TS Teachers Training Programme Guidelines & Schedule at Primary, UP, Secondary Level

TS Teachers Training Programme Guidelines & Schedule/ TS Teachers Training Programme Schedule/ Teacher handbooks/Guidelines for the conduct of TS Teachers Training Programme at Primary, UP, Secondary Level for DEO/Nodal Officer/Sectoral Officer, CDs/RPs.

The training of teachers in the district is for two levels for
(i) Primary for three days (ii) Upper Primary & Secondary (classes VI to X) for four days. The subjects at the Primary level are (i) Maths (ii) EVS. The subjects at UP & Secondary level: Maths, Phy.science, Bio.Science & Social Studies.

The training for Primary and UP & Secondary level will be subject-specific dealt with separately, those teachers who are handling the respective subjects will participate in the training. The training programme for teachers at the Primary level could be at Mandal level and for UP & Secondary level it could be in DIET/CTE/IASE or anyone center by clustering of mandals preferably In TS model schools, KGBVs, School complex or any other school with good facilities. The training will be in non-residential and more details given below.

SCERT-TS Guidelines for Conduct of Training at Primary, Upper Primary & Secondary Level FOR DEO/Nodal Officer/Sectoral Officer

1. The training of teachers in the district is for two levels for
i) Primary for three days
ii) Upper Primary & Secondary (classes VI to X) for four days.

2. The subjects at Primary level are :
(i) Maths
(ii) EVS

3. The subjects at the UP & Secondary level:
Maths,
Physical science,
Biological Science and
Social Studies.

Training Modules/Material for HMs
1. 3Rs Telugu Maths Programme Implementation Process
2. Class wise, Subject wise Academic Standards/Vidya Pramaanaalu
3. Academic Calendar Implementation
4. Formative Assessment – Sadhanaamshaalu
5. Teaching Steps Unit Plan, Year Plan
6. Telugu Academic Standards/Vidya Pramaanaalu

TS Teachers Training Programme Guidelines & Schedule:

A. Primary Level:
Planning meeting: 27th May 2017
a. First Spell: 28-30th May 2017
b. 2nd Spell: 31st May – 2nd June 2017
c. 3rd Spell: 3rd -5th June 2017
d. 4th spell: 6-8th June 2017
e. 5th spell: 9-11th June 2017.
B. Secondary Level:
a. Planning meeting: 1st June 2017
b. First Spell: 2-5th June 2017
c. 2nd Spell: 6-9th June 2017.

4. The training for Primary and UP & Secondary level will be subject-specific dealt with separately, those teachers who are handling the respective subjects will participate in the training.

5. The training programme for teachers at the Primary level could be at Mandal level and for UP & Secondary level it could be in DIET/CTE/IASE or any one center by clustering of mandals preferably In TS model schools, KGBVs, School complex or any other school with good facilities.

6. The training will be in non-residential.
7. The methodology of the training shall be Participatory approach – discussion centered – experience centered – demonstration, activities, group work, hands-on experience

8. The training could be given in the batches keeping about 50 participants in each batch. If the participants are more than ‘50’ they could be made into two batches. If the participants are less than 30 in a particular Mandal/center, they could be attached to the adjoin center.

9. Select the venues where the seating arrangements are flexible, so that the participants’ can undertake group activities without any hindrance. If it is not possible to have such seating arrangements, an adequate number of carpets may be provided to sit on the floor.
10. The handbooks recently supplied by SCERT at Secondary level to DEO office shall be made available to the training centers to be held at the sub-district level.

11. Ensure the supply of training modules to the Course Director and to Resource Persons well in advance, it should be with them at least on planning day. And for the participants, it should be given on the first day of the training programme.
12. Ensure the adequate TLM such as charts, markers, textbooks; maths kit, other kits (available in MRC), handbooks, are at the disposal of the RPs.
13. Ensure the copy of the time table, guidelines for CD & DRP, pre-test; post-test papers, program evaluation sheet available in each training center.

