ERIC EJ1136040: Organizing an NGO-Sponsored English-Medium School in South India: Lessons Learned

2012·0.23 MB·English

by  ERIC

Journal of International Education and Leadership Volume 2 Issue 2 Summer 2012
http://www.jielusa.og/home/ ISSN: 2161-7252

Organizing an NGO-sponsored English-Medium School in South India:
Lessons Learned

Gordon S. Gibb
Brigham Young University

This paper describes lessons learned from the first-year education efforts of Rising Star Outreach of
India, a U.S.-based nongovernmental charitable organization (NGO) working with leprosy colonies
in Tamil Nadu, India. In 2008, Rising Star Outreach established a residential school to provide
English-medium schooling for 180 colony children in Standards K through 8. Using lived
experience methods of phenomenological research described by Manen (1990), the author describes
six themes derived from personal experience during the a full year of organizing and directing the
school, including obtaining government recognition, organizing school governance, working within
local school culture, hiring and training teachers, providing English-medium instruction, and
establishing and maintaining positive relations with parents and families. The themes include
lessons learning that can benefit other organizations endeavoring to establish schools in developing
areas.

Keywords: International education, Development, Educational administration, India, Leprosy

This paper describes lessons learned from (Mehrotra & Panchamukhi, 2006; Munshi &
first-year education efforts of Rising Star Rosenzwieg, 2006). Researchers caution that
Outreach of India, a U.S.-based many schools offering English-medium
nongovernmental charitable organization instruction are informally established and
(NGO) working with leprosy colonies in unrecognized by the government, and
Tamil Nadu, India. For someone outside India therefore not subject to regulatory oversight
to understand and utilize what was learned regarding safety, sanitation, or the quality of
during this school experience, knowledge of curriculum and instruction (Kamat, 2007;
the context of leprosy colonies and the social Mehta, 2005; Miller, 2005). Nevertheless, the
and economic situations of children born in growth of English-medium schools is
these colonies is important. Therefore, the outstripping that of vernacular-medium
paper begins with a brief review of research schools in many areas of the country,
pertaining to private English-medium schools sometimes by a ratio of three to one (Mehta,
in India followed by an explanation of the 2005). Evidence indicates that the marketing
leprosy condition and the status of leprosy power of English-language curriculum and
services in south India. This is followed by an instruction often outweighs questions of
overview of Rising Star Outreach and the quality in parental considerations about school
Peery School. The remainder of the paper choice (De et al., 2005; Munshi &
presents six topical areas pertaining to the Rosenzwieg, 2006).
initial year of operation and the lessons Although there is a growing research base
learned from organizing and directing an regarding the provision of English-medium
English-medium school for children from educational opportunities to marginalized
leprosy-affected families. populations in India and other developing
English-medium schools in India nations, a search of U.S. and international
There is an established perception in India databases failed to locate studies of private
that an English-medium education is the English-medium schools targeting the leprosy
gateway to social and professional success population. This paper addresses educational
(Markee, 2002; Yakkundimath, 2003). This is efforts specifically targeting children of
to be expected among well-to-do families, but leprosy-affected families.
it is especially common among parents of poor Leprosy and modern India
and otherwise disadvantaged children for Leprosy is an infectious disease that
whom private schools are preferred over mainly affects the skin, peripheral nerves, eyes
perceived low-quality government schools and mucous membranes, resulting in loss of
English-Medium School in South India Gibb
sensation in the extremities, muscle atrophy, Rising Star Outreach of India
and unfelt injuries susceptible to infection Rising Star Outreach of India (Rising Star)
(Centers for Disease Control and Prevention, was founded by Rebecca (Becky) Douglas in
2009). The disease has existed for centuries, 2002 as a U.S.-based tax-exempt charitable
with the earliest record dating to 600 BC organization to address the tragic suffering of
(World Health Organization, 2010a). leprosy patients and their families in south
Fortunately, leprosy today is readily treatable India. When Becky witnessed the desperate
with a multidrug therapy that stops the condition of leprosy beggars during a visit to
progression of active leprosy and cures the India, she decided that she and a group of
disease in its early stages (World Health friends could do something to help. Their first
Organization, 2010a). Elimination of the approach was to support existing organizations
disease is said to be attained when occurrence in their efforts to provide services, but these
rates fall to less than one case in 10,000 seemed inadequate so the group established
persons, a target achieved in all but a handful their own organization.
