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Enhancing teacher development through AI-powered chatbot

Gowthama Rajavelu

Education landscape is evolving constantly. Teachers are at the centre in this landscape acting as critical drivers. It’s important that teachers remain motivated in order to deliver teaching-learning effectively. However, teacher burnout is a significant issue in education systems worldwide. Research by Vimala Ramachandran highlights how many teachers struggle with diminishing enthusiasm and a sense of ineffectiveness in their professional lives. This burnout not only affects teachers but also impacts the quality of education students receive.

Traditional professional development often falls short in addressing this issue. As Linda Darling-Hammond and her colleagues argue in “Effective Teacher Professional Development,” one-time workshops are insufficient. Teachers need consistent, job-embedded support to truly transform their practice and maintain their motivation.

It’s clear that teachers are overloaded with administrative tasks, which adds to their demotivation. Unfortunately, the current system doesn’t provide an effective mechanism to alleviate this burden. Traditionally, follow-ups on teacher professional development have relied heavily on recurrent school visits by mid-tier officials. While this approach has proven beneficial—as highlighted by the Education Development Trust’s study on the role of mid-tier officials—there are inherent challenges, such as limited resources and time constraints. These officials are often stretched thin, making it difficult to provide consistent, individualised support to every teacher.

This is where a chatbot, like Equibot, becomes a valuable tool. Equibot allows for individualised follow-up with teachers without the constant need for physical visits. It helps teachers plan their lessons by providing timely reminders and prompts, nudges them to connect with their peers for collaborative problem-solving, and encourages regular reflection on classroom practices. By automating these crucial touchpoints, a chatbot offers personalised, ongoing support, which is crucial for teacher growth.

Importantly, Equibot does not aim to replace the essential role of mid-tier officials but rather enhances their efforts. It serves as an efficient digital assistant, ensuring that routine follow-ups and support are not missed due to human resource limitations. Officials can then focus on reflecting on the data received from the chatbot and take targeted actions ultimately resulting in high-impact decisions that ultimately improve classroom teaching and learning practices.  

Chatbots like Equibot have already been used effectively in education as personal tutors for students, helping them grasp concepts, practice skills, and receive instant feedback. However, we have designed Equibot to support and empower teachers, one of a kind initiative. It guides them through their professional development journey, offering personalised, real-time support that adapts to their individual needs. Whether through planning, reflection, or peer connections, Equibot acts as a reliable companion in their professional growth, helping teachers stay motivated and inspired. Find below the simple ways in which equibot supports teachers in three steps,

  1. Personalised Follow-up: After a teacher attends a professional development session, Equibot sends tailored reminders and tips to help implement new strategies. This approach respects teachers’ autonomy, allowing them to choose how and when to engage with these suggestions, thus maintaining control over their professional development journey.
  2. Continuous Learning: The AI offers regular prompts for reflection and suggests resources based on the teacher’s specific needs and interests. This ongoing feedback loop supports teachers in continually improving their skills, fostering a sense of mastery in their profession.
  3. Peer Connection: Equibot facilitates connections between teachers working on similar challenges, fostering a community of practice. This not only enhances learning but also reinforces the meaningful impact of teachers’ work by showcasing shared experiences and successes.

The last step of Equibot is to support officials, as mentioned above, to reflect based on data and take actions. This feature helps align classroom practices with broader educational goals, further emphasising the purpose and impact of teachers’ efforts.

The AI can be effectively adapted as a follow-up tool for any teacher professional development program conducted by state educational bodies such as Samagra Shiksha, SCERT, and others. By providing targeted, individualised follow-up, Equibot bridges the gap between large-scale training initiatives and personalised teacher support. Whether it’s a new curriculum rollout, pedagogical training, or subject-specific workshops, Equibot can be tailored to reinforce learning, prompt implementation, and gather valuable feedback.  This adaptability makes Equibot an invaluable asset in the broader landscape of teacher education. It allows state-level educational initiatives to extend their impact beyond the initial training period, ensuring that new knowledge and skills are effectively integrated into classroom practice.

Here is how it looks in practice. Consider a teacher who attends a state-run workshop on innovative teaching strategies. Typically, the excitement of new ideas might fade as daily pressures mount. With Equibot, the teacher receives a structured follow-up that keeps the learning alive and actionable. 

