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 Inspiration in the Eastern Cape, South African Schools: Starts With One & Grows to Sixty |
| Sunday, May 25, 2025 |
| 10:00 AM–10:50 AM |
| Convention Center, Street Level, 156 |
| Area: CSS/EDC; Domain: Service Delivery |
| Chair: Kelsia Lauren King (Prospect Academy; PEER International) |
| Discussant: Joanne K. Robbins (Morningside Academy & PEER International) |
| CE Instructor: Joanne K. Robbins, Ph.D. |
| Abstract: The revival of a collaboration between colleagues in Gqeberha, South Africa and PEER, Intl (Partnerships for Educational Excellence and Research) evolved after the pandemic. Our 20-year history of success gave us the courage to experiment with video conferencing. Lead teacher from Charles Duna Primary School invited PEER, Intl to specifically assist in improving the teaching and learning of maths instruction. The school was equipped with internet and a large classroom monitor. Slide presentations functioned as teacher guides; additional material was shared via email and no-cost messaging. Online sessions were followed by one in-person visit which included PEER members assessing learners Grade 4-7 in a 1:1 format. Unlike all prior experiences, an administrator from the Department of Education actively sanctioned our work. A paper-and-pencil assessment was designed by PEER to inform future instruction which then became a tool for 60 schools. The formation and maintenance of Professional Learning Communities are key to these changes. |
| Instruction Level: Intermediate |
| Keyword(s): assessment, collaboration |
| Target Audience: Behavior analysts, psychologists, graduate students |
Learning Objectives: 1. Define a Diagnostic Prescriptive approach
2. Define the function of a Professional Learning Community
3. State the difference between the Eastern Cape's assessments previously used and the newly designed DMAs |
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| Breaking Molds to Change the Maths Education of Primary School Children in South Africa |
| JARREN GANGIAH (Charles Duna Primary School, PEER International) |
| Abstract: With the focus on the journey of the child from cradle to the world, a catalytic moment of an educator being identified as “Underperforming” is changing the course of Maths instruction. This very local feedback received in a township school in New Brighton, South Africa, led to a collaboration with twelve other primary schools and the formation of a Maths Professional Learning Community (PLC). In a historically broken post-apartheid system, educators discovered the PLC functioned as a beacon of hope, transformation and empowerment. Maintaining the motivation to go above and beyond was one responsibility of this presenter, the PLC Organizer. This presentation will describe how dedicated and driven educators, including Department of Education officials who are willing to break the mold, began addressing teaching and learning in new ways. PEER, International Partnerships for Educational Excellence and Research) unapologetically addressed the call for support and led weekly video conference sessions shortly after the PLC was formed. PEER methodology relies on assessment, and employs analysis and design of efficient and effective instruction ensuring respect for the context and local educational standards. With the leadership and faculty from Charles Duna Primary, and Department of Education officials the new Maths journey will be shared. |
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