Teaching at the right level: A game changer for Bangladeshi primary schools?

Teaching at the Right Level (TaRL) has been producing convincing evidence from developing countries across the globe. This method has been successfully implemented in Kenya, Chile, India, and several other nations. 

Based on this success, the Global Education Evidence Advisory Panel (GEEP) report highlights TaRL as one of the best investments for developing countries due to its effectiveness in bridging learning gaps and cost efficiency.

What about Bangladesh? If TaRL were implemented here, would it work in a context where thousands of teachers still await foundational training despite joining schools? Could it be effective in overcrowded classrooms, particularly in urban and semi-urban areas where student numbers are high and schools are few? And would it succeed given the current skills of teachers in creating assessments and tracking data?

The purpose of this article is to explore the TaRL concept, outline how to implement it, and discuss the challenges and solutions specific to the Bangladeshi context. Additionally, it will provide recommendations for implementing this "best buy" in the context of Bangladesh.

What is TaRL?

TaRL is an educational approach that focuses on assessing children using simple tools and grouping them according to their learning levels rather than their age or grade. This method allows for targeted instruction that meets students where they are, helping them to build foundational skills in reading and mathematics. The approach was developed and pioneered by the Indian non-governmental organisation Pratham in the early 2000s in response to the failures of the education system.

Implementation steps

Assessment: Teachers assess students using straightforward tools to determine their current learning levels. Children are assessed a minimum of three times during a TaRL programme cycle: at baseline, midline, and endline.

Grouping: Students are grouped based on their learning levels, not their age or grade. Children can be moved to different learning-level groups based on their improvement over time.

Targeted Instruction: Teachers provide instruction tailored to each group's specific needs. Teachers conduct TaRL activities for an hour and a half to two hours a day. Activities are done with the whole group, in small groups, or individually.

Continuous Monitoring: Regular assessments and data tracking help to monitor progress and adjust teaching strategies as needed.

Barriers to TaRL implementation in Bangladesh

Teacher training

The nature of traditional face-to-face teacher training methods, combined with limited infrastructure and resource constraints, means that it takes five to six years to update the knowledge and skills of every teacher in the system. 

As a result, thousands of teachers in Bangladesh are still awaiting foundational training. The TaRL method requires a high level of expertise in assessment creation, targeted instruction design, planning, and more, making it particularly challenging if all teachers do not have basic training and continuous professional development.

Overcrowded classrooms

In urban and semi-urban areas, classrooms are often overcrowded. Some schools run in double shifts with the same sets of teachers. Implementing TaRL in these settings would require creative solutions, such as using additional classroom space for extra teaching, library rooms for study, and teachers' free time to guide the students. 

In many schools in urban and semi-urban settings, this might be incredibly challenging even if the teachers are willing to support.

Assessment and data tracking

Assessment, tracking data, grouping, and giving targeted instructions and tasks are at the heart of this method. However, a considerable proportion of teachers cannot create effective assessments, making it highly challenging to implement this promising concept with a large number of students in the class. 

This can lead to increased pressure on teachers, as the Teaching at the Right Level (TaRL) method demands three assessments and individual assessments of each student to determine their learning level and group.

Ideas for TaRL implementation in Bangladesh

All challenges have solutions, and all great ideas come with their own challenges when it comes to implementation. The country's context needs to be addressed first. Based on my experience in teaching and mentoring teachers, I can recommend three areas to focus on that can solve not only the challenge of implementing TaRL but also other educational challenges.

Professional development journey

Professional development is not a destination; it is a lifelong journey. To ensure that teachers continuously improve their skills and knowledge, the entire professional development process should be mapped out with a national teacher standard. This alignment will ensure that the competencies outlined in the standards are reflected during recruitment, curriculum development, professional development, and promotion.

For instance, implementing Continuous Professional Development (CPD) programmes can help teachers enhance their classroom management skills, assessment creation strategies, leadership abilities, and subject-specific knowledge.

Additionally, it is crucial to provide ongoing support and resources to teachers as they progress through their professional development journey. 

By aligning professional development with national standards and incorporating supporting mechanisms through various channels, such as head teacher instructional leadership, establishing communities of practice, and peer support, educators can ensure their growth is consistent with the competencies required for their roles. Linking professional development to promotion can further incentivise teachers to engage in continuous learning. 

For example, teachers who demonstrate mastery of specific competencies and actively participate in CPD programmes could be considered for higher positions or leadership roles. This approach will create a cohesive and effective education system where teachers are well-equipped to meet the diverse needs of their students.

Monitoring

Monitoring is key. Even if a strong professional development plan is executed, ensuring alignment and reinforcement is crucial. To address this, a teacher coaching model can be introduced. This model will transform the role of education officers, who will act as mentors rather than administrative leaders. With efficient data tracking, government bodies can monitor real-time data about each division, district, and sub-district and develop support mechanisms accordingly.

Implementing this teacher coaching model can significantly aid in the successful implementation of the Teaching at the Right Level (TaRL) method. By having education officers act as mentors, teachers can receive continuous guidance and support in creating effective assessments, tracking student data, and providing targeted instructions. 

This mentorship will help teachers better understand and apply the TaRL method, ensuring that each student's learning level is accurately assessed and addressed. Additionally, real-time data tracking will enable government bodies to identify areas needing improvement and allocate resources more effectively, further supporting the implementation of TaRL.

Teacher recruitment

As teachers are the drivers of any educational process, the teacher recruitment process needs to be re-evaluated. While there are great teachers currently teaching in schools, we need to create a system where the best and brightest individuals join the teaching profession. The recruitment process should include criteria such as a practice teaching component and scoring in the recruitment process, as well as methods to assess the true motivation of candidates. The government can learn from the private sector in implementing these assessments.

The concept of a "growth mindset" has taught us that we can learn anything if we try, and the "Clifton Strengths Finder" has shown that focusing on our strengths allows us to improve more quickly. These concepts are crucial in the recruitment and development of teachers. By identifying and leveraging the strengths of prospective teachers, we can ensure they are better prepared and more effective in their roles. 

Additionally, as resources are limited, it is essential to use them efficiently by recruiting individuals who are not only capable but also passionate about teaching.

A great concept is only effective if we can create an ecosystem to support it. Without the necessary support, a great concept will remain just that—a concept far from reality. This is my question to policymakers, administrators, practitioners, and educators: What steps can we take today to start building this supportive ecosystem?

Shamresh Saha is a Teacher, Educator and co-author of Shikkhamontro, is currently working at an international development organisation.