In Week 1, they revisit key concepts through bite-sized content. Weeks 2 and 3 see them planning concrete actions and connecting with peers for support and idea-sharing. By Week 4, they are reflecting on their experiences, deepening their understanding and sharing their practices with peers. Finally, in Week 5, their journey contributes to broader insights that can shape future training and support initiatives.

As we look to the future of education, tools like Equibot offer the potential to create a more responsive, effective, and motivating environment for teachers. This, in turn, promises to enhance the quality of education for students and contribute to overall improvements in our education systems.

The question to ponder: How can we best integrate these AI-powered tools to support our teachers, drive positive change in our schools, and create an environment where teachers feel empowered, skilled, and deeply connected to the impact of their work?

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Leading through Reflection: The Inspiring Journey of HeadTeacher Kalavalli

Gowthama Rajavelu

During a routine school gathering, Head teacher Kalavalli was speaking to students about the importance of respect. As she was talking, a few students began whispering, disrupting the session. Irritated, Ms. Kalavalli shouted at one of the boys. To her surprise, the boy confronted her, saying, “You are talking about respect, but now you’re humiliating me in front of everyone.” His words hit her hard. As the other teachers rushed to scold the boy for his attitude, Ms. Kalavalli paused. That moment of reflection led her to realise that she, too, had failed to live by the values she was preaching.

A few days later, in front of the entire school during assembly, Ms. Kalavalli spoke about forgiveness. She called the boy on stage, apologised, and asked for his forgiveness, demonstrating what it truly means to practise humility and respect. Inspired by her leadership, students followed her lead, apologising to their peers and teachers. Even the teachers participated, some asking forgiveness from students. This moment created a profound shift in the school’s atmosphere, where everyone—students and staff alike—understood that true respect begins with reflection and taking responsibility.

This incident is just one example of how Ms. Kalavalli  leads through empathy, reflection, and action. As headteacher in one of the rural villages of Tamil Nadu, she has dedicated herself to creating an environment where students and teachers thrive both emotionally and academically. Her leadership style is deeply rooted in fostering intrinsic motivation—something she had long practised. She was also part of the Managing through Motivation session, delivered as part of the HM leadership training where the Centre for Intrinsic Motivation (CIM) partnered with the school education department. In her school, this approach goes beyond academics.

One of Ms. Kalavalli’s priority is ensuring the emotional well-being of her students. Understanding that many children struggle with stress and anxiety, she introduced a unique initiative—a punching bag hung in the school corridor. Students are encouraged to punch or kick the bag whenever they feel overwhelmed, helping them release their emotions in a healthy way. This simple act of care has made a significant difference in how students manage their stress.

For adolescent girls, she created a safe space for open dialogue. She regularly holds private meetings with higher secondary girls, offering them a platform to discuss personal challenges and receive guidance. By acting as both a mentor and a friend, the Head teacher has empowered many young girls to navigate adolescence with confidence and support.

Ms. Kalavalli  also recognized that many students were spending excessive time on their mobile phones or grooming themselves during breaks. Instead of reprimanding them, she took a different approach. She installed mirrors in the school verandah, encouraging students to quickly freshen up and return to class on time. Students felt acknowledged and respected, and class punctuality improved.

To further engage students, she introduced Talent Magazines, where students contribute drawings, stories, and even recipes. These magazines are celebrated during school assemblies, with students honoured for their creativity. This initiative not only reduced screen time but also gave students a sense of pride in their work.

Ms. Kalavalli’s leadership style extends beyond her students—she is equally committed to empowering her teachers. One of the teachers shared how the head teacher encouraged him to organise a Tamil Koodal event aimed at celebrating Tamil literature. She gave him complete autonomy to plan and execute the event, allowing him to showcase his full potential without interference. The event became one of the most successful Tamil Koodal programs in the district, a testament to her belief in giving teachers the freedom to take ownership of their work.

Her leadership has transformed the school’s culture, where teachers now feel comfortable approaching her for guidance. The head teacher promotes an open-door policy, creating an atmosphere of collaboration and trust.

Ms. Kalavalli’s leadership emphasises peer collaboration among teachers. She encourages them to share ideas, offer feedback, and reflect on their teaching practices. By fostering this culture of continuous improvement, she ensures that the school remains a place where both students and teachers are constantly learning and growing.

