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Integrated English Language Program II

Sustainability Action Plan for Year Six

Submitted to USAID Egypt

Project Number: 263-0244-3-96075

Contract Number: 263-C-00-98-0000-00

Prime Contractor: Academy for Educational Development

Sub-Contractor: AMIDEAST

September 30, 2002

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Acronyms

AED Amideast AUC BELl BPV CALL CARS CCIMD CDC CDMD CELT CEM CI CPLl CRLVI CSE CSM COTE ESL EOP ESP FOA FOE GDIST IELl IDPLT IELP-II IGs INSET IRI IVC KSA M&E MCLT METS MDW MLT MOE MOU MTA MTW MTW-SS

Academy for Educational Development America-Mideast Educational and Training Services American University in Cairo Basic English Language Improvement Best Practices Video Computer Assisted Language Learning Classroom Assessment Resources for Supervisors Center for Curriculum and Instructional Materials Development Career Development Center Course Design and Materials Development Computers in English Language Training Continuing Education Materials Computer and Internet Communicative Practices for Language Instructors Communicative Reflective Methodology Centers of Sustainable Excellence Communicative Skills and Methodology Course for Overseas Teachers of English English as a Second Language English for Occupational Purposes English for Specific Purposes Faculty of Arts Faculty of Education General Directorate for In-Service Training Intermediate English Language Improvement Institute for the Design and Planning of Local Training Integrated English Language Program-II Inspectors General In-Service Training Center Interactive Radio Instruction Interactive Videoconference Knowledge, Skills, and Attitudes Monitoring and Evaluation Managing and Coordinating Local Training Monitoring and Evaluation Training for Supervisors Materials Development Workshop Managing Local Training Ministry of Education Memorandum of Understanding Master Trainer in Assessment Master Trainer Workshop Master Trainer Workshop for Senior Supervisors

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NCEEE NCERD OCSs PTT RRPW SATD SST SLEP Test SPEER SPT SRB SSW TACT TAG TDC TESOL TOF TOT TPRS TTl TTPS USAID

National Center for Examination and Educational Evaluation National Center for Educational Research and Development One Classroom Schools Participant Training in Testing Regional Returned Participant Workshop Student Achievement Test Development School Based Training Secondary Level English Proficiency Test Spotlight on Primary English Education Resources School Principal Training Supervisor Resource Book Supervisory Skills Workshop Training in Assessment for Classroom Teachers Training Advisory Group Technology Development Center Teachers of English to Speakers of Other Languages Training of Facilitators Training of Trainers Teaching Practice Resources for Supervisors Teacher Training Initiative Teacher Training Program for Supervisors United States Agency for International Development

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INTRODUCTION

The goal of IELP II is to increase the number of qualified English language teachers in Egypt. In order to achieve this goal, IELP II has delivered targeted interventions within two strategic tracks: direct training of professionals and educators, and capacity building at the institutional level. These two tracks complement each other: the former provides the skilled cadres of professionals and specialists that are capable of quality performance, while the latter ensures an institutional context conducive to and supportive of this quality performance.

Under its first strategic track, IELP II has trained thousands of English language teachers. This training has focused on improving the English language proficiency of these teachers, their teaching methods and practices, their testing and assessment skills, as well as their computer skills and their ability to explore educational technology to enhance classroom teaching. Such training has resulted in a marked change in the practices of those teachers that received training.

The results of the teacher training described above will not be sustainable without the training of other professionals and educators who interface with teachers or impact their performance. Therefore, IELP II has also provided training to target audiences including supervisors, education and training managers, and pre-service educators.

On a parallel track, IELP II has implemented capacity building activities to equip targeted institutions with the tools they need to offer quality teacher training beyond IELP II. These interventions have included the transfer of information management and monitoring systems to support planning and management of future training activities. IELP-II has also transferred What is sustainability? quality training resources and course packages to be included in national and local training plans.

Through these two strategic tracks pursued over the last five years, I ELP II has taken major steps towards ensuring the sustainability of quality English language teaching in Egypt. The sixth and final year of IELP II constitutes a critical year for the project to achieve its sustainability targets and leave behind a legacy that is carried forward and built upon in the local context.

IELP II's Year Six Sustainability Action Plan thus aims to provide highlights of IELP II's progress towards achieving its sustainability targets in Year 5, outlining key sustainability prinCiples and related activities. It builds upon the achievements of Year 5 in establishing sustainability

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• Those trained use new skills in the workplace (e.g. classroom).

• Workplace managers value the new behaviors of those trained.

• Clients value the new behaviors, products and services of those trained.

