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Table of Contents 1. Background....................................................................................................................................................... 5
The Case of Bihar............................................................................................................................................ 5
2. Objectives of the Workshop ....................................................................................................................... 6
3. Structure of the Proceedings ..................................................................................................................... 6
4. Summary of the Workshop Conclusions ......................................................................7
Defining Teaching Standards .......................................................................................7
Strengthening Institutional Capacity ............................................................................8
ICT Architecture for Teacher Education ......................................................................8
Roles and Responsibilities ............................................................................................9
Key Challenges .............................................................................................................9
Policy and regulatory issues .......................................................................................10
Valediction Session ....................................................................................................10
Annex 1: Workshop Agenda ......................................................................................................11
Day One: ICT, Leadership, and Policy.......................................................................11
Day Two: Exploring Appropriate Technology Models ..............................................13
Day Three: Defining the Way Forward ......................................................................15
Annex 2: Participants .................................................................................................................17
Annex 3: Day One and Two Reports .........................................................................................18
Day One Report ..........................................................................................................18
Outcomes of day one sessions ............................................................................19
Day Two Report (Includes Summary Session on Day Three) ...................................21
Annex 4: Evaluation Feedback ...................................................................................................25
Annex 5: Photos .........................................................................................................................28
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Acronyms BBOSE: Bihar Board of Open Schooling and Examination
BCF: Bihar Curriculum Framework
BRC: Block Resource Centre
CIET: Central Institute of Education Technology
DE: Distance Education
DIET: District Institutes of Education and Training
DPE: Diploma in Pre-school Education
NCERT: National Council of Educational Research and Training
ICT: Information Communications Technology
IGNOU: Indira Gandhi National Open University
MHRD: Ministry of Human Resource Development
NCF: National Curriculum Framework
NCTE: National Council for Teacher Education
NIOS: National Institute of Open Schooling
ODL: Open Distance Learning
OER: Open Educational Resource
PTEC: Primary Teacher Education Centre
RTE: The Right to Education
SCERT: The State Council Educational Research and Training
SITE: Satellite Instructional Television Experiments
SSA: Sarva Shiksha Abhiyan
TE: Teacher Education
TEI: Teacher Education Institutions
TESSA: The Teacher Education in Sub Saharan Africa
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Workshop Report
1. BackgroundWith Sarva Shiksha Abhiyan (SSA) transitioning towards the Right To Education (RTE), teacher education institutions and systems need to be fully geared up to meet the demands of pre-service and in-service teacher education and their professional development. Most states do not have a systemic provision of a cadre of elementary level school teachers. It is important at this juncture to facilitate the enhancement of the roles and capacities of teacher education institutes in India to make them globally competitive, professionally managed and futuristically progressive to cater to the needs of huge back logs of untrained teachers, whose training is crucial for ensuring that children at the elementary levels get quality education that is in accordance with the National Curriculum Framework (NCF) 2005 and its basic tenets of child centred pedagogy. Recent analysis by the Department of Education shows that at present there are 523,000 vacancies of school teachers at the elementary level, and the provisions of Pupil Teacher Ratio specified in the Schedule of the RTE Act will lead to additional requirement of around 510,000 teachers. Moreover, around 774,000 teachers are untrained, that is, they do not possess the prescribed qualifications. Further, there are large inter-state variations in terms of percentage of untrained teachers, vacancy of teacher posts, and additional requirements of teachers under the RTE and the capacity of the institutions to prepare professionally trained teachers. Assam, Bihar, Chhattisgarh, Jammu and Kashmir, Jharkhand, Orissa, Uttar Pradesh and West Bengal together account for 606,000 untrained teachers and 973,000 teacher requirement. The problem is compounded due to the paucity of appropriate Teacher Education Institutions (TEIs).
The Case of Bihar
The State of Bihar has a huge shortage of teachers and student-teacher ratio is below the national average; most of the schools are single or two teacher schools, and the schools used to open for less than 100 days in a year. Bihar adopted a policy of decentralized recruitment of teachers, as a result of which 214,000 teachers were recruited. As a sufficient number of trained people were not available, most of the recruited teachers were untrained. These untrained teachers numbering about 150,000 are now being trained through a distance mode by IGNOU in two-year training courses. This was the first time that IGNOU conducted training at such a large scale. Though IGNOU was able to provide printed course materials and academic support through academic councillors, multimedia and other technologies could not be optimally used. To meet the requirements of RTE, Bihar has to deploy another 300,000 teachers. According to estimates, 250,000 of these will again be untrained. It will be a gigantic task to provide two-year training courses to such a large number of teachers. Though the state is preparing its Nalanda Open University, the State Open School, Primary Teacher Education Centre (PTEC) and some of the constituent degree colleges for providing various training courses, the target to be met is steep. To meet such diverse and pressing needs, it is important to explore alternative mechanisms of providing teacher education that are professionally managed, address the issue of distance between teachers and the taught, and generate enhanced and innovative delivery mechanisms. Use of Information and Communication Technology (ICT) and Open and Distance Learning (ODL) in teacher education, especially for meeting the needs of pre-service teacher education is a viable and effective option. As is the case for other sectors of the wider economy and society, education will need to come to terms with the new technologies. This could require substantial public and private sector investments in software research and development, purchase of hardware, and refurbishment of schools. With the advent of media
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and community empowerment, there is a growing demand for quality education, which requires better trained teachers. The World Bank has been requested by the state of Bihar to provide support in development of distance education curriculum, related syllabi, content, effective delivery mechanisms, appropriate student support systems, and assessment strategies to meet the needs of the large group of untrained teachers. Many other states are facing similar problem, and will need to prepare comprehensive time-bound plans for the untrained teachers to acquire the prescribed qualifications (both academic and professional). Thus, the Bihar experience might become a model for developing an ICT based TE system that could be used as a useful reference point by other states faced with similar problems.
2. Objectives of theWorkshopThe objectives of the workshop were to: • Participants are familiar and confident with a new pedagogy of teacher training using a wide range of
ICT devices, understanding the benefits and potential impact of using ICT to deliver teacher training. • Development of a suitable ICT-based model for delivering initial teacher training via distance
education to uncertified practicing teachers in Bihar • Identification of issues and concerns for a new training delivery mechanism and contents and ideas on
the use of low-cost, mobile ICT devices • Exploration of policy, regulation and administrative process changes needed to implement a new
approach to teacher training in Bihar • Understanding of the leadership/management challenges associated with implementing an ICT-based,
teacher education model • Explore roles and responsibilities of teacher education institutions and resource centres, based on an
agreed ICT-based delivery model.
3. Structure of the ProceedingsThe workshop followed a distinct structure on each day: 1) Day One focused on ICT, Leadership, and Policy, and was facilitated by the National College for
School Leadership from the United Kingdom. The objectives of the day were to: a) Explore how an ICT-led teacher training model can achieve a consistent high quality learning
experience at scale, enabling participants to acquire the essential knowledge, skills and understanding so that they can become highly effective 21st Century Bihar teachers and achieve qualified teacher status.
b) Explore and experience examples of effective adult e-learning and blended learning and discuss how these approaches might be applied in the Bihar programme.
c) Identify the capacity that needs to be built at state and district level to enable the programme to be self-supporting.
d) Examine the implications of the use of new technology as a tool for teaching and learning might impact on the skills and competencies required by teachers and leaders and to identify the policy and implementation issues for the Bihar programme.
2) Day Two focused on Exploring Appropriate Technology Models, and was facilitated by the Teacher Foundation, which is based in Bangalore. The objectives of the day were to: a) ExperienceandexplorethebenefitsandpotentialimpactofusingICTtoolsfortraining,onbothpersonalco
mputersandhandhelddevices. b) ExplorethemeritsanddemeritsofvariousarchetypesofIndividualizedLearningFacilityModelandCent
ralizedLearningFacilityModel.
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3) Day Three focused on Defining the Way Forward, and was facilitated by the World Bank (with the first session facilitated by the Teacher Foundation). The objectives of the day were to: a) Define a suitable ICT-based model for delivering initial teacher training via distance education to
uncertified practicing teachers in Bihar. b) Understand the leadership/management challenges associated with implementing an ICT-based,
teacher education model. Detailed reports of the first two days are contained in Annex Three, while the summary of the workshop – developed on Day Three and presented in the Valediction Session to the Honourable Minister of Human Resource Development (HRD) and the Principal Secretary HRD is presented below.
4. Summary of theWorkshop Conclusions
Defining Teaching Standards
Participants agreed that the immediate priority in considering a suitable teacher education system for Bihar is to begin by defining clear Teacher Standards. The following ideas were brainstormed and refined by participants to contribute to the development of these Standards: • What Kind of Teacher Do We Want to Create?
