CAPACITY BUILDING

FOR IMPROVING
SCHOOL EDUCATION
GUIDELINES FOR
INTEGRATED TEACHER
TRAINING

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National Council of Educational Research and Training
 Capacity Building for Improving School Education
Guidelines for Integrated Teacher Training

“In-service Teacher Education cannot be an event but rather a process which includes knowledge,
development and changes in attitudes, skills, dispositions and practice – through interactions both in
workshop settings and school (NCF, 2005)”.

1. Introduction:
Entering into the school system, teachers attempt to map their learning from teacher
education courses with the field realities to find out its relevance. In this attempt, they
often come across issues such as rigid routine time table, textbook dominated classroom
processes, resistance towards innovative ideas, etc., which demand them to get adjusted
with the prevalent practices. Further, over the years, working aloof in schools from the
wider education system, majority of teachers gradually loose interest to update
themselves with the issues and initiatives in the field of education at the national and
international levels. This results in conventional teaching-learning in the classroom with less
effort to improve learning of students.

In-service teacher education programmes can play a very important role in breaking the
ice and make teachers updated and motivated for improving the classroom processes
and in-turn learning outcomes of students. In-service teacher training adds to teacher’s
effectiveness strengthening its linkage with pre-service teacher education. These
programmes equip teachers not only with new knowledge about the system but also with
the skills to address the diverse needs of children in the classroom.

In-service teacher education programmes which are also termed as capacity building
programme, in-service teacher professional development programme and teacher
training are organized with specific purposes. These purposes includes – enhancing
understanding on subject-specific content, pedagogic perspectives and assessment
modalities, enriching knowledge and skills to deal with social issues such as gender
equality, inclusion, etc. and also enhancing skills on the use of new textbooks which often
includes all the purposes indicated earlier in holistic manner.

For in-service training, the country has a large network of teacher training institutions (TTIs),
which provide annual in-service training to school teachers. The spread of these TTIs is
both vertical and horizontal. At the National Level, the National Council of Educational
Research and Training (NCERT), along with its 5 Regional Institutes of Education (RIEs),
National Institute of Education, Central Institute of Educational Technology and Pandit
Sunder Lal Sharma Central Institute of Vocational Education prepares a host of
training modules and undertakes specific programmes for training of teachers and teacher
educators. Institutional support is also provided by the National Institute of Educational

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Planning and Administration (NIEPA) for the training in the area of Educational Planning
and Administration. Both NCERT and NIEPA are national level autonomous bodies.

At the state level, generally, the State Councils of Educational Research and Training
(SCERT) prepares modules for teacher training and conducts some specialized courses
for teacher educators and school teachers. The Colleges of Teacher Education (CTEs)
and Institutes for Advanced Learning in Education (IASEs) provide in-service training to
secondary school teachers and teacher educators. At the district level, in-service training
is provided by the District Institutes of Education and Training (DIETs). The Block Resource
Centres (BRCs) and Cluster Resource Centres(CRCs) form the lowest rung of institutions in
the vertical hierarchy for providing in-service training to school teachers.

2. Meanings of the Terms Used in the Document

2.1 National Resource Person (NRP)
Educationists, Subject-Experts, Teacher Educators drawn from National level Institutions
such as NCERT, NIEPA, etc. and Universities

2.2 Key Resource Person (KRP)

Faculty members of SCERT, DIETs, IASEs, CTEs and Teachers from Senior Secondary Schools
identified by the states/UTs for building their capacities by the National Resource Persons.

2.3 State Resource Person (Leadership) (SRPL)

Principals/In-charge of schools already trained under the National Leadership programme
of NIEPA

2.4 National Resource Group

A group of National level resource persons formed to build the capacity of Key Resource
Persons in the states/UTs.

2.5 State Resource Group

A group of 5 KRPs and 1 SRP already trained by the NRG for the further training of teachers
at the block level.