of countries (World Health Organization, The first Rising Star educational project
2005). India announced elimination of the was to start a children’s home in a rented
disease in 2005, but there is some question building in Chennai to provide schooling for a
about the accuracy of the data collection few children. As the word spread and more
methods (Feenstra, 2003). Statistics from the families requested schooling for their children,
World Health Organization indicate that India the organization rented a second home. It
is very close to reaching the elimination target, soon became apparent that a permanent
with just over 133,000 new cases reported in solution was needed, so land for a rural
2009, or 1.1 cases for every 10,000 persons in campus was purchased in 2005. Two
a population of 1.15 billion (World Health children’s homes, one for boys and one for
Organization, 2010b). girls, were constructed in 2006, and the first
Perhaps the most far-reaching effects of wing of the school was completed in 2008.
leprosy result from excluding patients and Meanwhile, Rising Star teamed with
their families from active participation in Padma Venkataraman, an influential Indian
mainstream society. Even though modern leprosy welfare advocate, to start a micro-
medicine has shown that the risk of infection finance program to help the leprosy affected
is small and the disease is readily treatable, pursue business opportunities as a way to
areas with a history of leprosy retain the old move beyond their reliance on begging. This
attitudes (Jacob & Franco-Paredes, 2008). was followed in 2005 by establishing a mobile
Patients have historically been interned in medical team that regularly visits local
colonies or institutions to protect others from colonies. Thus, in a relatively short period of
infection, making it very difficult for leprosy time Rising Star established its three-part
sufferers to access needed medical care or to mission: to provide education, micro-finance,
maintain gainful employment. As a result, and health care for persons with leprosy and
begging is the traditional approach to their families.
supporting themselves, and colony families Peery School
generally live in poverty, even with The school was founded by Rising Star in
government stipends (Overdorf, 2009). The April 2004 in the rented facilities in Chennai.
social attitude toward leprosy carries over to Peery Matriculation School, named for the
non-infected family members in additional principal donor and completed in 2008, is
ways. When patients marry and bear healthy situated on a 13.5 acre rural campus that
offspring, the children suffer the effects of provides residential housing, healthcare,
stigma by association, including lack of social school, and volunteer services for about 180
acceptance at public schools (Overdorf, 2009). students in standards K through 9. An
Overall, the effects of leprosy and its additional wing was dedicated in July 2010,
stigma in modern India include ongoing health making the facility large enough to eventually
problems, poverty, and inadequate education provide schooling through standard 12. The
for children. This has attracted the interest of school serves children from 34 leprosy
charitable organizations both inside and colonies and 4 cities in the state of Tamil
outside the country, including Rising Star Nadu.
Outreach of India.
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English-Medium School in South India Gibb
The school was established to address writing is to “construct a possible
three concerns regarding children in the interpretation of the nature of a certain human
leprosy colonies. The first concern is that experience” (Manen, p. 41), realizing that
teachers and other students often treat the writing about an experience is not the same as
colony children with such indifference that the experience itself. The aim is to reflect on
they ultimately do not want to attend public and make the lived experience visible to the
school. The second concern is that the quality researcher and to others.
of education in many local government The phenomenon of interest in this study
programs is so poor that parents are convinced was the first full year of the school’s operation
their children do not benefit from school. as experienced by myself, a veteran American
These two concerns lead to the third, which is school teacher and university teacher educator
that parents use the issues of poor treatment that helped organize and direct the school.
and poor education to justify keeping children Examining this year-long experience involved
out of school and using them instead in the organizing and analyzing information from
traditional leprosy patient role as beggars several sources, including laws and
(Rebecca Douglas, personal communication, regulations, meeting minutes and notes,
November 10, 2010). Parents have long since records of daily and weekly school business,
learned that the emotional effect of personal written accounts of local customs and
disadvantaged children prompts higher levels traditions, and my journal entries that included
of giving. To shield the children from this conversations with school committee
circumstance, the first rule established by members, teachers, parents, and students. I
Rising Star was that children must live at the organized these data chronologically and
facility, and parents cannot take them out of according to my insight into their role within
school to beg. If it is found that parents have the experience.
