Principal trainers deliver each training module to teachers in their allocated schools.
They do whole-school training to ensure, as far as possible, that all teachers in the school are trained. They also ensure that action research activities are integral to the training – usually asking teachers to carry out small investigations in between training sessions, and then present their results at the next training session.
Each module of training takes around 3 days, and depending on the context principal trainers may conduct the trainings during holidays or during in-service training days during term time.
Principal trainers are encouraged to work together, so they can train in pairs if they want. They should also regularly share their experiences and ideas with each other.
The training roll-out focuses on providing good quality training and ongoing professional learning opportunities to teachers. Consequently, it does not reach huge numbers of schools and teachers in a year, like a traditional cascade training approach might, but it provides a better quality of training than most traditional cascade trainings.
Briefing paper: ‘Innovation in Inclusive Education Teacher Training. Sharing our Experiences’
This paper answers a lot of frequently asked questions about the training approach. If you have any questions that are not answered by this paper, please contact us.
This project is a collaboration between NAD and EENET.