� Subject matter expert � Understands needs of each child � Understands the learning process � Understanding of the child’s context (social background, surroundings and social issues) � Comfortable with e-learning, and knows what resources are available � Understanding and appreciation of the aptitudes of the child � Ability to construct new knowledge
• Key Skills Required
� Excellent communication abilities � Child centric approach � Able to manage two-way conversation � Experience of working beyond classroom. � Different approaches to learning styles � Good leadership (of children and the remainder of the school) � Good at observing learning and making judgements based on this � Secure in monitoring and, explaining, response management and questioning techniques
• Key Attributes
� Good listener � Highly motivated � Friendly, humorous � Speech clarity - “speak in a sweet way as if talking to their own children” � Approachable � Self confidence � Learns through peer group learning � Honest � Disciplined � Good role model � Positive thinking � Thirst for knowledge
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It was agreed that the State should lead a process to create explicit Teaching Standards for Bihar that capture the key knowledge, skills and understanding required of practising teachers. Simultaneously, such a process should define key leadership roles for state/district institutions, as well as school principals,in driving school improvement and improving teaching quality. This would include a particular focus on the role of teacher educators and principals in coaching, mentoring, and challenging teachers to improve their practice. Linked to the Teaching Standards, it will be essential to introduce systematic approaches to performance management focused on improving teaching, based on the Teaching Standards. Having done this, the final step would be to align pre-service teacher education and Continuing Professional Development in Bihar with the Teaching Standards and an agreed performance management system (which would be integrated with the Teacher Education Management Information System – TEMIS).
Strengthening Institutional Capacity
Developing Teaching Standards and a Performance Management System is critical for effective teacher education in Bihar, but is only a starting point. The next priority is then to strengthen institutional capacity within the State to be able to deliver and support effective teacher education, both pre-service and in-service. In this regard, the following key points were noted: 1) It is critical to assess teacher performance on an ongoing basis (using the Teaching Standards and
performance management system) and to incentivize good performance. Support and development will be needed to equip teacher educators and principals with the skills and techniques to monitor and evaluate teaching in order to identify strengths and weaknesses and then to lead and manage appropriate action to improve practice. This will include coaching, mentoring and training on specific pedagogical techniques, as well as improving teachers’ subject knowledge through training. Identification of suitable incentives is also critical.
2) Curriculum reform is essential: in this regard, ICT is a key enabler, but it is only one mechanism amongst many. Most important is to ensure that the design of programmes aligns to the Teaching Standards, is truly innovative in improving classroom practice, and leads to measurable improvements in quality and student attainment.
3) Strong emphasis is needed on institutional strengthening to deliver both pre-service teacher education and continuing professional development, with an explicit focus on improving pedagogy. Of particular importance is to strengthen academic/educational support capacity at both the DIET/PTEC and CRC/BRC levels, with heavy emphasis on developing capacity and infrastructure for BRCs and CRCs to be able to function effectively as local learning centres.
ICT Architecture for Teacher Education
Having set a clear policy and institutional context for teacher education in Bihar, participants turned to discussion of a suitable ICT architecture to support teacher education delivery in the State, based on a shared understanding that effective use of ICT and distance education methods is needed to deliver education on scale required in the State, within acceptable timeframes. The following four key features of ICT architecture were defined: 1) All content and interactive facilities should be made accessible online from the centre via online,
cloud-based applications and systems, managed by the SCERT. 2) PTECs, DIETs, BRCs, and CRCs should all be equipped with:
a) Thin-client networks, with the capacity to store content and systems locally when Internet services are disrupted;
b) Enough workstations to meet needs of teachers who access these facilities (fewest required at CRC level and most at PTEC/DIET level);
c) Data projector/s to enable group engagement with materials, watching videos, lecture presentations, and remote teaching sessions;
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d) Alternative energy solutions (solar, bio-mass, generator, etc) to ensure reliable energy supply where there is no electricity.
3) Every teacher educator (approx 10,000) should be provided a netbook-type device to facilitate mobile support, ongoing access to content and facilities, communication up and down hierarchy, peersupport, and networking.
4) Options should be developed and made available to teachers to procure their own devices (at their own cost) through preferential (bulk) purchasing arrangements arranged by the State, in order to develop a culture of ownership and access to ICT amongst teachers.
Roles and Responsibilities
Key roles and responsibilities were identified for all players. These are summarized below: 1) SCERT is the nodal agency for teacher education, responsible for coordinating and managing the
activities of the expected 10,000 teacher educators operating at different levels across the State: a) Undertake ongoing needs assessment to determine priorities, integrated into TEMIS; b) Provide academic support across system; c) Continuous development of teacher training programme and materials, linked to National and
Bihar Curriculum Frameworks d) Develop capacity of local content developers across state to contribute content; e) Manage cloud-based content repository and virtual learning environment; f) Coordinate deployment of ICT infrastructure for teacher education, as well as ongoing
monitoring of extent and quality of use; g) Prioritization and sequencing of annual TE targets, followed up by monitoring through Results
Frameworks. 2) PTECs and DIETs manage teacher education across the districts:
a) Empowered as model ICT centres; b) Focus work according to district need, based on needs assessment; c) Manage monitoring and evaluation at district level; d) Develop model lesson plans and other materials (including subject-based materials for classroom
teaching); e) PTECs focus on pre-service teacher education, while DIETs focus on pre-service and CPD.
3) BRCs and CRCs are local learning centres offering a full range of TE activities:
a) Sites for local group discussions, tutorials, remote teaching sessions, and other contact sessions; b) Access to ICT for teachers to work through materials, participate in online activities, etc; c) BRCs to focus on larger-scale, intensive face-to-face support activities where required, while
CRCs provide day-to-day support and facilitation close to school sites; d) CRCs work to develop common leadership vision with school principals on teacher support; e) Identify and share innovative best practices in schools.
Key Challenges
Three broad sets of challenges were identified by participants to development of an effective teacher education system. These can be summarized as follows: • Capacity challenges: need to focus main energy on strengthening skills and competences of teacher
educators across all levels of the State, as well as content developers, and technical experts (especially at district level).
• Infrastructural challenges: connectivity, electricity, etc. • Maintenance challenges: ensure support infrastructure across state is functional as needed.
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Policy and regulatory issues
Finally, drawing from the above, the following key policy and regulatory priorities were identified: 1) Develop a set of State Teaching Standards and accompanying performance management system. 2) Develop a teacher education results framework with annual targets, put in place systems for
monitoring progress against the targets, and link this to performance management and outcome results
3) Define clear incentives for teacher professional development: these might include financial, promotions, awards/ recognition, and other incentives.
4) Need to ensure effective networking between SCERT, DIETS, PTECs, BRCs, CRCs, and schools and establish clear communications protocols, underpinned by ongoing electronic communication across the system.
5) Create and finance additional posts to recruit technical expertise to support system implementation, especially at the district, block, and cluster levels.
6) Develop a suitable ICT policy for teacher education in Bihar
Valediction Session
The valediction session was facilitated by Dr Shabnam Sinha, Senior Education and Institutional Development Specialist, Task Team Leader at the World Bank. Its primary purpose was to present to a summary of the deliberations to Shri. P.K. Shahi (Honourable Minister of Human Resource Development, Government of Bihar) who chaired the Valedictory session , Dr Amarjeet Sinha (Principal Secretary, Department of Human Resource Development, Government of Bihar), and Sanjeevan Sinha, MD Bihar State Infrastructure Development Corporation. Dr Sinha provided a summary of the structure and proceedings of the workshop, following which two workshop participants, DIET principals S.C.Jha and Abha Rani provided their perspectives on the workshop activities and deliberations. Mr A K Pandeya presented the perspective of the GOB and the feedback of the Department of HRD on the proposed model, while Mr Neil Butcher (World Bank Consultant) presented a summary of the workshop outcomes. In his closing remarks, Dr Amarjeet Sinha thanked the World Bank and all workshop participants for the work they had done during the preceding three days. He re-emphasized the challenges facing teacher education in Bihar, and indicated that he felt that the outcomes of the workshop represented very good progress in designing both a suitable institutional capacity within the State for teacher education and a strategy for implementing a certification programme for untrained elementary teachers. He expressed his satisfaction that the emerging model provides significant emphasis on the 10,000 teacher educators who need empowerment and institutional strengthening for not only pre-service teacher education but also continuous professional development of teachers to improve their performance in classroom teaching. He informed the workshop that teacher assessment would become a key area of reform and institutional collaboration with various bodies was being considered. In closing the workshop the Honourable Minister of HRD emphasized the importance of education and teacher education in the development of Bihar, re-emphasizing his firm belief that the next five years will see significant progress in education in the State. He also reflected on the workshop outcomes, noting his satisfaction with the outcomes presented and his belief that workshop participants had made a significant contribution to taking teacher education forward. He thanked the World Bank for its ongoing support in the State, and noted the urgency to move forward with project implementation in order to respond to the many challenges facing Bihar.
