January 2018

Suggested Reference: Barnes, A. E., & Boyle, H. (2018). Monitoring and Evaluation Summary Report of the Nigerian Certificate of Education Pre-Service pilot course: Introduction to Teaching Reading in 1–3. Report prepared for USAID under the Northern Education Initiative Plus, USAID-Nigeria/Creative Associates International (2015-2020) Contract #186000-524-037853.

This document was produced for the United States Agency for Interna-tional Development by Florida State University. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

CONTENTS

Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Data Collection and Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Evaluation: Classroom Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Evaluation: Summary Notes from Focus Group Discussion with Student Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Evaluation: Summary Notes from Focus Group Discussions with Teacher Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Evaluation: Student Teacher Assessment Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Reflection and Moving Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

CONTRIBUTORS

Timilehin Adeleye National Commission for Colleges of Education

Musa Badar Teachers Registration Council of Nigeria

Mary Abah Ogbene Teachers Registration Council of Nigeria

Garba Gandu Nigerian Education and Research Development Council

Nasiruddeen Zaliha Bello Sokoto State University, Sokoto

Marion Fesmire Florida State University

Fwanshishak Daniel NEI Plus, Abuja

Shuaib M. Dabo NEI Plus, Bauchi

Zahra’u Maishanu NEI Plus, Sokoto

Biliyaminu B. Inuwa NEI Plus, Abuja

Lydia Onuoha NEI Plus, Abuja

This Monitoring and Evaluation report of the Pre-service course: Introduction to Teaching Reading in P1-P3 represents the summation of data collected and analyzed by a team of education professionals. This report benefitted from the time and attention of the individuals identified below.

ACKNOWLEDGMENTS

We sincerely thank the four Teacher Education Institutions for committing the resources necessary for a successful piloting of the new course, the fed-eral partners of the FMOE, NCCE, NERDC and TRCN for maintaining involvement through the monitoring and evaluation activities, and the Initiative for spearhead-ing the data collection efforts. We also thank the Teacher Educators who dedicated their time and energy to instilling an understanding of early grade reading in the minds of their students. Lastly, we thank the Student Teachers for being willing to assume additional work associated with a new and unfamiliar course.

ACRONYMS

ASCOE Aminu Sale College of Education

ATAP Abubakar Tatari Ali Polytechnic

CLC Cluster Learning Circle

COEK College of Education, Kangere

EGR Early Grade Reading

FGD Focus Group Discussion

FMoE Federal Ministry of Education

FSU Florida State University

M&E Monitoring and Evaluation

MT Mentor Teacher

NCCE National Commission for Colleges of Education

NERDC Nigerian Education and Research Development Council

SSCOE Shehu Shagari College of Education

ST Student Teacher

STRB Student Teacher Resource Book

TE Teacher Educator

TEI Teacher Education Institution

TG Teacher’s Guide

TLC Teaching Learning Circle

TLM Teaching and Learning Material

TRCN Teachers Registration Council of Nigeria

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INTRODUCTIONThe purpose of this summary report is to provide an overview of the Monitoring and Evaluation (M&E)

process applied to the, and data resulting from, pre-service teacher education course: Introduction to Teach-ing Reading in P1–P3 produced by the National Commission for Colleges of Education (NCCE) in collabora-tion with Florida State University (FSU) and Creative Associates, Inc. as part of the implementation of the Northern Education Initiative Plus project (the Initiative) in northern Nigeria. This summary report presents the M&E process, data collection tools, and analysis of data collected from Teacher Education Institutions (TEIs). We present the findings from student teacher (ST) assessments, focus group discussions, site visits, and classroom observations at three TEIs in Bauchi State and one TEI in Sokoto State.

