Trainings for CBSE schools

Shikshangan Education Initiatives has been empanelled by CBSE for conducting training for teachers and leaders of all the CBSE affiliated schools in India and abroad.

Shikshangan has been approved for the following programs for teachers:

  • A.1: Continuous and Comprehensive Evaluation (CCE) – 1 day /2 days
  • A.7: Subject specific training programme/Competence building in subject areas – 1 day
  • A.9: Classroom Management-1 day
  • C.2: Competence building in subject areas - Pedagogy strategies and Formative Assessments
  • C.6: Reading programmes
  • C.9: Leadership Skills
  • C.12: Stress management
  • C.13: Time management

And for the following programs for school leaders:

  • B.1.1: Instructional Leadership
  • B.1.2: School Administration and Management
  • B.1.3: Mentoring new staff and motivating experienced staff
  • B.2: Effective School Management and Leadership Skills - 3 days
NAME OF THE TRAINING PROGRAMME DURATION 1/2/3 DAYS DATES (TENTATIVE) VENUE
Competence building in subject areas/ Pedagogy strategies and FA 1 days 27.2.15 Exclusively for Gurukul School, Pune
Competence building in subject areas/ Pedagogy strategies and FA 1 days 28.2.15 Exclusively for Gurukul School, Pune
Effective School Management & Leadership Skills - Residential 3 days April 9-11, 2015 Pune
Effective School Management & Leadership Skills - Residential 3 days April 27-29, 2015 Pune
SCHOOL TRAINING PROGRAMME TRAINING DATES VENUE ATTENDANCE REPORT
Gurukul School Subject Specific Training Program 4 Jun, 2014 Pune Download
Gurukul School Classroom Management 5 Jun, 2014 Pune Download
Nath Valley School Subject Specific Training Program 6 Jun, 2014 Aurangabad Download
Sunbeam School Effective School Management & Leadership Skills 26 to 28 Jun, 2014 (3 days) Varanasi Download
New Era High School Subject Specific Training Program 21 Jul, 2014 Panchgani Download
New Era High School Subject Specific Training Program 22 Jul, 2014 Panchgani Download
New Era High School Competence building in subject areas/ Pedagogy strategies & formative assessment 23 Jul, 2014 Panchgani Download
New Era High School Competence building in subject areas/ Pedagogy strategies & formative assessment 24 Jul, 2014 Panchgani Download
New Era High School Continuous and Comprehensive Evaluation 25 Jul, 2014 Panchgani Download
New Era High School Leadership Skills 26 Jul, 2014 Panchgani Download
Sweet Memories High School Subject Specific Training Program 23 Aug, 2014 Panchgani Download
Sweet Memories High School Competence building in subject areas/ Pedagogy strategies & formative assessment 24 Aug, 2014 Panchgani Download
- Effective School Management & Leadership Skills 11 to 13 Sep, 2014 (3 days) Ranchi Download
Vidyashilp Public School Continuous and Comprehensive Evaluation 29 Sep, 2014 Pune Download
- Effective School Management & Leadership Skills 16 to 18 Oct, 2014 (3 days) Varanasi Download
- Effective School Management & Leadership Skills 27 to 29 Oct, 2014 (3 days) Pune Download
Krishna School Subject Specific Training Program 2 Nov, 2014 Karad Download
Krishna School Competence Building in Subject Areas - Pedagogy strategies 3 Nov, 2014 Karad Download
Krishna School Competence Building in Subject Areas - Pedagogy strategies 4 Nov, 2014 Karad Download
Krishna School Competence Building in Subject Areas - Pedagogy strategies 5 Nov, 2014 Karad Download
Krishna School Leadership Skills 6 Nov, 2014 Karad Download
- Effective School Management & Leadership Skills 13 to 15 Nov, 2014 (3 days) Aurangabad Download
- Effective School Management & Leadership Skills 24 to 26 Nov, 2014 (3 days) Pune Download
Krishna School Continuous and Comprehensive Evaluation 29 to 30 Nov, 2014 (2 days) Karad Download
- Effective School Management & Leadership Skills 15 to 17 Dec, 2014 (3 days) Pune Download
Clover Dale School Subject Specific Training Program 21 Jan, 2015 Aurangabad Download
Clover Dale School Competence Building in Subject Areas - Pedagogy strategies 22 Jan, 2015 Aurangabad Download
Dnyanada English School Subject Specific Training Program 23 Jan, 2015 Aurangabad Download
Dnyanada English School Competence Building in Subject Areas - Pedagogy strategies 24 Jan, 2015 Aurangabad Download
- Effective School Management & Leadership Skills 14 to 16 Feb, 2015 (3 days) Pune Download
- Effective School Management & Leadership Skills 14 to 16 Feb, 2015 (3 days) Pune Download

