Welcome dear friends,My name is presenters’ name> and I serve as the <designation> at Teach For India. It gives us great pleasure to be at <institution name>. In the next one hour we wish to present before you our movement, and explore with you how you can be a part of it.
During this presentation, we would like the flow to be as follows. We starting with why: the reason India needs a movement and not just an organization in the fight to end educational inequity. We then go on to how: the way we propose that this problem can be solved. After that we come to the who: the people like you who will make this happen. Further, we go to the what: how our work in classrooms has changed the lives of students and others. We then talk about the alumni movement of Teach For India. And finally, we come to the when and where: how you can be part of this movement, and what that looks like. Let us start with the “why”.
Never go to school: 3% of children of age of entry to Std 1 (over 40 lakh children). Currently 7.8 million Indian children are not in school(age 6-14).Dropouts @ Grade 6: Of the 13 crore children that enter school, only 5.5 crore reach Class 6. Thus 58% (7.5 crore children) drop out before reaching grade 6. College: 78 lakh of these enter undergraduate school. Thus 94% drop out before entering university.
This graph is a demonstration of how unequal educational opportunities lead to an achievement gap in our country.. On the X axis, is the grade level from KG to Class 10. On the Y-axis, is the skill level of the student as he or she moves up in successive grades. Here we are only considering students who stay within the school system and don’t drop out. First look at the blue line. This denotes the majority of students in well-resourced schools that get a privileged education. It has a 45 degree slope, which means that as the students are moving up successive grades, their learning levels also move us with the same speed. Hence, when they reach Class 10, their skill level is that of Class 10.Now consider the red line. It shows the progress of pupils in under-resourced, low-income schools. The slope is much less, which means that though they may be moving up the school system, they are falling behind in their knowledge, skills and self-confidence with each passing year. The achievement gap at 4th grade is 4-2=2 years, and this has increased to 10-5=5 years by class 10. So a 10th class pass-out from say a municipal school has learning levels of a 5th std pass-out from a privileged school. 40% students in std 1 and 15% in std 2 cannot even identify letters, 35% of students in std 1 cannot identify numbers, and 1 in 5 students in standard 7 cannot tell the time
A range of issues must be addressed in concert for this change to come about, from improved teacher training to increased accountability for school performance to alignment from the media. This "jigsaw puzzle" is complex, and for now, incomplete. Through the course of their careers, Teach For India Fellows will take on each of these issues and more, working to effect positive change in education, from inside and outside the education sector. Consider “Teacher Accountability” (blue piece, center): 1 in 4 teachers will be absent on any given day. Of those who are present, only 50% are likely to be teaching at any given time.Consider “Improved Student teacher ratios” (Orange piece, top right): Average class size at the primary level is 34 in India, while research indicates the ideal class size as 20.What are some of the missing pieces that you feel would complete this puzzle? Answers could be Physical Education, Nutrition.
Our Theory of Change,defines the building blocks required to realize our goals.
Why all children? Currently, the education sector remains crippled due to massive lack of political will. India currently spends about than 3% of its GDP on education which is less than what even Kenya (7%), Vietnam (5.3%) and Nepal (4.6%) spend [source: CIA world fact book].THOUGH 74% of the country’s population is literate (82% men, 65% women. In 2001-2011 India has seen a decrease in number of illiterates by 31 million Illiteracy percentage fall is 35% to 26%. YET there are 273 million illiterate people (aged 7+) in India. [Definition of literacy rate: The total percentage of the population of an area at a particular time aged seven years or above who can read and write with understanding.] Education For All Global Monitoring Report, UNESCO 2010, says that one of every 3 illiterate people in the world live in India.Why excellent:Quality of education has a direct correlation to level of education and lifetime earnings, even health and longevity. So eradicating the achievement gap in education makes the country more equitable as well as improves dramatically the average standard of life of most poor.As students progress by 1.5 years in each year, the gap between them and privileged students reduces. Once it is completely removed they are put on a life path to better outcomes.Why movement? Why leaders?Problem in the world is a leadership problem, not resources or will-power.Longevity of effort: This problem can only be solved if the brightest and best, the most promising high potential graduates and young professionals were to deeply understand the meaning of inequity. Having experienced it first-hand, they would then channel their energy toward taking on the problem of India's greatest social injustice for a sustained period over their entire lifetimes.Power of the Collective: These future leaders would ally collectively on one platform, and this bringing together would provide a fertile ground for radical new ideas that would break the existing paradigms and create solutions relevant to contemporary times. A movement is necessary to permeate the country’s consciousness.Scalability: We do not see ourselves restricted to only our classrooms and schools. We would like to make our classrooms models of excellence that could be replicated hopefully in other Government elementary school systems. Hence we are very ardent believers in sharing our best practices with teachers and Head Masters of low-income private and public schools and to find solutions jointly with them. As our alumni move out into various sectors, priorities, policies and practices of Government would change, which would lead to a real change on the ground.