• Our partners maintain and use the resources provided to them for the purposes intended.

• Those who benefited from previous IELP support are actively engaged in using their new behaviors and skills.

• New behaviors. products and services are valued so much that organizations change in order to sustain them.

• The new behaviors, products or services brought about contribute to IELP II's main objectives, and to the broader objectives of our partners.

strategies for Year 6, and determining tactics and activities so that our partners can sustain quality practices beyond IELP II.

SUSTAINABILITY PRINCIPLES FOR YEAR FIVE

Building upon the strategies and achievements in previous sustainability plans, I ELP II set itself six key sustainability principles for Year 5. The following section provides highlights of some key achievements under each of these principles.

I Principle 1: Promote collaborative long-term planning among EL T partners.

This was one of the main principles which guided IELP activities throughout Year 5. For example, IELP II wanted to equip the key players in the Ministry of Education (MOE) with the necessary know-how for effective, results-oriented training planning post-IELP II. Year Five programs supported skills development in long-term strategic planning and in-service training needs assessment for senior officials at the General Directorate for In-Service Training (GDIST), its ten affiliate regional in-service training (INSET) center staff, and MOE educators from the Counselor's Office and the supervisory body at the governorate level -- including Inspectors General (IGs) and Senior Supervisors (SSs). This training promoted collaborative planning between GDIST and its INSETs and the MOE's supervisory body and local-level educators.

Another activity that promoted collaborative planning was the needs assessment undertaken to prepare for the Year Five materials development training programs. Representatives of different target sectors, including pre-service, in-service, English for Specific Purposes (ESP), English for Occupational Purposes (EOP) and curriculum development -- through the Center for Curriculum and Instructional Materials Development (CCIMD) - worked together to identify long-term cross-sector training needs in the area of materials development, and assisted in developing training program plans and speCifications.

Principle 2: Develop performance standards to apply to teacher education pre­service and in-service training programs.

This principle that IELP II adopted in Year 5 drew on recommendations made in the evaluation report on IELP II entitled '·Access to English: An Evaluation of Egypt's English Language Training", dated April 2001. As a result, in the summer of 2001, IELP­II supported the PHAROS project which began the development of competence and performance standards for teachers in service, as well as for teacher trainers and educational leaders (including supervisors and principals). The PHAROS project also includes a component for developing quality standards for training programs.

With the great interest which the standards discussion generated, CDEL T (Center for Developing English Language Teaching) proposed a project for setting performance standards for pre-service teachers of English (STEPS project). These standards were again seen as a means of planning for performance development, monitOring performance, and providing objective assessment. STEPS involves a task force from a

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number of university Faculties of Education. Both PHAROS & STEPS projects are aligning their domains and standards to ensure a smooth and logical continuum of performance indicators that range from pre- to in-service teachers. It is expected that both sets of standards for the EFL sector will constitute a major catalyst for sustaining quality performance and best practices in the field of teaching English in Egypt, beyond the life span of IELP II.

I Principle 3: Ensure access to quality resources for planning and training.

This represented another key sustainability strategy for IELP II as it nears the end of the project. In year 5, the project sought to ensure that partners would continue to plan for and offer quality training post-IELP II. Several of IELP II's Year 5 activities exemplified this strategy:

IELP II developed Primary Methodology Resources (PMR) to support improved English teacher training and classroom teaching at the primary level. These Resources include Spotlight on Primary English Education Resources (SPEER) a teacher training reference and two classroom supplements to the standard textbook the Game Book and Song book, both drawn from materials developed for the Interactive Radio Instruction Program,

In the ESP/EOP sectors, sets of materials were provided to integrated ESP/EOP audiences from Alexandria, Cairo and Suez Canal cities, under IELP II's assistance plans. Surveys conducted by IELP II in Year 4 helped gather data on the types of materials needed and those deemed by practitioners as most effective. Sets of materials included the Business English Video Series, Communicative Activities, Internet English and Developing English Tests. These sets were again intended to facilitate future access to quality training resources for target ESP/EOP centers.

I Principle 4: Expand transfer of key courses and support systems.

I ELP II adopted this principle in order to be able to respond to a need repeatedly voiced by its partners: namely the need for comprehensive courses that could be incorporated into national and local training plans and offered to address basic, recurrent training needs of teachers and supervisors.

One example was the transfer of the English Language Improvement (ELI) program 1 and 2 to GOIST for inclusion in its annual in-service training plans. These complete course packages which include trainee, trainer, supplementary and evaluation materials provide GOIST with the full set of resources it needs to provide such language improvement courses post-IELP II.

