Arsi University

Community service and University-Industry Linkage directorate

: 193 Fax: 0223313430
:+251- 223313429 E-mail: [email protected]

TO BE COMPLETED BY THE PRINCIPAL PROJECT INNITIATOR

1. TITLE OF THE COMMUNITY SERVICE PROJECT: capacity building training for public
secondary school teachers via CPD

2. DURATION: 22-24/06/2014

3. NAME OF THE PRINCIPAL INITIATOR AND

CO-INITIATORS
A. Alemayehu Abeshu
B. Adugna Bekele 7. FUND UTILIZED IN BIRR

25698

 FROM ARSI U. FROM OTHER

4. PROJECT CODE No.:
CS: ____________________

EXECUTIVE SUMMARY OF THE PROJECT

5. NAME OF THE
In Ethiopia COLLEGE:
quality COEBS
of education through teaching practices by building the capacity of
TEL: _____________________________ P.O.BOX: _________________________
teachers involving in different programs such as continuous professional development. The
main way FAX:_____________________________ E-mail: ___________________________
to create the capacity building for teachers is giving the training about continuous
professional development. Continuous professional development helps professionals learn in
a structured and practical
6. DEPARTMENT / ADDRESS format that boosts
/ SECTION: theirSpecial
Asella overall skills and knowledge.
Non Boarding It is also
Secondary very
School
useful to provide an overview of professional development to date, remind achievement and
TEL: _____________________________ P.O.BOX: _________________________
how far you have progressed and etc.
FAX:_____________________________ E-mail: ___________________________
 ACKNOWLEDGMENT
I would like to express my heart-felt thanks to Dr.Bagashaw Dissasa for his unreserved,
critical and constructive comments during this training. I also thank my academic staff
for their support, understanding and inspirational advice while I was out
conducting the training.
I highly appreciate the immense contribution of my Collogue; Mr. Adugna Bekele for
their inspirational guidance which made me work hard towards the completion of this
training
Lastly, I thank all those helpful people especially, Community service and University-Industry
Linkage directorate for their budget allocation.
 ACRONYMS

CPD Continuous Professional Development

EPD Educational Professional

MOE Ministry of Education

TDP Teachers Development Programme

TABLE OF CONTENTS
ACKNOWLEDGMENT.................................................................................................................2
ACRONYMS...................................................................................................................................3
PART ONE......................................................................................................................................6
BACKGROUND OF THE PROJECT............................................................................................6
1.1. Project Objectives.......................................................................................................10
1.1.1. General Objective of the project..........................................................................10
1.1.2. Specific objectives of the Project.........................................................................10
2.1. Project Methods..............................................................................................................10
2.2. Project setting.................................................................................................................11
2.3. Project period..................................................................................................................11
FINANCIAL EXPENDITURE...................................................................................................12
REFERENCES..............................................................................................................................13

PART ONE
 BACKGROUND OF THE PROJECT
Education plays key roles in development and it is the main instrument to solve
economic, political and social problems of a country. On the other hand, education
is believed to be one of the greatest motive forces that shape the task of giving the
speed of economic, social and political advancements of a society. It plays a major
role in establishing suitable conditions for development process by producing
skilled manpower and raising the human capital for national development and it
helps to foster changes in technology (MoE, 2009).

In education sector, the responsible and the great assets are teachers. Giving
attention and improving teachers‟ knowledge, skill and attitude is one way to
improve the quality of education. Nowadays quality of the teaching force has
become a major concern all over the world. Several studies show that there is a
direct relation between the quality of education and quality of teachers. According
to Getachew (2010) teachers are central to the delivery of quality education. In the
same way, Ethiopian government acknowledged the key roles that teachers play in
the provision of quality education. Since teachers are change agents in the
development knowledge, skill, attitude and act as facilitators in preparing the
young generations for different responsibilities and promoters of new
technological advancements, they should develop professionally through- out their
life in sustainable way.

