Government of Andhra Pradesh-Samagra Shiksha School Complex meetings/Trainings

Government of Andhra Pradesh-Samagra Shiksha

School Complex meetings/Trainings

Dates 26-09-2023/27-09-2023

Agenda for Month of September – Primary School Complexes
Time	Dur	Agenda Points
09:00-09:10	10 min	Prayer (Vandematram)
09:10-09:30	20 min	Session-1: Minutes of last meeting to be discussed, Discussion of the observations for last School complex, Message from PS
09:30-10:30	60 min	Session-2: Self-reflection and ideation for choosing school leadership competencies. (Group Activity)
10:30 - 10:45	15 min	Break
10:45 - 11:45	60 min	Session-3: Selecting core competencies and building case studies. (Individual task)
11:45 - 12:45	60 min	Session-4: Best practices in creating multiple choice questions (MCQs)
12:45 -01:45	60 min	Lunch Break
01:45 -03:15	90 min	Session-5:TaRL and LIP for Primary Grades
03:15 – 03:45	30 min	Session-6: DRPs training – discussing the impact and feedback on trainings
03:45 - 04:30	45 min	Session-7: ICT in Science & ICT in Mathematics Education.
04:30 – 04:45	30 min	Tea Break
04:45 – 05:45	60 min	Priority for the month/Academic Calendar

 

All the RJDSE, DEOs and APCs in the state are hereby informed to conduct school complex training at the  complex level without any deviation and ensure 100% attendance in all school complexes.

MEO-II to make monitoring visits and fill the monitoring framework form.  

Don’ts in the Complex Trainings:

1. No Union Meeting Discussions

2. No Discussions on service matter, No personnel discussions

3. No felicitation activities like transfers, promotions, no meeting with shawls and garland 4. No personnel parties, birthday parties, no visits, no site seeing programmes

Government of Andhra Pradesh-Samagra Shiksha

School Complex meetings/Trainings

Dates 26-09-2023/27-09-2023

Agenda for Month of September-Secondary/Subject Specific School Complexes
Time	Dur	Agenda Points
09:00-09:10	10 min	Prayer (Vandematram)
09:10-09:30	20 min	Session-1: Minutes of last meeting to be discussed, Discussion of the observations for last School complex, Message from PS
09:30-10:30	60 min	Session-2: Self-reflection and ideation for choosing school leadership competencies. (Group Activity)
10:30 - 10:45	15 min	Break
10:45 - 11:45	60 min	Session-3: Selecting core competencies and building case studies. (Individual task)
11:45 - 12:45	60 min	Session-4: Best practices in creating multiple choice questions (MCQs)
12:45 -01:45	60 min	Lunch Break
01:45 -02:45	60 min	Session-5: TPD-Peer learning discussion on Module-1 of English pedagogy course/Telugu & Hindi-Discussion on Guidebooks (Lesson Plan Template)
02:45 – 03:45	60 min	Session-6: LIP for secondary grade.
03:45 - 04:30	45 min	Session-7: ICT in Science and ICT in Mathematics Education
04:30 – 04:45	30 min	Tea Break
04:45 – 05:45	60 min	Priority for the month/Academic Calendar

 

 

Don’ts in the Complex Trainings:

1. No Union Meeting Discussions

2. No Discussions on service matter, No personnel discussions

3. No felicitation activities like transfers, promotions, no meeting with shawls and garland 4. No personnel parties, birthday parties, no visits, no site seeing programmes

Session-2: PLC ideation session plan 

1. Objective of the PLC ideation session

Its to help the participants to know the need of PLCs. In this session all the participants collectively choose  the 2 to 3 competencies out of 6 competencies which are stated below.  

(Self-Awareness, Self-Management, Communication (NVC), Influence (IWA), Conflict management (Team  Building), Observation & Feedback)

Note: The concerned school complex headmaster acted as a facilitator in the entire PLC ideation session.

2. 3Target audience/Stakeholders

All school heads (Who attended the school leadership trainings) attached to the school complex.

