CAPACITY BUILDINGFOR IMPROVING

SCHOOL EDUCATIONGUIDELINES FOR

INTEGRATED TEACHERTRAINING

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Capacity Building for Improving School EducationGuidelines for Integrated Teacher Training

“In-service Teacher Education cannot be an event but rather a process which includes knowledge, development and changes in attitudes, skills, dispositions and practice – through interactions both in

workshop settings and school (NCF, 2005)”.

1. Introduction:Entering into the school system, teachers attempt to map their learning from teacher education courses with the field realities to find out its relevance. In this attempt, they often come across issues such as rigid routine time table, textbook dominated classroom processes, resistance towards innovative ideas, etc., which demand them to get adjusted with the prevalent practices. Further, over the years, working aloof in schools from the wider education system, majority of teachers gradually loose interest to update themselves with the issues and initiatives in the field of education at the national and international levels. This results in conventional teaching-learning in the classroom with less effort to improve learning of students.

In-service teacher education programmes can play a very important role in breaking the ice and make teachers updated and motivated for improving the classroom processes and in-turn learning outcomes of students. In-service teacher training adds to teacher’s effectiveness strengthening its linkage with pre-service teacher education. These programmes equip teachers not only with new knowledge about the system but also with the skills to address the diverse needs of children in the classroom.

In-service teacher education programmes which are also termed as capacity building programme, in-service teacher professional development programme and teacher training are organized with specific purposes. These purposes includes – enhancing understanding on subject-specific content, pedagogic perspectives and assessment modalities, enriching knowledge and skills to deal with social issues such as gender equality, inclusion, etc. and also enhancing skills on the use of new textbooks which often includes all the purposes indicated earlier in holistic manner.

For in-service training, the country has a large network of teacher training institutions (TTIs), which provide annual in-service training to school teachers. The spread of these TTIs is both vertical and horizontal. At the National Level, the National Council of Educational Research and Training (NCERT), along with its 5 Regional Institutes of Education (RIEs), National Institute of Education, Central Institute of Educational Technology and Pandit Sunder Lal Sharma Central Institute of Vocational Education prepares a host of training modules and undertakes specific programmes for training of teachers and teacher educators. Institutional support is also provided by the National Institute of Educational

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Planning and Administration (NIEPA) for the training in the area of Educational Planning and Administration. Both NCERT and NIEPA are national level autonomous bodies.

At the state level, generally, the State Councils of Educational Research and Training (SCERT) prepares modules for teacher training and conducts some specialized courses for teacher educators and school teachers. The Colleges of Teacher Education (CTEs) and Institutes for Advanced Learning in Education (IASEs) provide in-service training to secondary school teachers and teacher educators. At the district level, in-service training is provided by the District Institutes of Education and Training (DIETs). The Block Resource Centres (BRCs) and Cluster Resource Centres(CRCs) form the lowest rung of institutions in the vertical hierarchy for providing in-service training to school teachers.

2. Meanings of the Terms Used in the Document2.1 National Resource Person (NRP)Educationists, Subject-Experts, Teacher Educators drawn from National level Institutions such as NCERT, NIEPA, etc. and Universities

2.2 Key Resource Person (KRP)

Faculty members of SCERT, DIETs, IASEs, CTEs and Teachers from Senior Secondary Schools identified by the states/UTs for building their capacities by the National Resource Persons.

2.3 State Resource Person (Leadership) (SRPL)Principals/In-charge of schools already trained under the National Leadership programme of NIEPA

2.4 National Resource GroupA group of National level resource persons formed to build the capacity of Key Resource Persons in the states/UTs.

2.5 State Resource GroupA group of 5 KRPs and 1 SRP already trained by the NRG for the further training of teachers at the block level.

