Getting teachers galvanised: New certifications promise better career prospects
It is no secret that Indian school education suffers from a lack of motivated and quality teachers. Yet there are always those hidden gems, the ones who do not get the opportunities to grow and reach their fullest potential. It is in order to address this problem that Ramya Venkatraman and Anjali Jain have set up the Centre for Teacher Accreditation (CENTA) — a market-based teacher certification programme that acts as a bridge between outstanding teachers and better opportunities.
Prior to starting CENTA in 2014, Venkatraman had set up McKinsey’s India education practice and her partner Jain had had a career in IT services in Europe. Both had observed that there were now many interventions for school teachers such as content-based assistance, technology tools and kits, curriculum support, making teaching fun and so on.
However, they also noticed that very few of these made any meaningful or lasting impact on teachers. Most did not have any incentive to change or improve since career progression for teachers in India is rarely merit-based. You move up to the next level regardless of whether you do a stellar job or a lousy one.
In education, the only certifications teachers are familiar with are the Bachelor’s degree in education (BEd) — a largely broken system since it is available countrywide for a price — and the certificates for teachers’ training courses. Venkataraman and Jain concluded that training could not substitute motivation. Interventions too were all very well, but often the teacher was left asking — “what is in it for me?”
This is where CENTA comes in. Its certifications are not a training programme for teachers. Rather, they are an assessment of teachers’ competencies. The company provides two certifications — the standard CENTA certification and microcredentials, and a CENTA Teaching Professionals Olympiad, which is an annual competition aimed at picking the best among teachers. The Olympiad is based on an objective, multi-choice type of test and assessment.
A total of 25,000 teachers from 5,000 schools across India have participated in the three CENTA Olympiads held so far. This year the number of teachers vying for top honours is expected to go up to 15,000. “The rapid growth in numbers and interest from all corners of the country convinced us that there is a latent need for recognition that their present environment does not provide,” says Jain.
According to Jain, teachers have different motives for taking part in the Olympiad. Some are competitive and want to win prizes; others look at it as a mode of professional development. And then there are those who are learning for the first time that an avenue for improvement actually exists. In a sense, teachers are taking responsibility for their professional development and schools have also started encouraging them to do so.
In the first Olympiad, CENTA declared the ranks of the top 500 teachers. Since then, they have ranked the top 1,000. The CENTA team found that the results were in line with the assessment of the school leaders and principals. In other words, the stars are usually those that the school heads have also spotted. “Anecdotal co-relation has been done whenever possible to see if our results align with the school’s expectations,” explains Jain.
CENTA also offers a microcredentials certification where teachers have to go through video interviews and remote proctored tests. The micro-credentials are offered on five parameters: subject expertise, classroom communication, content development, student assessment and remediation and professional competencies. The credentials are tailored for 3 levels — beginner, experienced and senior. And they are reasonably priced (~4,000~5,000) to allow wider access.
Of course, both the Olympiad and the micro-credentials have their limitations as they cannot test verbal skills and are also not a substitute for real life interaction and assessment. Amitav Virmani, CEO of The Education Alliance, a body which works to improve government schools, says that the real challenge for CENTA would be to get government schools and teachers on board since their incentive for self-improvement is low. But he feels that while the more motivated individuals may see the advantages, institutionalising and scaling up the certifications may not be easy. “It may remain an external validation for teachers — akin to an Asset exam for students,” he adds.
CENTA’s founders are aware of the challenges ahead. Still, they are happy with the progress. Jain says that several state government schools have started encouraging their teachers to participate in their certification process. Some are even offering rewards to teachers who do well at the Olympiad. The certifications seem to kindle the desire for self-improvement and recognition among teachers — and that is where Jain and Venkataraman see hope.