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Next Steps New ways of strengthening capacity building of supervisors would have to be identified. Field interaction revealed a perceived need for adequate communication tools, especially pictorial aids. These should be made available more readily. This along with training would help develop their self confidence in interacting with community, under varied circumstances, helping bring better results in convincing community members on key behaviours. Caregiver-level interaction had potential to increase. Good role clarity about themselves and role of ASHA, ASHA Facilitators, AWW and ANMs would help them leverage each of these relationships to advantage. On-the-job Handholding: Supporting Classroom Teaching: Sarva Shiksha Abhiyaan, Ministry of Human Resource Development Mr Venkatesh Malur, UNICEF, in his presentation shared the process of supporting classroom teachers in a programme supported by the government. He cited commonality of issues which the education and healthcare sectors faced, namely in terms of mobility and keeping their respective cadres motivated. The classroom teaching project supported teachers in schools, building capacity of teacher educators at cluster, block and district levels. It looked at the individual teacher and surrounding systems which needed to be capactitated, while providing on-site support. Background and Fact File On-site school support existed only on paper but at school level, the system was negligible in terms of mobility, infrastructure, basic issues of textbooks not coming on time etc, making it imperative to enhance teacher performance. This was realised post Plan of Action in early 2000 and the project was piloted in Karnataka before feeding into a national plan. Title of project: Advancement of Educational Performance through Teacher Support (ADEPT) Time: 2006 onwards Objectives • y To identify performance standards for teachers, head teachers; teacher trainers; teacher support institutions. • y To develop strategies to reach standards. • y To identify gaps in desired and present performance. • y To evolve appropriate strategies to bridge gaps. Implementing Agencies: An MHRD-UNICEF initiative, ADEPTS worked closely with NCERT, national and state-level experts and institutions. Triggers for Mainstreaming Supportive Supervision • y Training inputs into teachers tends to focus on coverage, rather than translate into classroom performance. 38 Consultation on Supportive Supervision to Strengthen Capacity of Frontline Workers and Service Providers
• y Absence of performance benchmarks/standards for teachers, trainers, or CRC- BRC-DIETs. • y Insufficient means of assessing performance, or directing inputs towards desired improvement in classroom performance. Implementation Planning meetings and field visits: In 2006 a regional consultation was held in three regions to develop standards; in 2007, across the state, field visits were carried out to test and contextualise standards; final round of consultations were held to develop state-specific standards; strategy matrix – action plan was developed to improve performance; a national support plan emerged and MHRD issued a Government Order to integrate ADEPTS into Annual work plans for SSA. Understanding ground realities: 5 million school teachers across 1.3 million schools; teacher absenteeism of 24%; ASER - National figures showed that only 58% children in Class 5 could read Class 2 level text; quality was a serious issue; review of teacher development practices was under consideration – however, there was no standard benchmark to see how teachers performed in classrooms; tools and capacity to assess supervisors was missing; and classroom teaching process was not captured; teacher support system – CRC, BRC, DIET too needed improvement. Developing performance standards/benchmarks: Performance standards/ benchmarks for teachers, trainers and support institutions were identified; gap between desired standard and present performance of teachers and development/ support system was assessed through peer state review, involving cross-state visits; in-depth review of in-service teacher training and support practices in SSA states, involving state teams and resource persons was conducted; states were helped to customise and contextualise emerging benchmarks/standards, appropriate strategies to help states bridge gaps in performance evolved and were incorporated in AWPBs. These were implemented, in many states, strategies/ programmes in an indicator-based, phased manner. Developing a consultative evaluative process: This was developed at the district level, helping teachers provide solutions to their own quality improvement problems rather than having the state academic body or directors giving a directive.This was not imposed and teachers worked to put it into a system. Implemented as part of SSA ADEPTS Benchmarks • y Performance was seen as what a person actually does as part of his professional requirements, in keeping with his context and abilities. • y Benchmarks identified comprised of performance statements and indicators. • y Indicators for each performance statement categorised according to four levels of difficulty, providing a ready reckoner, or means of assessing level of teacher performance and desired next improvement. • y Benchmarks for teachers covered the four broad dimensions (or ‘environments’) that covered her ambit of work: cognitive, social, organisational and physical. Consultation on Supportive Supervision to Strengthen Capacity of Frontline Workers and Service Providers 39
Page 1: Consultation on Supportive Supervis
Page 5 and 6: Acknowledgments UNICEF is grateful
Page 7: RI : Routine Immunization SHRC : Sy
Page 11 and 12: Introduction & Background Defining
Page 13 and 14: In the corporate world, this approa
Page 15 and 16: Proceedings of the Consultation The
Page 17 and 18: Key Features of ICDS ICDS was a wel
Page 19 and 20: AWC. This included representation f
Page 21 and 22: “I have been to the field and fou
Page 23 and 24: These supervisory checklists should
Page 25 and 26: Title of Project: Mitanin Programme
Page 27 and 28: District Coordinators: They are app
Page 29 and 30: Medical Officers. They aimed to inc
Page 31 and 32: Results “If ASHAs could not fill
Page 33 and 34: Learnings • y Functional overlap
Page 35 and 36: Key Incentives to Support Supervisi
Page 37 and 38: Leveraging Support through Communit
Page 39: contributed to slowing down of the
Page 43 and 44: Discussion • y When the process w
Page 45 and 46: UNICEF operates in Karnataka, West
Page 47 and 48: SESSION 6: Supportive Supervision f
Page 49 and 50: ecords and data collection); assess
Page 51 and 52: There were things that did not impr
Page 53 and 54: • y Joint supervision of Block He
Page 55 and 56: Key challenges in providing support
Page 57 and 58: Annexure 1: Programme Agenda Consul
Page 59 and 60: DAY 2 - 23 nd Nov 2012 Time Topic F
Page 61 and 62: 31. Anagha Khot, Project Management
Page 63 and 64: Importantly, supportive supervision
Page 65: Participants The workshop participa

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