TTF plans to run its 6 month Darpana programme with 5 days of workshops and 3 rounds of school based support for fresh teachers. For teachers who have undergone the programme in the past, 3 days of customized training and 2 rounds of support will be given. In addition, Heads of the primary schools will also be trained through our Samartha programme with 8 days of workshops over 6 months.
We initially planned to train 250 teachers and 50 heads of schools during 2013-14 with support from Global Giving. Till date we have received funds to train only 50 teachers. TTF will commence the training programme in the month of June – July 2013. The team is working towards gaining permission from the Government Department to work with teachers and heads, selecting the clusters and teachers/heads for the programme. We have conducted 4 days of Train the Trainer Programme for our internal facilitators.
We will draw a training calender for training very soon and the same will be communicated with the Department officials and there-after with the schools.
The Teacher Foundation implemented the Sustained teacher development programmes for 100 rural Government school teachers in Yadgiri region with support from Global Giving. Yadgiri being one of the backward district of North-East Karnataka. . The project aimed to benefit 40,000 students studying in the government schools.
We successfully completed 'Darpana' program at Shahapur block in Yadgiri district . This programme comprised of 5 days of training and 2 rounds of school based support. 100 teachers have completed the programme by attending all the modules.
TTF organized Graduation Ceremony on March 23rd 2013 at Yadgiri for all the participating teachers. We had few delegates from the Department of Education who were part of this ceremony. Some of the teachers shared their opinion about 'Darpana' programme - how it has affected their personal and professional life. Teachers who attended the programme expressed that they gained new ideas and teaching strategies from the training sessions. They were appreciative of TTFs training methodology and facilitation skills. They found that training content was very relevant to their teaching situation. Some of the teachers / officials opinion on TTF programme is provided below:
Smt. Bangaremma opined that “In my profession I have undergone many trainings but I liked TTF training as it is very useful. I tried implementing some of the techniques and found that it is very effective and enhanced student participation in the learning process '.
Mr. Laxman opined that “The training gives us insights about our daily teaching practice, how we need to teach effectively”.
Block Resource Co ordinator and Teacher Association President also expressed satisfaction on the Teacher Development Programme conducted by TTF .
Both Government Officials and teachers were keen to take the programme forward in the coming year too.
Provided below is a brief evaluation report on the project undertaken in the region.
A 15% random sample of teachers was taken for this process. We observed the teachers classroom using the 'Classroom Observation Checklist” developed by TTF thrice during the programme. Based on the classroom observation and feedback process we collect the information through research tools and we collate data analysis quantitatively.
Findings from the evaluation is presented graphically under the following domains:
1. Teacher Student Interaction
2. Teaching Learning Methodology
3. Teacher Student Assessment
4. Classroom learning environment.
Percentages mentioned are the percentages of teachers demonstrating the positive practices.
Comparison of Four Domains : I, II and III Round of SBS
Physical Classroom Environment
When the teacher speaks to individual students, she addresses them by name.
Walked around the classroom to check individual students' 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.
All the indicators are showing significant increase in the second and third round except TSI-7.
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
All the indicators showing significant increase except TLM12.
3.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.
All the indicators except A6 and A5 are showing significant increase, and A5 remains the same over the two rounds .
4.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
Student work is displayed
Classroom space is set up to facilitate individual, pair and group activities.
All the indicators are showing significant increase in the III round. PCE6 remains almost same in last two rounds.
As indicated, the observations are based on the data gathered from the I, II and III round of SBS. From the data gathered we can observe the significant improvement in the areas mentioned above.
Intervention Period –December 2012 – February 2013
Name of the Programme – Whole School Turnaround
School: Goodwill School
No. of teachers/heads covered under the Programme - 1 head, 1 Coordinator and 18 teachers
Objective of the Intervention
Heads and all Teachers
The audit is conducted prior to the intervention and this helps to assess the school's strengths, areas of concerns and needs. The following are the areas that the audit is conducted in.
Teaching, learning and Assessment
The heads and teachers will get an insight about the strong points of the school and areas of improvement.
The head will come up with the action plans for the areas for improvement for first three months based on the report.
The head showed keen interest in the report and identified two action points and decided to have action points for these for first three months –
To having cleaner school space
To bring policy in the school to replace corporal punishment with positive disciplining with positive.
January -February 2013
10 Workshops on English Language Enhancement – Classroom Talkies
To help the teachers -
to improve their communication skills
to use polite language in the classroom
to have positive interaction with the students
to replace corporal punishment with positive disciplining
Teachers will be more confident in using English as a transactional language in their classes. Students‘own language improves as a result.
Teachers will talk about the changes which they have started bringing in their classes now.
Teachers are participating in the workshops with enthusiasm and are more confident in expressing themselves in English during the workshops.
A lot of charts and posters on cleanliness are seen on the display boards in classrooms and school corridors to create awareness among the students.
The teachers felt that workshops are helping them to improve their communication skills and questioning skills. It was informed that corporal punishment is not being used anymore to enforce discipline in the classrooms.
Ground rules and appreciation walls are used to manage class with positive disciplining.
January - February 2013
Restrooms, Classrooms and Library
Cleaner school space
Provision of water and soap for the children
Covered dust bins for the girls to dispose sanitary wastes
Regular cleaning of the girls’ and boys’ restrooms
A library with properly arranged books
Awareness among the students about the importance of health and hygiene.
School washrooms will be cleaner and cleaning will be tracked.
Classrooms will be cleaned and students will aware to maintain the awareness through various activities.
Books will be arranged properly in the library.
Overall cleanliness has improved in the classrooms.
Cleaning of the restrooms is being tracked thrice (a day) on a chart. Members of student council are helping in putting up the cleaning tracker and tracking it effectively with the help of teachers.
The school organized a poster and slogan competition on “Health and Hygiene” to create an awareness in the students about cleanliness
Taps have been installed outside the restrooms for the students to wash hands.
Books have been arranged in the library subject wise and a master list of all the books are prepared.
The school sends fortnightly report on progress without fail
Workshops conducted during Dec 2012 to Feb 2013