After the first box: Participants in this program will be able to see inequity first-hand, and more importantly, be actively involved in combating it. They will learn the true value of serving the nation and working to make things better for the next generation of Indians.After the second box: For this to happen, they have to be exposed to the problem. The experience of teaching in extremely difficult circumstances for this duration would personally transform the Fellow enough to become a leader. Consider the metaphor of a caterpillar turning into a butterfly after going through the chrysalis stage. Only the intensity of the two-year experience fires them up enough to champion the cause of educational equity all their lives. That will have a much deeper impact on a systemic level and will touch millions of children long term as compared with the piecemeal value added by volunteering on a part-time basis.After the 3rd box: For this is needed a 2-year commitment to working full-time in a teaching position at a classroom in an underprivileged school in a low-income school in India. An excellent Fellow makes a huge difference to the lives of 45 pupils because he/she is in their classrooms and their lives for 2 whole years. Transformation does not only mean improved academic performance, but also changes in traits and mindsets. These include confidence, leadership skills, responsibility, teamwork, respect and the ability to think and question. It takes two years to show parents and other community members the big picture of how education connects the dots to achieving a better life and realizing ones dreams. It takes 2 years for schools to be able to imbibe and adopt the models of excellence in the Teach For India classrooms, for the concepts and skills to be internalized and implemented in other classrooms, for value arising from resource import and optimization (library, sports, computers, projector) to have a visible effect. With the Fellowship, thus, we hope to create an energy that adds up not linearly but grows exponentially to benefit children, communities, Fellows and systems alike.
Points 1 to 3 constitute the short-term change which warrants the immediate intervention in the classroom: by providing underprivileged children with committed and talented Fellows as teachers, TFI aims to ensure that students achieve grade appropriate learning levels in two years. TFI Fellows also work with the community to bring about change on a deeper level be it through changing the community’s attitude and approach towards education or by solving an actual education related problem in the community. Point 4 exemplifies the long-term change: Teach For India hopes to be the fertile soil in which to incubate a movement of leaders that will champion the cause of educational equity in India.
First circle: The Fellow uses critical thinking to get the pupils to develop Language (starting with alphabet awareness, phonics, sight words, reading fluency, reading comprehension, grammar, writing, speaking and listening) and Math (number representation, operations, and other grade-appropriate skills). They develop the ability of student thinking in the following order: knowledge, comprehension, application, analysis, synthesis and evaluation.Second circle: By working with humility and respect, the Fellow works as a Team with every stakeholder in the school system: from the security guard and sweeper to the senior teachers and principals, to bring student achievement at the focus of the school’s existence, to share learning and best practices and transform the school into a powerhouse of learning.Third circle: By showing empathy, identifying with his pupils and their parents, and reflecting on what it must be like to be in their shoes, the Fellow connects the dots for the parents from their dreams for their children, to how what the are doing in the classroom today is important. The Fellow visits every pupils house multiple times in a semester, conducts parents meetings on the last day of every month, and develops bonds of trust and respect with the families of the pupils to ensure attendance and home-work compliance.Fourth circle: At a systemic level, we need a sense of possibility and resourcefulness: Teach For India has worked closely with the Municipal Corporate of Greater Mumbai, Pune Municipal Corporation and Municipal Corporation of Delhi. In Mumbai, 46 Fellows work as class teachers in 26 classrooms in 15 MCGM schools with teacher vacancies. They have achieved amazing impact by conducting teacher training, staff-room activities, projects based on school needs, communication packages, HM Forums. InspirEd: Conference to showcase innovation in education, organized with MCGM, ASB & Akanksha. 25 person Committee constituted to feed learning back to AMC, McKinsey for MCGM School Excellence Project - the idea is to scale up the established models of excellence to 1400 schools, 16500 teachers, 450000 students, 8 mediums of instructionFifth circle: We hope to influence change at a national policy level: our fellows have interned with the National Advisory Council and we are exploring ways to develop a model where private enterprise can secure accreditation to be able to serve low-income communities with expanded educational opportunities.
Now let’s find out a little more about who the people who are actually making all this happen: the Teach For India Fellows.
We love the fact that our cohorts are a diverse mix of fresh graduates and experienced professionals, who all bring a different aspect to the Fellowship experience.
We measure student progress in every TFI classroom across six areas of learning (Reading Comprehension, Reading Fluency, Maths, Writing, Grammar and Speaking & Listening). We record complete Beginning of Year and End of Year data in each classroom, analyze it to provide the city teams with a data-driven picture of fellow performance, which informs their strategy and support.
