Teacher Training - Institut de Sangalkam

Teacher Training Institute

DISSEMINATE & APPLY

Why a focus on teacher training?

“Better than a thousand days of diligent study is one day with a great teacher.” – Japanese proverb

(“Teaching quality has been defined as ‘instruction that enables a wide range of students to learn’ (Darling-Hammond, 2012), and it
is the strongest school-related factor that can improve student learning and achievement (Hanushek, 2011; Nye, Konstantopoulos, and Hedges, 2004; Rivkin, Hanushek, and Kain, 2005)”

“Teacher Development Research Review: Keys to Educator Success”, Vanessa Vega,
Edutopia 1 November 2015

Training Content

They reflect our mission, but are not cast in stone

Collaborative Teaching

Co-designing unit and project-based learning
Sharing materials: eSilo; SIMEN platform; intranet
Interdisciplinary units
Online resources and Professional Learning Communities

Learning Materials and Design

Using basic digital materials: computer, internet, projector
Creating learning support materials: digital; paper; non-traditional; locally sourced
Designing a unit: student-centered design; personalized learning

“Big themes”

Metacognition/DeuteroLearning
Creating for Learning
Civic and Moral Character Development
Language Pluralism
College and Career Prep/Bridge

Classroom Management

Efficiency: in administrative tasks; using Google Apps
Order and discipline

Knowing the Child

Child Development and Psychology
Special Needs
Language Acquisition
Motivating a child to learn

Trends in Education - Approaches, Research, and Resources

Researching a curricular theme
Measuring success
Latest research and new trends in teaching

Subject Matter Reinforcement

Team-Building Time

Common purpose
Knowledge of self

Teacher Training Institute

IS Programs

Full Teacher Training Program
Reinforcement Program
Head of School Program
Individual Course Certificates

Target:

The full teacher training program is designed principally for new teachers.

Entry Requirement:

Candidates are required to have completed high school, preferably with a baccalaureate degree or higher.

Duration:

The program will last about 1year. Part-time students could be allowed to take longer to complete the program.

Courses:

Students will be required to take core courses such as History of Education, Science Behind Learning, Children Psychology, Curriculum Design. In Environment & Education, Linguistics, Research Lab, Arts & Education, Diversity & Inclusion, Evaluation & Adaptation. In addition to the core courses, students will be able to choose among a number of electives that reflect their personal teaching interests

Required Credits:

Students will be required to complete [39] credits to complete the program. Candidates can apply to wave a total of [6] credits based on their prior education and experience

Target:

The Teacher Reinforcement Program is designed for existing teachers, who will become more acquainted with the Institute and its training methodology

Entry Requirement:

Candidates are generally required to have completed high school, preferably with a baccalaureate degree or higher. But teachers who do not meet the requirement but with significant teaching experience will be eligible.

Duration:

The basic reinforcement program will last 4-6 months, will include theoretical as well as practical training with a Certification upon completion. We will also offer a shorter summer teacher training program that will last about 8 weeks. The summer teacher reinforcement program can be tailored to the needs of specific groups of schools.

Courses:

All the courses included in the core and eligible requirements of the full teacher training program will be offered as reinforcement. Additional courses to meet the specific needs of partner schools will be considered.

Required Credits:

A total of [20] credits are required to complete the program as a stand-alone certificate.

Target:

Currently, heads of are mostly recruited among senior teachers. As such they do not necessarily have the managerial skills that are called for modern schools. Program will target primarily existing and future heads of schools. New teacher trainees are also eligible to add it as a major

Entry Requirement:

Candidates are generally required to have completed high school degree, preferably with a baccalaureate degree or higher. Candidates with significant experience as head of school will be considered

Duration:

The program can be completed as a major during the 1year teacher training program. It will also be offered as a stand- alone certificate. The stand-alone certificate will last 4-6 months. The institute will consider offering the certificate online and/or to part-time candidates.

Courses:

Three electives in the regular teacher training program will be requirement for the Head od School program: Leadership in Education, Human Resource Management in Schools, and Financial Management. Three core courses from the TT program will also be requirements: Science Behind Learning, Children Psychology, and Education Technology

Target:

learning is continuous and the world is evolving, we intend to host continuous educational opportunities via seminars and certificate programs to a broad range of candidates with an interest in education.

Entry Requirement:

They will be kept very flexible to reach the broadest set of candidates. The ultimate test being the candidate commitment and ability to assimilate the course.

