Strengthening Supportive Supervision: Lessons from a Multi-Faceted CPD Model for Teacher Mentors in 2 Indian States (Uttar Pradesh and Haryana)

• In Event: The transition test: Designing sustainable programs that outlast political change

Proposal

In early 2024, Language and Learning Foundation (LLF) conducted a diagnostic study with Teacher Mentors (TMs) in Uttar Pradesh to understand the enablers and barriers they face in delivering effective, supportive supervision to teachers. TMs represent a critical layer in education systems, bridging policy intent and classroom practice through school visits, lesson observations, and teacher coaching. The study revealed that while TMs were dedicated to their roles, they lacked structured, ongoing professional development to fully carry out their mentoring responsibilities.

The findings highlighted significant capacity gaps: deeper pedagogical expertise in Foundational Literacy and Numeracy (FLN), stronger communication and facilitation skills, improved data management and analysis capabilities, greater confidence in reflective practice, and the ability to provide constructive, non-judgmental feedback to teachers.

Drawing on these insights, LLF worked with the state governments of Uttar Pradesh and Haryana to design a multi-faceted continuous professional development programme as part of their state initiatives to strengthen TM capacity. This model blends multiple learning formats to ensure sustained professional growth and system resilience. It includes annual in-person workshops to establish role clarity, refresh FLN pedagogy, and practice mentoring skills; monthly district-level learning sessions on themes such as classroom observation, inclusive teaching, and data-informed support; online and bite-sized courses through state platforms, enabling TMs to select modules based on self-identified needs; and behavioral nudges with curated resources shared via WhatsApp or state apps to keep learning active between formal sessions. A mid-year refresher workshop further supports progress review, addresses emerging challenges, and fosters peer learning.

This presentation will share the journey from the UP diagnostic study to the design and rollout of this CPD programme within state systems, and early implementation experiences in two distinct state contexts. We will highlight how TMs have responded to different components, the changes they report in their day-to-day practice, and the adjustments made in response to field realities.

Our discussion will focus on three critical sustainability challenges: sustaining motivation and engagement in CPD despite heavy field responsibilities, finding the most effective balance between in-person and digital learning for government officials, and ensuring that CPD for the supervisory tier leads to measurable improvements in classroom practice that persist beyond individual program cycles.

By presenting our approach and lessons learned, we aim to contribute to the broader conversation on strengthening education systems' institutional capacity so that teachers receive consistent, high-quality support—and, ultimately, students have the best opportunity to thrive in foundational learning—regardless of political transitions or leadership changes.

Author

• Tushar Pundir, Language and Learning Foundation