TRU - Teacher Training Programme under PESRP
 

Punjab Education Sector Reform Program (PESRP) is a three-year project, 2005-2008 being implemented by National Rural Support Programme (NRSP) with support from the Department of Education of Punjab.

The project intends to improve the quality of education at the primary level, increase literacy rate, and reduce the drop out rate. It aims at raising the standard and reputation of the government primary schools in Punjab.

Various interventions were identified to achieve the output indicators of PESRP and one of them is in-service training for teachers. Teacher Training is recognized to be a valuable strategy in improving the professional skills of teachers which will result in the improvement of the quality of the educational outcome.

Institute of Rural Management (IRM), the training division of NRSP was tasked to develop and implement the teacher training program. The Human Resource Development Services for Social Sector under the umbrella of the Community Training Programme of IRM is responsible for carrying out the Programme.

The Teacher Training Programme which was developed based on the Training Needs Assessment findings conducted in Chakwal and Rahim Yar Khan, is a need driven training program that seeks to improve the quality of education being offered in 1,650 government primary schools in Attock, Chakwal, Rahim Yar Khan, Vehari and Faisalabad by building the capacities of teachers through teacher training and teaching materials development.

VISION
The Training Team of NRSP-IRM implementing the Teacher Training Component of the PESRP envisions government primary schools offering quality education that will  equip children with knowledge and skill to better themselves, their people and their communities, and preserve their culture and environment as they cope with the challenges of life.

MISSION
The vision will be achieved by continuously designing and providing training to primary school teachers that will make them effective facilitators of learning in the classroom, devoted to, and proud of being teachers, nationalistic and socially involved, with a deep sense of spirituality, integrity, and professionalism. We are also committed to creating, and developing supplementary teaching guides and teaching materials that will inspire and empower teachers to become better educators. NRSP-IRM’s training program has a peer coaching and mentoring element distinguishing it from other programs.

TEAM VALUES
The values governing the Teacher Training Program’s development included the following:

• The team functions in accordance with the highest standards in all relationships with partners: teachers, children, district officers, education officials, parents, and the community.

• The team fosters a climate which encourages innovation and diligence amongst team members and rewards accordingly.

Multi- Year Project Objectives

ACTIVITIES CARRIED OUT IN YEAR 2006

• Training Needs Assessment (TNA) conducted in Rahim Yar Khan from January to May 2006

• Reviewed and revised existing teacher training module

• Second Edition of the training module was prepared and published

• Conducted capacity building training workshops for Project Education Officers (PEO)

• 30% of the teacher beneficiaries were trained on Innovative Teaching Methods in the different districts

• Additional PEO’s were hired and trained to facilitate training

• Back up trainers in the different districts were identified

• Regular Monitoring Plan was developed

• Data base of pre and post test results was created (EMIS)

• Evaluation tools to assess Training, Trainees, and Trainers were developed

• Strategic Planning Workshop was organized

• Tentative Training Calendar for all Districts prepared

• Project implementation in 5 districts monitored

ACTIVITIES FOR YEAR 2007

1. Teacher Training on Innovative Teaching Methods

1. Conduct training for primary school teachers in Attock, Chakwal, Rahim Yar Khan, Vehari, and Faisalabad

2. Training Materials Development

1. Convene write shop to develop “How to” handbook/ manual

2. Field test handbook

3. Publish handbook

4. Document training success stories (video documentation, video memos)

5. Convene write shop to start developing supplementary teaching guides for all subjects from grades 1- 5

6. Develop additional training aids

3. Coaching and Mentoring

1. Provide on- going technical assistance and school-based support services to trained teachers through coaching and mentoring

2. Organize ‘First Punjab Primary School Teachers Conference’ as a follow up activity

3. Conduct re-echo seminars in the districts after the conference

4. Resource Center Development

1. Establish Resource Centers for teachers in all districts

2. Identify 10 schools (5 boys and 5 girls’ schools) spread over the 5 districts for easy access by teachers

3. Collect the best visual aids prepared by teacher trainees during the

4. Training and exhibit them in the centers, properly labeled and with suggestions as well as explanations on how to use them in actual teaching

