Acknowledgments and About
Acknowledgments
Professional Learning Communities in the Teachers' College was developed under the guidance of John Hatch the USAID AOTR of EQUIP1, and Judy Benjamin Project Director of EQUIP1 at the American Institutes for Research (AIR) in Washington, D.C. Under new leadership, continued support was provided by Suezan Lee, USAID AOTR of EQUIP1 and Jeff Davis, AIR Director of EQUIP1. Cassandra Jessee, Deputy Director for EQUIP1, sought valuable feedback and suggestions from teacher educators in Africa to help to make the book relevant to teacher educators in different contexts. Feedback, excellent criticism and suggestions on improving the material have been provided by James O'Rourke, Lars Dahlstrom, Ellen Carm, Kjersti Augland, and Lorie Brush. Dr. Janet Robb's unwavering commitment to the Professional Learning Communities in the Teachers' College from start to finish was highly valued by all of us on the project.
Inspiration for development of this resource and many excellent ideas for inclusion in the material came from many colleagues in education throughout Africa. In particular, we would like to thank Joy's Zambian colleagues who provided many of the ideas for this resource and helped to ground them in the African context. Special thanks to Simon Chiputa, Malinda Malinda, James Silwimba, Esvah Chizambe, Edward Tindi, Father Fred Kabwe, Audrey Mwansa, Peter Sampa and Evans Mumba. Additional thanks goes to those who participated in focus groups in Malawi and Zambia and helped ensure this resource met your needs: Stephen Malambo, Jonathan Haazela, Mathias Chuunga, Harrson Moono, Geoffrey Chilika from Luwangwa Teacher Training College, Zambia; Mary Chutu Chilele, and Lazarous Mutale, Center for Curriculum Development, Zambian Ministry of Education; Ruth Gonano, Wexton Chalera, Edith Waluz, Davison Butawo, Douglas JB Gondwe, and Gentry Chipeta, of Kasungu Teacher Training College; and Eve Lemani, Yoas Kamingira, and Davies Kaambankadzanja of Malawi Institute of Education.
Editorial support for this material was provided by Kathryn Brand and Laisha Said-Moshiro and design support by AIR's Creative Team. All photos are courtesy of Cassandra Jessee, except the photograph on page 21, which is courtesy of Joy du Plessis.
About the Authors
Joy du Plessis
Joy du Plessis has been involved in teaching, teacher education and curriculum development in Africa for more than 30 years. She has been a junior secondary science and English teacher in government and community schools in Botswana, the Cook Islands and the USA. She was the head of the science and mathematics department at Ongwediva College of Education in Namibia. Ms du Plessis has worked with colleges and Ministries of Education in Zambia, South Sudan, Malawi, Ethiopia, Namibia, Ghana, Afghanistan and Jamaica to assist in the development of both pre- and in-service teacher education programs. She has a Masters degree in International Education from Florida State University and has studied curriculum and instruction at the University of Colorado. She is co-author of Teacher Development: making an impact and In My Classroom: a guide to reflective practice. She can be contacted at joy_duplessis@yahoo.com
Irfan Muzaffar
Irfan Muzaffar specializes in teacher education and mathematics education. His teaching career has involved teaching physics and mathematics at college and secondary school levels. He has also taught prospective teachers in teacher education programs at Michigan State University. His teaching career also includes leading a mathematics education program at a leading institute of education in Lahore, Pakistan. He has a Masters Degree in Mathematics Education from Teachers College, Columbia University and a PhD in Curriculum, Instruction, and Education Policy from Michigan State University. He can be reached at imuzaffar@gmail.com
About AIR
Throughout its 60 year history, the American Institutes for Research (AIR) has improved the lives of individuals and communities in over 80 countries worldwide. AIR's International Development Division (IDD) seeks to enhance the capacity of developing countries to improve the quality of life through education and social development. In collaboration with local partners we work to:
- Ensure children's equitable access to all levels of education;
- Improve the quality and relevance of education; and
- Empower individuals, communities, and institutes as agents of social and behavioral change.
About EQUIP1
EQUIP1: Building Educational Quality through Classrooms, Schools, and Communities is a multi-faceted program designed to raise the quality of classroom teaching and the level of student learning by effecting school-level changes.
EQUIP1 serves all levels of education, from early childhood development for school readiness, to primary and secondary education, adult basic education, pre-vocational training, and the provision of life-skills. Activities range from teacher support in course content and instructional practices, to principal support for teacher performance, and community involvement for improving school management and infrastructure. EQUIP1 works with food-for-education issues and contributes to the provision of education and training in crisis and post-crisis environments.