The Teacher Foundation (Shraddha Trust)

To make schools enabling environments for all students by empowering educators to become energetic, effective, reflective practitioners and life-long learners.
Nov 7, 2014

Update for September - November 2014

Two modules, namely Understanding Learning and Multiple Intelligence, are ready for delivery on the CEED Platform. Understanding Learning deals with exploring principles of brain-based learning in the context of using technology to teach. The Module on Multiple Intelligence deals with varying strategies while using a synchronus technology platfrom for teaching and learning.  The modules dealing with pedagogy will be delivered using the CEED Platform and the training on the technical aspects of CEED Platform will be delivered face-to-face.

There has been a delay in getting approval from the State Government for installation of CEED Platform in the schools. We hope to finalize this by the end of November 2014 and start the first workshop in December 2014/January 2015.   

Oct 21, 2014

Project Completed-Resending the last report

Global Giving Evaluation Report:2013-14

 

Introduction:

 

The Teacher Foundation(TTF) strives to infuse the school education system in India and the sub-continent with new energy, enthusiasm and expertise. In the past 12 years it has worked in significant ways with over 35,000 teachers from across the country. TTF's clientele includes leading international schools, private schools and government schools. TTF provides sustained professional development programmes, school-based support for teachers, school heads and teacher-educators; and customized educational consultancy services in the areas of school audit, development and improvement.

With support from Global Giving, TTF imparted the Sustained Teacher Development Programme (Improve Learning for 100,000 kids in rural India !) - “Darpana” in 30 Govt lower and Higher Primary Schools for 60 teachers from three cluster namely Sagar, Shiriwal, Shahapur South in Shahapur block of Yadgiri district in North-East Karnataka region. The project was implemented during 2013-14. Following is the our programme details which we implemented:

Darpana: A uniquely designed 5 days-Teacher training module for school teachers. 5 days of the training includes the modules like 'Learning in Groups', 'Learning Spectrum',' Tools for Teaching', Measuring Learning',Designing Learning', and 'Multiple Intelligence'. The objective of the training is to update specific aspects of their classroom practice and promote understanding by designing innovative and meaningful methods to develop there students higher order thinking skills.

School-Based Support: 3 rounds of school based support including initial need analysis. The school based support is designed to help and support teachers in their efforts to provide quality education in their schools. School based support is structured so as to meet the professional needs of the teacher, where TTF facilitators will observe the teachers and provide them with constructive feedback for improvement.

Our target was to train 50 teachers. However, we have trained 59 assistant teachers during 2013-14. Out of 59 teachers, 53 teachers received the certificate of completion for attending all the modules.

The primary intent of this evaluation exercise was to achieve a better understanding of the teaching learning process that take place in the classrooms in order to better inform TTF’s own programmes and its impact. We wished to find out if and how the teachers were changing, what were the factors that accompanied this observable change and to a certain limited extent offer an explanation for the change within the given context.

 

Objective of the evaluation:

  • Evaluate the effectiveness of the classroom practices with respect to teaching strategies, student-teacher interaction and assessments.

A- Data Analysis

TTF conducted the evaluation in Shahapur Education block Yadgiri District. We used random sampling method and the sample includes the trained teachers from 4 out of 30 schools. The instruments used to collect the data was “Classroom observation checklist” (COC) and feedback summary sheets. Class teachers along with the students were observed in action using the Classroom Observation Checklist. This was done to ascertain the level of effective teaching practices and the impact on student learning. The qualitative data gathered using tools were collated and analyzed.

 

B-SampleSizefortheevaluation:

  • 8 teachers were selected for the evaluation – 16 % sample

     

Summary of findings from the Evaluation:

Findings from the evaluation will be discussed under the following domains:

1. Teacher Student Interaction

2. Teaching Learning Methodology

3. Teacher Student Assessment

4. Classroom learning environment.

 

Wherever relevant, the qualitative findings from the classroom observations are used to validate the quantitative ones. Analysis of classroom observations as recorded in the Checklist throws light on actual classroom practices of the teachers, vis-à-vis their professed beliefs.

 

Percentages mentioned are the percentages of teachers demonstrating the positive practices.

 

Overall changes found across four domains

  • The graph indicates the overall progress across all four domains in three rounds of observation.

     

 

 

 

 

 

 

 

Teacher-Student Interaction:

 

 

TSI-1

TSI-2

TSI-3

TSI-4

TSI-5

TSI-6

TSI-7

TSI-8

TSI-9

TSI-10

When the teacher speaks to individual students, she/he addresses them by name.

Walked around the classroom to check individual student's work.

Showed patience and empathy when addressing students

Did not use abusive or insulting language, tone or behavior.

Established and maintained eye contact with the class.

Students were interested.

Responded to all child-initiated questions

Maintained order by ensuring the students were engaged in their task

Behavioral expectations were clear

Asked the teacher or their peers for clarification about the task rather than becoming disengaged.

 

Graph indicates that:

  • TSI -3 shows teachers are more empathetic and patient with students during classroom teaching in three rounds.

  • We can see a remarkable improvement in most of the indicators except TSI 6 & 7

  • A dip is seen in the TSI.6 &7 in the third round. It is because students did not participate or were not involved in all the activities and sat silently. Some teachers neglected child initiated questions.

 

 

 

Teaching-Learning Methodology:

 

TLM-1

TLM-2

TLM-3

TLM-4

TLM-5

TLM-6

TLM-7

TLM-8

TLM-9

TLM-10

TLM-11

TLM-12

TLM-13

Focused on student understanding

Presented content which is factually correct in all respects

Gave instructions in simple steps (can include routine instructions such as open your books, go to

page number ___ OR specific task-related instructions)

Used visual aids or manipulative (blackboard, charts, flash cards, other displays) to reinforce the

concept.

