Developing a Professional Learning Community of Inclusive Educators Reform proposal by Khriesenuo Solo, DIET (SCERT), Nagaland.

Developing a Professional Learning

Community of Inclusive Educators

Reform proposal by Khriesenuo Solo, DIET (SCERT), Nagaland

Context and Rationale

The National Curriculum Framework for School Education (NCFSE) (2000), recommended inclusive schools for all without specific reference to pupils with Special Education Needs (SEN)

Learners with special needs should be educated along with other learners in inclusive schools, which are cost effective and have sound pedagogical practices (NCERT, 2000).

Nagaland inclusive school- Pilot project• Government Primary School, Lerie chosen as the pilot

school- 4 teachers and 4 students

• Providing instruction that meets the needs of all through Response to Intervention Method (RTI)

• Establishing Professional Learning Community in the pilot school

Response to Intervention (RTI)

A general educational process of instruction, assessment, and intervention .

Increases student success and decrease the number of students identified with specific learning disabilities in need of special education.

Uses a collaborative approach by school staff for development, implementation, and monitoring .

Involves continuous monitoring of student progress and follow up during the interventions.

Professional Learning Community (PLC) Will be formed for the pilot school four teachers along with

the implementation team.

Pilot teachers meeting in their PLC’s once a week .

Experts from the implementation team will meet these teachers once a month.

Goal

The ultimate goal of my reform proposal is to train teachers for inclusive education to obtain better learning outcomes for children.

Objectives

Sensitizing and educating teachers .

To orient and train the teachers on RTI and PLC.

Enabling teachers to adjust instruction to meet children educational needs as a result of screening and progress monitoring.

Identifying children with specific learning disabilities in need of special education.

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Implementation activity Resources (Funding/ Material)

Timeline

1. Joining organizations, meeting with Comm.&Secy,SCERT &School Education.

N.A Jan 1st-2nd week

2. Implementation team setup N.A Jan 3rd week3. Meeting with implementation team & pilot

teachersMeeting expenditure

Jan 4th week

4. Adopt G. P. S Lerie, Kohima (Inclusive school) as the pilot school.

N.A Feb 1st week

5. Capacity building: Pre training and post training tests

Training funds (SSA/ SCERT)

Feb 2nd week

6. Tier 1 tests N.A Feb 3rd week7. Meeting the 4 teachers along with the

implementation team to discuss the case of the 4 students

Meeting expenditure

Feb 3rd week

8. The 4 teachers are asked to focus on 1 child each.

N.A Feb 4th week

9. Monitoring of students for more intensive instruction and support in Tier II.

N.A Feb - March

Sl.no Implementation activity Resources Sl.no

10. PLC meeting once a week- 4 teachers N.A March , April, May

11. Tier II students identified and intervention begins 

N.A March, April, May

12. 1st Meeting with parents 

N.A March

13. PLC- Implementation team and 4 pilot teachers once a month

Meeting expenditure

March, April,May

14. Tier III identification 

N.A April

15. Tier III intervention 

Fee for experts April, May

16. 2nd meeting with parents 

N.A May

17. Review and further planning 

Meeting expenditure

May

18. Evaluation of pilot project 

N.A May-June

19. Report writing 

N.A June

Evaluation

Evaluation will be carried out at three levels:

1. Pilot school teachers

2. Student evaluation.

3. Pilot project evaluation

Tools:

Journal

Questionnaires

Interviews

Potential benefits

Sensitization and awareness on Inclusive education

Formation of Professional Learning Community (PLC) of inclusive educators.

Support group for parents and community.

Teacher training.

RTI approach eliminates a “wait to fail” situation .

THANK YOU