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Chevron Enjoy Science Newsletter Issue No. 23

Chevron Enjoy Science Newsletter Issue No. 23

Chevron Enjoy Science Propels Professional Learning Communities to Continually Develop Thai Teachers

Achieving sustainable education development requires outstanding teachers who possess the ability to create engaging classrooms that bring learning to life for students. When students are actively involved in the learning process, they are able to absorb and internalize knowledge and then apply it in real situations. Given the significant impact of teachers on student growth and achievement, the Chevron Enjoy Science Project has made continuous capacity building of teachers and school leaders one of its core missions.

The methodology for developing an infrastructure for teacher growth begins with identifying effective, experienced teachers and training them to become mentors and trainers for their peers. With support from mentors and trainers, the project delivers its Professional Development model that combines high-impact capacity building workshops for teachers and schools leaders with continuous mentorship support to ensure that teachers can take the inquiry-based pedagogies from the workshops and apply them in the classroom. To buttress the model, the project is now creating Professional Learning Communities (PLCs) that bring teachers and educators from schools together to exchange innovative ideas, share experience and knowledge, and inspire one another to provide the best education possible to their students.

PLCs originated in the United States as a means to support collaboration in multiple sectors, including education. Today, due in large part to the efforts of Chevron Enjoy Science, PLCs are playing an important role in the development of teachers throughout Thailand. The approach is proving effective in spurring knowledge sharing among teachers across schools and stimulating more robust assessments to identify what works in the classroom. PLCs emphasize the importance of teamwork among teachers and embedding evidenced-based practices in the classroom with a focus on improving student outcomes. Ultimately, students are the ones reaping the benefits from this undertaking.

In Thailand, the Teacher Professional Development Institute (TPDI), under the Ministry of Education, has been promoting and supporting the implementation of the PLC approach among teachers. To incentivize teachers to join PLCs, TPDI links PLC participation with career advancement opportunities. A teacher who has participated in at least 50 hours and has continually attended PLC trainings for five or more consecutive years is able to submit his or her work results to the Ministry of Education to open up opportunities to move up the teaching ladder.

Dr. Kessara Amornvuthivorn, Kenan Instite Asia’s senior manager for education and leader of the Enjoy Scinece STEM component, spoke about the project’s work to support PLCs in Thailand:

“The Enjoy Science Project supports the policy of the Ministry of Education by applying TPDI’s guidelines to professional learning community creation. Through the creation of some 60 professional learning communities that reach over 500 schools nationwide, the project has arranged trainings for teachers to receive knowledge about leading effective PLCs. An important method used by the project is the Open Classroom approach that gives teachers the opportunity to collaborate with their colleagues to develop ideas to improve student learning. The teachers jointly establish targets for improving lessons and visit each other’s classes to observe and provide feedback on how students learn in each class. The observations are then used to revise the lessons and improve the teachers’ delivery of the lesson.

“Through the creation of PLCs, we have helped teachers understand that PLCs are important and represent another tactic that can help them reduce frequently-found problems in the classroom. The teachers also realize that PLCs enhance their own teaching skills.”


Newsletter Issue 23 ENG Final


April 27, 2018