Fostering Global Education for Teacher Leaders

Transcription

1 Fostering Global Education for Teacher Leaders Indus Training and Research Institute Training Programmes and Application

2 Our Vision To be a centre of excellence in international education and facilitate institutional capacity building of international schools in India

3 Concept and unique features ofitari Today, in the Knowledge Age, teachers are changeagents who are expected to lead reforms in curriculum, in students and in the community. The rapid rate of knowledge obsolescence requires teachers to become lifelong learners. ITARI understands that the quality of teachers is very critical for all educational institutions, and helps bridge the gap between teaching and research. ITARI was inaugurated on 1st Dec 2009 by Mr. Gavin Newsom, Mayor of San Francisco, California, USA. For every school that makes it a priority to drive forward standards in teaching and learning, raising attainment levels, and tackling underachievement, the imperative of capacity building in teachers cannot be over-stressed. Teachers, whether they are laterally or upwardly mobile in their vocation, owe it to their students and to themselves to become innovative practitioners. Whether the curriculum is national or international, teachers must become change-agents, who will bring about practical reforms in this all-important life-work. With an understanding of the current needs and concomitant advantages, the Indus Training and Research Institute (ITARI) has been set up by the Indus Trust, as a training and research institute. ITARI s mission encompasses higher education in the areas of pedagogic training, research, and professional development of teachers. We have highly competent, experienced and qualified faculty. And we also employ the best teaching practices, state-of-the-art classrooms, the latest technology in curriculum delivery, and personalised learning, as well as assessment strategies. Role ofitari The mission of ITARI is to encompass the areas of training, research, knowledge management, leadership development and quality management systems for International Schools. It therefore envisages: Pre-service training programmes in international education In-service capacity building of Indus teachers and others Research in pedagogy, human learning and knowledge management Quality evaluation of international schools Consultancy services Role of ITARI Pre-service training In-service training Research & Development Quality Evaluation Post Graduate Diploma in International Education, Keele University, UK Cambridge International Diploma for Teachers and Trainers (CIDTT) Research in Human Learning, Pedagogy and Best Teaching Practices Quality Evaluation of Schools - Balanced Scorecard Post Graduate Certificate in International Education Workshops in Leadership, Pedagogy and Best Practices in International Education Connect and develop the research institutions to apply scientific research into classroom practices 360-degree feedback on the overall performance of a School 2 1

4 Academic PROGRAMMES Keele University Post Graduate Diploma in International Education Aim: The Post Graduate Diploma in International Education will be offered in collaboration with Keele University, UK. Keele is a leading campus university situated centrally in the UK. It is 61-year old and offers over 500 Honours courses. It has a campus of over 600 acres. Keele caters to 9,000 students and has a staff strength of over Keele has an annual turnover of 105 million. The Keele University P.G. Diploma curriculum focuses on trans-disciplinary facets of international curricula, integrated teaching, educational philosophy, psychology, best pedagogic practices, human learning, leadership and personality development. This programme will train and equip freshers/teachers to embark on a rewarding career as faculty in international schools. Duration: 1 Year (Aug Jul) Curriculum Overview: 1. International Curricula 2. Education Studies 3. Human Learning 4. Research Methodology 5. Best Pedagogic Practices 6. Child Psychology 7. Classroom Management 8. Integrated Teaching with emphasis on English, Special Education and Emerging Technology 9. Personality Development, Soft-skills and Group Dynamics 10. Instructional Supervision and Professional Development Approach: Theory and practical components Lectures and presentations Case studies Group discussions Group projects Community service Institutional visits Symposia Research project Research paper presentation Eligibility: Post Graduate or Graduate degree in any discipline Indus Post Graduate Certificate in International Education Aim: The Indus P.G. Certificate in International Education is a full-time four-month professional course (including internship) that will train and equip freshers/experienced teachers to embark on a rewarding career as faculty in International Schools (International Baccalaureate and Cambridge International Examinations). Duration: 4 modules spread across 8 months. 2 batches every year commencing in Aug and Feb Curriculum Overview: 1. International Curricula and Best Practices in International Education 2. Leadership and New Literacy for the 21st Century 3. Perspectives in Human Learning and Pedagogic Research 4. Application of Emerging Technology in Curriculum Delivery 5. Personality Development and Soft-skills Eligibility: Post Graduate or Graduate degree in any discipline with an average aggregate of 60% Cambridge International Diploma for Teachers and Trainers (CIDTT) Aim: The Cambridge International Diploma for Teachers and Trainers (CIDTT) is a practice-based qualification for continuing professional development, relevant to all teaching and learning contexts. The Diploma sets global performance standards for the design, practice, assessment and evaluation of teaching and learning activities. Diploma candidates can be full or part-time teachers or trainers. They could be working in any institution, including schools, colleges, training organisations and companies, and with learners of different ages and stages. The four modules - Design, Practice, Assessment and Evaluation - correspond to the key phases in the teaching-learning cycle. Each module consists of a series of sub units and performance criteria. At the end of every module is an assignment that is marked by examiners from CIE, UK. The assignment is marked on the basis of its creativity, authenticity and reflective aspects. 3