taken children out of school supposedly for a Once the various data were organized the
wedding or funeral but actually use the next step was to read and reread them, and to
children for begging, then the children are not extract themes that exemplified the topic of
readmitted to the school (Rebecca Douglas, establishing and directing the school in its first
personal communication, November 10, year. Themes condensed from lived
2010). experience are a means to make sense of the
From its beginning with 27 children in the phenomenon and to write about it in such a
rented buildings, the school’s enrollment has way as to inform others (Manen, 1990). For
since grown steadily. The majority of the example, the process of obtaining government
students come from various colonies, but recognition was addressed by researching the
during the 2008-09 school year about 40 were requirements in government documents,
local village children. Inviting local children discussing the appropriate level of recognition
to enroll is part of Rising Star’s effort to in school committee meetings, soliciting
eliminate the stigma of leprosy by schooling opinions from teachers, reacting to parent
children who are associated with the colonies concerns in monthly parent meetings, and
with children who are not. The intent is for requesting clarification from district and state-
the local children and their families to learn level officials. I extracted these data from
that those from the colonies are not different school committee and parent meeting minutes
from other children. and notes, and from journal entries.
Method Explaining the experience based on these
This study employed lived experience sources allows me to make the process visible
methods as described by Manen (1990). Lived to myself and others.
experience falls within the scope of Themes can be seen as parts of the whole
hermeneutic phenomenology and includes phenomenon of establishing and directing the
studying a phenomenon that is of interest, school. The themes are reported here as
examining experience as lived by the general considerations with the attendant
researcher, describing the themes that lessons learned that may be of interest to
exemplify the phenomenon, and addressing others engaging in similar work.
the parts and the whole of the phenomenon to Results and Discussion
reflect on the experience (Manen, 1990). The Learning and following the procedures for
intent of this type of phenomenological organizing and directing the school during the
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English-Medium School in South India Gibb
first full year were instructive experiences for instruction, other than for language classes,
me. These experiences are condensed here but must implement the new state-mandated
into six considerations for establishing an uniform curriculum across all types of schools
English-medium school in south India: i.e., by the year 2012 (Government of Tamil Nadu,
government recognition, school governance, 2009a).
school culture, teacher hiring and Recognition application forms and
development, English-medium instruction, and procedures are fixed by regulation, as are the
parent/family relations. Each consideration preliminary certifications that must be in place
begins with a statement from the law or when the application is submitted. These
research literature to define or clarify the topic. certifications include building soundness, as
This is followed by a description of the verified by a structural engineer; certification
phenomenon and then an explanation of the of the waste and sanitation system, as provided
lessons that I learned as the school program by a local government sanitation official; and
came to fruition. compliance with the fire code, as certified by a
Government recognition local fire official’s inspection (C. Sitaraman,
The first consideration is obtaining 2007). Building adequacy for curricular
government recognition. Schools must obtain requirements of the Peery School, such as
recognition for students to be eligible for library facilities, science labs, and playground
government examinations in standards 10 and space, was verified by photographs and
12. Recognition is equivalent to accreditation, descriptions submitted with the application.
but it is granted by the state government rather The review process at various levels of local
than by independent accrediting bodies, as in and state government took several months, but
the U.S. Schools in Tamil Nadu are recognition for the school was eventually
established according to specific state granted.
government regulations. These regulations Lessons learned. The two lessons I
require that the school’s physical facilities be learned about obtaining government
safe, sanitary, and adequate for instruction. recognition were to avoid paying bribes and to
They describe requirements for admitting and recruit local support for the school. Both of
withdrawing students, setting hours in the these became essential to the success of the
school day and days in the school year, school and Rising Star’s legitimate presence in
establishing faculty and staff qualifications the area.
and employment policies, and disciplining Avoid bribery. This and other Rising Star
students. The regulations also define financial endeavors showed that it is possible and
procedures and the structure and advisable to circumvent the custom of bribery.
responsibilities of school governance (C. Navigating state and local bureaucratic
Sitaraman, 2007). procedures can be daunting for a foreign
Issues faced by Rising Star. Deciding entity, especially in a culture of financial
which level of recognition would be inducement, but Rising Star decided at the
appropriate for the Peery School was an outset not to pay bribes at any level for three
important early decision. The basic level of reasons. First, the founders believe that using
recognition is state board, the common level donated funds to pay bribes is unfair to the
for government schools, which at the time that individuals and organizations donating money
Rising Star applied for recognition required to help the needy. Second, if a person or
Tamil-medium instruction. The next level is entity pays a bribe, then a bribe is often
matriculation, common to many private expected at every step thereafter. Third,
schools, which at the time required English- providing financial inducement to a person in
medium instruction (Government of Tamil authority makes it possible for the authority
Nadu, Directorate of Matriculation Schools, figure to expose the bribe payer unless further
2005). Rising Star’s decision to offer an money is paid on demand (Becky Douglas,
English-medium curriculum meant that personal communication, November 10,
matriculation was appropriate for the Peery 2010).