The world is at the continuous moment of change in all aspects of life. Changes in
the education system of a nation and global requirements demanded staff
development in their profession. There have been various justifications on why
teacher professional development programs are given great emphasis. For
instance, Smylie and Conyers (1992) cited in Dilworth and Im

(1995) mentioned rapid changes in the characteristics, conditions and learning

needs of students, development in knowledge about teaching and learning, and
ongoing pressures for accountability and reform on schools as reasons for lack of
emphasis on professional development programs. Moreover, Gus key (2000) has
discussed that the current educational reform are intending to achieve new levels
of competencies such as critical thinking, problem solving and new cultures of
teaching and learning. Promoting these cultures of teaching and learning require
teachers to adapt new pedagogical approaches. Fullan (2007) also asserted that
effective staff development is an essential and indispensable process without which
schools and programs cannot hope to achieve their desired goals to improve
students’ achievement. Overall, it has become quite obvious that every proposal to
reform, restructure, or transform schools should emphasize teachers‟ professional
development as the primary vehicle in bringing the needed change (Gus key,
1994 in Minale, 2006).
Hailu (2013) states that, while the world is evolving rapidly today, teachers like
most other professional groups, must know the fact that their initial training will
not fit them throughout the rest of their lives; they need to up-date and improve
their own knowledge and techniques throughout their lifetime. As a result there has
been an increase in focus on CPD for teachers worldwide. This is because CPD is
continuously viewed as a means of improving learner performance and the
production of required skills (Coolahan, 2002).
Continuous professional development is, vital for quality education and, teacher
development is a never ending cycle of teacher learning that begins with initial
teacher training and continuous for as long as a teacher remains in the profession.
Hence teaching is a valued profession and it helps teachers to improve students
learning (Little, 1990:250).
The term CPD implies all the activities in which teachers involve during the course
of a career which are designed to enhance their work (Day and Saches, 2004;
3).Such activities are intended to result in ongoing teacher learning, a process by
which teachers move towards expertise (Kelly, 2006).
In education Continuous Professional Development is increasingly becoming a
priority in most countries throughout the world. It is widely viewed as the most
effective approach to prepare teachers adequately, and improve their instructional
and intervention practices, for when they enter the work force (Fraser et al,
2007).In support of this, teachers are encouraged to embrace the concept of
lifelong learning for their own benefit, for the benefit of the peoples they teach,
the communities in which they live and the country at large.
According to MoE (2009 P.16), Continuous professional development is “anything
that makes me a better teacher” targeting at the improvement of teachers‟
performance in schools situational to learners”. The framework document further
explained, CPD is a continuous process of enhancing personal growth in order to
improve the capability and realize the full potential of teachers at school. This can
be achieved by obtaining and developing a wide range of knowledge, skills and
experience which are not normally acquired during initial training or regular work,
and which together develop and maintain competence to practice. “School based
teachers continuous professional development can also be defined as all informal
learning experiences in a school and those conscious and planned activates, which
are intended to be direct or indirect benefit to the individual, group or school,
which contributes to the quality of education in the classroom. It is the process by
which teachers alone and with others, review, renew and, extend their commitment
as change agents to the moral purposes of teaching. And hence, by which they
acquire and develop critically the knowledge, skills and emotional intelligence
essential to good professional thinking, planning and practice with children, young
people and colleagues throughout each phase of their teaching lives (Hailu,2013).
Additionally, MoE has set teachers professional development strategy which
emphasis given to upgrading and updating teachers through pre-service and in-
service trainings, so as to promote active learning, problem solving and student
centered teaching and learning. In Ethiopia Continuous Professional Development
can be placed into two categories. „Updating‟ is a continuous process in which
every professional teacher participates during their career as a teacher. It focuses on
subject knowledge and pedagogy and improves classroom practice. Upgrading is
the process by which teachers can choose to participate in additional study outside
their regular work as a teacher at appropriate times in their career, e.g. convert a
certificate to a diploma, a diploma to a first degree, or a first degree to a master’s
degree (MoE, 2009). Other scholar Jackson et.al (2009) complement this idea by
saying continuous professional development as “any professional activities
educators engage in with a view to enhancing their knowledge and skills that will
 enable them to consider their attitudes and approaches to the education of children
with a view to improving their quality of teaching and learning. They further
describe that CPD is an ongoing process of building up on Initial Teacher training
and induction, including development, and training opportunities throughout a
career and concluding with preparation for retirement.

