DISTRICT INSTITUTE OF EDUCATION AND TRAINING JORHAT                      

                               ANNUAL WORK  PLAN 2019 2020

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DIET at a glance:

Name of DIET:           DIET, Jorhat

Year of Establishment: 1989

Address of Communication:  DIET- Jorhat, Titabar  P.O. Purana Titabar, Dist. Jorhat-Assam

Web Site Address:dietjorhat.in .Email: dietjorhat@rediffmail.com

Phone-No:3771248731


 Transforming a Culture resistant to change

 

A DIET Jorhat initiative for the year 2019-20

 

Based on contextualization of training inputs

Received during 3 month long In-STEP Programme in

ARIZONA STATE UNIVERSITY, USA.

From September to 26 December, 2013.

AND

Current  analysis on NAS and UDISE data for Jorhat District

 

CHANGE  GOALS FOR DIET JORHAT

Implement   Teacher Education Reforms in DIET

Training        to Teach for Equity &Excellence.

Teach            for equity and Excellence in schools.

Children learn more and contribute to   economic and democratic development.

 

 

DISTRICT INSTITUTE OF EDUCATION AND TRAINING,  JORHAT

Key Principles:-

 

 

  

TEACHER PROFESSIONALISM: 

 

Teachers have a responsibility to achieve the best possible outcomes for their students by continuously learning and updating their practice by being an everyday, reliable, well-prepared presence in classrooms and by demonstrating humane commitment to the welfare of the whole child.

 

INCLUSION: 

 

Teachers must have a rich toolbox of pedagogical strategies. They must understand child development theories of learning and be sensitively attuned to the cultural profiles and social conditions of the children they teach. They must be so well practiced in their craft that they can quickly pick just the right strategy for the right child in a particular moment of struggle or comprehension. They feel an ethical duty to help all their students succeed, without respect to gender, class, religion or ethnicity.

WORLD IN MY ROOM:

 

School is the nursery of democracy, the first place where society actively models for children how diverse people outside of one’ family live together in justice and harmony. In every classroom, teacher create miniature societies that models the highest ideals of their cultures. In our country or any other country, teachers are responsible to help children internalize the values of civil rights, mutual respect, equality and responsibility for the common good celebrated in the national constitution.

 

To be successful in a 21st century classroom, the students are expected to

 

·            Contribute to the existing body of knowledge by challenging and exploring it.

·            Choose their own topic for papers and projects.

·            Decide what courses you take and how you relate them to your professional goal.

·            Be critical thinkers.

·            Offer personal response, criticism and analysis of expert texts.

·            Dream big, work hard and control your own destiny.

 

Current reality

download (3)

(A typical Elementary (Primary) school in Titabor Educational Block.)

 

Inner voice:

We are not very successful with our ambitious big budget education programs in the last two decades. May be, we do not design our educational programs on natural settings that lend everyone associated with it a free, unforced, creative mind to participate. May be , in spite of our best effort to free our students from the bondage of strict indoor school environment, there is something still very dominant that disturbs a happy learning environment for our students and teachers. The healthy human relationship that thrives on culture of trust, love, respect and care can be perhaps built on the premise of interesting events that surrounds our life. We while accepting our schools in the present format ignore the basic realities – our vision of childhood, time actually spent by our students in schools. Under the present system the teachers are not more than a paid employee. All the enormous values and knowledge that we talk and cherish, we expect to materialize through teachers who have not been given any scope to be a master of their mind and action. For instance, a Primary teacher is accountable to more than 15 superior ‘Officers’ in the hierarchy. Can a person under the above circumstance act like a master? How long will we wait to see some teachers have grown beyond their ‘Lakshman Rekha’ to make most of our present concernsbaseless that our teachers are inefficient?

Our experience with 100 Primary schools in Titabor Block of Jorhat District, Assam centers through our search to above questions. On the basis of a particular approach of learning management, we wanted to look at problems faced by teachers in a more unbiased manner. Because of the steady increase in the number of Small school in Jorhat district except in the Tea garden area, we had no other alternative but to introduce Multi-grade and multi-level (MGML) approach in selected 100 schools of Titabor Education Block. However this exercise has given us ample opportunity to examine why our children learn little and why our teachers are so unhappy.

