Training Effectiveness Evaluation

Sr.No Dimensions
1
Content
2
3 Transfer of Learning
4 Trainer
5
6
7 Subjective Feedback
8
9
 Question
The training content was of high quality
The course content was relevant to my current job
I was able to effectively implement my learning in the classroom
Trainer had communicated subject matter in an effective way, using practical examples
Any example of implementing training content - Good Implementation
Any example where it was challenging to directly implement the learning from training
Best Part about the training
Inputs to Improve the training
On what topics, do you think teachers should be trained. Mention any 3
 Response
1 to 5 1 - Strongly Disagree, 5- Strongly Agree
1 to 5
1 to 5
1 to 5

Subjective Inputs
Sr.No.
1
2
3
4
5
6
Sr.No.
1
2
3
4
5
Primary Purpose of BRC / CRC - Academic Resource Center
Selection Criteria for BRCCs and CRCCs- should be based on experience, qualification and aptitude for training and researc
Responsibilities
BRC
Maintain a database of education experts that can be engaged from time to time
Ensure regular school visits and on-site academic support to address pedagogic issues
Organise in-service teacher training based on teacher needs as observed during school visit
Participate in monthly teacher meetings organised at the CRCs to discuss academic issues
Consult with SMC, community members for formulating School Development Plans
Design a comprehensive quality improvement plan for block/cluster level
CRC
Function as academic resource centers with adequate resource and reference materials
Undertake regular school visits and provide on-site teacher support
Organise monthly meetings to discuss academic issues and design strategy for better school performance
Hold meetings with SMC, Support SMC in making SDP
Ensure special training programmes are designed and implemented for out of school children and securing admission in ag

New role under DIET

Work under guidance of DIET for preparing and conducting in-service training
Involve DIET in development of SDP and matters related to teachers' professional development
Organize subject specific trainings and monitor schools in co-ordination with DIET
Role is that of a teacher mentor cum educator
Functioning as a repository of academic resources - Science & Math Kits etc.

Type of Responsibility
Administration & Planning
Academic Support
Academic Support
Academic Support
Administration & Planning . Community Mobilisation
Administration & Planning

Administration & Planning

Academic Support
Academic Support
Administration & Planning
Administration & Planning
Sr.No Nature Category
1 Quantitative
2 Quantitative
Co-ordination and Planning
3 Quantitative
4 Quantitative
5 Quantitative
6 N/A Data Collection
7 Quantitative
8 Quantitative
9 Qualitative
10 Quantitative Academic Monitoring and
11 Quantitative Mentoring
12 Quantitative
13 Quantitative + Qualitative
14 Quantitative + Qualitative
Job Prioritisation
15 Quantitative
 Question
Does a data base of education expert exist ? How many entries are there ? How frequently is
Any need based teacher training that has been organised in the last 2 years . The nature of the training and duratio
Does a monthly meeting happen involving ABEO, CRCs and teachers to discuss academic
Are you involved in formulating SDP & do you also take the community consensus
Do you cover all the schools under you every month. How frequently do you visit every school. What is
Please show a sample of the 44 data points that you collect.
How much time does it take to collect these data
Do you provide teacher support and feedback on pedagogy.
Can you recall the last 5 feedback- that you provided to the teachers which were of academ
How did you provide the feedback- verbally, written ?
Do you actively monitor in the subsequent visits if the feedback was taken into accou
Have any of the teachers reached out to you for academic mentoring
Number of academic materials / resources at the BRC and CRC. Nature of the academic m
List out the activities you do in a day [ Find the distribution between academic and adminis
Prioritise these activies in order of their importance
Apart from FLN , what other enquiry points could be there
Teacher/Headmaster questionnaire to gauge impact of monitoring and me

Sr.No.
1
2
3
4
5
6
7
8
er/Headmaster questionnaire to gauge impact of monitoring and mentoring suppo