Classroom Management

Background

Classroom Management module is planned as a one-day module, that is, about 6 hour of actual training.

We are giving below the expected Learning Goals of the module, as well as, Session Plan for the day long module. We have also captured, towards the end, the broad methodology we use for training the participants.

Learning Goals

The broad learning goals of the module are as follows:

  • Participants will know and understand the factors that make a classroom well managed and orderly.
  • Participants will be able to significantly enhance their classroom management skills.

Session Plan

The plan assumes 6 hour of actual training plus 2 hours of breaks:

0900-0930: Introduction & expectations capture

0930-1030: First factor – Setting Rules & Procedures

  • Rules & procedures should not simply be imposed – should be evolved collectively with students.
  • Evolve rules & procedures for general classroom behaviour, beginning/end of the period/day, transitions & interruptions, materials & equipment, group work, seat-work, teacher-led activities etc. – involve students in its design.

1030-1100: Tea break

1100-1200: Second factor – Disciplinary Interventions

  • There should be balance between rewards (for positive behaviour) and punishment (mild form) for negative behaviour.
  • Some suggested interventions:
    • Teacher reaction
    • Tokens for positive behaviour
    • Direct cost – Isolation time out and Overcorrection
    • Group rewards & punishment
    • Involving parents in deciding positive & negative consequences
  • Involve students in designing consequences

1200-1230: Third Factor – Teacher-Student Relationship

  • Moderate dominance and moderate cooperation provides the optimal teacher-student relationship for learning.
  • Establish dominance through:
    • Setting rules & procedures, and disciplinary interventions
    • Exhibit assertive behaviour
    • Establish clear learning goals

1230-1330: Lunch break

1330-1400: Teacher-Student Relationship (contd.)

  • Show cooperation through:
    • Take into account students' learning goals
    • Take personal interest in students, both inside and outside the classroom
    • Use equitable and positive classroom behaviour
    • Respond appropriately to students' incorrect responses

1400-1500: Dealing with High-need students

  • Recognizing different types of high-need students:
    • Passive
    • Aggressive
    • Attention problems
    • Perfectionist
    • Socially inept
  • Younger children have need for physical activity, social interaction, reduced distraction and physical comfort – we need to meet these needs in the natural way to avoid disruption by students; Various strategies to meet these needs which teacher can use;
  • Older high-need children lack skills not be high-need; these skills are called executive skills; Such children can be helped with learning these skills;

1500-1530: Tea break

1530-1630: Fourth Factor – Right Mental Set of teacher

  • Two aspects of mental set – 'Withitness' and Emotional Objectivity
  • Heighten 'withitness' by:
    • Periodically scan the faces of students, and react immediately if you see any disorder
    • Forecast problems and prepare yourself for dealing with them
    • Observe a master teacher
  • Develop emotional objectivity by:
    • Looking for reasons why (or reframing the situation)
    • Monitoring your own negative thoughts about specific student with positive thoughts
    • Take care of your emotional health

1630-1700: Reflection & Consolidation of learning

Methodology of Training

Our pedagogy (or andragogy) philosophy is influenced by constructivism, that is, leaners make their own meaning by comparing/contrasting their previous knowledge with the new knowledge presented to them; and therefore, the role of the trainer is to help trainees get in touch with their previous knowledge, help them compare/contrast this with the new knowledge, and get them to reflect on it and absorb more meaningful and useful models and frameworks. We achieve this by getting participants to share their current understanding with the group; this is followed by trainer sharing new knowledge/ways, and then whole group reflecting on it. Therefore, Shikshangan's training process involves a lot of discussion, interaction and reflection.

