Fabindia Schools

Affordable Quality Education
Fabindia Schools
We partner the Bhadrajun Artisans Trust (BAT) to provide access to high-quality education for boys and girls at the rural level using English as the medium of instruction. The schools view primary education as a major stepping stone towards social mobility, equality and employment opportunities.

Since its inception, the schools have been committed to encouraging education for girls in a culture where most parents who can afford an English medium school would send only their sons. To realise the dream of providing an equal educational opportunity for girls, the school has a policy of subsidising their tuition. The school provides scholarships for girls. It is a matter of pride that girls hold many leadership posts in the school. In addition, the school seeks to enrol and subsidise children from socially and economically marginalised communities who otherwise do not have access to quality education. One of the most important values imparted is for students to stay connected to their birthplace. They are instilled with a sense of pride in their local heritage and a sense of responsibility for the future of Rajasthan.
Join the Fabindia Schools Alliance
#SchoolLeadershipDevelopment #HappyTeachers #MyGoodSchool 
Email chairman@fabindiaschools.in

Sharmila Vijayvargi: It all starts with a quick fix solution to a problem

Every person in this world around us is going through a tough phase, which might appear easy to us. But certainly, for that person, it is one task to get over the problem being faced by him/her. The phrase indicates that one requires looking around to find a solution to the problems and not sit idle thinking at solutions will come to their doorstep.

Speaking about this phrase, Mr Earle Dickson realised that his wife repeatedly gets minor cuts while chopping vegetables, he decided to cover her fingers with some cotton pad which sticks. While doing so, he faced a lot of issues relating to the size, texture etc, of the cotton pad. While not giving up on his idea and protecting his wife from all the minor cuts, he accidentally discovered what we today know as “Band-aid”. This looks very easy and simple to be an example but this determination to protect wife’s fingers while cutting vegetables without causing her any inconvenience in performing her works led to a very genius discovery of Band-aid.

Learning from the life of Mr Earle Dickson, we can conclude that there exists a solution for every problem, how big or small it may be. We just need the right approach and direction to find a solution and then implement it. One should always try to move ahead on a solution-centric approach rather than keeping on problem-centric approach because problems form a part and parcel of everyone’s life.

The most important part to remember is to keep trying and not wait for circumstances to become better. We often tend to underestimate our own potential to solve our problems, and do not realise that something which may seem small or inconsequential to us could pave the way to a bigger solution than we initially imagined. Belief in oneself and an unquenchable drive to take matters into our own hands is a quality that takes us a long way in life.
 Sharmila Vijayvargi
Educator, The Fabindia School, Bali

Valeria Brown: Why you should join Learning Forward?

Valeria Brown, professional development trainer and Learning Forward Board Member, explains why her membership with Learning Forward is important to her. Learn more about Learning Forward memberships here: https://www.LearningForward.IN

Learning Forward India Academy - Session 2456, Dallas

Tuesday, December 4, 2018
2456 | Developing a Professional Learning Program - The Indian Experience

Come to explore the Learning Forward India Professional Learning Program (PLP), an extended learning experience that immerses teachers across India in a model of inquiry and problem-based learning. Learn how blended learning provided a common platform to encourage collaboration and knowledge sharing and accelerate program delivery. Appreciate the accomplishments of teachers who journeyed from resistance to the joy of learning and their students. Take away ideas to improve your own PLP.

Karl Clauset, National Center for School Change; Devanjali Dutt, Learning Forward India; & Sandeep Dutt, Learning Forward India (sd@ebd.in)

Area Focus: Outcomes - Educator and Student Learning
Topics: Blended/Online Learning, Deeper Learning, Global perspectives, Leadership Development
Session Length: 2-hours

Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

#leadership #education #inspiration #training #coaching #india #learning #LearnFwd18 #LearningForward

Stephanie Hirsh: December Checklist

December checklist
I know that many of you are set to join us in Dallas in just a month for the Annual Conference. If you haven’t made your plans yet, here are just a few reminders.
Thank you for making the trip. I’m thrilled about all of our general session speakers – Glenn Singleton, Janice K. Jackson, Meg Wheatley and, of course, the remarks from former First Lady Laura Bush.

Stephanie Hirsh
Executive Director
Learning Forward
The Professional Learning Association
17330 Preston Road, Suite 106-D
Dallas, TX 75252-6036

Sandeep Dutt: Schools Can Change

Karl Clauset and Sandeep Dutt collaborate for Schools Can Change in India.

In our quest for My Good School for over three decades, we have always tried to address the dilemma ‘what makes a good school’. This has given us deep insights into the schools and today we are most delighted to share that schools can change, the only way to do so is by strengthening the school culture.

