Ashvattha Learning Communities

Vision:

One day, every teacher will build 21st century classrooms - learner centered, application focused and technology integrated.

Mission:

To build an ecosystem of high quality, practice based, technology enabled learning experiences for pre-service teachers in Tier II, Tier III and rural India, incubating 21st century teachers.

Values:

• Innovation
• Collaboration
• Equity
• Reflection
• Joy

Since, we are a small organization in a pilot stage, currently the Team Lead role is played by the Founder.

She creates organizational strategy and leads organization development. Currently, she also leads program design and operations, while supported by an expert group of advisors and lead, teacher education.

Since our Founder is going to be Team Lead for the LEAP project, she will come in with all data points - both from field and strategy to all conversations with volunteers. Simultaneously, she will be able to apply learning from these conversations with her team, thereby promoting a mindset of evidence based social change. 

We have always strived for research driven programming and building a strong evidence base in our early stages is important to us. If selected, our Founder will be personally invested in the success of the LEAP project.

Fellowship offering blended training, classroom-based coaching and pedagogic assistance to empower early-career government teachers and to create professional learning communities.

Teaching is HARD and demands the simultaneous application of multiple competencies. However, the current state of teacher preparation programs in India, and of the professional support and development available in government schools presents significant challenges for new teachers. Teachers enter schools equipped with theoretical knowledge, but lacking essential skills, attitudes, and classroom strategies necessary for effective teaching. Furthermore, the government-organized orientation training primarily focuses on administrative tasks, neglecting the critical support needed for understanding classroom realities and implementing effective strategies. As a result, new teachers are left to navigate their classroom challenges independently, leading to feelings of overwhelm, mental and emotional exhaustion, and a high risk of disengagement.

In addition to the initial training, new teachers require ongoing feedback and support to effectively implement the acquired classroom practices. However, support mechanisms for new teachers in government schools are virtually non-existent. Existing teachers often fail to provide constructive feedback, instead perpetuating unhelpful attitudes towards teaching and learning. This lack of mentorship and guidance exacerbates the difficulties faced by new teachers, hindering their professional growth and inhibiting the development of innovative and learner-centered instructional methods.

Furthermore, the dearth of exposure and training on learner-centered and application-oriented teaching approaches exacerbates the problem. New teachers rely on the instructional methods they have experienced during their own education, which often prioritize rote memorization and teacher-centered classrooms. The absence of lesson plans and other teacher supporting materials further contributes to the continuation of this flawed cycle of education. Consequently, students in the 21st century find themselves in classrooms that fail to foster critical thinking, creativity, and active engagement.

This complex array of challenges highlights the urgent need to revamp support and development programs for early career teachers in government schools. This can address the lack of skills, attitudes, feedback mechanisms, and exposure to effective teaching strategies. By providing comprehensive one-on-one support, classroom oriented training, and professional communities, we can empower new teachers to create learner-centered classrooms that promote meaningful learning experiences for students in the 21st century.

Our solution is a comprehensive fellowship program designed to provide early-career government teachers with the necessary support and training to establish a strong foundation for their professional journeys. Through strategic partnerships with public institutions such as district administrations and government schools, we identify highly motivated new teachers who are open to implementing learner-centered teaching-learning methods.

The fellowship program begins with a 10-day intensive orientation workshop, combining classroom strategies with self-awareness techniques. This workshop serves as a robust foundation for the year-long program, during which fellows receive sustained support from our team. This support includes classroom observations, coaching, and pedagogical assistance to help them navigate the challenges they face in their classrooms.

Central to our approach is the creation of classroom-based coaching and professional learning communities (PLCs). Fellows actively participate in PLCs, where they collaborate with fellow teachers, share experiences, and learn from one another. We work closely with the fellows to establish effective processes and structures for running these PLCs. As the fellowship progresses into the second year, fellows have the opportunity to extend their impact by choosing to build additional PLCs.

Our training methods align with the pedagogical principles we want the teachers to implement in their classrooms. We employ a learner-centered training methodology that emphasizes collaboration and the practical application of theoretical concepts. By creating a truly 21st-century learning experience for the teachers, we equip them with the knowledge and skills to build learner-centered, application-oriented, and technology-integrated classrooms.

Through our fellowship program, we aim to address the existing gaps in teacher support and development in government schools. By nurturing a cohort of dedicated teachers and providing them with ongoing guidance and opportunities for collaboration, we strive to create a 21st century educational ecosystem that breaks the cycle of rote memorization and fosters critical thinking, creativity, and active engagement among the students.

