Bihar, like many other states in India, faces significant challenges in improving foundational literacy and numeracy (FLN) outcomes. A lack of consistent classroom support for teachers and the absence of a dedicated academic mentor cadre have created gaps in the implementation of FLN initiatives. While the state has made strides in teacher capacity-building through periodic training, there remains a need for sustained, in-classroom support to help teachers translate training into effective classroom practices.
To address these challenges, the NIPUN Bihar Mission was launched in July 2021, with an ambitious vision to ensure foundational learning for all children. CSF has been partnering with the Department of Education, Government of Bihar, since the inception of the NIPUN Bihar Mission. Recognising the importance of focused implementation, three districts—Jehanabad, Sheohar, and West Champaran—were identified for intensive intervention. Within these districts, 600 government schools have been selected as exemplar “NIPUN schools” to serve as models for FLN implementation. With a focus on deepening efforts and ensuring fidelity in implementation, CSF supports these districts by driving targeted interventions. CSF brings expertise in teacher training and capacity-building and our team members play a crucial role in bridging gaps by conducting school visits, observing classrooms and providing constructive feedback to teachers.
Building a Block-level Teachers’ Forum
Our experience of working closely with these schools brought up the need for regular in-classroom support for teachers, given the absence of a dedicated academic mentor cadre in the state that is supposed to regularly guide teachers. To bridge this gap, the CSF team has been visiting schools, conducting classroom observations and providing feedback to teachers on the FLN teaching-learning process. We are also building the capacity of head teachers so that they take up this role eventually to make the process more sustainable. However, currently, the frequency of classroom visits is limited and this process needs to be backed up by additional support mechanisms. In light of the same, we initiated an in-person block-level teachers’ forum with the aim of increasing touch points with ~1200 teachers of FLN grades from all the 600 schools and creating a space for reflection and exchange of ideas. This forum includes sharing successful teaching strategies, reflecting on the effectiveness of training and pedagogical approaches used in classroom instruction and discussing new ways to enhance classroom engagement.
The block-level teachers’ forum is a platform for teachers to meet on a monthly basis. It was set up by the district administration, with CSF’s support, across all blocks of Jehanabad district in August 2024, followed by West Champaran and Sheohar. Teachers of grades 1, 2 and 3 from these 600 schools across the three districts participate in these meetings, where the sessions are facilitated by CSF team members and district officials. The objective of such meetings is to increase the frequency of engagement with teachers and build on the classroom support that we are providing. It is expected that this initiative, along with the other academic and governance initiatives which are being implemented in these schools, will result in improved teaching-learning practices and ultimately lead to increased learning levels of students in foundational grades.
Each month, specific agenda points related to classroom management and teaching-learning processes are taken up and discussed in these meetings. The meetings are initiated with a refresher session on NIPUN goals for literacy and numeracy for grades 1, 2 and 3. This is followed by a discussion on the assessment tracker, a tool provided to teachers in grades 1, 2 and 3 across the intervention schools with the objective of tracking regular progress of children on NIPUN goals. During the meeting, teachers showcase the tracker and share their experiences, challenges of using the tracker and possible solutions. We then facilitate discussions around key aspects of classroom management and pedagogy (one topic is discussed in detail every month) such as ‘steps to teach number identification in FLN grades’, ‘framework of a language classroom’, ‘utilising different kinds of group activities for classroom management’, etc. Teachers are encouraged to share insights from their classrooms; this is topped up with a thorough discussion on it by all teachers present and eventually culminated by summarising key takeaways from the discussion. The meeting is closed by sharing a work plan with teachers for the upcoming month in order to identify action points and next steps ahead.
Response So Far
It is widely recognised that during an academic year, teachers participate in various capacity enhancement training sessions. These participating teachers often hold diverse opinions about the effectiveness of these training sessions. The monthly block-level meeting is an additional attempt to strengthen teacher capacity and facilitate cross-learning. While compliance initially compels attendance of teachers to these meetings, initial feedback indicates that the content which is covered in these meetings is relevant and engaging for teachers, which in turn is motivating for them to take greater interest and make the most of these sessions. When we avoid a one-way dialogue and instead incorporate teachers’ voices, they participate actively. Similarly when we provide them with the space to discuss real issues and challenges that they face in classrooms, they take ownership of these monthly meetings. Yet, these are not easy transformations to achieve. Many teachers are teaching children at different levels, with limited teaching resources, and administrative responsibilities that leave little time for reflection or professional development. We believe teachers taking ownership of their own journey happens gradually. We are in fact, witnessing significant shifts evidenced by positive feedback from teachers, anecdotes shared about how they are implementing the discussed strategies in their classrooms, and presentations on their experiences during the meetings.
By the third such meeting in the state now, progress is becoming evident. A Grade 2 teacher from Jehanabad district shared, “Ma’am, aap logo ke iss training se classroom me bahut sudhaar hua hai” (Madam, there has been significant improvement in the classroom because of these trainings). Teachers are also stepping forward to share their classroom practices. For instance, a teacher from Makhdumpur block in Jehanabad described how he started grouping students based on instructional needs and engaging them in group activities after hearing about the practice in the previous block-level meeting.
We are also seeing teachers attempting to record students’ progress in learning outcomes through formative assessments regularly and more efficiently. One of the teachers from Tariyani block in Sheohar shared her experience of using learning trackers more consistently to monitor students’ learning levels. This indicates that teachers are adopting the practice of conducting formative assessments regularly and recording progress. The lasting impact of this practice is increased teacher awareness on students’ learning levels, which, in turn, influences their teaching strategies.
These feedback points, shared experiences and assessment tracker records provide a ray of hope in Bihar! It suggests that this intervention of focussed, monthly block-level interactions with teachers can lead to meaningful improvements in classroom practices and positively impact student learning outcomes.
Conclusion
Looking ahead, we envision these forums evolving into teacher-driven platforms, where educators continue to bring their own experiences and challenges to the table, selecting topics that resonate most with their classrooms. By stepping into the role of facilitators, teachers not only enrich their peers’ learning but also gain confidence in their professional journey. This shift fosters a deeper sense of ownership and pride, as teachers see themselves not just as implementers but as influencers of change.
The ripple effect of such empowerment is profound: when teachers lead with purpose, their impact extends far beyond the classroom. They inspire a culture of collaborative learning among colleagues, model innovative practices for their students, and contribute to a stronger, more connected community of teachers. This transformation holds the promise of sustainable progress, where teachers are at the forefront of driving meaningful learning outcomes for every child.