Generally, faced with rapid change, demands for high standards and calls for
improving quality, teachers have now an immense need to update and improve
their skills through professional development. Although, since the mid-1980s,
professional development has been the focus of considerable research, most of this
literature provides compelling evidence that a significant number of schools have
not implemented effective professional development programs (Craft, 2000;
Schwille & Dembele, 2007). After analyzing different models of professional
development, Schrum (1999) summarized that there is very little evidence that
those staff development made a difference on teachers‟ practice. Moreover, Fullan
and Stiegelbauer (1991) in Schrum (1999) asserted that attempts made to bring
change have been so frustratingly wasteful because thousands of workshops and
conferences led to no significant change in practice when the teachers returned to
their classrooms.
1.1. Project Objectives

1.1.1. General Objective of the project

The overall objective of this study was to assess the implementations of continuous
professional development program in some selected secondary schools of Asalla Town .

1.1.2. Specific objectives of the Project

 To increase the teachers preparations/ attitude on the importance of CPD for

their professional practices
 To examine to what extent is the school based CPD program
practiced/implemented in some selected secondary schools of Asellaa Town
 To identify the major challenges in the implementations of CPD in some
selected Secondary schools of Asella Town Oromia regional state.
 PART TWO
METHOD AND MATERIALS
 2.1. Project Methods
The whole training was participatory and the following methods were used throughout the
training as needed.
 Opening and closing speech
 Brainstorming questions
 Interactive power point presentation
 Small group discussion
 Large group discussion
During the training, the following materials were used:
 LCD projectors
 Laptop computer
 Marker
 Flip chart
Sub-Topic of the training
 Concepts of CPD
 Action Research
 Assessment and evaluation
 New teaching methods
2.2. Project setting
Asella is a town in central Ethiopia. Located in the Arsi Zone of the Oromia Region 126 km
(78 mi) south from Addis Ababa, this town has a latitude and longitude of 7°57′N 39°7′E, with
an elevation of 2,430 meters. Asella hosts an Asella Airport (IATA code ALK). Asalla was the
capital of Arsi Province until that province was demoted to a Zone of Oromia with the adoption
of the 1995 Constitution. It retains some administrative functions as the seat of the present Arsi
Zone.
2.3. Project period
This training conducted from 03/06/-24/06/2014
Four (4) School principals and thirteen teachers were benefited from this training
From Asellaa Junior secondary school department heads selected.
All Arsi university Asellaa Special secondary school teachers are selected.
Materals used for this training are: brochures, banners, and manuals were used accordingly
Strategies used: question and answering, group discussion and lecture methods were used.
ACTIVITIES ACCOMPLISHED
(Activities accomplished should be described in detail-In specific and measurable way)
(Should be supported with video and pictures)

PROJECT OUPUTS IN SUMMARY

8. PROBLEMS ENCOUNTERED AND THE SOLUTION ATTEMPTED:

FINANCIAL EXPENDITURE
Items UNIT COST Total cost in birr
Perdiem of 2 project initiator for 20 363 14520.00
days
Perdiem of 2 finance expert for 20 363 2178.00
days
Feul 41.67 1000.08
Flash Disk 500 500.00
Pen 10 620.00
Printing paper 300 600.00
Mobile Card 100 2000.00
Banner 500 1000.00
Mask 5 930.00
Sanitizer 200 200.00
Note Book 25 1550.00
TOTAL 25098.08
 REFERENCES
Alemayehu Gezahegn. (2011). The Practice and Challenges of Continuous Professional Devel-
opment in Government Secondary Schools of Oromia Special Administrative Zone
surrounding Finfine. Addis, Ababa University (M.A thesis.
Anna, C. (2000). Continuous Professional Development: A practical guide for
Belay Lemu,(2011). The Practices And Challenges Of School Based cpd: The Case Of Ben-
ishangul Gumuz Regional State With The Special Focus To Secondary Schools In
Metekel Zone, Unpublished books
Bladford, S. (2000). Managing Professional Development in Schools. Great Britain:
St.Edmunds Burry Press.