We began our initiative by conducting an extensive landscape study of existing organizations in India that provide teacher training and support, with a specific focus on early career assistance for teachers. This study involved interviews, field visits, and pilot programs—both offline and online—with 15 teacher training institutes. By closely examining these programs, we gained valuable insights into their strengths and areas for improvement.

To further enhance our understanding, we conducted an in-depth user research study to explore the online learning habits and preferences of young teachers. This research enabled us to tailor our fellowship program to meet their specific needs and preferences in terms of online learning platforms and resources.

In 2022, we launched a pre-pilot program to test the operational feasibility of our project. This phase allowed us to refine our training methods, fine-tune our support systems, and gather feedback from participating teachers. Based on the valuable insights gained from the pre-pilot phase, we made necessary adjustments and improvements to ensure the effectiveness and impact of our fellowship program.

Research has consistently shown that PLCs have a transformative effect on teacher practice and student outcomes. Engaging in collaborative professional learning within a PLC provides teachers with opportunities for ongoing growth, reflection, and the exchange of knowledge and best practices. Hence, PLCs are a key component of our approach to the ongoing professional development of teachers. 

The results from our research undertakings have provided valuable insights that have significantly influenced our program design and implementation. Here are some key findings:

1. User Research: Our user research revealed that our target demographic is not accustomed to online learning and prefers a blended mode of learning that combines online and face-to-face interactions. This finding led us to incorporate platforms like WhatsApp, which our audience is familiar with, to build our professional learning communities. We also identified key design attributes such as familiarity, approachability, gratification, and engagement. To address these, we utilize features like progress bars, leaderboards, badges, and awards to enhance the sense of gratification and motivation. Our online course facilitators build an approachable presence by introducing themselves and being available for online office hours. By considering these insights, we ensure that our online component is user-friendly and promotes active engagement.

2. Research with Teacher Training Institutes: Our research with teacher training institutes shed light on the existing conditions within the early career teacher ecosystem. We discovered that the pre-service teachers focus primarily on passing competitive exams through rote memorization. Furthermore, socio-economic realities often prevent teachers from attending these institutes, and there is a lack of sufficient accountability mechanisms. We also discovered the limitations of existing classroom internships for new teachers. Based on these findings, we have adopted a "learning on the job" pedagogy to bridge the gap between theory and practice. By providing teachers with opportunities for reflexive practice, where they can meaningfully apply theoretical concepts in their classroom experiences, we aim to enhance their professional growth and effectiveness.

3. Feasibility Pilot: Our feasibility pilot program helped us gain valuable insights into the challenges and opportunities of sustaining professional learning communities (PLCs) in a blended delivery mode. We discovered that sustaining engagement in digital PLCs requires consistency and a balance between providing new information and opportunities, while also celebrating and valuing the existing community members. By leveraging these insights, we can ensure that our PLCs maintain high levels of participation and meaningful collaboration among teachers.

Overall, the research studies have provided us with a deeper understanding of the needs and preferences of our target audience, the shortcomings of the current teacher training ecosystem, and effective strategies for sustaining engagement in digital PLCs. By incorporating these findings into our program design and implementation, we are confident that our fellowship initiative will effectively address the challenges faced by early-career teachers and empower them to become effective teachers in the 21st century.

India's National Education Policy (NEP) 2020 has placed a strong emphasis on placing teachers at the center of educational reforms and promoting application-oriented school education. It recognizes the need for 21st century learning environments that foster critical thinking, creativity, communication skills, and collaboration among students. The NEP 2020 has further intensified the systemic focus and rigor in exploring innovative methods to strengthen teacher capacity.

Our fellowship initiative aligns with the vision set forth by the NEP 2020. By conducting research and implementing our program, we aim to generate an evidence base that serves as both a proof-of-concept and proof-of-efficacy for creating sustainable coaching and pedagogical support for teachers. We see this initiative as an extension of pre-service training, providing teachers with ongoing support and professional development that enables them to effectively implement the principles of the NEP 2020 in their classrooms.

The insights and outcomes from our fellowship will contribute to the growing body of knowledge on effective teacher training and support. We believe that by demonstrating the positive impact of our program, we can encourage widespread adoption and replication of similar coaching and pedagogical support models within the education system at a larger scale. This will ultimately contribute to the realization of the NEP 2020's goals and the creation of a robust education system that prepares students for success in the 21st century.

1. What is the relationship between teacher professional learning communities and student learning outcomes?

2. What are the best practices for establishing professional learning communities based on the experiences of practitioners?

3. What is the potential impact of investing in early career teacher professionals on student learning outcomes?

By addressing these questions, we can contribute to the existing knowledge base and inform educational policies and practices to improve teacher preparation and student achievement.