Another example is the work done in Year 5 on the Transfer of the Data Management and Monitoring System (TOMS) to GOIST. This information system will enable GOIST to maintain and retrieve data regarding trainees, trainers and training programs, including evaluation data, thus supporting the use of data for decision-making about future training planning and development, as well as trainee and trainer recruitment.

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I Principle 5: Enhance the performance of skilled cadres in strategic areas.

In Year 5, the project offered advanced training to various target audiences to build upon knowledge, skills and expertise they had acquired through previous IELP II training. By offering these more advanced training programs, IELP II contributed to the skills profiles of its target audiences, preparing them for independent performance once IELP II is completed. A series of U.S. participant training programs provided the main mechanism for improving the performance of skilled cadres. Among these programs were:

• Certificate courses in Training of Trainers, Instructional Design and Training Management

• Advanced training in Testing and Assessment • A Materials Development Program • Computer training for Interactive Video Conference facilitators

To enhance trainer skills, IELP increased use of IELP II-trained specialists in the planning, implementation and monitoring of various training activities such as ELI 1 and 2, Training of Trainers (TOn programs, Primary Methodology Resources (PMR). workshops, the Cairo Conference and regional returned participant workshops (RRPWs). The PHAROS Standards project also provided another important area for strengthening highly competent supervisors, who partnered with US consultants to draft performance standards and indicators and to prepare for applying standards to the delivery of the Communicative Reflective Methodology (CRM) course.

I Principle 6: Support a shared vision among leading stakeholders.

I ELP II believes that one factor that will ultimately contribute to long-term sustainability is the work of integrated teams and professional networks that bring different partners together to promote common goals and shared interests. Numerous Year 5 IELP activities and events were conducted based on this core belief: the cross-university CDEL T team for standards development, the FOE and MOE supervisors' collaboration in the PMR project, the PHAROS standards project, the Teaching Practice workshops, the management training program, the supervisors' network activities, the Cairo conference, and RRPWs and the ESP/EOP seminars. It is envisaged that cross-sector collaboration in light of shared goals will enhance the sustain ability of performance improvement results achieved within the life span of IELP II.

YEAR FIVE PROGRESS TOWARDS SUSTAINABILITY

Pre-Service Component

In Year 5, further progress was made towards sustaining the results and performance achieved in the pre-service sector. The pre-service sustainability strategy for Year 5 focused on collaborative planning, development of standards, and promoting partner integration to foster a common vision and shared goals. In addition, IELP II continued to

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disseminate quality resources and transfer effective course packages for future integration in pre-service teacher education curricula.

The following table highlights Year 5 sustainability tactics used in the pre-service sector, with each tactic being exemplified through one or more activities implemented.

Core planning team for Mansoura Teaching Practice Improvement Program

CDEL T Pre-Service Performance Standards Project (STEPS)

SPEER dissemination Best Practices Video production Standards development FOE CALL lab

Piloting of Primary Methodology Resources (PM R) course with core group of master trainers

CDEL T support for PMR project

Cross-university CDEL T team for standards project

FOE and MOE supervisors' collaboration in PMR course

Focus groups, partner meetings, follow-on workshops

PHAROS & STEPS Alignment

Developing standards on-going

Awareness-raising: Year

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Will be handed over in Year 6

On-going

Cancelled

On-going

On-going

On-going

On-going

In-Service Component: Teacher, Supervisor and Management Audiences

During Year 5, in-service tactics to promote sustainability focused on collaborative planning models that brought together various partners to discuss methods of planning to achieve common targets and performance improvement results. There was an increased use of IELP II-trained MOE specialists in planning, delivering and monitoring in-service activities.

Year 5 also continued the transfer of IELP II products and systems to key partners. Various in-service training resources were finalized and disseminated, in addition to the

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transfer of such course packages as ELI 1 and 2, which have been included in GOIST's in-service training plan for 2002-2003. Working groups started developing the supervisor resources and training modules, to be transferred in Year 6. Work continued on the transfer of the TOMS and the development of governorate profiles. In addition, advanced training was offered to various in-service audiences previously trained by IELP II.

Year 5 also saw a clear focus on the development of performance standards for teachers, teacher trainers, educational leaders and training programs through IELP II's PHAROS project. It is worth noting that this and other in-service activities again witnessed significant support from partners, coupled with demonstrated awareness of the importance of sustaining quality training systems, products and sta"ndards in the future.

The following table summarizes some key in-service sustainability tactics used and activities implemented in Year 5.