Ms. Kalavalli ’s leadership has transformed the school into a place of respect, empathy, and learning. Whether she is helping a student manage stress, empowering a teacher to take charge of a major event, or reflecting on her own actions, her commitment to creating a positive and supportive environment is unwavering.

Through her work, she reminds us that leadership is not about authority—it’s about reflection and compassion. Under her guidance, both students and teachers are thriving, creating a legacy that will inspire future generations.

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A Journey of Dedication and Change: Mr. Chetan Kumar Verma’s Educational Impact

Shreya Jain

“Every child deserves a champion: an adult who will never give up on them.” – Rita Pierson

Have you ever encountered an educator who not only imparts knowledge but also ignites a fire within their students? Let me introduce you to Mr. Chetan Kumar Verma, whose inspiring journey as a teacher and mentor is an example of human connection and dedication.

In July 2022, Chetan sir embarked on his teaching career as a Political Science lecturer at SPM Sarvodaya Vidyalaya, CR Park, under the Directorate of Education, Delhi Government. Adapting to the new work environment took time, but with perseverance and dedication, he found pride and accomplishment in his role.

During his nearly two-year tenure, he encountered numerous hurdles, like having a new work culture, new roles , new responsibilities, diverse students and challenges associated with them, etc. However, the support and guidance from the school principal, mentor and colleagues enabled him to navigate these challenges effectively. In January 2023, he was given the responsibility of Teacher Development Coordinator (TDC). This dual role as a TDC and teacher presented both ordinary and extraordinary challenges.

“A person who never made a mistake never tried anything new,” as Albert Einstein said, and this was certainly true for him. One significant experience that validated this quote was when he became the class teacher for 12th grade. He observed a wide range of individual differences among the students. Some struggled academically, had low attendance and were involved in disruptive behaviors. He started group counseling sessions to understand their mindsets better. When group counseling didn’t yield the desired results, he shifted to individual counseling, with guidance from the school principal and mentor.

“With the guidance of the school principal and mentor, I implemented some corrective measures. Some students were linked to the Eco-club, where they enthusiastically participated in environmental protection activities and beautified the school garden,” says Chetan Sir.

He believes in nurturing each student’s inherent talents. He prepared some students as volunteers, which helped them become disciplined and assist their peers in maintaining discipline. Regular Parent-Teacher Meetings (PTMs) were organized to improve attendance, establishing continuous communication with parents. This approach helped control problematic behaviors and fostered a positive change among students.

“Improvement was seen in children engaged in other disruptive activities. The children involved in the Eco-club did an excellent job and the school received the Green Award” he recalls. 

This achievement led to the school principal honoring these students, which further boosted their morale and positive behavior. The school’s overall result improved, with some students passing the CUET exam (undergraduate entrance) and gaining admission to prestigious colleges.

Innovative Teaching and Learning Strategies

As a TDC, under the guidance of his Mentor Teacher, he organized various teaching activities and creative teacher workshops. These activities, including the Jigsaw method, Frayer’s model and Quick Exit strategy, that significantly enhanced the learning capacity of all students whether they are below average, average  and bright students. 

“The UNESCO-proposed course for social-emotional learning was also very beneficial. The Hook strategy from the TDC program helped create a conducive learning environment,” says Chetan Sir.

The learnings from TDC network meetings increased students’ safety, engagement and self-esteem, contributing to a more positive classroom atmosphere. An appreciation culture developed within the school environment, with two Academic Resource Team (ART) members awarded the STAR ART MEMBER AWARD annually, boosting efficiency of teachers and positively impacting the classroom environment.

The new activities introduced through the TDC program played a significant role in making the teaching-learning process interesting. “Recently, the Inside-Outside Circle Strategy introduced under LIC-14 made it easier for students to remember multiple-choice questions and short answers, transforming the classroom into a “learning through play” environment,” he notes.

The Time Management Strategy and Name Tag Activity under Learning Improvement Cycle-13 further improved classroom management and increased student participation. These new activities played a crucial role in making the teaching-learning process more interesting and engaging. His connection with students and parents simplified the teaching process. 

Reflecting on his journey, he shares, “Every problem has a solution, and we should continuously strive to find it. A teacher is not just someone who teaches students but someone who makes learning easy for them and provides the courage to understand life values.”

His journey from a novice teacher to a transformative leader within the school community exemplifies the impact one dedicated individual can have on the lives of many students.