5 Duration: 4 modules spread across 8 months; 2 batches every year commencing in Aug and Feb Curriculum Overview: 1. Design - Planning and preparation 2. Practice - Teaching and learning action 3. Assessment - Assessing progress and achievement 4. Evaluation - Improving teaching and learning Eligibility: Post Graduate or Graduate degree in any discipline Leadership Workshops These workshops are based on themes of international education, best classroom practices, educational leadership and pedagogic research. They are developed in conjunction with the International Baccalaureate Organisation (IBO) to promote New Literacy in the 21st Century. These are conducted by ITARI for K12 school teachers of International curricula. Duration: 3 days per workshop Themes: 1. Metacognition and Critical Thinking 2. Creativity 3. Living with Diversity 4. Ability to Learn 5. Higher Purpose of Life and Vision International Education Workshops The Level 1: Workshops (6 days contact + 14 days online) are mainly for freshers and teachers of various schools of the Indian curricula. The Level 2: Workshops (3 days contact + 14 days online) are for principals, coordinators and senior faculty working with Indian curricula. The Level 3: Workshops are based on themes relevant for New Literacy in the 21st Century. Themes: 1. Assessment for Learning 2. Differentiated Instruction 3. Inquiry and Problem-based Learning 4. Teacher Leadership 5. Professional Development 6. Tools for Improving Teacher Performance 7. Pastoral Care Pedagogy These workshops are for senior teachers, coordinators and educational leaders of international schools. Duration: 2/3 days per workshop 2 Themes: 1. Overview of International Curricula and Assessment 2. Classroom Management 3. Child Psychology 4. Instructional Leadership and Professional Development 5. Concept-based Learning 6. Research Methodology 7. Human Learning 8. Reflective Teaching Practices 9. Application of Emerging Technology in Learning 10. Leadership Competency and Group Dynamics Workshop Details: Workshops and training programmes can be customised and tailored to institutional requirements Workshops can be organised at respective schools Workshops are also conducted at ITARI, Bangalore For more details on the fee structure, contact us 4

6 TeamITARI Lt. General (Retd.) Arjun Ray, PVSM, VSM, CEO, Indus Trust A soldier-scholar of the Indian Army, Lt. Gen. Arjun Ray has wide ranging experience in war, conflict and development in times and areas of peace. As CEO of the Indus Trust, he provides vision and strategic direction to the Indus Schools. This includes long-term perspective planning, leadership development, teacher development programmes, integrating parents, children and community and implementing the social responsibilities of the Indus Trust. An alumnus of the prestigious Staff College, Camberlay, and the National Defence College, he has served as India s Defence Military Advisor in London. As Corps Commander in Ladakh, he forestalled insurgency and established 13 Sadhbhavana Schools, 11 Women s Empowerment Centres and 60 Adult Education Centres in Jammu and Kashmir. Recipient of the Param Vishisht Seva Medal and he has gone on to bring to the educational field in India, a strong commitment and success to international practices, social responsibility and strong leadership. Ms. Sarojini Rao, Advisor ITARI Principal, Indus International School, Bangalore Ms. Sarojini Rao, Principal, Indus International School, Bangalore, is a University Gold Medalist. Ms. Sarojini is a double Post Graduate in Education and Economics, and is trained in all the three IB programmes (PYP, MYP and DP). She is a graduate from the Principal s Training Centre for International School Leadership, USA, wherein she has been trained in: Curriculum and Resource Development Instructional Supervision Leadership and Group Dynamics Creating and Administering an Effective School Prior to being the Principal of Indus International School, she was Director Curriculum at Indus, where she successfully coordinated the implementation of IB and IGCSE into the school curriculum. Ms. Sarojini has been responsible for developing the Post Graduate Diploma course at ITARI, and overseeing the implementation of its various programmes. Mr. Shouquot Hussain Director, ITARI Mr. Shouquot Hussain has a Master s degree in English Literature and a Bachelor s degree in Education. He is an IB Workshop Leader for Pedagogical Leadership, International Mindedness and English. He has been an IB examiner for English Higher Level and the Extended Essay in the IB Diploma programme for 5 years now. He is IB trained in TOK and Diploma Programme Coordination, having attended IB workshops for both. In IBDP English, he is trained in, and has attended workshops, for all 3 levels. He is an executive committee member of the South Asian IB Schools Association (SAIBSA). Mr. Shouquot has been teaching for a decade and a half now, and has been involved in international education specifically for the last 7 years, where he has been facilitating students in IB and IGCSE English, Theory of Knowledge and Extended Essays. He writes occasionally for educational journals, which include the IB World magazine. 5