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Se
ssio
n T
ime
Focu
s A
ctiv
ities
and
Con
tent
Day
1
Sess
ion
5 16
:00
– 17
:30
The
e-co
nfid
ent T
each
er, l
eade
r and
lear
ner
• G
iven
the
tech
nolo
gy ri
ch fu
ture
, how
will
pe
dago
gy c
hang
e? W
hat a
re th
e co
mpe
tenc
ies n
eede
d by
teac
hers
and
le
ader
s? H
ow w
ill th
is im
pact
on
the
lear
ners
’ exp
erie
nce
and
wha
t ski
lls w
ill
they
nee
d?
• Su
mm
aris
ing
the
day
and
linki
ng w
ith d
ay
2
• To
ny to
pre
sent
on
the
e-co
nfid
ent t
each
er a
nd le
arne
r •
In ta
ble
grou
ps, d
iscu
ss a
nd d
efin
e w
hat y
ou th
ink
this
mea
ns fo
r le
ader
s at S
tate
, Dis
trict
and
Sch
ool l
evel
s (pr
ovid
e a
tem
plat
e ha
ndou
t for
reco
rdin
g on
eac
h gr
oup)
•
Each
gro
up to
feed
bac
k on
1 k
ey a
ttrib
ute,
skill
or c
hara
cter
istic
ne
eded
for t
he e
- con
fiden
t lea
der
• Jo
nath
an to
brin
g th
e se
ssio
n to
a c
lose
by
sum
mar
isin
g th
e da
y an
d br
iefly
pre
sent
ing
back
to d
eleg
ates
wha
t we
have
lear
ned
toge
ther
( k
ey p
relim
inar
y co
nclu
sion
s)
• Li
nk to
day
2
DayTw
o:ExploringAppropriateTechnologyModels
Obj
ectiv
es:
1)
Expe
rienc
e an
d ex
plor
e th
e be
nefit
s and
pot
entia
l im
pact
of u
sing
ICT
tool
s for
trai
ning
, on
both
per
sona
l com
pute
rs a
nd h
and
held
dev
ices
. 2)
Ex
plor
e th
e m
erits
and
dem
erits
of v
ario
us a
rche
type
s of I
ndiv
idua
lized
Lea
rnin
g Fa
cilit
y M
odel
and
Cen
traliz
ed L
earn
ing
Faci
lity
Mod
el.
Day
2
Sess
ion
1 09
:00
– 09
:15
Revi
ew o
f pro
gres
s on
day
one
• R
evie
w p
rogr
ess o
n da
y on
e •
Prov
ide
over
view
of d
ay tw
o ac
tiviti
es a
nd
disc
uss m
utua
l exp
ecta
tions
• Pl
enar
y pr
esen
tatio
n by
Nei
l But
cher
•
Plen
ary
Q&
A
Day
2
Sess
ion
2 09
:15
– 10
:00
Expl
orin
g Ap
prop
riat
e Te
chno
logy
Mod
els
• D
efin
e th
e tw
o ed
ucat
ion
tech
nolo
gy
inte
grat
ion
mod
els u
nder
con
side
ratio
n –
Indi
vidu
aliz
ed L
earn
ing
Faci
lity
Mod
el
and
Cen
traliz
ed L
earn
ing
Faci
lity
Mod
el.
• O
utlin
e sc
ope
of a
ctiv
ities
for r
emai
nder
of
day.
Focu
s of p
aral
lel s
essi
ons:
•
Smal
l Gro
ups,
Who
le G
roup
– U
se K
-W-L
wor
kshe
et to
list
gro
up
assu
mpt
ions
and
lear
ning
goa
ls. P
airs
to u
se th
e sh
eet t
hrou
gh th
e pa
ralle
l ses
sion
s as w
ell.
• W
hole
Gro
up a
nd S
mal
l Gro
ups –
use
con
cept
def
initi
on m
ap to
de
fine
the
two
lear
ning
faci
lity
mod
els
• Pa
irs, S
mal
l Gro
ups,
Who
le G
roup
– u
seV
enn
diag
ram
to li
st th
e di
ffer
ence
bet
wee
n th
e tw
o le
arni
ng fa
cilit
y m
odel
s. D
iscu
ss th
e di
ffer
ence
s bet
wee
n th
e tw
o le
arni
ng fa
cilit
y m
odel
s in
who
le g
roup
Annex1:W
orkshop
Agenda
Sess
ion
Tim
e Fo
cus
Act
iviti
es a
nd C
onte
nt
DayOne:ICT,Leadership,andPolicy
Obj
ectiv
es:
1)
Expl
ore
how
an
ICT-
led
teac
her
train
ing
mod
el c
an a
chie
ve a
con
sist
ent
high
qua
lity
lear
ning
exp
erie
nce
at s
cale
, ena
blin
g pa
rtici
pant
s to
ac
quire
the
esse
ntia
l kno
wle
dge,
ski
lls a
nd u
nder
stan
ding
so
that
they
can
bec
ome
high
ly e
ffec
tive
21st C
entu
ry B
ihar
teac
hers
and
ach
ieve
qu
alifi
ed te
ache
r sta
tus.
2)
Expl
ore
and
expe
rienc
e ex
ampl
es o
f eff
ectiv
e ad
ult e
-lear
ning
and
ble
nded
lear
ning
and
dis
cuss
how
thes
e ap
proa
ches
mig
ht b
e ap
plie
d in
the
Bih
ar p
rogr
amm
e.
3)
Iden
tify
the
capa
city
that
nee
ds to
be
built
at s
tate
and
dis
trict
leve
l to
enab
le th
e pr
ogra
mm
e to
be
self-
supp
ortin
g.
4)
Exam
ine
the
impl
icat
ions
of t
he u
se o
f new
tech
nolo
gy a
s a to
ol fo
r tea
chin
g an
d le
arni
ng m
ight
impa
ct o
n th
e sk
ills a
nd c
ompe
tenc
ies r
equi
red
by te
ache
rs a
nd le
ader
s and
to id
entif
y th
e po
licy
and
impl
emen
tatio
n is
sues
for t
he B
ihar
pro
gram
me.
Day
1
Sess
ion
1 09
:00
– 10
:00
Wel
com
e an
d In
trod
uctio
n •
Intro
duct
ion
to w
orks
hop
•
Ove
rvie
w o
f age
nda
• A
gree
wor
ksho
p pa
ram
eter
s •
Intro
duce
par
ticip
ants
to e
ach
othe
r and
to
faci
litat
ors
• O
peni
ng A
ddre
ss b
y M
inis
ter o
f Edu
catio
n of
Bih
ar
• In
trodu
ctio
n to
Bih
ar T
each
er U
pgra
ding
Pro
ject
, pre
sent
ed b
y Sh
abna
m S
inha
•
Intro
duct
ion
to w
orks
hop
and
faci
litat
ors,
pres
ente
d by
Nei
l But
cher
Day
1
Sess
ion
2 10
:00
– 11
:00
The
Biha
r Tea
cher
for t
he 2
1st C
entu
ry
• Pr
esen
tatio
n on
the
char
acte
ristic
s of t
he
effe
ctiv
e te
ache
r, in
clud
ing
e-co
nfid
ence
•
Dis
cuss
ion
lead
ing
to c
onse
nsus
on
the
know
ledg
e, sk
ills a
nd u
nder
stan
ding
ne
eded
for t
he 2
1st C
entu
ry B
ihar
teac
her
• Jo
nath
an D
ale
to o
utlin
e th
e ke
y ob
ject
ives
for t
he se
ssio
n •
Tony
Ric
hard
son
to p
rese
nt b
riefly
on
the
char
acte
ristic
s of t
he m
ost
effe
ctiv
e te
ache
rs; a
lso
to o
utlin
e th
e le
arni
ng m
odel
for d
eep,
act
ive
and
pers
onal
ised
lear
ning
(inc
ludi
ng B
loom
’s ta
xono
my)
•
Wha
t is o
ur v
isio
n fo
r the
21st
Cen
tury
Bih
ar T
each
er?