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Introducing Tamil Letters through the 'Inside-Outside Circle' Strategy

Gnana Pushpam A

 

Introducing Tamil letters to 1st standard students in an engaging manner is crucial for building a strong foundation. To achieve this, I used an ‘Inside-Outside Circle’ strategy, where students stood in two concentric circles to practice letters and words through interactive peer learning. This dynamic approach aimed to make letter recognition fun and promote active participation.

The classroom was arranged with two circles of students—one forming the inside circle facing outwards and the other forming the outside circle facing inwards. Each student in the inside circle was paired with a student in the outside circle, making them face-to-face partners.

  1. Each student in the outside circle was given a flashcard with a Tamil letter (e.g., “அ,” “க,” “ம“). The student in the inside circle had to say a word starting with that letter, such as “அம்மா” (mother) for “அ” or “மரம்” (tree) for “ம.”
  2. After the letter activity, the roles were reversed. This time, students in the inside circle said a word, and the students in the outside circle had to identify the starting letter. For example, if the word “நாய்” (dog) was said, the other student would respond with “ந” (Na).
  3.  After each round, the outside circle moved one step to the right, giving each student a new partner. This allowed them to interact with multiple peers, reinforcing their learning with different letters and words.
  4.  In the final round, students were encouraged to form short sentences using the words they practiced. For example, “அம்மா வீட்டில் உள்ளார்” (Mother is at home) or “நாய் ஓடுகிறது” (The dog is running).

The ‘Inside-Outside Circle’ strategy energized the classroom and created a vibrant learning environment. Students were enthusiastic and actively engaged, enjoying the peer-to-peer interaction. This method improved their confidence in recognizing letters and forming words, as they received instant feedback and encouragement from their peers. Using the Inside-Outside Circle strategy proved to be an effective way to teach Tamil letters and words. The interactive nature of the activity fostered a sense of collaboration and made learning enjoyable. I plan to use this strategy for other classes also, such as simple sentence formation, to continue building their language skills in a fun and interactive way.

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Learning Outcome-Based Planning: LIC 15, MTs, and TDCs Co-learning Session

The ongoing Teacher Development Coordinator (TDC) program continues to innovate and strengthen education in Delhi, this time with the 15th Learning Improvement Cycle (LIC 15). Held on 22nd and 23rd August 2024 for Mentor Teachers (MT), and on 27th and 28th August 2024 for Teacher Development Coordinators (TDC) of Directorate of Education, Delhi schools with support of SCERT Delhi , the sessions focused on the critical theme of Learning Outcome-Based Planning.

LIC 15: The Importance of Learning Outcome-Based Planning

LIC 15 is aligned with the National Curriculum Framework for School Education (NCFSE) 2023, which emphasizes understanding curriculum aims, learning competencies, and clear learning outcomes. The main takeaway from LIC 15 is that effective lesson planning should center around specific learning outcomes, ensuring students meet targeted skills by the end of each lesson.

But why this focus? Learning Outcome-Based Planning ensures that teachers design their lessons with a clear goal—what students should know and be able to do. This approach shifts teaching from simple content delivery to a focus on skill acquisition and competency building.

Co-Learning Sessions: Fostering Collaboration and Knowledge Sharing

A key feature of LIC 15 was the co-learning sessions, designed to ensure that all participants—DIET faculty, Mentor Teachers, and TDCs—were familiar with the theme and strategies. SCERT’s core design team, with support from the Centre for Intrinsic Motivation (CIM), led the first round of DIET co-learning sessions. These sessions were cascaded to Mentor Teachers, who then facilitated the sessions for TDCs in their districts. TDCs, in turn, brought these strategies back to their schools.

These sessions weren’t just about introducing new concepts—they served as spaces for collaboration, where participants could share successes, ideas, and strategies for overcoming challenges. This collaborative approach helps build a strong community of educators committed to improving student learning outcomes.

The ongoing Teacher Development Coordinator (TDC) program continues to innovate and strengthen education in Delhi, this time with the 15th Learning Improvement Cycle (LIC 15). Held on 22nd and 23rd August 2024 for Mentor Teachers (MT) Co-Learning Session, and on 27th and 28th August 2024 for Teacher Development Coordinators (TDC) C0-Learning Session of Directorate of Education, Delhi schools with support of SCERT Delhi , the sessions focused on the critical theme of Learning Outcome-Based Planning.