14. The handbooks and other materials are given in the training for the participants either at the State level or at the district level shall be the part of the school library, therefore the participants shall be instructed to place the handbooks and other materials in the school library for the reference.
15. Give instructions to the participants to come with the textbooks, handbooks given earlier and with the following information as a pre-requisite for the training programme

A. EVS/ Physical Science/ Biological Science/Social Studies

I. Teaching plan
• Select any one topic of your choice that you have dealt in the classroom
• Come with the lesson plan
• Discussion/Presentation of your lesson plan in the training session.

II. Information on the following aspects to the training:
• What experiments/ activities performed in the classroom? (EVS/Sciences)
• What information skills developed and how? (Social Studies)
• What effort you made in the classroom to discuss on the Academic Standard: Reflections on the Contemporary issues (Social Studies).
• What drawing skills/mapping skills you have developed and how? (EVS/Science/ Social)
• How lab activities are being done in your school? (Science)

III. Projects
• Come with the project that you have dealt with your students
• Present/Discuss in the training about your project, benefits of the project and issues.

IV. Understanding of CCE:
1. Come with your observations/records how assessment is being done on the following aspects
2.during teaching-learning process
3.lab activity
4.Project work
5.written works of the children
6.slip test paper and students’ response sheets and your analysis on students’ performance.
7. What learning gaps you have identified?
8. How did you bridge the learning gaps?

V. Content
1.Difficulties faced during the transaction of textbooks, strategies adopted in the classroom.
2. Which concepts required more comprehensive information.

B. Mathematics
I. Teaching plan
• Select any one topic of your choice that you have dealt in the classroom
• Discussion/Presentation of your lesson plan in the training.

II. Information on the Teaching-Learning Process
1. What activities are performed in the classroom?
2. What pre-requisite abilities are required for teaching the particular concept?
3.What strategies you have adopted for developing critical, analytical, problem-solving skills among the children.
4.What indicators you have developed to assess the problem-solving skills; capacity to generate the new problems.

III. Projects
• Come with the project that you have dealt with your students
• Present/Discuss in the training about your project, benefits of the project and issues.

IV. Understanding of CCE:
1. Come with your observations/records how assessment is being done on the following aspects
2.during teaching-learning process
3.Formative assessment tools
4.Generation of new problems.
5.Projects
6.Students Written works – Your participation
7.Project work
8.slip test paper and students’ response sheets and your analysis on students’ performance.
9. What learning gaps you have identified?
10. How did you bridge the learning gaps?

V. Content
1.Difficulties faced during the transaction of textbooks, strategies adopted in the classroom.
2. Which concepts required more comprehensive information Care should be taken that one of the identified training centers could be the DIET/ CTE/ IASE and Principal / Faculty member of the DIET who participated in the Training at State level could be the Course Director both for Primary and Upper primary level.

1. For other venues at the primary level, the Course Director should be MEO/HM. In the case of UP & Secondary level training, the Course Director shall be District Nodal Officer / School Complex HM.
2. The SRGs available in the Districts, the DIET faculty who are involved at the State level training shall be utilized for the training at a sub-district level for additional support or wherever shortages are reported.

3. For the primary level, for each batch of 50 participants, two DRPs per subject shall be allotted and for UP & Secondary level, 3RPs shall be allotted.
4. Every session in the time table should be dealt with by two Resource persons, one as the main presenter and the other as a moderator. The RPs should plan the session meticulously as per the time table and as per the contents given in the time table.

5. A one-day planning meeting shall be conducted with the Course Directors and with the DRPs before the commencement of the first spell. Not necessary for every spell. In the planning meeting, the topics allotment, session strategies, activities have to be planned.
6. The TA, DA, Honorarium to the CDs and RPs may be paid for planning as per the norms given.

7. At the end of the day, all RPs along with CD should review the programme and plan for the next day.
8. The Course Director should take at least one session apart from the inauguration of the course to keep in touch with the academics and with the participants.

9. Put into the practice the innovative activities like Wall magazine, Post box, Theater Arts, etc. that are being implemented in the school. Similarly, committees with participants may be formed for logistics, food, the conduct of prayer, discipline, wall magazine, post box, etc.

10. Constitution of District Monitoring Teams comprising DEO, Sectoral officers, Principal of DIET and its faculty, SRGs to monitor the Training programs at the District level.
11. Ensure the Display the Time table at the venue. Day wise attendance of the training and documentation of the training in the form of the report shall be submitted to the SCERT immediately after completion of the training.