Can we really hold our teachers responsible for inadequate learning taking place in the school----this was one of our queries. What we saw in the schools is contrary to our expectations. The teachers are all interested, willing to work hard and possess a mind for change. The size of the school building, fund, campus, academic support system, official works, and many other related factors when judged from the premise of quality---a teacher has to pass each day with little or no motivation.  Because of our lack of insight in to what is learning and what it implies, our investment on education attends the superficial aspects of change and which ultimately makes thing worse. Our school building is narrow and unfit for learning activities, school campus is

Inadequate, the strategies adopted to ensure community participation is not for community people being responsible for what they choose. In the planning meets, we discuss about the problems and not about solutions. There are many dichotomies around the key issues. If we could settle at least a few dichotomies at the policy level, we could expect some positive change in the school culture.

 

 

DIET Jorhat, Titabor.

Context and Rationale

 The Jorhat DIET is located in a low-income area in Jorhat, Assam. At this DIET, we have approximately 160 students enrolled in a two-year program of study that prepares them to become primary school teachers in District schools. The Institute leads a faculty of 18 teacher educators, lead the teacher education program and arrange for our students to undergo field experiences of 1 year duration in local schools.

In our effort to strengthen teacher development package, we have already engaged ourselves for 5 years in developing NCF compliant schools and an effective teaching learning approach. This knowledge has informed our teacher empowerment exercise. Our reform strategies are spread over three mutually dependent and bounded operational areas----Community ownership, learner friendly school and teacher empowerment. However, this is the ripe time to reconsider our existing strategies and incorporate fresh inputs in to our strategic framework to strengthen the process that ensures growth of a professional learning community putting Teacher Educators in the kin-pin.

 

Reconsidering our existing action plan: where we need support and pressure.

Actionable strategy: Continuation of our experience with the Reform practices since 2014--    Building on small success already in place.

 

·                     Age old fixed sitting arrangement in schools has been questioned and modified to a great extent.

·                     Fixed time table has been modified.

·                     Fixed Textbook concept has been questioned and modified.

·                     Fixed lesson transaction has been challenged and modified,

·                     Fixed assessment mechanism has been reviewed and formative assessment is brought into practice.

·                     Fixed school support mechanism has been modified.

 

Four operational fronts where we work:

 

Steps followed for moving from strength to strength                                                                                                      

Shared vision about good teaching.

Democratic and inclusive practices being introduced in classes.

     Criterion based assessment mechanism.

 

  

Contextualization of new practices through field trialing

Self –appraisal

Professional development

We conducted a study-Formative Evaluation at the back of Teacher development-in the year 2014 to understand the nature of Continuous and Comprehensive assessment as a whole in our Institute and result of the partial introduction of new practices employed from ASU experience. One important finding is that- current assessment system is restrictive for both student teachers and teacher educators, no feedback mechanism is in place, too much focus on memorizing theory, teaching abilities are marginalized, no space for recording teacher educators ‘experience with student teachers.

(This is true with school teachers and students)

Another study on whole cluster approach provides evidences that there are basic obstacles in terms of teacher appointment, school management at the Block and District level, infrastructure, monitoring and support in the functioning of a school. Teacher training without taking any cognigence  of this ground reality has been organized by different agencies. To bring about some perceptible change in the assessment system, we took up key strategies from ASU Package

11 instructional strategies introduced in the Institutes’ classes proved quite a success for endeavouring Teacher Educators.

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Framework for Instructional planning

 

   Creating the Environment for learning

-                                        Setting objectives and providing Feedbacks 

§   Set learning objectives that are specific

§   Communicate the learning objectives to students and parents

§   Connect the learning objectives to previous and future learning

§   Engage students in personal learning objectives.

    Providing Feedbacks-

§   Provide feedback that addresses what is correct and elaborates on what students need to do next.

§   Provide feedback appropriately in time to meet students ’needs.

§   Provide feedback that is criterion referenced.(Rubric)

§   Engage students in the feedback process.

 

Tips for teaching using setting objectives and providing feedbacks.

 

o    Model for students how to set their own learning objectives and provide feedbacks on the learning objectives they set.

o    Select content sources, discussion questions, activities, assignments and assessment methods according to how well they help students achieve learning objectives.

o    Provide students with information about what good performance or high-quality work looks like well before an assessment.

o    After providing students with feedback about what they did correctly and what they need to do to improve performance, provide opportunities for them to continue working on the task until they succeed.

o    Consider using technology to increase the rate of feedback.

 

Reinforcing effort and providing Recognition

o       Teach students about the relationship between effort and achievements.

o       Ask students to keep track of their effort and achievements.

o       Recognition-----

o       Promote mastery goal orientation

o       Provide praise that is specific and aligned with expected performance and behaviors.

o       Use concrete symbols of recognition.

 

Cooperative learning.