2.6 All Level Functionaries (ALFs)

Functionaries at the State, District, Block and Cluster levels

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3. Why Integrated Teacher Training?
In-service teacher and teacher educators training had been an integral part of earstwhile
Schemes of SSA, RMSA and CSSTE. These training were conducted by the concerned
States and UTs through SCERTs or any other agency as selected by them. NCERT used to
provide support at the state level for the training of Key Resource Persons on the demand
and requirement of the states/UTs. NIEPA was also involved to develop State Resource
Group for the training of school principals/heads under the National School Leadership
Programme.

As per the recent framework of Samagra Shiksha training for Principals/HMs (Refresher and
Residential), Teachers (Refresher and Induction), Teacher Educators (Residential, Training
of Master Trainers and Programme and Activities), Training of Educational Administrators
(Residential) and Training for SMDC Members is provided under different components.
This kind of segmentation has adversely affected the efficacy of training. Therefore, it has
been decided that to take an integrated approach towards training in order to ensure
effectiveness of school eco-system and improvement in learning outcomes.

Moreover, even after providing teachers training for last so many years, the efficacy of
the training and its impact on improvement of learning outcome remain a big question.
Concerns such as learner-centred pedagogy, learning outcomes, creating safe and
secure environment in schools, yet not reached to the grass root level (i.e., to the
teacher). Reasons behind this are many. Few major reasons are given below:

• Cascade method with multiple layers results in high percentage of communication loss
when it reached to grass root level.

• Non-utilization of trainers trained at one layer for the other layers (as in general random
selection of trainers is being made at different stages)

• Lack of monitoring and support system for different layers of training

• Lack of adequate quality training material

• Isolated training programmes conducted by different agencies with no synergy and

convergence.

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 (Cascade model with
multiple layers and
high percentage loss
in Communication)

• MHRD has taken many new initiatives such as PGI, UDISE+, Shagunotsav and National
Achievement Survey (NAS) to improve the overall quality of School Education covering
administrative/ governance issues and improvement in learning outcomes. The
success of these initiatives depends on their effective implementation, coordination
at all levels, and strong linkages between the institutions right from the national
level to the school level. Teacher Training comes out as the most crucial factor for
implementation of these initiatives in letter and spirit.

In view of the aforesaid challenges, it has been decided to take an integrated approach
towards training of teachers. To emphasize this, integration of training structures in States
and UTs, the funds for teachers’ training would be implemented through SCERTs who will
be the nodal agency in the State to conduct in-service teachers’ training. This intensive
capacity building programme will help in preparing teachers for School Based Assessment
(SBA) to be held tentatively in the month of November, 2019.
This integrated teacher training model was pilot tested in the state of Tripura from
December, 2018- February, 2019. The state was decided to adopt NCERT textbooks for all
the classes at the elementary stage from the session 2019-20. In view of training teachers
on learner-centred pedagogy of the NCERT’s textbooks, learning outcomes, new

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initiatives in the field of education, integrated teacher training was designed and
conducted in step wise manner as given below:

I. A meeting was held in June, 2018 with the Secretary, Education, Tripura and other
state level officials.

II. An orientation programme was held in the month of September, 2018 with state/
district/block/cluster resource officials of Tripura – on the conduct of massive training
programmes for teachers.

III. Two nodal officers from the state have been nominated by the state to facilitate
this training programme under the guidance of Director, SCERT and Director,
Secondary Education, Tripura.

IV. Module development guidelines prepared by the NCERT was shared with faculty
members of SCERT and DIETs in the state of Tripura. Training modules on Learning
Outcomes, School Based Assessment,
Pedagogy of Science, Pedagogy of
Mathematics, etc. were prepared by
the NCERT and SCERT/DIETs (Tripura)
faculty members in the first week of
December, 2018 in workshop mode.
These modules were translated by the
state of Tripura from English to Bengali
as well.

V. These modules in English language were moderated by the NCERT faculty members
in the third week of December, 2018. Accordingly, modification in the Bengali
version was done by the state of Tripura.

VI. Identification of 284 Key Resource Persons drawing members from SCERT, IASEs, CTEs,
DIETs, Block Resource Centre, Cluster Resource Centre, etc. was done by the state
by 20th December, 2018 and communicated to NCERT.

