HeadLAMP for CBSE Schools - A 5-Day residential Training for Heads of Schools

A consortium formed by Birla Shloka Edutech and The Teacher Foundation (Shraddha Trust & TTF Education Services Pvt Ltd)  has been empanelled by the Central Board of Secondary Education (CBSE) to deliver a 5 Day Residential Programme for Heads of CBSE Schools on Effective School Leadership and Management and a 1 day training programme for teachers on Continuous Comprehensive Evaluation(CCE). We are empanelled to conduct the programme PAN India. Please click here to see CBSE Circular No. Acad-02/2013 dated 8th January, 2013 

 HeadLAMP for CBSE Schools
HeadLAMP for CBSE Schools (HLCS) prepares school leaders as change agents who can steer the learning in their institutions with special focus on Continuous and Comprehensive Evaluation.  HLCS is distinctive in its emphasis on the experiential. Learning opportunities are presented in large and small group discussions, case studies, scenarios and  videos are integrated in the course work.

The Programme will begin with a Need based Questionnaire that will be administered by post or e-mail before the Workshops. The feedback from the Heads will help us set the context for the design of the training modules.

There are 4 overarching Modules that will cover  the following areas.

Module 1
Values, Vision, Personal Growth and Leadership 
 This module  will help School Leaders examine leadership qualities, ethical and moral dimensions of leadership and how these influence their schools. They will also identify the key values they would like to foster in their institutions and look at how those values are manifested, both inside and outside the school.

Module 2
Teaching, Learning and Assessment
A school is only as good as the quality of learning it enables. In this module School Leaders will compare the existing learning practices in their school to contemporary learning approaches. They will identify teaching-learning practices and assessment opportunities that are effective. They will better understand Formative and Summative Assessment and so ensure better implementation of CCE  in their schools.

Module 3
Mentoring and Monitoring the Implementation of CCE
Any new initiative is effective only when teachers are adequately trained and regularly mentored. This is especially true for CCE as well. School Leaders need to know the role of the Mentor as well as  develop mentoring skills necessary for putting an effective process of Mentoring in place. In this module school leaders will view classroom clips and evaluate the classes for both teaching-learning strategies as well as assessment opportunities – both formative and summative.  They will also practice giving teachers feedback, using the Indicators of Authentic Assessment that would be provided.

Module 4
People and Processes
A successful school is one that has sound systems, transparent processes and purposeful people.  This module exposes school leaders to mechanisms that will help them manage their institutions always aligned to their vision and values, through clearly defining roles and effectively delegating responsibilities. School heads will identify one aspect of their school that they wish to change and will plan for the systems and processes that need to be put in place to implement that change effectively.

Being a Residential Programme,  participants will have the advantage of being able to network with other CBSE Heads and share their experiences, while we organize interesting fun filled evenings with team building games and outdoor experiences!

Cost: INR 30,000 per participant


For more details and to register
Mail us at  info@teacherfoundation.org or shalini.satesh@birlaedutech.com
Call us at  +9180 41131930 or  +9122 33067777

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Get Comfortable with CCE - A 1 Day Training for Teachers

A consortium formed by Birla Shloka Edutech and The Teacher Foundation (Shraddha Trust & TTF Education Services Pvt Ltd) has been empanelled by the Central Board of Secondary Education (CBSE) to deliver a 5 Day Residential Programme for Heads of CBSE Schools on Effective School Leadership and Management and a 1 day training programme for teachers on Continuous Comprehensive Evaluation(CCE).We are empanelled to conduct the programme PAN India. Please click here to see CBSE Circular No. Acad-02/2013 dated 8th January, 2013


Get Comfortable with CCE
Continuous and Comprehensive Evaluation (CCE),  introduced by CBSE in 2009, refers to a system of school-based evaluation that covers all aspects of a students' development.  An integral part of this revised scheme is the inclusion of both scholastic and co-scholastic elements such as Life Skills, Attitudes,  Values and co-curricular activities.

This workshop will cover the following areas which will help teachers foster CCE in its true spirit:

1.  the meaning and difference between formative and summative assessment
2. the seamless integration of different tools and techniques of assessment  during teaching-learning
3. the skills required to assess and grade Life Skills, Attitudes and Values  using the CBSE laid out criteria and indicators

Cost: INR 409 per participant

 For more details and to register
 Mail us at  info@teacherfoundation.org or shalini.satesh@birlaedutech.com
 Call us at  +9180 41131930 or  +9122 33067777

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Feedback from an English Encounters Participant!

English Encounters is a programme designed to enhance fluency in English among practicing teachers. It provides teachers with focused inputs to enable them to use language effectively for better communication. It will enrich vocabulary and enable them to use questioning as an effective tool in their classroom. It is a set of 20 workshops, delivered across 4-5 months. We recently completed English Encounters in CM National School, Bangalore and here is what Ms. B M Malini, a teacher from the school had to say about the impact of the programme:

From TTF I have learnt – being confident, perfect, active. As being a teacher one should be always ready to learn, to teach their children. I must thank God for giving me an opportunity to join this course. All the sessions were different from each other, well organized with some activities. I just went back to my school days. I learned grammar, which is very helpful for my profession. The new words which were given in all the sessions were digestible. The activities were really interesting and adaptable in our work. The facilitators maintained pronunciation perfectly and helped us to make it perfect. And all the facilitators were responding to our questions.