School. However, a new state ordinance Many local people speculated that Rising
enacted in late 2009 changed the regulations to Star would be unable to conduct business
provide that schools with any level of without providing financial inducement, but
recognition may use any language for this has not been the case. Sometimes when
4
English-Medium School in South India Gibb
individuals or authorities have come to principal, faculty, and staff; for establishing
understand the mission of Rising Star— school policies; and for approving the budget.
realizing that it provides direct benefit to Issues at Peery School. When the Peery
children and families without profit—hearts School was established, the regulations
have softened and doors have opened. At required that school committee membership
other times, Rising Star has called on friendly consist of six representatives of the
locals for assistance, or has simply pursued educational agency, meaning the organization
higher legal channels. Over time Rising Star that owns and administers the school; three
has built a reputation for engaging in senior teachers; one parent representative; and
important work without providing financial one senior non-teaching staff member, all of
inducement, which seems to validate the whom serve for three years and are eligible for
viewpoint that staying above reproach is the further terms. The principal sits as an ex
best policy in the long run (Becky Douglas, officio member. One of the educational
personal communication, November 10, agency representatives acts as secretary for the
2010). school committee to keep meeting minutes and
Recruit local support. A second lesson to oversee school financial accounts (C.
learned was the necessity of having prominent Sitaraman, 2007).
local support. As is often the case in a The principal is responsible for day-to-day
developing area, it is essential to have a group school operations within the scope of available
of influential local people involved. Rising resources. The principal’s duties include
Star set out early to meet and recruit people of supervising teachers, maintaining teacher
stature to fulfill this need, including high level attendance and other records, reviewing lesson
government retirees with established networks plans, granting teacher leave, overseeing
of influence, such as representatives from the teacher payroll, and conducting examinations.
Indian Administrative Service and the Tamil In addition, the principal is to facilitate
Nadu Education Directorate. These friends collaboration among teachers, parents, and
were asked to serve on the organization’s other stakeholders to ensure the quality of the
Indian Board of Directors, and they in turn school’s educational program (Government of
introduced Rising Star to business leaders, Tamil Nadu, Department of School Education,
service organizations like Rotary International, n. d.). The principal is assisted by staff
and leaders in other private schools. members as necessary to carry out daily school
Each of these contacts has been integral to operations.
the success of the program. In obtaining Since the time that the Peery School
school recognition, a retired state-level received recognition India has enacted The
education officer on the board did much to Right of Children to Free and Compulsory
make the application move more smoothly Education Act (Government of India, 2009).
than otherwise possible. The network The draft regulations for the Act in Tamil
established by the directors also makes it Nadu propose significant changes to the
easier to recruit new members to serve on the school committee, including the title,
board as terms of service expire. membership, roles of members, and duties of
School governance the committee (Government of Tamil Nadu,
The second consideration faced by the 2009b).
Peery School was to understand school Lessons learned. School governance
governance. The system of school governance helped me learn the importance of a clear
in Tamil Nadu is explicitly detailed in state mission and the need for accountability for
regulations. Education is under the direction student achievement. These lessons affect
of the state ministerial-level Department of both the overall concept of the school and the
School Education, which is subdivided into day-to-day instructional program.
various secretaries and undersecretaries for A clear mission. The first lesson I learned
different aspects of direction and supervision was that the school must establish a vision and
(Akila, 2009). Governance at the local level is mission that all parties understand and accept.
