Designing a TaRL Programme
When modified to suit local realities and leveraged to address gaps in foundational learning, Teaching at the Right Level programmes can bring about considerable improvements to children’s foundational skills within a short period of time.
Understanding the Need for TaRL
From low learning levels to problems of teacher training, educational systems across the world face diverse challenges — many of which can be addressed by TaRL. However, the approach may not be relevant in some instances. Therefore, it is important to first determine if TaRL can address the needs of your context.
Factors to consider when thinking about designing a TaRL intervention
- A high proportion of primary school children in your context have low learning levels for basic reading and maths
- The education system caters to the top-performing students
- Stakeholders can adapt TaRL while staying true to its core components
- There is government buy-in and/or existing systems can be leveraged for the intervention
TaRL Delivery Models
After determining the need for TaRL interventions in your context, think about adapting different components of the approach while designing a TaRL intervention. TaRL programmes can be delivered in a variety of ways.
| Who facilitates? | Where? | When? | For how long? |
| School teachers | In school | During school hours | Daily, 2 hours a day |
| School teachers | In school | Outside school hours | Daily or intensive camps |
| Paid instructors | In school | During or outside school hours | Daily or intensive camps |
| Paid instructors | In community spaces | During or outside school hours | Daily or intensive camps |
| Volunteers | In school | During or outside school hours | Daily or intensive camps |
| Volunteers | In community spaces | During or outside school hours | Daily or intensive camps |
TaRL Implementation Teams
When designing TaRL programmes, it’s important to think about who can assist with program design and management, material development, and measurement. Implementation teams are made up of a mix of government officials and NGO staff. Where TaRL is being directly implemented by an NGO, program teams could be made up solely of NGO staff. They spend time in the field working with local teams to deeply understand the context.
Members of the implementation team may have different focus areas and responsibilities, but they understand all the different design elements of TaRL and communicate regularly with one another to think holistically about what they can do to improve children’s learning.
TaRL Instructors
TaRL instructors assess children, group them according to the results of the assessment, and facilitate engaging reading and mathematics activities to help them progress. Instructors attend a short (usually 5-day) initial training to learn about the TaRL approach. They are supported by ongoing mentoring and have access to additional training to refresh the foundational training. The role of the TaRL instructor has been played by different stakeholders including government teachers, volunteers, tutors, or NGO staff. Read More
TaRL Mentors
TaRL mentors offer support to instructors throughout the TaRL implementation. They visit classrooms to observe classes, step in to demonstrate activities, identify successes as well as areas for improvement, and give instructors feedback.
Mentors ensure the TaRL methodology is being followed; whether instructors are focusing on foundational skills, grouping children by level, using level-appropriate activities, and fully engaging children in the classroom. The TaRL approach requires ongoing capacity building for mentors. Field practice (mentors conducting TaRL classes themselves) allows mentors to conduct classes for 15 to 20 days. During this time, mentors acquire practical skills and experience the power of the approach by witnessing children’s learning progress. Read More
Master Trainers
TaRL master trainers play a pivotal role in supporting capacity building on TaRL and cascading training to other stakeholders. These individuals are themselves trained in the TaRL approach, and subsequently practise the approach for at least 15-20 days. TaRL master trainers conduct training on the TaRL approach throughout an intervention cycle. Ideally, these Master Trainers stay connected with the individuals they have trained as mentors as well.
Programme and support teams
In order to support effective TaRL programs, a dedicated team is needed. This team should comprise individuals who can oversee various aspects of the program such as coordination, and measurement, mentoring, and review. Individuals or subject matter experts for maths and language content and training should also be a part of this group. Together, these individuals are responsible for ensuring the quality design and delivery of TaRL programs. Based on the delivery model, can include NGO staff, government officials or both.
Leaders of Practice
Leaders of Practice have a deep understanding of the TaRL approach and serve as advocates and catalysts. They are on every TaRL team. Leaders can be instructors, government supervisors, NGO staff, or volunteers. They have all been trained in the approach, have practised TaRL in the classroom themselves, and provided support to help instructors and others robustly implement TaRL. Leaders of practice support, mentor, and inspire their colleagues, empowered by their own experience delivering the approach and seeing the gains in learning that can be made. This leadership is the linchpin in strong, sustainable TaRL ecosystems. It ensures that the focus remains on the child, that teachers stay on track, and that innovation and learning are threaded back into TaRL delivery.
Capacity Building for TaRL Delivery
Capacity building is integral to TaRL. Therefore, before delivering TaRL sessions in the classroom, implementers and other stakeholders are trained on the approach and on developing TaRL’s teaching-learning material.
TaRL training at all levels
Comprehensive training on Teaching at the Right Level (TaRL) is conducted at various levels, including master trainers, government resource persons, school teachers, and other stakeholders. The duration of training ranges from 6 to 15 days, varying based on context and the specific program. Training may be in-person or virtual, with refresher sessions and material development workshops often completed in less than five days.
Practice classes promote learning by doing
After undergoing TaRL training, Master trainers and Mentors are requested to practise the TaRL approach in an actual classroom or with a group of children daily for at least 20 days. Once mentors and master trainers finish their training and practice classes, they can support and train others.
Material Development Workshops
Before TaRL training, context-appropriate Teaching-Learning Materials (TLM) need to be developed. Material development workshops, lasting four to five days, are conducted during the initial planning phase. These workshops involve subject-matter experts, implementers, and other stakeholders, teaching them how to create and contextualise TaRL TLM for effective implementation.
Programme Design Template
Certain questions can help guide the TaRL programme design context. Access the sample programme design template here.
Interested in designing a TaRL programme? Please contact TaRL Africa info@teachingattherightlevel.org
FREQUENTLY ASKED QUESTIONS
Have questions about the TaRL approach?
Topics and components of the TaRL approach:
Assessment
TaRL Classroom Methodology
Measurement, Monitoring & Review