SCERT-TS Guidelines for Conduct Training at Primary, Upper Primary & Secondary Level FOR CDS AND RESOURCE PERSONS
TS Teachers Training Programme Guidelines & Schedule

• Make planning meeting meaningful, chalk out the plan for the 3/4-days_allocation of topics, topic preparation, material preparation, discussions with the colleagues.
• Conduct –pre-test, analyze the participants’ responses and try to identify their deficiencies, deal with the sessions duly focusing their weak spots.

• Follow Participatory approach – discussion centered – experience centered – demonstration, activities, group work, hands-on experience
o It is a platform for sharing reflective classroom practices, due importance is given for teachers reflections on the teaching-learning processes that they are adopting, using curriculum materials like textbooks and in the execution of CCE
o Make discussions on the lesson plan, reports, projects that were brought to the training which were made as pre-requisite for the training. The Resource persons may go through some of the materials brought by the participants and share the good practices and also highlight the inadequacies, and discuss/suggest for improvement.

1. The participants are expected to come with the following information for attending the training.

A. EVS/ Physical Science/ Biological Science/Social Studies( See above)
B. Mathematics(See above)

• Minimize Lecture method
• Implement Innovative activities during the Training program – Wall journal/math wall/ science wall, Post box, poster making, Honesty box, participants diary should reflect what we learned today- Reading groups, etc, Question to think? Instruct the trainees to adopt these innovative activities in their respective schools.

• In the training give emphasis on reflections of the participants on the following aspects and evolve strategies for its improvement by sharing your experiences and tryouts made at your level.
• Learning outcomes – Academic Standards – Learning Indicators
• Pedagogical processes: Approaches, Strategies – Learning Activities, projects, collaborative learning, constructivist approach, exploration,

• Developing skills process skills (observation, collecting evidence, hypothesizing, experimentation, drawing conclusions) in EVS and mathematical skills like the observation of patterns, computation, generalization, problem-solving, generation of new problems, divergent thinking.
• Transaction of textbook in the classroom

CCE:
– During the Teaching learning process
– Formative assessment tools – Assessment processes, rubric, and indicators.
– Assessment of projects.
– Identifying Learning difficulties and bridging the gap through corrective measures.
– Learning outcomes (Academic standards) & CCE

Secondary Level: Mathematics / Physical Science / Biological Science / Social Studies Content : Clarification of doubts in content areas Pedagogical Issues
• Learning outcomes – Academic Standards – Learning Indicators
• Pedagogical processes: projects, collaborative learning, constructivist approach.
o Generation of new problems in Mathematics, divergent thinking.
• Transaction of textbook in the classroom with due emphasis on do this, try this, think and discuss.

CCE:
o During the Teaching learning process
o Formative assessment tools – Assessment processes, rubric, and indicators.
o Assessment of projects.
o Identifying Learning difficulties and bridging the gap through corrective measures.
o Attainment of Learning outcomes (Academic standards)

• Every session of the training programme should be dealt with by two Resource persons, one as the main presenter, and another as a supporter.
• Follow time schedule
• Adopt training tips such as the introduction of the participants, ice-breaking techniques, attention-drawing, concentration relaxation, etc with the participants.
• Every day before the session begins i.e 9.15 to 9.30 give the opportunity to the participants to express their doubts, questions, where all RPs and CD should attend and respond to their queries.
• At the end of each day conduct a review meeting and discuss the sessions that went well in the program and plan the next day’s work. TS Teachers Training Programme Guidelines & Schedule

FOR CDs

• Arrange planning meeting a day before the training programme along with RPs. Make Planning meetings more productive by involving yourself in the planning process. Ensure the availability of handbooks, textbook and other materials to the RPs on the planning day itself.
• Ensure that the modules could be given to all participants on the first day before the commencement of the training programme.

• The CDs have to go through the content of the training materials as well as time table well in advance and get acquainted with the process of the training programme.
• Utilize the services of SRGs, DRPs if they are available in the vicinity.
• The presence of CD in the venues for the entire training programme is desirable. The CD may observe the proceedings of the sessions and can interact with participants and RPs wherever necessary.

