The document discusses various topics related to retraining teachers, including: - Different levels and types of teacher training, professional development, and retraining. - Factors that prompt the need for retraining and teachers' attitudes towards it. - The role of school leaders in supporting teacher development and expectations for teacher performance. - Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching. - Potential topics that could be covered in retraining programs. - Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.

1. NARRATIVE
PRESENTATION:
• Training, PD and Retraining
• Why Retraining
• Reflections
• What do teachers thinking of Training
• Role of School Leaders
• Expectations (STANDARDS) from School
• Teacher Expectations
• Levels of Training
• Effective Teacher (RE)Training –Level-1
• LEVEL -2
• Schools’ Role
Group Discussion- 03:00-04:00 PM
(Theme- Retraining of Teachers)
SUMMING UP ACTIVITY- 04:30-05:30 PM
(Theme- Retraining of Teachers)
PARALLEL WORKSHOP- 12:45-02:00 PM
(Theme- Retraining of Teachers)
CASELETS
PARTICIPANTS

2. If we teach our children today as yesterday, we deprive them of their tomorrow!
Dewey
Tomorrow is unknown! We have to teach them for the unknown.
The new sphere for our students is the cognitive sphere – just a mobile phone away!
Future is for self- learning and self-evolving individuals!
FOR OUR SCHOOLS TO BE READY, THE ANCHORS ARE TO BE READY!

3. Training
Professional Development
Retraining

4. Training is any learning activity focused on acquiring
specific knowledge or skills required for a particular job or
task.
The term ‘professional development’ refers to a full range of learning activities
aimed at personal development and career advancement. It usually includes a
mix of training and development and a blend of formal and informal learning.
activities.
Retraining is generally understood as training as teachers for differently trained
(say engineers) people for teaching.
This may mean training the ineffective teachers again to make them better
teachers and retain.
It may also mean to train the teachers for a revised course, new textbooks, new
examination system or for increasing the competent teachers or for building
Capacity to accept new challenges (say introduction of STEM programme).
Retraining is addressing teacher needs to be effective on our context.

5. 10% of applicants can only get admission in
teacher training colleges in FINLAND!
Teachers are as respected as engineers and
doctors!
Teachers there teach for 4 hours and
attend professional development for 2 hours!
Why we are where we are!
Anybody with a degree can become a
teacher!
We have thousands of Teacher
colleges of all kinds!
Many receive degrees from home!
No intensive training at any stage!
A STUDY
Reality Check

6. Teacher professional development
Is best when viewed as a continuum that starts during pre-service time, continues into
the first years of newly qualified teachers' induction phase, and spans a career-long
development through out their teaching careers as requires a high degree of pedagogical
competence and a wide professional role because students’ learning is often connected to
their attitudes, self-efficacy, and values.
YOU HAVE TO LEAD !

7. A Talk of No Consequence!

8. A Topic of No interest!

9. From a School leaders conference!

10. Why am I here?
Teachers are students too!
As learners they ask similar questions!

11. WHY Retraining?
 Is it when your teachers are rusting?
 Is it because your school is a dynamic system enough
that calls for frequent retraining?
 Is it when text books/examination system change?
 Is it when you assign teachers to teach subjects that
they have not specialized? Example; request social
science teacher to teach English?
 Is it when you know what the teacher’s learning needs
are?
 Is it when students tell you how bad a teacher is that
calls for retraining?
 Is it because training is mandatory?

12. What are teacher attitudes towards (re)training?
Do you have standards of reference to assess teacher
effectiveness? Ho do you measure (Content), assess or
evaluate
Do tour teachers feel stressed and threatened when appraisal
is done?
How do you assess the effectiveness of a teacher if student
performance varies from year to year with the teacher being
the same?
What are the administrative impediments in retraining?
How do you provide for retraining- time, money etc.?
REFLECTIONS

13. Missing Link in training is the understanding of TEACHERS’ NEEDS!
• A significant proportion of teachers think that professional development
does not meet their needs: over half reported wanting more than they
received during the previous 18 months.
- A survey Report
This suggests a need not just for better support for teachers to
participate in professional development, but for policy makers and
school leaders to ensure that the development opportunities
available are effective and meet teachers’ needs.

14. ‘This is why I complain about my job sometimes…I am an
intelligent, well-educated adult with two masters’ degrees
(and the student debt to prove it) and 11 years teaching
experience who has traveled and studied abroad
extensively, but this video demonstrates how we are all
too often treated by leadership at all levels and all those
involved in the “school reform” movement like idiot
children who can’t tell left from right – it’s insulting,
demeaning, and absolutely worthless how
“educational experts” who make far more money than I do
tell us how to educate….
I think that this is because PD sessions are planned by
administrators, not teachers. Teachers would never plan
something like this. Administrators have forgotten
what goes on in a classroom.

