachers) in the process. The project is funded through Initiative Africa. Previously the Tigray Education Bureau experts were trained (photo). The TSE project is being coordinated in the northern Tigray region by the Tigray Development Association and the Tigray Education Bureau. The Trainer of Trainer model will include training facilitators from the Education Bureau, Mekelle University and Aksum University.

Stage one will begin in April with schools leadership teams from the 36 model schools representing 12 Woredas. This will include both primary and secondary schools from each Woreda to provide a foundation to scale the project to all schools. The initial training is a 2 day Growing Thinking Schools Inside Out training. The training is about student centered thinking methods and is participant centered with the educators receiving hands-on training. The trainers include TSE trainers from Eminence Social Entrepreneurs and a global trainer from Thinking Schools International and the Thinking Foundation.

Stage two training will provide whole school training for each of the model schools. This will then be supported with ongoing site visits by TSE trained trainers.

 

Bole preparatory school is one of the highest ranking and largest staff sizes of schools in the 300+ government schools system of Addis Ababa Education Bureau. As part of the selected 10 pilot schools, it is also one of the pioneer preparatory schools in the city that took a Thinking Schools Ethiopia training by classifying its staff in two groups.

In accord with this understanding a one and half day training, for the first group, was conducted to more than 80 participants of which school teachers, department heads, director and two deputy directors of the school were part of the training.pioneer preparatory schools in the city that took a thinking schools Ethiopia training by classifying its staff in two groups.

Day one, community building exercises, and personal frame of reference has been introduced followed by a brief introduction to the Growing thinking schools inside out guide. The trainees were deeply engaged in discussions and entertain different views while they were working with the five dimensions to thinking (Cognitive process, Enquiry methods, Dispositions, Learning Modalities and creativity).

Day two of the training was an introduction to visual tools particularly the use of the 8 thinking maps. Participants   were exposed to see the use of the maps and were also extensively exercised and see the potential of these maps to implement in an actual classroom circumstance.

The overall reflection of the participants was great of our expectation. The school director was highly inspired and wants to conduct training for the second group as soon as possible.

This was a step in the process of implementing a whole school transformational process of creating models of Thinking Schools in the Addis Ababa Education System. It is remembered that the instructional leadership team of Bola high School took part in the first phase of the training conduted in June, 2014. The training was interactive, particpatory, and reflective. The goal of the training was to adequately introduce the educators with Visual Tools:Thinking Processes Maps , and facilitate the exercise of use of thinking maps as tools for conducting actual class room lessons by teachers in all departments /academic streams. Following are still pictures taken from the training.

Atsede Tsehayou and Dagim Melese – Thinking Schools Ethiopia Facilitators – Eminence Social Entrepreneurs