Casterr,W. (1992). The personnel function in Educational administration (5th Ed). New
Clarke,D.and Hollingsworth, H. (2002). Elaborating a model of teacher professional Growth.
teaching and teacher education. journal 18 (8), 947-967.
Cochain-Smith, M. & Lytles, S.L. (2001). Beyond Certainity: Taking in Inquiry Stance on Posi-
tive. in Lieberman, A and Miller, L. (eds). Teachers caught in the action:Professional
Development that Matters. New York: Teachers College Press.
Continuous professional development: Looking ahead Proceedings of a symposium by the
Centre on Skills, Knowledge and Organizational Performance. S. Galloway.
Coolahan, J. (2002). Teacher education and the Teaching career in on education working
Paper,Number, 2. Education Directorate, OECD, Paris.
Craft, A. (2000). Continuing Professional Development: A practical guide for teachers and
Schools. London, Routledge Falmer.
Creswell,J. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.
London: Sage Publications.
Creswell,J. and planoclark,V.(2007).Designing and conducting mixed method research USA:
saga publication
Curtis, A.and Change, L. (2001). Teachers‟ self-evaluation of knowledge, skills and
Personality characteristics needed to manage change. Asia-Pacific journal of Teacher
education, 29(2), 139-152

Day and Sachs, J. (2004) International Hand Book on the Continuing Professional
Development of Teacher. United Kingdom: Open University pres
19. INITIOTAORS SIGNITURE
I CERTIFY THAT THE INFORMATION, FIGURES AND ALL DETAILS GIVEN IN THIS
REPORT ARE CORRECT AND COMPLETE .
Alemayehu Abeshu
_______________________________ ______________________
__________________
PRINCIPAL INNITITOR (NAME) SIGNATURE (Seal) DATE)
Adugna Bekele
_______________________________ ______________________
__________________
CO-INITIOTOR1 (NAME) SIGNATURE (Seal) DATE)

_______________________________ ______________________
__________________
CO-INITIOTOR2 (NAME) SIGNATURE (Seal) DATE

_______________________________ ______________________
__________________
CO-INITIOTOR3 (NAME) SIGNATURE (Seal) DATE

_______________________________ ______________________
__________________
CO-INITIOTOR4 (NAME) SIGNATURE (Seal) DATE

_______________________________ ______________________
__________________
CO-INITIOTOR5 (NAME) SIGNATURE (Seal) DATE

_______________________________ ______________________
__________________
CO-INITIOTOR5 (NAME) SIGNATURE (Seal) DATE
_______________________________ ______________________
__________________
CO-INITIOTOR5 (NAME) SIGNATURE (Seal) DATE

_______________________________ ______________________
__________________
CO-INITIOTOR5 (NAME) SIGNATURE (Seal) DATE

_______________________________ ______________________
__________________
CO-INITIOTOR5 (NAME) SIGNATURE (Seal) DATE

20. APPROVAL( AT COLEGE LEVEL):

_______________________________ ______________________
__________________
DEPARTMENT HEAD (NAME) SIGNATURE (Seal) DATE

_________________________ ____________ ____________________

___________________
COLLEGE DEAN R&CS VD (NAME) SIGNATURE (Seal) DATE
___________________________________ _________________
___________________

19. APPROVAL( AT UNIVERSITY LEVEL):

 _____________________________________________
______________________ ______________
COMMUNITY SERVICE COORDINATOR (NAME) SIGNATURE (Seal)
DATE
_________________________ ____________ ________________
______________
CS & UIL DIRECTORATE DIRECTOR (NAME) SIGNATURE (Seal)
DATE
17. ANNEXES