• It is desirable that the CD may deal at least one session, so as to develop the rapport with the participants.
• Avail the expertise from other Institutions in the respective subject, where a provision is made in the budget to avail the services of subject experts from other Institutions /organizations/Universities.

• Conduct review meetings at the end of the day.
• Give 15 minutes to the participants to pose their questions before the RPs and CD every day.
• Display the time table prominently in the venue.
• Ensure adequate TLM such as charts, markers, handouts, maths kits, mathematical kits, and other kits, graph paper, science materials for doing simple experiments available at the disposal of the RPs.

• Ensure the basic facilities such as electricity, drinking water, accommodation at the venue for smooth conduct of the training programs.
• Ensure that the Course Director and DRPs shall organize the training with proper time management.

GUIDELINES FOR MONITORING TEAMS TO MONITOR THE TRAINING PROGRAMMES AT SUB-DISTRICT LEVEL
TS Teachers Training Programme Guidelines & Schedule

During the visit the monitoring team members are required to follow the guidelines as given below:
Each team member should visit the sub-district level training in the allotted districts.
The team member is required to visit at least 2 centers each day.
They are required to observe the transaction of the classroom process. If any assistance required by the DRGs, they may extend their expertise for the strengthening of the training.
Participants’ attendance should be checked by the Team.
Observation formats should be filled and submitted to DEO in case of District level observers and to the Director, SCERT in case of State level observers.
If any discrepancies found at the training center, they are requested to report the same to DEO/ District Nodal officer immediately.
The observers should visit the training canters without prior information to the venues.
The observers should be supplied with adequate observation formats.
Inform the Observers that they should not disturb the proceedings of the regular session by giving messages and lectures if the situation demands they can supplement with their observations and opinions on the ongoing sessions.
The observers have the freedom to correct the things and give suggestions to the CD and RPs to organize the training programme effectively.
If any unwarranted situation, the observers may report the matter and issues to DEO/District Nodal officer immediately for necessary action.
The District Office should collect the day to day feedback from the observers on the training programs, and take corrective measures.
At the end of each spell, a comprehensive report shall be submitted to the DEO/SCERT based on the day to day observations noticed in the training programme.

Model Observation format:
Observation format for Primary Level / Secondary Level Teachers’ Training at Sub District Level

General Information

1	Name of the observer
2	Name of the District
3.	Name of the Mandal/ Center visited:
4.	Spell number and date
5.	Name of the Course Director
6.	No. of RPs allotted
7.	No. of RPs attended

Teachers Particulars at visited centers : (Mandal/ Sub District)

S.No.	Primary/ Secondary Level	Subject	No of Teachers to be Trained (Target)	No of Teachers Attended
1
2
3
4
5
6

TS Teachers Training Programme Guidelines & Schedule

III.	Centre Particulars & Observations :
1	Accommodation of the Centre	Comfort Discomfort
2	Whether the course Director present at the time of the visit?	Yes No
3	Drinking water & other facilities?	Satisfactory Good
4	Whether sufficient Rooms are provided at the venue to accommodate all participants?	Yes / No
5	Whether the RPs made adequate preparation on how to go about the session and required TLM to deal with the session?	Yes / No
6	Whether the time table of the training is displayed at the venue?	Yes / No
7	Whether participants brought a.Textbooks b. Handbooks given earlier c. Teaching Plans d. Projects e. Assessments tools	Yes/ No Yes/ No Yes/ No Yes/ No Yes/ No
8	Whether the training schedule is running as per the time table?	Yes / No
9	Whether adequate TLM / Text Book is provided for the training?	Yes / No
10	If so what types of materials are provided (list out)? a. c. e. g.	b. d. f. h.
11	Any ice-breaking activities and tip activities are conducted by RPs in the sessions?	Yes / No
12	Whether RPs are following a participatory approach during training?	Yes / No
13	Weather Participants are involved in the training through? (a) Group work / Discussions (b) Practical activities (c) Demonstrations	Yes / No Yes / No Yes / No
14	Whether RPs’ are giving the training as per the strategies discussed at State level training?	Yes / No
15	Whether each session is dealt with by two RPs?	Yes/No
16	Whether any opportunity is given for the trainees to air the questions or doubts at the beginning of a day’s activities?	Yes/No
17	In the training sessions, the following topics were covered/being covered at the time of visit 1. Academic Standards 2. Teaching Plan 3. Class room process 4. Projects 5. Content 6. Text Book approach / Unit structure 7. CCE – FA Tools and SA weightage 8. Bridging the learning gaps	Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
18	Whether Demos were given or not? if yes how many?	Yes/No ……………….
19	What are the reflections of the participants on the Demos?	Good / Moderate / Poor
20	Whether review meetings are conducted daily at the end of the day by CD & RPs?	Yes/No
21	Whether Pre-test / Post-test was conducted to the participant	Yes/No
22	Whether the analysis of pre-test was done?	Yes/No
23	Whether training has addressed the shortcomings of the participants noticed in the pre-test?	Yes/No
24	Whether Documentation of day to day activities is being recorded?	Yes/No
25	Any innovative activities carried out in the training? Specify.