5. Provide training to PEOs on setting up model classroom environments and strategies for primary education

6. Provide support for Resource Centers to enable them to function as demonstration sites where teachers can visit for observation and discussion

5. Capacity Building

1. Conduct a three days workshop for PEOs and SOs on monitoring, evaluation, coaching, and mentoring

2. Convene workshop for PEOs, selected SOs, and District Demonstration Teachers on how to prepare teaching guides

3. Organize sessions in the Regional Conference that would build the capacity of PEOs and SOs

6. Monitoring and Evaluation

1. Monitor project implementation

2. Evaluate training, trainees, trainers

3. Administer pre and post test

4. Assess gaps and challenges that come with the trained teachers’ use of new teaching techniques.

5. Conduct an impact evaluation in March- April

6. Identify the “Most Effective Primary School Teachers”

TEACHER TRAINING DESIGN ON INNOVATIVE TEACHING METHODS

This in-service training for teachers is a ten day interactive training workshop that builds commitment, understanding, skills, and attitudes to enable teachers to teach effectively and comfortably.

• General objectives of the training package:

• Develop positive attitudes toward and commitment to PESRP

• Create and promote a child friendly school culture

• Improve their teaching skills by experiencing various active teaching and learning techniques used in mono and multi grade school setting

• Comprehend and implement new ideas for bringing about improvement that would contribute to better quality of education

• Design and develop learning aids using locally available resources that would make the teaching of the syllabus content interesting and joyful.

The training is a formal workshop with a structured but flexible schedule in an atmosphere that is conducive to learning and encouraging participation. Participatory learning techniques are being used during the workshop to maximize learning. A combination of various techniques that address different learning styles of trainees including teams, groups, or pairs in which trainees provide mutual support during and after training, reflective thinking, simulation exercises, and experiential learning have been included so that opportunities to test out new skills or learning can be observed. A test is administered to the trainees before and after the training.

The training team is now recording the actual teaching of the different sessions and will soon be made available on video cassettes for interested parties.

TRAINING MODULE

The master trainers are using a prepared guide in implementing the training. The format of the guide provides flexibility in updating materials. Sessions on the following topics are included: Primary Education in Pakistan; Role of Teachers; Child Friendly Schools; Child Rights; Joyful Learning; Cooperative Learning; Multi Grade Teaching; Group Formation; Multiple Intelligences; Lesson Planning; and teaching the different subjects in the curriculum.

The session format includes: Introduction; Objectives; Preparation; Techniques; Procedure; Evaluation; Expansion Activities; and Explanation Box (Readings).

COACHING AND MENTORING

6	Coaching and mentoring is a continuous process. Follow up trainings will be organized for the teachers. The District Resource Centers will provide assistance and support to Mentors and Mentees.
5	Peer coaching will be implemented. Master teachers will be coaching/ mentoring other teachers needing support and guidance. PEOs and SOs will be guiding the trained teachers in preparing their own Personal Development Plan.
4	The trained teachers needs and specializations will be specifically identified. Then the teachers will be matched accordingly.
3	The SOs will group the trained teachers into four categories: those who are beginning teachers; those needing supervised teaching; those who are able to teach well but need to learn more; and those who can be considered master/ demonstration teachers.
2	The SOs prepare a list of trained teachers in their area of assignment. Then schedule technical assistance visits to the trained teachers. SOs observe classes and evaluate teachers’ performance against a set of benchmarks.
1	The Education Social Organizers (SOs) are given training on how to implement the monitoring and evaluation system in place. They are likewise oriented on the use of the monitoring and evaluation tools prepared to assess gaps and challenges that come with the trained teachers’ use of new teaching techniques. The SOs are guided on how to prepare individual action plans.