Lokmitra has evolved and activity system to transform the school from within. This practice has evolved over last six years. Recent improvisation has been inspired by the work of Prof Manbo Sato of Tokyo University. His work was introduced to Lokmitra by Prof B K Passi, who also did a workshop of DIalogue in Education with Lokmitra staff and teachers in 20011.
This document discusses inclusive education and its key aspects. It defines inclusive education as addressing diversity of needs of all learners through increased participation and reducing exclusion. The objectives of inclusive education policies are to prioritize improving education systems to include all children regardless of differences. Benefits include developing strengths, confidence and friendships for all children. Challenges include ensuring facilities, teaching methods and support match students' needs. Inclusive education aims for "education for all" compared to traditional integration, and requires planning, resources and trained staff.
The role of school board, school heads and parent teachers association in the...Alexander Decker
This document discusses the role of school boards, school heads, and parent-teacher associations in the effective management of public schools in Nigeria. It presents results from a study that examined the relationship between these groups and school management operations. The key findings were:
1) The role of school boards was found to have no significant relationship with school management systems.
2) The controlling functions of school heads were found to have a significant relationship with school management systems.
3) School heads were found to have no relationship with the management systems of secondary schools.
4) Parent-teacher associations were found to have a significant influence on school management operations.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
The workshop provided teacher training students in Islamabad, Pakistan hands-on training in Macintosh operating systems, iLife, iWork, and other ICT tools. It allowed students living in different locations to meet each other face-to-face and share experiences. Sessions included presentations on eLearning, learning management systems, and using social media for education, as well as question and answer sessions and Macbook training.
Students in Layyah, Pakistan later invited the teacher trainer to a community seminar where they discussed their plans to collaborate using ICT on health awareness, teacher training, the environment, and microcredit in their local community. They aim to apply the community action plan approach of MKFC Stockholm College.
A webinar on 'Barriers and Facilitators of Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12
Adult education involves teaching adults through various methods like night schools, community colleges, and lifelong learning centers. It aims to educate adults on topics not covered in regular schooling like religion, politics, and family planning. The principles of adult learning emphasize that learning must be problem-centered, experience-based, meaningful, and allow learner feedback. In India, the government has launched various programs since independence to promote adult education through night schools, community centers, and mass literacy campaigns to build an educated nation.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
Module 5 (of 6) of the Learning to Get Along' course for teachers and school staff. This module addresses the issues teachers face in successfully including students with disabilities into the regular classroom, The slide topics also speak to other reasons that learners are often excluded from full participation based on, for example, their gender, mother tongue, social status, race or ethnicity.
This document discusses inclusive education and its key aspects. It defines inclusive education as addressing diversity of needs of all learners through increased participation and reducing exclusion. The objectives of inclusive education policies are to prioritize improving education systems to include all children regardless of differences. Benefits include developing strengths, confidence and friendships for all children. Challenges include ensuring facilities, teaching methods and support match students' needs. Inclusive education aims for "education for all" compared to traditional integration, and requires planning, resources and trained staff.
The role of school board, school heads and parent teachers association in the...Alexander Decker
This document discusses the role of school boards, school heads, and parent-teacher associations in the effective management of public schools in Nigeria. It presents results from a study that examined the relationship between these groups and school management operations. The key findings were:
1) The role of school boards was found to have no significant relationship with school management systems.
2) The controlling functions of school heads were found to have a significant relationship with school management systems.
3) School heads were found to have no relationship with the management systems of secondary schools.
4) Parent-teacher associations were found to have a significant influence on school management operations.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
The workshop provided teacher training students in Islamabad, Pakistan hands-on training in Macintosh operating systems, iLife, iWork, and other ICT tools. It allowed students living in different locations to meet each other face-to-face and share experiences. Sessions included presentations on eLearning, learning management systems, and using social media for education, as well as question and answer sessions and Macbook training.
Students in Layyah, Pakistan later invited the teacher trainer to a community seminar where they discussed their plans to collaborate using ICT on health awareness, teacher training, the environment, and microcredit in their local community. They aim to apply the community action plan approach of MKFC Stockholm College.