Feedback from the Participants:
Overall recommendations and observations of the observer.

1	Whether adequate number of venues are identified or not (Accommodating 50 participants in each batch)?	Yes / No
2	Whether DRPs are tagged to the identified training centers and CD are identified or not?	Yes / No
3	Whether the orders are communicated to the personnel involved in the training?	Yes / No
4	Whether identified centers have the provision of flexible seating arrangements to enable the participants to do group activities?	Yes / No
5	Whether identified centers are provided basic facilities such as electricity, water, toilets, fans with good ventilation?	Yes / No
6	Whether Sufficient Rooms are provided at the venue to accommodate all participants?	Yes / No
7	Whether arrangements are made to send the training handbooks and Training guidelines well in advance to the CD and Participants to the venue before the Planning meeting?	Yes / No
8	Whether instructions were given to participants to attend the training with the requisite materials like previous modules, textbooks, period plan, information on CCE, as specified by SCERT?	Yes / No
9	Whether the budget is released well in advance to CDs or not?	Yes / No
10	Whether District Monitoring Teams are constituted?	Yes / No
11	Have you gone through the contents of Course guidelines	Yes / No
12	Whether the training guidelines check list meant for CDs and RPs were made available at the training venues?	Yes / No
13	Whether the pretest/post-test paper and programme evaluations sheet has been sent to the training center on the first day of the training?	Yes / No
14	Whether adequate copies of Observation formats are made available to the Monitoring personnel?	Yes / No
15	Whether instructions are given to conduct Planning meeting by CDs and RPs for the first spell?	Yes / No
16	Whether the following items are available at the training venue a.Charts b.Stationery items c.Textbooks of concerned subject d.Maths kit of class I & II (primary level available at MRC) e.Collection of articles from Newspaper and magazines. f.LCD projector and Computer wherever possible	Yes / No
17	Whether the time table of the training is displayed at the venue?	Yes / No
18	Ensure whether the training handbooks are given to participants on the first day itself?	Yes / No
19	Ensure whether the RPs are following a participatory approach during training?	Yes / No
20	Ensure the RPs are giving the training as per the strategies discussed at the State Level training programme?	Yes / No
21	Ensure whether each session is dealt with by two RPs?	Yes / No
22	Ensure Whether the innovative activities and school activities like Wall magazine, postbox, poster writing any other activities are undertaken daily by the participants during training?	Yes / No
23	Ensure whether review meetings are conducted daily at the end of the day?	Yes / No
24	Whether the CD of the training got himself involved in the training programme?	Yes / No
25	Ensure whether the pre-test is conducted on the first day and the response sheets should be analyzed on the same day?	Yes / No
26	Whether instructions are given to CD and RPs focus on the areas where the participants have not done well in the pre-test?	Yes / No
27	Similarly, whether the instructions are given to CDs to conduct the post-test and feedback of training i.e programme evaluation sheet on the last day of the programme and also its analysis?	Yes / No
28	Whether the Office of DEO is sending day to day report to SCERT?	Yes / No
29	Whether the Office of DEO has sent a comprehensive report on the conduct of the training programme to SCERT?	Yes / No

TS Teachers Training Programme Guidelines & Schedule:

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