LIC 15: The Importance of Learning Outcome-Based Planning

LIC 15 is aligned with the National Curriculum Framework for School Education (NCFSE) 2023, which emphasizes understanding curriculum aims, learning competencies, and clear learning outcomes. The main takeaway from LIC 15 is that effective lesson planning should center around specific learning outcomes, ensuring students meet targeted skills by the end of each lesson.

But why this focus? Learning Outcome-Based Planning ensures that teachers design their lessons with a clear goal—what students should know and be able to do. This approach shifts teaching from simple content delivery to a focus on skill acquisition and competency building.

Co-Learning Sessions: Fostering Collaboration and Knowledge Sharing

A key feature of LIC 15 was the co-learning sessions, designed to ensure that all participants—DIET faculty, Mentor Teachers, and TDCs—were familiar with the theme and strategies. SCERT’s co-design team, with support from the Centre for Intrinsic Motivation (CIM), led the first round of DIET co-learning sessions. These sessions were cascaded to Mentor Teachers, who then facilitated the sessions for TDCs in their districts. TDCs, in turn, brought these strategies back to their schools.

These sessions weren’t just about introducing new concepts—they served as spaces for collaboration, where participants could share successes, ideas, and strategies for overcoming challenges. This collaborative approach helps build a strong community of educators committed to improving student learning outcomes.

District-Level Engagement: Scaling Learning Across Schools

The LIC 15 theme reached all 13 districts and 10 DIETs of Delhi, covering over 1,043 Directorate of Education (DoE) schools. The high participation rate—around 95% of participants attended—reflects the strong commitment to improving education quality.

At the district level, DIET facilitators led sessions for Mentor Teachers, where they engaged in discussions, exchanged feedback, and developed action plans. TDCs played a vital role in ensuring that the strategies were customised for their schools, creating a tailored approach to learning outcome-based planning for each unique student population.

Key Activities and Focus Areas in LIC 15

The co-learning sessions were packed with activities aimed at giving teachers the tools they need to implement learning outcome-based planning effectively. Key activities included:

  1. Recap of LIC 14: To ensure continuity, participants revisited key concepts from the previous Learning Improvement Cycle.
  2. Understanding Learning Outcome-Based Planning: Teachers explored the significance of this approach in boosting student learning and performance.
  3. Exploring NCERT Learning Outcomes: Participants were encouraged to align their lesson plans with documented learning outcomes from NCERT.
  4. Introduction to Understanding by Design (UbD): Teachers learned to design lessons using a backward design approach, starting with the end goal in mind.
  5. Lesson Planning Workshops: Participants created lesson plans step-by-step, incorporating feedback from peers to improve their strategies.
  6. Goal Ladder Activity: This student-centered tool helps break larger goals into smaller, manageable steps, making learning objectives clearer and more attainable for students.
A Culture of Continuous Improvement

LIC 15, along with the Mentor Teacher and TDC CLS sessions, marks a significant move toward building a culture of continuous improvement in Delhi’s schools. The focus on learning outcomes equips teachers to design more effective lesson plans, ultimately meeting the unique needs of their students.

As this cycle rolls out across schools in Delhi, it will be exciting to witness how these strategies impact student learning. The LIC program, with its focus on collaboration and actionable strategies, continues to play a crucial role in elevating the quality of education in the region.

Stay tuned for updates on how these plans are implemented and the successes that emerge as teachers and students work together toward achieving their learning goals!

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Why is strengthening the teacher-parent relationship important? - Experiences from the Regional Hub project

Positive teacher-parent communication boosts student confidence and support, enhancing educational experiences and achievements.
Gowthama Rajavelu

A strong bond between teachers and parents fosters better communication, leading to increased support for the child’s academic and personal development. Recent research by Kraft and Dougherty (2013) highlights that frequent communication between parents and teachers boosts student engagement, particularly when teachers share positive news about their child’s performance.

During a recent project at a private school, Centre for Intrinsic Motivation aimed to strengthen parent-teacher relationships through positive phone calls as a strategy. Teachers would call parents to share one or two positive things about their child, helping parents appreciate their child’s efforts and value the teacher’s role. This approach proved highly effective.

