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.
Mar 6, 2014

Setting the ground ! (Dec 2013 - Feb 2014)

The Teacher Foundation is in the process of receiving funds from various donors for this project.  We plan to commence the training programme for teachers and heads of Government Higher Prinary Schools in Northern Karnataka during the month of June - July 2014.  

We met the State Project Director - Sarva Shiksha Abhiyan to discuss the project in a few disticts of Karnataka State. We have also initiated the process of collaboration with organisations for technology installation in different locations for training.  

Internally, we have commenced the development of training modules for teachers and heads.

We will keep you posted on the programme !

Mar 6, 2014

Project Update: Dec 2013- Feb 2014

A Report for Global Giving-2013-2014

The Teacher Foundation planned Darpana programme to improve learning for 100,000 kids in rural India project. The programme 'Darpana' includes 5 days of training and 3 rounds of school based support including need analysis for teachers and 8 days of 'Samartha' programme for primary school heads.


Initially, we planned to train 250 teachers and 50 heads of schools during the year 2013-2014 with support from Global Giving. With the funds received we could train 50 teachers. Based on this we commenced the programme in the month of July after getting permission from Gulbarga Commissioner to work with teachers in the Yadgiri district.


We conducted 'Learning in Groups', 'Learning Spectrum', in the First Phase of the training and 'Tools for Teaching', ' Measuring Learning', which are one day sessions and 'Multiple Intelligence' and 'Designing Learning' which are half day session in the Second Phase for 2 batches of teachers (N=59) - which is part of 5 days of 'Darpana' training programme.


Teachers participated with interest and were involved in all activities, asked questions to the facilitators and clarified their doubts. Most of the teachers were eager to learn new ideas, strategies which we used during our trainings. They were enthusiastic and reflective on all the days. Teachers expressed happiness over the method of training and facilitation. They felt that the content of the module was relevant and useful.


Till date we have completed 5 days of training and 3 days of school based support including 20% need analysis teachers. 53 teachers graduated which includes only those who attended all the modules continuously and consistently. Remaining 6 teachers did not attend all the modules.

Teachers workshop participation is as below:









Learning In Groups

1st Batch

29 out of 30



Learning Spectrum

1st Batch

29 out of 30



Learning In Groups

2nd Batch

30 out of 30



Learning Spectrum

2nd Batch

30 out of 30



Tools for Teaching

1st Batch

25 out of 30



Measuring Learning

1st Batch

25 out of 30



Multiple Intelligence (half day)

1st Batch

25 out of 30



Designing Learning (half day)

1st Batch

25 out of 30



Tools for Teaching

2nd Batch

28 out of 30



Measuring Learning

2nd Batch

28 out of 30



Multiple Intelligence (half day)

2nd Batch

28 out of 30



Designing Learning (half day)

2nd Batch

28 out of 30


School Based Support (Classroom Observation and Feedback process):



As per the plan we completed 3 rounds of school based support for the teachers who attended our 5 days 'Darpana' training. We covered 53 teachers during the third round of school based support. Remaining 6 teachers were not observed as they were transferred to other regions. We announce our school visit to conduct SBS during workshops, and also we inform via phone calls and SMS before visiting the schools for SBS.


We observed that during the last round of school based support teachers were quite happy, improved a lot and did not hesitate to present the lessons. They were very comfortable with the facilitators' observing their classes and took the feedback positively. They also gave students opportunity to speak during the classroom process. We observed that teachers were communicating politely with the students.


Some of the teachers gave excellent classes with total involvement from the students. They used many of the tools, techniques and strategies like group techniques, pair work, envoy, fish bowl, carousel, effectively used Black Board and outdoor learning in the training. They also used a variety of locally available TLMs to facilitate better learning among the students.

TTF administered Classroom Observation Checklist”and Summary Sheet for teachers which includes observations and feedback during the process of School Based Support. These tools helped us to track the improvement areas of the teachers and also to evaluate our programme for the improvement in our processes as well. An evaluation report will be shared with you very soon.


Some of the teachers shared their views about workshop and School Based Support:


I like the quality of training, using materials, maintenance of time for each sessions and also the way facilitators communicate with us”


Smt. Hanumavva. GHPS Halepeth, Shahapur.