BACKGROUND

In October 2016, a team composed of one FSU reading researcher, five Initiative staff (the Central Teacher Education Officer, the Hausa Reading Officer, two state-level Teacher Education Specialist, and one state-level Reading Officer), one Sokoto State Univer-sity Head of Department, and four NCCE staff (one Deputy Director, two Senior Program Officers, and one Chief Program Officer of Education) travelled to Bauchi and Sokoto states to conduct a rapid baseline assessment of pre-service teacher education pro-grams. This assessment occurred at four TEIs (three in Bauchi and one in Sokoto) which are target institu-tions for the Initiative. The assessment was com-pleted with the main objective of familiarizing the team with the institutional contexts regarding programs, physical resources, teaching practices, and procedures associated with pre-service teacher education in northern Nigeria.

The visiting team conducted a one-day contextual analysis activity in three Bauchi state institutions (Abubakar Tatari Ali Polytechnic; College of Educa-tion, Kangere; and Aminu Sale College of Education, Azare) and one Sokoto state institution (Shehu

Shagari College of Education) to assess the institu-tions’ existing capacity and needs related to the provision of adequate pre-service teacher education and training in Early Grade Reading (EGR) and literacy instruction. The team observed classroom instruction, conducted Student Teacher (ST) and Teacher Educator (TE) focus group discussions, and individually interviewed TEs and college administra-tors using pre-designed electronic surveys. All data were collected electronically via the use of tablets.

Based on the preliminary findings of the baseline assessment, NCCE, NERDC, FSU, and the Initiative collaborated to develop a pre-service teacher educa-tion course titled: Introduction to Teaching Reading in P1–P3 for piloting and eventual scale-up at TEIs in Nigeria. This course was designed to address the lack of college level coursework associated with the teaching of early grade literacy skills for pupils in primary school.

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COURSE DESCRIPTION

The pilot course was designed to introduce STs to practical teaching strategies required to teach children how to read through the application of content knowledge, class observations and reflective journaling. The piloting was initiated to enable the development of an appropriate early grade reading (EGR) course and determine the best approach for introducing and integrating the developed EGR into the Nigerian Certificate of Education (NCE) Minimum Standards.

1. Introduction and Philosophy

Reading is a fundamental skill that requires individuals to recognize and make meaning from text, making it the foundation for all learning. Learn-ing to read in the early years of school is critical for the transition to reading to learn in later years. For a successful, creative, and productive national life, reading needs to be taught to children at an early age. The course was therefore designed to introduce reading at lower primary school by providing training and guidance for teachers, and exploring global best practices, as well as local experiences for teaching reading. The course equips STs with the knowledge, skills, and aptitude to teach reading in early primary school grades.

2. Course Overview

This pilot course introduced students to the practical teaching strategies required for teaching young children how to read in both Hausa and English. The course integrated the recently devel-oped P1-P3 Mu Karanta! and Let’s Read! curricula, exposed STs to the reading curriculum, and provided opportunities for the STs to practice teaching reading in the same manner that they will be expected to teach reading in the Primary Schools. This course focused on the practical components of teaching reading and provided numerous practice hours to STs. Throughout the course, STs were exposed to the component areas of reading (Phonological Aware-ness, Phonics, Fluency, Vocabulary, Comprehension, Concepts of Print, and Writing), then practiced the pedagogical strategies associated with each of these areas. STs engaged in content readings, class discus-sions, and reflective journaling on not only the

aforementioned topics, but also additional topics such as school readiness, parent engagement, home literacy, second language acquisition, and assess-ment methods.

3. Approaches and Methods

In the delivery of pedagogical instruction, it is of paramount importance to deploy a variety of teach-ing and learning approaches and methods. In partic-ular, TEs employed student-centered, participatory teaching and learning techniques, including class discussions, brainstorming activities, think-pair-share activities, case study analysis, observations, and self/peer evaluations. TEs demonstrated to the STs how lessons are presented in the primary grade classes using the Gradual Release Model/Approach (I do, We do, You do) and integrated global best practices using relevant Teaching and Learning Materials (TLMs). TEs modeled good practices of teaching activities. They were active facilitators, moving around the classroom to guide and observe students during small group and pair activities, and provided constructive feedback and further explana-tions where needed. The TEs engaged in professional reflection and modeled this behavior to the STs. The STs engaged in reflective practices themselves by considering their progress, what they had learned, their areas of strength and weakness, and how they could deliver lessons more successfully. The pilot course curriculum included components of the Mu Karanta! and Let’s Read! curricula. Therefore, TEs were expected to fully understand the teaching techniques included in these curricula. In addition, STs were expected to study and adhere to the princi-ples and teaching strategies found in the Mu Karanta! and Let’s Read! curricula.

