Teacher Education Model and Quality Issues in a Large System: A TCF Case Study

1. Teacher Education Model and Quality Issues in a Large System: A TCF Case Study April 4th2012

2. Vision, Mission & Values • Vision • Positive Change • Mission • Quality Education • Better Future • Values • Integrity • Ownership • Continuous Improvement

3. As of April 2012… • 830 School Units • 93 locations • 120,000+ Students • 6,000 Faculty Members • 8,000+ Employees • 50% Female Enrolment • 92% Students matriculated successfully in 2010-11; 78% in First Division

4. Background • Operates in less privileged areas – urban slums, rural communities and villages • Teachers recruited from the same area as school or proximal areas • Most areas of operation have  Literacy  Gender Disparity  Access to Higher Education Thus there is a dearth of suitable candidates • Teachers have been educated in traditional education setting; need to transition to TCF’s focus on learning as opposed to teaching Teacher Quality is Low thus Teacher Education is imperative

5. Program Development by Central Team A series of workshops annually Self Learning e-Interface Training of Trainers Principals’ Academy Focused INSET and PRESET trainings Staff Development Program Subject Specialist Trainers Formal TNA Partners and Adaptations Training portal Formal Monitoring and Evaluation PHASE 2 : 2003-2009 PHASE 3 : 2010- PHASE 1 : 1996-2002 6 16 26 39 62 83 105 153 190 224 311 455 530 Evolution of Teacher Education Model at TCF 600 660 730 830 910 1,000

6. Phase 1 [1996-2002] Our Orientation: Teacher Education is imperative ; separate programs need to be created for new and existing teachers 1996 • A Series of Workshops for Annual Training 1997 • Separate Thread for new teachers: Pre-Service Training [PRESET] • PRESET included classroom training modules, followed by on-the-job training with an experienced teacher • For In-Service Training, existing programs by partner organizations were introduced • Programs were selected on the basis of synergy with TCF’s educational model • Training Needs Analysis [TNA] was informal; on the basis of TNA, the selected programs were adapted 1997

7. Phase 2 [2003-2009] Our Orientation: Capacity building at all tiers - the Training development and management team, the Principals and the teachers – undertaken with scalable and sustainable programs / interventions 2003 • Training Development by Central Education team • Included skills-based modules, pedagogical approaches along with necessary focus on Content • Covering Content was critical because of  quality of Teachers • Formal TNA engaged both Central and Regional Education teams; improved coordination 2004 • Branching out of Central Education team into a focused Training team • Subject-Specialist trainers recruited, each with a focus area like ECE, Secondary Science etc 2006

8. Phase 2 [2003-2009] Our Orientation: Capacity building at all tiers - the Training development and management team, the Principals and the teachers – undertaken with scalable and sustainable programs / interventions 2006 • New Cascade Model – Training of Trainers [ToT] where Trainers selected from amongst school faculty will carry forward Training in INSET • Conducted by Central Training Team • (+) Capacity Building of Teachers; Diversification of Teacher Role • (-)  Risk of Dilution in INSET • Formal Monitoring and Evaluation system; Multi-tiered feedback by central team, Regional team and Trainees through observations and questionnaires 2006 2009 • Separate Program for Principals – Principals’ Academy – initiated • Program covers both Leadership and Management • Purpose is to strengthen school from within and develop Principal’s role as both Instructional and Administrative Leader of the School • Principals to lead PRESET of new teachers at their schools

9. Phase 3 [2010 Onwards] Our Orientation: To inculcate a culture of self-learning and continuous improvement amongst schools, where teachers undertake personal development through e-channels, alongside participation in regular programs. 2010 • Program for continuous development – Staff Development Program [SDP] introduced • Faculty from the same cluster to meet 6-7 times a year and focus on modules selected by Principals according to immediate training needs • Modules conducted by Master Trainers and Principals 2010 • Training portal developed – a comprehensive resource which made manuals from all prior training programs accessible at Area level • Training Portal to be made accessible at school level • E-interfaces to be developed to assist teachers in self-learning and assessment; international modules explored starting with English 2012 onwards

10. Questions and Answers