Here’s a heartwarming story from one of the teachers during our last training session:
One of the teachers used WhatsApp to call a parent to share an interesting moment of a student who was participating in a seminar. The student, usually shy and never having participated in a seminar before, impressed the teacher, who decided to share this with her parents. The parent, attending a Magaleer Mandram (Women Self-help group) meeting, happily watched as her daughter did her presentation well. She was so happy, and the members of the group appreciated her with a huge round of applause. This recognition significantly boosted the student’s confidence and created a proud moment for both the student and parent.

This story shows the power of positive phone calls in building strong parent-teacher relationships and celebrating student achievements. How can we further use such strategies to create more supportive educational environments?

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The Impact of CO-ART Meetings in Enhancing the Teaching-Learning Process

Deepak Kumar Mittal

The success of any program depends on its implementation. Similarly, the success of the TDC (Teacher Development Coordinator) Program becomes evident when its impact is visible on students and teachers in classrooms. This impact is observed at Rajkiya Sarvodya Kanya Vidyalaya C Block, Sangam Vihar, illustrating how the TDC program has improved the teaching-learning process.

The TDC program introduces various techniques and methods through different Learning Improvement Cycles (LICs) to enhance the learning process and classroom activities for maximum student engagement through discussion and sharing at various Network Meetings. Academic Resource Team or ART Meetings mark the early stages of network meetings at school, gathering of teachers from various subjects to establish a collaborative learning environment. Subsequently, these network teachers disseminate the acquired knowledge in subject-specific meetings referred to as CO-ART meetings. In these meetings, teachers within the same subject participate, reflecting on diverse strategies.

The Crucial Role of CO-ART Meetings

CO-ART meetings play a crucial role in this process, where all subject teachers come together to discuss and plan their subject-specific teaching learning strategies based on the available resources. Initially, organising these CO-ART meetings was challenging due to issues like time constraints and teacher availability, but with the support of the school principal and the TDC coordinator, they began to succeed.

During ART meetings, the TDC coordinator simplified the LIC content and agenda, making it more accessible to ART members, who then carried forward the agenda in CO-ART meetings.

Fostering Open Discussions and Classroom Observations

Both ART and CO-ART meetings at this school provide all members with adequate opportunities and time to express their ideas freely. These discussions not only address practical challenges but also focus on techniques for resolving practical issues based on discussion and feedback.

Efforts have also been made to establish a classroom observation process where TDC coordinators regularly invite all ART and subject teachers to observe their respective classes. Similarly, ART members also invite teachers to observe their classes, promoting mutual learning and development. While there is still progress to be made in this area, there is considerable success observed through these practices.

Addressing Challenges as a Mentor Teacher

In the role of a mentor teacher in this school, it is challenging to conduct CO-ART meetings regularly according to the practical situations in the school. There are some challenges in conducting these meetings, such as a lack of self-confidence among ART members or a lack of facilitation skills. To address these challenges, Ms. Sunita TDC and I have built trust with all ART members and assured them that “we are working together in a small group to discuss these methods, techniques and technologies wherever you feel our need. The phrase ‘we are here, aren’t we’ has firmly established this belief.”

Furthermore, ART members who excel in their work or are invited for classroom observations are also honoured on various occasions, such as CLDP sessions by different school principals, annual festivals, or other school events. Ms. Pushpa Ekka, Principal of the school provides full support and assistance to colleagues with doubts or concerns, which is why ART meetings and CO-ART meetings are conducted very effectively here.

Effect of CO-ART Meetings on the Teaching-Learning Process in Classrooms

Co-ART meetings have a significant impact on the teaching-learning process in classrooms. As a mentor teacher, I have found that students now feel more connected to teachers than before. Additionally, it has been observed that students feel emotionally,  mentally, and physically safer than before. The contribution of LIC’s techniques and extensive discussions in ART and CO-ART meetings is clearly evident in the classrooms.

I have also seen that students are now starting to work in groups or pairs more openly. Their self-confidence and leadership skills are developing. Students are asking more questions than before and are also helping in the management of various activities.

For teachers, the activities and techniques discussed in CO-ART meetings have helped them become better, smoother performers. Now, teachers are conducting activities with more self-confidence.

Here are some reflections and feedback teachers give that clearly demonstrate the positive impact of CO-ART meetings and the TDC program on teachers and students, leading to an enhanced teaching-learning experience in the classroom.

