Published in EduLead Newsletter - May 2019
The FIRST framework by SEGA Group is “designed on
the basis of renown models and theories, such as experiential learning;
gamification and game-based learning; facilitate learning, 6Ds model, positive
psychology, experience economy and neuroscience” (Bahgat, Said, Elsafty, & Shaarawy, 2018, p. 123) . These models and
theories are framed into five domains and 15 principles. In implementing FIRST
in Rawafid School*, we integrated it into a
leadership framework, in which many of the concepts and practices are derived
from the EduLead program, by Rite Education.
Implementation went as follows: Each month one of
the five domains with its three principles were introduced to the teachers via
two of the school teachers who had been trained and certified by the founders
of the FIRST Framework. This training session was followed by classroom
implementation on the part of the teachers. It is important to note here that
teachers were grouped into 5 groups, each led by a coach. Coaches were assigned
this role based on the delegation matrix (RITE International Inc., 2018) , where teachers who
portray skill and experience on one axis and independence and ability to
drive-self on the second axis, were selected to coach groups.
During implementation, learning walks were
conducted by peers (a group member and the coach) focusing on the principles
that were the subject of the training sessions. Learning walks observation
forms were tailored to include the principles of the domain teachers were
trained on. Those observation forms were accumulating with new principles as we
proceeded in the program throughout the school year.
After the implementation and learning walks, the
groups of teachers and their coaches conducted PLC meetings where they reviewed
the principles and the activities that would serve each of the principles and
discussed their practices: what went well, what challenges they faced and how
they would overcome them.
This cycle was repeated 5 times, once for each of
the FIRST domains. During this implementation, teachers kept learning
portfolios to document their practices and their learnings. The portfolios
included lesson plans, reflection logs, evidence of implementation, and
checklists for self-evaluation.
In addition, there was an online quiz that served
to motivate teachers to review the principles and to monitor where teachers
still needed help.
Finally, summative evaluation was conducted where
whole classroom observations were done; each teacher was observed by one of the
coaches and another peer. Observation notes were compared and discussed by the
observers. Then they were discussed with the teacher whose classroom was observed.
In addition, teachers planned whole lessons integrating the FIRST domains.
Lessons were uploaded to Google Drive, reviewed by the coaches, including the
trainers and the educational supervisor at the school. Detailed feedback was
provided to the teachers.
All in all, implementation of FIRST Framework
within a Leadership framework enhanced implementation and allowed for
continuous reflection on practice and planning for action. Further, it has been
a great stepping stone to transfer the whole school into a professional
learning community where all learn from one another. In this leadership framework,
different responsibilities such as training, coaching and peer visits, were
delegated to different teachers. This helped distribute leadership among
different teachers; a practice that makes them more engaged in their learning
and more accountable for the program success. In addition, it makes the
teachers the owners of the process of their growth and development.
*located in Bekaa, Lebanon
*located in Bekaa, Lebanon
References
Bahgat, M., Said, T., Elsafty, A., & Shaarawy,
A. (2018, August). FIRST Framework Design and Facilitate Active Deep Learner
eXperience. Journal of Education and Training Studies, 6(8).
doi:10.11114/jets.v6i8.3337
RITE International Inc. (2018). Kuala Lumpur: NAMA
Foundation.
