Please find attached the detailed report for the project - Improve Learning for 6000 underprivileged children - Whole School TurnAround-Bangalore.
The Teacher Foundation worked with Goodwill English School on the Whole School TurnAround Programme. We have worked intensely with different stakeholder over the last two years. Periodically the reports on the progress of the project are submitted. The attached report is the Endline Report conducted to assess the changes noticed in the four major domains.
Key changes in the school brought through the two year intervention are:• Regular parent teacher meetings in the school providing an opportunity to the parents to meet individual teachers• Enhanced satisfaction of parents with the approachable school heads, affordable fees, activity-based learning, science room and less burden of homework, etc.• Building up of trust in the parents towards quality of education provided by the school.
Do go through the report for the details.
Thank you for all the support to make this project a success.
Report to Global GivingIntervention Period –December 2012 – December 2014Project – Whole School TurnaroundSchool: Goodwill English School, Heganahalli, Peenya II StageReporting Period: August 2014 to October 2014No. of teachers/heads covered under the Programme - 1 head, 1 Coordinator and 18 teachers
Following are the activities conducted during Aug-Oct 2014
Coaching and Mentoring School based support - Round1
Coaching and Mentoring School based support – Round 2
Mathematics - Error Checking
English - Subject Tutorials – 4 sessions
Head Review – Head review was also conducted post classroom observation on 15th Sep 2014. The school’s heads and TTF shared the positive changes which are evident in the school as an impact of the intervention. The school also shared a few challenges which it has been encountering now. e.g. resistance from senior teachers for writing lesson plans, attrition of trained teachers, etc.Ms Maya suggested Ms Selvi, the school head, to be firm on certain school related systems and processes so that these do not affect the positive changes which are evident from Std I to Std VII. Overall, the school was very happy with the WST program and they appreciated the WST team and TTF for their effort and support.WST intervention program will get over in Goodwill School in November 2014
Detailed Report for the period August 2014 - October 2014 is attached.
Report to Global GivingIntervention 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
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.
Report to Global Giving
Intervention Period – November 2012 – November 2014
Project – Whole School Turnaround
School: Goodwill English School, Heganahalli, Peenya II Stage
Reporting Period: March 2014 – May 2014
No. of teachers/heads covered under the Programme - 1 head, 3 Coordinator and 15 teachers
Report on classroom Observation
All 12 “Prerana” modules on teaching pedagogy have been completed and active teaching learning is quite evident in the school through improved teaching practices.
2 rounds of demo classes are completed to showcase different teaching strategies. The demo classes helped the teachers to have better clarity on using different teaching techniques in the classes for effective learning.
2 rounds of classroom observation along with one on one feedback with teachers were completed which helped them to clearly articulate their strengths, areas of improvement and the way forward.
Teachers feel more confident in the classes now after these rounds of school based support.
Classroom observation report was presented by the TTF facilitator. The report was received well by heads and teachers and was found insightful.
The teachers were happy with their performance and assured to make these good practices consistent.
The teachers also shared their yearly plan on the subject they teach for each class.
School based support on lesson planning
Teachers were helped and supported on planning teaching periods for a unit and on detailed planning of a lesson.
The teachers are quite confident now in articulating the objectives of a given lesson.
They planned the lesson for a unit which was checked by TTF facilitator.
All the teachers would be writing lesson plans from the new academic year.
Coordinators will be supported on how to check lesson plan weekly and regularly once the school reopens after summer vacation.
Teachers are quite excited and seem to be willing to write the lesson plan.
Review of the progress of the project
Last module of HeadLamp on school related systems and processes and on marketing a school
Coaching and Mentoring Workshop
Ms Maya Menon (Director – The Teacher Foundation) visited the school and met teachers and heads to review the impact of WST interventions.
Teachers shared that WST brought a lot of positive changes in them as a person and as a teacher.
Last module of HeadLamp was conducted for school leaders on May 6th and 7th May 2014.
This module is about school related systems and process and how to institutionalize these in the school e.g. clearly defined roles and responsibilities for heads and teachers, recruitment process, induction, performance evaluation etc.
The module also talks about how to make a school as school of choice through effective marketing strategies e.g. Framing USP of the school, clear and specific communication, marketing inside out and working with internal and external audience.
Heads will be supported in establishing school related systems and processes after summer vacation.
The mentors for each subject has been identified and they were trained on coaching, mentoring and feedback process. Mentors will be supported on this during next classroom observation.
Way Forward –
1. The heads will define roles and responsibilities for teachers and co coordinators in the school and will share with
them. This will help each person in the school to work in a focused way towards their goal.
2. Induction program will be organized for new teachers to make them aware of school culture, policies and to make them
comfortable with old teachers.
3. Lesson planning will be scheduled in the school time table to make it a regular and consistent practice.
4. English and Maths teachers will be trained with subject specific strategies through subject tutorials.
5. Mentors will be provided hands on practice on classroom observation, coaching and feedback process through
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
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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