Are you aware of what the latest research on student achievement says about the role of students, teachers, parents, and school leaders?
Are your teachers equipped to teach students who are digital natives?
Adhyayan’s School Improvement Support & Training (ASIST) programme focuses on the professional development of key members of the leadership and teacher teams. The sessions are interactive, practical and the learning can be immediately put to use.
It empowers schools to address improvement areas identified during the school self-review exercise and are available for all the 6 KPAs reviewed during the school review.
1) Leadership and Management
Module 1: School Leadership: How to create strong senior leadership that provides direction and promotes the school values and efficient staff monitoring systems.
Module 2: School Management: How to create effective and efficient management systems that ensure good organisation of the learning day, staff accountability and effective student progress tracking systems.
Module 3: School Culture and Ethos: How to create a robust and pervasive school culture and ethos so staff and students feel they contribute to school life and have a voice in how it’s run.
3) The Child
Module 1: Child Voice: How to create systems that involve children in the design of school rules, reviewing their learning and assessment and aspects of curriculum planning.
Module 2: Child Enjoyment and Achievement: How to create lessons which children both enjoy and achieve in to the best of their abilities.
Module 3: Child Health and Safety: How to create school programmes which ensure children feel safe, exercise and eat and drink healthily whilst at school.
5) The Community and Partnerships
Module 1: Parent Partnerships: How to create a school environment welcoming to parents and systems which explain the curriculum in parent information so that they can support their children with class and home study.
Module 2: Child Community Engagement: How to promote an understanding of the local community in the curriculum and involve children in local community activities and the local community in school life.
Module 3: Community and Volunteer Links: How to foster links with other schools, NGO organisations and national organisations.
2) Teaching and Learning
Module 1: Classroom Environment: How to create a bright and welcoming classroom environment that promotes good learning.
Module 2: Relationships in the Classroom and around the School: How to promote good relationships between children and a clear teacher understanding and support for children’s learning and social needs.
Module 3: Quality Child Learning: How to ensure all children are equally engaged and interested and presented with work which challenges them and is regularly marked by the teachers.
4) The Curriculum
Module 1: Literacy and Numeracy: How to create effective and fun programmes for literacy and numeracy.
Module 2: Curriculum Variation: How to create a curriculum that offers a range of subjects and gives opportunities to explore local, national and global issues.
Module 3: Learning Beyond the Classroom: How to enrich the curriculum through planning school visits, school visitor sessions and after-school activities.
6) Infrastructure and Resources
Module 1: School Maintenance: How to create effective systems to ensure school grounds are well maintained and classrooms, corridors and toilets are regularly cleaned and monitored.
Module 2: School Resources: How to promote child learning through providing up-to-date and suitable books and resources for the children’s age ranges and enhance child learning through the use of IT and a well-stocked library.
Module 3: School Health and Safety: How to create well-documented systems for child health and safety on- and off-site
Anahita Dhalla holds an ECCE Diploma (Early Childhood Care and Education) from ORT India and has been in this profession as an educator since the last five years. Currently, she is an educator at the Pre-Primary level in Shishuvan School, Mumbai. She considers the Display Boards to be an active tool for the teaching-learning process at all levels. She designed a display board on the theme of Transport in the first ECA – Early Childhood Association Conference which aimed at the sharing of the importance and use of displays in a class. Recently she was also invited to conduct a workshop on displays with the Adhyayan team at St. Dominic Savio.
Dipali Desai holds a B.ed degree from Pillai’s college (chembur) and Diploma in Montessori course from L.N.Mehta institute (Ghatkopar) and has been in this profession as an educator since the last twelve years. Currently she is an educator at the Primary level in Shishuvan School, Mumbai. She feels display board is an integral part of learning and makes it pleasurable and interactive. Recently she was invited to conduct a workshop on displays with the Adhyayan team at St. Dominic Savio.
She graduated with BSC Home science from Mumbai University. Pursued Early teacher training course and worked honorary with low socio-economic background children for two years. Joined Shishuvan as honorary and took up teaching pre-primary children. During the teaching pursued the course in special education from SIES College. She is currently working as a special educator in Shishuvan School with per-primary and primary department. She also manages students with special educational needs as a private remedial educator. Recently, she was invited to conduct a workshop for Tamarind Tree Pre-Primary teachers on how to observe children and gather evidence that helps make a judgement on their progress.
She graduated from SNDT University with a major in Human Development. During the course she interned in schools for spastics, hearing impaired and juvenile delinquents. She did Teachers training in the field of hearing impairment. She also taught to hearing impaired children for 2 years. After a stint in corporate world, came back to the field of education and started with pre –primary education. During the same time pursued a course from SIES College in working with Special Educational Needs students, mainly Learning Disability. Previous experience includes working with Rukhshana Sholapurwala, (an eminent special educator) as a remedial educator in her clinic. Currently associated with Shishuvan as a remedial educator and handle primary, middle and high school sections. Recently, she was invited to conduct a workshop for Tamarind Tree Pre-Primary teachers on how to observe children and gather evidence that helps make a judgement on their progress.