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Project Overview

Project Description

The one-year teacher training program focused on enhancing skills for elementary school math teachers with the goal of improving students' math scores in national standardized tests. The training encompassed 112 hours of sessions and concluded with a 25% increase in students' scores. The success of the program led to an investment in subsequent projects.

Learning Modality

In-person

Duration

Mar 2019 - Mar 2020

Client 

Local government at Phuket province, Thailand

Trainees

50 Elementary school math teachers

Stakeholders

My Role

Program Manager

  • Data team: Data scientists

  • Subject Matter Experts: College instructors

  • Clients: Local government teams and School leaders

Skills

  • Program Management

  • In-person Training

  • ADDIE Process

  • Kirkpatrick Model Of Training Evaluation 

Sections

Summary

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Part 1: Problem

The local government in Phuket province contracted my company to develop training programs for math teachers. This initiative was in response to the consistent failure of elementary school students in the province on national standardized math tests over several years.

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Problem

ADDIE Step 1: Analysis

ADDIE Step 2: Design

ADDIE Step 3: Develop

ADDIE Step 4: Implement

ADDIE Step 5: Evaluate

Impact

Each section

  • Part 2.1: Contextual analysis with the client

  • Part 2.2: Contextual analysis with school leaders

  • Part 2.3: Needs analysis with teachers​

  • Part 2.4: Needs analysis for students

  • Part 2.5: Summary of the analysis

Part 2: Analysis

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The analysis was structured into two primary segments: Contextual Analysis and Needs Analysis.

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Part 2.1: Contextual analysis with the client

Part 2.2: Contextual analysis with school leaders

I conducted interviews and meetings with the local government to grasp their objectives and constraints, including time and budget considerations.

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Part 2.3: Needs analysis with teachers

I held discussions with teachers to gauge their willingness to partake in training. They revealed a conditional readiness tied to workload management. They also highlighted that poor reading comprehension skills were a factor in students' math underperformance. I necessitated further investigation into this claim.

I engaged with school leaders to secure their support for teacher training programs, assessing their motivations and concerns.

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Part 2.4: Needs analysis for students

I partnered with data scientists to leverage existing learner data from the learning management system, aiming to determine if there was a correlation between Thai reading comprehension and mathematics skills.

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The analysis revealed two distinct groups of students: one group whose mathematics abilities were closely linked with their Thai reading comprehension skills, and another group where such a correlation was absent. This insight indicated the necessity for differentiated learning interventions tailored to each group's unique needs.

Part 2.5: Summary of the analysis

  • Root Cause of Underperformance: Student underperformance in math tests is attributed to deficits in mathematical and reading comprehension abilities, with the latter impacting their ability to understand the language used in math problems.

  • Classroom Management Issues: Managing a classroom with students who have diverse needs and problems is challenging for teachers, particularly in large classes of 45-50 students.

  • Social and Extrinsic Motivation: The success of the training program is influenced by the desire of stakeholders to satisfy superiors. Involving local government and school leaders can significantly enhance the likelihood of the training's success.

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Problem

ADDIE Step 1: Analysis

ADDIE Step 2: Design

ADDIE Step 3: Develop

ADDIE Step 4: Implement

ADDIE Step 5: Evaluate

Impact

Each section

  • Part 3.1: Define business goals

  • Part 3.2: Action map with subject matter experts

  • Part 3:3: Curriculum Design

  • Part 3.4: Design document

Part 3: Design

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Part 3.1: Define business goals

I discussed the finding from need analysis with stakeholders and we agreed that the business goal is to increase students' performance scores in math on national standardized tests by 10%.

Part 3.2: Action map with subject matter experts

I conducted an action map with the subject matter experts and later transformed it into a design document.

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Design Document

Part 3.3: Curriculum Design

Part 3.4: Design Document

In collaboration with subject matter experts in math and Thai reading comprehension curriculum design, we developed a blueprint for conducting training.