Duration:

It will vary across certificates, ranging from 1 to 6 months. The program will accommodate part-time candidates who would need more time to complete a given certificate. The Institute objective is also eventually to offer these certificates online to broaden our reach.

Courses:

In addition to the Head-of-School certificate, the institute intends to offer a broad range of certificates in Education Technology, English in Bilingual Education, Montessori Methods and Materials,

Required Credits:

Teacher Training Institute

Courses

Core courses
Elective courses

Courses titles	Credits
1. History of Education	4
2. Science Behind Learning	4
3. Children Psychology	4
4. Curriculum Design	3
5. Environment & Education	3
6.Linguistics	3
7. Research Lab	3
8. Arts & Education	3
9. Diversity & Inclusion	3
10. Education-Technology	3
11. Well-Being	3
Total	36

Courses titles	Credits
1. Introduction to Montessori Education	3
2. Montessori Methods & Materials: Practical Life & Sensorial	3
3. Montessori Methods & Materials: Language & Mathematics	3
4. Legislation and Deontology in Education	3
5. Leadership in Education	3
6. Human Resource Management in Schools	3
7. Financial & Administrative Management of Schools	3
8. Sociology & Education	3
9. Artificial Intelligence Applications in Education	3
10. General Pedagogy	3
11. Other Elective Nb 11	3
12. Other Elective Nb 12	3

Teacher Training Institute

Faculty Members

Dr Cheikh Kane

Professor of Literature

Biography

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Courses taught

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Selected Publications-Research Interests:

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Contact

Dr Anta Sow

Professor of Literature

Biography

Courses taught

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Selected Publications-Research Interests:

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Contact

Dr Mariane Diop

Professor of Literature

Biography

Courses taught

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Selected Publications-Research Interests:

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Contact

Dr Cheikh Kane

Professor of Literature

Biography

Courses taught

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Morbi malesuada

Selected Publications-Research Interests:

Lorem ipsum dolor sit amet consectetur.
Massa pellentesque
Morbi malesuada

Contact

Dr Cheikh Kane

Professor of Literature

Biography

Courses taught

Lorem ipsum dolor sit amet consectetur.
Morbi malesuada

Selected Publications-Research Interests:

Lorem ipsum dolor sit amet consectetur.
Massa pellentesque
Morbi malesuada

Contact

Dr Cheikh Kane

Professor of Literature

Biography

Courses taught

Lorem ipsum dolor sit amet consectetur.
Morbi malesuada

Selected Publications-Research Interests:

Lorem ipsum dolor sit amet consectetur.
Massa pellentesque
Morbi malesuada

Contact

Dr Cheikh Kane

Professor of Literature

Biography

Courses taught

Lorem ipsum dolor sit amet consectetur.
Morbi malesuada

Selected Publications-Research Interests:

Lorem ipsum dolor sit amet consectetur.
Massa pellentesque
Morbi malesuada

Contact

Dr Cheikh Kane

Professor of Literature

Biography

Courses taught

Lorem ipsum dolor sit amet consectetur.
Morbi malesuada

Selected Publications-Research Interests:

Lorem ipsum dolor sit amet consectetur.
Massa pellentesque
Morbi malesuada

Contact

Teacher Training Institute

Tuition & Applications

Program	Application Requirements	Tuition and Financing Options	Application Form & Process
Full Teacher Training Program
Reinforcement Program
Head of School
Individual Classes & Certificates

Title	Description
General Pedagogy [3 Credits]	▪ The course will provide students with a comprehensive understanding of teaching and learning theories, instructional strategies, and classroom management. The goal is to give future teachers the foundational knowledge and practical skills needed to create effective learning environments and adapt their teaching methods to diverse learners. ▪ The course will be particularly useful for new teachers with an advanced degree in a given subject, but without teaching experience. ▪ The main course objectives are: ▪ Understand the key theories and principles of teaching and learning. ▪ Develop and apply a range of instructional strategies. ▪ Create lesson plans that cater to diverse learning needs. ▪ Manage classroom dynamics effectively. ▪ Evaluate and reflect on their teaching practices.
Topics	▪ Module 1: Foundations of Pedagogy and Learning Theories ▪ Module 2: Lesson Planning and Curriculum Design ▪ Module 3: Teaching Methods and Instructional Strategies ▪ Module 4: Classroom Management and Student Engagement ▪ Module 5: Assessment and Feedback ▪ Module 6: Reflective Practice and Professional Development
Further Reading	▪ Bruner, J. (1996). The Culture of Education. ▪ Marzano, R. J. (2007). The Art and Science of Teaching. ▪ Wiggins, G., & McTighe, J. (2005). Understanding by Design. ▪ Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ▪ Wong, H., & Wong, R. (2009). The First Days of School: How to Be an Effective Teacher. ▪ Brookfield, S. (2017). Becoming a Critically Reflective Teacher. ▪ Thierno Souleymane Diop, Tu Seras Enseignant, Mon Fils, Presses Universitaires de Dakar, (2015)