Training programs in annual training planning and in coordinating local and regional training

Training of Trainers to deliver Completed Best Practices Video workshops and PMR

Rescheduled Training of Trainers in ELI 2 and to Year 6 3

Use of locally-developed expertise in contributing and advising the production of the Supervisor Resources Book

PHAROS standards project

Piloting of CRM course to meet standards

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On-going

On-going

Will be completed in Year 6

Dissemination of PMR and Continuing Education Materials (CEM)

Development of Supervisor Resource Book

• TMR development

Transfer of ELI 1 and 2, and. CMR

Plan for Year 6 transfer of ELI 3, and Course for Novice Supervisors (derived from the SRB)

• Transfer of Data Management Systems (TOMS)

METS training

Governorate profiles/Skills Matrix

Further support for courses already transferred (BEll, CSM, SBT)

TOMS (the reformulated METS)

IVC facilitator computer training

MOE materials development workshop for CALL software

MOE materials development course in the US

RRPW on transferring change

PHAROS standards project

PMR

Participant Training and Returned Participant Programs

Ongoing

Delayed to year 6

On-going

On-going

On-going

Reformulated for..Year 6

On-going

On-going

Ongoing

Completed

Delayed

Completed

Completed

On going

Completed

In the area of participant training, Year 5 tactics focused on planning for new areas as seen in the cross-sector materials development program and the Teacher Training Initiative (TTl) for senior teachers that focuses on training and supervision skills. In addition, emphasis was given to using returned participants in various training, materials development and event coordination activities. Further, an important tactic was to

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provide networking opportunities both among returned participants and between returned participants and other educators and stakeholders.

The following table presents some of the key sustainability tactics utilized in Year 5, and related activities.

development program

TTl for senior teachers

Materials development program

Designers and trainers for TOTs, In-service language and methodology courses

Coordinators for Returned Participants' Conferences

Contributors to PMR and SRB

Advanced course in testing and evaluation

Materials development program

Cairo Conference

RRPWs

ESP seminars

Completed

Completed

Completed

Completed

Completed

Completed

Completed

Completed

Completed

Completed

It is worth noting that, during Year 6, IELP II will cease to have access to a mechanism for funding and implementing participant training programs due to the closeout of the Development Training II (DT2) project. IELP II will continue, however, to foster opportunities for integrating returned participants in various training planning, implementation and monitOring activities. In addition, IELP II will actively seek ways to solicit support for partners to use returned participants as specialists in various locally implemented activities beyond IELP II (see, for example, work being conducted on governorate-specific skills matrices).

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Test Reform

During Year 5, test reform sustainability tactics focused on development of test banks and test development standards. In addition, IELP II fostered the development of quality tests by trained Egyptian specialists, and provided additional training on advanced testing topics to enhance local testing skills sets. In addition, work continued on the development and transfer of quality testing resources and training courses. Furthermore, the project designed various activities to bring together testing professionals and other EL T specialists to discuss and plan for common goals and performance improvement targets.

The table below outlines some key Year 5 sustainability tactics in test reform, and relevant examples of activities implemented.

Proficiency Test of English/PTE (formerly known as Saqqara) adoption and maintenance

Student Achievement Test Development (SA TD) course package on test development as a nationwide resource and training manual for developing and moderating valid and reliable achievement tests

SA TD workshops

Finalization and transfer of test development resources

PTE training for technical specialists

Delayed (Year 5 devoted to

: bank I completion I & piloting)

I Completed

Completed

Completed

Delayed to Year 6

Advanced course on testing and Completed evaluation (U.S.)

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Testing and evaluation special interest group (8IG), EgypTE80L

RRPW on testing and evaluation

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Completed

English for Specific Purposes (ESP)

IELP II's Year 5 sustainability efforts in the area of ESP sought to enhance the integration of ESP and EOP audiences, and to encourage collaborative planning for shared goals across sectors. In addition, the project intensified its efforts to create pools of ESP specialists who are capable of planning, developing and evaluating ESP courses and materials.

The following table presents the status of tactics used and activities implemented in Year 5 in the area of ESP.

English for Occupational Purposes (EOP)

ESP and EOP partner days and focus group meetings

Course evaluation workshops

ESP Summer Institute in Completed Teaching ESP Courses

Course evaluation workshops Completed for piloting four new ESP courses

Course evaluation workshops Completed

ESP seminars Completed

Year 5 saw considerable progress made towards sustaining IELP II's results and performance improvement in the field of EOP. Tactics focused on collaborative planning for EOP/ESP, development of effective EOP materials and screening instruments, advanced management and marketing training, and development of assistance plans to complement work completed in previous years.

