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Muktangan
Integrated Teacher and School
Education Model
Paragon Charitable Trust, Mumbai, India Registered Charity1
WHO WE ARE
2
WHAT WE DO
• Education Resource Center
• Working in Partnership with Municipal Corporation of Greater Mumbai (MCGM)
• Teacher Education: Educate women from marginalized communities to be teachers
• Whole School Adoption: Run English medium schools in partnership with MCGM. Our strengths – constructivist approach, inclusion and medium of instruction - English
HOW WE DO IT: THE TWO PRONGED APPROACH
Only those who have been through the Muktangan Pre-Service TE course absorbed as teachers
USP of TE Free, medium of instruction English and based on constructivist approach
A network of 7 schools adding one standard every year job opportunity
Strong ties with Government and parent community outreach
3
SOME FACTS
Monday to Saturday work week 9 a.m to 4.15 p.m work day (Saturday till
1.30 p.m) 35 extra days of TPD (vacation time) Salary bracket Rs 5,000 – 15,000/- Tremendous opportunity for career
progression 1% attrition A strong model of Pre-Service and In-Service
Teacher Education
Distributed to: each child in the 7
schools who in turn distribute it in their buildings
local political leaders current teacher
trainees Announced in
parent-teacher meetings
Recruitment: Mapping Our needs
Basic Fluency in English
English Assessment
(reading/writing)
Open to New Methods
Personal Interview
Ensure 3 year Horizon
Personal Interview
Ability to Work in a Team
Group Task
Create Awareness
Invite Applications
[anx1]Muktangan Orientation
English Assessment
[anx2]
Group Task
Personal Interview
[anx3]
Scoring[anx4]
Shortlisting of Candidates[3 bands]
Completion of Formalities Induction of
Selected Candidates
Applications Received & called for Eng Ass: 600 to 650 WHY?
No of Interviewers: 4
Percentage eliminated after English Assessment: 40% to 50%
30
No selected:100
Percentage eliminated after PI and Group Task 60% to 70%
TEA
CH
ER
PR
OFESS
ION
AL D
EV
ELO
PM
EN
T
•Need based•Continuous•Synergy between organizational needs and personal growth needs
•HOW DO WE IDENTIFY NEEDS?[ anx5 &6]•HOW DO WE ORGANIZE TPD?
Teachers & Teacher Trainers asked
Diwali, Christmas and May
Varied profile: Mostly Post graduates with some teaching experience
Music, art, Dance and General Awareness
When she joined, 2006
Education: std X pass, Muktangan teacher training
Post: Pantry staff Responsibility:
Serving fruit and meals
Today, 2012
Education: Appearing for TYB.Sc.
Post: Trainee Faculty, Science
Responsibility: leads Science curriculum meetings in schools
Growth Trajectory of a teacher
[THEORY+INTERNSHIP]
9
THE 5 PILLARS
Children (trainees & teachers)learn through active exploration
Children (trainees & teachers)learn through active exploration
Children (trainees & teachers)learn 21st century skills of team work and collaboration
Children (trainees & teachers)learn 21st century skills of team work and collaboration
Children (trainees & teachers)learn to read, write and compute in personally meaningful waysChildren (trainees & teachers)learn to read, write and compute in personally meaningful ways
Offer learning experiences appropriate for the learning level of each child(trainees & teachers)Offer learning experiences appropriate for the learning level of each child(trainees & teachers)
To reveal the developmental level of each child(trainees & teachers) in each curricular areaTo reveal the developmental level of each child(trainees & teachers) in each curricular area
Active LearningActive Learning
CollaborationCollaboration
Emergent Literacy andNumeracy
Emergent Literacy andNumeracy
Developmentally Appropriate Curriculum
Developmentally Appropriate Curriculum
Formative AssessmentFormative Assessment
Muktangan educates teachers and children in the following curricular approaches:
16
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