2.6 All Level Functionaries (ALFs)Functionaries at the State, District, Block and Cluster levels

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3. Why Integrated Teacher Training?In-service teacher and teacher educators training had been an integral part of earstwhile Schemes of SSA, RMSA and CSSTE. These training were conducted by the concerned States and UTs through SCERTs or any other agency as selected by them. NCERT used to provide support at the state level for the training of Key Resource Persons on the demand and requirement of the states/UTs. NIEPA was also involved to develop State Resource Group for the training of school principals/heads under the National School Leadership Programme.

As per the recent framework of Samagra Shiksha training for Principals/HMs (Refresher and Residential), Teachers (Refresher and Induction), Teacher Educators (Residential, Training of Master Trainers and Programme and Activities), Training of Educational Administrators (Residential) and Training for SMDC Members is provided under different components. This kind of segmentation has adversely affected the efficacy of training. Therefore, it has been decided that to take an integrated approach towards training in order to ensure effectiveness of school eco-system and improvement in learning outcomes.

Moreover, even after providing teachers training for last so many years, the efficacy of the training and its impact on improvement of learning outcome remain a big question. Concerns such as learner-centred pedagogy, learning outcomes, creating safe and secure environment in schools, yet not reached to the grass root level (i.e., to the teacher). Reasons behind this are many. Few major reasons are given below:

• Cascade method with multiple layers results in high percentage of communication loss when it reached to grass root level.

• Non-utilization of trainers trained at one layer for the other layers (as in general random selection of trainers is being made at different stages)

• Lack of monitoring and support system for different layers of training

• Lack of adequate quality training material

• Isolated training programmes conducted by different agencies with no synergy and convergence.

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• MHRD has taken many new initiatives such as PGI, UDISE+, Shagunotsav and National Achievement Survey (NAS) to improve the overall quality of School Education covering administrative/ governance issues and improvement in learning outcomes. The success of these initiatives depends on their effective implementation, coordination at all levels, and strong linkages between the institutions right from the national level to the school level. Teacher Training comes out as the most crucial factor for implementation of these initiatives in letter and spirit.

In view of the aforesaid challenges, it has been decided to take an integrated approach towards training of teachers. To emphasize this, integration of training structures in States and UTs, the funds for teachers’ training would be implemented through SCERTs who will be the nodal agency in the State to conduct in-service teachers’ training. This intensive capacity building programme will help in preparing teachers for School Based Assessment (SBA) to be held tentatively in the month of November, 2019.This integrated teacher training model was pilot tested in the state of Tripura from December, 2018- February, 2019. The state was decided to adopt NCERT textbooks for all the classes at the elementary stage from the session 2019-20. In view of training teachers on learner-centred pedagogy of the NCERT’s textbooks, learning outcomes, new

(Cascade model with multiple layers and high percentage loss in Communication)

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initiatives in the field of education, integrated teacher training was designed and conducted in step wise manner as given below:

I. A meeting was held in June, 2018 with the Secretary, Education, Tripura and other state level officials.

II. An orientation programme was held in the month of September, 2018 with state/district/block/cluster resource officials of Tripura – on the conduct of massive training programmes for teachers.

III. Two nodal officers from the state have been nominated by the state to facilitate this training programme under the guidance of Director, SCERT and Director, Secondary Education, Tripura.

IV. Module development guidelines prepared by the NCERT was shared with faculty members of SCERT and DIETs in the state of Tripura. Training modules on Learning

Outcomes, School Based Assessment, Pedagogy of Science, Pedagogy of Mathematics, etc. were prepared by the NCERT and SCERT/DIETs (Tripura) faculty members in the first week of December, 2018 in workshop mode. These modules were translated by the state of Tripura from English to Bengali as well.

V. These modules in English language were moderated by the NCERT faculty members in the third week of December, 2018. Accordingly, modification in the Bengali version was done by the state of Tripura.

VI. Identification of 284 Key Resource Persons drawing members from SCERT, IASEs, CTEs, DIETs, Block Resource Centre, Cluster Resource Centre, etc. was done by the state by 20th December, 2018 and communicated to NCERT.

VII. Capacity building programme for 284 KRPs for five days from 26th -30th December was conducted by the NCERT in collaboration SCERT, Tripura.