At Teach For India, we believe that excellent teaching starts with excellent leadership. Teachers whose students achieve remarkable results employ the same tactics as leaders in any field. Teach For India's training is centered around this idea: by becoming an excellent teacher, you will also become an excellent leader.Set big goals: Set measureable and ambitious academic goals for students, that will be the single-minded focus of teachers and students throughout the yearInvest constituents in working hard towards those goals: Motivate students to go above traditional expectations to reach their goals and to engage in an experiential learning processPlan purposefully: Construct long-term plans and lesson plans that build upon each other to provide structure to the classroom and efficiently lead students to successExecute Effectively: Operate a classroom where procedures run smoothly, all students are engaged in the material, and teachers can adjust plans based on real-time, incoming dataContinuously reflect and improve performance: Based on data, identify how teacher performance is holding students back from achieving their goals, and improve knowledge and skills to accelerate students' achievementWork Relentlessly: Teachers should focus their hard work on the factors that will truly move students towards their goals, while making sure to take care of themselves to maintain their energy and enthusiasm.
We do not believe our relationship with our pupils is transactional, that we only owe them an improved academic performance. In order to really transform their lives, we have to radically impact them in 4 ways. The most obvious is academic achievement. Improved academic performance and higher levels of education positively affect lifetime earnings, average wage, autonomy to make informed life choices etc. We remain with our pupils for 6 years: 3 sets of Fellows move with the pupils over a 6-year period in order to bring their academic levels up to those of pupils in privileged schools (the red line meeting the blue line). We need to inculcate long-term traits and mindsets: a positive attitude, self-belief, values, confidence, self-esteem and a feeling of abundance in our pupils. Basically the sense of “I can” in pupils. The pupils have a set of abilities and passions, and we must help them to discover who they are. We develop students’ rational understanding that they can develop by working hard. If the pupils express a desire and skill to take a particular life and career path, they need to know what pathways to opportunities exist like course, colleges, scholarships, training, job options if any, in order to realize their dreams. Thus, any options proffered to the students have to be commensurate with their interests and aspirations. For this we need to make a connection between class achievement and student lives and aspirations. The teaching which encompasses all the above, to create a quantum shift in the life circumstances of the pupils, is called transformational teaching.
On the Y axis we have the grade levels. The orange bars are the average student achievement at the beginning of the year in Reading Comprehension, Grammar, Writing and Speaking and Listening. The blue bars are averages at the end of the year. For example, in RC, the pupils have shown 1.3-0.3 = 1 year of growth. While in grammar, they have shown 2.1-0.1 = 2 years of growth. Thus in grammar, we have reduced the achievement gap, while in this case in RC, we have achieved a year’s growth but not lessened the gap. This is an example of tracking impact in order to know exactly how we are doing.
TarunCherukuri and AdityaSadangi, 2009 Fellows, created a welcoming environment in their classrooms by painting the walls with cheerful pictures and motivational messages. Fellows routinely put up colourful charts, visual aids and themes around the classroom to make learning a happy and fun experience.
Here is an example of the dramatic effect having a Fellow for even 18 months in a pupils life can effectuate.
Teach For India Fellows converted the top floor of the school into a Maths & Science Laboratory to enhance the holistic and activity-based learning of students. This project incorporated an entire suite of events, activities and infrastructure changes which aimed to empower students, from field trips and external visitors, to a new computer lab in the school. By working with the local corporator and the Public Works Department the toilet facilities for 7 schools in the same campus were renovated and improved. Children were taught the importance of cleanliness so that they would be invested in keeping the toilets clean for each other.
In this section we look at Teach For India’s efforts aimed at unleashing and shaping the leadership potential in its Fellows in order to make them lifelong leaders.
Teach For India aims to expose Fellows to information about potential career tracks and provide professional enrichment opportunities, to aid their career decision-making and bolster the strength of their job and graduate degree program applications.Action Curriculum: The Action Curriculum consists of 4 optional courses which Fellows pursue in the second year, to learn about how to effect change from within any given sector of interest:Social Entrepreneurship, Corporate Social Responsibility, Government and Political Advocacy, Education and School LeadershipLeadership ForumsLeadership Forums are regularly scheduled events which allow Fellows to interact with notable leaders in all fields. Past speakers include Aamir Khan, AdityaNatraj, GeetSethi, Harsh Mandar, Hillary Clinton, Jerry Rao, KiranSethi, NachiketMor, PervinVerma, Roopal Shah & Anand Shah, Rahul Bose, Venkat Krishnan, Wendy Kopp, and William J. Burns.Career DesignTeach For India facilitates the delivery of core professional skills and counseling related to the job search process. This includes the following components: Communication skills, Interviewing skills, CV writing, Access to a growing alumni networkBe The Change Community Leadership ProjectAdditionally, the Community Leadership Project is undertaken by Fellows in their second year, through which Fellows choose to tackle one primary challenge to students' achievement (after discussions with school communities and leaders) and create innovative and sustainable solutions to this problem.By designing, implementing and managing a small-scale project within the school community, Fellows build upon their leadership and project management skills, and develop a deep understanding of the barriers to student achievement and educational equity.
