Ampersand Intervention in Tribal Teacher Training, Maharashtra

IMPACT OBJECTIVE

To understand & assess the challenges faced by teaching staff in the schools established in tribal areas

in state of Maharashtra to create the desired learning outcomes in students and subsequently to create

a training curriculum for the teachers and implementation solutions to improve the learning outcomes.

II. Develop proper perspective towards teaching

It is well known that the quality and extent of learner achievement are determined primarily by teacher

competence, sensitivity and teacher motivation. The objective of the program is to provide sustainable

quality solution for the capacity building of teachers based on their needs and their continuous

professional development through technology enabled solution, i.e. Online Learning Platform.

The overall objective of the program is to:

I. Equip the teachers with necessary pedagogical skills and understanding the child psychology

III. Enable teachers to make effective use of instructional technology

IV. Update teachers on the recent trends in school education

PROGRAM OBJECTIVE

Principals: 10

Ÿ Information Gathering-Infrastructure, Teaching Staff, Students, Results,

The Survey form had three parts:

Schools: 10

Teachers: 60

Ÿ Principal Survey-Qualitative survey (Recommendation, Challenges)

Ÿ Teacher Survey-Qualitative & Quantitative (Training done so far, challenges, Recommendations,

Digital comfort etc.)

A qualitative & quantitative survey of the teaching staff and the principals to gauge the

aforementioned objective.

Sample size:

METHODOLOGY

Tribal Schools, Maharashtra

LOCATION

DATE

October 2019

Ÿ Teachers have welcomed the Online Teacher Training and appreciate learning on the go.

Ÿ All the teachers have reported that the online teacher training platform has been a game-changer as

most of the concepts taught during their formative years as a teacher are revisited in the courses.

Ÿ The face to face sessions also helped teachers solve a lot of their queries related to the practical

implementation of the content in the classroom.

Ÿ Teachers have shared that the courses have empowered them to create rote learning free

classrooms and compelled them to think out of the box.

IMPACT ASSESSMENT

AUTHORITIES INVOLVED

The overall objective of the program is to:

Ÿ Equip the teachers with necessary pedagogical skills and understanding the child psychology

Ÿ Enable teachers to make effective use of instructional technology

Ÿ Develop proper perspective towards teaching

Ÿ Update teachers on the recent trends in school education

It is well known that the quality and extent of learner achievement are determined primarily by teacher

competence, sensitivity and teacher motivation. The objective of the program is to provide a sustainable

quality solution for the capacity building of teachers based on their needs and their continuous

professional development through a technology-enabled solution, i.e. Online Learning Platform.

INTRODUCTION

PROGRAMME OVERVIEW

AMPERSAND INTERVENTION

PARTNERING WITH Tribal Department of Thane – Teacher Training Program

Ÿ Module Assessment (10 marks): Post completion of each module, an assessment was provided for

teachers to gauge their mastery of the module

Ÿ The passing mark for every assessment is 50% of the total score.

Ÿ ·Training Content: Each course was divided into modules for better and effective understanding of

the subject

Ÿ 6 Courses were launched as per the mentioned Go- live dates.

Ÿ First Course was launched on 7 October 2019

Ÿ The allotted duration to complete each course was 15 days.

The framework of the training program was

Ÿ ·Pre- Assessment (30 marks): It outlined the prior understanding of the teachers on the relevant

module & course

Ÿ Post- Assessment (30 marks): Post completion of each course, an assessment was provided for

teachers to gauge their mastery of the course

Ÿ The sixth course was concluded on 6 January 2020, an extension was given for teachers to complete

the course from 6 January to 15 January 2020

Ÿ For Pre-assessment the system only records the score of the first attempt for Pre-assessment. The

test can be taken as many times otherwise for practice by the learner.

Ÿ The course was concluded via a Valedictory function on 22 January 2020.

Ÿ The learner can take an assessment and the course as many times till they intrinsically feel they have

achieved mastery over the course.

7 Oct 2019

6 Nov 2019

21 Nov 2019

6 Dec 2019

23 Dec 2019

22 Oct 2019

COURSE ASSESSMENT ANALYSIS

OUTCOME OF THE INTERVENTION

COMPARISON - PRE ASSESSMENT VS POST ASSESSMENT

Post AssessmentPre Assessment

160

140

120

100

80

60

40

20

0

No

. of

Te

ach

ers

0-9 10-19 20-30

Pre Assessment Vs Post Assessment Comparision

Mark Interval

Ÿ The recorded Average Post Assessment Score amongst the teachers was 24/30

Ÿ An improvement of 8 points on an average highlights that the teachers have academically gained in

the relevant courses and that shall help them in improving their teaching process

Ÿ An average of 2h 18 min spent in each course by teachers

Ÿ The recorded Average Module Score amongst the teachers was 7/10

Ÿ The recorded Average Pre Assessment Score amongst the teachers was 16/30

OBJECTIVE ASSESSMENT

The overall outcome of the program was:

a. Equipped the teachers with necessary pedagogical skills and understanding the child psychology

b. Developed a proper perspective towards teaching

c. Enabled teachers to make effective use of instructional technology

d. Updated teachers on the recent trends in school education

e. Developed an understanding of the principles and processes of various aspects of a child's

growth and plan educational activities accordingly.

h. Familiarized with methods, equipment's, and materials of early childhood care and education.

g. Created awareness about the role of parents and community in the education of preschool and

early primary school children.

f. Developed an understanding of the various tools and techniques of child study.