The following table highlights the tactics used and some of the activities implemented in Year 5 to sustain performance improvement progress made in the area of EOP.

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Educational Technology

Workshops in project management, business planning, marketing skills, evaluating EOP teachers

Training and developing screening tests

Materials for developing screening tests

I Completed

Advanced marketing workshop Completed

Training and developing screening tests

Assistance plans to Alexandria, Cairo, Suez Canal cities and Upper Egypt

Workshop series on management topics for 50 ESP and EOP center managers

COmPleted

Completed

Year 5 saw considerable progress made towards sustaining the effective use of educational technology to enhance English language instruction. IELP-II is installing and operationalizing two CALL labs, one in Alex which was established in Year 4 and the other at GDIST which will be operational early in Year 6. In addition, training resources and programs that made considerable use of educational media were finalized, such as the SPV and I RI. I ELP II also organized select training programs to further the skills of specialist cadres in training using IVC equipment and CALL labs.

The following table summarizes IELP II tactics and activities in educational technology in Year 5.

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BPV project

MOE CALL lab set-up and related training

IRI TOTs

Revision of CRM course with computers module

MOE CALL lab

FOE CALL lab

EOP internet materials

BPV project, with training of integrated audiences

IRI field-testing, evaluation and final production

FOE CALL lab

IVC facilitator computer training

MOE materials development for CALL software

Ongoing

Completed

Cancelled

Ongoing

Completed

Ongoing

Completed

Completed

Completed

Delayed to Yr6

IRI advisory committee I Completed

• IRI field-testing with involvement I of one classroom schools Cit d (OCSs) and CCIMD omp e e

IRI Training for OCS Teachers Completed

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KEY SUSTAINABILITY PRINCIPLES FOR YEAR SIX

In its final year, IELP II has carefully determined its sustainability principles and strategies to capitalize upon the work accomplished in previous years. The project's sustainability principles and strategies for Year 6 are driven by two main goals:

• To bring effective closure to IELP II's role in performance development in the field of English language teaching in particular, and education and training in general, while shifting this role to project partners; and

• To equip partners with the necessary tools for sustainable post-IELP II quality performance.

Significant Challenges

IELP II's goals for Year 6 must take into account the multiple factors that can limit long term sustainability.

• GOIST serves as a key partner for IELP II in the development of improved in-service training of teachers. Yet GOIST is only one of a number of diverse training units at the ministry. The division of labor between these units is poorly defined. As such, MOE support is divided and there may be pitfalls and inherent uncertainties to a strategy that supports GOIST in taking the lead in developing and implementing a coherent program of in-service teacher training.

• While improvement of English language instruction offers an obvious avenue of intervention for an American organization, the English focus of the program can limit the breadth of the organizational capacity building efforts that might logically be extended in an endeavor that addressed multiple subject areas.

• Current financial constraints on our partners limit their abilities to sustain programs at the same levels that have been supported via IELP II. Additionally, the level of trainee support for I ELP II sponsored events - in terms of transportation, per diem, and lodging - cannot be replicated by the GOIST or local training systems. These factors therefore must be considered in the replicated model of training.

• Conflicting ministerial policies that may place unreasonable, impractical burdens on the training system often confuse the forward-planning efforts of our partners or hinder more logical processes of growth and development.

• While turn-over of the key figures can occasionally work on behalf of enhanced cooperation with partners, it more frequently means capacity and relationships must be rebuilt. This rebuilding task also applies in situations where senior figures, after significant support, training and partiCipation in IELP II-related activities, then retire.

• Faculties of Education, responsible for the pre-service training of teachers, are in effect independent university bodies. As such, a unified, coordinated cross­university approach to capacity building is not possible. Pre-service teacher training improvements are more dependent on the interest, motivation and existing skills of the faculty members themselves, and by necessity IELP-lI's pre-service efforts are more dispersed than in-service efforts.

• ESP/EOP efforts are likewise more dispersed. EOP centers have very mobile teacher populations so that much of the IELP II training focus may serve more to

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build individual teacher capacity rather than affect significant changes amongst private EOP training organizations. Additionally, while English language skills are needed by business and individuals show demand for EOP services, private industry demand in Egypt still limited.

Facilitating Factors

The fact that I ELP II is now beginning its sixth year also means sustain ability efforts can build on prior efforts. IELP-ll's approach has played a valuable role. • IELP II has worked within existing systems rather than imposed artificial systems on

our partners. This has improved the likelihood of programs and activities being accepted, adopted and maintained. .