• D
eleg
ates
wor
k in
gro
ups (
café
styl
e ta
ble
arra
ngem
ent 8
gro
ups o
f 6)
to d
iscu
ss a
nd re
cord
on
flip
char
ts th
e kn
owle
dge,
skill
s and
un
ders
tand
ing
need
ed fo
r the
Bih
ar te
ache
r of t
he n
ow a
nd th
e fu
ture
in
the
21st c
entu
ry. (
Her
e w
e w
ant o
ur d
eleg
ates
to b
e “a
spira
tiona
l”)
11
:00
– 11
:30
Bre
ak fo
r Ref
resh
men
ts
11
12 |
Se
ssio
n T
ime
Focu
s A
ctiv
ities
and
Con
tent
Day
1
Sess
ion
3 11
:30
– 13
:00
The
Biha
r Tea
cher
for t
he 2
1st C
entu
ry
(con
tinue
d)
• Pl
enar
y se
ekin
g co
nsen
sus o
n th
e ch
arac
teris
tics r
equi
red
• IC
T en
able
d an
d su
ppor
ted
teac
her t
rain
ing
• D
iscu
ssio
n le
adin
g an
ICT
led
mod
el o
f te
ache
r tra
inin
g
• Pl
enar
y se
ssio
n: e
ach
of th
e 8
grou
ps to
feed
bac
k th
eir t
op 3
ch
arac
teris
tics r
equi
red
(kno
wle
dge,
skill
s and
und
erst
andi
ng).
Rec
orde
d liv
e us
ing
data
pro
ject
or
• Jo
nath
an to
pre
sent
a “
wal
k th
roug
h” o
n th
e N
CSL
app
roac
h to
onl
ine
and
blen
ded
lear
ning
•
Jona
than
to d
emo
mob
ile p
hone
lear
ning
mod
ule
• Ta
ble
disc
ussi
on id
entif
ying
the
polic
y an
d pr
actic
e is
sues
in
deve
lopi
ng a
n IC
T le
d te
ache
r tra
inin
g m
odel
•
Plen
ary
– to
p 3
issu
es fr
om e
ach
grou
p, re
cord
ed li
ve
13
:00
– 14
:00
Bre
ak fo
r Lun
ch
Day
1
Sess
ion
4 14
:00
– 15
:40
Build
ing
Cap
acity
and
Cap
abili
ty to
supp
ort
the
prog
ram
me
• A
gree
cur
rent
stat
us, d
efin
e w
here
the
mid
dle
tier n
eeds
to m
ove
to a
nd m
ap o
ut
step
s nee
d to
secu
re in
crea
sed
capa
city
and
ca
pabi
lity
• D
efin
e ro
les,
resp
onsi
bilit
ies a
t Sta
te,
Dis
trict
and
Sch
ool l
eade
rshi
p le
vel
• Fo
llow
ing
from
the
sess
ion
befo
re lu
nch,
Ton
y an
d Jo
nath
an to
m
anag
e ta
ble
disc
ussi
on se
ssio
n.
• Ta
ke a
s rea
d th
at w
e ar
e im
plem
entin
g an
ICT
led
prog
ram
me
of
teac
her t
rain
ing,
bas
ed o
n th
e m
odel
s tha
t we
have
pre
sent
ed e
arlie
r, an
d th
at S
tate
and
Dis
trict
off
icer
s nee
d to
driv
e, su
ppor
t and
eva
luat
e th
e im
pact
of t
he p
rogr
amm
e. D
iscu
ss w
hat t
rain
ing
and
deve
lopm
ent
is n
eede
d fo
r mid
dle
tier o
ffic
ials
, to
enab
le th
em to
supp
ort t
he
prog
ram
me.
Dis
cuss
the
pote
ntia
l rol
e of
lead
ing
HM
s and
Prin
cipa
ls
in le
adin
g an
d m
anag
ing
the
prog
ram
me
at sc
hool
leve
l and
def
ine
the
supp
ort a
nd tr
aini
ng n
eeds
that
they
mig
ht h
ave
to b
e ef
fect
ive
in
ensu
ring
the
succ
ess o
f the
pro
gram
me.
•
Plen
ary
reco
rded
live
15
:40
– 16
:00
Bre
ak fo
r Ref
resh
men
ts
13 |
Se
ssio
n T
ime
Focu
s A
ctiv
ities
and
Con
tent
Day
1
Sess
ion
5 16
:00
– 17
:30
The
e-co
nfid
ent T
each
er, l
eade
r and
lear
ner
• G
iven
the
tech
nolo
gy ri
ch fu
ture
, how
will
pe
dago
gy c
hang
e? W
hat a
re th
e co
mpe
tenc
ies n
eede
d by
teac
hers
and
le
ader
s? H
ow w
ill th
is im
pact
on
the
lear
ners
’ exp
erie
nce
and
wha
t ski
lls w
ill
they
nee
d?
• Su
mm
aris
ing
the
day
and
linki
ng w
ith d
ay
2
• To
ny to
pre
sent
on
the
e-co
nfid
ent t
each
er a
nd le
arne
r •
In ta
ble
grou
ps, d
iscu
ss a
nd d
efin
e w
hat y
ou th
ink
this
mea
ns fo
r le
ader
s at S
tate
, Dis
trict
and
Sch
ool l
evel
s (pr
ovid
e a
tem
plat
e ha
ndou
t for
reco
rdin
g on
eac
h gr
oup)
•
Each
gro
up to
feed
bac
k on
1 k
ey a
ttrib
ute,
skill
or c
hara
cter
istic
ne
eded
for t
he e
- con
fiden
t lea
der
• Jo
nath
an to
brin
g th
e se
ssio
n to
a c
lose
by
sum
mar
isin
g th
e da
y an
d br
iefly
pre
sent
ing
back
to d
eleg
ates
wha
t we
have
lear
ned
toge
ther
( k
ey p
relim
inar
y co
nclu
sion
s)
• Li
nk to
day
2
DayTw
o:ExploringAppropriateTechnologyModels
Obj
ectiv
es:
1)
Expe
rienc
e an
d ex
plor
e th
e be
nefit
s and
pot
entia
l im
pact
of u
sing
ICT
tool
s for
trai
ning
, on
both
per
sona
l com
pute
rs a
nd h
and
held
dev
ices
. 2)
Ex
plor
e th
e m
erits
and
dem
erits
of v
ario
us a
rche
type
s of I
ndiv
idua
lized
Lea
rnin
g Fa
cilit
y M
odel
and
Cen
traliz
ed L
earn
ing
Faci
lity
Mod
el.
Day
2
Sess
ion
1 09
:00
– 09
:15
Revi
ew o
f pro
gres
s on
day
one
• R
evie
w p
rogr
ess o
n da
y on
e •
Prov
ide
over
view
of d
ay tw
o ac
tiviti
es a
nd
disc
uss m
utua
l exp
ecta
tions
• Pl
enar
y pr
esen
tatio
n by
Nei
l But
cher
•
Plen
ary
Q&
A
Day
2
Sess
ion
2 09
:15
– 10
:00
Expl
orin
g Ap
prop
riat
e Te
chno
logy
Mod
els
• D
efin
e th
e tw
o ed
ucat
ion
tech
nolo
gy
inte
grat
ion
mod
els u
nder
con
side
ratio
n –
Indi
vidu
aliz
ed L
earn
ing
Faci
lity
Mod
el
and
Cen
traliz
ed L
earn
ing
Faci
lity
Mod
el.
• O
utlin
e sc
ope
of a
ctiv
ities
for r
emai
nder
of
day.
Focu
s of p
aral
lel s
essi
ons:
•
Smal
l Gro
ups,
Who
le G
roup
– U
se K
-W-L
wor
kshe
et to
list
gro
up
assu
mpt
ions
and
lear
ning
goa
ls. P
airs
to u
se th
e sh
eet t
hrou
gh th
e pa
ralle
l ses
sion
s as w
ell.