VIII. A National Resource Group consisting of 14 Resource Persons from the NCERT to build the capacity of these KRPs was sent to Tripura. The training programme was conducted at the venue with adequate space to conduct four parallel sessions at a time in the last week of December, 2018. During this training, following activities were undertaken-

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a. Pre- training need assessment of the trainees was conducted before inaugural session.

b. Interactive and activity based sessions – on Curriculum, syllabus and textbooks; Learner –centred pedagogy; understanding learner; learning outcomes; school based assessment; pedagogy of language, etc.

c. Inauguration of Web portal for tracking training of KRPs and for the access of modules and e-resources

d. Making a group of 4 KRPs together as State Resource Group for the training of teachers at the block level.

e. Group work was conducted in 284/4 = 71 groups for a. Making a plan on conducting training at the block level and b. transaction of a theme using learner-centred pedagogy infusing social concerns.

f. Group presentations in parallel sessions were observed by the members of National Resource Groups and also state functionaries. Feedback was provided to each group.

g. Programme schedule, time line and guidelines for the conduct of training at the block level were shared with the trainees during valedictory session.

h. Post training need assessment of trainees was conducted at before the valedictory session.

IX. Hon’ble Education Minister, Tripura also attended this programme and interacted with the participants in one of the sessions.

X. Director, NCERT and many state functionaries were also present in program for ob serving different sessions.

XI. Eight Monitoring groups with two members each were created drawing members from NCERT and state of Tripura.

XII. Feedback form was created for the monitoring group to monitor and support the KRPs on the site of training programmes with teachers.

IX. The state of Tripura had conducted training programmes for 31,000 elementary stage teachers in all the eight districts in phase wise manner from February- March, 2018.

X. The training programmes for five days were conducted for the primary and upper

primary teachers (around 100 teachers per batch) separately in two shifts on the

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same venue at centres allocated in each block.

XI. Monitoring groups had visited each district making a random visit to different centres at the block in the district. Majorly, good feedback about the training of the teachers was received, i.e., training was conducted using activity based manner, focus was given on learning outcomes, etc.

After successful implementation of integrated teacher training in Tripura, it has been decided to scale up this model at national level and implement in all states and UTs. NCERT and NIEPA have been identified to led this training in a mission mode in defined time period. A standardized training module will be developed by NCERT and NIEPA which will include learner-centred pedagogy, learning outcomes, improving social personal qualities of children, school based assessment, new initiatives, school safety and security pedagogies of different subjects, etc.

To emphasize this integration of training structures in States and UTs, the funds for teachers’ training would be given through SCERTs who will be the nodal agency in the State to conduct in-service teachers’ training. This intensive capacity building programme will help in preparing teachers for School Based Assessment (SBA) to be held tentatively in the month of November, 2019.

4. How this Integrated Training Programme is different from others?

4.1 Generally, training programmes are conducted for teachers, school principals, SMCs and state/district/block/cluster level functionaries in isolated manner with different objectives and content. This programme attempts to bring all the target groups on the same platform integrating them and orienting them on similar content focusing on their specific roles and responsibility.

4.2 This programme will be conducted in customized cascade mode, in which National Resource Group of Experts will train Key Resource Persons (identified by the state/UT for further teacher training) and State Resource Person (identified by the state/UT for further training of school principals and other functionaries) and these KRPs and SRPs will directly train teachers and school principals. Master trainer layer will be not be there in between. This will help in reducing the high percentage of communication loss due to many layers.

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4.3 This programme will not only include pedagogical concerns in various subject areas, but also focus on

a. Children’ progress on learning outcomes

b. Understanding school based assessment including multiple methods of assessment

c. Generic concerns such as improving social personal qualities of children,empowering teachers on concerns related to guidance and counseling.

d. Art as a pedagogy of improving learning providing experiential learning opportunities.

e. Roles and responsibility of each and every stakeholders in improving quality of school education.

