Capacity building In-service Teacher Professional Development (ITPD) Programmes at the secondary stage under RMSA

The Context RMSA Framework recommends: Implementation of perspectives of NCF-2005, which expects: a. Content Enrichment (With the infusion of concerns such as Art and aesthetics, health, peace across the subject areas) b. Pedagogic Reform (Engaging learners through learning by doing approach, infusing social concerns such as sensitivity towards gender, marginalised groups and differently abled children and environment; adolescent education; ICT)

The Context c. Providing Enabling School Environment d. Reform in Assessment Practices (CCE) e. Reform in Teacher Education (Pre-service and in-service)

The Context Present Provisions of in-service teacher professional development in States/UTs under RMSA 5-day subject-specific training for every secondary stage teacher every year. 5-day subject-specific training for KRPs and Master Trainers. 21-day induction training newly recruited teachers. Training of teachers under IEDSS and ICT schemes. Leadership training of head teachers/principals.

Concern and Challenges of In-service Teacher The Context Concern and Challenges of In-service Teacher Professional Development at the Secondary Stage (Based on In-service Training Evaluation Study(RMSA) and also interaction with CTEs in five regional workshops) : Number of teachers for in-service teacher education is very large States do conduct many district level programmes to provide training to secondary stage teachers. 3. Inadequate mechanism for Need Assessment 3. Inadequate mechanism for providing quality teacher training in states/UTs. 4.Less efforts in states/UTs towards the orientation of Key Resource Persons/MasterTrainers

The Context Lack of synergy RMSA between various teacher training organisations(IASEs, CTEs, DIETs, etc.) in majority of states. However, synergy is seen in the states of Assam, Chhattisgarh, Gujarat, Orissa, Haryana(SCERTs and DIETs), Rajasthan, Bihar(SCERT) and Delhi(SCERT). CTEs in southern states were involved in teacher training till 2012. SRG created in Maharashtra and Madhya Pradesh. 6. Lack of Follow-up mechanism. 7. Lack of Resource Pool in States/UTs. 8. Content of training is not in consonance with NCF-2005 perspectives.

Salient Features of NCERT’s ITPD Programmes for Key Resource Persons/State Resource Group Need based In-consonance with NCF-2005 perspectives Adequate resource support Provide hands-on and minds-on experiences Exhibit and provide experiences with multiple types of material –print and non-print Create opportunities for participants’ reflection Provides cognitive rigour In-built follow-up mechanism In-built components of flexibility and continuity

Adaptation/Adoption of ITPD Programmes Follow up of ITPD Programme ITPD Model Need Assessment ITPD package Identifying RPs and KRPs Selecting Master Trainers (SCERT/IASE/CTE, Uni. Depts.) continuous feedback and revision Awareness package for mentors Orientation of RPs at national Level Training of KRPs at the Regional/State level Adaptation/Adoption of ITPD Programmes Identifying mentors Academic Support: Mentoring Study Groups Interactive website IRC & Mobile technology Follow up of ITPD Programme 8

Five -day face-to-face programme Content upgradation Pedagogy National, social and systemic concerns ICT Initial ITPD (for five days) Projects In-built in the modules Inputs Strategies Hands-on experiences Group discussion/brain storming Role play Interactive Sessions Support through mentoring study groups Interactive Radio Counselling (IRC) Website Mobile technologies Classroom research/Action Research Innovation Interactive teaching/learning Follow-up Through networking and teleconferencing

Content Outline for ITPD Curricular and Pedagogic Concerns: How to make children learn through multiple pedagogies, Understanding adolescent learners, Inclusive education, Gender issues in secondary education, Perspectives as envisaged in the National Curriculum Framework-2005, Plurality of resources connecting examples from science and mathematics. Subject–specific (science and mathematics): Acid and bases, heredity and evolution, photosynthesis, chromatography, ozone layer depletion, periodic table, etc. in science Themes related to trigonometry, geometry, probability, statistics and algebra in mathematics.

Content Outline for ITPD Presentation Key concepts Misconceptions Activities Worksheets CCE (in-built) Experiments Teacher –student dialogue

Face-to –face programme schedule ITPD Programme(face-to-face) ScheduleF Day Session I Session II Session III Session IV 1 Opening Session Understanding Learner and Learning Content specific (Interactive Session with hands-on experiences) Continuous Professional Development 2 Inclusive Education Plurality of Resources 3 Development of modules by the Teachers 4 Content specific presentation by teachers Gender Issues 5 ICT integrated content Group discussion on how to continue learning through network and other modalities Concluding Session

ITPD Programmes Conducted by the NCERT 30 ITPD programmes in science, mathematics, social sciences and languages have been conducted in six states viz., Arunachal Pradesh, Bihar, Delhi, Haryana, Himachal Pradesh, Punjab, Goa, J&K and Rajasthan from January, 2013 –February, 2014. Around 1000 Key Resource Persons have been trained. Names of KRPs displayed on the NCERT website. SCERTs and RMSA functionaries have provided support in Delhi, Bihar and Haryana.

Resource support for the programme Subject and pedagogy expert for each session Well planned time schedule with space for flexibility/contexualisation. ITPD package distributed to every participant Necessary lab equipments/science kit/computer with internet facility/LCD for demonstration and learning by doing were made available during the programme. NCERT’s support material in science and mathematics and relevant audio-video CDs were made available during the programme.

Opening Session, Itanagar, Arunachal Pradesh

Mathematics Session, Itanagar

Science (group work), Itanagar

Brain Storming Session, Ajmer

Presentation by the Participant, Gurgaon, Haryana

More need to be done for: Integration of vocational skills Infusion of art, heritage craft, health, sports and peace concerns In-depth engagement with the issues related to CCE Opportunities for enhancing communication skills Identifying learning gaps and strategies for enhancing learning of secondary stage students(preparation of learning indicators is in progress) Mentoring Continuous follow-up (with Himachal Pradesh, Bihar and U.P.)

Feedback and Follow-up Group presentations by the participants (adequate feed back was provided then and there about the content as well as the on the pedagogy) Feedback had been collected everyday and changes were made during the programme, if required. Selected KRPs are being involved as resource persons in the next programmes for other group of KRPs. Follow-up is being done through teleconferencing, mobile, correspondence and visits to schools and to training programmes conducted by the states

Feedback from the participant

Feedback from the participant

Issues and Challenges Lack of understanding in KRPs on inclusion and gender issues in majority of teachers. Lack of understanding of learner-centred pedagogy and skill to provide hands-on-experiences Lack of motivation Disconnect between elementary, secondary and sr. secondary and secondary stage.

Issues and Challenges High PTR in secondary schools Low levels of learning when children enter class IX Lack of adequate laboratory and other resources in schools. Due to absence of resource pool and synergy among state agencies, deputation of KRPs takes lots of time. Inadequate representation of female participants

Issues and Challenges Inadequate utilisation of these KRPs in the training programmes for secondary teachers being conducted by the states. Lack of institutional mechanism for training in states

Role of In-service Teacher Education Programmes If conducted in effective manner, sustaining continuity, In-service education programmes can play a significant role in the professional growth of teachers and function as an agent for change in school-related practices. It helps teachers gain confidence by engaging with their practices, reaffirming their experiences and updating their knowledge.

Thank You!