TEJAS
TEJAS TAG Coordinators working in a group to create a poster presentation. ©

British Council

The TEJAS project is a joint initiative delivered through a partnership between the Government of Maharashtra, Tata Trusts and the British Council. It aims to improve the quality of English language learning in primary schools. Under this initiative, teachers form face-to-face and digital communities of practice in their local areas through Teacher Activity Groups (TAGs). This enables them to develop their language ability, teaching skills, knowledge and experience. TEJAS also aims to revitalise the State Institute of English, Aurangabad, so that is it equipped to independently plan, manage and support English training initiatives across the state.

Project vision

A fully functioning, equipped and resourced SIE plans, manages and supports teachers in their training and development. Teachers form face-to-face and digital communities of practice through TAGs in their local areas which enables them to develop their language learning and teaching skills, knowledge and experience. This results in more motivated teachers who take part in a culture of sharing and learning which results in improved quality of teaching and learning in the classroom.

Project scope

Under the current programme, Teacher Activity Groups will take place across nine districts in Maharashtra (Aurangabad, Beed, Hingoli, Nashik, Nandurbar, Nagpur, Gadchiroli, Amravati and Yavatmal). There will be 750 TAGs which will meet on a monthly basis. These TAGs will be supported by 250 TAG Coordinators and approximately 18,000 teachers from across the nine districts will attend them. Thirty State Academic Resource Persons, based in the State Institute of English, Aurangabad, will be trained to support this and future teacher education initiatives. 

Measuring impact

The success of TEJAS will be measured based on three key aspects: participant engagement, evidence of participant learning and participant application of practice in the classroom. Baseline, midline and endline data will be collected for detailed analysis using classroom observations and focus group discussions.

As activities are completed, information on interim progress will be shared via this project page. 

Key activities

YEAR 1

Training of State Academic Resource Persons (SARPs) – face-to-face and online: orientation to the programme, English language teaching skills and development of ICT proficiency. SARPS completed 25 days of face to face training covering topics such as planning and designing workshops and Monitoring and evaluating projects. SARPs also completed a three month online moderated course on English language teaching
Selection of Teacher Activity Group (TAG) Coordinators to facilitate the initial establishment of the groups in nine districts of Maharashtra.  Over 200 TAG Coordinators were selected through rigorous face to face or telephonic selection procedures.
Training of TAG Coordinators – Over 200 TAG Coordinators received eight days of face-to-face training to orientate them to the Tejas  programme and TAG coordination role. TAG Coordinators also completed a 30 hour online self-access English Language development  course to build up their English language proficiency
Establishment of Teacher Activity Groups and participation by teachers at monthly meetings in nine districts. Over 500 TAGs have been set up by the TAG Coordinators across the nine districts of Tejas.
Establishment of WhatsApp groups for digital communities of practice to complement TAGs. WhatsApp groups have been set up for SARPs and TAG Coordinators to provide on-going support, communication and access to professional development. In addition every TAG now has its own WhatsApp group for teachers to share their learning experiences.
Training of State Institute of English administrators and Block Resource Coordinators – face-to-face:  orientation to the programme, development of project management and communication skills. A five day course on project management and business communications was delivered to over 120 officials to support them with the future planning and implementation of Tejas and other initiatives
Monitoring and evaluation to include classroom and TAG observations focus group discussions and collection of Most Significant Change stories. In year one all aspects of the project were monitored and evaluated using quality assured tools created specifically for Tejas. Results were very positive and encouraging.Findings of TAG and classroom observations and feedback from all stakeholders have informed the year two Tejas project plan.

YEAR 2

Training of State Academic Resource Persons (SARPs)

Training of State Institute of English Administrators and Block Resource Coordinators

Identification and development of TAG facilitators by TAG Coordinators

Teacher Activity Groups continue

Monitoring and evaluation of TAGs and classroom practice

Symposium event to share learning and experiences

YEAR 3

Training of State Academic Resource Persons (SARPs)

•Training of State Institute of English administrators and Block Resource Coordinators

Identification and development of TAG facilitators by TAG Coordinators

Teacher Activity Groups continue

Monitoring and evaluation of TAGs and classroom practice

Programme evaluation to inform scaling up the model across the state

Symposium event to share learning and experiences