Corporate Partnerships: Sponsored Fellows: Axis Bank, Bharat Petroleum Limited, ICICI, Idea Cellular, Tata Power, TCS, Thermax. Newly Placed: JSW, ICICI, Godrej, McKisney, Evolution Partners, Lanxess.Graduate school partnerships: 2 year deferrals: Columbia , HBS, StanfordValid workex for 3-year workex requirement: Indian School of BusinessApplication fee waived: IIM Bangalore, IIT Delhi.Govt: Social sector: Placements of Fellows from 2009 cohort.Build the movement: 2009 Fellows placed in Teach For India as program managers, expansion, city teams, etc.
This section talks about how YOU could join the movement!
Housing Stipend: Fellows are eligible from it only of they move from their cityHousing Stipend: 6100(for Pune), 8300 (For mumbai and delhi) – want to rework this slide and combine this and the next somehow
Countries in order: Argentina, Brazil, Bulgaria, Chile , China, Colombia, Israel, Malaysia, Estonia, Latvia, Pakistan, Peru, Spain, U.S.A., India, United Kingdom, Lebanon, Germany, Australia
Summer Institute: Before the school year begins, Teach For India brings all Fellows together for a residential, full-time training institute, where Fellows begin to develop the foundational tools needed to be excellent teachers and leaders. The summer institute gives Fellows the opportunity to build personal and professional relationships with others in the program, who have diverse academic and professional backgrounds, a common history of success and a unifying commitment to ending educational inequity.Summer institute focuses on developing in Fellows a theoretical understanding of the frameworks of teaching and specific instructional techniques needed to teach English, Mathematics, Science and Social Studies. In addition Fellows receive instructional guidance from experienced practitioners and are exposed to networking opportunities with leaders from a variety of sectors.In order to expose Fellows to the more practical components of teaching, institute also includes a summer school program for primary school students. Fellows work in collaboratives and teach English and Mathematics to students. Fellows are responsible for setting big goals for students and achieving those goals within the 4 weeks of summer school.The first summer institute for the 2009 Fellowship class took place in May 2009, at the Symbiosis Center for Management Studies and FLAME University at Pune.In-service trainingFellows will undergo continual in-service training for the duration of the Fellowship. The focus of these targeted trainings is:to reinforce and build on summer training objectives,develop leadership skills through interactions with leaders from the social and corporate sectors, andto train Fellows to develop and implement a sustainable community/school leadership project that will eliminate one significant barrier to educational equity in the communities in which they work.
So, in terms of next steps, we encourage you to apply now.Applications are available and applying early is better, especially if you are very interested.There are 300 spots to fill, and since we are admitting qualified applicants at each application deadline, your chances are likely to be highest at the 1st deadline.We really encourage you to apply even if there is that one thought in your head that this might be a good fit for you, because you never know if this might be for you until you begin the application process and get to know us better (get a Fellow to say this if possible).We will now open it up for questions. We want you to voice anything you want to share, from your innermost concerns to other things you might be just curious to learn.
ARE YOU READY FOR A CHALLENGE? 7/22/2011 ARE YOU READY FOR A CHALLENGE?
7/22/2011 TEACHFORINDIA The Need for a Movement Our Theory of Change Our Fellows Our Impact so far The Road Ahead You
Education In a State of Crisis 3%of Indian children never go to school 58% drop out before they finish primary school 94% drop out before entering university 7/22/2011 Source: DISE 2009, UNICEF Report, HRD Ministry Report
The Widening Achievement Gap 7/22/2011 Skill Level GradeLevel
7/22/2011 Meet the Alumni Sana Gabula Gaurav Singh Knowledge is Power Program (USA) NamitaGoel Confederation of Indian Industry Mckinsey & Co. VipulShaha Harvard Graduate School of Education Rakesh Mani Kellogg MBA Moiz Raja Sheikh Columbia SIPA
7/22/2011 Our growth 2016 2000 Fellows, 800 Schools, 10 Cities 65,000 students 13,500 students 2012 700 Fellows 200 Schools 5 cities 2011 385 Fellows 130 Schools Mumbai, Pune and Delhi 2,800 students 2010 215 Fellows 63 Schools Mumbai and Pune 2009 80 Fellows 33 Schools Mumbai and Pune 1700 alumni in 2016
7/22/2011 TEACHFORINDIA The Need for a Movement Our Theory of Change Our Fellows Our impact so far The Road Ahead You
Take The Challenge Highly selective Fellowship: past years’ selectivity ~7% What We Look For