• W
hole
Gro
up a
nd S
mal
l Gro
ups –
use
con
cept
def
initi
on m
ap to
de
fine
the
two
lear
ning
faci
lity
mod
els
• Pa
irs, S
mal
l Gro
ups,
Who
le G
roup
– u
seV
enn
diag
ram
to li
st th
e di
ffer
ence
bet
wee
n th
e tw
o le
arni
ng fa
cilit
y m
odel
s. D
iscu
ss th
e di
ffer
ence
s bet
wee
n th
e tw
o le
arni
ng fa
cilit
y m
odel
s in
who
le g
roup
14 |
Se
ssio
n T
ime
Focu
s A
ctiv
ities
and
Con
tent
Day
2
Sess
ion
2 10
:00
– 11
:00
Expl
orin
g th
e Ar
chet
ypes
: Ses
sion
1
Each
par
alle
l ses
sion
has
two
segm
ents
: •
Parti
cipa
nts e
xper
ienc
e as
imul
ated
or r
eal-
life
exam
ple
of le
arni
ng in
a te
chno
logy
co
ntex
t. (3
0 M
inut
es)
• Pa
rtici
pant
s exp
lore
the
bene
fits,
pote
ntia
l im
pact
, pos
sibi
litie
s and
dem
erits
of t
he
arch
etyp
e (3
0 M
inut
es)
• H
ave
each
par
ticip
ant w
rite
dow
n on
e ex
ampl
e or
one
new
app
licat
ion
of th
e ed
ucat
ion
tech
nolo
gy a
rche
type
. In
divi
dual
s mov
e ar
ound
the
room
and
sh
are
thei
r exa
mpl
e w
ith o
ther
s. A
s the
y m
ove,
par
ticip
ants
col
lect
as m
any
item
s as
pos
sibl
e to
add
to th
eir l
ist.
Gro
up
disc
ussi
ons c
an th
en b
e us
ed to
bui
ld th
e lis
ts fu
rther
and
gen
erat
e st
rong
kn
owle
dge.
Set u
p 4
sess
ions
, eac
h of
whi
ch is
exp
erie
nced
in tu
rn b
y ea
ch g
roup
: •
Com
mun
ity o
f Pra
ctic
e (6
Sm
art P
hone
s at t
he B
ooth
) –
Cre
ate
a co
mm
unity
of p
ract
ice,
tied
to a
face
-to-f
ace
sess
ion,
us
ing
Edm
odo
on sm
artp
hone
s and
exp
erie
nce
way
s in
whi
ch a
sy
nchr
onou
s lea
rnin
g ca
n be
col
labo
rativ
e an
d pa
rtici
pato
ry.
– D
efin
e th
e co
ncep
t of c
omm
unity
of p
ract
ice
and
disc
uss i
ts
bene
fits,
impa
ct, p
ossi
bilit
ies a
nd d
emer
its.
• Pe
rson
al L
earn
ing
Net
wor
ks (6
tabl
ets a
t the
boo
th)
– Ex
perie
nce
crea
ting
a Pe
rson
al L
earn
ing
Net
wor
k on
an
andr
oid-
base
d ta
blet
, usi
ng F
lip b
oard
, and
Tw
itter
–
Def
ine
Pers
onal
Lea
rnin
g N
etw
orks
and
dis
cuss
its p
ossi
bilit
ies,
bene
fits,
impa
ct a
nd d
emer
its.
• Em
pori
um M
odel
(13
Lapt
ops a
t the
Boo
th)
– Si
mul
ate
the
use
of a
n e-
lear
ning
reso
urce
cen
tre u
sing
Odi
joo
to
enab
le th
e pa
rtici
pant
s to
go th
roug
h a
quic
k e-
cour
se a
nd a
nsw
er
an o
nlin
e te
st w
ith m
inim
um o
r no
inpu
ts fr
om th
e fa
cilit
ator
.
– D
efin
e Em
poriu
m M
odel
and
dis
cuss
its p
ossi
bilit
ies,
bene
fits,
impa
ct a
nd d
emer
its.
• O
LPC
dem
o (to
be
arra
nged
by
OLP
C g
roup
)
11
:00
– 11
:30
Bre
ak fo
r Ref
resh
men
ts
Day
2
Sess
ion
4 11
:30
– 12
:30
Expl
orin
g th
e Ar
chet
ypes
: Ses
sion
2
• C
ontin
ue p
aral
lel s
essi
ons
• A
s abo
ve
12
:30
– 13
:30
Bre
ak fo
r Lun
ch
Day
2
Sess
ion
5 13
:30
– 14
:30
Expl
orin
g th
e Ar
chet
ypes
: Ses
sion
3
• C
ontin
ue p
aral
lel s
essi
ons
• A
s abo
ve
Day
2
Sess
ion
6 14
:30
– 15
:45
Expl
orin
g th
e Ar
chet
ypes
: Ses
sion
4
• C
ontin
ue p
aral
lel s
essi
ons
• A
s abo
ve
15
:45
– 16
:15
Bre
ak fo
r Ref
resh
men
ts
15 |
Se
ssio
n T
ime
Focu
s A
ctiv
ities
and
Con
tent
Day
2
Sess
ion
7 16
:15
– 17
:30
Expl
orin
g th
e Ar
chet
ypes
: Ses
sion
5
• Pl
enar
y se
ssio
n •
Blen
ded
Lear
ning
(1 L
apto
p +
LCD
at t
he b
ooth
) -
Expe
rienc
e a
rem
ote
inte
rven
tion
lear
ning
sess
ion
on C
lass
room
La
ngua
ge u
sing
a c
loud
-bas
ed p
latfo
rm c
alle
d El
ucid
o.
- D
iscu
ss th
e po
ssib
ilitie
s, be
nefit
s, im
pact
and
dem
erits
of B
lend
ed
Lear
ning
. -
Live
dem
onst
ratio
n of
use
of S
ocia
l Net
wor
king
(Fac
eboo
k) a
s a
plat
form
for C
PD.
DayThree:DefiningtheWayForward
Obj
ectiv
es:
1)
Def
ine
a su
itabl
e IC
T-ba
sed
mod
el fo
r del
iver
ing
initi
al te
ache
r tra
inin
g vi
a di
stan
ce e
duca
tion
to u
ncer
tifie
d pr
actic
ing
teac
hers
in B
ihar
2)
U
nder
stan
d th
e le
ader
ship
/man
agem
ent c
halle
nges
ass
ocia
ted
with
impl
emen
ting
an IC
T-ba
sed,
teac
her e
duca
tion
mod
el
Day
3
Sess
ion
1 09
:00
– 11
:00
Refle
ctin
g on
the
Arch
etyp
es
• Pa
rtici
pant
s sha
re th
eir r
efle
ctio
ns a
bout
5
arch
etyp
es th
ey e
xper
ienc
ed d
urin
g th
e pa
ralle
l ses
sion
s •
Dra
w o
ut fr
om in
puts
a st
atem
ent o
f a
suita
ble
ICT
Del
iver
y m
odel
for B
ihar
Te
ache
r Pro
gram
me
• Fa
cilit
ated
by
the
Teac
her F
ound
atio
n •
Rev
iew
the
K-W
-L w
orks
heet
that
par
ticip
ants
use
d.
• D
iscu
ss th
e ou
tcom
es fr
om th
e pa
ralle
l ses
sion
s. •
Dis
cuss
wha
t par
ticip
ants
hav
e le
arne
d ab
out e
ach
arch
etyp
e, th
eir
bene
fits a
nd d
emer
its
• C
losi
ng su
mm
ary
by N
eil B
utch
er o
f em
ergi
ng c
onse
nsus
on
suita
ble
ICT
Del
iver
y M
odel
11
:00
– 11
:30
Bre
ak fo
r Ref
resh
men
ts
Day
3
Sess
ion
2 11
:30
– 13
:00
Def
inin
g th
e K
ey C
halle
nges
•
Tabl
e gr
oups
con
side
r the
follo
win
g ke
y qu
estio
ns:
- W
hat a
re th
e ke
y ch
alle
nges
–
logi
stic
al, t
echn
ical
, man
agem
ent –
th
at n
eed
to b
e ov
erco
me
in u
sing
ICT
to d
eliv
er te
ache
r cer
tific
atio
n pr
ogra
mm
es in
Bih
ar?
- W
hat p
olic
y an
d/or
regu
lato
ry c
hang
es
need
to b
e m
ade
to e
nsur
e su
cces
sful
im
plem
enta
tion
of th
e pr
ogra
mm
e?
- W
hat s
houl
d th
e ro
les a
nd
resp
onsi
bilit
ies o
f tea
cher
edu
catio
n in
stitu
tions
and
reso
urce
cen
tres b
e?