• Research Objective 1: Impact of PLCs on student learning outcomes

The objective of this research is to investigate the impact of professional learning communities (PLCs) on student learning outcomes in our specific educational context. This study should involve an in-depth analysis of existing research on PLCs and their effects on student learning outcomes. By examining empirical studies and scholarly articles, LEAP fellows should aim to gather evidence and insights on the relationship between PLC implementation and student academic performance. Additionally, interviews with academicians and practitioners in the field should be conducted to contextualize the findings to our unique educational realities. The research should also explore the projected timeline of impact, shedding light on both the short-term and long-term effects of implementing PLCs on student learning outcomes.

• Research Objective 2: Best practices for establishing PLCs

This research aims to identify and document global best practices for establishing effective professional learning communities (PLCs) in various educational settings. Through an extensive literature review, LEAP fellows should gather insights into successful strategies and approaches for establishing and sustaining PLCs. The review should consider boundary conditions and contextual factors that may influence the implementation and effectiveness of PLCs. By synthesizing the findings, they should provide a comprehensive resource that outlines best practices and actionable recommendations for establishing PLCs. Additionally, a capacity building plan to equip our team with the necessary knowledge and skills to create and sustain effective routines and structures for PLCs, would be helpful.

• Research Objective 3: Impact of early career teacher professional development

The purpose of this research is to examine the impact of early career teacher professional development on teacher effectiveness and student learning outcomes. Through a comprehensive literature review, LEAP fellows should gather evidence of scalable strategies for on-the-job mentoring and coaching of early career teachers. The review should encompass studies and publications that highlight successful approaches to supporting and developing early career teachers. Additionally, practitioner interviews should be conducted to document existing global best practices in early career teacher professional development. The research will provide insights into the expected outcomes and developmental milestones for early career teachers participating in professional development programs, with a focus on the projected timeline of impact.

The research conducted by LEAP fellows will serve as a valuable resource in various aspects of our work:

1. Program design: The research insights on early career teacher professional development will inform the continuous improvement and refinement of our fellowship program. By incorporating evidence-based practices, we can ensure that the program meets the evolving needs of early career teachers and facilitates their professional growth.

2. Partnership building: A strong evidence base derived from the research will serve as a valuable asset in building partnerships with funders and government stakeholders. The research findings will demonstrate the effectiveness and value of our approach, making it easier to establish meaningful collaborations and secure support for our initiatives.

3. Establishing PLCs: The research findings will inform the creation of effective routines, procedures, roles, and responsibilities within professional learning communities (PLCs). This evidence-based approach will ensure the sustainability and efficacy of the PLCs, maximizing their impact on teacher professional development and student learning outcomes.

4. Organizational development: The research outcomes will be utilized for team capacity building, as all members of the LEAP team are educators themselves. By incorporating the research findings into our organizational practices, we can enhance our understanding and implementation of best practices in teacher professional development.

5. Advocacy: The evidence generated from the research will be instrumental in advocacy efforts. We will share the research findings with peer organizations, showcasing the positive impact of PLCs and early career teacher professional development. Additionally, we will engage with government stakeholders to advocate for the integration of these practices into educational policies and initiatives.

The research outputs obtained from the investigations into professional learning communities (PLCs) will be instrumental in achieving several key outcomes and optimizing the expansion of our project. The research will provide us with evidence-based strategies and resources that can facilitate the establishment and scaling of PLCs, making it easier to replicate and implement the project in various educational settings. By leveraging the research findings, we can enhance the effectiveness and impact of PLCs, contributing to the overall strengthening of the educational ecosystem. A capacity building plan for the team will also ensure higher sustainability and impact of organizational values.

Moreover, the research will shed light on the relationship between PLCs and teacher motivation and performance. By identifying best practices and strategies for creating supportive and collaborative environments within PLCs, we can enhance teacher motivation, job satisfaction, and professional growth. This, in turn, will positively impact their performance in the classroom, leading to improved instructional practices and increased student engagement.

One of the ultimate goals of our project is to facilitate significant learning leaps for students in the classrooms of our LEAP fellows. By incorporating evidence-based strategies and resources obtained from the research, we can optimize the teaching and learning experiences within the fellows' classrooms. The research will inform the implementation of learner-centered approaches, application-oriented pedagogies, and the integration of technology, creating dynamic and stimulating learning environments for students. As a result, students will experience accelerated learning and improved academic outcomes.

In addition to the research on PLCs, this investigation into early career teacher professional development will play a vital role in strengthening the teacher preparation ecosystem. The research findings will provide valuable insights and evidence on scalable strategies for on-the-job mentoring and coaching of early career teachers, addressing the specific needs and challenges they face during their initial years in the profession.