A webinar on 'Barriers and Facilitators of Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12
Adult education involves teaching adults through various methods like night schools, community colleges, and lifelong learning centers. It aims to educate adults on topics not covered in regular schooling like religion, politics, and family planning. The principles of adult learning emphasize that learning must be problem-centered, experience-based, meaningful, and allow learner feedback. In India, the government has launched various programs since independence to promote adult education through night schools, community centers, and mass literacy campaigns to build an educated nation.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
Module 5 (of 6) of the Learning to Get Along' course for teachers and school staff. This module addresses the issues teachers face in successfully including students with disabilities into the regular classroom, The slide topics also speak to other reasons that learners are often excluded from full participation based on, for example, their gender, mother tongue, social status, race or ethnicity.
EDUCATIONAL PERSPECTIVE AMONG INDIGENOUS STUDENTS BASED ON THE MODEL GPILSEO ...Norwaliza Abdul Wahab
6,640 primary school students did not continue their education in the secondary school. This shows that a large number of indigenous students dropped out after they completed primary school.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
A partnership between teacher education institutions and non-governmental organizations (NGOs) can help improve education. Teacher education carries significant responsibility in preparing future teachers and citizens, but it cannot act alone. Partnering with NGOs allows teacher education institutions to share this responsibility and work towards common goals like improving literacy, teacher training, and community empowerment. However, partnerships face challenges like lack of funds, poor governance, and political influence that must be addressed. Establishing partnerships can strengthen teacher education by providing advising, research support, training courses, and other resources from NGO staff.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
The document outlines a teacher's philosophy of special education which focuses on ensuring all students can learn and achieve their goals through inclusive teaching practices and making lessons relevant to students' lives, summarized by the acronym ALL S.T.A.R. It also describes the teacher's classroom management style which emphasizes consistency, character development, and positive modeling, summarized by the acronym H.E.R.O. Finally, it provides an example lesson plan for a 3rd grade social studies unit on economics.
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
Manmohan Joshi presented on quality education. He defined it as education that supports individual learning needs, is locally relevant, and prepares students for the future. It involves teaching methods like interactive lectures, group projects, and role-playing to develop skills like critical thinking. Quality education also emphasizes reflective teaching where teachers evaluate their own practices to continuously improve.
Transformative organization and governanceSam Luke
The transformative perspective fundamentally involves a transition in the forming process, from one focused on incremental change to that catalyst oriented towards quantum change.
The document discusses strategies for parental involvement in schools through legislative measures, organizational measures, and para-institutional participation strategies. It focuses on the roles of the School Council, parental tutoring, parents' associations (APAs), and establishing learning communities. The key points are:
1) Legislative measures like the Constitution, LODE, and LOGSE recognize parents' fundamental rights in education. Organizational measures include the School Council where parents can indirectly participate.
2) Tutoring is essential for sharing students' problems with families. APAs lack effectiveness, with some parents choosing not to participate.
3) Transforming schools into learning communities based on interactive groups that learn through dialogue can help achieve equal education through
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
Presentation on Inclusive school improvement by Handicap Internationalict4devwg
This document discusses an inclusive school improvement tool that aims to support inclusive practices through ongoing school self-evaluation and improvement. The tool involves stakeholders developing their own indicators and key questions to assess the school's inclusive practices and priorities for development. It is based on participatory evaluation and discussion to identify success factors. The tool is important because it encourages locally relevant inclusive education practices with a sense of ownership, leading to more sustainable changes and mainstreaming of inclusive education.
School Facilities - School Infrastructure Facilities – MIT Vishwashanti GurukulMIT Vishwashanti Gurukul
School Facilities impact its effectiveness which in turn affect student’s outcome. MIT Vishwashanti Gurukul is known for world-class infrastructure, conducive learning environment and unique learning pedagogy. It is the part of reputed MIT Group of Institutions. It is one of the Best Boarding School in Pune.
To know more details, visit us at: https://www.mitgurukul.com/school-facilities-affect-a-child%E2%80%99s-outcome.php
The recomendations of ncf 2005 and 2009jakeerhusain1
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to promote integrated knowledge, incorporating local knowledge into textbooks, and creating a stimulating learning environment. The NCF 2009 focused on changing negative attitudes towards teaching skills development, moving beyond an exam-oriented approach to teacher education, and establishing a flexible system for in-service teachers.
The document discusses the meaning, nature, background and concepts of inclusive education in India. It provides details on key policies and initiatives over time that aimed to promote inclusive education, including the Persons with Disabilities Act of 1995. Barriers to inclusive education are explored, as well as factors that affect its implementation related to families, learners, peers, schools, teachers and the government. Approaches like community-based education, home-based education, and whole-school approaches are summarized as ways to enhance inclusive practices.