3. 4Date and Time

28-09-2023/29-09-2023

Session – 4: 11:45am to 12:45pm

Session – 5: 01:45pm to 02:45pm

4. Materials

a. Concept notes on all 6 competencies.

b. A Concept Note on PLC

c. PLC execution roadmap

d. Formats for PLC conduction  

Agenda for PLC ideation session

Sl. No.	Activity	Objective	Time duration
a.	Welcome and Introduction	Introducing each other	11:45am to  11:50am
b.	Problem Statement or Challenge  Explanation	Participants are going to  share their administrative  experiences among the  group.	11:50am to  12:00pm
c.	Icebreaker Activity (Optional) As listed in annexures of this document		12:00pm to  12:10pm
d.	Discussion on school leadership  competencies	Participants coming to know  and align the school  leadership competencies in  their professional  experience.	12:10pm to  12:45pm
Lunch Break 12:45pm to 01:45pm
e.	Prioritization of school leadership  competencies	All the participants are going  to prioritize need of the  school leadership  competencies by larger  needs of the school leaders.	01:45pm to  02:15pm
f.	Action Planning and Next Steps	All school leaders finalize the  1 or 2 school leadership	02:15pm to  02:40pm

		competencies as per the  immediate need of the  concerned complex.
g.	Closing and Thank You		02:40pm to  02:45pm

Facilitator's Role

The facilitator guides the session, keep it on track, and ensure that all participants have a chance to  contribute. The facilitator should initiate the session with some prompt questions.  (Eg: How to give constructive feedback to the team? Group or individual)

Create a Supportive Environment

Facilitator should establish ground rules for the session, such as respecting each other's ideas,  encouraging wild ideas, and avoiding criticism during the ideation phase.

Documentation  

The facilitator should designate someone and use online form to capture and document all ideas  generated during the session. This could include taking notes, using a whiteboard, or utilizing digital  collaboration tools. (Note: For this purpose, use formats and Microsoft form links).

Follow-Up Plan

Decide on the next steps after the ideation session, including how and when to implement the selected  ideas. Assign responsibilities for each action item.

Communication

Communicate the outcomes of the ideation session to all participants and stakeholders. Share the  selected ideas and the plan for moving forward.

Feedback and Improvement

Collect feedback from participants to improve future ideation sessions. This can help refine your process  and make subsequent sessions even more effective. (Note: collect through online Microsoft forms)  

Review and Iterate

After implementing the ideas generated during the session, periodically review their progress, and iterate  on them as needed. (Note: During the complex meetings)  

Note: Remember that ideation sessions can vary in duration and complexity depending on your goals and  the nature of the challenge. Be flexible and open to adapting your plan as the session unfolds to ensure a  productive and creative experience.

Annexures  

• Ice-breaking activities are a great way to build rapport and create a positive learning environment  during the training sessions. Here are some ice-breaking activities specifically tailored for teacher  trainings.  

• Name Bingo: Create bingo cards with different characteristics or experiences that teachers might  have, such as "Has taught for more than 5 years" or "Has travelled to more than 3 countries." • Ask participants to mingle and find someone who matches each characteristic, filling in the name  of that person in the respective bingo square.

• The first person to complete their bingo card wins a small prize.

• Two Truths and a Lie: Each participant shares two true statements about themselves and one  false statement. The group tries to guess which statement is the lie, fostering interaction and  getting to know each other better.

• Human Bingo: Create bingo cards with interesting facts or characteristics that might apply to  teachers, such as "Has a master’s degree in education" or "Speaks more than one language." • Participants need to find people in the group who match the descriptions and have them sign  

their bingo card squares. The first person to complete their card shouts "Bingo!" and shares some  interesting things they learned about their colleagues.

• Group Jigsaw: Divide participants into small groups and give each group a jigsaw puzzle piece. Participants must work together to complete the puzzle. This activity encourages collaboration  and teamwork.

• Partner Interview: Have participants pair up and give them a set of questions to ask each other.  Questions can be related to their teaching experiences, goals, or hobbies. After the interviews,  each person introduces their partner to the group.

• Memory Map: Provide participants with a blank sheet of paper and ask them to draw a map of  their educational journey, including key milestones and experiences. Afterward, participants can  share their maps and discuss their educational backgrounds.

• Speed Networking: Set up a series of tables with discussion topics or questions related to teaching  and education. Participants rotate to different tables in a timed manner and engage in quick  discussions with different colleagues. This activity helps participants get to know a variety of  people and ideas.