VII. Capacity building programme for 284 KRPs for five days from 26th -30th December
was conducted by the NCERT in collaboration SCERT, Tripura.

VIII. A National Resource Group consisting of 14 Resource Persons from the NCERT to
build the capacity of these KRPs was sent to Tripura. The training programme was
conducted at the venue with adequate space to conduct four parallel sessions at
a time in the last week of December, 2018. During this training, following activities
were undertaken-

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 a. Pre- training need assessment of the trainees was conducted before inaugural
session.

b. Interactive and activity based sessions – on Curriculum, syllabus and textbooks;

Learner –centred pedagogy; understanding learner; learning outcomes; school
based assessment; pedagogy of language, etc.

c. Inauguration of Web portal for tracking training of KRPs and for the access of
modules and e-resources

d. Making a group of 4 KRPs together as State Resource Group for the training of
teachers at the block level.

e. Group work was conducted in 284/4 = 71 groups for a. Making a plan on

conducting training at the block level and b. transaction of a theme using
learner-centred pedagogy infusing social concerns.

f. Group presentations in parallel sessions were observed by the members of

National Resource Groups and also state functionaries. Feedback was provided
to each group.

g. Programme schedule, time line and guidelines for the conduct of training at the
block level were shared with the trainees during valedictory session.

h. Post training need assessment of trainees was conducted at before the

valedictory session.

IX. Hon’ble Education Minister, Tripura also attended this programme and interacted
with the participants in one of the sessions.

X. Director, NCERT and many state functionaries were also present in program for ob
serving different sessions.

XI. Eight Monitoring groups with two members each were created drawing members
from NCERT and state of Tripura.

XII. Feedback form was created for the monitoring group to monitor and support the
KRPs on the site of training programmes with teachers.
IX. The state of Tripura had conducted training programmes for 31,000 elementary
stage teachers in all the eight districts in phase wise manner from February- March, 2018.

X. The training programmes for five days were conducted for the primary and upper
primary teachers (around 100 teachers per batch) separately in two shifts on the

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 same venue at centres allocated in each block.

XI. Monitoring groups had visited each district making a random visit to different
centres at the block in the district. Majorly, good feedback about the training of
the teachers was received, i.e., training was conducted using activity based
manner, focus was given on learning outcomes, etc.

After successful implementation of integrated teacher training in Tripura, it has been

decided to scale up this model at national level and implement in all states and UTs. NCERT
and NIEPA have been identified to led this training in a mission mode in defined time
period. A standardized training module will be developed by NCERT and NIEPA which
will include learner-centred pedagogy, learning outcomes, improving social personal
qualities of children, school based assessment, new initiatives, school safety and security
pedagogies of different subjects, etc.

To emphasize this integration of training structures in States and UTs, the funds for teachers’
training would be given through SCERTs who will be the nodal agency in the State to
conduct in-service teachers’ training. This intensive capacity building programme will help
in preparing teachers for School Based Assessment (SBA) to be held tentatively in the
month of November, 2019.

4. How this Integrated Training Programme is different

from others?
4.1 Generally, training programmes are conducted for teachers, school principals,
SMCs and state/district/block/cluster level functionaries in isolated manner with
different objectives and content. This programme attempts to bring all the target
groups on the same platform integrating them and orienting them on similar
content focusing on their specific roles and responsibility.

4.2 This programme will be conducted in customized cascade mode, in which National
Resource Group of Experts will train Key Resource Persons (identified by the state/
UT for further teacher training) and State Resource Person (identified by the state/
UT for further training of school principals and other functionaries) and these KRPs
and SRPs will directly train teachers and school principals. Master trainer layer
will be not be there in between. This will help in reducing the high percentage of
communication loss due to many layers.

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4.3 This programme will not only include pedagogical concerns in various subject
areas, but also focus on

a. Children’ progress on learning outcomes

b. Understanding school based assessment including multiple methods of

assessment

c. Generic concerns such as improving social personal qualities of children,

empowering teachers on concerns related to guidance and counseling.

d. Art as a pedagogy of improving learning providing experiential learning

opportunities.

e. Roles and responsibility of each and every stakeholders in improving quality of

school education.