15. "Four educational leadership qualities underpin
principals’ ability to lead their schools:
 leading with moral purpose,
 having self-belief,
 being a learner, and
 guiding and supporting.
These qualities are at the heart of effective leadership”
TRAINING or RETRAINING THE TEACHERS
Begins with School Leaders

16. Sense of moral purpose to improved learning involves a commitment to the
professional growth and support of other school leaders and teachers.
Effective school principals are committed to creating and encouraging trusting
relationships built on mutual dialogue and respect.
Valuing one's self:
It includes self-esteem and self-care. It encompasses resilience, wellbeing,
and a healthy lifestyle.
Self-belief helps to lead with integrity and conviction, to commit to
improvement and try out new ideas. enables them to remain motivated even
in difficult conditions.

17. Leaders who take their own learning seriously and keep their own passion for
learning alive act as important role models for their schools.
Principals who take their own learning seriously and keep their own passion for learning
alive act as important role models for their schools. There is a crucial link between a
principal’s own development of critical thinking, their engagement with professional
learning, and their ability to be an educational leader.
Effective principals have in place their own professional learning programme
to help inform their thinking and practice, and to keep them up-to-date with
issues and developments in education generally.

18. 1. Must set high expectations which inspire, motivate and challenge pupils
establishes a safe and stimulating environment for pupils, rooted in mutual respect?
sets goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
and
demonstrates consistently the positive attitudes, values and behaviour which are expected
of pupil?.
2. Promote good progress and outcomes
be accountable for pupils’ attainment, progress and outcome of pupils
be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on
these
guides pupils to reflect on the progress they have made and their emerging needs
demonstrates knowledge and understanding of how pupils learn and how this impacts on
teaching
encourages pupils to take a responsible and conscientious attitude to their own work and
study.
WHAT SHOULD WE EXPECT FROM OUR TEACHERS?
(STANDARDS)

19. 3. The teacher demonstrates good subject and curriculum knowledge
has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and
maintains pupils’ interest in the subject, and addresses misunderstandings
demonstrates a critical understanding of developments in the subject and curriculum
areas, and promote the value of scholarship
demonstrates an understanding of and take responsibility for promoting high
standards of literacy, articulacy and the correct use of standard English, whatever the
teacher’s specialist subject
if teaching early reading, demonstrates a clear understanding of systematic synthetic
phonics
if teaching early mathematics, demonstrates a clear understanding of appropriate
teaching strategies.

20. 4. Plans and teaches well structured lessons
imparts knowledge and develop understanding through effective use of lesson time
promotes a love of learning and children’s intellectual curiosity
sets homework and plan other out-of-class activities to consolidate and extend the knowledge
and understanding pupils have acquired
reflects systematically on the effectiveness of lessons and approaches to teaching
contributes to the design and provision of an engaging curriculum within the relevant subject
area(s).
5. Adapts teaching to respond to the strengths and needs of all
pupils
knows when and how to differentiate appropriately, using approaches
which enable pupils to be taught effectively
has a secure understanding of how a range of factors can inhibit
pupils’ ability to learn, and how best to overcome these
demonstrates an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to support
pupils’ education at different stages of development
 has a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with
disabilities; and be able to use and evaluate distinctive teaching approaches to engage and
support them.

21. 6. Makes accurate and productive use of assessment
knows and understand how to assess the relevant subject and curriculum areas, including
statutory assessment requirements
makes use of formative and summative assessment to secure pupils’ progress
uses relevant data to monitor progress, set targets, and plan subsequent lessons
gives pupils regular feedback, both orally and through accurate marking, and encourage
pupils to respond to the feedback.

22. 8. Fulfils wider professional responsibilities
makes a positive contribution to the wider life and ethos of the school
develops effective professional relationships with colleagues, knowing how
and when to draw on advice and specialist support
deploys support staff effectively
takes responsibility for improving teaching through appropriate
professional development, responding to advice and feedback from
colleagues
communicates effectively with parents with regard to pupils’ achievements
and well-being.
7. Manages behaviour effectively to ensure a good and safe learning environment
has clear rules and routines for behaviour in classrooms, and take responsibility for
promoting good and courteous behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
has high expectations of behaviour, and establishes a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
manages classes effectively, using approaches which are appropriate to pupils’ needs in order
to involve and motivate them
maintains good relationships with pupils, exercise appropriate authority, and act decisively
when necessary.

