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.
Dec 1, 2016

UPdate: Sept - Nov 16

This project aims to build capacity of selected primary teachers in the area of Inclusive Education through 5-days of inclusive Education training and the 3 rounds of in-school Support. These trainings will enable teachers to become more inclusive in nature, which provides opportunity to all children to participate in the learning process.

The Teacher Foundation is training 120 teachers of Government primary schools in Haveri & Yadgir region of Karnataka state, India. 5 days of training modules include 1) Understanding Inclusion 2) Curriculum Adaptations 3) Dealing with Multiple Disabilities 4) Evaluation Procedures & 5) Disability Specific Inclusive Classroom settings with three rounds of classroom observation and feedback will enable teachers to think and practice inclusive approach in their school and classrooms which address the issues of being left out the children with special needs in these two districts.

In this context, we commenced the project with a baseline observation of 30% teachers followed by training at two phases. So far, all 120 teachers have been trained on 5 modules from two districts. Three rounds of School Based Support has been completed for 90 teachers. The third and final round of school Based Support is pending for 30 teachers in Haveri district and it is scheduled in the month of December 2016 / January 2017.

We will share the impact analysis of the project in upcoming report by Febraury 2017.

Oct 25, 2016

Update: August - Oct 2016

Enabling Inclusive Education in North Karnataka Districts - India

This project aims to build capacity of selected primary teachers in the area of Inclusive Education through 5-days of inclusive Education training and the 3 rounds of in-school Support. These trainings will enable teachers to become more inclusive in nature, which provides opportunity to all children to participate in the learning process.

Challenges:

Provision of inclusive education involving students with disabilities is based on the belief that those with disabilities should not have to depend on specialized services alone, to benefit from educational resources, activities and practices that are otherwise available to all. Which means, provisions made are considerate of all members and not just from specific groups or, with special abilities, disabilities , and / or needs. Our schools and classrooms need to reflect this social, constitutional and legal right of every child to be included in the educational processes and practices- our classroom, now more so than before, need to be ready to include students from different backgrounds, with differing needs and abilities.

Solution:

The Teacher Foundation will train 125 teachers of Government primary schools in Haveri & Yadgir region of Karnataka state, India.Our 5 days of training modules on 1) Understanding Inclusion 2) Curriculum Adaptations 3) Dealing with Multiple Disabilities 4) Evaluation Procedures & 5) Disability Specific Inclusive Classroom settings interspersed with three rounds of classroom observation and feedback will enable teachers to think and practice inclusive approach in their school and classrooms which address the issues of being left out the children with special needs in these two districts.

Project progress:

The Teacher Foundation will train 125 teachers on Inclusive education training modules. We commenced the project with a baseline observation of 30% teachers.  We observe the teachers using a checklist - Classroom Observation Checklist which focuses 4 main domains - Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment.  

90 teachers have been trained from the two districts on all the 5 modules. Remaining 35 teachers have undergone 3 days of training and yet to undergo final 2 days of training. We have completed first round of School Based Support (in-school support) for 90 teachers.

Remaining deliverables like 2 days of training for 35 teachers, 2nd & final round of School Based Support to all 125 teachers will be scheduled in the month of November / Deecember 2016

Sep 2, 2016

Update: June - August 2016

Report : June – August 2016

The Teacher Impact Project

We had two challenges in terms of launching the Teacher Impact Project as proposed. One, we found it difficult to identify a viable technology platform to deliver training. Most of the platforms we identified were hardware intense and therefore required huge investment. Two, when we identified a platform, we did not get the required permission from the government to go ahead with the same. However, we have got permission from the government to do the project face to face at two locations. We have identified Yadgiri and Haveri in North Karnataka to deliver the programme. Hence, this programme aims to build capacity of selected primary teachers in the area of Inclusive Education through 5-days of inclusive Education training and the 3 rounds of in-school Support. These trainings will enable teachers to become more inclusive in nature, which provides opportunity to all children to participate in the learning process.

The Teacher Foundation will train 120 teachers of Government primary schools in Haveri & Yadgir region of Karnataka state, India. Our 5 days of training modules on 1) Understanding Inclusion 2) Curriculum Adaptations 3) Dealing with Multiple Disabilities 4) Evaluation Procedures & 5) Disability Specific Inclusive Classroom settings with three rounds of classroom observation and feedback will enable teachers to think and practice inclusive approach in their school and classrooms which address the issues of being left out the children with special needs in these two districts.

We commenced the project with a baseline observation of 30% teachers.  We observe the teachers using a checklist - Classroom Observation Checklist which focuses 4 main domains - Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment. Out of 120,  90 teachers have been trained from the two districts on all the 5 modules while the remaining teachers are yet to commence training.  We have completed the baseline observation and the first round of School Support (in-school support) for 90 teachers.  This will help us understand the impact of the project.  

Remaining deliverables will be scheduled in the months of September / November 2016. 

 
   

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