Really we are getting more ideas and methodologies from this programme. All the teachers who are working in govt schools need to undergo such training”


Shri. Vidyasagar GHPS (Girls) Sagar, Shahapur


Facilitators helped me to reflect on my classroom practices and made me reflect on how I can incorporate all activities in the feedback session”


Shri. Bheemasankar. GHPS Itaga. S, Shahapur


In this training we reflect on our whole teaching practice and it helps us to think of more ideas, more activities and make our classroom teaching better”

Shri. Viswanath. GHPS Mamdapur, Shahapur


We recommend this programme for more and more teachers in this region with the support of Global Giving.


Thanks to the donors and the Global Giving for the support extended. We will upload the evaluation report and good snap shots of the programme very soon.


For any comments or suggestions do feel free to communicate with us.



Feb 28, 2014

Update: Dec 2013 - Feb 2014

Report to Global Giving

Intervention Period – November 2012 – November 2014


Project – Whole School Turnaround

School: Goodwill English School, Heganahalli, Peenya II Stage

Reporting Period: December 2013 – February 2014

No. of teachers/heads covered under the Programme - 1 head, 1 Coordinator and 18 teachers



Work done in 3 months (Dec 2013 to Feb 2014)


Midline Audit –


Midline audit was conducted in November after the completion of one year of “Whole School Turnaround” project in the school to assess the impact of intervention.

The audit report shows improvement in all domains i.e. Leadership Management, Teaching Learning Assessment, Student Environment and Community Involvement. Assessments in Maths and English were also conducted for the students of Std III, V and VII. Audit report shows a positive impact of training on their increase of scores of assessment too.



Head Support -


The school heads have been supported in formulating and finalizing action plans for 4 months i.e. Jan 2014 to April 2014. These action points have been shared with the school teachers too. Since school heads' role is not limited to administration, they are encouraged to monitor teaching, learning and assessment processes. The action points on which the school will work collaboratively are –


  • The school heads will observe at least 2 classes per week.

  • Lesson planning and co planning will be institutionalized in the school.

  • Notebooks will be checked regularly to encourage error free correction by teachers.

  • Teaching strategies learnt from the training workshops will be implemented in classroom teaching.

  • Teachers will encourage students to participate in activities in the classes through group work, pair work and peer learning.

  • Home assignments will include a few activities or work which will help students to explore on their own and it should be not be mere repetition of classwork.

  • The students will be encouraged to express their views, opinions in the school assembly as well as in the classes.




Teachers Training –


12 modules on Prerana on classroom teaching strategies are completed successfully and teachers are implementing their learning in the classrooms effectively. They have been trained on writing lesson plans and their enthusiasm to plan their lesson brings happiness to WST team.








Teacher Support –


The teachers were supported by doing 2nd round of demo classes by TTF facilitators. Demo classes were given in the Maths, English and Social Studies. The teachers found these classes very useful as they could see the effective use of various teaching strategies and the increase in students participation and engagement.


Teachers’ classes were also observed for the second time. They were supported with feedback at planning level too which helped them to execute the classes quite effectively. The teachers were provided one on one constructive feedback after the classes. They were quite open to the feedback and assured that they would work consistently towards helping students to learn better through their effective teaching. A few teachers still need to work towards improving their classroom teaching skills for better learning. Questioning skills of the teachers also needs improvement as most of the questions asked are still of low order and does not help students to have higher order thinking. Standard of written and spoken English language both among students and teachers is a concern.



Positive Outcomes after a year of intervention -


1. The school heads are proactive, positive and are open for suggestions and communication with all stakeholders.

2. Teachers' opinion and suggestions are incorporated in school policies.

3. The teachers have started articulating the objectives of the lessons to be taught however co planning is not evident in the school.

4. There has been a significant improvement in teaching learning methodology however this is restricted to the prescribed text book.

5. Teachers are also trying to pose higher order questions and demonstrate the concepts through visuals, role plays, group work and other

teaching aids.

6. Students are active participants and are seen to interact with their peers to discuss learning.

7. Most of the teachers have improved remarkably in using blackboard effectively by using it in an organized way with a clear flow of


8. Teacher student interactions have improved significantly. Teachers are positive in their communication with students and they agree that

they are not scared of teachers anymore.

9. Corporal punishment has reduced substantially across the school as a measure to reinforce discipline.

10. The school has provided clean drinking water to the students through water purifier.




Going Forward –


1. Last module of HeadLamp will be conducted for school heads in April 2014. This module will help them to define roles and

responsibilities for teachers and institutionalize the process of performance appraisal in the school.


2. The teachers will be supported to plan their lessons for next academic year.


3. Lesson planning and co planning will be scheduled in the time table of the school.


4. Mentors will be training on the coaching and mentoring process.









A few photos -






































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