Continuing Professional Development (CPD) is a theme based program, where a practicing teacher comes out of the school /place of work meets professionals from the same field from different organizations, share experiences, practices constructing new paradigms and prepare them for effective classrooms.

This program is so designed that it will keep the teachers actively involved monitoring their own empowerment in the school they are in., participating in curriculum, pedagogy and classroom. Even those with minimum formal education and training are capable of dramatically changing their teaching behavior, the classroom environment and improving student achievement.

CPD gives an in-service teacher a decision making power to make informed choices, equipping them with skills to impart appropriate knowledge and manage their classrooms, and understand their role in a broader community.

OBJECTIVES OF PROGRAM

Nurture appropriate Attitudes, Values, knowledge, skills, competencies and capacity of teachers - Support high scholastic achievement of students.

Enrich, Elevate and Empower Teachers to be able to:

1. Research, develop and transact appropriate educational content.
2. Build pedagogical competence - focus on transaction of a range of high level skills. Motivating students to cooperate, collaborate, learn, discover and create.
3. Understand pedagogical potential of technology and integrate into teaching learning processes.
4. Align curriculum with Scholastic and Non Scholastic elements of success and leadership.
5. Design Policy, Program and Practice. Become the change catalysts.
6. Model desired values & behaviour.
7. Access Professional and Personal growth avenues.
8. Reinvent themselves - Evolve as reflective professionals.

PROGRAM STRUCTURE

The program consists of three levels:

• 1. BRIDGE

Is intends to bridge the gap between ‘What should be' and ‘What is not'. This course will sensitize the participants to the real classroom situations enabling them an insight to the fundamentals of all teaching learning process. It also gives a preview of the generic courses.

 

• 2. GENERIC

Generic course consists of 6 modules. These modules form the basics of teaching learning practices in the classroom.

1. Curriculum Design
2. Instructional Strategies and Pedagogical Practices
3. Assessment and Evaluation
4. Counseling
5. Classroom Management
6. ICT in Education

 

• 3. SUBJECT SPECIFIC

Teachers are required to handle variables across wide spectrums; the variables being the teacher himself/herself, student; their learning styles, multiple intelligences, social foundations, the subject, its content, instructional strategies and the environment in which both the teacher and student learn.

The Teachers, thus, must learn to factor in all of these variables across their spectrums into their teaching-learning design. In doing so, they would need to know and understand range of strategies, practices or options in curriculum design, instructional strategies, classroom management techniques, assessments & evaluation and multiple ways of integrating technology in all of these functions. It is only then, that the teacher, having assessed its group of learners and their subject specific needs, will design instructional goals and transact learning.

Building of such skills of making informed choices can only result from empowerment programs and not training for predictable learning opportunities.

 

• Continuing

  All programs would focus on the ‘continuing' aspect of all professional development and empowerment. Any teacher engaging with the program would remain engaged through various mediums including the TeacherSITY web portal. Teachers would be supported by research, best practices and all other material that they could use in improving the learning transactions in their classrooms.

   

  Pre-program preparation

  Any teacher attending these programs would be encouraged and prepared to take full advantage of the program by engaging in pre-program activity and assignments. It not only ensures that the teacher is well prepared, it also ensures that the program design meets the teacher needs.

   

  Experiential Learning

  Innovative and Improved teaching / learning practices are integral to these programs. Such practices will not only ensure full benefits for the teachers, it would also effectively demonstrate the strategies of experiential learning that teachers could well use in their classrooms.

   

  Post Program Interventions

  Teachers completing any of these programs would remain engaged through their academic supervisors and principals, sharing with TeacherSITY, the problems, challenges and progress of the teacher. The researchers and the faculty at TeacherSITY would provide such support and intervention to help the teachers, as may be feasible and possible.

   

  Research and Resource Material for Teachers

  All teachers, wherever or whoever, would be able to access teaching, learning resources that they could use in their classrooms.

   

  Build Networked Communities

  Leverage the power of communities for personal and professional growth.  Community participation enables professional maturity

• ENROLLMENT OF THE PROGRAM

  Teachers may enroll in consultation with their school managements and principals for the program. Teachers / Schools must enroll for programs at least 45 days prior to the commencement date of the program to avoid any last minute rush.

  Any of these programs would generally be preceded by a Bridge Program that would condition the teachers to understand the full context of empowerment program.

  It is essential that Teachers attend the Bridge Program which would construct a backdrop for all empowerment programs that would follow. It is expected that teachers will attend all the generic programs and also subject competency & teaching skill programs over minimum 1 and maximum 3 years.

 

Subject Specific Modules

The course will provide opportunities to teacher participants for developing models of inquiry-based teaching, project based learning, collaborative learning, so as to transact different subject’s curriculum effectively in classroom. Through a number of reflective teaching practices, brainstorming sessions, role plays, case studies, debates and demonstrating classes’ teachers would be able to inherit competencies required for teaching required subject. Participants will also be apprised of the structure of the discipline.