Post on 26-Dec-2015
Teacher Education Model and Quality Issues in a Large
System: A TCF Case Study
April 4th 2012
Vision, Mission & Values
Vision• Positive Change
Mission• Quality Education• Better Future
Values• Integrity• Ownership• Continuous Improvement
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
As of April 2012…
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
6 16 26 39 62 83 105153 190 224
311
455530
600660
730830
9101,00
0
A series of
workshops
annuallyFocused INSET
and PRESET trainings
Partners and Adaptations
Program Developme
nt by Central Team
Formal TNA
Training of Trainers
Subject Specialist Trainers
Principals’ Academy
Staff Development
Program
Training portal
Self Learning e-Interface
PHASE 1 : 1996-2002 PHASE 2 : 2003-2009 PHASE 3 : 2010-
Evolution of Teacher Education Model at TCF
Formal Monitoring
and Evaluation
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
Separate Thread for new teachers: Pre-Service Training [PRESET]PRESET included classroom training modules, followed by on-the-job training with an experienced teacherFor In-Service Training, existing programs by partner organizations were introducedPrograms were selected on the basis of synergy with TCF’s educational modelTraining Needs Analysis [TNA] was informal; on the basis of TNA, the selected programs were adapted
1997
1997
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
2004
2006
Training Development by Central Education teamIncluded skills-based modules, pedagogical approaches along with necessary focus on ContentCovering Content was critical because of quality of Teachers
Formal TNA engaged both Central and Regional Education teams; improved coordination
Branching out of Central Education team into a focused Training teamSubject-Specialist trainers recruited, each with a focus area like ECE, Secondary Science etc
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
2006
2009
Formal Monitoring and Evaluation system; Multi-tiered feedback by central team, Regional team and Trainees through observations and questionnaires
New Cascade Model – Training of Trainers [ToT] where Trainers selected from amongst school faculty will carry forward Training in INSETConducted by Central Training Team(+) Capacity Building of Teachers; Diversification of Teacher Role (-) Risk of Dilution in INSET
Separate Program for Principals – Principals’ Academy – initiatedProgram covers both Leadership and ManagementPurpose is to strengthen school from within and develop Principal’s role as both Instructional and Administrative Leader of the SchoolPrincipals to lead PRESET of new teachers at their schools
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
2010
2012 onwards
Program for continuous development – Staff Development Program [SDP] introducedFaculty from the same cluster to meet 6-7 times a year and focus on modules selected by Principals according to immediate training needsModules conducted by Master Trainers and Principals 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
Questions and Answers