• G
roup
s rep
ort b
ack
to p
lena
ry
• G
roup
dis
cuss
ions
•
Plen
ary
repo
rt-ba
cks
• Pl
enar
y di
scus
sion
and
sum
mar
izat
ion
of k
ey c
halle
nges
16 |
Se
ssio
n T
ime
Focu
s A
ctiv
ities
and
Con
tent
13
:00
– 14
:00
Bre
ak fo
r Lun
ch
Day
3
Sess
ion
4 14
:00
– 15
:30
Sum
mar
izin
g th
e Ap
proa
ch
• Pr
esen
t and
refin
e pr
opos
ed a
ppro
ach
to
impl
emen
tatio
n of
teac
her c
ertif
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Annex 2: Participants
No Name Organization1 Harish Chandra Chaudhury DIET Dumra Sitamarh2 Prem Ranjan Kumar BRP Bihar Sharif (Nalanda)3 Dr Deepa Ravi Sahoo Principal DIET, Noorsarai Nalanda 4 Shailendra Kumar Sinha BRP Bihar Sharif (Nalanda)5 Avadesh Kumar Choudhory In charge H.M.M.S. Ladiya (lakshmisarein) 6 Kanchan Mala Shanker Diet, Vaisala7 Uma Shankar Prasad MIS Pipra Surdas, Parihar, Sitamarhi 8 Md. Shamim Ansari M/S Jhapha Urdu Parihar, Sitamarhi 9 Dr. S.A. Moin SCERT, Patna10 Chandrala Kumari Bikram11 Rajesh Kumar C.R.C. HarioGafu12 Satish Kumar BRP Bikram13 Shanta Kumar Bikram14 Rajni Kumar BRCC Bikram15 Isam Lal Karharis M.S. Sarmaspur, Goralih (bhagalpur) 16 Varun Mishra Pratikruti Cresearch17 Prashant Singh Pratikruti Research18 Manju Sinha SCERT19 Emteryar Alan SCERT, Bihar20 Kiran Kumari Bihar Madhyami Shiksha Parishad 21 Dr. Ratna Ghosh Principal, Diet Gaya22 Abha Ram Principal, DIET Patna, Bikram23 Benkat Gopal Principal, DIET, Piranka, Bhojpur 24 Anu Ratam Kumar Teacher, Block, Naveetpur, DIET Bikram 25 Sujata Kumari BRP Navbatpur26 Deepak Kumar Singh Bihar Education, Project Council27 Chandeshwar PD. Gupta CRCC District, Darbhanga28 Md. Manzoor Alam Ansari CRCC District, Darbhanga29 Dr. Rakesh Kumar DIET, Khiranighat, Bhagalpur 812001 30 Dr. Rajendra Prasad Mandal SCERT, Mahendu, Patna - 0631 Tej Narayan Prasad SCERT, Bihar, Patna32 Taj MangalTiwari CRC Bhojpur33 Deepak Kumar Ojha CRC, RAMS, Navada, Bhojpur34 Veerendra Kumar CRCC Baijubigha, Bodhgaya35 Krishan Ranjan K. Middle School Granith Kshetra Sabour 36 Binay Kumar Pratikruti Research37 Dr. Subhesh Principal, DIET, Darbhanga38 A.K. Pandeya Director, Research and Training39 Reyazuddin Ansar Teacher, P.S. Maubudpur40 Hariom Nirala Middle School, Khajni Naubatpur 41 Sanjay Kumar BRC Rajapakar42 Parmal Kumar Shrivastava BRP, Bidupur, Vaishali43 Snehasish Das SCERT, Patna44 Dr. ArchanaVarma SCERT, Patna45 Sanjay Kumar Thakur Principal DIET46 Dr. Rajeev Kumar G.G.S.S.S., Patna47 Dr. Bir Kumari Kujan SCERT, Patna
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• What will this mean for the role of 21st century teacher in Bihar and the training and development they will need?
The day closed with a summation of the key outcomes, including a consideration of the draft delivery model for the teacher training programme.
Outcomes of day one sessions
1) Motivation of teachers: a) A key issue is to raise teacher morale and motivation, so that they are self-motivated to improve
their practice b) Establishing agreement on the characteristics of the best teachers and using these to underpin
National Teacher Standards will be helpful so that government (State) can identify best teachers and describe their characteristics for others to see.
c) Teacher recruitment and selection. System of selection of teachers needs to be improved. There is a pressing need to select the right people.
d) Performance management linked better remuneration for the best teachers should be a policy consideration.
e) One delegate offered a view on teacher motivation and suggested there are 4 categories: 1 Motivated; 2 De-motivated; 3 Not able but hard working and want qualifications and 4Not able and do not want qualification.
2) The characteristics of the Bihar Teacher for the 21st Century
a) Knowledge i) Subject matter expert ii) Understands needs of each child iii) Understands the learning process. iv) Understanding of learner. v) Understanding of the child’s context (social background, surroundings and social issues.) vi) E-learning, what resources are available. vii) Understanding and appreciation of the aptitudes of the child. viii) Ability to construct new knowledge
b) Skills i) Excellent communication abilities ii) Child centric approach iii) Multi-level learning system iv) Motivated. v) Experience of working beyond classroom. vi) Different approaches to learning style (VAK) vii) Good Leadership (of children and the remainder of the school) viii) Good at observing learning and making judgments based on this ix) Secure in monitoring and, explaining, response management and questioning techniques
c) Understanding (of): i) Child psychology ii) Parent behaviors iii) Continual understanding of technology change and development of subjects iv) Teaching Strategies v) Pupil Needs vi) Local community vii) Themselves
d) Qualities: i) Pleasant listener
17
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Annex 3: Day One and Two Reports
Day One Report
Day One was facilitated by the National College for School Leadership. Session 1 focused on developing leaders for the future. Issues covered included: • The school leadership role in the UK • The leadership development framework that specifies the available provision for teachers embarking
on a leadership career through to formal roles in middle leadership, preparation for Headship and on-going training and development as a serving Head teacher
• The role of other leaders including school business managers • The changing structure of school provision and teacher training in the UK, including the new Teacher
Direct model of school-based teacher training • The assessment, inspection and performance management systems applied in schools • The role of ICT in the system for teaching, learning and school management Session 2 focused on what makes a good teacher. This session aimed to stimulate delegates’ thinking about how to develop excellent teachers – the ‘Bihar Teacher for the 21st Century. This covered: • Views about what makes a good teacher gathered from UK secondary school students using Twitter
and video • An outline of the McKinsey (2007, 2010) international study of the world’s top performing education
systems • An outline of the UK National Standards for Teachers • An outline of the UK Office for Standards in Education (OFSTED) criteria for judging good and
outstanding teaching • Video material illustrating the Singapore Government’s approach to teacher recruitment, training and
status • The potential role of ICT in developing deep learning for pupils and as a tool for teachers, including a
video account of India’s “Hole in Wall” ICT based learning experiment Delegates worked in groups to discuss and then presented in plenary, their vision for the ‘21st Century Bihar Teacher’, addressing the following: • What are the knowledge, skills and understanding that are needed – especially in a technology rich
world? • What personal qualities are needed? • How should we recruit such individuals? • What training and support will they need in their first year in post and how will this be provided? Session 3 focused on Building Capacity and Capability to support the programme. Building on session 2, delegates discussed the strengths and weaknesses at the State, District, Block and Cluster levels and the development needs of officers working at this level, in terms of their capacity and capability to be a key part of the teacher training and development delivery team. Session 4 considered the e-confident Teacher, leader and learner. This session focused on the role of ICT in teaching and learning. International and UK based research evidence on the impact of ICT in teaching and learning was presented. The characteristics of the ‘e-confident’ teacher and learner were shared. Delegates were asked to consider: • How will pedagogy change in a of a technology rich future? • What are the competencies needed by teachers and leaders? • How will this impact on the learner’s experience, and what skills will they need?
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• What will this mean for the role of 21st century teacher in Bihar and the training and development they will need?
The day closed with a summation of the key outcomes, including a consideration of the draft delivery model for the teacher training programme.
Outcomes of day one sessions
1) Motivation of teachers: a) A key issue is to raise teacher morale and motivation, so that they are self-motivated to improve
their practice b) Establishing agreement on the characteristics of the best teachers and using these to underpin
National Teacher Standards will be helpful so that government (State) can identify best teachers and describe their characteristics for others to see.
c) Teacher recruitment and selection. System of selection of teachers needs to be improved. There is a pressing need to select the right people.
d) Performance management linked better remuneration for the best teachers should be a policy consideration.
e) One delegate offered a view on teacher motivation and suggested there are 4 categories: 1 Motivated; 2 De-motivated; 3 Not able but hard working and want qualifications and 4Not able and do not want qualification.