• Project design has often depended on identifying best practices in the system. Active efforts are then made to promote and encourage these practices. Thus design approaches, derived from the system itself, are more realistic and achievable.

• Ongoing needs identification has become an integral part of program activities, thus chosen interventions meet local need and are seen as more immediately relevant and worthy of sustaining by partners. Focus group input and extensive field-testing playa significant role in development efforts.

• IELP II's dual track approach in building both individual and organizational capacity has proven to achieve more than the sum of its parts. Capacity building at the individual level has offered key individuals the skills they need to make necessary improvements in the system and enhanced their level of input. Institutional capacity building efforts have subsequently supported individuals in affecting positive change.

• Early on, IELP II considered a process by which training programs could be transferred to our partners that took into account the multiple elements that sustaining such programming would require. Thus a transfer package is more than a ·course". It has increasingly included more of the critical systems necessary in the operation as well as development of programming over the long-term. In addition the phasing of responsibility to partners has assisted the transfer by sharing decision­making, encouraging ownership, and developing the sense of responsibility as skills to do so have increased.

• IELP II activities have progressively attempted to bring audiences together, facilitating networking and building trust between partners at multiple levels in the system and in both the products and processes being shared.

• IELP-ll's solid programming and good partner relations have worked to establish credibility within the education system and resulted in the inclusion of key IELP II staff on national committees at the MOE. This level of contribution means that IELP II can offer critical input into future directions that can better ensure that activities and aims of the project can continue.

• The development of draft standards documents has created a clearer framework of approaching teacher training and development of courses, and this may support sustainability of IELP II-initiated programming.

• GDIST itself has shown over time an increaSing capacity to plan strategically and has demonstrated clear motives for and commitment to organizational improvement.

Therefore with these challenges and facilitating factors in mind, IELP II has established the following sustainability principles for Year 6:

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Year 6 Principles:

1. Enable key partners to understand, refine and apply standards to promote quality teaching performance

2. Ensure partners have access to and can use IELP-II developed resources and systems

3. Promote partnerships and linkages among key sectors through networking and professional development

4. Promote post-IELP II performance improvements in key sectors

These principles will be applied in an integrated cross-sectoral fashion during Year 6.

Principle 1: Enable key partners to understand, refine and apply standards to promote quality teaching performance

Building on the work previously accomplished in developing performance standards in Year 5, I ELP II will continue working with in-service and pre-service partners to ensure widespread understanding of the value of performance standards, the process of drafting standards and developing indicators, and to promote discussions on the adoption and application of these standards. By using standards, partners will be better able to plan teacher training programs, monitor post-training performance and provide formative feedback for performance improvement on an objective and transparent basis.

Principle 1: Enable key partners to understand, refine and apply standards to promote quality teaching performance.

Continuation of the pre-service STEPS project - with FOE-based task forces, partner field review (including e­groups and on-line field review) and follow-on workshops -- to its final output: a set of draft standards and related indicators for pre-service teachers

Continuation of the in-service PHAROS project to finalize standards and develop related indicators and the formulation of an indicators development team

Piloting standards-based CRM to guide the MOE in designing and implementing future standards-based training programs

• Workshop for supervisors on understanding and using standards

Inclusion of the Task Force members in the Skills Matrix for standards developing skills for future utilization in standards-related exercises

Participants in CDEL T/STEPS standards project develop action plans for faculties to promote buy-in/application

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Principle 1: Enable key partners to understand, refine and apply standards to promote quality teaching performance.

Incorporate in planned conferences such as the RRPW, Cairo Conference and the ESP conference the issues of development, use and impact of standards on the field

Production of a process document to inform and guide MOE and FOE partners in the development of standards

Principle 2: Ensure partners have access to and can use IELP-" developed resources and systems

IELP II initiated the process of transferring training resources, complete course packages and support systems as early as Year 4 - for example the transfer of the School-Based Training (SBD resources and the Basic English Language Improvement (BEll) course. In Year 5, IELP II transferred some of its key courses to GDIST. namely ELI 1 and 2 and the Communicative Skills and Methodology (CSM) course, to bSl. included in GDIST's annual training plans. This offers an opportunity for piloting loeal implementation of these courses during the final year of IELP II.

During Year 6, IELP II will work hand in hand with GDIST and other MOE specialists to design and deliver with them additional courses to expand GDIST's repertoire of training programs to respond to future recurrent training needs of teachers and supervisors. IELP II will work with MOE staff in critical monitoring activities, modeling proper techniques and reinforcing the critical role of M&E not only in successful course transfer but ongoing course improvement and adaptation (see also Principle 4).