provided by the school committee and the People generally understand how a school
school principal. The school committee is works as a result of their own experiences and
responsible for hiring and disciplining the as part of their cultural upbringing, but the
various players at the Peery School had
5
English-Medium School in South India Gibb
differing ideas about what the school should answers or gave them more than the allotted
be and do. For example, some parents wanted time to complete the exam. When the Indian
their daughters to learn homemaking and craft principal learned that some teachers were
skills that would prepare them for marriage using such tactics, she informed them that this
and family life. Other parents wanted the was unacceptable and subsequently supervised
school to prepare their children for admission exam preparation and administration more
to a college or university. Teachers also closely. As a result later test scores were
varied in their opinions. Most saw their markedly lower than earlier ones for some
instructional role as preparing students with teachers, but probably more accurate.
memorized information for traditional exams, Accurate achievement data are essential
while a few pressed for more exploration and for evaluating a school’s curriculum and
creativity in the classroom. The second instruction (Halverson et al., 2007; Prew &
principal, a local educator who replaced me in Quaigrain, 2010). I learned that accurately
that position after seven months, differed from measuring and reporting learning outcomes
the teachers regarding the instructional may not put the school in a favorable light at
language of the school. She expected teachers first, but it certainly provides more reliable
to provide a rich language environment by information for making needed improvements
speaking English exclusively, but most of the over time. Accurate data lead to informed
teachers had scarcely mastered the rudiments decisions, and informed decisions lead to
of conversational English. The faculty thought improved outcomes. This is essential in the
the best approach was to teach for developmental stages of a new school and for
understanding using Tamil and then infuse as continuous improvement in an established
much English as possible. school.
These various opinions became extraneous School culture
when the board of directors specified the The third consideration for establishing a
school’s mission as an English-medium school school is the influence of local school culture,
providing matriculation curriculum. This particularly if an education agency desires to
decision gave the school committee and offer an innovative program. A general
principal a specific reference framework from overview of culture and tradition is presented
which to set policy, direct the use of resources, here, followed by discussion of its influence
supervise and evaluate teachers, and on school and school change in India.
communicate with parents. A well-articulated Issues in traditional Indian school
mission supported by a comprehensive policy culture. Tradition in school culture is a
framework is essential for avoiding confusion powerful force, one that resists change and is
and for minimizing the programmatic and often intolerant of innovation (Levin, 2001),
procedural drift that can occur in a less well especially regarding teaching philosophies and
grounded organization. instructional methods transmitted from one
Accountability for student achievement. generation of teachers to the next. Teachers’
The second lesson learned was that the school traditional beliefs and attitudes are a synthesis
must have a strong system of accountability of their experiences as pupils, their preservice
for measuring and reporting student teacher training, and their professional
achievement. Indian schools have long experience—all of which are shaped by local
utilized a system of regular examinations to conventions and broader societal norms (Dyer
assess students on memorized information, et al., 2004). The advantage of school
including quarterly, half-yearly, and annual tradition is that stability and predictability
exams, with midterm exams before each of foster an institutional identity that helps
these. Marks on examinations reflect directly maintain expectations. The disadvantage is
on the teachers and the overall school, so there that ingrained tradition militates against
can be a tendency to inflate scores in one or change for improvement (Levin, 2001).
more ways. For example, some teachers Tradition is as influential in Indian school
created their tests and then taught the exact test culture as in any other setting, and it should be
items rather than preparing students with studied and carefully considered by those
generally similar items. Other teachers endeavoring to establish a school.
reviewed students’ responses during the test Instruction. Those establishing a new
period and either directed them to change school in India need to be aware that each state
6
English-Medium School in South India Gibb
approves and provides the syllabi, (1991) work categorizing Indian society as
examinations, teaching suggestions, and duty based, emphasizing responsibility to the
sometimes the texts and materials for the group or community, in contrast to American
various levels of school curriculum, which society’s rights-based preference for
tends to instill uniformity of practice and individual growth and freedom. These
impede change (Rajput, Tewari & Kumar, differing worldviews suggest that Indian
2005). Also, most schools still use methods school culture may be incompatible with
for memorized exam preparation that date western views of education, especially those
back to the British colonial system (Kumar, that advocate independence, individual
2005), even though the long tradition of rote achievement, and creative thinking over duty
learning is increasingly challenged by appeals to society and the collective good (Singal,
for and experiments with more creative child- 2007).
