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.
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Combined with other sources of funding, this project raised enough money to fund the outlined activities and is no longer accepting donations.
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