The document outlines the objectives and structure of teacher education programs in India. It discusses 11 objectives for developing teachers, including imparting Gandhian values, developing an understanding of their role in social change and the community, and keeping updated on teaching techniques. It then describes the stage-wise structure of programs, with three stages: pre-school, primary, and secondary. For each stage, it provides the objectives and recommended course structures, areas of focus, and weightages. The goal is to provide theoretical knowledge and practical skills at each stage to develop well-rounded teachers who can effectively educate students.
Primary education in India faces challenges including poor performance on international assessments, low reading levels among students, high private school enrollment rates, and no significant increase in student retention rates; the document proposes adopting an activity-based learning methodology, increasing public-private partnerships and the percentage of GDP spent on education, and enhancing instruction quality through teacher incentives and professional development to help address these issues affecting primary education quality in India.
I delivered this talk in a Teacher Orientation Programme on 27th July, 2014 at Nivedita School in Odisha. It was an orientation programme where teachers from English medium schools participated.
CRITICAL ANALYSIS OF VARIOUS PROGRAMS OF TEACHER EDUCATION IN INDIAShweta Sharma
The document provides a critical analysis of teacher education programs in India. It discusses the importance of teachers in shaping the country's future and the shift in teacher preparation from apprenticeship to a professional model. It outlines the key points of teacher education programs in India, including the educational requirements for primary vs secondary teachers and the nature of institutions that provide teacher training. Suggestions are provided for improving teacher education, such as establishing model institutions, encouraging professional development for teacher educators, and increasing the focus on practical school experience.
Rajesh kumar effectiveness in government schoolspratyush227
This document summarizes Lokmitra's work to improve elementary education in India. It discusses:
1) Limitations of the Right to Education Act and challenges in ensuring quality education for all children.
2) Lokmitra's approach of supporting schools to change from within through establishing school activity systems, teachers' learning forums, and empowering parent associations.
3) How this work aims to collectively improve schools and influence the broader education system through advocacy led by parents and NGO coalitions.
Impacting Elementary Education - Work of LOKMITRA July 2013Rajesh kumar
Lokmitra has been working to promote education and social change in India for over 20 years. Their programs work to enroll out-of-school children and adolescents, provide supplementary education to disadvantaged groups, improve school quality, and advocate for systemic reforms. Key outcomes include enrolling thousands of out-of-school children, enabling hundreds to continue their education, improving learning levels in supported schools, establishing school management committees, and influencing right to education laws and policies. Lokmitra is guided by principles of education as a right, social transformation, and collective action among teachers and parents to strengthen public education.
EDUCATIONAL PERSPECTIVE AMONG INDIGENOUS STUDENTS BASED ON THE MODEL GPILSEO ...Norwaliza Abdul Wahab
6,640 primary school students did not continue their education in the secondary school. This shows that a large number of indigenous students dropped out after they completed primary school.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
A partnership between teacher education institutions and non-governmental organizations (NGOs) can help improve education. Teacher education carries significant responsibility in preparing future teachers and citizens, but it cannot act alone. Partnering with NGOs allows teacher education institutions to share this responsibility and work towards common goals like improving literacy, teacher training, and community empowerment. However, partnerships face challenges like lack of funds, poor governance, and political influence that must be addressed. Establishing partnerships can strengthen teacher education by providing advising, research support, training courses, and other resources from NGO staff.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
The document outlines a teacher's philosophy of special education which focuses on ensuring all students can learn and achieve their goals through inclusive teaching practices and making lessons relevant to students' lives, summarized by the acronym ALL S.T.A.R. It also describes the teacher's classroom management style which emphasizes consistency, character development, and positive modeling, summarized by the acronym H.E.R.O. Finally, it provides an example lesson plan for a 3rd grade social studies unit on economics.
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
Manmohan Joshi presented on quality education. He defined it as education that supports individual learning needs, is locally relevant, and prepares students for the future. It involves teaching methods like interactive lectures, group projects, and role-playing to develop skills like critical thinking. Quality education also emphasizes reflective teaching where teachers evaluate their own practices to continuously improve.