4.4 Modules on the selected themes for the training programme will be disseminated to all concerned with the guidelines on their roles and responsibilities as well as calendar, time schedule and modalities for the conduct of different sessions.

4.5 Integrated Monitoring and Support Mechanisms involving BRCs, CRCs, NGOs, KVs. NVs, CBSE schools will be set up at each stage to see the interventions provided during the training programme reach to classroom level

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5. Specific Objectives of Programme:

A. To equip all the elementary stage teachers on learning outcomes, school based assessment, learner –centred pedagogy, new initiatives in education, addressing diverse needs of children through multiple pedagogies, etc.

B. To monitor and provide extensive support using multiple modes to these teachers up to classroom level in view of improving learning outcomes of the students.

C. To orient state functionaries and school principles on Learning Outcomes, National Achievement Survey, Learner Centred Pedagogy, new initiatives in school education so that they will be able to monitor schools and extend support to schools for the implementation of new initiatives.

6. Benefits of the Integrated Teacher Training ProgrammeI. All the Teachers, Principals, Block Resource Coordinators, Cluster Resource

Coordinators working at the elementary stage will be covered for training on learner-centred pedagogy, learning outcomes, improving social personal qualitiesof children, school based assessment, new initiatives, school safety and securitypedagogies of different subjects, etc.

II. All the faculty members of DIETs, SCERTs, IASEs. CTEs, etc. will be covered for training on learner-centred pedagogy, learning outcomes, improving social personal qualities of children, school based assessment, new initiatives, pedagogies of different subjects, etc.

III. Every teacher and Principal at the elementary stage will be able to implement learning outcomes and school based assessment in the school.

IV. Through monitoring and support mechanism, continuous interaction with teachers and principals between BRCs and CRCs will enhance synergy among school and BRCs and CRCs for improving quality of school education.

V. It will save time and energy of all concerned conducting different trainings calling the same teachers again and again.

VI. Quality State Resource Groups and training material will be available for supporting teachers for classroom transactions.

VII. This will prepare the system for the next National Achievement System in holistic manner.

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7. Modalities of the Programme

I. The programme will be conducted for all the elementary teachers including Head Teachers, Head Master and BRCs, CRCs in the year 2019-20 in mission mode.

II. The training modules, pre-need assessment and post –need assessment tests and the guidelines for conducting training programme will be prepared by the NCERT and NIEPA.

III. States and UTs will be advised to follow the training modules prepared by the NCERT.

IV. A Monitoring Cell at national level at NCERT and state level at SCERT to monitor the overall implementation of this training plan will be set up.

V. 1 KRP will be identified per every 130 teachers in the state. 1 SRPL will be identifieds per 5 KRPs.

VI. KRPs identified at State leve will include all faculty members of DIETs, SCERTs, and some faculty members from IASEs, CTEs, Senior Secondary Schools, BRCs, etc. The number of KRPs and SRGs required is at Annexure I.

VII. 15 NRPs will be identified by the NCERT and 1 NRPL will be identified by the NIEPA for

one NRG. Total 8 NRGs will be constituted for this training programme.

VIII. These NRGs will be trained by core team of NCERT. NRGs will conduct face to face training for Key Resource Persons (KRPs) in states/UTs for five days. NRG will train approximately 200- 250 KRPs at a time.

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IX. After receiving training from NRG-NCERT, these Key Resource Persons will form a group called State Resource Group (SRGs), which will have 6 members 5 KRPs + 1 SRPL) in each group and will immediately start teacher training at Block level. This will also be responsible for follow-up and monitoring of the programme.

X. These SRGs will provide 5 days training to the Head teachers, Head Masters, Teachers, BRCs and CRCs on the Modules prepared by the NCERT at block level. In order to ensure that all teachers in a particular state are covered tentatively within 3 months, one SRG will train a group of 100-150 people at Block level (Head teachers, Head Masters, Teachers, BRCs and CRCs) in one cycle and in a given time schedule of 3 months it need to train 750 teachers (5 cycles).