7 Dr. Moses Satralkar Curriculum Coordinator, Indus Trust Dr. Moses Satralkar is involved in developing curriculum and research projects for ITARI. He coordinates the Post Graduate Diploma in International Education and conducts faculty training programmes in International Education, Human Learning, New Literacy and Pedagogy for International Schools. He works on the CEO s staff to develop projects, international collaborations, recruitment, marketing and administration. He holds a Ph.D. in Biological Sciences from the University of Pune, specialising in Chronobiology. He has taught Microbiology to Post Graduate students at College level for four years and is the author of twelve scientific research papers published in international journals. His areas of interest include Research and Knowledge Management, Cognitive Neuroscience, Future Studies, Educational Leadership, and Connect and Develop collaborations. Ms. Pritam Lena Benjamin Educational Consultant, Indus Trust Ms. Pritam Lena Benjamin has an M.A. in English from Allahabad University and a Bachelor s degree in Education from Calcutta. Over a 35 year teaching career, she has served as Vice Principal of Bangalore International School, founding Principal of National Academy For Learning (NAFL), Indus International School, Bangalore and Inventure Academy, Bangalore. Earlier, she taught at Sishya in Chennai and La Martiniere for Girls in Kolkata. These were opportunities for her to observe and implement major paradigm shifts in education, in both international and national contexts. Dr. Manuja Sahai In-service Training Coordinator Dr. Manuja Sahai is a University Gold Medalist, and holds a Doctorate in Educational Psychology from Jamia Millia Islamia, New Delhi. She has been a Teacher Educator for over a decade and has actively involved herself in developing training modules and conducting workshops for pre-service and in-service teachers at all levels. She is an accredited trainer for the Cambridge International Certificate for Teachers and Trainers, as well as the Cambridge International Diploma for Teachers and Trainers offered by Cambridge International Examinations. She has been trained by Dale Carnegie, India on High Impact Teaching Skills. She has designed the curriculum and prepared course material for the programme titled Post Graduate Diploma in Creative Teaching offered by the Karnataka State Open University. She was invited as a subject expert by the Department of Elementary Education, NCERT, New Delhi, to prepare instructional material in English. She has written several articles on Education - a few of which have been published. Ms. Meenakshi Myer Coordinator International Education Ms. Meenakshi Myer has a Master s degree in History and a Bachelor s degree in Education. She has been in the teaching profession for over twenty years, having spanned both national and international curricula, traversing global curricula like the International Baccalaureate and Cambridge International Education. This enriching experience has helped her tremendously in understanding the nuances of international education, with its focus both on localism and internationalism. She is also a certified Master Trainer for the CIE Teacher Diploma Programme. Ms. Myer has been the IB Diploma Programme Coordinator for Indus International School, Bangalore. She strongly believes that education is the most important agent of change and progress in an individual s life. Ms. Darshika Sanghani Quality Evaluator and Faculty Ms. Darshika Sanghani has been an educationist for the past 9 years. She is a Post Graduate in Commerce and has completed her MBA, specialising in HR from the Symbiosis University, Pune. Darshika has taught Cambridge and IB curriculum at various levels. She is also an examiner for IB Business and Management. She has been training students and working professionals in the field of Human Resource Management and Organisation Behavior in reputed Business Schools. She has presented research papers at various academic conferences. Her areas of interest include Adult Learning Principles, Team Building and Leadership, Performance Management Systems, Needs Assessment and Training Matrix. 6

8 Ms. Sandhya Gatti Workshop Trainer and Faculty Ms. Sandhya Gatti has taught Social Sciences and English at the primary and high school level for about twelve years. She has been involved in designing and conducting teacher training modules at a reputed teacher training organization in Bangalore. She moderated an online teacher training network for the organisation and was the Chief Editor of their quarterly magazine. She also headed an experimental, research-based project that looked at changing the culture of interaction in Indian schools using the Whole School Quality Circle Time Model. Earlier, she was a coordinator of educational programmes for an NGO. During this period, she designed educational projects and workshops incorporating emerging technology and creative facets of art, music and theatre for school children and teachers. She has contributed content for a Manual on English Speaking Skills for Teachers which is being published by the Cambridge University Press. Ms. Monita Sen Workshop Leader Ms. Monita Sen is the Head of Primary at Indus International School and has 11 years of experience working with the IB PYP programme. She is an IB workshop leader, and conducts workshops for teachers across the Asia- Pacific region on various aspects of PYP pedagogy and International Education. Ms. Khona Bhattacharjee Workshop Leader Ms. Khona Bhattacharjee is an IB PYP workshop leader with more than a decade of teaching experience. She has undergone formal training in both regional and in-school IB workshops in and outside the country. She comes with a lot of pedagogical expertise in training teachers in the Primary Years Programme. She is experienced in curriculum development and devising modules for teacher orientation into new programmes. With a Bachelor s degree in Science and a teaching degree, Khona is a keen student of lifelong learning. For enquiries on admission to teacher training programmes at ITARI, please our associates: Dr. Moses Satralkar; id: moses.satralkar@itari.in Landline: Mobile: Visit the ITARI website for information on our Organisation, people, services, training programmes, training schedule and curriculum overview