METHODOLOGY

The data collection team designed a set of tools to evaluate the effectiveness of the pilot course, including pre- and post-test assessments of STs’

knowledge, a classroom observation checklist, and focus group discussion guides addressed to both TEs and STs. Data were collected over the course of

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the pilot implementation to identify the challenges and successes TEs and STs experienced in relation to the content, activities, and instructional approaches in the course. The course was piloted at four TEIs in northern Nigeria: Shehu Shagari College

of Education (Sokoto; SSCOE), Aminu Sale College of Education (Bauchi; ASCOE), College of Education, Kangere (Bauchi; COEK), and Abubakar Tatari Ali Polytechnic (Bauchi; ATAP).

DATA COLLECTION AND ANALYSIS

The M&E process included multiple visits to each site by the data collection team. This team was comprised of Initiative staff and representatives from NCCE, NERDC, and Sokoto State University. During the process, classroom observations were conducted

for classroom instruction and tutorial sessions, and focus group discussions were completed separately with TEs and STs. The ST knowledge assessment was conducted at the start and end of the pilot course.

EVALUATION: CLASSROOM OBSERVATIONS

Classroom observations were carried out in the four institutions as indicated in Table 1.

Table 1. Classroom Observations

Date Site Number of observations Week of Instruction

24 July 2017 SSCOE 5 3

n/a COEK 0 n/a

28 July 201729 July 2017

ASCOE 3 8

26 July 201727 July 201728 July 2017

ATAP 5 4

Lesson Preparation

Observations were completed in three TEIs. For all observations, TEs were observed attending class and arriving on time. All STs arrived with their resource books and other necessary materials, so all instruc-tional materials were available and adequate. TEs used the script in the Teacher’s Guide to introduce and teach the lesson. In three of the four TEIs lesson, TEs provided and explained learning outcomes to STs and followed the steps in the Teacher’s Guide. At one TEI, PowerPoint presentation was not used during instruction due to a power outage.

Content of the Lesson

During the observations, TEs provided opportuni-ties for brainstorming activities, except in one TEI where this was skipped. The sessions were interac-tive and highly participatory as STs were engaged in various learning activities. STs from all areas of the classroom were actively involved. TEs asked content questions, questions from the Teacher’s Guide, and facilitated discussions with STs. TEs used prompts and lead questions to facilitate group discussion and managed instructional time to allow for the comple-tion of group activities. In the TEI where the brain-storming activity was skipped, a higher percentage

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of time was spent lecturing and a lower percentage of time was spent engaging STs in active learning. However, this TE worked without the assigned co-teacher. This made time and classroom manage-ment difficult during group work activities and the TE was not able to provide appropriate instructional methods or follow the Teacher’s Guide for the lesson.

All TEs discussed the topic of the upcoming tutorial session, provided explanations of the proto-col, and reviewed new assignments. This further helped STs to understand the tutorial, assignments, and expectations for the next class. All observed lessons were delivered in their entirety, leaving no content untaught.

Methodology

The TEs provided ample opportunity for the STs to practice and share ideas, and supported all STs during the lessons. To facilitate interactive learning, TEs used PowerPoint, videos and other materials for the lesson. A unique aspect of the observations was the way TEs appreciated and complemented STs’ efforts. Significant is the fact that STs who could not provide correct answers during discussions were encouraged to engage and learn rather than scorned for their lack of knowledge. TEs were observed using the gradual release model to support STs’ learning of the new content.