XI. Training of Principals and Head Masters is of utmost importance, they will have to work as a resource person for teachers. They will be held accountable for their respective schools. Training given by NIEPA will be aligned with the training modules of NCERT. The training of State Resource Persons (SRPs) of NIEPA which includes Principals and Head Masters will be held with the training programme for KRPs. Therefore, the training programme has been designed for 6 days which will include: 5 days for KRP training, 2 days (starting from the fifth day of KRP training) for SRPLs and functionaries.

XII. The state and UT may identify State Resource Persons (SRPs) from the Principals/Headmasters who have already received training from NIEPA. After receiving training, SRP, NIEPA will be a part of SRG (One SRG : 5 KRPs + 1 SRP, NIEPA) and will go upto block level for providing training to the group of 150 persons which includes Head Teachers and Head Masters.

XIII. A schedule for training of KRPs from State and UT, and SRPs NIEPA has been prepared and is at Annexure II. Training of KRPs from A&N Island, Chandigarh, Dadra Nagar Haveli, Daman & Diu, Puducherry, Lakshadweep and Goa as well as N-E states such as Mizoram, Sikkim and Nagaland will be held at NCERT. The training for other States and UTs will be done at State level by the NRG, NCERT.

XIV. Modules and Guidelines will be developed by the NCERT shared with states for the distribution among SRG members well before the training programme so that the concerned state and UT can translate the training modules if required.

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XV. State will identify and provide venue with at least five spacious rooms for the training of 200 - 250 KRPs at a time for conducting plenary and parallel sessions.

XVI. A Learning Management System Portal and a Mobile App will be developed by the NCERT for registration of NRGs, KRPs, SRGs and Teachers, dissemination of resources, training gap analysis (Pre and Post Training), monitoring and measuring the progress online. The Mobile App will have the facility for registration as well as training gap analysis and resource material. The portal will also have the facility for pre - registration for which the data in the required format should be sent to NCERT as per the timelines given.

XVII. MHRD will train the trainers. It will lay down detailed guidelines for all other trainings, make the handbook and e materials, provide IT support etc. But the actual conduct of the teachers’ trainings and all other trainings will be the responsibility of the State/ UT.

8. Monitoring Mechanism and Follow-up

I. There will be regular visits by the DEOs, BRCs and CRCs to schools for continuous monitoring, follow-ups and to ensure that learnings from training are translated in classroom transactions. DEO should carry out visit of one school from each block and similarly BRC to conduct visit of one school from each cluster minimum. CRCs are expected to visit maximum schools under their jurisdiction. Mechanism for online reporting will be available and reports will also have two parts, (i) Administrative and Governance Issues (ii) Improvement in Learning Outcomes. BRCs and CRCs will send their reports to DEOs and DEOs will send to State and UT Education Secretaries and they will send their report to Secretary (SE&L).

II. After the completion of KRP training, NRGs will regularly be in touch with KRPs through what’s app groups and random visits.

III. Once the training of one batch is completed at block level, one KRP for each 130 teachers will be identified as mentor for continuous guidance, follow-up, feedback and monitoring purpose. Formation of a What’s app group is desirable for this purpose. It may also be taken care that newly recruited teachers are paired withsenior experienced teacher and thus a quality circle to be made to ensure continuous improvement in system.

IV. A system for continuous follow-up and mentoring will be devised in a way that at least once or twice a year all school teachers in a cluster must come to the cluster school together, share experiences, discuss problems and pedagogical issues etc. and CRCs and Principals will mentor them.

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V. After the completion of the teacher training programme the follow up will be done by the following methods on the portal:

• A one minute Video of Classroom Transaction, Activities at various levels can be uploaded by the teachers on the NCERT portal.

• Blog- A teacher can express the innovative practices taken up for classroom transaction.

• Any material such as Lesson Plan, Testimonials, Case Studies, preferably with photographs, can be shared by the teachers.

VI. States and UTs will be given funding for training of KRPs and training of teachers through SRGs.

VII. Online monitoring of each activity and expenditure occurred will be done to ensure accountability and optimum utilization of resources.

