School Based CPD and Its Impacts on Teachers’ Practices and Students’ Learning in Some Selected Secondary Schools of East Wollega Zone

Abstract

The purposes of this research was to investigate the impacts of school -based professional development on teachers practice and students’ learning, evaluation mechanisms used by secondary schools and assessed the challenges of school based continuous professional development. A mixed research approach that employed instruments of data collection like survey questionnaire that were filled in by teachers, semi-structured interview with school directors and CPD coordinators and document review were used. The findings of the study revealed that all secondary school teachers and department heads developed the culture of engaging in school – based professional development. The impacts of CPD in improving classroom activities, and enhancing the quality of teaching and learning was found to be sufficient in all case study institutions but the impacts of CPD in changing teachers’ subject matter knowledge was low . As compared to the subject related contents, contents which could sharpen their pedagogical skill was sufficient and CPD contents that deepen teachers subject matter knowledge such as individual study , in school trainings ,networking ,and experience sharing with other school teachers , shadowing an experienced teachers and peer observation were very low. With regard to reflection of CPD activities, even though the national CPD framework put evaluation as an important aspect of the CPD cycle, no one considered as a critical issue in the process of school CPD cycle. According to the believe of the KIs , in all sample secondary schools, the only way to monitor and evaluate the practices of individual teachers’ CPD were teachers’ written report which has been made in every month or week .The major factors that influenced the implementation of the school – based CPD were the attention given to CPD from the government , the attitude of teachers towards school-based CPD and the burden that CPD has on teachers and school directors were the most serious problems observed in studied preparatory schools .Timely evaluation of CPD outcomes by the school and lack of professional support from the concerned bodies were also identified as a major factors. In order to implement effectively school based continuous professional development in secondary schools , school directors, department heads, CPD coordinators and teachers should take in to account the national CPD frame work and subject matter content when they prioritize school, department and individual CPD . Secondary school Principals and CPD coordinators have to prepare the school CPD plan with the participation of teachers and department heads in the selection of the school CPD priorities. This condition helps teachers adapt to the plan and use it to include their needs and demands as well as the existing challenges of the schools. This increases mutual responsibility of the school based CPD stakeholders to implement the program.