Assessment:

All TEs observed used formative assessment during the lesson, questions during lesson presenta-tion, positive and constructive feedback, proximity and movement, and invited STs to respond and provide feedback to their peers. A gender difference was observed at one TEI, with preference given to males.

Overall, the classroom observations demonstrated that lessons were effectively co-taught with appro-priate, and at times supplemental, instructional materials. The learning environment was print rich

and well illuminated with functional electronic gadgets. Lively class sessions were observed, supported by mentor teachers and TEI management. This communicated a teamwork approach to the observers. Instruction may improve if TEIs can arrange for back-up power sources, if TEs are fully prepared to deliver the lessons, and if tutorial times are increased to allow for more active participation by the STs.

At ASCOE, STs had been released for vacation before the visit. The STs were excited and expressed appreciation to be part of the program due to the new experiences and challenges from the course. Availability of learning materials and an enabling environment (student teacher resource books, early grade reading resource rooms, etc.) aided the STs to understand the course contents and motivated their learning. The regular assignments given in the course were linked to a variety of books and other instructional materials. Collaborative learning activities and participatory approaches to teaching encouraged the STs to be more active in the pro-gram; students expressed confidence in the applica-tion of the gradual release method of teaching reading to children in primary school. The tutorial sessions presented opportunities for the STs to confidently interact with their TEs and peers while demonstrating their newly acquired teaching skills before being assigned for teaching practicum. Participation in the course helped the STs to better understand the content of other courses related to reading instruction, and STs developed diligent attitudes towards learning through class attendance, group work, and timely submission of individual assignments. The use of rubrics provided explicit expectations for the STs, aided their participation in the program, and provided a transparent scoring method. Multiple STs expressed that the pilot pro-gram fostered their interest in teaching at the pri-mary school level.

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EVALUATION: SUMMARY NOTES FROM FOCUS GROUP DISCUSSION WITH STUDENT TEACHERS

Eight focus group discussions (FGDs) were conducted with a total of 144 students at three of the four TEIs as illustrated in Table 3 below.

Table 2. Student Teacher Focus Group Discussions

Date Site Number of FGDs Number of Students

27 September, 2017 SSCOE 4 46

26 September, 2017 COEK 2 50

27 September, 2017 ATAP 2 48

EVALUATION: SUMMARY NOTES FROM FOCUS GROUP DISCUSSIONS WITH TEACHER EDUCATORS

One Focus Group Discussion (FGD) was conducted with TEs and Mentor Teachers (MTs) at each of the four TEIs as illustrated in Table 3.

Table 3. Teacher Educator Focus Group Discussions

Date Site Participants

27 Sept, 2017 SSCOE 2 TEs, 2MTs

30 Sept, 2017 ASCOE 2 TEs, 2MTs

26 Sept, 2017 COEK 2 TEs, 2MTs

27 Sept, 2017 ATAP 2 TEs, 2MTs

Successes and challenges of the pilot course were discussed during the FGDs.

Pilot Course TimingSince the pilot course implementation timeline

was not aligned with the TEI academic semesters, complications with timing occurred. These complica-tions included limited transition time (for TEs and STs) between previously scheduled courses and the pilot course, the inclusion of the pilot course in addition to other coursework, and the level of activity planned for the relatively short tutorial sessions. TEs

felt that these issues with timing impacted the effectiveness of the instruction of the course.

Student Teacher AssessmentBoth formative and summative assessments

(active participation, attendance, reflective journal-ing, and assignments) were used to assess the STs’ skills, development, and performances. The summa-tive assessment was conducted in a final

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examination at the end of the pilot course using a set of items developed in collaboration between each TEI, the Initiative, and FSU.

Co-TeachingThe co-teaching aspect of the course was new to

most of the TEs, and they felt comfortable sharing sub-topics and supporting one another to facilitate discussions and manage group activities. The TEs also maintained continuous contact with the MTs and engaged in discussions to clarify emerging issues with the materials and topics. One challenge noted was that in the absence of one TE, the other TE is left with the burden of handling all activities, planning, and instruction of the course. This has a profound impact of the effectiveness of course management. This issue could be addressed by providing additional training to both TEs on how to master the entire content of the course.