We prefer to use power-point slides, reading material, videos and games to engage the participants in their journey towards new levels of knowledge, skills and attitudes.

Specifically for this module, since the participants are practicing teachers, we will get them to share with the group their own experience on each of the factor; this will be followed by trainers sharing what research seems to be suggesting, and then getting the group to compare the two and debate, challenge and reflect.

From time to time, trainers will show the participants how to do certain things for an imagined scenario, to build their skills. Trainers will use examples to illustrate a concept, as well as give examples of what others have tried which has worked for them.

School Management and Leadership

Background

Effective School Management & Leadership Skills module is planned as a three-day module, that is, about 18 hour of actual training.

We are giving below the expected Learning Goals of the module, as well as, Session Plan for the three-day long module. We have also captured, towards the end, the broad methodology we use for training the participants.

Learning Goals

The broad learning goals of the module are as follows:

  • Participants will develop and practice the personal leadership skills of:
    • Self-awareness
    • Problem solving
    • Planning
    • Time management
    • Effective communication
  • Participants will know and understand organizational leadership processes:
    • the process of recruiting teachers/staff and motivating them
    • how to manage financial resources
    • how to manage school infrastructure
    • how to build the awareness/brand of the school
    • how to manage admissions
    • how to build relationship with different stakeholders
  • Participants will be able to organize the entire school in such a way that every student's learning is enhanced

Session Plan

The plan assumes 6 hour of actual training plus 2 hours of breaks every day:

Day 1

0900-0930: Introduction & expectations capture

0930-1030: Understanding school leadership and its components – Personal Leadership, Instructional Leadership and Organizational Leadership – and what each one consists of;

1030-1100: Tea break

1100-1300: Understanding and practicing Self-awareness:

  • Emotional awareness
  • Motivation – extrinsic and intrinsic
  • Self-efficacy
  • Becoming pro-active

1300-1400: Lunch break

1400-1530: Understanding and practicing Problem Solving

1530-1600: Tea break

1600-1700: Understanding and practicing Time Management

Day 2

0900-1030: Understanding and practicing Planning

1030-1100: Tea break

1100-1200: Understanding and practicing Effective Communication

1200-1300: Recruiting right

1300-1400: Lunch break

1400-1530: Motivating the team

1530-1600: Tea break

1600-1700: Managing financial resources

Day 3

0900-0930: Managing school infrastructure

0930-1000: Creating awareness/brand of the school

1000-1030: Managing admissions

1030-1100: Tea break

1100-1300: Building an effective school – which ensures learning for every student – School Effectiveness Framework

1300-1400: Lunch break

1400-1530: School Effectiveness Framework (contd.)

1530-1600: Tea break

1600-1630: Operationalizing school effectiveness framework

1630-1700: Reflection & Consolidation of learning

Methodology of Training

Our pedagogy (or andragogy) philosophy is influenced by constructivism, that is, leaners make their own meaning by comparing/contrasting their previous knowledge with the new knowledge presented to them; and therefore, the role of the trainer is to help trainees get in touch with their previous knowledge, help them compare/contrast this with the new knowledge, and get them to reflect on it and absorb more meaningful and useful models and frameworks. We achieve this by getting participants to share their current understanding with the group; this is followed by trainer sharing new knowledge/ways, and then whole group reflecting on it. Therefore, Shikshangan's training process involves a lot of discussion, interaction and reflection.

We prefer to use power-point slides, reading material, videos and games to engage the participants in their journey towards new levels of knowledge, skills and attitudes.

Specifically for this module, since the participants are practicing school leaders, we will get them to share with the group their own experience on each area; this will be followed by trainers sharing what seems to be a better practice, and then getting the group to compare the two and debate, challenge and reflect.

From time to time, trainers will show the participants how to do certain things for an imagined scenario, to build their skills. Trainers will use examples to illustrate a concept, as well as give examples of what others have tried which has worked for them.

Instructional Leadership

Background

Instructional Leadership module is planned as a three-day module, that is, about 18 hour of actual training.

We are giving below the expected Learning Goals of the module, as well as, Session Plan for the three-day long module. We have also captured, towards the end, the broad methodology we use for training the participants.