9. About the Modules for the training of KRPsThe modules which will form a training package will be developed with the following objectives.

• To equip teachers with understanding and skill on new pedagogic perspective to provide for improving learning outcomes of students.

• To enable teachers to implement School Based Assessment in schools

• To build the capacity of teachers on achieving learning outcomes stipulated for every class in all the major subject areas.

• To orient enable Principals and State Functionaries to implement learning outcomes, NAS, etc. at the school level with support.

9.1 Structure of the ModulesEach module includes will have following structure.

• Learning Objectives

• Brief introduction about the Subject area

• Class specific Learning Outcomes in the Subject area- An Overview

• A brief on the pedagogies for achieving the learning outcomes

• Example of a whole chapter/theme(from NCERT’s Textbook)- transaction modalities

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focusing on –

a. Introduction of the chapter/theme- linking Learner’s day to day experiences with the theme

b. Learning outcomes to be achieved through the theme/chapter (pedagogies preferred for achieving the learning outcomes)

c. Conduct of in-built activities using learner centered approach

d. Perspective of in-built evaluation

e. Examples should be such which show integration of general issues (diversity, values, etc.,) wherever appropriate.

f. Exercises – why different types of questions? Why some are open ended and divergent?

g. How to address issue of multilingualism if arise during the session/class?

• Activities for the KRPs/Teachers

a. Make a classroom plan for transacting one or two themes/chapters from the one or two textbooks(NCERT) linking it with learning outcomes

b. Develop an activity for which will focus on enhancing gender sensitivity/ inclusion/environmental sensitivity/scientific temper integrating it with subject-specific theme.

• Evaluation

a. What has been learnt through this module?

b. What has been left?

• Modules will be developed under four categories:

a. Generic Issues including ICT

b. Art Integrated Learning

c. School Based Assessment

d. Pedagogy of Subjects

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A. Generic Issue

Under generic issues, two modules will be developed, the details are given below:

a. Curriculum and Learner-centred Pedagogy for Inclusive Education

This module deals with the themes and content, to motivate and empower teachers to reflect upon and address the following issues-

• How children learn? How their contexts (socio-economic backgrounds and emotions) make an impact on their learning? What role teachers need to play inthis?

• What is the role of curriculum, syllabus, textbooks and other learning resources in promoting children’ learning in inclusive settings?

• How needs of each and every child are addressed by teachers in inclusive classrooms?

• What is learning outcomes? How progress in learning of children will be tracked by the teachers? How school will ensure learning outcomes of students in each class.

b. Improving Social-personal Qualities and Creating Safe and Healthy School Environmen

This module deals with the following issues-

• What personal-social qualities are required to be developed and strengthened in students for their holistic development?

• What steps, teachers need to take for developing these qualities in students in a friendly and inclusive environment in the classroom and school?

• What skills and qualities teachers require to develop in themselves to provide emo-tional support to children?

• What activities can be taken up in the school to create safe and healthy school en-vironment?

• How schools will ensure health and well-being and development of life skill and val-ues in students?

c. Information and Communication Technology

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B. School Based Assessment

This module deals with the following issues-

• Concept and meaning of School Based Assessment?

• How it helps in the holistic development of students taking care of each and every aspect of personality?

• Methodology of School Based Assessment

• Assessment in different subject areas

• How to develop activities and questions based on learning outcomes?

• How to implement SBA in school?

C. Art Integrated Learning

• What is Art Integrated Learning?

• How it is used as a pedagogy for teaching all the subject areas?

• What are activities teachers can undertake to integrate arts in the classroom transaction?

• How it helps in joyful learning by the students leading to their holistic development?

D. Pedagogy of Subjects

a. Pedagogy of Environmental Studies

• What is the nature Environmental Studies at the primary level?

• What are the learning outcomes and pedagogical processes of EVS?

• What activities can be performed to develop deeper insights on different themes of EVS?

• How assessment can be integrated with teaching-learning process?

b. Pedagogy of Science

• What is Science?