Title	Description
AI Education Applications [3 Credits]	▪ The course will focus on combining a technical understanding with the practical applications in teaching and learning contexts. ▪ The main goal is to empower teacher trainees to understand AI, critically evaluate AI tools, and integrate AI effectively to enhance teaching and learning experiences. ▪ Course Objectives: explain key AI concepts and how AI functions; critically assess AI tools for education; implement AI-driven teaching and learning strategies; reflect on the ethical and social implications of AI in education; develop AI-enhanced lesson plans and learning activities.
Topics	▪ Module 1: Introduction to AI and Machine Learning: what is AI, how does it work, applications ▪ Module 2: AI in Education, Opportunities and Challenges (Personalized Learning, Intelligent Tutoring, Bias/Fairness in AI) ▪ Module 3: Personalized Learning and Adaptive Learning Systems (Teacher Role in Personalization) ▪ Module 4: AI for Assessment and Feedback (AI for Formative and Summative Assessment, Limitations of AI assessment) ▪ Module 5: AI for Student Engagement and Classroom Management (Education Tools, AI for Multimodal Learning) ▪ Module 6: Ethical and Social Implications of AI in Education (AI and Equity, Data Privacy, Human vs Machine Intelligence)
Further Reading	▪ Russell, S., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach (4th ed.). ▪ Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. ▪ Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. ▪ Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. ▪ Luckin, R. (2010). Redesigning Learning Contexts: Technology-Rich, Learner-Centred Ecologies. ▪ Kay, J., & Kummerfeld, B. (2019). "Creating Personalized Learning with AI." IEEE Transactions on Learning Technologies. ▪ Heffernan, N. (2017). "AI and the Future of Testing." Journal of Learning Analytics. ▪ McGraw, B. (2018). AI in Assessment: New Horizons in Educational Measurement. ▪ Chen, B., et al. (2020). "AI for Enhancing Student Engagement." Educational Technology Research and Development. ▪ Rose, C. P. (2018). "Conversational Agents in Education." Learning Sciences Journal. ▪ Selwyn, N. (2021). Education and Artificial Intelligence: Critical Perspectives. ▪ Eubanks, V. (2018). Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor.

Title	Description
Sociology and Education [3 Credits]	▪ This course will cover sociological theories with practical teaching strategies to help future educators understand the role of education in society and the ways in which education can both reflect and challenge social structures. ▪ By the end of the course, teacher trainees will be able to: ▪ Understand key sociological theories and concepts relevant to education. ▪ Analyze the relationship between education and social structures (e.g., class, race, gender). ▪ Examine the impact of education on social mobility and inequality. ▪ Critically assess the role of schools in socialization. ▪ Apply sociological concepts to classroom dynamics and education policy.
Topics	▪ Module 1: Introduction to Sociology and Education ▪ Module 2: Education and Socialization ▪ Module 3: Theories of Education ▪ Module 4: Social Stratification and Education ▪ Module 5: Education Policy and Reform ▪ Module 6: Teachers as Agents of Social Change
Further Reading	▪ Sociology of Education: A Critical Reader – by Alan R. Sadovnik ▪ Education and Sociology – by Emile Durkheim ▪ Pedagogy of the Oppressed – by Paulo Freire ▪ Cultural Capital: The Problem of Educational Inequality – by Pierre Bourdieu ▪ Inequality and Education – by Richard Arum ▪ Les Jeunes de la Rue a Dakar, Safietou Diack, Karthala (2022) ▪ Jeunesse, Exclusion et Violence a Dakar, Oumar Cisse and Djibril Diop, Karthala (2021) ▪ Moi Aussi, Ma Place est a l’Ecole, Cheikh Tidiane Bousso, l’Harmattan (2024) ▪ Les Enfants exclus ou en marge du systeme scolaire Classique au Senegal, H Dia; AS Diop, Melanie Jacquemim (2019)