Learning Goals

The broad learning goals of the module are as follows:

  • Participants will know and understand:
    • the purpose of education, and how we go about planning and delivering on it
    • the teaching-learning cycle of what-how-whether
    • the "what" of teaching in terms of knowledge, skills and attitudes, and mapping it across grades, and across subjects
    • the "how" of teaching in terms of how children learn, and therefore how should we teach
    • the "whether" of teaching in terms of formative and summative assessment, and CCE
  • Participants will be able to implement processes for curriculum planning
  • Participants will be able to implement processes to continuously build the capability of their teachers
  • Participants will be able to organize the entire school in such a way that every student's learning is enhanced

Session Plan

The plan assumes 6 hour of actual training plus 2 hours of breaks every day:

Day 1

0900-0930: Introduction & expectations capture

0930-1030: Understanding school leadership and its components – Personal Leadership, Instructional Leadership and Organizational Leadership – and what each one consists of;

1030-1100: Tea break

1100-1200: Understanding different purposes of education

1200-1300: Understanding how we go about planning and delivering on these purposes (namely, curriculum); understanding the teaching-learning cycle of what-how-whether

1300-1400: Lunch break

1400-1530: Exploring "what" do we want students to learn

  • Idea of knowledge. skills and attitude
  • Mapping the syllabus across grades & subjects in terms of K/S/A

1530-1600: Tea break

1600-1700: Mapping the syllabus (contd.)

Day 2

0900-1030: Presentation of syllabus maps, critiquing them, and consolidating the learning from it about "what"

1030-1100: Tea break

1100-1300: Exploring "how" should we teach so that students learn – Brain/Mind Learning principles, and their implications for teaching

1300-1400: Lunch break

1400-1530: Brain/Mind learning principles (contd.)

1530-1600: Tea break

1600-1700: Exploring "whether" students are learning – Formative & Summative assessment, and CCE

Day 3

0900-0930: Understanding the process of curriculum planning

0930-1030: Understanding the process of teacher capacity development

1030-1100: Tea break

1100-1300: Building an effective school – which ensures learning for every student – School Effectiveness Framework

1300-1400: Lunch break

1400-1530: School Effectiveness Framework (contd.)

1530-1600: Tea break

1600-1630: Operationalizing school effectiveness framework

1630-1700: Reflection & Consolidation of learning

Methodology of Training

Our pedagogy (or andragogy) philosophy is influenced by constructivism, that is, leaners make their own meaning by comparing/contrasting their previous knowledge with the new knowledge presented to them; and therefore, the role of the trainer is to help trainees get in touch with their previous knowledge, help them compare/contrast this with the new knowledge, and get them to reflect on it and absorb more meaningful and useful models and frameworks. We achieve this by getting participants to share their current understanding with the group; this is followed by trainer sharing new knowledge/ways, and then whole group reflecting on it. Therefore, Shikshangan's training process involves a lot of discussion, interaction and reflection.

We prefer to use power-point slides, reading material, videos and games to engage the participants in their journey towards new levels of knowledge, skills and attitudes.

Specifically for this module, since the participants are practicing school leaders, we will get them to share with the group their own experience on each area; this will be followed by trainers sharing what seems to be a better practice, and then getting the group to compare the two and debate, challenge and reflect.

From time to time, trainers will show the participants how to do certain things for an imagined scenario, to build their skills. Trainers will use examples to illustrate a concept, as well as give examples of what others have tried which has worked for them.

Effective Teaching of Mathematics

Background

Teaching Mathematics module is planned as a one-day module, that is, about 6 hour of actual training.

We are giving below the expected Learning Goals of the module, as well as, Session Plan for the day long module. We have also captured, towards the end, the broad methodology we use for training the participants.