• Storytelling Circle: Have each participant share a short, memorable teaching experience or  anecdote with the group. Encourage active listening and follow-up questions to promote  engagement and connection. Remember to choose ice-breaking activities that are appropriate for  your group's size, comfort level, and training goals. These activities can help participants relax,  build connections, and create a positive and collaborative atmosphere for the teacher training  session.

Session-4: Best practices in creating multiple-choice questions MCQ as a learning diagnostic toolbox

1. Item formats, their advantages and disadvantages

2. Anatomy of an MCQ

3. Different types of MCQs

4. Advantages of the MCQ format

 Making fair and strong MCQs

1. Avoiding factors that contribute to irrelevant difficulties ➢ Don't use unnecessary reading load

➢ Don't use difficult vocabulary

➢ Don't use stereotyping and bias

➢ Avoid complex sentences and passive voice sentences

➢ Don't use figurative language

➢ Don't use trickery - confusing words

➢ Don't use non-referenced pronouns

➢ Don't use personal pronouns

➢ Don't use negative phrasing (unless absolutely necessary). If using negative phrasing,  highlight it in special style font.

➢ Don't use contractions.

➢ Don’t use multiple negatives

➢ Don’t use unrealism, irrelevant humour, unnecessary images - causes distractions ➢ Don’t use contexts that may not be familiar to all students (biased, unfair items) ➢ Don’t use illogically ordered options

2. Avoiding factors that contribute to testwiseness

➢ Don't use keywords only in the CA

➢ Don't use absurd distractors

➢ Don't use misaligned distractors

➢ Don't use non-parallel options

➢ Don't use overlapping options

➢ Don't use specific or vague determiners

➢ Don't use 'all of the above’ / 'none of the above’ as a correct option

For Primary Grade 

Session-5: Teaching at the Right Level Note for School Complex meeting on 28- 09-2023 

Introduction of Teaching at the Right Level ( TaRL)

We all know how that the covid-19 pandemic has affected all of us. It has had a lot of social, economic,  and psychological effects on the whole world. Apart from that education of the children has been affected  a lot. They are just coming out of that effect.

Now Schools have started functioning at full capacity. Governments are undertaking a variety of special  programs in addition to the regular curriculum to enhance the learning skills among children that they  have lost. Especially on minimum basic language and math skills. Even as part of National Education Policy  lot of priority has been given to FLN (Foundational Literacy Numeracy). Similarly, the state government  has also implemented Teaching at the Right Level (TaRL) program across the state in the year 2022-23 for  Std.3-5. We have seen good results in reading, writing and mathematics. After seeing the results of this,

the state government have decided to continue the TaRL program for this academic year (2023-24) as  well.  

Teaching at the Right Level Framework  

Teaching at the Right Level program uses the Pratham developed Teaching at the Right Level (TaRL) or  Combination of Activities for Maximised Learning (CAMaL) methodology, with a focus on improving basic  learning outcomes in early standards to provide a foundation for continued learning as children progress  through school.

The pedagogy is targeted at children in standards III, IV, and V with special focus on those who have not  reached a standard 2 level in reading or arithmetic. In the pedagogy, children are assessed using a simple  tool then grouped according to level rather than standard. Each group is taught starting from its current  competency level, and level-appropriate learning activities and materials are used. Throughout the entire  process, children’s progress is assessed through ongoing simple measurement of children's ability to read,  write, comprehend, and do basic arithmetic. TaRL activities are organized in ascending levels of  competency for students to move up through. The combination of competencies, directions of learning,  and classroom dynamics together constitute a whole learning experience for students to achieve specific  learning outcomes.

Objectives of Teaching at the Right Level ( TaRL):

Each teacher should be able to understand the articulated learning objectives and goals to be achieved in  a well-planned implementation process of TaRL/FLN. As mentioned in the Nipun Bharath.  

Language	Math
• Able to read fluently with   understanding. • Able to speak confidently on  their own words on any known  given topic. • Able to write on spoken topics in  their own words.	• Able to identify the numbers up to three digits along with  the place value. • Able to do four fundamental operations with understanding. • Able to understand and solve the writing problems. • Able to do day-to-day transactions with numbers and  arithmetic operations.

Assessments and understanding of the data:

As part of Teaching at the Right Level Program, multiple assessment will be carried out by the teachers  for the children who are in Std.3 to 5. As of now each school have completed the baseline. So each teacher  must understand the data of their respective school. Because it is the first and very important step to  implement the program. Through this data we will be able to understand each child’s learning level and  accordingly make them into groups, implement the program and see how the children are progressing be  conducting frequent assessments.  