“Participating in LIC’s Co ART meetings has been an incredible experience. Despite the challenges we face in Sangam Vihar, these meetings have greatly enhanced our teaching methods. They’ve helped build connections, plan lessons, create a safe learning environment, and manage time effectively. Students now feel safer and more engaged in class, thanks to strategies like ‘Do Now’ and ‘Hook.’ We also appreciate the impact on workload balance and work-life balance.”

Geeta & Pooja, Teacher

“ART and CO-ART meetings have been invaluable for educators. They’ve empowered us with strategies to link creative concepts with academic content, fostering analytical thinking in students. These meetings enhance academic achievement, engagement, and students’ social-emotional development. They encourage ownership and bring about positive changes in students’ personalities, making learning a holistic experience.”

Deepti Suman, Teacher

“Co ART meetings have equipped us with valuable teaching techniques and strategies. These methods improve class management and include mind-energising activities that awaken students’ minds and keep them active. It’s been a game-changer for us as educators, helping us conduct classes more effectively and engage students better.”

Uma, Teacher

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Focusing intrinsic motivation at systemic level for improved student learning

Overall, the science of motivation provides a robust framework for the framing and enactment of educational policies and practices. We should aspire to align not only our policies but also our practices to the framework of intrinsic motivation for lasting improvement and impact.
Our Design and Programme Readiness team has recently completed a new paper looking at the role of intrinsic motivation and behaviour change in the context of teacher professional development in India. This paper explores the origins and theory behind intrinsic motivation, and its alignment within policy and research in India. 
 
The paper also outlines a key approach for rekindling and sustaining motivation at the systemic level. This approach involves: 
  • Establishing communities of practice or professional learning communities among teachers and educational officials. 
  • Institutionalising processes for promoting agency, growth mindset and goal orientation. 
  • Cultivating a system-wide approach to coaching and mentoring. 
  • Building ownership for sustained and long-term impact.  

What is intrinsic motivation- Understanding the construct

We infer intrinsic motivation for an activity when a person does the activity in the absence of a reward or outside control. The dominant framework for studying intrinsic motivation is Deci & Ryan’s Self-Determination Theory (SDT) (1985). Much of the literature within SDT highlights that for intrinsic motivation to cultivate and thrive, three basic psychological needs are to be fulfilled; the need for autonomy, mastery and purpose. ‘Autonomy’ is connected to a sense of ownership and initiative in one’s actions whereas ‘Mastery’ relates to the feeling that one can enhance one’s skills and knowledge, thereby growing and succeeding. The need for ‘Purpose’ draws from the basic need to feel connected and be able to see the goal. When teachers deliberately choose the profession of teaching, continue to teach and most importantly make intentional efforts for a quality teaching learning process, it indicates that they are intrinsically driven.

Why does Intrinsic motivation and behavior change matter in the specific context of teacher professional development in India?

Research evidence– The significance of intrinsic motivation is that it has been found to be correlated with various positive work-place behaviours and outcomes, such as creativity, problem-solving, cognitive flexibility and persistence. Also, when teachers are intrinsically motivated, they are more likely to create a positive learning environment, use innovative teaching strategies, provide personalized attention to students and set high expectations not only for themselves but for their colleagues and students. Motivated teachers are likely to influence the motivation levels of their students and highly motivated students are likely to learn and perform better than the less motivated ones; an interplay of constructs has been explored in different research studies with specific focus on teacher motivation and teaching effectiveness, teacher motivation and student motivation and factors influencing teacher motivation (Han & Yin, 2016).

Policy perspective– The central importance and mediating role of teacher motivation has been highlighted in various policy documents both within and outside of India including NEP 2020 and SARTHAQ (2021), the implementation plan for NEP 2020 and the guidelines provided for the continuous professional development of teachers (NCERT, 2022).

Uniting the evidence and approach for effective TPD in India– Current educational policies and practices around the globe remain anchored in traditional motivational models that fail to support students’ and teachers’ needs of autonomy, mastery and purpose (Deci & Ryan, 2020). 
A study focused on teacher motivation and job satisfaction in India (Ramachandran, 2006) shares that the key issues pertaining to teacher motivation revolve around the lack of skills to manage diversity in the classroom, poor teaching environment, burden of non-academic responsibilities on the teachers and middle tier professional (at the district and block level) that takes them away from the classroom, non-need based and forced training programmes and the increased social distance between teachers and students. A deeper analysis indicates that these issues strongly point towards the profound need of empowering and motivating the educational workforce by responding to their basic needs of- becoming increasingly competent to do their work (mastery), promoting their agency so that they take initiatives and own their work (autonomy) and have a sense of goal orientation towards the learning of students (purpose). When these needs are duly recognised and are nurtured, it may gradually help the teachers to start finding joy in their work. 

