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