§    Elements of cooperative learning

§    Positive interdependence

§    Face to face promotive interaction.

§    Individual and group accountability.

§    Interpersonal and small group skills.

§    Group processing----group reflection

 

 

·            Helping students develop understanding

            A.   providing Cues----

   Focus on what is important.

 

   Use explicit cues

   Ask inferential questions. (Based on students’ prior knowledge)

Ask analytic questions. (Analyzing errors, constructing support,    Analyzing perspectives

           B.Advance organizers-----

           C. Nonlinguistic Representations----------------

           D.  Summarizing and note taking.

o        Take out materials that is not important to understanding

o        Take out words that repeat information

o        Find a topic sentence or create one if it is missing

 

-                      Helping students extend and apply knowledge.

                         

 A.    Identifying similarities and differences.

 B.    Generating and testing Hypothesis.

Ask students to explain their hypotheses and their conclusions.

Putting the instructional strategies to use.

Identify criteria for evaluating student performance

Attend to effort and metacognition

Teach two types of knowledge----declarative and procedural. Declarative stands for---concepts and procedural-----skills and tactics.al and conceptual knowledge in order to develop deep understanding and effectively retrieve and apply knowledge in real –world context.

The new practices to strengthen “school Internship” proved impressive and useful. It included-formation of mentor group, three phased support to trainees in classroom transaction. Introduction of co teaching, development of classroom as a subject wise Resource Room so that concerned teacher can display the good things adopted/adapted in her classroom and students move from Resource Room to Resource Room, Flexible class routine and time limit (minimum-90 minutes and maximum 120 minutes), 

The whole process helped in the internalization of important indicators for an adhoc teacher standard framework for DIET Jorhat.

We are now striving to receive some gains with the following objectives in mind

Our Teacher Educators in DIET Jorhat  understand the nuances of practices and methodologies being brought to the Institution from a 90 days training programme at Arizona State University,USA by a faculty member and adapt these to our contexts and use to enhance capabilities of  District’ current and future Teachers.

In the documentation of this project, a model for developing the capacity of teacher Educators that our state can adapt and adopt as a critical driver of the State’ mission to transform school Education may be conceived.

 

Expected outcome:

o      15 schools in the Lower Primary and 15 schools in the Upper Primary level will be promoted as knowledge Hub by the Teacher Trainees and Teacher Educators.

o      Expansion of MGML and other Models from 115 to 200 schools.

o      7 clusters will be promoted as Model cluster.

o      Reading Hub will be promoted at DIET Titabor for conducting Researches.

o      ICT assisted evaluation at DIET for Teacher Trainees.

o      Using data from DATA received from NAS and UDISE  to improve learning in identified schools.

 

 

 

The year 2019-20 has been conceived as a year of consolidation of gains experienced due to contextualization of important key inputs from National level interventions.

Teacher Standards will further be modified with the active involvement of stakeholders to make CCE NCF and RTE Compliant, all supportive measures will be comprehensively planned and implemented.

Cooperation with Intel Education will further be strengthened to open up Knowledge Hub in both LP and UP level

 

Important Findings: One time training does not help a teacher to take up this challenge--- school based support for a considerable period of time only helps a school to understand and take part in the change intervention willingly. School Cluster is the bottom line unit of change. For this Teachers need constant support through ICT based modelities.

 

Training by Resource Institutions:  Training without a context is wastage of time and energy. Our intervention is pitched against the actual demand of the Institutes concerned.

Emerging challenges

 

If we are successful with some Primary schools, it carries little meaning in terms of real success capable of changing a stagnant culture. The students who move to higher classes and join either a ME /MV or secondary school meet frustration when they do not find a single new practice they are familiar with.  What we need to develop is  a Model composite school where the students move from the Primary section to higher ones. If new practices can be introduced in such school, the students move from strength to strength and become responsible for the end result. We have proposed for developing Model schools in Upper Primary sector. With Uttaran programme ,we have attempted to consolidate our experience. To work with such a Composite school is a real challenge as the teachers owe their allegiance to different departmental set up. As there are no supportive policy in place, we have no other way than to motivate the administrator and the faculty staff  bit by bit building on small successes.

 

 

Training with a context is meaningful. Training leads to development when the participant is aware about where the new inputs will fit in to and why.

Teacher training is very different from other training programmes. Here the trainer talks about the theories but the trainees are required to grasp the theories as well as the knowledge about implementation. But no one talks about the implementation strategies. Those trainees who capture necessary skills to link between theory and practice know many things better than the trainers.

 

Developing Model villages round a Model school in each Cluster.

