Scholowiz Educational Solutions

Teacher Professional Development Program Hypotheses Testing & Pilot Study Report

November 2013

Pilot School: Holy Mother English School, Malad - (W), Mumbai Pilot Month: October 2013 Copyright 2013 - Scholowiz Educational Solutions Pvt. Ltd.

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Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

Introduction Scholowiz believes that every student deserves access to quality education. There are multiple factors needed to improve the quality of education, such as, capital injection, human capital development, curriculum development, creation of more opportunities for students etc. Scholowiz identifies teachers as the most critical component of the education puzzle and believes that improvement in the quality of a teacher can directly enhance the student learning outcomes. MHRD(Ministry of Human Resource and Development) in 2011-2012 identified an estimated need of 1.2 million teachers to maintain a proper students-teacher (1:30) ratio, but more importantly, identified the need to focus on the quality of teachers being in fluxed in the system after only 14% teachers passed the TET (Teacher Eligibility Test) in 2012. NCTE   (National Council for Teacher Education) now looks outside the existing models to reach out to larger number of teachers waiting to be trained while meeting the quality requirement. With 13000 teacher training institutes providing pre-service training to teachers the situation still remains unchanged. Evidence shows that continuous and collaborative approach to professional development (specific to the role of teachers) is highly effective in terms of not just achieving better outcomes in a classroom but also motivating and managing a teacher to deliver quality education in the classroom with the aim of putting students on a path of academic success. This also puts the teacher on a path of self-transformation and success. Scholowiz, with the same belief and intention, introduced a Teacher Professional Development (TPD) program. Scholowiz’s TPD is a continuous & in-service training program that offers pedagogical support to teachers. The program is built around a framework that covers all the essential aspects of pedagogy and teacher development. Through the modules of the TPD program, teachers are provided strategies & support that facilitate the development of their classrooms into effective learning environments, which will ultimately lead to improvement in student learning outcomes. Hypotheses TPD as a service faces challenges in terms of teacher motivation, willingness and accountability. In such light, the effectiveness of TPD as a service can be suspected. To validate the necessity and effectiveness of an in-service support structure for teachers, Scholowiz developed three hypotheses to test:

• Teachers are not willing to participate in Scholowiz’s Teacher Professional Development program.

• Teachers cannot be motivated to put in extra effort in order to improve their classrooms’ learning environment.

• Pedagogical support for teachers is not essential for improving learning outcomes in a classroom.

Hypotheses Testing We conducted a pilot implementation of the Teacher Professional Development program at Holy Mother English School in Malad, Mumbai to test the hypotheses Progression of Pilot:

ü Pre-implementation surveys for teachers to determine the existing condition ü Selection of module from the framework on prioritized need of teachers ü Identification of realistic exemplary scenarios for an ideal classroom ü Determination of expected impact and intended student learning outcomes ü Delivery of selected module to address the prioritized needs of the teachers ü Follow-ups to ensure translation of strategies in the classrooms ü Post- implementation surveys to measure the change in the identified scenarios

   

Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

Expected Impact The impact expected out of the module was to see positive changes in learning environment of the classroom through behavior changes in students. Intended Learning Outcomes The implemented module was intended to deliver the following learning outcomes in the classroom:

1. Students will be able to follow and abide the classroom rules 2. Students will be able to follow teachers’ instructions explicitly 3. Students will be able to remain invested in their tasks 4. Students will be able to receive rewards for positive behavior 5. Students will be able to understand the negative consequences of their behavior

Scenario Analysis We identified seven scenarios, which were responsible for lower student learning outcomes. Description of Scenarios 1 -7 1. Chaos in the classroom:

Chaos is characterized by lack of order in the classroom. Any scenario that disrupts the flow of learning in the classroom, including repeated teacher instructions to maintain order or draw back attention to context can be characterized as chaos. Examples may include: Students chattering in between lessons, ignoring the teacher’s instructions, fighting with each other, running around in the classroom, disturbing other students while they are work, displaying inattentiveness etc.

2. Students following explicit directions: Students do exactly what the teacher expects them to do. The teacher is expected to give detailed direct instruction that defines all the steps a student needs to follow to do something that is required. In return, the student is expected to follow all the steps in the given time to do what is precisely expected out of him.

3. Reprimanding in the classroom: Reprimanding in the classroom involves use of harsh tone, loud voice, sarcasm, yelling and in extreme cases violence by the teacher.

