DHRITI MALHOTRA
WHAT MAKES ME A PROGRESSIVE PRINCIPAL
Every Head of the School has to be progressive in the present times. As a Principal of a Private International School, I understand that the thought process should progress with the changing times. As Principal, I ensure that every student and every teacher gets an opportunity to excel in their respective field. I act as a facilitator for their self development by ensuring that the school is well equipped with the latest know how.
MY MISSION AS A PROGRESSIVE PRINCIPAL
It is very important to recognise a child’s inherent talent and provide opportunities to hone that and my personal mission and vision of education would be giving every child a platform to explore his/her potential so that every student turns out to be an achiever.
LEARNING BY DOING
I see and I forget, I do and I remember. It is very important that all learning should be experienced, especially during the formative years. Keeping this in mind, I have ensured that the learning process is facilitated with hands on project, edu-trips, project work, presentations, dramatics which will help the students to gain deeper knowledge. To extend the levels of learner engagement, the school day and classroom has been restructured to increase opportunity for experiential learning. Adopted advanced audio-visual technology and kinesthetic learning techniques to compliment global pedagogical approaches.
INTEGRATED CURRICULUM
Encourage the practice of integrated learning with focus on life skills, language, art, mathematics, science, critical thinking, problem solving and creativity. Learning in Early years is imparted through themes, implemented via activities at Learning Centres which cater to the 8 Multiple Intelligence. CREST-an in-house curriculum of global standards incorporates the social studies aspects of Primary education. It marks the confluence of Culture in Retrospect for Evolution of Society with Technology which embraces all curricular areas through music, art, drama, science, history, social evolution from pre-historic times to 21st Century.
INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY
The School provides a favourable and futuristic learning environment with the world at a click – an advanced computer lab, state of the art foreign language, mathematics and science labs. The Techno Skill lab’s objective is to develop and enhance the technical and analytical skills of basic core engineering. They explore electronics, programming, carpentry, architecture, robotics, designing, aero-modeling and develop skills requisite for the 21st century. Entrepreneurship into education is infused by focus on action learning or process oriented teaching through group project, mock economic sessions, corporate visits and training by professionals.
PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY
Cooperative planning strategies by leads and HODs foster critical thinking. The structured co-operative environment helps faculty perform more with continuous feedback and support from peers and superiors. Easy access to a well stocked library coupled with state of art technology encourages research, higher order thinking, analysis, evaluation and reflection. Individual Lesson plans enumerating effective teaching strategies, HOTS element activity, success criteria, next steps, model of formative assessment are tools of critical thinking and problem solving.
GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY
Used the status of a leader responsibly to promote social skill development. Starting the day by smiling, greeting, conversing, complimenting, empathising exemplifies importance of social skills. Emphasis on social emotional learning through focused activities, entailing teamwork from the beginning of the school year. Department and pan school events/projects promoting sharing of ideas, support, cooperation and respect. Monthly staff gatherings for increased bonding, intra departmental collaborative events or projects. Collaborative lesson planning and resource making.
UNDERSTANDING & ACTION BASED LEARNING
Our vision of education is imparting knowledge, life skills, harmonious and holistic development to craft futuristic citizens with a multi-faceted global perspective. In this ambit, we create personalised learning plans encouraging differentiation and integrated learning. A balance is also maintained between scholastic, co-scholastic and sports areas. Plethora of activity clubs, workshops, ranging from drama to art, debate, global awareness, edu trips, on-site visits meet various MI needs of learners. Learning by doing – our prime focus enables students to think, analyse, comprehend and then learn.
COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT
Professional development for teachers across the school. Encourage them to participate in workshops, symposiums etc. Peer sharing after attending external conferences. Intra-department meetings for brainstorming, micro-teaching, arriving at best practices, collaborative resource making. Partnership programmes with other branches for innovative teaching.
EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY
Endeavour to create futuristic global citizens through the educational practices. Making optimal use of resources and opportunities for interaction with individuals from the corporate world, economic and social walks of life. This enables to sensitize the students to become dynamic, caring, innovative and instils spirits of service. Student Council bodies are elected democratically. They hold meetings like the other cultural bodies where they engage in constructive discussion, agree to disagree yet hold hands. Teachers are encouraged to be innovative and experiment with teaching and assessment methodology. Mentoring and buddy system enables new entrants to assimilate into the school system, establish academic and professional competence. Planning meetings, resonance with freedom to express ideas, think out of the box and experiment. The Principal’s office is always accessible for everyone to share a thought or concern.
DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS
Each student has a student learning journey which is a personalised scholastic and co-scholastic record maintained by the teacher. Parents are kept updated of the academic, social and co-curricular skills of their wards. Special care is taken to support parents and mentor wards of first generation school learners. Focus on demonstrating independent learning and collaborative working. Formative and continuous assessments ensure enhancement of learning as they provide unbiased feedback on the teaching-learning process. The SEN (Special education Needs) department offers individualized education programme for registered students. The specially trained educators and counselors work towards the abilities and needs of the students and guide them to soar into the horizon of seamless possibilities. We pride ourselves to be an inclusive classroom School..
INTEGRATION OF COMMUNITY SERVICE AND SERVICE LEARNING PROJECTS INTO THE DAILY CURRICULUM
The school is driven with the spirit of making each student a sensitive ‘Manav’ with a perfect blend of knowledge and character. The Community Outreach programme is a conscious endeavour in this direction. It involves various initiatives like Computer Literacy Programme, Health Check-up camp for grandparents and tie up with Deepashram- a home for the disabled. The ‘I care, I Share’ programme encourages collection and distribution of old clothes, blankets, books, toys and newspaper etc. amongst the underprivileged as well as the Grade IV staff. Collection and recycling of paper, awareness drives for social causes like Go Green, Save Water, No to crackers and plastic in the school and neighbourhood are regular exercises undertaken by staff and student alike. The School has adopted Badshahpur Girls Primary and Senior Secondary School where extensive work has been done by the students and teachers for enhancing the learning, providing resources, mentoring, creating health and hygiene awareness. Initiatives like Ek Mutthi Daan and Swachch Bharat Abhiyan have had a rippling effect leading students to coax parents to participate actively.
FUTURISTIC SELECTION OF SUBJECT CONTENT
The guiding principle is that students need to acquire knowledge for life and not exams. Create independent learners with a passion for their area of interest. Aim to create good quality human resource who will be an asset for the country. Have been a key contributor in curriculum design and implementation by giving cardinal, importance to life skills, soft skills, value education and use of technology. Organised talks and symposiums to impart exposure to global trends. Multiple initiatives like hosting inter school events to impart cultural sensitization and appreciation. Skype sessions by students with luminaries world wide to provide exposure to global trends and issues.
LIFELONG LEARNING AND SOCIAL SKILLS OF FACULTY MEMBERS
Leading by example by keeping self updated with latest developments and innovative practices and sharing with my teacher community. Encouraging teachers to attend workshops and do in-house peer training of the same. A good team of communicators is the need of the hour-hence I endeavour to equip them with Life Skills, enhance their EQ, life work balance, verbal and non-verbal communication techniques in class. Mentoring by peers is a time tested learning tool for every new teacher. Structure periodic meetings facilitates socialization, collaboration and bonding the school community as a family.
FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS
A formal Teacher’s appraisal system helps evaluate, mentor and encourage professional enhancement. Informal and formal observations by Leads, coordinators, Headmistress and myself enable appreciating, facilitating and guiding the teachers to scale greater heights. Teachers are assigned various club and competition duties depending on their area of interest e. g – MUN, Olympiads, cultural projects, drama club, Science club etc. The pursuit of excellence and comprehensive growth of teachers as facilitators is an inspiring experience for parents and stakeholders. I strive to maintain a school ethos which promotes innovation, supports thinking out of box and novel practices with all resources required to translate them into reality, thus maximising the learning outcome. Appreciation of all efforts has invigorated teachers to maximize their potential.
PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT
Vital importance to teacher empowerment as the true touchstone of a leader is to create future torch bearers. The feeling of competence in their abilities is enhanced by delegation of responsibilities. This increases the confidence of teachers, giving them a sense of ownership and belonging to the institution. Empowerment increases morale and productivity. Encourage teachers to collaborate, share strengths, learn from peers thus reinforcing the theory of collective efficacy. Democratic decision making across departments is emphasised upon. Requisite exposure, freedom in manner of implementation, accountability for their responsibility for the power and trust bestowed upon them. A congenial, healthy safe work ethos where each member is respected, valued, heard, acknowledged and appreciated. Ample opportunities to identify own talents, potentials and enhance knowledge through Personal Development (lifelong learning) and scholastic or co-scholastic duties. Behind me is infinite power, Before me is endless possibility and around me is boundless opportunity – Mac Anderson.