search
Search
clear

Contact innovator

play_arrow
Ribbon SHORTLISTED
Peer led Teacher Professional Development

Teachers Collective

location_on India
The Teacher Collectives are peer-led forums where teachers in a cluster of 15-20 schools collaboratively engage towards understanding how their students learn. The democratic space enables sharing and reviewing of their impact in classrooms every month, supporting them in planning improved teaching-learning practices. This process has an inbuilt function of both accountability & autonomy
It brought a world of change to how teaching learning should be understood. Learning is not trying to read a book, but trying to understand and know what you learn.It is win-win for teachers&students

Mr. Harinarayan, Former Commissioner, GVMC, Andhra Pradesh

Overview

HundrED shortlisted this innovation

HundrED has shortlisted this innovation to one of its innovation collections. The information on this page has been checked by HundrED.
Key figures

Innovation Overview

ALL
Target Group
175 000
Children/Users
1
Country
2015
Established
Not-for-profit
Organisation
240
Views
Updated on December 3rd, 2021
bookmark_border
Bookmark
share
Share
about the innovation

Why did you create this innovation?

The focus on enabling structures for collaboration amongst teachers is derived from the understanding of how learning happens. The continuous learning of practicing teachers emerges from the self-identification of their needs and ownership of their challenges. Dependency on external trainers takes away from the agency of teachers to solve their own problems collectively.

How does your innovation work in practice?

Monthly Teacher Collectives are being organized at a cluster level (15-20 schools) wherein teachers collaborate to design their monthly lesson plans, solve their problems and reflect on their classroom practices. Best practices get identified from within their context and strengthen collective self-esteem of teachers as professionals. Teachers are able to experience that learning emerges from their needs. And they are able to strengthen their abilities to plan, design, review through the feedback of their peers. The process develops a peer accountability mechanism which rests on mutual respect and learning. It develops ownership amongst teachers as key stakeholders of the education system with agency to innovate and problem solve. External evaluation studies have measured that 60 percent more primary school students attain grade level competencies when their teachers are part of monthly collectives. Teacher Collective Meetings have been institutionalized in several Indian districts.

How has it been spreading?

Teacher Collectives were first implemented in 2005 in two clusters of Mysore District, Karnataka. The focus of IEC’s scaling approach lies in partnering with the government, showing impact through model districts, providing technical support to scale up and institutionalize the teacher professional learning processes across the state at cluster, block, district and state level. This approach has worked in scaling Teacher Collectives from 2 clusters in one state to 270 clusters across 9 states of India. In the largest states of India, Uttar Pradesh, the education department is currently being supported to take this approach across the 1.2 million schools that exist in the state.

If I want to try it, what should I do?

Teacher Collectives are guided by principles of collaboration, agency for the teachers and structures that will support in institutionalisation. To contextualize this to one’s own geography, one needs to identify these structures that may exist for teacher development or initiate structures through which teachers can come together to plan, review and share their classroom experiences regularly.

Milestones

Achievements & Awards

March 2021
Innovation page created on HundrED.org
Map

Spread of the innovation

loading map...