How to adopt a system wide approach to prioritize intrinsic motivation in India?

Understanding and working towards the Vision of NEP 2020
NEP (2020) highlights the importance of overhauling the service environment and culture of schools by ensuring that teachers are ‘a part of vibrant, caring, and inclusive communities of teachers and larger school complex communities’, ‘sharing best practices with each other and working collaboratively towards the common goal of ensuring quality children learning.  Following the policy mandate, enabling conditions need to be created wherein teachers and officials feel a sense of autonomy, mastery/competence and purpose or a sense of relatedness (with teaching, teacher fraternity and the larger goal of teaching-learning). 

Tapping into the potential of intrinsic motivation to achieve high priority national level educational goals
For any national initiative to be successful, understanding and tapping into the mediating role of intrinsic motivation is very critical.  For instance, the Foundational Literacy and Numeracy (FLN) mission, launched in 2021 by the Ministry of Education, is one of the most crucial programmes that both the central and the state governments are prioritizing to help the children achieve foundational learning standards. For the mission to achieve its goals, it is imperative that the education workforce is highly motivated and intrinsically driven towards foundational stage teaching and learning. While the focus on imparting content and skill based professional development opportunities to teachers is important to build their pedagogical capabilities, creating a conducive environment aimed at reigniting intrinsic motivation will help build and strengthen the momentum of the FLN mission. 

Crafting enabling conditions in terms of processes and structures
Professional Learning Communities (PLCs) need to be established at the State, District, Block, Cluster and School level to develop a culture of collaborative and peer learning. The PLCs of teachers and officials need to be supported to help embed the habits of sharing evidence- informed best practices, reflection, contextualizing practices, developing plans to put ideas into action, observation, providing constructive feedback and appreciation amongst the education workforce. These practices have to be role modelled at every level leading to an observable systemic beahviour change. Through systemic efforts of regular mentoring and coaching of the existing cadre of officials and teachers, an enabling environment is to be created for giving primacy to the cultivation of joy of teaching-learning. 

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Teacher Perception Survey

Across all three states, more than 90% of teachers felt that their participation in network meetings helped in making their classrooms safer, making their students happier...

Our teams in Delhi, Karnataka and Tamil Nadu have sought to understand teachers’ perceptions about the relevance, use and impact of our programme for themselves and their students. We have therefore designed a survey which aims to capture their perspectives about our work both before and during the pandemic.

We were delighted to receive a total of 7,950 responses from teachers across all three states, despite the number of other demands on their time during this challenging period. Although this data is based on perceptions alone, and the teachers who chose to complete the survey were likely to be among the more engaged with our work, the survey gives us a strong indication of the value that these teachers have assigned to our programme. Some of the key findings from the survey are as follows:

  • Across all three states, more than 90% of teachers felt that their participation in network meetings helped in making their classrooms safer, making their students happier, encouraging greater participation from their students in class, improving the curiosity of their students and ultimately improving students’ reading and numeracy levels.
  • Almost 90% of teachers agreed that their participation in observing or being observed in the classroom resulted in an improvement to both their students’ social and emotional wellbeing, and also their literacy and numeracy levels.
  • More than 80% of teachers reported that the support they received from STiR during the period of school closures helped them to support their students’ emotional wellbeing and improved their students’ reading and numeracy levels
  • . Only 68% of teachers reported that they were able to reach more than 50% of their students during lockdown, demonstrating the significant loss of learning experienced by so many children across India.

    • Surveys like this are an important part of our holistic approach to understanding our impact on teachers and children. Although we do not base our assessment on any single evidence form, the information from this survey helps to inform a wider narrative on our impact which also draws from sources including local examination and assessment data, our internal school-level observation data, our longitudinal study and other surveys. We’re grateful to all of the teachers who participated in this research and will continue to refine our activities to maximise their value to all stakeholders. 

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