Prashant Muley
WHAT MAKES ME A PROGRESSIVE PRINCIPAL
I have been working in School education field for over 19 Years now and for over 11 years as a Principal. I have always tried to look for the avenues which will give the school I am heading, a unique and different learning dimension which in turn will benefit students. Be it experiential learning, Millions in change program, Global Goals, etc.
MY MISSION AS A PROGRESSIVE PRINCIPAL
To strive to make a better human being who will in turn be a better world citizen devoid of prejudices.
LEARNING BY DOING
Developing Math Lab, Eng Lab, Music Lab, Performing Arts room, Science Lab etc has made it possible to give the students the essential hands on experience on these themes and subjects. I had also attended a two module-total 9 days training at Jim Corbett National Park on “Experiential Learning” which was organised by Disha India. The inputs from the said training also have added the dimensions of experiential learning in the school. We are also working on International Award for Young People, in which it is necessary to have a project on Expeditionary learning.
INTEGRATED CURRICULUM
We do have an In house creative curriculum department, who makes a rigorous integrated plan of theme based activities and culminating events. Through 3-4 such theme events the entire year is woven together through Integrated curriculum.
INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY
Students need to understand what it really takes to be an entrepreneur which in turn will lead them to become a global leader. Skills like critical thinking, problem solving, communication; risk bearing, teamwork and self reliance can be learnt. Starting a business involves risks and failures, so educating the students to have determination will help them deal the challenges along the way. If students at an early age are taught to overcome failure, there are chances that they will learn the art of failing and get greater chances of success in their future. To build their character, they should boost their confidence.
The ‘young entrepreneur’ is a programme to students to help them discover the rewards and challenges of becoming an entrepreneur. The students learn to work in team. They learn to deal with a lot of things before starting up. They create passion and have strong ideas. Children and youth are the building blocks of a nation. The country needs dynamic minds to come forward with the skill and knowledge. Children are fast learners as they have curious minds with bubbling energy. Teaching children entrepreneurship in schools gives them a practical experience. This helps to create a better tomorrow for our present and future generations. It is estimated that by 2030, India will be amongst the youngest nations in the world with young entrepreneurs. So let us begin the process of encouraging the youngsters to think big, right now. We do arrange DIWALI FAIR in our school, just before Diwali. In this, every grade (Grade 5 onwards) students along with class teacher puts up a stall for sale of items which is entirely made by students through best out of waste. They decide the strategy on what products to be made; price of the products and to sell it to parents/visitors on the day of Diwali fair. This effort from us on building Young Entrepreneurs has been so successful and acclaimed that it featured in “Brainfeed magazine” published from Hyderabad in Oct 2016 issue under their cover story on Young Entrepreneurs.
PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY
Our school has achieved British Council International School Award. British council also conducted a series of workshops on 21st century skills to be developed into students. Once such was on Critical thinking and Problem Solving. I had sent my staff members for the same. It has tremendously helped the staff, has given them the required understanding and consequently to the students. The same has been implemented in the school very successfully.
GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY
Taking sessions with staff on various topics on a monthly basis and putting achievable challenges in front of them is a continuous process at our school. We received NABET school Accreditation only due perseverance and hard work of staff members. They went on to ensure school receives even British Council ISA award and are now working on Duke of Edinburgh’s IAYP. Development of social skills is achieved in a collaborative way and we do put a lot of emphasis on keeping in a mind the 21st century skills and ensuring that we as staff develop or understand those first and then try & imbibe in students.
UNDERSTANDING & ACTION BASED LEARNING
All the staff members (60 in number) are encouraged to take up a small day to day routine point of concern as an Action Research Project and work on it to get feasible and achievable solution and to ensure that the solution is visible, practically implemented and felt. At the end of lesson–every teacher, every day, every lesson does check understanding of concept taught by asking HOTS question compulsorily. The outcomes help teachers to modify the lesson or method of teaching.
COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT
The aspects of Collaborative & Cooperative Learning are used by staff in schools projects of NABET Accreditation and British Council ISA and now in Duke of Edinburgh’s IAYP.
EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY
I strongly believe in the same. We do arrange Debate competition on a large scale in which students do imbibe and learn on these important aspects.
DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS
We do conduct an in house academic audit and even an external overall school audit every year. Every child is closely monitored for the performance in academics and even in co-scholastics. We achieve this by developing a school development plan which comprises of SMART goals which are further broken down into milestones and deadlines to achieve the same and which are verified thereby ensuring accountability.
INTEGRATION OF COMMUNITY SERVICE AND SERVICE LEARNING PROJECTS INTO THE DAILY CURRICULUM
Our curriculum does include,, as mentioned earlier that we have an integrated curriculum approach, activities and projects like joy of giving, habitat for humanity, working with school for unprivileged kids, orphanages, old age homes etc.
FUTURISTIC SELECTION OF SUBJECT CONTENT
Selection process for subject content does include the Principal’s inputs and I do get involved in it rigorously. I ensure to see that the content updated yearly and aligned with mission and vision and 21st century requirement for a student.
LIFELONG LEARNING AND SOCIAL SKILLS OF FACULTY MEMBERS
These are very important traits for anyone. If staff will not possess these then we cannot expect them to inculcate it in students as well. Hence, I do focus on ensuring that staff does focus on these important traits and I take sessions with them on brainstorming some useful and practical ways of inculcating the same.
FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS
We do follow appreciation techniques to reward for the innovative projects by staff and also for their Action Research Projects. Staff does analyze other staff members performance and suggests for the modifications or alterations for future projects.
PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT
I feel very strongly that the staff members should be given enough CPD opportunities. They need to sharpen them continuously. Need to know new and recent methodologies which might better their own teaching effectiveness and in turn increase the learning of students. It is absolutely necessary to empower the staff members.