4.4 Modules on the selected themes for the training programme will be disseminated
to all concerned with the guidelines on their roles and responsibilities as well as
calendar, time schedule and modalities for the conduct of different sessions.

4.5 Integrated Monitoring and Support Mechanisms involving BRCs, CRCs, NGOs, KVs.
NVs, CBSE schools will be set up at each stage to see the interventions provided
during the training programme reach to classroom level

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5. Specific Objectives of Programme:
A. To equip all the elementary stage teachers on learning outcomes, school based
assessment, learner –centred pedagogy, new initiatives in education, addressing
diverse needs of children through multiple pedagogies, etc.

B. To monitor and provide extensive support using multiple modes to these teachers
up to classroom level in view of improving learning outcomes of the students.

C. To orient state functionaries and school principles on Learning Outcomes, National

Achievement Survey, Learner Centred Pedagogy, new initiatives in school
education so that they will be able to monitor schools and extend support to schools
for the implementation of new initiatives.

6. Benefits of the Integrated Teacher Training Programme

I. All the Teachers, Principals, Block Resource Coordinators, Cluster Resource
Coordinators working at the elementary stage will be covered for training on
learner-centred pedagogy, learning outcomes, improving social personal qualities
of children, school based assessment, new initiatives, school safety and security
pedagogies of different subjects, etc.

II. All the faculty members of DIETs, SCERTs, IASEs. CTEs, etc. will be covered for training
on learner-centred pedagogy, learning outcomes, improving social personal
qualities of children, school based assessment, new initiatives, pedagogies of
different subjects, etc.

III. Every teacher and Principal at the elementary stage will be able to implement
learning outcomes and school based assessment in the school.

IV. Through monitoring and support mechanism, continuous interaction with teachers
and principals between BRCs and CRCs will enhance synergy among school and
BRCs and CRCs for improving quality of school education.

V. It will save time and energy of all concerned conducting different trainings calling
the same teachers again and again.

VI. Quality State Resource Groups and training material will be available for supporting
teachers for classroom transactions.

VII. This will prepare the system for the next National Achievement System in holistic
manner.

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7. Modalities of the Programme
I. The programme will be conducted for all the elementary teachers including Head
Teachers, Head Master and BRCs, CRCs in the year 2019-20 in mission mode.

II. The training modules, pre-need assessment and post –need assessment tests and
the guidelines for conducting training programme will be prepared by the NCERT
and NIEPA.

III. States and UTs will be advised to follow the training modules prepared by the NCERT.

IV. A Monitoring Cell at national level at NCERT and state level at SCERT to monitor the
overall implementation of this training plan will be set up.

V. 1 KRP will be identified per every 130 teachers in the state. 1 SRPL will be identifieds
per 5 KRPs.

VI. KRPs identified at State leve will include all faculty members of DIETs, SCERTs, and
some faculty members from IASEs, CTEs, Senior Secondary Schools, BRCs, etc. The
number of KRPs and SRGs required is at Annexure I.

VII. 15 NRPs will be identified by the NCERT and 1 NRPL will be identified by the NIEPA for
one NRG. Total 8 NRGs will be constituted for this training programme.

VIII. These NRGs will be trained by core team of NCERT. NRGs will conduct face to face
training for Key Resource Persons (KRPs) in states/UTs for five days. NRG will train
approximately 200- 250 KRPs at a time.

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IX. After receiving training from NRG-NCERT, these Key Resource Persons will form a
group called State Resource Group (SRGs), which will have 6 members 5 KRPs + 1
SRPL) in each group and will immediately start teacher training at Block level. This
will also be responsible for follow-up and monitoring of the programme.

X. These SRGs will provide 5 days training to the Head teachers, Head Masters,
Teachers, BRCs and CRCs on the Modules prepared by the NCERT at block level. In
order to ensure that all teachers in a particular state are covered tentatively within 3
months, one SRG will train a group of 100-150 people at Block level (Head teachers,
Head Masters, Teachers, BRCs and CRCs) in one cycle and in a given time schedule
of 3 months it need to train 750 teachers (5 cycles).