Transformative organization and governanceSam Luke
The transformative perspective fundamentally involves a transition in the forming process, from one focused on incremental change to that catalyst oriented towards quantum change.
The document discusses strategies for parental involvement in schools through legislative measures, organizational measures, and para-institutional participation strategies. It focuses on the roles of the School Council, parental tutoring, parents' associations (APAs), and establishing learning communities. The key points are:
1) Legislative measures like the Constitution, LODE, and LOGSE recognize parents' fundamental rights in education. Organizational measures include the School Council where parents can indirectly participate.
2) Tutoring is essential for sharing students' problems with families. APAs lack effectiveness, with some parents choosing not to participate.
3) Transforming schools into learning communities based on interactive groups that learn through dialogue can help achieve equal education through
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
Presentation on Inclusive school improvement by Handicap Internationalict4devwg
This document discusses an inclusive school improvement tool that aims to support inclusive practices through ongoing school self-evaluation and improvement. The tool involves stakeholders developing their own indicators and key questions to assess the school's inclusive practices and priorities for development. It is based on participatory evaluation and discussion to identify success factors. The tool is important because it encourages locally relevant inclusive education practices with a sense of ownership, leading to more sustainable changes and mainstreaming of inclusive education.
School Facilities - School Infrastructure Facilities – MIT Vishwashanti GurukulMIT Vishwashanti Gurukul
School Facilities impact its effectiveness which in turn affect student’s outcome. MIT Vishwashanti Gurukul is known for world-class infrastructure, conducive learning environment and unique learning pedagogy. It is the part of reputed MIT Group of Institutions. It is one of the Best Boarding School in Pune.
To know more details, visit us at: https://www.mitgurukul.com/school-facilities-affect-a-child%E2%80%99s-outcome.php
The recomendations of ncf 2005 and 2009jakeerhusain1
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to promote integrated knowledge, incorporating local knowledge into textbooks, and creating a stimulating learning environment. The NCF 2009 focused on changing negative attitudes towards teaching skills development, moving beyond an exam-oriented approach to teacher education, and establishing a flexible system for in-service teachers.
The document discusses the meaning, nature, background and concepts of inclusive education in India. It provides details on key policies and initiatives over time that aimed to promote inclusive education, including the Persons with Disabilities Act of 1995. Barriers to inclusive education are explored, as well as factors that affect its implementation related to families, learners, peers, schools, teachers and the government. Approaches like community-based education, home-based education, and whole-school approaches are summarized as ways to enhance inclusive practices.
The document outlines the objectives and structure of teacher education programs in India. It discusses 11 objectives for developing teachers, including imparting Gandhian values, developing an understanding of their role in social change and the community, and keeping updated on teaching techniques. It then describes the stage-wise structure of programs, with three stages: pre-school, primary, and secondary. For each stage, it provides the objectives and recommended course structures, areas of focus, and weightages. The goal is to provide theoretical knowledge and practical skills at each stage to develop well-rounded teachers who can effectively educate students.
Primary education in India faces challenges including poor performance on international assessments, low reading levels among students, high private school enrollment rates, and no significant increase in student retention rates; the document proposes adopting an activity-based learning methodology, increasing public-private partnerships and the percentage of GDP spent on education, and enhancing instruction quality through teacher incentives and professional development to help address these issues affecting primary education quality in India.
I delivered this talk in a Teacher Orientation Programme on 27th July, 2014 at Nivedita School in Odisha. It was an orientation programme where teachers from English medium schools participated.
CRITICAL ANALYSIS OF VARIOUS PROGRAMS OF TEACHER EDUCATION IN INDIAShweta Sharma
The document provides a critical analysis of teacher education programs in India. It discusses the importance of teachers in shaping the country's future and the shift in teacher preparation from apprenticeship to a professional model. It outlines the key points of teacher education programs in India, including the educational requirements for primary vs secondary teachers and the nature of institutions that provide teacher training. Suggestions are provided for improving teacher education, such as establishing model institutions, encouraging professional development for teacher educators, and increasing the focus on practical school experience.
Rajesh kumar effectiveness in government schoolspratyush227
This document summarizes Lokmitra's work to improve elementary education in India. It discusses:
1) Limitations of the Right to Education Act and challenges in ensuring quality education for all children.
2) Lokmitra's approach of supporting schools to change from within through establishing school activity systems, teachers' learning forums, and empowering parent associations.