Summary Report as per DISE 2011-12, JORHAT

Block

Cluster

Panchayat

Village

Habitations

Central Jorhat

18

15

114

597

East  Jorhat

15

14

117

594

Jorhat

23

27

140

837

Majuli

29

20

190

686

North west

11

18

98

465

Titabor

17

17

152

766

Grand Total

113

111

811

3945

 

 

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING NATIONAL ACHIEVEMENT SURVEY - NAS (Survey of Learning Outcomes)

District Report Card: 2017

District: Jorhat                                                                                                               State: Assam

1.       Class: 3 Subject: EVS Schools: 61 Students: 796

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

62.35

62.67

62.04

62.19

63.16

62.08

67.93

61.87

57.22

62.83

66.28

 

2.       Class: 3 Subject:  Language  Schools: 61 Students: 796

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

64.95

66.16

63.74

64.30

68.15

64.58

72.43

61.24

63.83

64.09

74.88

 

3.       Class: 3 Subject:  Mathematics  Schools: 61 Students: 796

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

64.10

64.35

63.8

63.51

67.01

64.41

57.84

62.67

60.06

63.76

72.56

 

 

 

 

4.       Class: 5 Subject:  EVS  Schools: 60 Students: 781

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

53.72

53.26

54.14

52.64

59.83

53.72

0.00

51.65

55.42

52.96

58.67

 

5.       Class: 5 Subject:  Language  Schools: 60 Students: 781

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

50.93

48.82

52.92

50.57

52.99

50.93

0.00

57.09

52.29

48.79

54.73

 

6.       Class: 5 Subject:  Mathematics  Schools: 60 Students: 781

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

53.76

51.66

55.73

53.48

55.33

53.76

0.00

53.59

51.67

53.70

55.60

 

7.       Class: 8 Subject:  Language Schools: 51 Students: 1140

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

55.13

54.26

56.05

52.75

68.80

57.16

51.11

56.52

53.14

53.79

59.83

 

 

 

 

 

8.       Class: 8 Subject:  Mathematics  Schools: 51 Students: 1140

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

41.96

41.27

42.69

41.73

43.27

41.22

43.43

38.97

42.03

42.68

42.02

 

9.       Class: 8 Subject:  Science  Schools: 51 Students: 1140

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

47.80

48.34

47.22

47.13

51.60

47.10

49.17

44.04

46.32

48.55

49.65

10.   Class: 8 Subject:  SST,  Schools: 51 Students: 1140

Average Performance of Students in EVS (%)

Overall

Gender

Area

Management group

Social Group

Male

Female

Rural

Urban

Govt.

Aided

SC

ST

OBC

Gen

46.70

47.55

45.80

46.41

48.40

46.33

47.43

44.95

46.32

46.59

48.72

 

  TEACHERS REPORT AS PER UDISE 2017-18,JORHAT & MAJULI

1.CASTE WISE TEACHER

District Name

Total

Teacher

General

Muslim

OBC

ORC

Others

Sc

ST

ST-H

Tea

Tribe

JORHAT

4079

1298

15

1949

2

6

318

479

3

9

MAJULI

1852

563

1

583

 

1

272

432

 

 

2.Teachers-Trained & Untrained

District Name

Total   Teacher

Trained Teacher

Untrained Teacher

JORHAT

4079

4067

12

MAJULI

1852

1847

5

3.Teachers Subject wise

Dist.

Name

Total

Teacher

All

Subject

Art

Edn

Assam

ese

Eng.

EVS

Hindi

Lang

Math

Other

Sc

S.Sc

Jorhat

4079

2845

2

1

6

42

22

329

127

4

191

510

Majuli

1852

1336

 

 

3

30

9

155

76

 

48

195

4.Teachers Castewise & subject wise

Dist.

Name

Caste

Total

teacher

All

Subject

Art

Edn

Ass

Eng

EVS

Hindi

Lang

Math

Other

Sc

S. Sc

Jorhat

Genl

1298

829

 

1

3

12

9

121

50

 

86

187

 

Muslm

15

15

 

 

 

 

 

 

 

 

 

 

 

OBC

1949

1374

2

 

2

22

11

163

57

 

83

235

 

ORC

2

2

 

 

 

 

 

 

 

 

 

 

 

Other

6

5

 

 

 

 

 

 

 

 

 

1

 

SC

318

250

 

 

 

 

1

16

8

3

9

31

 

ST

479

359

 

 

1

8

1

29

12

1

13

55

 

ST-H

3

2

 

 

 

 