XI. Training of Principals and Head Masters is of utmost importance, they will have to
work as a resource person for teachers. They will be held accountable for their
respective schools. Training given by NIEPA will be aligned with the training
modules of NCERT. The training of State Resource Persons (SRPs) of NIEPA which
includes Principals and Head Masters will be held with the training programme for
KRPs. Therefore, the training programme has been designed for 6 days which will
include: 5 days for KRP training, 2 days (starting from the fifth day of KRP training) for
SRPLs and functionaries.

XII. The state and UT may identify State Resource Persons (SRPs) from the Principals/
Headmasters who have already received training from NIEPA. After receiving
training, SRP, NIEPA will be a part of SRG (One SRG : 5 KRPs + 1 SRP, NIEPA) and will
go upto block level for providing training to the group of 150 persons which includes
Head Teachers and Head Masters.

XIII. A schedule for training of KRPs from State and UT, and SRPs NIEPA has been
prepared and is at Annexure II. Training of KRPs from A&N Island, Chandigarh,
Dadra Nagar Haveli, Daman & Diu, Puducherry, Lakshadweep and Goa as well as
N-E states such as Mizoram, Sikkim and Nagaland will be held at NCERT. The training
for other States and UTs will be done at State level by the NRG, NCERT.

XIV. Modules and Guidelines will be developed by the NCERT shared with states for the
distribution among SRG members well before the training programme so that the
concerned state and UT can translate the training modules if required.

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XV. State will identify and provide venue with at least five spacious rooms for the training
of 200 - 250 KRPs at a time for conducting plenary and parallel sessions.

XVI. A Learning Management System Portal and a Mobile App will be developed by
the NCERT for registration of NRGs, KRPs, SRGs and Teachers, dissemination of
resources, training gap analysis (Pre and Post Training), monitoring and measuring
the progress online. The Mobile App will have the facility for registration as well as
training gap analysis and resource material. The portal will also have the facility for
pre - registration for which the data in the required format should be sent to NCERT
as per the timelines given.

XVII. MHRD will train the trainers. It will lay down detailed guidelines for all other trainings,
make the handbook and e materials, provide IT support etc. But the actual conduct
of the teachers’ trainings and all other trainings will be the responsibility of the State/
UT.

8. Monitoring Mechanism and Follow-up

I. There will be regular visits by the DEOs, BRCs and CRCs to schools for continuous
monitoring, follow-ups and to ensure that learnings from training are translated in
classroom transactions. DEO should carry out visit of one school from each block
and similarly BRC to conduct visit of one school from each cluster minimum. CRCs
are expected to visit maximum schools under their jurisdiction. Mechanism for online
reporting will be available and reports will also have two parts, (i) Administrative
and Governance Issues (ii) Improvement in Learning Outcomes. BRCs and CRCs will
send their reports to DEOs and DEOs will send to State and UT Education Secretaries
and they will send their report to Secretary (SE&L).

II. After the completion of KRP training, NRGs will regularly be in touch with KRPs through
what’s app groups and random visits.

III. Once the training of one batch is completed at block level, one KRP for each 130
teachers will be identified as mentor for continuous guidance, follow-up, feedback
and monitoring purpose. Formation of a What’s app group is desirable for this
purpose. It may also be taken care that newly recruited teachers are paired with
senior experienced teacher and thus a quality circle to be made to ensure
continuous improvement in system.

IV. A system for continuous follow-up and mentoring will be devised in a way that at
least once or twice a year all school teachers in a cluster must come to the cluster
school together, share experiences, discuss problems and pedagogical issues etc.
and CRCs and Principals will mentor them.

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V. After the completion of the teacher training programme the follow up will be done
by the following methods on the portal:

• A one minute Video of Classroom Transaction, Activities at various levels can be

uploaded by the teachers on the NCERT portal.
• Blog- A teacher can express the innovative practices taken up for classroom
transaction.
• Any material such as Lesson Plan, Testimonials, Case Studies, preferably with
photographs, can be shared by the teachers.

VI. States and UTs will be given funding for training of KRPs and training of teachers
through SRGs.

VII. Online monitoring of each activity and expenditure occurred will be done to ensure
accountability and optimum utilization of resources.