centered teaching and learning activities The differences in educational worldviews
(Clarke, 2003; Raghavan, 2007). Teachers are evident with the increasing number of
tend to believe that substantive change from international corporations establishing offices
current teaching methods to more activity- and facilities in India. Recruiting Indian
based and experiential approaches will be university graduates for corporate employment
difficult or impossible if attempted within the has exposed the incongruity between Indian
existing examination system (Dyer et al., education and the requirements of the global
2004). workplace. For example, in two annual job
Teacher responsibility. A high rate of fairs held on the campus of the University of
teacher absenteeism is another important issue Madras in Chennai, only 9,000 of 60,000
that seems rooted in Indian school culture. A candidates were selected for employment. The
study of 3700 schools in 20 states revealed an remainder were deemed unprepared due to
average daily teacher absentee rate of 25% lack of “soft skills,” such as training for
(range =15-45%) across government and leadership (Special Correspondent, 2008a).
private primary and secondary schools in Vice Chancellor S. Ramachandran noted that
urban and rural areas (Kremer et al., 2004). In although India produces millions of graduates
addition, the study found that teacher each year, very few receive a quality education
education, teacher experience, higher salary, that prepares them for employment in today’s
and prestigious assignment within the school, workplace (Special Correspondent, 2008b).
such as the position of head teacher, did not Government recognition brought the Peery
improve attendance. Perhaps a more ominous School under the purview of matriculation
finding was that during three unannounced curriculum, and the principal and teachers are
visits to each school during the study, an well schooled in the tradition of exam
average of only 45% of teachers were actively preparation. However, Rising Star has a
engaged in teaching their students (Kremer et broader vision for its students, one that will
al., 2004). This contrasts sharply with a produce fluent English speakers and prepare
western view of employee responsibility for them for postsecondary education in a global
attendance and productivity. economy. Accomplishing this will likely
Worldviews. Perhaps the most impactful require more modern and westernized
aspect of school culture is the difference approaches to teaching and learning than
between eastern and western thought, traditional Indian education provides.
specifically between Indian and American Therefore, mediating between two educational
worldviews. Clarke (2001) presents four philosophies is a crucial consideration as the
constructs that seem to guide Indian thinking: school sets its path to the future.
(a) the acceptance of regulation as essential to Lessons learned. Working with local
an interdependent society, (b) the imperative school culture yielded lessons about the
of duty above individual choice as an durability of traditional instructional practice
extension of the concept of caste, (c) the and the effectiveness of teacher incentive pay
supremacy of teachers over students in terms for promoting teacher responsibility. I learned
of knowledge and entitlement to respect, and that tradition in teaching is powerful, and that
(d) the importance of collective rather than new ideas about teacher responsibility are not
individual interpretation of knowledge. Clarke easily accepted.
(2003) relates these constructs to Shweder’s
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English-Medium School in South India Gibb
Traditional instructional practice. The (2007) found improved test scores in some
first lesson I learned was that locally recruited private schools, but the practice is not part of
administrators and teachers carry their the traditional school system. In contrast,
pedagogical constructs with them, and this can many American schools use merit pay plans to
weigh heavily against a paradigm shift should reward teacher improvement (Hunter, 2010)
a school’s founders desire to try something and merit pay is common practice in American
new. For example, I introduced a participatory business (Aquila, 2010). The Peery School
approach to teaching English language instituted the performance pay scheme as an
speaking, reading, and writing that included experiment in using American incentive tactics
teacher modeling with high rates of student to promote desired improvements in teacher
response, praise to reinforce correct student conduct.
responses, immediate corrective feedback for The performance pay system provided a
incorrect responses, and group and individual set equal amount for all teachers, but
speaking, reading, and writing practice to differences in teachers’ salaries due to
mastery criteria, including reading a new book variance in education and experience meant
each week. The students responded that the amount varied from one-third to one-
enthusiastically and made good progress for fifth of individual teachers’ pay. The school
six weeks, but when the school applied for established ten expectations that each
matriculation recognition the Indian principal represented 10% of the performance portion of
ended the program because it took valuable salaries:
time away from traditional test preparation. Attend all contract days
Instructional methods did not change, even Follow policy for arranging leave
with inservice instruction and explicit Stay with assigned class, do not leave
expectations for teachers to incorporate more class unattended
activity-based learning.
Submit quality lesson plans to
Even though the explicit approach is well
principal each Friday
validated by research and practice in the U. S.