Title	Description
Financial and Administrative management of Schools [3 Credits]	▪ The course would cover budgeting, resource allocation, school leadership, policy implementation, and accountability—ensuring that teacher trainees develop a comprehensive understanding of the financial and operational aspects of running a school effectively. ▪ By the end of the course, teacher trainees will be able to: ▪ Understand the financial structure of schools and sources of funding. ▪ Develop and manage a school budget effectively. ▪ Understand and apply financial policies and regulations in education. ▪ Manage school resources, staffing, and infrastructure efficiently. ▪ Analyze the role of school leadership in effective administrative management.
Topics	▪ Module 1: Introduction to Financial and Administrative Management in Schools: private vs public school management ▪ Module 2: School Funding and Budgeting: financial forecasting and contingency planning ▪ Module 3: Financial Accountability and Transparency: Financial Control & Reporting; Compliance ▪ Module 4: Human Resource and Staff Management: Recruitment-Retention; Performance-Evaluation; Salary-Benefits ▪ Module 5: Facilities and Resource Management: School Infrastructure, Procurement-Inventory, Technology ▪ Module 6: Strategic Planning and Policy Implementation: risk management and crisis planning
Further Reading	▪ Bush, T. (2011). Theories of Educational Leadership and Management. ▪ Brighouse, T., & Woods, D. (2013). The A-Z of School Improvement: Principles and Practice ▪ Odden, A., & Picus, L. (2014). School Finance: A Policy Perspective ▪ Levačić, R. (2011). Managing Financial Resources in Schools. ▪ Rebore, R. W. (2014). Human Resources Administration in Education: A Management Approach. ▪ Mulford, B. (2016). School Leadership and Resource Allocation

Title	Description
Human Resource Management in Schools [3 Credits]	▪ Designing a course on Human Resource Management (HRM) in Schools for teacher trainees will help future educational leaders develop the skills to effectively manage staff, build a positive work culture, and address HR-related challenges in schools. ▪ By the end of the course, trainees are expected to: ▪ Understand the principles of HRM in educational settings. ▪ Develop strategies for staff recruitment, retention, and professional development. ▪ Apply conflict resolution and performance management techniques. ▪ Build a positive and inclusive school work culture. ▪ Navigate labor laws and ethical considerations in education.
Topics	▪ Module 1: Introduction to HRM in Schools ▪ Module 2: Recruitment and Hiring Practices ▪ Module 3: Staff Retention and Motivation ▪ Module 4: Professional Development and Training ▪ Module 5: Performance Management and Evaluation ▪ Module 6: Conflict Resolution and Staff Relations ▪ Module 7: Labor Laws and Ethical Issues ▪ Module 8: Technology and Data Management
Further Reading	▪ Human Resource Management in Education – by Justine Mercer, Bernard Barker, Richard Bird ▪ Educational Administration: Theory, Research, and Practice – by Wayne Hoy and Cecil Miskel ▪ Improving Teacher Quality through Professional Development – by Linda Darling-Hammond ▪ The Principal as Human Resources Leader – by M. Scott Norton ▪ La gestion des ressources humaines pour la réussite scolaire, 2ᵉ édition ▪ Human Resource Management in the Education Sector, UNESCO (2022)

Title	Description
Well Being [3 Credits]	▪ Teaching is one of the most noble jobs one can hold, but with great rewards come immense challenges. This Thinking Out of the Box class will give different toolkits for teachers to unwind and return to homeostasis. ▪ It is equally important for teachers to understand the determinants of children’s well-being, but also to be mindful of their own. ▪ Course will cover a blend of theory, practical strategies, and reflective exercises to help trainees manage their mental, emotional, and physical health, while navigating the specific demands on teachers from students, parents, and school administrators.
Topics	▪ Understanding the diverse aspects of Well-Being: physical, emotional, social, intellectual, occupational ▪ How Well-Being affects teacher effectiveness ▪ Mental and Emotional Health: stress triggers, rest and relaxation/meditation, breath work, Mental Presence ▪ Physical Being: Exercise & Proper Nutrition, Posture and Ergonomics, Movement (stretches, exercises, walking) ▪ Professional and Social Well-Being: Classroom management, Work Life Balance, Fun ▪ Accessing support and resources: school-based and external resources, reducing stigma around mental health ▪ Harmony with the environment
Further Reading	▪ Day, C., & Gu, Q. (2014). Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. Routledge. ▪ Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W.W. Norton & Company. ▪ Parker, P. D., & Martin, A. J. (2009). "Coping strategies and positive affect in the workplace: Evidence from a national survey of teachers." Educational Psychology, 29(2), 187–205. ▪ Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). "Burnout and work engagement among teachers." Journal of School Psychology, 43(6), 495–513. ▪ Gold, E., Smith, A., Hopper, I., et al. (2010). "Mindfulness-based stress reduction (MBSR) for primary school teachers." Journal of Child and Family Studies, 19(2), 184–189. ▪ Ratey, J. J., & Hagerman, E. (2013). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company.