9. About the Modules for the training of KRPs

The modules which will form a training package will be developed with the following
objectives.
• To equip teachers with understanding and skill on new pedagogic perspective to
provide for improving learning outcomes of students.

• To enable teachers to implement School Based Assessment in schools

• To build the capacity of teachers on achieving learning outcomes stipulated for every
class in all the major subject areas.

• To orient enable Principals and State Functionaries to implement learning outcomes,

NAS, etc. at the school level with support.

9.1 Structure of the Modules

Each module includes will have following structure.

• Learning Objectives

• Brief introduction about the Subject area

• Class specific Learning Outcomes in the Subject area- An Overview

• A brief on the pedagogies for achieving the learning outcomes

• Example of a whole chapter/theme(from NCERT’s Textbook)- transaction modalities

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 focusing on –

a. Introduction of the chapter/theme- linking Learner’s day to day experiences with

the theme
b. Learning outcomes to be achieved through the theme/chapter (pedagogies
preferred for achieving the learning outcomes)
c. Conduct of in-built activities using learner centered approach
d. Perspective of in-built evaluation
e. Examples should be such which show integration of general issues (diversity,
values, etc.,) wherever appropriate.
f. Exercises – why different types of questions? Why some are open ended and
divergent?
g. How to address issue of multilingualism if arise during the session/class?

• Activities for the KRPs/Teachers

a. Make a classroom plan for transacting one or two themes/chapters from the
one or two textbooks(NCERT) linking it with learning outcomes
b. Develop an activity for which will focus on enhancing gender sensitivity/
inclusion/environmental sensitivity/scientific temper integrating it with
subject-specific theme.

• Evaluation

a. What has been learnt through this module?

b. What has been left?

• Modules will be developed under four categories:

a. Generic Issues including ICT

b. Art Integrated Learning
c. School Based Assessment
d. Pedagogy of Subjects

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A. Generic Issue

Under generic issues, two modules will be developed, the details are given below:

a. Curriculum and Learner-centred Pedagogy for Inclusive Education

This module deals with the themes and content, to motivate and empower teachers to
reflect upon and address the following issues-

• How children learn? How their contexts (socio-economic backgrounds and

emotions) make an impact on their learning? What role teachers need to play in
this?

• What is the role of curriculum, syllabus, textbooks and other learning resources in
promoting children’ learning in inclusive settings?

• How needs of each and every child are addressed by teachers in inclusive
classrooms?

• What is learning outcomes? How progress in learning of children will be tracked by

the teachers? How school will ensure learning outcomes of students in each class.

b. Improving Social-personal Qualities and Creating Safe and Healthy School Environmen

This module deals with the following issues-

• What personal-social qualities are required to be developed and strengthened in

students for their holistic development?

• What steps, teachers need to take for developing these qualities in students in a
friendly and inclusive environment in the classroom and school?

• What skills and qualities teachers require to develop in themselves to provide emo-
tional support to children?

• What activities can be taken up in the school to create safe and healthy school en-
vironment?

• How schools will ensure health and well-being and development of life skill and val-
ues in students?

c. Information and Communication Technology

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B. School Based Assessment

This module deals with the following issues-

• Concept and meaning of School Based Assessment?

• How it helps in the holistic development of students taking care of each and every
aspect of personality?

• Methodology of School Based Assessment

• Assessment in different subject areas

• How to develop activities and questions based on learning outcomes?

• How to implement SBA in school?

C. Art Integrated Learning

• What is Art Integrated Learning?

• How it is used as a pedagogy for teaching all the subject areas?

• What are activities teachers can undertake to integrate arts in the classroom
transaction?

• How it helps in joyful learning by the students leading to their holistic

development?

D. Pedagogy of Subjects

a. Pedagogy of Environmental Studies

• What is the nature Environmental Studies at the primary level?

• What are the learning outcomes and pedagogical processes of EVS?

• What activities can be performed to develop deeper insights on different themes of

EVS?

• How assessment can be integrated with teaching-learning process?

b. Pedagogy of Science

• What is Science?