2) The characteristics of the Bihar Teacher for the 21st Century
a) Knowledge i) Subject matter expert ii) Understands needs of each child iii) Understands the learning process. iv) Understanding of learner. v) Understanding of the child’s context (social background, surroundings and social issues.) vi) E-learning, what resources are available. vii) Understanding and appreciation of the aptitudes of the child. viii) Ability to construct new knowledge
b) Skills i) Excellent communication abilities ii) Child centric approach iii) Multi-level learning system iv) Motivated. v) Experience of working beyond classroom. vi) Different approaches to learning style (VAK) vii) Good Leadership (of children and the remainder of the school) viii) Good at observing learning and making judgments based on this ix) Secure in monitoring and, explaining, response management and questioning techniques
c) Understanding (of): i) Child psychology ii) Parent behaviors iii) Continual understanding of technology change and development of subjects iv) Teaching Strategies v) Pupil Needs vi) Local community vii) Themselves
d) Qualities: i) Pleasant listener
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ii) 2 way conversation iii) Highly motivated iv) Empathetic understanding of children. v) Friendly, humorous vi) Speech clarity, “speak in a sweet way as if talking to their own children” vii) Approachable viii) Self confidence
e) Attitudes/Values i) Friendly ii) Highly morale value iii) Learn through peer group learning iv) Honesty v) Discipline vi) Role model vii) Positive thinking viii) Thirst for knowledge
3) Building Capacity and Capability at State and district levels
a) Knowledge of ICT for teaching and learning and managing the school b) Skills of leadership of use of ICT for management and teaching and learning c) Understanding: the ability to capture and use of data for monitoring performance. d) One delegate suggested CRC training teachers on the use of different technologies. Create an
individual school profile including vision pupil data etc. e) New Roles:
i) CRC to provide teacher resources-online content creation. ii) Develop curriculum resources using multi-media e.g. Math and Science. Block resource
person for academic support. iii) Block level should have access to school data. iv) CRC needs a regional vision with heads and principals. v) DIETs should have data centre (on management information of teachers) and computer-lab
facility. vi) DIETs have a key role in Quality management. District level to know where best practice is
and to make that visible. DIET/BRC/CRC should identify and share innovative best practice. vii) DIETS should have complete knowledge of all aspects of district.
f) New Responsibility: i) Changing teachers attitude to ICT in classroom
4) Bihar Teacher Education Project: the emerging Project Design
a) Agreement on essential teacher knowledge, skills, understanding and qualities b) Design standards for teachers c) Design teacher training and professional development curriculum d) Delivery: Agree on the overall blend of face to face, e-learning and schools based development e) Design F2F workshops and seminars? Online? Self-study? Collaborative learning? Internship?
Coaching and mentoring? Timescale? Assessment of progress? f) Agree the role of the Districts, BRC, CRCs and principals g) Agree on the technology solution e.g. equipping BRCs and CRCs as computer training centres.
Agree type of technology (Day 2) h) Design an approach for training 10,000 Teacher Educators and principals i) Define Accreditation model – role of leaders? j) Design an approach to Performance management – how do we ensure quality and excellence?
Role of leaders? k) Consider how to design on-going teacher professional development
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Day Two Report (Includes Summary Session on Day Three)
Day Two was facilitated by the Teacher Foundation. The objective of Day Two was to get the 40 participant school leaders and teacher educators to experience and explore the benefits and potential impact of using ICT tools for training, focusing on laptops, smartphones, tablets, and a blended learning cloud-based platform. In a final session on Day Three, Participants were to actively discuss the merits and demerits of various modes of Individualized and Centralized Learning Facility Models that they had explored the previous day. We provided every participant a spiral bound manual that had been produced in both English and Hindi for ease of use. The session began with a brief taking stock exercise – filling up a KWL sheet – what do participants KNOW and what do they WANT to Know about using ICT in Training Teachers. Participants did this individually at first and then shared in groups and identified the key aspects they KNOW about ICT in teacher education and the critical questions they had (what they WANT to know) about using ICT for training teachers to get the session started. Some key questions identified were: • How do we adopt, implement and use ICT devices easily? • How can Smart Phones, Tablets and computers be used? • How can we use e-lessons to train teachers? • Which technology is suitable for Bihar situation? They were then introduced to the idea of Individualized and Centralized Learning Facility Models, through an interactive peer-teaching exercise. Participants were then divided into four groups based on the colour of the cover sheets of their manuals. Each group was assigned a Learning Station, where members could experiment with and experience using specific devices either in an individualized or a centralized way. At the end of every hour, a bell was rung to get groups to move to the next Station, until all four Learning Stations had been visited. In order to scaffold learning for the participants, simple steps were provided to participants for handling and using the devices, before they actually explored to educational potential for training teachers. Every Learning Station visit culminated with a reflection. Three questions were provided in the workshop manual: 1) What are the implications for the teacher using this learning mode for undergoing training? 2) What are the implications of using this mode for teacher trainers who will conduct the teacher
training? 3) What are the implications of using the concerned device for this mode of learning? The four Learning Stations are shown in the grid below. Blended Learning (inred) was then presented in plenary with whole group. The grid also helps to demonstrate the relationship between the devices and the nature of the learning process.
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*Instead of the less known Odijoo another very popular platform for online courses is Moodle (which is also open source) – but which requires a dedicated server which we couldn't provide for the Bihar workshop. Below is a compilation of individual reflections of participants a teach Learning Station Wall: • Personal Learning Network:
� Learnt how to Tweet a message and comment on someone else's message. � Learnt how together new information and knowledge through Flip board and Twitter. � Twitter is the best way for teachers to learn recent ideas and share it to others. � We can express our views and ideas instantly on Twitter network. � Personal Learning Networks can be used to share our strengths and weaknesses and learn from
them. • One Laptop Per Child (OLPC):
� This is a very sturdy, easy to use laptop which has all the software needed pre-installed in it. � Children would find it very easy to use it too. � ‘Gagar me sagar ke saman hai’(It's a sea with in a small pot). � Is very useful in remote areas. � If OLPC is to be used in Bihar, it is necessary to include relevant materials for teachers.
• Communities of Practice:
� Through using Smartphones we can interact in groups to solve problems .In a short time we can get a variety of solutions.
� Community of Practice can be used as a supplement to face-to-face learning. � With the help of Edmodo, a teacher can upgrade his/her knowledge. � Wecanaskforsolutionsfromcolleagueswhoarefarawayandwecanthenmakeawell-thoughtoutdecision.
• Emporium Model:
� This was self-paced learning, reinforcement by self-assessment. � Through this mode a learner is free to learn on their own and gets help with continuous evaluation. � We can organize tests for learners by providing text materials. � We can control various activities for learners centrally. � It develops learning skills of learners.
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� Teacher can improve his (sic) skill and upgrade his (sic) level and in a short time the task of evaluation could be performed.
� The learner can use it according to his (sic) convenience and there is no time bar for such learning. • Blended Learning:
� This solves the problem of having in sufficient numbers of good trainers. It addresses the limitations of cascade model of training.
� We can impart or transact the ideal mode of teaching or training and disseminate I to different places.
� This is a good plat form to demonstrate an ideal classroom across many places. � Trainer can address large numbers of teachers at the same time. � Blended learning is a good mixture of face-to-face (communicative method) and use of technical
equipment (online and off-line). � This was effective and more lasting than other methods.
Day Two culminated with a demonstration of the scope of using social networking platforms like Facebook for professional development. This generated a lot of excitement and interest, with a couple of participants posing questions that were posted on The Teacher Foundation's Facebook site to which they immediately got responses that all participants could read. This gave them a sense of the power and potential of an online professional network. Since then, three DIETs have already set up their own Facebook pages – DIET, Patna, DIET, Lakhisarai, and DIET, Bhojpur.
On Day Three, The Teacher Foundation conducted two-hour group review of the previous day’s lessons. This began with a Learning Walk that participants took to examine what other shad put down on each of the five Learning Station Walls. This was followed by sharing in pairs, and then a more detailed group discussion on the merits and de-merits of each of them odes of learning and devices that they had explored the previous day. What seemed evident was the high degree of connection and enthusiastic involvement demonstrated by all the participants. Below is a compilation of merits and de-merits that were generated by the whole group and documented on flipcharts.
Learning Mode/ Device
Merits De-Merits
Personalised Learning Network (Tablets) using Twitter and Flip board
1. One can get personal concerns addressed through asking others; ideas can be shared 2.Can be used at the CRC level to discuss educational and professional issues and share action research 3.Touch screen makes it easy to type and the tablet can be connected to other devices too – USB, LCD Projector 4.It's useful for self-development – specific topics can be discussed 5. It helps setup an educational community for imparting quality education.
