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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

4 |

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

5 |

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

6 |

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.

7 |

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

8 |

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;

9 |

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.

10 |

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.

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

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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

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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

icat

ion

prog

ram

me

in B

ihar

, sum

mar

izin

g ou

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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

19 |

• 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

18 |

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

20 |

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

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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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Annex 5: Photos

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Annex 5: Photos

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