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• What are the learning outcomes and pedagogical processes of Science at the Upper Primary Stage?

• What activities can be performed to develop deeper insights on different themes of Science?

• How assessment can be integrated with teaching-learning process in Science?

c. Pedagogy of Mathematics

• What is the nature of Mathematics?

• What are the learning outcomes and pedagogical processes of Mathematics?

• What activities can be performed to develop deeper insights on different components of Mathematics?

• How assessment can be integrated with teaching-learning process in Mathematics?

d. Pedagogy of Social Science

• What is the nature of Social Science?

• What are the learning outcomes and pedagogical processes of Social Science?

• What activities can be performed to develop deeper insights on different components of Social Science?

• How assessment can be integrated with teaching-learning process in Social Science?

e. Pedagogy of Languages

• Centrality of language in learning.

• Teaching of language as first, second, third and foreign language.

• Objectives of language teaching and meeting the learning outcomes

• Addressing national and educational concerns in languages.

• Language assessment and its processes

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10. Modules for Principals and FunctionariesModules for Principals and Functionaries will include initiatives undertaken by the MHRD, Role of leadership in implementing curriculum reform and other initiatives, learning outcomes, National Achievement Survey, etc.(more to be added)

11. Roles and Responsibilities of Stakeholders

11.1. Nodal Officers (Nominated by the SCERT/Directorate of Education, State/ UT

SCERT/Directorate of Education will nominate two nodal officers for coordinating the entire capacity building programme in the state/UT. Their contact to be made available to the NCERT/NIEPA and also to the KRPs in the state/UT to curb the information gap. These nodal officers will be in continuous dialogue with NCERT and also will take responsibility of responding to the communications from the NCERT related to the conduct of training programme.

11.2. National Resource Person and National Resource Group

SCERT/Directorate of Education will nominate two nodal officers for coordinating the entire capacity building programme in the state/UT. Their contact to be made available to the NCERT/NIEPA and also to the KRPs in the state/UT to curb the information gap. These nodal officers will be in continuous dialogue with NCERT and also will take responsibility of responding to the communications from the NCERT related to the conduct of training programme.

11.2.1 Each National Resource Group will have a Convener, Member Coordinator and Members. Convener will be responsible for creating a communication network with all the members of the group for the sharing of training material, guidelines, schedule of the training programme, etc. The Convener will provide the required guidance to member –coordinator for the conduct of training of KRPs and SRPL at the state and UT level and will also be responsible for the follow-up of this training upto the block level teacher training and schools.

11.2.2 Each member of the National Resource Group, i.e., NRPs will be responsible for taking the sessions allotted to them as per their expertise in the concerned area. They are expected to collect time schedule and module much before the

training programmea and also discuss with the convener about the programme. They are expected to take the sessions following the modules provided for the session. They are expected to make the session – interactive, activity based and

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motivate KRPs. They are also expected to continuously assess through observa-tions the very learning on the part of the participants.In case of joint session, they need to discuss with other resource person prior to the session.

11.3. Key Resource Person and State Resource Group

Each SRG will have a member-coordinator, who will be responsible for coordinating with all the members of the group for making a plan, time schedule for the block level training of teachers. The member-coordinator will also be responsible for the follow-up of the conduct of the training in appropriate manner in tune with the modules developed for the programme. The member-coordinator need to ensure the registration of teachers on the web-portal designed for this training programme and module available to all the teachers before the programme. The member- coordinator will be in the network of the NRG members for any further support required in the training programme.