Mentoring & Monitoring:

Ongoing field classroom support is very much needed to the TaRL/FLN implementing teachers. Because  this support will help them improve the quality of implementation of the program important aspect which  has to be focused by the mentors/monitors are..

• Whether the teacher is aware of the program timelines, goals, methodology, and status of  learning levels of children in his / her school?

• Whether the trained teacher conducting classes or not

• If untrained teacher is conducting the class, then what kind of support can be given to him/her? • Are teachers making children in to the right grouping as per the learning levels?  

Language Groups		Math groups
Group 1	Beginner and Letter	Group 1	No operation and Addition
Group 2	Word and Para	Group 2	Subtraction and Multiplication
Group 3	Story	Group 3	Division

• Are teachers using right activity for the right group?

• Are teachers using suitable teaching-learning materials for each group?

If monitors can focus on above mentioned indicators, it will help to improve the quality of implementation  of the TaRL/ FLN program in the school.

Session -5 (Primary) and Session-6(Secondary) 

Learning Improvement Program (LIP) 

The Learning Improvement Program is a unique attempt of the government of Andhra Pradesh  to bring together different actors to improve the way children learn. For one, the initiative  involves multiple departments within the government, including the School Education  Department, the Village and Ward Secretariat, the AP State Council for Higher Education  (APSCHE) as well and the Board for Community Development through Education (BCDE). It also  brings together different technical and resource support agencies such as UNICEF, Save the  Children and the Centre for Innovations in Public Systems (CIPS), ASCI. This collective effort will  surely lead to better results in the long run in addressing one of the most pressing challenges of  our times – the challenge of learning. 

There are two components in LIP. One component involves teachers to strengthen FLN skills  among classes 6-8 in 10 districts namely Srikakulam, Vizianagaram, Parvathipuram Manyam,  Visakhapatanam, Alluri Sitaramaraju, Anakapalli, Kadapa, Annamaiah, Ananthapur and Sri Satya  Sai. This was launched on 28th Nov 2022 at Visakhapatnam. Five modules were prepared and  given training to SRGs (State Resource Groups). Further, orientation was conducted for the  subject teachers across 10 selected districts. In continuation to that the teachers have conducted  baseline survey for 6-8 classes, prepared the lesson plans as prescribed in the module, and  organized monthly tests in order to record the performance of students. 

Based upon the state-level team's field observations - CIPS in association with other stakeholders  organized a three-day workshop at Vijayawada and came up with a module for teachers to  implement within the classroom component for classes 6-8 of LIP effectively at the field level.  The module will be circulated to all SRGs, DRPs, and Teachers shortly and orientation sessions  will be conducted soon.

Another component is students from higher education institutions can provide learning support  to children in their communities and neighborhoods at a time and place of their convenience.  The LIP provides the opportunity for community-level volunteers i.e Preranamitra who can  contribute their time and effort to help children learn better. This engagement is critical given  that there is a learning challenge that has been exacerbated due to the COVID-19 pandemic. 

This envisages a collective effort to improve children’s learning, bringing together parents families; school-teachers, and local communities to address the challenges of learning. The  Council and the BCDE are uniquely placed to address this challenge by involving thousands of  students from various institutions of higher learning in AP. It may be further noted that  the APSCHE has declared 2023 as the year of education to reflect its commitment to support  educational efforts in the state.  

Shikshana Foundation with support from UNICEF has designed a mobile app for registering the  students from Higher Education Institutions in addition to the handbook for Preranmitratas to  engage the govt. school students through educational activities. The Preranamitra Karadeepika  and Preranamitra app was launched on 05-05-2023 at the APSCHE office. This component of  LIP will be rolled out in 26 districts of Andhra Pradesh. 

Dr. B. R. Ambedkar University, Srikakulam; JNTUGV, Vizianagaram; Yogi Vemana University, YSR  Kadapa; Sri Krishandevaraya University, Ananthapur; Padamvathi University, Tirupathi; Vikrama  Simhapuri University, SPSS Nellore are few universities that have conducted Community Service  Project i.e 180 hr CSP at field level. Recently, a state-level team visited Andhra University,  Visakhapatnam, and JNTUGV, Viziangaram, and submitted the observations to the CEO &  Secretary, BCDE and SPD, APSS. The State Project Director has agreed to print 3000 Preranmitra  karadeppika for circulation to the BCDE coordinators and Higher officers of the Education Dept.  at the field level to implement and monitor the second component of LIP effectively. 