MaterialsTEs felt successful and attributed their success to

the use of the materials provided for the course—the Teacher’s Guide (TG) and the Student Teacher Resource Book (STRB). For the most part, these were used as designed with high fidelity. However, there were some challenges in relation to interpreta-tions of some sections of the TG. The sections of Word Identification, Writing Instruction and Assess-ment need more information in both the TG and STRB for proper understanding and usage by the TEs and STs. Additionally, the ST writing activities required more time than the amount allocated for classroom instruction. Instructional materials (e.g.

markers, flipcharts, etc.) were inadequately supplied by the TEIs and it was not made clear by the TEI nor the MTs who should provide these materials for the course (TEIs, TEs or STs).

PedagogyAt the beginning of the course, STs arrived at the

class sessions unprepared for active participation and only ready to receive lectures. However, after a few lessons, the STs realized the participatory nature of the course and began to arrive prepared for discussion and application of the lesson content. TEs used flexible groupings, discussions, and collabora-tive activities in class. Out of class, students read the required material for the upcoming class session using the STRB. Group presentations helped STs to understand and apply the instructional concepts that they had learned. The course prepared STs to teach primary school pupils and provided detailed, up-to-date information about teaching early grade reading skills. TEs noted that after the course, the STs were better equipped to teach EGR using various instruc-tional strategies. TEs also observed improvement in the STs’ own reading and language skills and genuine interest and enjoyment in the course. STs were pleased with their new knowledge and skills related to teaching reading through active engagement of the pupils and felt that they were prepared to work at the primary level.

Community OutreachAs part of the pilot course, STs were expected to

organize a community outreach activity to provide sensitization on EGR and encouragement to send

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children to school. These activities included outreach to local primary schools and involvement in Teaching Learning Circle (TLC) and Cluster Learning Circle (CLC) meetings associated with Mu Karanta! and Let’s Read! curricular programs currently implemented through the Initiative.

Resource Concerns

TEs pointed out that supplementary information they desire to be included with the course is the English sounds and additional videos on oral fluency and comprehension. The issue of resources should be carefully considered. It was unclear during the pilot program whether providing TLMs and class-room supplies is to be the responsibility of the STs, the TEs, or the TEIs. Time is also a valuable resource, and many TEs feel that the course should be incor-porated as a four-unit course.

EVALUATION: STUDENT TEACHER ASSESSMENT SCORES

At the onset of the pilot course, a pre-test was administered to the STs in the four pilot TEIs. The purpose of the pre-test was to assess the STs’ knowledge of EGR content and pedagogy, as well as their general atti-tudes related to teaching reading. An identical assessment was administered at post-test, after the weeks of instruction. The assessment was categorized into three domain areas: knowledge of content, understanding of skill development in reading, and attitude/beliefs about teaching reading. Table 4 indicates the the mean percentage of correct scores at pre- and post-test for STs at each TEI.

Table 4. Student Teacher Pre- and Post-Test Scores.

Teacher Education Institution

Pre-Test Post-Test Growth

ASCOE 35 47 12

ATAP 32 67 35

COEK 41 50 9

SSCOE 38 44 6

Note: Scores indicate average percentage correct across all STs at the TEI.

Table 4 displays a general increase the mean scores between the pre- and post-test across the four TEIs. By the end of the course, post test results indicate slight improvement in the mean score across all sites, with the highest growth observed at ATAP and the lowest growth observed at SSCOE. The average score for the four TEIs was 37% at pre-test and 52% at post-test. Further analysis shows a general increase in most of the test items.