Learning Goals

The broad learning goals of the module are as follows:

  • Participants will know and understand what being good in Math means – idea of proceptual vs. procedural thinkers of Math
  • Participants will know and understand broad strategies for teaching Math
  • Participants will be able to able to apply these strategies for teaching any concept in Math
  • Participants will learn a process to solve any word problem in Math

Session Plan

The plan assumes 6 hour of actual training plus 2 hours of breaks:

0900-0930: Introduction & expectations capture

0930-1030: Understanding what being proceptual thinker of Math means

1030-1100: Tea break

1100-1200: Understanding broad strategies of teaching Math

1200-1300: Practicing teaching Math concepts using these broad strategies

1300-1400: Lunch break

1400-1430: Understanding the process of solving word problem in Math

1430-1530: Practicing the process of solving word problem

1530-1600: Tea break

1600-1645: Open house to clarify complex Math concepts

1645-1700: Reflection & Consolidation of learning

Methodology of Training

Our pedagogy (or andragogy) philosophy is influenced by constructivism, that is, leaners make their own meaning by comparing/contrasting their previous knowledge with the new knowledge presented to them; and therefore, the role of the trainer is to help trainees get in touch with their previous knowledge, help them compare/contrast this with the new knowledge, and get them to reflect on it and absorb more meaningful and useful models and frameworks. We achieve this by getting participants to share their current understanding with the group; this is followed by trainer sharing new knowledge/ways, and then whole group reflecting on it. Therefore, Shikshangan's training process involves a lot of discussion, interaction and reflection.

We prefer to use power-point slides, reading material, videos and games to engage the participants in their journey towards new levels of knowledge, skills and attitudes.

Specifically for this module, since the participants are practicing teachers, we will get them to share with the group their own experience of teaching Math; this will be followed by trainers sharing what research seems to be suggesting, and then getting the group to compare the two and debate, challenge and reflect.

From time to time, trainers will show the participants how to apply specific strategies in a given situation, and then get them to practice it. Trainers will use examples to illustrate a concept, as well as give examples of what others have tried which has worked for them.

Reading Programs

Background

Reading Program module is planned as a one-day module, that is, about 6 hour of actual training.

We are giving below the expected Learning Goals of the module, as well as, Session Plan for the day long module. We have also captured, towards the end, the broad methodology we use for training the participants.

Learning Goals

The broad learning goals of the module are as follows:

  • Participants will know and understand how Active Readers are different from Passive Readers; and that the goal of reading programs is to make every child an Active Reader
  • Participants will be able to understand and practice two reading strategies – Reciprocal Reading and Close Reading
  • Participants will know and understand how to deal with new vocabulary so that students internalize new words
  • Participants will know and understand common English language roots, and how to use them in their teaching to expand student's vocabulary
  • Participants will know and understand the language learning cycle

Session Plan

The plan assumes 6 hour of actual training plus 2 hours of breaks:

0900-0930: Introduction & expectations capture

0930-1030: Idea of Learning to Read vs. Reading to Learn; Understanding the goal of helping students become an Active Reader

1030-1100: Tea break

1100-1300: Understanding and practicing Reciprocal Reading strategy

1300-1400: Lunch break

1400-1500: Understanding and practicing Close Reading strategy

1500-1530: Dealing with new vocabulary

1530-1600: Tea break

1600-1630: Dealing with English language roots

1630-1700: Reflection & Consolidation of learning

Methodology of Training

Our pedagogy (or andragogy) philosophy is influenced by constructivism, that is, leaners make their own meaning by comparing/contrasting their previous knowledge with the new knowledge presented to them; and therefore, the role of the trainer is to help trainees get in touch with their previous knowledge, help them compare/contrast this with the new knowledge, and get them to reflect on it and absorb more meaningful and useful models and frameworks. We achieve this by getting participants to share their current understanding with the group; this is followed by trainer sharing new knowledge/ways, and then whole group reflecting on it. Therefore, Shikshangan's training process involves a lot of discussion, interaction and reflection.

We prefer to use power-point slides, reading material, videos and games to engage the participants in their journey towards new levels of knowledge, skills and attitudes.

Specifically for this module, since the participants are practicing teachers, we will get them to share with the group their own experience on each of the concept/strategy; this will be followed by trainers sharing what research seems to be suggesting, and then getting the group to compare the two and debate, challenge and reflect.

From time to time, trainers will show the participants how to use certain strategies to build their skills. Trainers will use examples to illustrate a concept, as well as give examples of what others have tried which has worked for them.