Implement teaching skills learned in
(Carnine, Silber, Kame’enui, & Tarver, 2004;
training
Kim & Axelrod, 2005; Torgesen, 2002), the
Use activity-based learning when
Peery School teachers had no evidence from
possible
their own experiences to convince them that
Maintain orderly classroom
such an approach was a good use of
environment
instructional time. It seems that short-term
Employ positive classroom behavior
expectations centered in the existing system
supports
were too powerful to permit consideration of
Maintain and submit accurate student
probable long-term gains. In the end, the
records
looming specter of government examinations
Follow all other Peery School policies
inhibited the faculty and administration from
Each of the expectations was defined in a
embracing a new approach. In the future,
document given to teachers that listed specific
infusing new methods into the existing
indicators for each item. For example, under
instructional model will require some way to
“Employ positive classroom behavior
convince local administrators and teachers that
supports” the indicators included
the experiment will not jeopardize
teacher avoids using physical
examination results.
punishment,
Teacher incentive pay. The second lesson
children obey classroom rules,
learned was that teacher responsibility can be
influenced by adopting a performance pay children are attentive and on task, and
scheme in which a portion of monthly salaries children use the verandah pass to leave
is tied to itemized contractual expectations. classroom.
There is some mention in research literature of As principal for the first seven months, I
this type of scheme in Indian schools. monitored compliance through direct
Muralidharan and Sundararaman (2006) linked observation and review of applicable
improved test scores to teacher performance documents and records. After each monthly
pay in an experimental trial in rural confidential performance review with each
government schools, and Kingdon and Teal teacher, I determined the portion of
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English-Medium School in South India Gibb
performance pay each had earned and then appointment to a government school requires
submitted the signed evaluation forms to the candidates to pass a competitive examination
financial manager in advance of the monthly and to be placed on a seniority-based waiting
pay date. list until a position is available
Data collected from the performance (Thangamthenarasu, 2010). The wait is often
review documents and teacher attendance several years; therefore many teach in private
records indicated significant improvements in schools until a government position is
some areas that probably resulted from the assigned. This is a viable employment option
scheme. For example, corporal punishment in Tamil Nadu where private institutions
was greatly reduced or eliminated, and comprise nearly 35% of recognized schools
incidents of teachers leaving their classes (National University of Education Planning
unsupervised declined sharply. In addition, and Administration, 2011).
Peery School teacher absenteeism averaged The purpose of teacher recruitment is to
about 2% for the 2008-2009 school year, find and hire qualified teachers. The Code of
including approved leave time and medical Regulations for Matriculation Schools in
emergencies, while the national study reported Tamil Nadu requires teachers to have certain
an average of 25% (Kremer et al., 2004). This levels of education and training. For example,
is significant in that the national study found an elementary teacher must have completed
higher absenteeism in rural areas, and the secondary school and must have earned a
Peery School is situated in a rural setting Trained Teacher’s Certificate Elementary
several kilometers from the nearest bus route, Grade or its equivalent. Principals must have
with the majority of teachers commuting daily. earned a B.A. or B.Sc. and a B.Ed. with a
Differing world views about teacher Trained Teacher’s Certificate to Collegiate
incentive pay. As principal, I was Grade, and must have taught at least five years
comfortable with the performance pay scheme, in a recognized school (Sitaraman, 2007).
but the Indian principal who came later in the Candidates provide notarized documents as
school year could not bring herself to evaluate evidence of their suitability when interviewing
the teachers when doing so involved their pay. for positions, and schools are required to
Likewise, the Indian teachers were strongly maintain files with each teacher’s current
opposed to the scheme. Cultural differences credentials and other evidence of qualification.
were again evident: the teachers and the Indian The Peery School actively recruited
principal were not accustomed to being held teacher candidates through Rising Star
responsible to the extent of affecting monthly employee connections, newspaper
pay. Consequently, I, acting as assistant to the advertisements, and television spots. When
new principal continued the evaluations and school started in June 2008, eight teachers
performance reviews for the remainder of the were employed from the previous year’s
school year at the principal’s request. efforts to conduct school before the Peery
Teacher hiring and development School was established. Four positions were
India seems to have a ready supply of still open when school started, but all were
teacher candidates, except for those who teach filled within one month. Although the school
individuals with disabilities (Indo Asian News was a new establishment in a rural area,
Service, 2010). However, not all teachers are enough candidates applied that the school had
willing to work for a startup private school, a reserve of one to three applications for each
and they are not all well prepared to step into teaching position except English by the middle
an English-medium learning environment. In of the school year. Two teachers left during
addition, some applicants to the Peery School the school year, and these places were filled
may have had initial concerns about from the application reserve.
