1. Muktangan Integrated Teacher and School Education Model Paragon Charitable Trust, Mumbai, India Registered Charity 1

2. W HO WE ARE 2 W HAT WE DO Education Resource Center Working in Partnership with Municipal Corporation of Greater Mumbai (MCGM) Teacher Education: Educate women from marginalized communities to be teachers Whole School Adoption: Run English medium schools in partnership with MCGM. Our strengths – constructivist approach, inclusion and medium of instruction - English

3. H OW WE DO IT : THE TWO PRONGED APPROACH Only those who have been through the Muktangan Pre-Service TE course absorbed as teachers USP of TE  Free, medium of instruction English and based on constructivist approach A network of 7 schools adding one standard every year  job opportunityjob opportunity Strong ties with Government and parent community outreachoutreach 3

4. S OME FACTS Monday to Saturday work week 9 a.m to 4.15 p.m work day (Saturday till 1.30 p.m) 35 extra days of TPD (vacation time) Salary bracket Rs 5,000 – 15,000/- Tremendous opportunity for career progression 1% attrition A strong model of Pre-Service and In-Service Teacher EducationPre-Service

5. Distributed to: each child in the 7 schools who in turn distribute it in their buildings local political leaders current teacher trainees Announced in parent- teacher meetings

7. Recruitment: Mapping Our needs Basic Fluency in English English Assessment (reading/writing) Open to New Methods Personal Interview Ensure 3 year Horizon Personal Interview Ability to Work in a Team Group Task

8. Create Awareness Invite Applications [anx1] Invite Applications [anx1] Muktangan Orientation English Assessment [anx2] English Assessment [anx2] Group Task Personal Interview [anx3] Personal Interview [anx3] Scoring [anx4] Scoring [anx4] Shortlisting of Candidates [3 bands] Shortlisting of Candidates [3 bands] Completion of Formalities Induction of Selected Candidates

9. Applications Received & called for Eng Ass: 600 to 650  WHY?WHY? No of Interviewers: 4 Percentage eliminated after English Assessment: 40% to 50% 30 No selected:100 Percentage eliminated after PI and Group Task 60% to 70%

10. T EACHER PROFESSIONAL DEVELOPMENT Need based Continuous Synergy between organizational needs and personal growth needs HOW DO WE IDENTIFY NEEDS?[ anx5 &6] HOW DO WE ORGANIZE TPD? HOW DO WE ORGANIZE TPD?

11. Time Led Daily  Curriculum planning Weekly  English Proficiency Quarterly  Needs based [anx7] Grade-Wise Pre-School Primary [anx8] Secondary Skill Based English Proficiency Report Writing School Leadership IT Skills Library Skills External Push AVEHI National Geographic [anx9] Year 2 Maths Pedagogy Science Pedagogy Language Pedagogy Social Studies Pedagogy School Librarianship Inclusive Education

12. Pre School Phonics Story Telling Songs Primary English Grammar Classroom Management Secondary Adolescence Issues English Literature Content Development

13. TPD Facts and Figures Conducted by In-house Teacher Trainers School days +35 extra days Need based Holistic in nature Continuous Teachers & Teacher Trainers asked Diwali, Christmas and May Varied profile: Mostly Post graduates with some teaching experience Music, art, Dance and General Awareness

14. When she joined, 2006 Education: std X pass, Muktangan teacher training Post: Pantry staff Responsibility: Serving fruit and meals Today, 2012 Education: Appearing for TYB.Sc. Post: Trainee Faculty, Science Responsibility: leads Science curriculum meetings in schools Growth Trajectory of a teacher

15. [ THEORY + INTERNSHIP ] PE and Health Maths Music IT and Library Workshop and Skill Development School Curriculum and Pedagogy Learning and Cognition Focuses on Learning Theories Child Development Focuses on Child Development Theories Teacher Learner and Society Focuses on Social Issues Beliefs Focuses on Muktangan Philosophy Language and Literacy Proficiency in English 9

16. THE 5 PILLARS Children (trainees & teachers)learn through active exploration Children (trainees & teachers)learn 21 st century skills of team work and collaboration Children (trainees & teachers)learn to read, write and compute in personally meaningful ways Offer learning experiences appropriate for the learning level of each child(trainees & teachers) To reveal the developmental level of each child(trainees & teachers) in each curricular area Active Learning Collaboration Emergent Literacy and Numeracy Emergent Literacy and Numeracy Developmentally Appropriate Curriculum Formative Assessment Muktangan educates teachers and children in the following curricular approaches: 16