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SUMMARY OF FINDINGS

Figure 1. Student-Teacher’s Knowledge on EGR Concepts and Related Pedagogy

Post-Test Pre-Test

65% 25% Understanding of the concept of “I Do”

73% 32% Understanding of the concept of “We Do”

64% 25% Understanding of the concept of You do

67% 53% Sample of Phonics instruction

60% 26% Sample of Phonological Awareness instruction

59% 17% Concept of Comprehension

57% 27% Concept of Phonemic Awareness

56% 68% Sample of Vocabulary instruction

53% 21% Concept of Phonics/Alphabetic Principle

50% 15% Concept of Fluency

45% 21% Concept of Vocabulary

36% 17% Sample of Concepts of Print instruction

24% 28% Sample of Comprehension instruction

15% 13% Sample of Fluency instruction

13% 17% Sample of Writing instruction

100 50 0

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100 50 0

Post-Test Pre-Test

95% 88% Applying the alphabetic principle

91% 86% Word reading and comprehension

89% 73% Integration of EGR skills

60% 48% Pupil engagement methods

49% 35% EGR pedagogy

47% 30% Sample of Formative Assessment

21% 15% Use of memorization

Figure 2. Student-Teacher’s Understanding of Student Skill Development in EGR

Figure 3. Student-Teacher’s Attitude/ Belief about Teaching Reading

Post-Test Pre-Test

96% 91% Pupils need time and materials to use in school and at home.

95% 88% If pupils take their reading books home from school, parents will be motivated to support them to learn to read.

92% 94% Learning to read at home can help pupils do better in school.

91% 80% Parents and community members should visit schools to monitor pupils’ learning.

89% 89% Reading skills in a first language transfers to reading in another language.

88% 79% Knowing how to speak Hausa makes it easier for pupils to learn to read.

60% 54% It is not good teaching practice to punish a pupil if the pupil did not get any question correct.

53% 30% The best time to begin developing a child’s Literacy skills is before entering school

44% 23% One of the most important practices for teaching Emergent Literacy skills is asking parents to read to their children

35% 28% Illiterate parents can support their children to learn to read at home.

20% 25% If a teacher can speak Hausa Language, then he/she can teach reading in Hausa.

18% 27% Pupils are struggling to learn to read because they lack the natural intelligence to do so.

100 50 0

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Remarkably, even at the pre-test the STs demon-strated a knowledge of instructional methods related to phonics and vocabulary respectively, with 53% and 68% correct answers. From figure 1 above, the we can deduce that the knowledge of the STs was improved, particularly in their understanding of the concepts of (growth from 17% to 59% correct answers), phonemic awareness (growth from 27% to 57% correct answers), sample of phonological awareness instruction (growth from 26% to 60% correct answers), and the items related to the grad-ual release model (I do, We do, You do). However, little to no improvements were observed in some of the items (such as samples of instruction in writing, fluency, and comprehension). Even at post-test, the percentage of STs answering correctly on those items was very low.

Figure 2 provides an indication that STs’ under-standing of student skill development improved over the 13 weeks of instruction. The areas of highest growth formative assessment and EGR pedagogy and lesson structure. The areas of least growth were related to memorization, word reading and compre-hension, and application of the alphabetic principle (although the latter two areas were high at pre-test).

Figure 3 reveals that even at pre-test, 94% of the STs believed that learning to read at home can help students do better in school. Additionally, 88% believed that parents are motivated to support their children learn to read if the children take their read-ing books home. While 79% of the STs also believed that reading in Hausa is easier for students who

already speak the language, 91% believed that students need time and materials to use both in school and at home. Furthermore, 89% believed that reading in a first language transfer to reading in another language and 80% believed that parents and community members should visit schools to monitor pupil’s learning. These responses indicated that the STs’ beliefs/attitudes about teaching reading were already supportive of many EGR pedagogical ideals. It was also noted that even at post-test, only 20% of the STs still believed that speaking a language such as Hausa means that the teacher can teach reading in the language, and 18% of the STs still believed that pupils struggle to learn because they lack the natural intelligence to do so.