12. Timelines

It has been decided that above integrated teacher training plan on Administrative and Governance issues and improvement in learning outcomes will be completed by 31st October, 2019 to make schools ready for School Based Assessment to be held later in the year. Therefore, following key activities should be completed within given timelines:

S. No. Key Activities Timelines

I.Preparation of training module by NCERT for improvement in learning outcome 20th May, 2019

II.Preparation of training module by NIEPA for School Principals/Headmasters aligned with NCERT module on improvement in learning outcome

20th May, 2019

III.Sharing of modules with the experts from other organisations 22nd May, 2019

IV. Orientation of National Resource Persons 23rd -24th May, 2019

V.Translation and printing of Training Modules by the States and UTs 5th June, 2019

VI.Identification of Key Resource Persons and NIEPA State SRGs by the States and UTs 20th May, 2019

VII. Learning Management System Portal by NCERT 25th May, 2019

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VIII.Venue for training to be identified by the States and UTs 31st May, 2019

IX. Training of KRPs to start 10th June, 2019

X.Training of KRPs to be completed by NCERT and NIEPA 30th September, 2019

XI.

Training of Head teachers, Head Masters, Teachers, BRCs and CRCs to be completed by the concerned States and UTs. (An exemplar training calendar of UTs and smaller States is at Annexure III. Rest of the States may prepare their calendar accordingly.)

31st October, 2019

13. Programme Schedule As discussed above, one training programme will be conducted with a big number of trainees either teachers or Key Resource Persons, which varies from 150-300, therefore, in almost all the training programmes parallel sessions will also be required. Keeping this in view following sample temtatove programme schedules are given below:

Tentative Schedule for Capacity Building Programmes of KRPs for QualityEducation

I. Number of KRPs = -250 II. Duration- 5 days

III. Sessions = Plenary and Parallel

IV. Number of National Resource Persons = 15-16

Codes for Sessions and Title of Modules to be transacted:

A. Generic -I: Curriculum and Learner-centred Pedagogy and Learning Outcomes

B. Generic –II: Improving Personal Social Qualities and Creating Safe and Healthy School Environment

C. Art Integrated Learning –I

D. Art-Integrated Learning-II

E. Understanding School Based Assessment (SBA)

F. Implementing SBA (Guidelines)

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G. Pedagogy of Environmental Studies

H. Pedagogy of Mathematics (at the Primary Stage)

I. Pedagogy of Language (at the Primary Stage)

J. Pedagogy of Science

K. Pedagogy of Mathematics (at the Upper Primary Stage)

L. Pedagogy of Language (at the Upper Primary Stage

M. Pedagogy of Social Science

N. ICT in Teaching –Learning Process

Day Session I Session II Session III Session IV1 Inaugural

(A brief about MHRD’s initiatives)

A (Plenary) I. B II. C III. D IV. E

I. C 2II. B III. EIV. D

2 I. D II. E III. BIV. C

I. E II. D III. CIV. B

I. F II. G III. HIV. I

I. G II. F III. I IV. H

3 I. H II. I III. G IV. F

II. I III. HIV. F V. G

Group work and presentations

i. J ii. Kiii. Liv. M

4 I. KII. LIII. MIV. J

I. LII. MIII. JIV. K

I. MII. JIII. KIV. L

N (Utilising potential of ICT for improving classroom processes(Plenary))

5 Group work on Planning of Training at the Block level and also on theme using learner- centred pedagogy

Group Presentations

Issues of SRGs for organising train-ing programmes for teachers

Closing

22

Tentative Schedule for Capacity Building Programmes of SRPs and Functionaries on Quality Education

I. Number of SRPs(trained by NEIPA) = 1-100 II. Duration- 2 days

III. Sessions = Plenary

IV. Number of National Resource Persons= 3-5

Day Session I Session III Session IV Session V1. Inaugural Initiatives and Innovations

undertaken in the area of school education and teacher education

Issues related Teachers’ Training at the Field level

Understanding and imple-menting Curriculum, learner-centred pedagogy ,Learning Outcomes, NAS and School Based Assessment

Session I Session II

Session III

Session IV Session V Session VI

2. Develop-ment of Personal –Social Qualities, Gender Concerns and creating safe and healthy school en-vironment

Imple-menting Pre-school Education

Utilising potential of ICT for improving School Processes

Implementing Pre-vocation-al education at the upper primary stage

Group work and presenta-tion on planning and overcoming challenges to provide quality school education and of teacher training

Valedictory