TESTIMONIALS

– Sangita Nikam, Teacher, Nashik

– Kalpana Nikale, Teacher, Nashik

“I work in Snehabandhan Park Anganwadi no. 109. The training sessions conducted by Ampersand

helped us to increase our teaching skills in preschool. The infrastructure provided by the Ampersand

group, i.e. laptop, speaker and online content helped us to plan and prepare ourselves. It also helped in

teaching because children understand better through videos, activities, worksheets and other teaching

aids. Different types of teaching aids provided by Ampersand not only reduced our efforts but also

helped in the conceptual clarity of children. Now we can clearly see the excitement in children when they

come to Anganwadi. Thank you, Siddhesh sir and Sarika Madam for your regular support. I am really

grateful to Ampersand and the whole team for providing us with a digital platform.”

“Ampersand provided us with laptops, digital content and training, which helped us improve our own

knowledge and teaching skills. Now, for the last two years, we are using digital content and I can say that

digital intervention is having a positive impact on the enrolment of my Anganwadi. Children like to see

animated videos, flashcards, stories and songs on the laptop and they enjoy learning from there. Overall

curriculum and activities are good. Children from my class are now easily identifying English words for

body parts and family members. And their parents are really happy with the results. Thank you,

Ampersand, for this intervention. It really helped me to improve myself and my class.”

Ampersand had provided necessary educational materials, i.e. books, laptop, etc. for the holistic

development of children. Also, Ampersand had provided 25 laptops to all 25 Anganwadi teachers.

Ampersand had helped to create two Anganwadis as Model Anganwadis.

– Chandrashekhar Daulat Pagare,

Child Development and Program Officer (CDPO), Nashik

The educational solution helped Sevikas gain confidence in conducting classroom sessions with the

help of multilingual content (Marathi, Hindi and English), made a valuable addition for teachers in

creating learning aids with locally available material and empowered Sevikas by making them tech-

savvy. And this intervention helped to increase the enrolment of 3 to 6 yr-old children in Anganwadi.

We are thankful to Ampersand Group management and all the staff for such an innovative program.”

Ampersand Group conducted the following activities in Anganwadis:

1.

2.

3.

– Mehnaaz Mulla, Teacher, Mumbai

– Raghvendrapratap Singh, Parent, Nashik

“Two years ago, when my daughter Anushka joined Anganwadi, she was an introvert, but now she

doesn't feel shy or afraid in interacting with people. She learned many concepts in Anganwadi, e.g.,

stories, songs, A to Z letters, about community, family, etc. She has also learned the importance of

hygiene and now she is very particular about brushing her teeth, washing hands, etc. She tries to follow

the steps taught by the teacher in Anganwadi. I am really thankful to her teacher, Ms. Kalpana Nikale,

and Ampersand for nurturing my daughter.”

“My child Harshit is studying in Anganwadi number 109 since 2018 and he is learning many things there.

He is learning through videos, stories, poems on the laptop and remembers everything by actions.

Anganwadi taught him many things and I am really happy with it.”

– Lata Hemant Gawli, Parent, Nashik

“I am very happy working for Blooming Blossom Foundation. The training we are getting is very

informative. We also got digital app training and we are following the digital curriculum. I am following

the schedule accordingly and the children in my class enjoy the free play and circle time activities. I get

help from the coordinator for using the app and conducting the activities.”

“I am a Balwadi teacher of RK foundation. After attending three training sessions in the last three

months, I am using most of the activities which were covered in the training sessions. I come prepared

for the class with different activities and the children in my class are very happy about it. My class is

selected for 'Model Balwadi' and digital resources like TV, tabs, and biometric for attendance are

provided. The parents are very happy because the children look forward to coming to school.”

– Madhavi Gaikwad, Teacher, Mumbai

– Anita Shirgaonkar, Teacher, Mumbai

“I am working in Barve Nagar Marathi Municipal School No. 1 for the last 26 years. I really enjoy being with

children and teaching them. The training that we are getting from our Rustomjee Kerawalla Foundation

is very helpful in teaching. The foundation selected my class for 'Model Balwadi' and provided the digital

application with extra training support. It boosted my confidence and I am very happy being a 'Model

Teacher' now.”

“Balwadi teacher is very enthusiastic and active in teaching. She takes various creative activities in the

class and students learn a lot of things from it.”

“The Teacher conducts the class very nicely and keeps the classroom atmosphere lively. She also

ensures that the classroom is neat and clean. And by creating different posters/flashcards/teaching

material, the teacher makes sure that students enjoy being in the classroom. Children really like to be in

school.”

– Yuvraj Hajarilal Soni, Parent, Mumbai

“My name is Ms. Sunita and I have been into teaching for the last 13 years. R.K. Foundation has taken us

under their wings since 2019. They have given us training and curriculum which has helped us in

improving our quality of teaching. They are also improving our teaching skills by giving us regular

training. I hope that the foundation continues to work and support us like this in future.”

– Suman Bangar, Teacher, Mumbai

“My name is Ms. Suman and I have been a Balwadi teacher for the last 11 years. I was working with a

different foundation initially and since 2019, I am working with Blooming Blossom Education society. Ms.

Noori, our co-ordinator, has been very supportive and keeps guiding us in our work. This foundation has

organised two training sessions till date which were conducted by Dr. Reeta Sonawat. Because of these

training sessions, we have seen an improvement in our teaching abilities.”

– Sunita Yenare, Teacher, Mumbai

– Bharti Govardhan, Parent, Mumbai

CONCLUSION

1. Our teaching-learning program provided a direction to construct experiences that promote

the holistic development of the child.

2. The digital curriculum builds curiosity in the child in a playful and activity-based environment.

3. Online and face to face teacher training program equips the teacher to adapt new pedagogy and

digital assets for building better student experience.

4. The training program also brought a massive behavioural change among the teachers.