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.
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.

Aug 11, 2014

Project Status:

Report to Global Giving
Intervention Period –December 2012 – December 2014

Project – Whole School Turnaround
School: Goodwill English School, Heganahalli, Peenya II Stage
Reporting Period: May 2014 – July 2014
No. of teachers/heads covered under the Programme - 1 head, 1 Coordinator and 18 teachers

Classroom Observation with mentors -

Post the “Coaching and Mentoring” workshop, school-based support on classroom observation was conducted in the school on 16th and 17th July 2014. Mentors identified by the teachers and TTF facilitators were part of the process of classroom observation.
Mentors shadowed the whole process of how classrooms are to be observed and experienced different ways of identifying critical incidents in the classes. They also observed the process of giving feedback which was conducted by the TTF facilitators. This was followed by a short debriefing session between the TTF facilitator and the mentor. The entire exercise helped mentors have better insights into the processes of coaching and mentoring. This is intended to help them prepare themselves for their role as a mentor in their school.
The teachers have demonstrated a great deal of positive changes in demeanor. Their lesson planning, organization of their blackboard work, neat and legible handwriting, initiatives to involve students through group work, classroom management through the use of ground rules and appreciation across the different classes in the school are worth praising.
They now need to work on their questioning skills and time management i.e., picking up the appropriate content for a 40 min class with clearly articulated and achievable objectives.
Building good rapport with the peers and identifying both strengths and areas of improvement will not only help mentors, but can also go a long way in establishing and institutionalizing an effective coaching and mentoring process in the school.
The mentors also shared that they feel confident about taking on mentoring in their school and are less apprehensive about the conflicts that may arise.

Photos – Coaching and Mentoring workshop -













Head-based Support post HeadLamp Phase 4

The school has hired 8 – 9 new teachers to teach different subjects. The school included some key and indispensable steps of screening and selection in their recruitment process. Some of these are: telephonic interviews, personal interviews, demo classes, etc.
The school head has formulated clearly defined roles and responsibilities for the coordinators and the teachers. These have been shared with them during the induction program held on 7th June 2014.
The management has also formulated performance evaluation system and shared its importance for professional development of the teachers.
TTF facilitators helped the school to plan different ways to reward their teachers so as to constantly motivate them. Eg: linking salary hike with performance appraisal, giving away certificates on special occasions, appreciating the teachers' zeal and their efforts in the staff meetings, mentioning teachers' name on appreciation wall, etc.
Delegation of responsibilities is quite evident in the school. There have been a few organizational changes in the school. Ms Shalini, An English and Social Studies teacher in high school is the Principal of school from the new academic year and Ms Mubeena, A high school English teacher is in charge of the role of the Coordinator, High School. Ms Rekha had been given the role of the Coordinator of primary section. However she quit in June 2014 due to personal reasons.


Induction program for new teachers was held on 7th June 2014. Eleven new teachers and two support staff were a part of this induction program, which was also attended by the members of the school management and senior teachers. The program was kick-started with senior teachers and heads welcoming the new teachers. This was followed by Ms Selvi (Owner of the school) sharing the history, the vision and mission of the school in a brief speech. She even spoke about the school culture, the systems and processes that need to followed in the school. Principal, coordinators and teachers were given documented roles and responsibilities to keep so that each of them has better clarity about their roles in the school. The senior teachers shared, with the new teachers, their experience of working as a teacher at Goodwill School. All the teachers were given a chance to share their expectations from the school. This was followed by a short cultural program. This was the first time that such an induction program for new members of the teaching and the non-teaching staff was held in the school. The program was liked by all the teachers as it provided them an opportunity to understand the school well, and also to look at some common goals and objectives together.


Principal welcomes new Head sharing roles and Fun moments
Teacher responsibilities with teachers


Way forward:

1. Coaching and mentoring will be institutionalized in the school. Mentors will be supported on the processes of classroom observation and sharing of feedback.
2. TTF along with coordinators / mentors will help the school to schedule regular lesson planning and co-planning periods.
3. Heads and mentors will be observing classes on a regular basis and will document the whole process not only for future reference, but also to ensure that the good practices in the school is sustained for a longer period to come.
4. English, Maths and Science teachers will be trained on subject-specific pedagogy.

Jun 6, 2014

Project Completed

Global Giving Evaluation Report:2013-14




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.



  • 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.



  • 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:













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:















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


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


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:








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:








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.





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 Global Giving for providing us the platform.


For any comments or suggestions do feel free to communicate.



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