All educationists will unarguably agree that one of the most important roles of Quality School Leadership is to develop and maintain the professional level of its Teachers; provide learning opportunity to them by engaging them in Learning and Development Programs.
One of the key areas of our focus is development and conduct of Teacher Learning Programs that cater to a variety of needs from the perspectives of –
||The School Leadership,
||The Individual Teacher, and
||Above all, the Learner i.e. the Student
The Programs listed below have been successfully implemented in given School (s) at whose instance they were developed, as a response to their need-gap analysis -
Chinmaya International Residential School, Coimbatore
Dhirubhai Ambani International School, Mumbai
Delhi Public School, Varanasi
Welham Boys School, Dehra Dun
Kasiga School, Dehra Dun
Scindia School, Gwalior
Indian Public School Conference Inservice Training Program hosted by i) Welham Girls' School, Dehra Dun and ii) Scindia Kanya Vidyalaya, Gwalior
Hopetown Girls' School, Dehra Dun
Presidency Group of Schools, Bangalore and Mangalore
Him Jyoti School, Dehra Dun
Orchid International School, Nashik
Rabindra Vidya Niketan, Keonjhar, Odisha
Sanskar International School, Bargarh, Odisha
Open by Registration Workshop at Dehra Dun - attended by Teachers from Dehra Dun, Saharanpur, Doiwala and Prem Nagar
Sri Sri Academy, Kolkata
Disha School, Raipur, Chhatisgarh
Learning Program Structure
Our Teacher Learning Programs have been intentionally structured and formulated in a modular framework – both horizontally and vertically; where both the numbers and the content can be modified, jointly or severally.
This is also a recognized tribute to the inherent nature of education development, never static, always dynamic; and valid for and at any kind and level of School; new or old, young or established, day or residential etc.
LEAPqep Teacher Learning Programs are by no means all inclusive and/or know all. They cannot be; perhaps, none can be. The playing fields of education are neither level nor bounded.
However, they have been recognized as signposts and/or lamp-posts which provide a wholesome direction; they have also been realized to be proven, intuitive, inspiring, motivational, transparent etc., and above all, grounded in reality.