 

 

 

 

 

1

 

Tea

Trobe

9

9

 

 

 

 

 

 

 

 

 

 

Majuli

Genl

562

376

 

 

 

10

4

54

26

 

23

69

 

Muslim

1

1

 

 

 

 

 

 

 

 

 

 

 

OBC

583

404

 

 

 

12

4

54

32

 

18

59

 

Others

1

1

 

 

 

 

 

 

 

 

 

 

 

SC

272

225

 

 

1

3

1

13

4

 

2

23

 

ST

432

328

 

 

2

5

 

34

14

 

5

44

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Intervention in SC/ST dominated areas in Jorhat

 

The SC/ST schools of Jorhat district present a similar scenario when quality of learning environment is taken into consideration. The situation requires a drastic transformation in the process of classroom transaction to bring them at par with other Elementary level schools both Private and Government.The Teachers are not trained how to carry out classroom transaction in such a situation. The community at large are not provided scope to talk about educational trend and policies and their role as a parent or conscious citizen. The situation necessitates a planned programme under able leadership with long experience in school development so that the pilot intervention may be replicated to a large number of schools. Efficiency is the key word here that should combine efforts to implement good practices which are cost effective, target oriented and adequate and sustainable.

 

Objectives of the interventions:

 

 

Key Activities

 

School readiness for children in SC/ST dominated schools of Jorhat

         Strengthening of “KASreni" - One Year School Readiness System (existing) in Assam

 

Improvement in learning outcomes for children in SC/ST area  

         Capacity building of teachers on child centric pedagogy and activity based learning, including storytelling and library component.

         Physical Education interventions in Schools(sports for development) 

         Peer learning to support learning environment in villages.

Community participation in school functioning and monitoring in convergence with Community.

         Capacity building of School Management Committees (SMCs), mother’s group and BalSansad (Children’s Parliament) in  tea garden areas.

         Awareness on attendance, girl’s education in schools especially in SC/ST area through awareness campaign.

 

Advocacy for ensuring RTE compliances in all SC/ST dominated schools of Jorhat

·         Status update on RTE compliance in Tea Garden Management Schools.

·         Accelerating implementation and monitoring of the RTE Act in tea gardens with special focus on teacher development, out of school children, dropout.

 

Methodology and Implementation Strategy:

·         The programme will start with the status update on current learning outcome and RTE Compliance indicators in the SC/ST dominated school. The major focus will be on enhancing the capacities of teachers on activity based learning, classroom transaction, supportive supervision and community involvement in addressing issues of regular attendance, enrolment, out of school children ,drop outs, girls’ education and social protection schemes.

·         To improve the learning levels of children in grades 1-5, the teachers of two districts will be trained on how to adopt a skill based approach to fill the learning gaps and move children progressively to higher ability levels. These learning gaps will be identified based on GUNOTSAV Data for 2018. The training will help activate teachers to not only improve the learning levels of children but also ensure that they can develop a friendly rapport with children. The teaching-learning method will be designed to cover children who have still not acquired basic skills.  DIET will monitor teachers’ performance and provide feedback regularly to ensure that this can feed into the system.  

·         To help teachers improving class room transaction processes, DIET Jorhat will use teaching learning material for teachers and children of the ST/SC dominated schools.

 

·         While continuing with the school-based program, the focus will also be on engaging with SMCs, PRIs, Mother’s groups and volunteers to create a learning environment at home. As a part of the community engagement program, the material will be designed to help foster a culture of peer learning amongst children at the community level. Basic material on Language and Math will be provided in a specially designed package for children for each community so that habitual changes can be brought in children by ensuring that they also take out time to study after school hours.

·         Community level activities will be led by volunteers from the community who would help children on a daily basis to study. Efforts will be made to increase access to Out of School Children (OoSC) to elementary schools through awareness campaigns that will be held at the community level.

 

·         Most of the programmatic interventions mentioned above will be done at the school, community and cluster level.

 

·         Alongside conducting the programmatic interventions, there will be a push to involve state district, block and cluster level officials in developing a framework on what can be done to improve the situation in the ST/SC dominated schools, particularly with regard to RTE compliance.  To gather the support of tea garden management, events will be conducted involving the tea garden officials.

 

·         Interventions  will enable tea garden management to institutionalize change by working with the tea garden management and build their capacities to develop institutional systems that can plan and implement change. 

 

Through the above-mentioned interventions, a sustainable change can be brought by ensuring active involvement of state and district, block and cluster level key stakeholders to bring about a change in addressing education related issues in tea garden schools.