Teachers’ Experiences with Pakistan Reading Project’s Three- Pronged Teacher Development Model
This case study was collected as part of Teachers in Crisis Contexts (TiCC) Event Series to share compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. For more case studies, click here.
Since 2014, the Pakistan Reading Project (PRP) has reached 26,623 teachers and 1.6 million students in Grades One and Two, with the specific goal of improving the students’ literacy skills and teachers’ instructional practices. Teacher professional development (TPD) is a core pillar of PRP’s approach. Teachers participate in a three-pronged model during a two-year intervention cycle. PRP’s TPD model includes face-to-face trainings (FtF), monthly Teacher Inquiry Groups (TIGs) and school support visits.