3) How this work aims to collectively improve schools and influence the broader education system through advocacy led by parents and NGO coalitions.
Impacting Elementary Education - Work of LOKMITRA July 2013Rajesh kumar
Lokmitra has been working to promote education and social change in India for over 20 years. Their programs work to enroll out-of-school children and adolescents, provide supplementary education to disadvantaged groups, improve school quality, and advocate for systemic reforms. Key outcomes include enrolling thousands of out-of-school children, enabling hundreds to continue their education, improving learning levels in supported schools, establishing school management committees, and influencing right to education laws and policies. Lokmitra is guided by principles of education as a right, social transformation, and collective action among teachers and parents to strengthen public education.
The document discusses key aspects of creating an inclusive learning environment. It begins by explaining the history and frameworks that guide inclusive education practices. Specifically, it outlines Booth and Ainscow's 2002 framework, which identifies three dimensions for inclusion - creating inclusive cultures, evolving inclusive practices, and producing inclusive policies.
Next, it discusses strategies for stakeholders, such as educators, administrators, families and community members, to facilitate more inclusive cultures. This involves setting parameters for inclusion, building capacity among key individuals, and identifying and addressing barriers.
Finally, it examines how to evolve inclusive practices in the classroom through approaches like universal design for learning and differentiated instruction. Teachers can design flexible content, processes, and products to engage diverse learners
The document discusses trends toward professionalism in teaching and developing transformative education. It covers the following key points:
1. National Competency-Based Teacher Standards were developed through partnerships between academic institutions and government agencies to guide teaching policies and hold teachers accountable for student learning outcomes. The standards define seven domains of teacher professional development.
2. Transformative education aims to develop students holistically through a modern, participatory curriculum. The roles of school administrators, teachers, and libraries are important to implement this approach.
3. Requirements of transformative education include viewing learning as facilitation rather than transmission, seeing knowledge as contextual and students as active learners, and using learner-centered pedagogies with
The National Curriculum Framework (NCF) 2005 provides guidelines for education in India. It aims to make education more student-centered, holistic, integrated, and relevant to the child's life outside of school. Some key points of the NCF 2005 include focusing on constructing knowledge through student engagement, using assessment for learning, emphasizing critical thinking over rote memorization, and promoting multilingual, inclusive, and democratic practices in schools. The NCF 2005 also recommends reforms like increasing teacher training, involving communities, reducing curriculum content, and moving away from long exams towards competency-based assessment.
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Decagonal approach, a vehicle for school improvementMuhammad Yusuf
The decagonal approach is a school improvement model used in Pakistan that takes a whole school approach rather than just focusing on teachers. It involves 10 components: capacity building of teachers, leadership and management, community participation, children's participation, developing the physical environment, curriculum enrichment, research and documentation, school governance, school-based interventions, and local resource generation. The approach was implemented in 30 schools over 2 years. Key lessons learned include that school improvement is a process, not an event, it requires team effort and changing individual attitudes, and creating a conducive learning environment contributes to student learning.
Difference between school organisation, management & administrationPriyanka Chaurasia
School organization, management, and administration are related but distinct concepts. School organization refers to planning and structuring resources like facilities, equipment, and staff. School management involves implementing policies and objectives, and is a middle-level executive function. School administration determines policies and objectives as the top decision-making body, and oversees the efficient execution of programs and activities. The key difference is that organization establishes the framework, management implements plans, and administration sets direction and controls operations from an executive leadership role.
This document discusses the role and responsibilities of teachers. It defines key concepts like morality and ethics. Teachers are expected to act morally and serve as role models for students. Their duties include teaching subjects, managing student behavior, and helping students develop skills and values. Teachers also take on roles like mentors, counselors, and surrogate parents. They must work to strengthen relationships between the school and community.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
M.Ed Teacher Education's Topic-Explain concept of teacher education and discu...fatima roshan
The document discusses the objectives of teacher education in India as outlined by the National Curriculum Framework (NCF) 2009. It begins with an introduction to the current state of teacher education and challenges in India. The 11 key objectives outlined by the NCF 2009 are: 1) enable inclusive education, 2) develop perspectives for equitable development, 3) understand the role of community knowledge, 4) integrate ICT, 5) professionalize teacher education, 6) prepare teacher educators, 7) facilitate research and innovation, 8) support open/distance learning, 9) promote health/physical education, 10) promote vocational education, and 11) develop a comprehensive vision of teachers and teacher education. The objectives aim to address issues like teacher
This document summarizes an online administrator mentor roundtable on school culture and transformational change. It provides an agenda for the roundtable, including introductions, norms for collaboration, a discussion of how the topic relates to participants' current roles, objectives, and a discussion of key aspects of school culture like defining culture, different culture types, and using a school culture typology worksheet. It also discusses transformational change through triple-loop learning and provides a scenario for participants to discuss how to address a principal struggling with cultural resistance to changes. The document aims to help administrators examine and potentially transform their school's culture.