Title	Description
Education & Technology [3 Credits]	▪ Technology is an integral part of life today. It needs to be carefully integrated into 21st century learning and the maestro for how it is introduced and utilized will always be the teacher. Embracing technology can be a powerful tool for the educational system, permitting efficiencies for educators in designing curriculums, handling administrative demands, communication with parents, and a powerful teaching tool allowing students to learn in ways that were not previously possible or practical.
Topics	▪ How to use software and AI to aid in curriculum planning and parent communication ▪ How to use administrative software
Further Reading	▪ Possible partnership with www.team4tech.org ▪ A. Upadhyay and A. Taddese (2020). EdTech in Liberia: A Rapid Scan. (EdTech Hub Country Scan No. 01) https://docs.edtechhub.org/lib/2HM2SBVM Anderspink ▪ Content Curation For Learning (2017). Anderspink, Inc. https://anderspink.com/documents/content-curation-book.pdf C. Lemke and J. Britten (2022) ▪ The range of educational technologies. Marina del Rey, CA: Metiri Group ▪ Educational Technology for Teachers - Gregory M. Francom ▪ Educational Technology for Teaching and Learning (4th Edition) by Timothy J. Newby, Donald Stepich, James Lehman, James D. Russell, & 1 more ▪ Projet Voltaire (https://www.projet-voltaire.fr/) ▪ Khanmigo: The AI Student Tutor

Title	Description
Research Lab [3 Credits]	▪ For the field of education to continue to evolve, all teachers must be scientists who are curious, investigate, and critically develop their work. ▪ Capable of independent and collaborative problem setting, development work, and knowledge generation. ▪ Able to identify areas for pedagogical research and development and to address them theoretically and practically. ▪ Able to report on identified development issues and their solutions according to scientific practices.
Topics	▪ Scientific method ▪ Data recording ▪ Working with our Think Tank
Further Reading	▪ Institut Sangalkam Think Tank ▪ Research Methodology and Scientific Writing by C. George Thomas

Title	Description
Linguistics [3 Credits]	▪ Critical for all learning is the ability to learn language. Understanding the principles of linguistics and how they relate to the production and comprehension of language is vital for students. Bilingual settings present an additional challenge but also benefit for teachers and students alike. (Gabi) ▪ Linguistics for Bilingual Teachers is a course designed to provide foundational knowledge of language structure, use, and acquisition, with a focus on bilingual education. It explores key linguistic concepts such as phonology, morphology, syntax, semantics, and pragmatics, emphasizing their application in multilingual classrooms. The course also examines language acquisition theories, sociolinguistic factors affecting bilingualism, and strategies for supporting language development in diverse learners. Future bilingual educators will gain practical tools to foster students' linguistic and academic success in both their native and second languages. (Chat-GPT)
Topics	▪ Phonetics, phonology, morphology, the lexicon, syntax, and conversational usage ▪ Benefits of bilingualism ▪ Foundations of Linguistics ▪ Language Acquisition and Development: first and second language acquisition theories ▪ Sociolinguistics and Bilingualism: language attitudes, policies, and their implications for teaching and learning ▪ Language and Literacy in Bilingual Education: the interplay between oral language and literacy development ▪ Applied Linguistics for the Classroom: strategies for teaching language skills in two languages (Chat-GDP)
Further Reading	▪ Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge, UK: Cambridge University Press. ▪ Zelasko, N., & Antunez, B. (2000). If Your Child Learns in Two Languages. National Clearinghouse for Bilingual Education. http://www.ncela.gwu.edu/files/uploads/9/IfYourChild_LearnsInTwoLangs_English.pdf ▪ Introducing Linguistics, edited by Jonathan Culpeper, Beth Malory, Claire Nance, and Daniel Van Olmen ▪ Foundations of Bilingual Education and Bilingualism by Colin Baker and Wayne E. Wright ▪ The Study of Language by George Yule ▪ Second Language Learning and Language Teaching by Vivian Cook ▪ Bilingual Education: Integrating Language and Content by Fred Genesee ▪ Sociolinguistics and Language Education, edited by Nancy H. Hornberger and Sandra Lee McKay ▪ Loud and Clear: Effective Language of Instruction Policies for Learning, The World Bank Group, 2021 (Cheikh Added)