Questions
Number of CRCC Visits in the last 2 years
Number of meetings done in the lat 2 years with the CRCCs. Topics under discussion
What is the level of Academic Mentorship and support a CRCC has provided (1-5)
Do you perceive the CRCCs to be academically capable to provide pedagogical support (1-5)
How many demonstration classes have the CRCCs taken in the last 2 years
Did you attend any of the classes
Any specific learning from those demonstration classes that you implemented
What is the role of a CRCC
d mentoring support from CRC

Type of Question Remark

Quantitative To be validated through registers
Quantitative + Qualitative To be validated through registers
Quantitative
Quantitative
Quantitative To be validated through registers
Quantitative
Qualitative
Qualitative
Sr. No
1
2
3
4
5
6
7
8
9
Points of Enquiry
What is the role of DIET
What is the new evolving mandate of DIET
What are the current challenges the DIET is facing
How does DIET influence CRCs and BRCs
How many inservice trainings has DIET done in the last 2 years
How many of these trainings have been done exclusively for CRCCs and BRCs
What is the mechanism to conduct a "need based training"
How many need based trainings have been done in the last 2 years
What do you think are the most important areas for teacher training as of now
Sr. No
1
2
3
4
5
 Observation Points
Number of Classroom . Number of teachers
Teachers' Profile and Experience
Pictures of Classroom and any other good practice found
Questions to HM and other teachers- Why do you think your school is titled as a "model school"
Questions to HM and other teachers-Anything that we can learn and replicate from your school
 Questionnaires Target Audience
Dimension 1,4,5 Administered to HMs & Teachers
Dimension 2,3 Administered to CRCCs
 Activities ###
Kotagad - Kandhamal DEO

Kotagad - Model School 1 & 2

Kotagad- HM/ Teachers & CRC Interaction

Bissamcuttack - DIET

Bissamcuttack - Model School 1 & 2

Bissamcuttack- HM/ Teachers & CRC Interaction

Friday, March 05, 2021 ### ###

HM, Teachers & CRCCs

1st Half- 3 HMs + Teachers

2nd Half - 3 CRCCs
### ### ###

HM, Teachers & CRCCs

1st Half- 3 HMs + Teachers

2nd Half - 3 CRCCs
 Activities Thursday, March 04, 2021 Friday, March 05, 2021

Kotagad - Kandhamal DEO

1st half- HM & Teachers

Kotagad - Model School 1
2nd half- CRCC

Kotagad - Model School 2

Kotagad- HM/ Teachers & CRC Interaction

Bissamcuttack - DIET

Bissamcuttack - Model School 1

Bissamcuttack - Model School 2

Bissamcuttack- HM/ Teachers & CRC Interaction

Saturday, March 06, 2021 Sunday, March 07, 2021 Monday, March 08, 2021

1st half- HM & Teachers

2nd half - CRCC

1st Half- 3 HMs + Teachers

2nd Half - 3 CRCCs
Tuesday, March 09, 2021 ### Thursday, March 11, 2021

1st half- HM & Teachers

2nd half - CRCC

1st half- HM & Teachers

2nd half - CRCC
 Friday, March 12, 2021

1st Half- 3 HMs + Teachers

2nd Half - 3 CRCCs
Sr.No. List of Activities
1 Tabulating Results and Inferences from Field Visit -II
2 Secondary Research and Creating a solution Framework
3 Feedback from Critical Stakeholders on Provided Recommendations & Changes
4 Final Presentation - Draft I . Presentation to Internal Stakeholders & Revisions
5 Final Presentation -I
6 Final Presentation -II
7 Final Presentation -III

Secondary Research - Ascertain the best practices in CRC, BRC

Critical Stakeholders for feedba
a) Select teachers, HMs and CRC
b) CiNi team from Jharkhand
 3/11/2021 3/12/2021 3/13/2021 3/14/2021 3/15/2021 3/16/2021 3/17/2021 3/18/2021

Sunday

in the best practices in CRC, BRC strengthening in different states

Critical Stakeholders for feedback
a) Select teachers, HMs and CRCCs
b) CiNi team from Jharkhand
3/19/2021 3/20/2021 3/21/2021 3/22/2021 3/23/2021 3/24/2021 3/25/2021

Sunday