Improve school learning for 40,000 children!

The Teacher Foundation plan to train 50 teachers under the programme 'Darpana'. It includes 5-days of workshop and two rounds of School Based Support. We gained permission for the programme from Commissioner of Public Instruction, Gulbarga - to start programme in Yadagiri region Shahapur block.

We oriented District officials and concerned block officials about the programme and collected teachers profile from three clusters namely Sagar, Shirival and Shahapur South. We had 60 teachers from 30 schools from this region for the programme. We divided the teachers into two batches of 30 teachers each. Training schedule for the teachers was drawn in consultation with Block Education Officer Mr. Rayappareddy and Block Resource Coordinator Mr.Shashidhar and distributed orders to teachers through the concerned Cluster Resource Persons.

We completed 2days of training for 2batches covering modules - 'Learning in Groups' and' Learning Spectrum' in the month of July 2013. Totally 59 teachers attended the training out of 60.

We completed the remaining 3 days of training for the first batch of teachers in September 2013 and covered modules - 'Tools For Teaching', Measuring Leaning', Multiple Intelligence' and 'Deigning Learning'. We also completed first round of School Based Support for teachers who participated in the initial two days of training. Training modules focused on different teaching techniques like, example-non example, Chunk and chew, 20 questions, open ended and close ended questions, active reading, blooms taxonomy, different assessment and evaluation methods, understanding of multiple intelligence, and how to make effective lesson plan. Teachers participated actively and were involved in all the activities.

We have completed 5 days of training for 1^st batch and 2days of training for 2^nd batch and first round of School Based Support for the teachers of Shahapur Taluk.

School Based Support (Classroom Observation and Feedback process):

As per plan we commenced first round of School Based Support after the completion of 'Learning in Groups' and 'Learning Spectrum' workshops. We covered 56 teachers during the first round. Remaining 3 teachers were not observed as they were transferred to other regions (Actual workshop attendance was 59 teachers in two batches). When the TTF facilitator visited the school for observation, initially, teachers were hesitant to give lesson/s in the presence of TTF facilitators. Some of them kept the facilitators waiting and they were preparing the students for the class before actually giving the class in the presence of TTF facilitators. While some teachers gave a repeated lessons - which was quite evident by responses from children. HMs of most schools were very eager for us to observe their teachers class and provided the facilitators with relevant information. Some of the teachers were very harsh in their tone, continuously lectured the students, students were not allowed to speak – even if they speak they were threatened not to speak.

Some of the teachers provided excellent class with total involvement of students. They used group techniques like pair work, envoy, fish bowl, carousel, effectively uses Block Board and Out door learning’s and also used variety of locally available TLMs to facilitates better learning among students.

Purpose of the School Based Support is to help teachers to reflect on their class and make them effective teaching in their daily practice. In this process TTF facilitators go to school, observe their 40 minutes classes and sit with them separately and give feedback - area they need to improve and what needs to be focussed in future.

In this process we “Classroom Observation Checklist” , a tool developed by TTF to assess the teaching-learning process, and identify the need areas and to track the changes in their performance. An evaluation report will be shared with you at the end of the project.

Some of the teachers were share their views about School Based Support:

“Initially I feared about classroom observations, but now I am quite comfortable with this process and purpose. This will help me to reflect the way I am teaching”

Smt. Rekhabai. GHPS Halepeth, Shahapur.

“This activity makes me to overcome the fear about classroom observations”

Shri. Ramesh. GHPS Ashray Colony, Shahapur

“ Facilitators feedback session will help us to think more ideas, more activities and do better classroom teaching”

Shri. Namdev. GHPS Kanyakoloor Agasi, Shahapur

We need to do remaining three days of training for 2nd batch and last round of School Based Support for all teachers. We will organize these activities in the month of December-13.

Appreciate the support by the donors and the Global Giving for the platform. We will update you about the progress of the programme.

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 23^rd 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

Indicator Categories

I-Round

II-Round

III-Round

Teacher-Student interaction

0.39

0.57

0.74

Teaching-Learning methodology

0.31

0.45

0.61

Assessment

0.36

0.51

0.63

Physical Classroom Environment

0.43

0.48

0.66

Overall

0.37

0.5

0.66

1.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 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.

2.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

All the indicators showing significant increase except TLM12.

3.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