 

Would you like to book English Encounters for your school? Contact us at info@teacherfoundation.org

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Putting Teachers before Technology–the next in our Ten Talks Series!

Last year, to commemorate our ten successful years of enabling and enthusing educators, we had launched Ten Talks - featuring one inspiring speaker or idea for each year of TTF. The first of our Ten Talks was an engaging panel discussion on “Do our Schools Care?” Many celebrated personalities have generously shared their insights in the talks that followed – Dr. Kiran Mazumdar-Shaw, Nirupama Rao, Harish Bijoor, Ramesh Ramanathan, Dr. Krishna Kumar. We now announce the 7th in the series of the Ten Talks:

 

This Talk will feature Dr. Sridhar Mitta and Mr. Anand Talwai, Co-Founders of NextWealth Entrepreneurs. They have spent a lifetime in technology and entrepreneurship. NextWealth has a simple vision of Social Uplift through Entrepreneurship. As part of this vision, NextWealth is working with various organisations that offer technology solutions for teachers.

 

On 16^th March they will share an idea and technology platform that has immediate relevance for teachers in schools. Subsequent to this TTF will run a quick session for you to understand its scope for practising teachers in the classroom. We will also coordinate a panel discussion with the speakers so that you could share your perceptions.

 

So often technology solutions are offered as substitutes for teachers – NextWealth offers a new solution that places teachers at the heart of good classroom learning, while leveraging the potential of technology. That's what got TTF excited about it!

 

Do join us at Putting Teachers before Technology and engage in a session that promises to be enjoyable and illuminating. Since seating is limited we request you to confirm your participation at the earliest.

 

Date: Saturday, March 16, 2013

Time: 9.30 am – 1.00 pm

Venue: 'White House' Hotel Capitol, Raj Bhavan Road, Bangalore.

 

Registration for the session starts at 9.00 am. Do be seated inside the hall by sharp 9.30 am and please stay for lunch at the end of the Talk. We look forward to a confirmation of your participation. You could mail us at info@teacherfoundation.org or call us on- 080 4113 1930 or Mobile: 95918 24943, 95918 24944.

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Circle Time and Cinema!

Some schools never stop innovating! Centre Point Group of Schools and Mother's Pet Kindergarten Schools, Nagpur have worked with The Teacher Foundation over the years to implement Jenny Mosley’s Whole School Quality Circle Time approach in the schools, dedicating themselves to enhancing the social and emotional learning of their staff and students alike. Their commitment to creating a safe and sensitive school environment is evident, as they conduct regular Quality Circle Time sessions with their students across grades and in all their branches. They have now blended an audio visual learning programme on life skills with Quality Circle Time and have found it quite effective!

Here is what the schools have to say:

The need of the hour is a method of communication, a language children understand and appreciate. Quality Circle Time (QCT) deals with spending time, discussing behaviour, exploring feelings, playing games, with very pleasing results. This activity was introduced in our school to provide considerable opportunity for varying the procedure in dealing with children to those, where they could find out a bit more about themselves and what they are capable of and how they relate to each other.

The children have come to realize that if they understand themselves it will help them to better understand others.  This is their opportunity to talk and to be listened to, where they will get close attention from peers and most importantly, teachers, to form and exchange ideas and opinions which are then brought back to the big group for an airing.  Their self esteem, potential, growth and moral development gets a platform through Circle Time.  It teaches respect, positivity, safety and warmth.

To add depth to the topics that are discussed during QCT,  it has been interwoven with an audio visual learning program where movies based on life skills, attitudes and values are shown to students. Based on the movie just seen, a few questions are put forth during the opening round and the children discuss it.  It is fresh in their minds and thus helps them to discuss it well.  They try to relate with the story and each one comes out with his/her opinion about the same – for eg. If a movie shown deals with the problem of 'fear', the children are asked questions pertaining to reasons for their fears and how to get over such fears,  how can one be courageous, etc.

Thus a balance between both the activities has a good impact on the children. They tend to identify themselves better with the characters in the film and empathise more effectively with their friends.

Benefits Observed

• The children have a better understanding and implementation of the life skills, values, attitudes for reasoning and believing.
• It registers well with them when the film is viewed by them and later discussed.  They relate better with it and come up with their opinions and views with deeper understanding of the issue at hand.
• If they are facing similar experiences, they get a solution  for the same via discussions and get an opportunity to express themselves and take a stand. It gives confidence to the children to give their opinions and what they have seen is understood well.

However…
During the discussion the approach of the children sometimes gets restricted to the movie viewed. They tread on the same lines and find it difficult to think and ideate beyond the film. While expressing their opinion, it is seen that the notions formed by the children after watching the movie are the ones they express during discussion in QCT. It restricts their minds from wandering along different lines and broadening their approach.

One of the many remarkable learnings of students that we encounter:

After watching one of the movies dealing with overcoming fear, the children were asked ‘What do they fear’ during QCT. Others had to offer suggestions by asking “Would it help if….”

A child answered, “I fear my father meeting with an accident as he rides his bike too fast”.  Listening to this the other one said – “Would it help if you ask your father to ride below 45 km/ph which is the right speed limit.  I saw it in a TV ad” 

If only we adults listened to our children!

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