For Secondary Grade

Session-5: TPD-Peer learning discussion on Module-1 of English pedagogy  course/Telugu & Hindi-Discussion on Guidebooks (Lesson Plan Template) 

Section I 

Teaching Grades: 6 to 10

Teaching Subjects: English, Science, Social studies, and Mathematics

Session time: 1:45pm-3:15pm 

Session outcomes

1. All English and subject teachers will be oriented and enrolled in the English Pedagogy course.

2. All English and subject teachers within school complexes will be nominating one Resource  person (RP).  

3. All teachers will be completing the TNA survey form.  

  

Districts A to K:

Anakapalli, Annamayya, ASR, Ananthapuram, Bapatla, Chittoor, East Godavari, Eluru, Guntur, Kakinada,  Konaseema, Krishna, Kurnool

Time slots	Topic	Resources
1:45pm- 2:15pm	Orientation on TPD course The first course on English  pedagogy is meant for all  subjects and English language  teachers of Grade 6 to 10.  The orientation on the course  and the presentation can be  accessed in the resources  section.	Session plan notes for resource person Session plan presentation for resource person
2:15pm - 2:45pm	Login to Firki   Step 1: Download Firki app  from playstore. App link  Or browser link  Step 2: Enter the username  and password.   **Note: This is only for   teachers of grade 6 to 10,  teaching subjects and english  language***	Firki navigation document  Login credentials  Step 1: Download your district credentials pdf.  Step 2: Scroll down to your complex and school  Step 3: Check the last 5-digit to confirm your  registered mobile number.   Step 4: Enter the confirmed 10-digit number as  username.   Step 5: Password : Tpd@2023
2:45 pm - 3:00   pm	Nomination of Resource   Person (RP) Teachers will go through the  responsibilities and nominate  one Resource person from  each subject and language  groups.	Responsibilities of RP: Link

3:00pm-3:15pm

Fill the TNA form Based on the responses   received on 27th September,  teachers who haven’t filled the  form will be requested to fill.

TNA form Step 1: Go through the video link to understand  how to fill out the form.    https://youtu.be/FEJs9vHqN-A  Step 2: Fill out the form through the mobile app or  web browser using your registered mobile  number.   Mobile App Link:   https://cgweb.page.link/H6yiz2jfz3JZKyfV7 Weblink:   https://web.convegenius.ai/?botId=027203413142 7941

Districts M to Y: Manyam, Nandyal, NTR, Palnadu, Prakasam, SPS Nellore, Sri Satya sai, Srikakulum,  Tirupathi, Visakhapatnam, Vizianagaram, West godavari, YSR Kadapa

Time slots	Topic	Resources
1:45pm- 2:15pm	Login to Firki   Step 1: Download Firki app  from playstore. App link  Or browser link  Step 2: Enter the username  and password.   **Note: This is only for   teachers of grade 6 to 10,  teaching subjects and english  language***	Firki navigation document  Login credentials  Step 1: Download your district credentials pdf.  Step 2: Scroll down to your complex and school   Step 3: Check the last 5-digit to confirm your  registered mobile number.   Step 4: Enter the confirmed 10-digit number as  username.   Step 5: Password : Tpd@2023

2:15pm - 2:45pm	Orientation on TPD course The first course on English  pedagogy is meant for all  subjects and English language  teachers of Grade 6 to 10.   The orientation on the course  and the presentation can be  accessed in the resources  section.	Session plan notes for resource person Session plan presentation for resource person
2:45 pm - 3:00   pm	Nomination of Resource   Person (RP) Teachers will go through the  responsibilities and nominate  one Resource person from  each subject and language  groups.	Responsibilities of RP: Link
3:00pm - 3:15pm	Fill the TNA form Based on the responses   received on 27th September,  teachers who haven’t filled the  form will be requested to fill.	TNA form Step 1: Go through the video link to understand  how to fill out the form.    https://youtu.be/FEJs9vHqN-A  Step 2: Fill out the form through the mobile app or  web browser using your registered mobile  number.   Mobile App Link:   https://cgweb.page.link/H6yiz2jfz3JZKyfV7

Weblink:   https://web.convegenius.ai/?botId=027203413142 7941

Section II 

Teaching Grades and Subjects: 6 to 10; Language teachers other than English 

Teaching Grades and Subjects: 1 to 5; All language and subject teachers 

Session time: 1:45pm-3:15pm 

Session outcomes

1. All teachers will be oriented on the lesson plan template  

2. All teachers will nominate one Resource person (RP) within school complexes 3. All teachers will be completing the TNA survey form.