Constructivism and classroom management in preschoolslilbeans
The document discusses the constructivist teacher's approach to classroom management in Malaysian preschools. It notes the shift from a transmission approach where the teacher transmits knowledge, to a constructivist approach where learners play an active role and the teacher facilitates. While constructivism encourages engagement and community, some strategies may not suit preschoolers. A balance is needed between constructivism and using rewards for young children. The constructivist teacher fosters learning and respect among diverse students in Malaysia.
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
The document discusses key considerations in curriculum planning including theoretical foundations, the role of schools as social systems, and challenges. It outlines four areas of planning: learning as a process, human growth and development, treatment of knowledge, and social forces. Finally, it notes that curriculum planning must consider students' needs, cultural values, school goals and resources, and be accountable to various stakeholders.
The document outlines a literacy leadership framework for Catholic schools. It discusses 5 key areas that literacy leaders should focus on: 1) the faith community, 2) vision for the whole school community, 3) teaching and learning, 4) people and resources, and 5) community. Within each area, it provides guidance on roles and responsibilities of literacy leaders to improve student literacy outcomes. It also discusses research showing the importance of school leadership and quality teaching on student learning.
Here are some key points about gender in school leadership in Rwanda:
- Traditionally, Rwandan society viewed certain roles and occupations as more suitable for men or women based on gender rather than talent or interest. This has influenced perceptions of leadership roles.
- While gender parity has improved in Rwandan schools, implicit biases may still exist that affect how female leaders are perceived and supported in their roles.
- Discrimination based on gender in the classroom can negatively impact girls' self-confidence and educational outcomes. Stereotypes about leadership also influencing career aspirations.
- Schools can promote gender awareness through policies of non-discrimination, role models of female leaders, gender-sensitive teaching, and extracurricular programs
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIET, IASE, and CTE to provide pre-service and in-service training. However, gaps remain in fully implementing these policies. Suggestions are made to strengthen professional development and close gaps to improve the education system.
Choose five activities for job-embedded professional development a.docxgordienaysmythe
Choose
five activities for job-embedded professional development according to Figure 3.1 (p. 70) in Ch. 3 of
Schools as Professional Learning Communities
.
Write
a 350- to 700-word essay explaining how each activity supports reflective teaching.
Include
at least five sources, including this week's readings and videos, to justify how each supports reflective practice.
Format
your essay according to APA guidelines.
Figure 3.1 Activities for Job-Embedded Professional Development
Observe other teachers teach
Plan lessons and units with other teachers
Give and receive feedback on instructional behaviors from peers
Conduct action research projets
Mentor new teachers
Coach one another
Keep a reflective log.
Develop and maintain a professional portfolio
Look at student work together
Become part of a study group
Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Need to Improve the School from within
• How can School promote the right of each child to learn
and grow, given that
– Teachers are not suitably prepared.
– In service Training is fragmented and top driven, detached
from the reality of class room.
– There is little on hand support.
– Limited opportunity & urge for peer learning.
– Tradition of teaching practices among teachers
overshadows their limited & disjointed knowledge of
Theory of Learning .
– Administrative monitoring sends wrong signal of what is
expected from them and generally demoralizes them.
– Teachers and other functionaries have Negative Attitude
towards children and parents.
• Improvement in education system is slow and bogged in
political, administrative complexities.
3. Vision of School as Learning Community
by Prof. Manabu Sato
• Main purpose is realization of human right of learning and
democratization of school organization. Not to pursue a “knock down”
teaching or “a model curriculum”. Rather to guarantee right of learning
of all the members and best way of learning.
• School as learning community is a place, where children learn together,
teachers also learn together as educational professional, and even
parents and citizens learn together through participating in school
renovation.