Schools Can Change: A Step-by-step Change Creation System for Building Innovative Schools and Increasing Student Learning
Dale W. Lick, Karl H. Clauset, Carlene U. Murphy
Corwin, 2013 | Pages - 225
Free online resources with the book.
For distribution in India only
The English Book Depot  Special Price Rs. 1995.00
Amazon Kindle Edition Rs. 2535.45
Amazon Paperback Rs. 3875.45
Order by email sales@ebd.in Website: www.ebdbooks.com
Call Manish Chhetri on +91 135 2655192 for assistance

Genuine effective school improvement requires leaders and teachers to be part of a broad-based, creative change system that focuses on generating improved teacher practices for enhancing student learning. This guide provides a step-by-step, systemic approach to the change creation process.

How can we really create lasting change? By applying the Change Creation system! Learning community pioneers Dale Lick, Karl Clauset, and Carlene Murphy lead teachers, principals, and schools in this dynamic approach to school improvement. With a free, comprehensive online collection of practical resources, this book shows you how to: Develop the right vision, relationships, and culture to create and sustain change Model learning-inquiry cycles for action teams for success Build loyalty, trust, and responsibility within your teams and across the school.

Having a mentor can keep teachers for longer

Professional support plays a big role in how teachers view their jobs. Research has suggested that having a mentor can keep teachers in the profession for longer and that teachers who like their principals rate their school climate more favourably. 

A new report attempts to pinpoint the factors that hinder this kind of supportive work environment for educators, and it offers a roadmap toward creating a stronger professional culture.

The report, published by 100Kin10, a national nonprofit seeking to recruit and train 100,000 new science, technology, engineering, and math teachers by 2021, stems from the organization's previous research into the "grand challenges" facing STEM education. Of the 14 "catalysts" 100Kin10 identified—changes that would have the highest impact in attracting teachers to the profession and retaining them—three were related to work culture: making time for professional growth during the school day, providing more opportunities for teacher collaboration, and creating a positive environment for staff.

The group identified these trends by analyzing published research and news reports and consulting with 100Kin10's partner organizations, which include school districts, teacher-preparation programs, nonprofits, and companies.

For a Better Teacher Work Environment, Look to These 4 Factors, Report Says

The report argues that four main factors prevent schools from reaching these goals:

Belief: Too often, schools look at improving professional culture as one end of a binary choice: They can prioritize either student learning or teacher growth. But the two aren't in conflict, the report argues, as actively supporting teachers can lead to better student outcomes.

Structures: When schedules, teacher-evaluation methods, or professional-development practices don't allow for collaboration or growth, school leaders may not have the authority to make changes to the system. Promising programs—like teacher-leadership pathways—are often put in place without a roadmap to implementation.

Capacity: Changing a school's culture takes time, training, and support—resources that school leaders, especially principals, often don't have.

Resources: Developing more opportunities for professional learning and collaboration often requires additional funding, which schools and districts may find difficult to secure.

While 100Kin10 is focused on recruiting and retaining STEM teachers specifically, these are issues that affect school culture for all teachers in the building, the report says.

How can schools and districts address these barriers? Principal leadership plays an important role, said Talia Milgrom-Elcott, the co-founder and executive director of 100Kin10.

Principals are instructional leaders, but also school managers—they need to be able to set a vision and goals for their teachers' development as professionals, she said.

"We often don't prepare principals to think of themselves as leading work environments for adults," said Milgrom-Elcott. "We don't support them with management skills."

Research suggests that teachers' opinions about their principals could shape perceptions of their school environment. In a 2016 study from Loyola Marymount University, teachers' ratings of their workplace climate matched their assessment of their principals.

And as my colleague Madeline Will reported in a new Education Week special report on the challenges principals face, school leaders say providing instructional leadership and positive recognition is key to teacher retention.

100Kin10's report identifies commonalities across successful teacher workplace culture initiatives. Among them: setting aside one to two hours a week for teachers to collaborate and meet with coaches, and creating clear, formal pathways for teacher leadership that are supported by the school administration.

The organization also highlighted "models to learn from," which include both local nonprofit organizations like the Academy for Urban School Leadership in Chicago and nationally available teacher effectiveness programs, like the Building Assets, Reducing Risk (BARR) model.

"Promising practices" from research and existing programs drive the report's recommendations, which focus on identifying and implementing school structures that prioritize teacher learning, capacity-building strategies for principals, and flexible funding models to support teacher growth.

Going forward, said Milgrom-Elcott, the network plans to work to implement the recommendations with their partner organizations.

Original Post: https://blogs.edweek.org/teachers/teaching_now/2018/10/better_teacher_work_environment_100kin10.html
Image: Getty

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