4. Students following rules: This involves all the students following all the classroom rules all the time. The rules are laid down and communicated by the teacher at the beginning of the year/day/lesson and reinforced time and again.

5. Setting up and communicating the expectations in the classroom: Setting up and communicating the expectations in the classroom includes defining of the academic, behavioral and value expectations of a teacher from each student in the classroom.

6. Positive consequences: Positive consequences refer to rewards a student receives for following rules or exhibiting exemplar behavior in the classroom. The teacher while setting up expectations for the classroom already communicates the exemplar behavior. The teacher also mentions rewards linked with the positive behavior beforehand to maintain consistency and transparency in the process. It is also coupled with positive reinforcement where positive actions & activities are acknowledged and announced to motivate other students to do the same.

7. Negative consequences: Negative consequences are presented very judiciously in a scaffold manner from lesser to greater intensity. They are used to decrease problematic behavior. They are not punishments but are logical consequences that students face to realize their mistake in a manner that preserves their dignity.

   

Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

Analysis of Scenarios 1-4 Pre-implementation Survey Data of Scenarios 1-4 The pre-implementation survey showed 4 teachers out of 10 always had a chaotic classroom. Only 3 said that they never had a chaotic classroom. All the 10 teachers admitted that they had to reprimand by shouting or using harsh comments to settle the class. 8 out of 10 teachers said students never set classroom rules and 9 teachers complained about students not being able to do what was expected out of them. The pre-implementation data evidently shows that pedagogy was not being used effectively in the classrooms to create a suitable learning environment for the students. This can be attributed to the lack of pedagogical knowledge and support that the teachers have. Data collection followed by interaction with teachers revealed that most of the teachers were unaware of ways and means by which they could replace reprimands or harsh punishments in the classroom and create a positive culture of learning and achievement. They also expressed that it did not help to know the content thoroughly if the behavior management in the class was not strong. Corrective Measure for Scenarios 1-4 The module on Student Behavior Management that was delivered, coached the teachers on Lee Canter’s Assertive Discipline theory. The Behaviorist Approach of the theory taught the teachers about hostile, non-assertive and assertive responses. The module informed teachers that inappropriate response on the teacher’s end leads to a situation of unclear instructions in the classroom leading to chaos. The workshop educated teachers on assertive response with clearly communicating the need for it and reinforcing words with apt actions. This involved increased use of teacher voice and teacher presence rather than shouting/yelling or even using sarcasm with the students. Teachers learnt about the four steps towards Assertive Discipline (rules, explicit directions, positive reinforcement, consequences & rewards) and strategically used them in the classroom. Assignments were planned around the module where teachers discussed classroom scenarios and analyzed their responses as hostile, non-assertive or assertive. As next steps, teachers were asked to make a rules chart based on the needs of their own classrooms and practice communicating their instructions explicitly so as to get the students to do exactly what is expected out of them. Post-Implementation Data for Scenarios 1-4 6 teachers said reprimanding in the class was reduced. Out of 10, 5 teachers reported reduction in chaos and increase in number of students following explicit directions. Compared to the pre-implementation survey where none of the teachers said students followed rules, the post-implementation data shows that 7 teachers had students following rules in their class at most times.

   

Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

Chaos in the classroom

Students following explicit directions

Reprimanding in the classroom

Students following classroom rules

Table  1  Data  representation  of  Scenarios  1-­‐4  

Pre-Implementation Post-Implementation

30%  

30%  

40%  Never  

Sometimes  

Always  

30%  

50%  

20%   Never  

Sometimes  

Always  

90%  

10%   Never  

Sometimes  

Always  60%  

40%  Never  

Sometimes  

Always  

100%  

Never  

Sometimes  

Always  

40%  

20%  

40%   Never  Sometimes  Always  

80%  

20%   Never  Sometimes  Always  

20%  

20%  60%  

Never  Sometimes  Always  

   

Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

Analysis of Scenarios 5-7 Pre-implementation Data of Scenarios 5-7 9 teachers out of 10 said that they never established or communicated clear expectations in the classroom. While 6 teachers said that they always used negative consequences in the classroom all the 10 teachers said that they have never used a positive consequence to correct behavior in the classroom.     The data represented above clearly shows that the teachers were not using pedagogical strategies. Because they were unaware of the practices & strategies that are followed worldwide successfully, they used the conventional methods of either shouting or punishing to make sure their students displayed the expected behavior. Discussions and talks revealed that the teachers felt helpless as 20 minutes out of a 40-minute lesson were lost in settling the class and they were left with very little teaching time to execute their lesson plans. This resulted in the reduction of productivity of the teachers, which eventually resulted in poor quality teaching all year round. Corrective Measure for Scenarios 5-7 The module delivered, trained the teachers about setting expectations in a classroom. The Teaching as Leadership Impact model helped the teachers to create a culture of achievement for the classroom, which was driven by the teacher mindset. The Behaviorist theory taught them to backwards plan for an expected student action from teacher action. This automatically led to the logical range of behavior traits where each step on the exemplar behavior ladder was defined with its deviations, which lead to the creation of positive and negative consequences. In sync with the rules of the classrooms, the teachers devised their own rewards and consequences for their classrooms. Post-implementation Data for Scenarios 5-7 5 teachers started setting up expectations in their classrooms and explicitly communicated the positive and negative consequences to their students. 8 teachers reported highly increased use of positive reinforcement to correct behavior. 3 teachers reported increased use of negative consequences as well.

   

Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

Pre-Implementation Post-Implementation Setting expectations

Negative Consequences

Positive Consequences

Table  2  Data  representation  of  Scenarios  5-­‐7  

40%  

30%  

30%  Never  Sometimes  Always  

90%  

10%   Never  Sometimes  Always  

40%  

30%  

30%   Never  Sometimes  Always  

20%  

20%  60%  Never  Sometimes  Always  

20%  

60%  

20%   Never  Sometimes  Always   100%  

Never  

Sometimes  

Always  

   

Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

Learning Outcome Analysis We observed two classrooms, one in grade II and one in grade III to verify the learning outcomes. The observations were made before the training and after the training. The grade II classroom had 45 students and grade III had 35 students.

15  20  

8  5  

0  5  10  15  20  25  30  35  40  45  

2nd  Grade   3rd  Grade  

Pre  

Post   Attributing to teachers laying down rules and explicitly communicating them with clear expectations reduced the disruption in the classrooms by 15% (7 students) for grade II and 46% (15 students) for grade III.

As a first step of evidence it was noticed that simple rules were being followed. Raising hands before answering increased by 62% (28 students) for grade II and by 17% (6 students) for grade III students.

Students following other rules increased for grade II by 62 % (28 students) and by 9% (3 students) in grade III.

Figure  16:  Number  of  students  raising  their  hands  to  answer  

Figure  17:  Number  of  students  following  other  rules  

Figure  15:  Number  of  Students  disrupting  the  classroom

5   5  

33  

11  

0  5  10  15  20  25  30  35  40  45  

2nd  Grade   3rd  Grade  

Pre  

Post  

0  

8  

28  

11  

0  5  10  15  20  25  30  35  40  45  

2nd  Grade   3rd  Grade  

Pre  

Post  

   

Scholowiz Educational Solutions Private Limited | www.scholowiz.com 1603/C, RNA Heights, JVL Road, Andheri – East, Mumbai – 400093

Telephone: +91 22 2823 0212 Fax: +91 22 6645 9510  

 

 

 

 

 

           

Conclusion The comparative analysis of the pre & post-implementation surveys of the pilot study indicate that:

• Teachers are willing to participate in Scholowiz’s Teacher Professional Development program.

• Teachers can be motivated to put in extra effort in order to improve their classrooms’ learning environment.

• Pedagogical support for teachers is essential for improving learning outcomes in a classroom.

The results of the report invalidate all the three hypotheses.  

With the new structures and processes in the classrooms, 27% more students (12 students) were invested in their work in grade II and 57% more students (20 students) in grade III.

Acknowledgment of positive behavior and positive reinforcement lead to a greater student investment where students enjoyed being rewarded for exactly doing what was expected.

The cases of negative reinforcement increased by 4 % (2 students) in grade II and remained the same in grade III

Figure  19:  Number  of  students  receiving  positive  reinforcement  

Figure  18:  Number  of  students  invested  in  their  work    

Figure  20:  Number  of  students  receiving  negative  consequences  

17  

8  

29   28  

0  5  10  15  20  25  30  35  40  45  

2nd  Grade   3rd  Grade  

Pre  

Post  

0   0  

11  3  

0  5  10  15  20  25  30  35  40  45  

2nd  Grade   3rd  Grade  

Pre  

Post  

7  2  

9  2  

0  5  10  15  20  25  30  35  40  45  

2nd  Grade   3rd  Grade  

Pre  

Post