Building Vibrant Teacher Learning Centers Learnings from CFSI, Shorapur.

1. Building Vibrant Teacher Learning Centers Learnings from CFSI, Shorapur. Teachers’ Capacity Building through TLC Manthan Annual research conference Date 5th July 2012, APU Bengaluru

2. Background • No space for teachers for self development like library, laboratory, articles, magazines, internet • We thought that teachers would come to center if TLC is established with resources like books. Equipments and kits. Not even a single teacher came to TLC for six months • It was assumed that center will be run by group of teachers. It did not happen for a year. • We had to appoint coordinator for the center, the coordinators also were not able to attract teachers initially. • When coordinators went to schools with story and reference books and educational articles, science equipment, the teachers started coming to TLC in the evening.

3. Background • Introducing internet facilities and sports items were some other things which helped in attracting teachers. • A study on some existing resource centers was done to understand the working of the resource centers for teachers (in Chamarajanagar DRC Established by NIAS and Deenabandhu and SRC Mysore.) • Exposure Visit was conducted for Govt. functionaries, to different resource centers in Chamrajnagar and Mysore to develop understanding about the center which works on building the capacity of the teachers • 4 TLCs have been established (Narayanpura, Kembavi, Shorapura and + Urdu TLC) with a lot of discussions with teachers and Education functionaries

4. Teacher Learning Center • What is Teacher Learning center? • Teacher Leaning Centre (TLC), is an open space for teachers with resources-- books, equipment's and internet facilities • TLC creates the space for the professional development of the teachers’ community. • It is the space for the teachers to engage in improving their conceptual, technical and human relation skills. • TLC is a free space for teachers to share their experiences and learn from each other.

5. Objectives of TLC • To create space for the teachers to engage in improving their conceptual, technical and human relation skills. • To provide opportunities for building skills among the teachers through sharing of the best practices, structured and guided exercises, demonstration, peer learning processes, workshops and trainings. • To support the cluster level institution to make them extend academic support to teachers

6. Resources in TLCs 1. Books – content, reference, stories, encyclopedias, dictionaries, educational reports, educational policies, magazines, newspapers Science Materials – equipment which can be used for chemistry, biology, physics, geography and astronomy Computers with internet, e resources, content CDs and videos Sports materials – shuttle cock, volleyball, chess, carom Human resources – Subject experts, resource teachers, subject forums

7. TLC Activities Formal programs: 1. Weekly Seminars - 20 seminars in a year (every Saturday after school hours) - Discussions on articles - Demonstrations etc. 2. Bi monthly workshop by external resource person Objective: To build the perspective, content and pedagogic understanding Topics: Science material introduction, Child psychology, Fraction, Science toys from low cost and no cost materials etc. Duration: 2 to 3 days each workshop 3. Trainings on content and pedagogy - Content development workshop on Language, Mathematics and EVS, 3 days for each subject - 30 teachers from the each subject

8. TLC Activities 4. Subject wise teacher forum - Subjects – Math, science, language - Role: design the content specific activities and lead the activities 5. Newsletter: - every month 12 page newsletter - Articles by teachers which creates space for sharing experiences, innovations, knowledge 6. Designing instructional materials - Development of worksheets - Development of TLMs

9. TLC Activities • Informal activities: • Average 15-20 teachers visits each TLC every evening and many informal activities takes place in informal way. • Reading the books, chat with other teachers • Informal academic interactions among teachers • Browsing the required information in the net, watch relevant movies • Variety of materials including raw materials available for teachers to develop the required teaching aids and TLMs • Teachers take their children to TLCs in the evening

10. TLC Activities • Institutional capacity building • TLCs support cluster resource persons on the academic interventions they are supposed to carry out • Support in organizing Nali Kali teacher interaction meetings • Support in having preparatory activities like preparation of materials, having interaction with resource person, • Support in organizing subject specific discussions

11. Key Success Factors • It created free space for teachers to learn and enjoy • The bottom up approach builds ownership of teachers • Providing both formal and informal space to teachers • Evolving need based Activities • Good rapport with the government functionaries – support in getting teachers, having forums etc. • Holistic approach of the CFSI program created demand of TLC ( SIP, Mela, project works, Training programs, children creativity workshop etc.)

12. Insights • People will come to us only if we go to them. • Providing free space and a voluntary involvement is the key factor for the success of the TLC. • Teachers own the process/material when it will be designed and prepared by them. • The personal interaction and rapport building play significant role in attracting teachers. • Subject forums can play a vital role in meaningful engagement of teachers. Teacher do accept other teachers as resource person ( contrary to our belief )

13. Insights • The TLC should evolve based on the teachers demand and interest • informal interactions, along with formal interventions, play a very important role in building the capacity of the teachers. • Sustainability is possible only when we build the grass root level institutions(CRCs, Resource schools) which can extend academic support at grass root level • Resourceful Coordinator is important, but reaching the teachers through the Margadarshis was key to the success of the TLCs. • The integrated approach of CFSI played a huge role in the vibrancy of the TLCs. (activities feeding and supporting each other )

14. Way Forward • Teachers and functionaries have came forward to establish and run TLC (in Kakkera a group of teachers and in Rajankolur a CRP) • Subject forums of TLCs would be vibrant in designing and organizing TLC activities • Creating pool of resources across the Taluk • Connecting all (4 ) TLCs to have interactions – teleconferences, Video conferences • Developing e- resources – Videos, animations • Raw materials will be available for teachers to prepare teaching materials for their classroom • Publish articles, studies, action researches • District institute has a plan to establish 6 new TLC in 2012 – 13 • There is a demand from the other block BEO for establish TLC in their block(Shahapur for high school with focus on SSLC teachers) • Committee to manage teachers and community members to be formed to manage and monitor the TLCs

15. List of future studies • The Teacher Learning Centre: How did we attract teachers- By Suresh G and Adiveppa Kuri • Science Teaching in Rural Schools: Our observation- By Havnoor and Akkamahadevi • Teacher Overcoming the Social Limitations- By SharanappaChavan and Shivanand • The Role of Newsletter in Teacher Academic Development Process- By Devaraj • Formal and Informal Ways of Building the Capacity of Teachers- By Praveen • How have we Built the Motivation of Teachers- By Rudresh • The potential and limitations of the indicators in School Improvement -By Rudresh Presented by –Suresh G, Rudresh, Adiveppa K, P.B Havanoor, Devaraj, Akkamahadevi, Chavan, Shivanand, Praveen

16. A Dream of a Just, Equitable, Humane and Sustainable Society Thank You