IELP II will expand systems of collaboration between key partners; working with FOEs and MOE in new teaching practice workshops and continuing to bring together EOP and ESP audiences.

Valuable IELP-II-developed resources will be consolidated in manuals and handbooks. incorporated in ongoing trainings and shared in orientation sessions and in other cross­sector audience venues. The Student Achievement Test Development (SATD) manual, developed as a reference for test developers, materials writers and curriculum designers will be incorporated into the Continuing Education Materials (CEM) packets to be disseminated in Year 6 to teachers in remote areas as a valuable resource, not only to support the development of effective teaching techniques but also proper assessment methods. Similarly, the IVC manual, currently being developed to provide guidelines for effective use of IVC for training, will be incorporated into the Training Management Handbook currently under development. This should provide a consolidated reference for managing training using both conventional face-to-face training room settings and state-of-the-art educational technology and media.

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Principle 2: Ensure partners have access to and can use IELP-II developed resources and systems

Expanding systems of collaboration between FOEs, supervisors, student teachers and school principles through new teaching practice workshops for FOEs not previously involved in IELP-II training

• Training of 20 FOE and Faculty of Arts (FOA) staff on CALL uses in pre-service educational curricula

Using Alexandria FOE CALL lab for a phonetics and grammar course for faculty students

Piloting the video-based CSM course delivered by supervisors trained in Year 5

Piloting of first national course for novice supervisors drawn from the Supervisors Resource Book

Local seminars on advanced topics in supervi~ion to be offered by I ELP II-trained supervisors

Training for specialized staff at GDIST and the INSET centers on test administration of the Proficiency Test of English (PTE)

Student Achievement Test Development (SATD) professional development workshops

Winter Institute in designing and teaching ESP courses

• Training on integrating language skills for EOP teachers

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Principle 2: Ensure partners have access to and can use IELP-II developed resources and systems

Completing Training in Management Resources (TMR) and M&E Manuals to key staff in INSET centers and GDIST and handing over in conjunction with orientation and awareness raising workshops

Completing and transferring governorate-specific skills matrices to partners

Dissemination of such materials as the ESP/EOP resource book, New Ways in Teaching, Internet English, Computer English to ESP and EOP centers

Dissemination of Computer for English Language Teaching handbook in Continuing Education Materials packets

Incorporating the SA TD manual into the CEM packets, for dissemination

Providing libraries, INSET Centers, Technology Development Centers with copies of the IELP-II resources such as SPEER and The Best Practices Video used in the video-based CSM course

Establishment and use of an MOE CALL at GDIST

Investigating the possibility of creating a WEB site for GDIST as well as the possibility of uploading IELP-II training materials and resources on different Universities and EFL organizations' WEB sites

Orienting key FOE and MOE stakeholders to resources through deans' quarterly meetings, Cairo Conference and Bridges to the Future Conference

Post-training monitoring activities to ensure proper use of the resource materials.

Transfer of the Proficiency Test of English (PTE) test bank to GDIST to support appropriate leveling of teachers in training programs

Placement of SATD manual on MOE & GDIST Websites to support effective student assessment

Promoting PTE buy-in through sessions with FOE

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Principle 2: Ensure partners have access to and can use IELP-II developed resources and systems

Implementation of courses such as the video-based CSM, the Course for Novice Supervisors and SATD with full involvement and support of in-service partners

Monitoring the implementation of IELP-II-initiated courses (such as the pilot video-based CSM at the INSET centers and the IVC in the governorates) as well as Year 6 courses implemented by GDIST (such as BEll, Video-based CSM and SATD)

Involving GDIST, INSETs and IGs in Level 3 evaluation of the application of the CRM

Monitoring the administration and analysis of the PTE at all INSET centers

Principle 3: Promote partnerships and linkages among key sectors through networking and professional development

A key element of IELP-II sustainability strategy in Year 6 is to strengthen the partnerships and professional networks already developed as a result of the project, and build new linkages between them. Possibilities for developing an expanded supervisors' network at the local level will be explored. Linking the supervisory skills network, the testing network, the monitoring and evaluation network, and the pool of I ELP II-trained master trainers will support the development of governorate-level teams. This will promote professional interface, the exchange of lessons learned from one area of specialization to the other, and enhanced opportunities for ongoing professional development beyond IELP II.

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Principle 3: Promote partnership and linkages among key sectors through networking and professional development.