Teacher gave opportunities for students to periodically clear their doubts.

The teacher enhances student understanding by connecting the lesson to the children's

environment, experiences and/or previous knowledge

Teacher built in time for students to discuss concepts and processes. (student feedback)

Ensured students interact with each other to accomplish the task

Presented a relaxed stance after questions were asked and gave wait time for students to

respond.

Completed the lesson within the given time, bringing to a logical conclusion

Asked relevant content related questions

After instructions were provided, students behaved in a way that showed that they listened to

and understood the instructions

Answered teacher’s questions correctly

 

Positive changes

  • TLM-3 Figures indicate teachers are progressive in providing classroom instructions in simple understandable steps.

  • Most of the indicators show an increase over the three rounds except TLM.2,5,8,11 & 13 .

  • TLM.2 (Presented content which is factually correct in all respects) is showing a decrease from 2nd round to 3rd round,. This is because a teacher used content that was not factually correct. We did bring it to the teachers notice during our feedback process.

  • TLM.8(Ensured students interact with each other to accomplish the task) is showing a decrease from 2nd round to 3rd round because it was observed during our third round observation that some of the teachers concentrated only on the completion of their lesson rather than involving the students in learning. No evidence of pair work and group work task was seen and there was no scope for the students to interact with each other which resulted in this decrease.

  • TLM.11(Asked relevant content related questions) is showing decrease from 2nd round to 3rd round as it was observed that the teachers were asking questions which were not relevant to the content.

  • The dip in TLM.13(Answered teacher’s questions correctly) is seen in the 3rd round we observed that some students were giving incorrect or incomplete answers to the questions posed by the teachers.

Teacher Student Assessment:

 

TSA-1

TSA-2

TSA-3

TSA-4

TSA-5

TSA-6

Accepted all student responses including the ‘wrong ones’ with encouraging feedback

Used in-class questioning or homework assignments as strategies to improve student

understanding and not merely as a means to get students to repeat facts.

Addressed questions to individual students as well as the group at large

Revised or recapitulated, highlighting the main points of the lesson

Were comfortable in responding to the teacher’s assessments

Responses were appropriate to the question that the teacher posed.

 

 

Positive changes

  • Study shows the progress in in-class questioning / home assignments which enhances student understanding in most of the indicators.

  • All the indicators show a steady increase in the three rounds except TLA.1. A slight decrease is seen in TLA.1 and TLA.4

  • TLA.1(Accepted all student responses including the ‘wrong ones’ with encouraging feedback)is shows a decrease in 3rd round as compared to 2nd round as it was observed that in most of the classes, students were answering in group and also teachers were accepting the right answers only. They didn't spend enough time to encourage the student to come up with the right answer if they were wrong. They simply asked the questions to other students.

  • TSA-5Students were very comfortable in responding to the teacher's assessments in all three rounds.

 

 

Physical Classroom Environment:

 

PCE-1

PCE-2

PCE-3

PCE-4

PCE-5

PCE-6

Writing on the board was clear and visible to all students

Teacher used board in an organized fashion

Sequence and plan of the lesson is visible from the board work

Teacher used Board interactively (collating students responses as well as invites students to write

on board)

Student work is displayed

Classroom space is set up to facilitate individual, pair and group activities.

 

Positive changes

 

  • PCE-1 and PCE- 2 shows teachers wrote in an organised fashion on the board and the flow of the topic in hand was clearly visible from their board work.

  • The graph of classroom physical environment, shows an almost consistent increase across the round 3 with respect to all the indicators.

  • PCE-5 and PCE-6 graph shows that teachers displayed student works and classroom space was used to conduct pair work and group work judiciously in 2nd and 3rd round.

 

 

Conclusion:

 

Overall in the third round of School Based Support, we found that there was a positive change in the classroom practices and that the teachers tried to incorporate most of the teaching-learning methodologies and tools in there regular teaching-learning process except some areas like, maintaining students energy , involving all students in all the activities and responding to all questions asked by the students. All the teachers must be reflective about their practices and implement the learnings from the workshops effectively in their classroom.

 

Some of the teachers provided excellent classes with total involvement of students. They used group techniques like pair work, envoy, fish bowl, carousel, used Black Board and out door learning’s effectively. They also used variety of locally available TLMs to facilitates better learning among students. Teachers are very positive about classroom observations and feedback session and they took the feedback in a constructive way and assured to take it forward.

 

Based on the programme evaluation, we wish to continue our services in the same region in a more focused manner in the coming years.

 

We wish to thank all the donors and the GlobalGiving for providing us the platform.

 

For any comments or suggestions do feel free to communicate.

 

Thanks...!

Aug 14, 2014

Making it work!

We are in the final stage of formalizing our tie up with DSERT and Sarva Shiksha Abhiyan, which will allow us to reach out to teachers from 15 Districts in Karnataka, providing them with the required professional development support as proposed. Meanwhile, we had a dry run in July 2014, delivering one of our modules on the CEED Platform. The dry run allowed us to reflect on how we can seamlessly integrate technology as we provide continuing professional development support for teachers in a synchronous environment. We are modifying the modules based on our experience during the dry run.

The installation of the CEED Platform hardware in the government schools in 15 Districts across Karnataka is in progress at present. The project will be formally launched, as soon as the installation of the hardware is complete.

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