You are, as teacher trainers and supervisors in initial and continuing training institutions, the main recipients of this Toolbox .
You may have already noticed the use of the term “ Instructional Practices Supervisor ”. This term refers to any person responsible for advising, supporting, monitoring, supervising, training student teachers, student pedagogical supervisors and/or teachers in the field; it brings together trainers of pedagogical supervisors, inspectors, pedagogical advisers, ENI teachers, tutors.
This Toolkit contains a number of resources that you can use to build the teaching and pedagogical leadership skills needed for teaching experiences and classroom practices among student teachers. In addition, the Toolkit aims to support you in promoting the integration of TESSA teaching materials (based on participatory approaches or active pedagogy) into teaching practice experiences.
This Toolbox is neither a module nor a manual of procedures. It is also not a document to be literally exploited. It is a collection of reference tools in the event that certain difficulties arise in the process of pedagogical supervision . The tools are presented in diagram form on the Toolbox cover page and can be accessed in any order you wish.
The Toolkit contains a number of activities that can be carried out individually or in collaboration with other groups of supervisors. We encourage you to assess your own needs and find items in the Toolkit that can best meet those needs. You can make the best use of this Toolkit by first browsing through the titles of the tools and selecting, where necessary, the sections that are relevant to you. The Toolboxcan also be used as a reference document in the context of the preparation of a workshop on teaching practice. It can also be used as a training tool for education inspectors, pedagogical advisers, teachers of teacher training colleges (P ENI), school principals and other education specialists.
In the different sections of the Toolbox , you will meet supervisors who have different roles: for example, some are Trainers of pedagogical supervisors or P ENI, others Pedagogical advisers or Inspectors. The teachers they train (whom we have called teachers in training) are P ENI students, student-teachers or teachers in post. Read the contributions of these supervisors carefully: the way they operate and the strategies they employ are transferable to your own role. As you read, annotate their case study to record how you will use their experiences for your own role.
Developed in 2011-12 by a group of educators from Nigeria and the Open University in the United Kingdom (UK), the Toolkit was adapted in 2013 to the educational realities of Togo by a team of trainers from the Directorate of Training, institution of trainers of educational supervisors in Togo in collaboration with ENI teachers, Inspectors and Educational Advisors and with the support of the Open University of the UK.
Our aim is to introduce the teacher-in-training, the Teaching Practice Supervisor and the teacher’s school to the practice of active pedagogy as illustrated in the TESSA materials and to support the preparation, conduct and the follow-up of an effective teaching practice using this active pedagogy
Serve as a guide to the supervisor for effective monitoring, coaching and support of the teacher-in-training.
Make teaching practice exercise (lessons, trial lessons, teaching placements) an engaging and successful collaborative experience for the teacher-in-training, supervisor, and teacher’s school or school of application.
Change the role of the supervisor seen as a simple evaluator to that of tutor, support and assistant for the teacher in training, a more learner-centred approach.
Ensure a high quality coaching model.
To provide a set of tools (released under a free license) to support this framework, and which can be adapted and used in different environments and contexts.
Other Useful Resources
This symbol refers to a more extensive and easily accessible literature on the subject. You don’t have to read everything, but you have resources at your fingertips to improve understanding of your role and active learning.
1. The Teaching Practice Supervisor
Your role as a supervisor is to develop in the teacher-in-training the skills and competencies required to enable him or her to function effectively in primary school classrooms.
be able to use methods and strategies that put trainee teachers and their learners at the center of learning
be knowledgeable about your subject and versatile in facilitating learning
be able to plan and design programs that facilitate effective teaching practice
be able to use appropriate resources to stimulate and facilitate teaching/learning development and assess trainee teachers during classroom practice
be able to objectively observe and evaluate teachers in training.