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 • What are the learning outcomes and pedagogical processes of Science at the
Upper Primary Stage?

• What activities can be performed to develop deeper insights on different themes of

Science?

• How assessment can be integrated with teaching-learning process in Science?

c. Pedagogy of Mathematics

• What is the nature of Mathematics?

• What are the learning outcomes and pedagogical processes of Mathematics?

• What activities can be performed to develop deeper insights on different

components of Mathematics?

• How assessment can be integrated with teaching-learning process in Mathematics?

d. Pedagogy of Social Science

• What is the nature of Social Science?

• What are the learning outcomes and pedagogical processes of Social Science?

• What activities can be performed to develop deeper insights on different

components of Social Science?

• How assessment can be integrated with teaching-learning process in Social Science?

e. Pedagogy of Languages

• Centrality of language in learning.

• Teaching of language as first, second, third and foreign language.

• Objectives of language teaching and meeting the learning outcomes

• Addressing national and educational concerns in languages.

• Language assessment and its processes

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10. Modules for Principals and Functionaries
Modules for Principals and Functionaries will include initiatives undertaken by the MHRD,
Role of leadership in implementing curriculum reform and other initiatives, learning
outcomes, National Achievement Survey, etc.
(more to be added)

11. Roles and Responsibilities of Stakeholders

11.1. Nodal Officers (Nominated by the SCERT/Directorate of Education, State/
UT
SCERT/Directorate of Education will nominate two nodal officers for coordinating the
entire capacity building programme in the state/UT. Their contact to be made available
to the NCERT/NIEPA and also to the KRPs in the state/UT to curb the information gap. These
nodal officers will be in continuous dialogue with NCERT and also will take responsibility
of responding to the communications from the NCERT related to the conduct of training
programme.

11.2. National Resource Person and National Resource Group

SCERT/Directorate of Education will nominate two nodal officers for coordinating the
entire capacity building programme in the state/UT. Their contact to be made available
to the NCERT/NIEPA and also to the KRPs in the state/UT to curb the information gap. These
nodal officers will be in continuous dialogue with NCERT and also will take responsibility
of responding to the communications from the NCERT related to the conduct of training
programme.

11.2.1 Each National Resource Group will have a Convener, Member Coordinator and
Members. Convener will be responsible for creating a communication network
with all the members of the group for the sharing of training material, guidelines,
schedule of the training programme, etc. The Convener will provide the required
guidance to member –coordinator for the conduct of training of KRPs and SRPL at
the state and UT level and will also be responsible for the follow-up of this training
upto the block level teacher training and schools.

11.2.2 Each member of the National Resource Group, i.e., NRPs will be responsible
for taking the sessions allotted to them as per their expertise in the concerned
area. They are expected to collect time schedule and module much before the
training programmea and also discuss with the convener about the programme.
They are expected to take the sessions following the modules provided for the
session. They are expected to make the session – interactive, activity based and

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 motivate KRPs. They are also expected to continuously assess through observa-
tions the very learning on the part of the participants.In case of joint session, they
need to discuss with other resource person prior to the session.

11.3. Key Resource Person and State Resource Group

Each SRG will have a member-coordinator, who will be responsible for coordinating with
all the members of the group for making a plan, time schedule for the block level training
of teachers. The member-coordinator will also be responsible for the follow-up of the
conduct of the training in appropriate manner in tune with the modules developed for the
programme. The member-coordinator need to ensure the registration of teachers on the
web-portal designed for this training programme and module available to all the teachers
before the programme. The member- coordinator will be in the network of the NRG
members for any further support required in the training programme.