Summary: Overall Growth and Areas of WeaknessFor the most part, STs entered instruction with

attitudes/beliefs that align with global best prac-tices. EGR pedagogy. Considerable improvement was observed in many areas of content and instruc-tional knowledge, and this can be attributed to the effectiveness of the course materials and instruc-tion. On the other hand, even at the post-test, per-centages of STs correctly answering some of the items were low. This could be attributed to delivery of these sections during the lessons, particularly the challenging sections of word identification and writing. The TE FGDs revealed that these sections were identified as challenging to both TEs and STs, and the allocated class time was not enough to allow for full discussion and understanding of these components.

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REFLECTION AND MOVING FORWARD

ChallengesThe pilot course was considered a huge success

by all participants, TEIs, and federal and state partners. However, some challenges were experi-enced throughout the process. Instructional materi-als (e.g. makers, flipcharts, etc.) were inadequate and it was not clear who should provide these materials (TEIs, TEs or or STs). Sections of the curriculum were challenging to both TEs and STs and require revision. The timing of the course, including both the aca-demic calendar as well as time periods assigned to

class and tutorial sessions, resulted in lost instruc-tional time. Finally, the pilot course period was quite demanding on both the TEs who volunteered to teach the course in addition to their typical college work-load and the STs who volunteered to participate in addition to their typical course load. This meant that any change (i.e., absence of the cooperating TE, change of time or venue, lack of preparation for class, lack of materials for activities, etc.) resulted in heavier burdens for all participants.

Lessons LearnedThe period of the pilot course was quite eye-open-

ing to many in terms of certain salient points which when considered can help to further improve scale-up plans and sustainability. Administration of regular assignments ensured the STs read through the teaching and learning materials and engaged in

participatory approach to teaching early grade reading. The program fostered the interest and competence of the STs to teach EGR. STs became confident and comfortable with the use of the gradual release model of instruction. The course changed the attitude of STs to class instruction and

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they began arriving to class prepared in advance for lessons. Skills development, competences and performances of the TEs as well as STs were objec-tively assessed using the formative and summative assessment tools. Effective use of the teaching and learning materials, collaborative learning and partici-patory approach led to the successful delivery of the course. Co-teaching worked out well for most of the pairs; TEs shared ideas and supported each other. The guide to the Tutorial sessions were easy to follow

for the STs. Community outreach activities sensitized communities on EGR and encouraged them to send their children to school. Mentoring of TEs and STs was effective when they were supported through constructive, insightful feedback. TEs and STs had access to a variety of digital supplementary materi-als. Professional learning community platforms were created to enhance interaction amongst all partici-pants outside the classroom.

RecommendationsThe pilot course has been completed, and numer-

ous challenges and lessons learned have been shared. Going forward, it will be important for TEIs to consider how to most effectively integrate early grade reading instruction into their curricula. When planning these new instructional methods and content, it will be per-tinent to remember the challenges and consider the most appropriate and sustainable implementation policies. First, Teacher Educators may feel more sup-ported and may receive more information about the quality of their instruction if they are observed on a regular schedule, such as every 3 weeks. This would also offer TEs the opportunity to collaborate, reflect, and provide constructive feedback to one another. Ideally, each TEI would determine the number of observations that should be carried out each semester and involve more critical stakeholders in the observa-tions, such as the Federal Ministry of Education, the Universal Basic Education Council, the Teacher’s

Registration Council of Nigeria, and others. Second, the TEIs may need to consider providing larger halls to allow for participatory teaching and learning activities and should continue using the 25:1 ST to TE ratio for the course. Third, the course materials require revi-sions, as both TEs and STs identified areas of difficulty. Fourth, all TEs at all institutions in Nigeria who are expected to teach the new content will require training in early grades reading and in the specific course con-tent that will be integrated into the existing curricula. TEs should not only engage in training, but also develop communities of learners wherein TEs work collaboratively to continue building their knowledge of early grade reading content and pedagogy. TEI sup-port of collaboration through dedicated time for meet-ings and allowing co-teaching of courses related to early grade reading can support the learning of these new contents and pedagogies by both Teacher Educa-tors and Student Teachers.