23. 9. Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required
standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions

24.  Teachers must have proper and professional regard for the ethos, policies and practices of
the school in which they teach, and maintain high standards in their own attendance and
punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks
which set out their professional duties and responsibilities.
showing tolerance of and respect for the rights of others
not undermining fundamental values, including democracy, the rule of law, individual
liberty and mutual respect, and tolerance of those with different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.
Personal and professional conduct (contd.)

25. Active Learning Best Practices
Feedback
EFFECTIVE PROFESSIONAL DEVELOPMENT
Skill Based Learning
Practicing
Knowledge based Adaptation
Action Research
LEVEL-1

26. LEVEL-2
Curriculum Development & Evaluation
Dynamic Competencies
( School is no more Static)
Multi-professional
Collaboration
Research

27.  NEED ANALYSIS- Individual, Group, School (Culture, New programme)
 SET GOALS/OBJECTIVES)- Teacher Input
 STRUCTURING THE MODULES based on GOALS- Teacher input
 DELIVERY- Active Learning / Evaluate quality
 TEST TO IDENTIFY PROFICIENCIES ATTAINED based on goals
 PLAN A LESSON EMPLOYING THE NEW LEARNING/ DELIVERY
 EVALUATE- STUDENT RESPONSES/PERFORMANCE
 REFINE, RETRAIN AND EVALUATE

28. RT RT
RT
RT
RT
RT
RT RT

29. incorporates most, if not all, of the following elements:
•Is content focused: RT that focuses on teaching strategies
associated with specific curriculum content supports teacher
learning within teachers’ classroom contexts. This element
includes an intentional focus on discipline-specific curriculum
development and pedagogies in areas such as mathematics, science,
or literacy.
Effective
Professional Development-1
•Incorporates active learning: Active learning engages teachers directly in designing
and trying out teaching strategies, providing them an opportunity to engage in the
same style of learning they are designing for their students. RT uses authentic
artifacts, interactive activities, and other strategies to provide deeply embedded, highly
contextualized professional learning. This approach moves away from traditional learning
models and environments that are lecture based and have no direct connection to teachers’
classrooms and students.

30. •Supports collaboration: High-quality RT creates space for teachers
to share ideas and collaborate in their learning, often in job-
embedded contexts. By working collaboratively, teachers can create
communities that positively change the culture and instruction of their
entire grade level and/or school.
•Uses models of effective practice: Curricular models and modeling
of instruction provide teachers with a clear vision of what best
practices look like. Teachers may view models that include lesson
plans, unit plans, sample student work, observations of peer teachers,
and video or written cases of teaching.
Effective professional development-2

31. •Provides coaching and expert support: Coaching and expert support involve the sharing of
expertise about content and evidence-based practices, focused directly on teachers’ individual
needs.
•Offers feedback and reflection: High-quality professional learning frequently provides built-in
time for teachers to think about, receive input on, and make changes to their practice by
facilitating reflection and soliciting feedback. Feedback and reflection both help teachers to
thoughtfully move toward the expert visions of practice.
•Is of sustained duration: Effective RT provides teachers with adequate time to learn, practice,
implement, and reflect upon new strategies that facilitate changes in their practice.
Effective
professional development -3

32. Learner Development
Learning Differences
Learning Environments (Social, Economic, etc)
Content Knowledge
Assessment
Instructional Strategies –Active Learning
Curriculum Development
Digital Learning
Data collection, analysis and Use
Setting a Good Question paper
Classroom Management
Communication
Mastery over Medium of Instruction
Professional Learning
TOPICS FOR RETRAINING
• education conferences or seminars
• observation visits to other schools;
• participation in a network of teachers
• individual or collaborative research
• mentoring and/or peer observation and coaching, as
part of a formal school arrangement
Teacher attend one or more of the following:

33. Policy makers and practitioners need to consider both how to support and encourage RT/PD
All costs paid by schools – in scheduled time
Teachers paid – when received qualifications/attended workshops
Teachers were paid pay – when attended beyond school days
Teacher Advancement-assured
This must be balanced with the cost in terms both of finance and teachers’ time.
Teachers’ perceived needs should also match the wider goals of school academic development
Teachers’ professional development is coordinated with appraisal and feedback practices in schools.
Adopt standards for professional development as reference to evaluate teacher quality
Provide flexible funding for learning opportunities that include sustained engagement in
collaboration, mentoring, and coaching, as well as institutes, workshops, and seminars.

34. G S Madhav Rao
CEO, Synergy School Systems,
Noida, Delhi NCR
9910169577
rite2madhav@gmail.com
School Pre-op to Post-op Services, Management, Curriculum Development and Teacher & School Leader Training