1.The user must be able to use the device effectively 2. Sometimes controversial issues could create dissonance amongst the community. 3. While using Twitter only a limited number of characters can be used. 4. Some people may not participate – because they may be hesitant to ask questions. 5. There isn't enough battery life and has less storage capacity. There could also be internet problems. 6. We cannot use DVDs and CDs on a Tablet.
OLPC 1.Works on solar energy and therefore helpful for remote and field areas 2.Very sturdy and portable 3.Picks up signals and networks with other OLPCs in the vicinity 4.Can be used for controlled academic purpose
1. Content needs to be relevant for teachers 2. Does not have market value 3. Can it be provided for every child?
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Learning Mode/ Device
Merits De-Merits
5.If OLPCs are designed with content specifically for teachers – then they would be very useful
Communities of Practice (Smart Phones) using Edmodo
1.Academic and social problems, issues and ideas can be discussed with groups in a limited period of time 2. Useful for use in remote areas and transporting devices will be easy. 3. If each school and cluster could have access to it all people can be connected a a professional level. 4.Very useful for professional sharing
1. Network access and low battery back-up may be a problem 2. Screen is small so visuals cannot be seen very effectively 3. It is useful only if everyone has a hand-held device. 4. Assessment may not be done honestly since it could be done by someone else
Emporium Model (Laptops at a central location) using online course platform like Odijoo
1. Screen and data storage system is large 2. D.El. Ed and D.Ed course materials could be put on Odijoo and students could learn 3. You can get immediate feedback and therefore enhances comprehension 4. Can be used for both Pre-service and In-service training of teachers 5. Learning occurs at one's own pace and there's self-evaluation. It therefore enhances self-motivation. 6.Onec an have hardcopies and softcopies of Course Materials. 7. Laptops can be connected to other devices.
1. Battery back-up is limited. 2. Trainers 'Interactions with learners is limited. You are limited to only the course provided on the platform 3. There is no support from the trainer – for the learner to ask for clarifications. 4. Without knowing how to use the device, a learner may not be able to learn from it. 5. Learners may become too dependent on the internet.
Blended Learning (Using cloud-based Elucido Platform)
1 .One good teacher or a model master trainer could be used across many remote locations at the same time. 2. Would be very effective at the DIET level. We could video graph good classroom teaching and show it to teachers across many remote areas 3. Time is saved and it combines off-line and on-line learning 4. Educational mission is met with quality training for different participants. 5. Reduces the Transmission loss of cascade model of training. 6. Different modes can be combined – visual, audio, face-to-face and virtual. This ensures good concentration amongst the participants.
1. Learning is dependent on technology – which could be costly 2. There could be internet linkage problems and power requirement would be high. 3. Requires training for effective usage 4. It's a centralised learning model – so people have to come together to a specific location at a specific time in order to learn.
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0
4 4
0
7
0
65
10
02468
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Annex 4: Evaluation Feedback
Representatives Details
MHRD 0 SCERT 4 BRC 4 Principal 0 Other 7 State Govt 0 DIET 6 CRS 5 Teacher 10
Assessment of Learning Event
NOTE: The Ratings from 1 to 5 below represent a scale from minimum relevance/utility/quality (1) to maximum relevance/utility/quality (5).
What did you like the most about the session? And what was most useful in thissession? Provide examples.
• Practical work on ICT devices was most useful. • All the sessions were very effective. It allowed us to think in a new direction by listening to the
experiences people. • The presentation of the ICT devices like Smartphone, Tablet, Laptop etc. The use of ICT – blended
method. • Information on ICT devices was very useful. • Liked the blended technology of ICT, because it helps us to improve our training and teaching
methods.
1 2 3 3 2 2
11 117 9
18
5
22 2125
21
15
26
05
1015202530
Relevance of this activity to your current work or
functions
Relevance of this activity to your
organization and/or country's need
Usefulness for you of the information
that you have abtained
Overall quality of the content and
presentation
Extend to which the content of this activity matched the announced
objectives
Overall usefulness of this activity
No.
of R
espo
nden
ce
Rating 1 Rating 2 Rating 3 Rating 4 Rating 5 No Openion
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• Group discussions helped in solving the problems. Smart phone is most useful aspect and very essential for teacher training.
• Smartphone, tablet and blended learning are the most useful tools for training. • Tablet and blended learning models were most useful (same comment repeated x 3). • Group activities were very useful and blended learning teleconferencing was most useful. • Blended learning session through teleconferencing was most useful. • Hands-on training on tablet and laptop was most useful. Also liked the blended learning and Group
discussion sessions. • Group work sessions were very useful. • I liked day 3 first session and most useful to group discussion to make the policy from educational
technologies like laptop, tablet and smartphone etc. through networking video conferencing. • ICT has lot of relevance in primary education. I have learnt twitter, posted my opinion. Also learnt
about blended learning, personal learning network system, which was very useful. • Blended learning system was most useful. In this session I have learnt about the problem solving
through community practice work. • Role of ICT is most important for teachers from SCERT to Cluster level. An important pillar of
education. • Well planned and interesting. We learned to use the smart phone, tablet, laptop, OLPC. • Very well planned workshop. Making familiar with different devices for eg. Smart phone and tablet. • Blended learning – comparison of two clear online and face to face modes. • In this workshop I liked that all the participants were able to generate a common opinion of use of
ICT in Teacher Training. • All participants were active and giving ideas for building a new environment in the field of education
and training. • I liked most about how to use ICT devices in education and also buildup leadership in our
organization. • ICT for teacher education is important and will be useful for planned training for teachers. • ICT for teacher education should be implemented and will be useful for planned training for teachers. • Blended learning was well planned. Presentation of lesson through two ways and examine the better
systems. Through 2nd video one can adopt to teach student. • I liked blended learning. This blended learning, I find most useful because if one system/technique or
method fails, then also the goal can be successfully achieved. Presentation from Bangalore and assistance by Maya Menon.
• Usage of different devices. • Interactive session. Resource persons were very cooperative and involving in personalized learning. • Use of ICT in education particularly blended learning because it can help both teacher and teacher
educator to improve their skills. • I liked blended learning on Elucido platform. Video conferencing presentation from Bangalore. • Importance of ICT system in Teacher Education is very useful. Smart mobile, tablets, laptop use for
ICT system at the CRC, BRC and DIET level. • Workshop was very useful looking at the overall development aspect of educational system. We
learnt about ICT systems and how to use the different devices. • Ideas and suggestions of the participants were collected and prepared a draft plan for the state. Group
work was most useful. • It provides a vision to deliver the best teaching techniques in the classroom with the help of ICT
technology. The activities of Teacher Foundation to collect opinion and learning were very good. • Presentation by Maya Menon – Teacher Foundation. • Hands-on training on different devices was most useful. • Blended learning.
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Where is the area of improvement? What aspect of the workshop was least useful?Provide examples.
• Name of devices should be matched with name of trainees. Should be in local language. • There should be more opportunity to use the various IT devices. Out of three days, first day was
comparatively less useful. • Monitoring of the whole system is to be improved. First day of the workshop was less useful
compared to the second and third day. • Each section of education system requires such type of ICT improvements. • Workshop should be at BRC and CRC level. • Require more hands-on practice. • More practical sessions would have been useful. • Educational improvement through networking. • In the field of ICT in Teacher Education for self-assessment. • Provide more information on ICT to the qualified teachers at village level. This will enforce a new
direction to SCERT, DIET, BRC and CRC level. • Language problem was there. Most of the presentations, deliberations were in English, whereas
majority of the participants speak Hindi. • Participants faced language problem. There should be a translator, though this problem was taken
care off in some sessions. • More hands-on practice. • In rural and remote areas the infrastructure is not adequate. Workshop was useful at every level
except communities practice. • Community practice was least useful. • Workshop should be organized at BRC and CRC level (same comment repeated x 2). • OLPC requires improvement. They talked only for commercial views. • OLPC not properly managed at the workshop. • More reading material before the workshop is required. • ICT for continuous professional development of teacher educator. • OLPC need improvement according to local condition/ areas. • All BRCs and CRCs have been identified as the centers for improvement. Use of ICT devices will be
beneficial for the representatives. • First day presentation required more improvement. • The strategic workshop can be more realistic in Bihar context, if we take ideas after site visit at
different level DIET/CRC/BRC. • The use of ICT in continuous professional development as it applies for teacher education. • OLPC.
Other Comments:
• The areas of improvements are at BRC, CRC, DIET, SCERT, TETC and other concerned planners. Workshop was very useful in all aspects.
• Capacity building of institution by Head of HRD, GOB, and Education based technology, learning have not been much visualized.
• Improvement of policy which can truly be used for ICT.
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