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to long term. Subsequently, state governments started to commit to longer periods and current British Council projects with the state governments of Bihar, Assam, Maharashtra, Punjab and Karnataka now run from two to five years. Each project 1 differs in scale and focus: some are large-scale cascade in-service programmes (Maharashtra English Language Initiative for Primary Schools (ELIPS), Maharashtra English Language Initiative for Secondary Schools (ELISS), Karnataka English Language Teacher Education Programme, Punjab English Enhancement Programme); others are small-scale in-service programmes based on a day release model of direct trainer and teacher training (Maharashtra English for All, New Delhi Municipal Corporation, Bihar Language Initiative for Secondary Schools (BLISS)); and one supported the government of West Bengal in the development of a primary curriculum and textbooks. Generally though, the projects share the following design features:

1

2

20

1.

Collaborative planning and implementation with state agencies and/or core teams of representatives from government, based on a comprehensive needs analysis. An example of a typical needs analysis report can be found here: www.mpsp.maharashtra.gov.in/upload/News/Needs_Analysis_ Report_-_ELISS_2013.pdf

2.

Selection of master trainers/teacher educators 2 conducted by the British Council against four parameters of language ability, motivation, skills and knowledge.

3.

Core training for trainers and teachers using course materials linked to national and state curricula and textbooks, and using films of local teachers in typical classrooms, usually conducted in a split training model (phases of face-to-face training conducted in blocks over an extended period of time). Training is conducted by Indian teacher trainers who are recruited, trained and managed by the British Council.

4.

Teacher training is generally conducted by pairs of government master trainers/teacher educators with individuals and/or cohorts monitored and evaluated for progress and impact against performance indicators (separate indicators for trainers and teachers) as well as learning assessments and, where appropriate, language assessments.

5.

Orientation sessions and access to professional development opportunities, such as workshops in managing change in ELT, for principals and education officers.

6.

Follow-up activities (between phases of face-to-face training). These include, for example: −−

learning assignments

−−

action research projects

Details of the individual projects can be found on the British Council India website at www.britishcouncil.in/englishpartnerships Master trainers: teachers who are temporarily appointed to train other teachers; teacher educators: full-time educators who train and support teachers at school level.

|  Continuing professional development in action

Innovations in the CPD of English language teachers  
Innovations in the CPD of English language teachers  

The publication, edited by David Hayes offers global perspectives on the Continuing Professional Development (CPD) of English language teach...