1. We opted for an in-person modality because teachers are naturally reluctant to change. Therefore, e-learning might not be effective in breaking the ice at this time. In the future, we aim to scale up to a blended format.

2. We decided to focus the training on four objectives :​

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Objective 1: Designing diagnostic tests to determine whether students have issues exclusively in math or also in reading comprehension.

Objective 2: Designing teaching materials tailored to the diverse needs of these groups.

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Objective 3: Facilitating classrooms with students who have diverse needs.

Objective 4: Adjusting learning interventions based on timely feedback.

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Problem

ADDIE Step 1: Analysis

ADDIE Step 2: Design

ADDIE Step 3: Develop

ADDIE Step 4: Implement

ADDIE Step 5: Evaluate

Impact

​Each section

  • Part 4.1: Designing assessment tasks

  • Part 4.2: Designing training materials

  • Part 4.3: Preparing the logistics

Part 4: Develop

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Part 4.1: Designing assessment tasks

Based on the learning objectives, I defined what success looks like by:

  1. Defining Assessment Tools: Identify and select the appropriate tools to measure learning outcomes effectively.

  2. Defining Success Criteria: Establish clear standards that students need to meet to be considered successful.

  3. Establishing a Rubric: Create a rubric to ensure scalability and repeatability, facilitating consistent assessment across different sessions or cohorts.

Part 4.2: Designing training materials

To develop the training materials, I will collaborate with SMEs to:

  1. Identify effective and ineffective examples.

  2. Create guides and checklists outlining the best practices. 

  3. Compile a list of resources for teachers to conduct their own research and further their understanding.

Part 4.3: Preparing the logistics

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The training on all four learning objectives is designed to be spread throughout the entire year. This approach acknowledges the overwhelming responsibilities of teachers and aims to provide manageable and effective learning opportunities.

Part 5: Implement

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Problem

ADDIE Step 1: Analysis

ADDIE Step 2: Design

ADDIE Step 3: Develop

ADDIE Step 4: Implement

ADDIE Step 5: Evaluate

Impact

Each section

  • Part 6.1: Evaluating satisfaction

  • Part 6.2: Evaluating learning

  • Part 6.3: Evaluating performance​

Part 6: Evaluate

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Part 6.1: Evaluating satisfaction

Evaluating teachers' satisfaction is a crucial aspect of our training program. To assess this, I conducted surveys at the end of the program to gather Net Promoter Scores (NPS), which help gauge the overall satisfaction and likelihood of recommending our training to others.

Part 6.2: Evaluating learning 

After each training session, I administered assignments to measure the teachers' learning against the predefined success criteria. No training session has failed to meet these success criteria.

Part 6.3: Evaluating performance 

Simulating a classroom environment in training is challenging, especially when the participants are adults. To evaluate teaching performance effectively, I deployed on-ground coaches to observe and provide constructive feedback in real classroom settings. To minimize pressure and resistance, I have avoided grading, focusing instead on developmental feedback and continuous improvement.

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Problem

ADDIE Step 1: Analysis

ADDIE Step 2: Design

ADDIE Step 3: Develop

ADDIE Step 4: Implement

ADDIE Step 5: Evaluate

Impact

Each section

  • Part 7.1: Impacts on students

  • Part 7.2: Impacts on my training company​
  • Part 7.3: Impacts on society

Part 7: Impact

Part 7.1: Impacts on students

The impact on students was assessed by administering tests similar to national standardized exams. The results showed that students taught by teachers who participated in our training program saw a 25% increase in their scores, surpassing our initial goal of a 10% increase.

Part 7.2: Impacts on my training company

The success of the training program led the local government to invest in subsequent projects with us, resulting in a 15% increase in our company's annual revenue.

Part 7.3: Impacts on society

To extend the program's impact to benefit other teachers and the wider community, eight high-performing teachers were chosen to deliver TED talk-style presentations at the program's conclusion.

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