TEACH – Educational HRD

TEACH – Educational HRD was conceptualized in the summer of 2014 to promote the professional development
of teachers. By empowering teachers with valuable skills we situate them as the primary agents of change for
any educational institutions, responsible for increasing the effectiveness of education.

In a country where anyone can be a teacher, most individuals opt for the profession without any teaching
background, professional qualification or expertise. Indeed, even schools move their teachers around between
grade levels and subjects based on potentialities, rather than educational background. Further, teaching in
Pakistan, particularly up to the secondary level, is a highly feminized profession. It is chosen by many women as
means to supplement household income without disturbing family life. Teaching is low in occupational prestige
rankings and is therefore not considered a serious career choice which would require prior training or skills.
Moreover, formal training and skill development opportunities are limited for both pre-service and in-service
teachers. These reasons contribute to ineffective educational systems (both public & private), for schools churn
out students who are uninterested in learning, lack critical thinking, and are unable to transfer classroom
experiences to real life.

TEACH – Educational HRD takes these challenges head on by providing innovative need-based solutions to a
diverse group of educators. We strive to bridge the gap between teachers and effective education by offering
services in the following areas:

1. Needs assessments in schools & educational institutions;

2. Tailored interventions in various forms including, but not limited to, training of teachers, feedback for
classroom observations, and review of curriculum and class plans;
3. Collaborative platform for teachers irrespective of their background, so that they can share best
practices and learn from each other.

The TEACH Advantage for School Based Interventions©

•Are tailored to the schools' specific requirements and reach out equally
TAILORED to larger groups of teachers and individuals; are culturally sensitive; and
rely on a strong needs assessment practice.

DEMONSTRATIVE •Demonstrate the same values that we wish to inculcate in the teachers,
staff and the instructional culture.
•Provide a constructive space for brainstorming and collaboration; and
COLLABORATIVE encourage reflective discussions about best practices, challenges and
ways forward.

FEEDBACK ORIENTED •Provide sufficient opportunity to both TEACH & the school to receive
feedback and modify interventions, processes or practices.
•Empower teachers and staff to take responsibility and ownership for
EMPOWERING professional duties and growth; and lead to a self-sustainable, self-
sufficient organization.
• Are derived from scientific theories, research, emperical data and
RESEARCH BACKED experience.

GROUNDED IN •Are practical and doable in implementation and strategy, while

PRACTICE retaining progressive and amibitious ideals for change.
 The TEACH Model for School-Based Interventions©
At TEACH - Educational HRD, we believe in making learning meaningful and lifelong. By maintaining
constructivism as our core philosophy, we work with schools and teachers to ensure student-centric classrooms,
where holistic learning is cherished and encouraged. Our interventions are designed to be implemented in each
setup across a minimum of an academic year, so as to allow sufficient time for new instructional practices to
develop and form a learning oriented culture.

We recognize that all schools, all teachers and all classrooms are different. Consequently our interventions:

 Are tailored to the schools' specific requirements and reach out equally to larger groups of teachers and
individuals.
 Demonstrate the same values that we wish to inculcate in the teachers and the instructional culture.
 Include the development of both professional (IT skills, communication, research) and teaching specific
skills (constructivism, assessment design, planning for classes, differentiation, reaching out to difficult
students, accelerated learning, using ICT in teaching).
 Provide a constructive space for brainstorming and collaboration.
 Provide a forum to discuss best practices and get constructive feedback on prevalent teaching
methodologies.
 Provide sufficient opportunity to both trainers and teachers to receive feedback and modify trainings or
teaching practices.
 Empower teachers to take responsibility and ownership for their teaching and learning.
 Are useful for both new and experienced teachers.

The 5 Stages of the TEACH Model for School Based Interventions©

•Introduction (a short training workshop or a formal orientation to introduce teachers to the goals of this
intervention)
1

•Training Needs Assessment (may include: classroom observations; interviews and focus group discussions
with teachers and staff; analysis of school records; interviews/surveys with students and/or parents)
2

•Initial Training and Curriculum Review (may be done collectively for all teachers or in smaller groups of
teachers; overall reconsideration of instructional practices and curricular resources)
3

•Follow-up Assessment (may include: classroom observations; interviews and focus group discussions with
teachers and staff; analysis of school records; interviews/surveys with students and/or parents)
4

•Further Training / Curriculum Review (some large group trainings, but mostly small group or individualized
trainings; specific alterations to the curriculum and/or teaching & assessment methodologies)
5

Stage 4 and 5 may be repeated as many times as needed.