Hosting a teaching practice symposium bringing together MOE and FOE for common goals

Expansion of a supervisor network at the local level. and promoting the development of govemorate teams made up of IELP-trained specialists for planning and promoting goals

Initiation of regional teacher networking for promoting on-going professional development and create linkages with supervisor network

Promotion of e-grouping as a sustainable means of networking

Promotion of cross-govemorate networks among leaders and managers and the sharing of human and material resources via management training and Partner Days

National Conference for Retumed Participants.

ESP/EOP exit conference to consolidate previous endeavors

EgypTesol Conference

CDEL T Conference

• AUC Skills Conference

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Principle 4: Promote post-IELP-II quality improvements in key sectors and systems

Building on the collaborative planning models that IELP II promoted throughout year 5 with its partners, in Year 6, partners will be encouraged to plan for sustaining best practices and ongoing performance development opportunities beyond IELP II. Training efforts will strengthen long-term strategic planning skills of both GDIST and the INSETs and encourage annual planning efforts that will improve coordination between

. GDIST/lNSETs and the Inspectors General (IGs).

Ongoing work with GDIST and the INSETs will help ensure that the data management system (already transferred in year 5) is fully adapted to local needs, and that partners can use it to record information and to support decision-making within the training system. IELP II will also work closely with partners to finalize a database with comprehensive skills matrices for all its trained cadres, thus ensuring that each governorate has the data needed regarding the skills and expertise of local EFL specialists. This information will assist MOE staff in recruiting key specialists for future tasks and training programs

In Year 6, IELP II will also work with key MOE partners to consolidate their understanding and use of a three-level monitoring system for training programs and to ensure that they have other complementary skills to carry out a wide range of monitoring and evaluation tasks to ensure that training programs offered meet objectives and respond to actual need. A Monitoring and Evaluation Systems Manual will be provided, through an orientation program, to ensure that partners can use the manual to guide post-IELP II monitoring and evaluation procedures and practices.

IELP II will carefully document key project achievements, the core developmental processes used, and models and practices proven successful in the effort to insure the project's sustainability. These efforts will help IELP II partners and stakeholders in drawing upon the project's experience and may support future decisions and interventions accordingly. IELPII will also develop a comprehensive catalogue of all I ELP II resources transferred to partners, and the suggested use of these resources.

Most importantly, these documented efforts will be shared with partners. IELP-II will actively create and seek out opportunities to communicate project successes, accomplishments and lessons learned to important decisions makers. This will include advocating for senior-level support to further secure the sustainability of transferred resources and systems, and ensure that the expertise of specialists trained by the project continue to benefit wider and wider pools of stakeholders.

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Principle 4: Promote post-IELP-II quality improvements in key secto.rs and systems

Management training activities within MOE system that focus on effective training needs assessment and system planning

Provision of a comprehensive Skills Matrix to enable effective MOE use of top trainers in the system

• Action planning for the sustainability of GDISTs information system

Planning elements incorporated into Standards and Sustainability awareness raising days

TOMS training for specialized staff in each INSET center in the skills needed to carry out data management so that available data can be used for critical decision­making about future planning and development

Use of METS-trained supervisors in carrying out monitoring activities

• All courses transferred to GDIST include M&E component

Creation of a GDIST database that requires inputting Level 1 and Level 2 evaluation results

On-going training on M&E systems and report writing skills to assist in the documentation and use of M&E results from the database to support decision-making that will improve future training

Documentation of the pre-service STEPs and in-service PHAROS standards development processes to enable both FOEs and the MOE to field-test and apply these standards post-IELP II

Dissemination and presentations of successful models, lessons learned in the areas of pre-service, in-service, test reform, ESP, EOP, IVC, CALL and IRI through appropriate forums of decision-makers and IELP II's completion report

Development of IELP II resources catalogue and orientation to key resources for decision-makers.

Documentation of key processes in the training cycle through resources such as the Management Infonmation Systems handbook and the Monitoring and Evaluation handbook

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Principle 4: Promote post-IELP-II quality improvements in key sectors and systems

Year Six Tactics

4.4 Advocate for best practices and quality performance with key FOE and MOE key decision­makers to solicit their on­going support

Examples

Sharing with the Supreme Council and partners the results of a report outlining the status of the STEPS standards project and recommended next steps

Support GDIST presentation/dissemination of strategic plan to senior MOE officials

Exit conferences for decision-makers and educational management

• Advocating for a Ministerial decree on the use of IELP 11-trained cadres of test developers in future MOE specification setting and examination development activities

The sustainability principles described above will be applied, as relevant, in planning each project component and sector of activity, thus forming the basis for formulating sector-specific sustainability tactics to drive activity design and implementation. 'This will ensure cross-sector consistency of I ELP II's approach to sustain ability planning during the last year of the project.

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