ANURADHA MONGA
WHAT MAKES ME A PROGRESSIVE PRINCIPAL
For the last 15 years I have been the Head of School at Bangalore International School (BIS) and during this time have brought about dynamic changes in our school, transforming it from a simple international school to one that is reckoned as one of the best in the city.
I introduced Inclusive Education and this section of the school has gained international recognition for the kind of work it has done for the children with special needs.
We at BIS recognize the importance of differentiated learning. While I have respect for all cultures, the essence of my beliefs are rooted in India and her ancient culture. I am also the Chairperson of The Association of International Schools of India (TAISI) which brings international schools from across the globe mainly for professional development and for best practice sharing with other International Schools and breaking barriers to bring the teacher and administration community together.
I have hold the following positions which substantiate my claim to be a Progressive Principal of India
- Head of School – Bangalore International School 2002 to date
- Chairperson of The Association of International Schools in India (TAISI), from its inception in 2005
- Member of IBAP Regional Council
- Member of IB Heads Committee
- Board Member of Academy of International School Heads
- Board Member of Educational Collaboration of International Schools
- Council of International Schools – Vice Chair
- Member of the FICCI National Board, and Co-chair for the south of India
MY MISSION AS A PROGRESSIVE PRINCIPAL OF INDIA
My personal mission and vision of education is based on accountability to my students, teachers, and the community at large.
I believe that as an educator I have the power to change the direction of young lives and all that I do and all the major decisions I take will have an indelible impact on the lives of students and teachers.
Teaching and learning require planning, commitment, enthusiasm, time and effort, and I believe all my major decisions will impact the future in a big way.
Learning is a joyous and never ending process and this is the message I want to convey to my teachers and my students.
Therefore, I want to be a living example of this. I also believe that it is important to involve parents to be a part of my big scheme. As the head of school I am ultimately responsible for the learning environment I create in my school, I am responsible for the safety and emotional growth of my students and teachers.
I also have a strong sense of pride in the culture of my country and I would like to develop in my students and teachers a deep pride in the rich culture of the land and a respect for our ancient heritage, even while encouraging a multicultural approach to teaching and learning.
I also want to imbibe in students and teachers a deep desire to give back to the community and the nation by developing a sense of service as is exemplified by the mission and vision of our schoo – a caring and connected community.
LEARNING BY DOING
Inclusive education is one area where teachers work hands on with students. I introduced differentiated learning. We have organized workshops for teachers to empower them to understand multiple intelligences. Our teachers get regular training in varied areas some of which are Assessments, Curriculum Development, Methodology, Project Based Learning etc. Our teachers attend National and International Conferences and we have brought world attention to the area of Inclusive Education. I have also participated in various Conferences, and Panel Discussions to make India stand out in the global arena. I also encourage in my school the old values of the ‘gurukul system”, where teachers and students work closely, and one where the teacher is not merely a conveyor of information, but one who draws out the best in each student.
INTEGRATED CURRICULUM
Our EY/ES – all have units prepared keeping interdisciplinary links in mind. MS/ HS both have introduced the inter-disciplinary unit where students work on areas that link across subjects and they submit an essay at the end of a time specified by the teachers, which is then discussed by subject experts and corrected as per a criteria created by the IDU team.
Our Subject Heads collaborate with other Departments to share knowledge. [e.g. Arts Dept collaborate with other Depts in major projects. At the moment they are working with the Science and Maths Dept on a project titled STEAM.
INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY
We have all school CAD Clubs which are teacher supported but student initiated and run through all levels of the school. The student groups organize Bake Sales, etc and they are supported by the school with an initial amount which has to be accounted for by the Clubs. All funds that are generated through such sales etc are donated to charity or students put this money to good use e.g. they created a SOLAR POWER UNIT. They also organise art/ pottery exhibitions. Our students also go in for Internships in well recognised companies or organizations to gain valuable experience. This is encouraged from Grade 9 upwards.
PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY
Regular PDs are held at the beginning of each session, as well as through the year to encourage teachers to understand the needs of modern day education and also to gain skills required for the 21st century as well as pedagogy, methodology, and assessments.
Our Learning Center had conducted a workshop for international SEN educators. Our school encourages teachers to share knowledge and best practices among the staff by having special period for teacher meetings and sharing on THURSDAYS FOR HS/ TUESDAYS FOR MS.
Every THURSDAY departments meet to discuss question paper setting, assessments etc, Careful planning goes into the setting of question papers. Subject HODs carefully monitor to ensure that different types of questions that test varied abilities are set. Our internal assessments also employ varied techniques. Teachers ensure that application of knowledge is the focus and not mere rote learning.
GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY
THURSDAY DEPARTMENTAL MEETING time is used for knowledge sharing and best practice sharing as well as in planning syllabus, and performance discussion. Future plans for collaborations and policy decisions are made at these regular meets.
Pastoral care for students is given prime importance at this class teacher time. All members of our school staff are part of a HOUSE system and students, teachers and support staff work together to ensure the success of an event. Our students organize in school MOCK UN SESSIONS and the CAS group teachers for this club work in tandem with students to ensure that they perform well and get ready for national and international events. We are also members of ROUND SQUARE and student groups work together with teachers to plan events and participate in national and international events. Teachers across departments share ideas and inputs during major school events and inter school events.
Our students are taken of field trips by subject teachers as well as the yearly trip organized by the school. This is a great time for bonding. We also take our faculty on outbound trips where they share and bond in a warm and congenial atmosphere. We organise staff get-togethers. Senior Leadership and the Leadership teams in school meet regularly twice a year in an informal set up to discuss critical issues.
Our faculty members are invited to conduct workshops in school eg. Global Perspectives workshop/CIS Accreditation process workshop. the IC3 Conference where Heads and Counsellors from Karnataka met to help share best practices in college placement
UNDERSTANDING & ACTION BASED LEARNING
A variety of assessment methods are used for our Continuous assessments some of which are:
- Teacher Observation
- Research, Projects, Portfolio, Experiments etc
- Written Test
- Written Assignments
- Oral Presentations/ Discussions etc
- Self / and or Peer assessment
All HODs closely monitor question papers to ensure that all questions are not based on rote learning. A variety of questions are used. Skills are assessed at all levels of the school, in all subject areas. Teachers use Assessment Criteria, Mark Schemes, Rubrics etc. We award Grades not marks.
COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT
Our faculty members are invited to conduct workshops in school e.g. Global Perspectives workshop / CIS Accreditation process workshop. The IC3 Conference where Heads and Counsellors from Karnataka met to help share best practices in college placement.
EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY
Our TOK classes and regular class discussions bring in issues of social responsibility and also to encourage them to accept differences without bias or fear. Our CAS clubs work with children from underprivileged homes to give them education or also to train them in dance /music
My office is open for teachers to walk in and have open discussions on anything that concerns them or matters that are troubling them. Our Section Heads also interact with teachers freely. Our student leadership body works in collaboration with the administration as a voice for the students.
Our school recognises the need for education to spread to all levels of society. I am a member on Federation of Indian Chamber of Commerce & Industry (FICCI), representing the South.We hold regular talks on issues like Cyber Bullying, Gender Identity, Child Safety, etc.
DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS
Our Learning Center has Individualized course outlines designed for students as per their unique need. All our departments have course outlines designed and shared with students. Individual differences are catered to in our lesson plans.
Our subject choices for IB and CIE echo with our Mission and Vision. We offer a variety of Language choices too. We have a Mother Tongue Club which runs every Wednesday. The NIOS, IB AND CIE ensure different needs are catered to We also have one on one pull out programs for special need students
INTEGRATION OF COMMUNITY SERVICE AND SERVICE LEARNING PROJECTS INTO THE DAILY CURRICULUM
Our CAS program ensures the integration of community service and service learning. Class discussions also take up issues of community service. Global Perspective, TOK, Literature and many other subject areas also ensure that community service issues are discussed.
FUTURISTIC SELECTION OF SUBJECT CONTENT
Global Perspectives / TOK etc develop those skills of critical thinking, innovative problem solving which are so needed in the world today. Also our student participation in International Conferences like the Mock UN, HMCA, Round Square ensure that they are in touch with world issues.
When students are making a choice of subjects they do meet the HS COD, IB COC, CIE COD to discuss skills required.
Also the college admission melas organised by the school enables students to meet faculty from different international universities and talk to their faculty members about skills that will be needed in future society.
We organize regular Professional Development for teachers. Our school organizes the TAISI conference which gets experts from across the world to discuss and conduct workshops for teachers on skills that are required in a global society and for the future.
We also emphasize in our teachers a need for lifelong learning. Our teacher appraisal system looks into a teacher’s use of varied methods and techniques.
FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS
We ensure our teachers engage in workshops that keep them abreast with changes in the field of education. Our teacher outbound trips, teacher get togethers, and social meets ensure social skills are developed. Faculty Members from our school visit other schools to conduct workshops. When we organise events like Round Square, etc. they interact with teachers from across the globe in an informal atmosphere.
PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT
We have a formal appraisal for our faculty which entails a self appraisal, followed by peer evaluation. Then HODs visit classes and share with the teacher their feedback on the lesson. Then the Section CODs meet the teachers for a formal feedback. Finally, a one on one session is conducted with the Head of School.