Rwandan Teacher Education Program action plan / Kigali City

RTEP, (Rwandan Teacher Education Program) is a teacher supporting program aimed at

improving English language level of teachers, methodologies of teaching, developing ICT skills
and Help Increase Peace Program(HIPP). This program is one of paramount pilot projects
supporting Rwandan teachers by partnership with the Rwanda Education Board (REB) and
Hartford University.

This program works directly with REB, teacher leaders and school based mentors(SBMs) through
intensive trainings so that they can help their fellow teachers in the fields mentioned above.

OBJECTIVES:

Here are the objectives of teacher leaders and school based mentors (SBMs) related to our
mentorship activities:

 Organizing capacity building workshops for teachers and school based personnel in
English proficiency, 4Cs (Critical thinking skills, Communication, Collaboration, Creativity)
teaching/learning methodologies, ICT skills and Help Increase Peace Program (HIPP).
 Organizing trainings at school level to improve teaching and learning skills.
 Building Teachers confidence in using English language in and outside their classrooms.
 Monitoring teachers to be able to conduct lessons in English using 4Cs (21 st Century
education ) Communication,Collaboration,Creativity and Critical thinking) .
 Setting effective learning environment for better active teaching and learning process.
 First Term

Period/Time Domain/Activity Responsible Materials Observetion

. General introduction for all Manila papers
From domains: Markers
Books
February2017
. ELL (English Language Learning) SBM/ Teacher
. Reinforcing English Clubs leader
-Reading Clubs
To -Debate Clubs
-Spelling Clubs
April2017 -Story telling Clubs etc
. Teaching Methodology
. Introduction to CBC
. Preparing a lesson plan and scheme
of work
. Teaching Strategies Projector
-Group discussion Laptops
-Think pair share Loud- Speakers
-Chalk Talk Telephone
-Quick Speak Modems
-KWL
-Debate and discussions
-Oral questioning
-Individual assignment

INTRODUTION TO HIPP
 What is HIPP?
 Importance of HIPP in
Rwandan schools
ICT

Main parts of a computer

 Second Term

Period and Demain and Activity Responsible Materials Observation

Time
ELL: Teacher Manila papers
April  Training teachers on the use of Audio - Leaders/SBMs Markers
Visual materials to develop English Books
Proficiency. (
computer,telephones,flash
cards,radio, recorders ,projectors Etc) Projector
To  Sensitizing teachers to use audio- Laptops
visual materials for better teaching Loud- Speakers
and learning process Telephone
July  Training teachers on story telling Modems
strategies. Balls
 Helping teachers to create and
promote different clubs for better
English teaching and learning in and
outside the classroom.

Teaching Methodology
. Teaching strategies
-go go mo.
-Four corners
-Gallery walk
-Differentiation /instructions
-Role play
-Presentation
-Field trip

HIPP: Help Increase Peace Program

Main skills to cover:

.Active listening
.I –message
.Win-win problem solving and conflict
resolution ( Role playing)
.Creating and promotion HIPP Clubs

ICT
.Microsoft word
.Microsoft excel
.Microsoft power point
 Third Term

Period /Time Domain /Activity Responsible Materials Observation

ELL Teacher Manila papers
August-November Leaders/SBMs Markers
 Create debates corners Books
among teachers
 Organizing English
language competitions
at school level.

METHODOLOGY

Practical
 Matching games
 . Talk to the text
 . Snowball fighter
 . Reciprocal teaching Projector
 Scaffolding strategies. Laptops
Loud- Speakers
Telephone
HIPP Modems
 Organizing shows about
HIPP

ICT
 Introduction to
internet( research,
social networks: yahoo,
facebook, whatsapp,
 The use of UTUBE
CHALLENGES

 Overloaded timetable
 Lack of enough training facilities (Flip charts,Markers, computers, projectors,speakers ,
training manuals , balls for games , fees for making copies,)
 Lack of well-structured documents of SBM program (SBMs do not know where to start
and way to end)
 Some school based mentors are not yet trained on RTEP program
 Lack of English language skills for some teachers in Rwandan schools.
 Some Head Teachers are not aware of RTEP.
 Some schools are still facing electrical challenges.
 Lack of enough libraries in some Rwandan schools.

Proposed Solutions /suggestions

 There should be reduction of overloaded timetable or teaching periods

 REB staff should present to school leaders a document defining SBMs duties.
 School leaders and REB should provide enough materials for better training
 There should be trainings on RTEP for all SBMs
 Electrical challenges should be handled in schools in need.
 There should be enough libraries and reading corners to develop the culture of reading.
 RTEP should incorporate a big number of teachers(SBMs)
 There should be differentiated trainings according to the level of English proficiency of
teachers.

Conclusion:
We are delighted to thank the Government of Rwanda for its better partnership with Hartford
University from United State of America. May our thanks be extended to Rwandan Ministry
of Education and Rwandan Education board for their commitment to the promotion of
Rwandan Education system.
We would like to ensure all stakeholders in Rwandan education that we shall keep working
hand in hand to make Rwandan education a success.