#1065: Strengthening Teacher Professional Development through Structured Complex Meetings: Early Learnings from Telangana, India

Teacher professional development (TPD) in India often depends on large-scale training and monthly cluster meetings, which tend to be unstructured and disconnected from classroom practice. This study presents early learnings from two Telangana districts where District Resource Persons (DRPs) supported Mandal Resource Persons (MRPs) to plan and facilitate structured, need-based participatory complex meetings. Findings from two meeting cycles show that targeted preparatory support significantly improves facilitation quality, teacher engagement, and the overall effectiveness of complex meetings.