12. Timelines
It has been decided that above integrated teacher training plan on Administrative and
Governance issues and improvement in learning outcomes will be completed by 31st
October, 2019 to make schools ready for School Based Assessment to be held later in the
year. Therefore, following key activities should be completed within given timelines:

S.
Key Activities Timelines
No.
Preparation of training module by NCERT for
I. improvement in learning outcome 20th May, 2019

Preparation of training module by NIEPA for School

II. Principals/Headmasters aligned with NCERT module 20th May, 2019
on improvement in learning outcome
Sharing of modules with the experts from other
III. organisations 22nd May, 2019

IV. Orientation of National Resource Persons 23rd -24th May, 2019

Translation and printing of Training Modules by the

V. States and UTs 5th June, 2019

Identification of Key Resource Persons and NIEPA

VI. State SRGs by the States and UTs 20th May, 2019

VII. Learning Management System Portal by NCERT 25th May, 2019

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 Venue for training to be identified by the States and
VIII. UTs 31st May, 2019

IX. Training of KRPs to start 10th June, 2019

Training of KRPs to be completed by NCERT and

X. NIEPA 30th September, 2019

Training of Head teachers, Head Masters, Teachers,

BRCs and CRCs to be completed by the concerned
States and UTs.
XI. (An exemplar training calendar of UTs and smaller 31st October, 2019
States is at Annexure III. Rest of the States may
prepare their calendar accordingly.)

13. Programme Schedule

As discussed above, one training programme will be conducted with a big number of
trainees either teachers or Key Resource Persons, which varies from 150-300, therefore, in
almost all the training programmes parallel sessions will also be required. Keeping this in
view following sample temtatove programme schedules are given below:

Tentative Schedule for Capacity Building Programmes of KRPs for Quality

Education
I. Number of KRPs = -250

II. Duration- 5 days

III. Sessions = Plenary and Parallel

IV. Number of National Resource Persons = 15-16

Codes for Sessions and Title of Modules to be transacted:

A. Generic -I: Curriculum and Learner-centred Pedagogy and Learning Outcomes

B. Generic –II: Improving Personal Social Qualities and Creating Safe and Healthy School
Environment

C. Art Integrated Learning –I

D. Art-Integrated Learning-II

E. Understanding School Based Assessment (SBA)

F. Implementing SBA (Guidelines)

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G. Pedagogy of Environmental Studies

H. Pedagogy of Mathematics (at the Primary Stage)

I. Pedagogy of Language (at the Primary Stage)

J. Pedagogy of Science

K. Pedagogy of Mathematics (at the Upper Primary Stage)

L. Pedagogy of Language (at the Upper Primary Stage

M. Pedagogy of Social Science

N. ICT in Teaching –Learning Process

Day Session I Session II Session III Session IV

1 Inaugural A (Plenary) I. B I. C2
(A brief about MHRD’s II. C II. B
initiatives) III. D III. E
IV. E IV. D

2 I. D I. E I. F I. G
II. E II. D II. G II. F
III. B III. C III. H III. I
IV. C IV. B IV. I IV. H

3 I. H II. I Group work and i. J

II. I III. H presentations ii. K
III. G IV. F iii. L
IV. F V. G iv. M

4 I. K I. L I. M N (Utilising potential
II. L II. M II. J of ICT for improving
III. M III. JI III. K classroom processes
IV. J V. K IV. L (Plenary))

5 Group work on Group Issues of SRGs for Closing

Planning of Training Presentations organising train-
at the Block level and ing programmes
also on theme using for teachers
learner- centred
pedagogy

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Tentative Schedule for Capacity Building Programmes of SRPs and
Functionaries on Quality Education
I. Number of SRPs(trained by NEIPA) = 1-100

II. Duration- 2 days

III. Sessions = Plenary

IV. Number of National Resource Persons= 3-5

Day Session I Session III Session IV Session V

1. Inaugural Initiatives and Innovations Issues Understanding
undertaken in the area of related and imple-
school education and teacher Teachers’ menting
education Training at Curriculum,
the Field learner-
level centred
pedagogy ,
Learning
Outcomes,
NAS and
School Based
Assessment
Session I Session Session Session IV Session V Session VI
II III
2. Develop- Imple- Utilising Implementing Group work Valedictory
ment of menting potential Pre-vocation- and
Personal Pre-school of ICT for al education presenta-
–Social Education improving at the upper tion on
Qualities, School primary stage planning
Gender Processes and
Concerns overcoming
and challenges
creating to provide
safe and quality
healthy school
school en- education
vironment and of
teacher
training

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