• Collaborative learning at classrooms, collegiality at staffrooms and
cooperation of parents and citizens with teachers are fundamental
components.
• In order to fulfill this vision, students learn how to work together in
classrooms, teachers build collegiality in their offices where they
creatively challenge the issue of how to conduct classes and critique
and learn from each other, and parents and citizens take part in classes
and work jointly with teachers (classroom participation).
4. Four basic strategies for establishing the pilot school
evolving as learning community
1) School reform can start and progress just from within. However
without support from outside, it cannot be continued.
2) School reform is hard work of long revolution. It needs laborious
commitments and long-term efforts and at least 3 years. Therefore,
we must think school revolutionarily and change it evolutionally.
3) Energy for reform is not generated from conformity but from
difference. As learning occurs and is promoted in differences. We
should struggle against all the sorts of conformity and of identity and
respect for variety, individuality and singularity in learning at
classrooms, school in-house workshops, and curriculum and school
management.
4) Central purpose of school reform is realization of learning possibilities
of all the children, so that school reform should be facilitated with
case method based upon observation at classrooms.
5. Underlying Principles in the Activity System
Improving the School from within
• Pedagogy have made great contributions to improvements in
education, but school and classroom reform is part of social reform
and also part of a cultural revolution, requiring theories from other
disciplines as well from the humanities and social sciences.
• Redefinition of the following three concepts as a basis for school
reform,
• Learning is defined in learning communities as a practice of
dialogue with the world in which one finds oneself, with others
and with oneself. It is a cognitive (cultural), interpersonal (social)
and existential (ethical) practice.
• The concept of “teacher” is also redefined. In learning
communities, they are defined as “learning professional” as well
as “teaching professional.”
• Professional competence of teachers is redefined as an ability to
reflect upon teachers’ own practices and to learn from each
other’s practice, rather than just the capability of “rational
application” of scientific knowledge and techniques.
6. School as learning community - Guided by three ideas:
Public Philosophy, Democracy & Excellence
• Schools are for public mission and accompanying responsibilities. Teachers
are professionals who are responsible for carrying them out. They are
responsible for fulfilling each schoolchild’s right to learn and for bringing
about a democratic society.
• Public philosophy also means that schools are open as public spaces. It is a
concept that schools and classrooms are open to everyone inside and
outside and that ideas and views on life are discussed.
• The purpose of school education is to build a democratic society, and
schools themselves must, therefore, be democratic social organizations.
• Democracy here means a way of associated living. Schools organized on
democratic principles, each schoolchild, teacher and parent participates in
their management as a protagonist with his or her own role and
responsibility.
• Activities to teach and to learn require a pursuit of excellence (not in
comparison with others). It does mean that we do our utmost and pursue
what is best. Learning to stretch and jump.
7. Effort leading to taking up Improved Activity System of
School Improvement from June 2012
• Peer learning system was promoted within Lokmitra so that not only for
internal learning, but also to expose them to this methodology on how to
effectively learn & equip staff with facilitation skill.
• Concerted effort with staff to enhance their understanding and capacity
to dialogue with teachers, enabling Knowledge Construction.
• Effort to improve the dialogue skill of team to take up the issue of
improving teaching practice, especially Hindi Language, with teachers.
• During May-June, in-house preparation was done and written materials to
guide Teachers, SMC members & Staff was developed.
• Team was supported through weekly meetings.
• There was conducive external environment as GoUP gave order to give
school session a better start. (partially due to advocacy effort)
• Shiksha Per Sabha (Meeting of Parents at GP/Ward/School) was organized
in May-June to sensitize large parent body and encourage them to
demand from School Teacher, SMC & PRI/ULB.
8. Activity System to Improve School from Within
• To listen to what others have to say is the starting point of learning. Activity
System provides opportunity so that each one is listened.
• The responsibility to fulfill each child’s right to learn in classrooms should be
shared with all children, all teachers principal and parents.
• Children are organized in collaborative learning system in groups of 6-8
children, enabling learning from each other. Enabling schoolchildren’s active,
cooperative and reflective learning.
• Teachers are expected to children’s responses toward learning. They are
required to consistently listen & pursue creative teaching by spontaneously
responding to children.
• Weekly meetings of teacher to discuss case studies based on classroom
observation is at the heart of school management. Case studies should focus
on learning as experienced by children in their classrooms and about their
learning from each other.