contracting leprosy, but when assured that Teacher development. Teacher
none of the students have the disease, that it is development, or providing inservice education
difficult to contract, and that it is readily to improve teachers’ skills and knowledge, is
treated if contracted, the concerns dissolved. meant to stimulate change and improvement in
Teacher hiring. Teachers earnestly seek schools (Wei, Darling-Hammond, Andree,
government school appointments because Richardson, & Orphanos, 2009). As common
salaries are generally higher than in private as teacher development activities are, there is
schools (Kingdon & Teal, 2007). However, much discussion in both the U. S. and India
9
English-Medium School in South India Gibb
about whether or not such training actually I soon realized that the teachers varied so
engenders changes in teacher behavior that much in their English skills that effective
improve student learning and behavioral dialogue about the practice of teaching was
outcomes (Fullan, 2007; Guskey, 2003; nearly impossible. Except for the very fluent
Kremer et al., 2004). India established District English teacher, the teachers either answered
Institutes of Education and Training (DIET) in questions with halting, incorrect English, or
1986 to bring teacher development activities did not answer at all. Upon reviewing the
closer to local schools and teachers. However, teachers’ hiring documents, I found that they
research in one state indicates that few DIETs had done well in required English classes, but
have developed means of measuring the the assumption that this prepared them to
impact of training on student achievement converse in English was unfounded. It was
(Dyer et al., 2004; Dyer, 2005). Likewise, evident that doing well in school course work
most research in the U.S. focuses on teachers’ did not indicate ability to communicate with a
self-reported satisfaction with training rather native speaker. Therefore, I learned that
than measuring the effects of specific practices employment interviews should include
on student learning (Rodrigues, 2010). sufficient conversation about a wide range of
Teacher development was an ongoing topics to accurately assess candidates’
pursuit during the Peery School’s first year. readiness to discuss teaching, learning, and
Dissatisfaction with teaching and learning in course content in English.
temporary quarters before the school building Acceptance of authority. The second
was completed caused the founders to recruit lesson learned was that the teachers would not
me, an American educator, to bring order to question, debate, or discuss anything I said,
the program. Part of the plan when the even when they seemed to understand it and
building was completed was to address what were invited to do so in their native language.
the founders considered to be inadequate and This made it difficult for me to know what the
inappropriate curriculum and instruction. As teachers were thinking, and seemed to support
an experienced American public school outsiders’ assertions that “they tell you what
teacher and university educator with a degree they think you want to hear.” I felt out of
in educational administration, I agreed to place because of past experience with
spend one year working at the school to vociferous American teachers and the
address this and other issues. Rising Star expectation that they would discuss, seek
asked me to serve as principal until a local clarification, and offer opinions about any
principal could be hired and to train the issues brought before them. The Peery School
teachers to use more activity-based, student- teachers’ behavior appeared to be a
friendly approaches to learning. With no manifestation of customary Indian submission
knowledge of India or Indian school culture, to administrative direction and the perspective
except for what was available in research of duty over individual choice, as described by
literature, I prepared inservice modules on Clarke (2001). It seemed to be just what the
several topics, including basic learning theory, teachers learned as students in school: to be
effects of positive reinforcement on learning told what to do, and not to discuss or question
and behavior, and lesson planning guided by the matter.
daily measureable learning objectives. Three However, a second explanation may be
weeks after arriving in India I met the teachers that unfamiliarity contributed to teacher
and conducted in-service training for several reticence. Over several months of daily
days before school started. contact the teachers became more open to
Lessons learned. I learned lessons sharing opinions and discussing teaching
concerning a variety of issues. The most methods with me. Therefore, initial teacher
striking were about levels of language skill, reluctance may have resulted from having an
acceptance of authority, and the impact of unknown individual from a foreign country
incongruent school philosophies. introduced as the new principal and then
Levels of language skill. The first lesson having that individual present new concepts in
I learned was that the native Tamil-speaking a barely intelligible language. If this was the
teachers’ beliefs about their English skills did case, then cultural understanding and
not match their actual facility with the comfortable interpersonal relationships seem
language. While conducting inservice training,
10