Rationale of the Teachers Training Planning
The RMSA provides financial supports to the states/UTs for teachers training to improve the quality of education at the secondary level schools. The most important factor in the contemplated educational reconstruction is the teacher-his/her quality, his/her educational qualifications, his/her professional training and the place he/she occupies in the school as well as in the community. Teacher training has a significant impact on academic achievement and influence student learning as well as teaching efficiency and skill. Concurrently, teaching-learning environment of a school and teacher’s professional development largely depend on the management efficiency and skills of a headmaster/principal. Therefore, professional and leadership training are essence to sustain and enhance skill and efficiency of headmasters. Training centers/institutions are also venues for innovation of new ideas and methodologies; dissemination and diffusion of good practices.
Need Assessment of Teacher Training :
The following statement from the Manual on Planning for Teachers, Headmasters / Principals and Master Trainers Training received from MHRD, is borne in mind while preparing the strategies for in-service training for teachers.
The strategy of ‘teachers training should be based on regional planning. The thrust of RMSA is ‘need based’ training. We should understand the expectation of need based training. It covers a wide spectrum viz. needs of change in time and space, needs of a teacher and student (teaching-learning), needs of the society and economy, skills, etc.
In order to identify the needs and thereby plan in-service teacher training a Need Assessment Workshop was held at SIEMAT, SCERT.
Teachers in all the five subjects (Kannada, English, Mathematics, Science and Social Science) working in Government, Aided High and Higher Secondary Schools handling IX and X classes from all over the State attended the Workshop.
In each subject the following areas were focused and left open for discussion.
- NCF 2005
- State Curriculum and Syllabus
- Model Question Papers, Examinations and other Evaluation Techniques
- Modules prepared for the training conducted in 2011-12
- Feedback from the training conducted in 2011-12
Teachers were divided into various groups and asked to discuss on the above areas. Each group at the end of the discussion, presented their reports that contained the present scenario, the pitfalls and drawbacks the modifications needed and suggestions for improvement.
Based on the recommendations, the time table for future in-service training programmes in all the five subjects, the experts and the resource persons needed were arrived at. The prime institutions to be involved for giving masters training and key resource persons training were also identified.