• Parents and teachers work together to create a better classroom, sharing
responsibility for educating schoolchildren.
• Lokmitra is now taking up following Activity System (in next Slide) to Schools
with encouraging initial response.
9. SMC
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Teachers Group
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BAL MANCH
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OOO
OOO
OOO
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OOO
OOO
PRI/ULB
&
its M
em
bers
Teachers Group
Becoming sensitive to Children’s Learning
Weekly Learning Session, reflecting on Case Work with
Children and each others observation of teaching practice.
Listening to SMC, Bal Manch, PRI and taking lead in preparing
School Development Plan
Head Teacher ‘s Leadership for promoting Children’ Right to
Learning.
Parent Teacher
Meeting for
Each Class
SMC
Collectively setting Aims &
Objectives (attendance,
retention, learning etc)
Collective understanding of
Quality of Education
Analysis of Problems and find
solutions.
Evolving and tracking the
learning system of school
through monthly meetings.
Children’s Group & BAL MANCH
Each Class has children divided in Groups of
6-8 for collaborative Activity Based Learning.
Children also taking responsibility for
attendance and learning.
Children from Each Group of Each Class
collective meet every week for BAL MANCH.
Plan Children’ Collective Activity and suggest
for School Improvement.
10. Addition and Modification in previous effort of Lokmitra as compared to present Activity
System of Improving the School from within
Experiential Learning Cycle and constructivist approach to teaching learning has is being adopted in Lokmitra, in pursuence with
what has been suggested in NCF 2005 what has been made legal under article 29 of RTE Act (that describes the aim of education and
quality of education). This along with growing appreciation of Dialogue, Effective group process has immensely helped the organization
to abreast the challenge in improving quality concern in state government schools. More importantly, Lokmitra team got exposed to
ideas and practices that revolve around promoting learning community. An eminent educationist Dr. BK Passi is supporting Lokmitra in
this direction. Prof. Passi has been Vice-chairman of NCTE India. He has worked as UNESCO CHAIR of distance teacher education. He has
been the President of All India Association for Educational Research.
Building on the idea of J Krishnamurti and that of David Bohm (the eminent physicist), Prof Passi promotes use of Dialogue in
educational institutions for transformation of education system and education. However, the core idea is that dialogue is a process for
sharing our ideas in a safe and happy environment but this environment must not turn into mere gossip. Dialogue aims at learning
about self and also about other’s beliefs, feelings, interests, and/or needs in a non-adversarial and an open way. Although the
participants may challenge ideas or raise questions, the idea is to create understanding rather than debate with each other. The bottom
line is that dialogue must result into some productive outcomes. Literature says that dialogue is skillful exchange or interaction between
people that develops shared understanding as the basis for building trust, fostering a sense of ownership, facilitating genuine
agreement, and enabling creative problem solving. The emphasis is on deep listening.
Prof Passi suggests that Teacher education must introduce the use of dialogue. In order to implement dialogue in teacher education
institutions we need to develop a format of lesson plans and observation tools and give it a judicious place within the section of practice
teaching. Use of dialogue needs flexibility and patience in the users and trainers
At this time we also got exposed to the work of Prof Manabu Sato, of University of Tokyo. He has been engaged in the challenge to
reform schools from the inside by visiting schools throughout the country twice a week, observing classrooms and working with
teachers. Since 2008 when a few schools had miraculous result, many other public schools started embraces reform based on concept of
learning communities. This has taken place in the background of government declaring crisis of public school education and so forth. To
our surprise evolving work of Lokmitra was very much moving in that direction and with the knowledge of this work we find ourselves in
much deeper clarity as how to promote reform in public education. So a summary of idea, analysis & practice of Prof Manabu Sato is
being presented here as this is describes what we have learnt and what we are trying to practice. He says that it is a paradox that in
Japan, under decentralization and deregulation teachers’ autonomy has seriously collapsed. It started in mid 1980s, when political and
economic leaders started to distrust teachers. Teachers are assessed at one side by parents as consumers and taxpayer and at the other
side by bureaucratic officers. Core of professional assessment should be peer evaluation. It is good that Lokmitra has already working to
address this paradox. Some finer nuances have got added. Like preparing the case study of children’s experience with learning, school
observation, action research for discussion in meetings of teachers in school. But team will be able to implement it only in next
academic session.