Time slots	Topic	Resources
1:45pm- 2:45pm	Orientation on the Lesson  plan	Lesson plan template:  Session Presentation  Session Plan notes
2:45pm - 3:00pm	Nomination of Resource  Person (RP) Teachers will go through  the responsibilities and  nominate one Resource  person from each subject  and language groups.	Responsibilities of RP: Link
3:00pm - 3:15pm	Fill the TNA form Based on the responses  received on 27th   September, teachers who  haven’t filled the form will  be requested to fill.	TNA form Step 1: Go through the video link to understand how to  fill out the form.    https://youtu.be/FEJs9vHqN-A  Step 2: Fill out the form through the mobile app or  web browser using your registered mobile number.  Mobile App Link:   https://cgweb.page.link/H6yiz2jfz3JZKyfV7  Weblink:   https://web.convegenius.ai/?botId=027203413142794

1

Session-6: Use of ICT in Teaching Learning Process 

There are various free resource apps available to teach science, and the choice of app depends on the  grade level, specific science subject, and teaching style.  

1. PhET Interactive Simulations:

 -Simulations: PhET offers a collection of free interactive science simulations covering physics,  chemistry, biology, and more.

 - Hands-On Learning: These simulations provide a hands-on approach to understanding scientific  concepts.

 - Designed for Classrooms: They are widely used in classrooms to make abstract science concepts  more tangible.

2. Virtual Labs by Merlot (Website):

 - Subjects Covered: Various scientific disciplines.

 - Features: A collection of virtual labs and simulations for science education.

 - Website: [Virtual Labs by Merlot] (https://virtual-labs.merlot.org/)

3. Explore Learning Gizmos (Website and Mobile App):

 - Subjects Covered: Math and Science (K-12).

 - Features: Interactive math and science simulations suitable for secondary school students.  - Website: [Explore Learning Gizmos](https://www.explorelearning.com/)

 - Mobile App: Available on iOS and Android.

4. Google Earth:

 -Geography and Earth Sciences: Google Earth can be a valuable tool for teaching geography and earth  sciences. It allows students to explore the Earth's surface, view geographic data, and study  environmental changes.

 3D Models: It provides 3D models of geographic features, which can aid in the study of landforms,  climate, and more.

5. Khan Academy:

 - Coverage: Khan Academy provides comprehensive coverage of various science subjects, including  biology, chemistry, physics, and more. It caters to a wide range of grade levels.

 - Interactive Exercises: It offers interactive exercises and instructional videos to help students grasp  scientific concepts effectively.

 - Self-Paced Learning: Khan Academy is known for its self-paced learning approach, allowing students  to progress at their own speed.

 - Assessments: It provides assessment tools and quizzes to gauge student understanding. 6. Learning App For Children - Our Apps Are Completely Free for KIDS 

 GLEN World https://www.glenworld.org (https://glenworld.org)

7. YouTube and TED-Ed:

 - Video Content: YouTube hosts a vast array of educational channels and science-related content.

 - TED-Ed: Offers TED-Ed lessons specifically designed for educators, including science topics. These  lessons include videos, questions, and additional resources.

8.GeoGebra: It is a dynamic mathematics software and educational app that offers a wide range of tools  for mathematics and science education, including geometry, algebra, calculus, statistics, and more. It is  designed to help students, teachers, and mathematicians explore and visualize mathematical concepts.  GeoGebra is available as both a web application and a mobile app.  

9. Games based learning:  

Link 1: https://toytheater.com/ 

for IFP it has puzzles, games, learning and virtual tlms for all age groups

Link-2: https://learn.concord.org/ 

a free virtual simulations of grade wise simulations of science concepts