Changes

{{Collapsed|The Education Commission, 1964-66  observed that a school complex "would have several advantages in the helping to promote educational advances. Firstly, it would break the benumbing isolation under which each school functioned; it would enable a small group of schools working in a neighbourhood to make a cooperative effort to improve standards; and it would enable the state education department to devolve authority to functional levels.”  

{{Collapsed|The Education Commission, 1964-66  observed that a school complex "would have several advantages in the helping to promote educational advances. Firstly, it would break the benumbing isolation under which each school functioned; it would enable a small group of schools working in a neighbourhood to make a cooperative effort to improve standards; and it would enable the state education department to devolve authority to functional levels.”  

The 1986 National Policy on Education, broadened this concept to 'educational complexes' which would include teacher education institutions and other school support institutions, apart from schools in the geography.}}Thirdly, it is important to focus at a time on a few subjects, rather than all. In larger states, it would be better to identify one subject at a time, and build PLCs for those subject teachers. Having a larger number of teachers of one subject being enrolled in the program will provide more traction to the interactions amongst the teachers, than working with smaller number of teachers of different subjects. Working on one subject at a time also puts lesser pressure on schools, as only the teacher(s) teaching that subject would need to pulled out of school.  

The 1986 National Policy on Education, broadened this concept to 'educational complexes' which would include teacher education institutions and other school support institutions, apart from schools in the geography.}}  

 

Thirdly, it is important to focus at a time on a few subjects, rather than all. In larger states, it would be better to identify one subject at a time, and build PLCs for those subject teachers. Having a larger number of teachers of one subject being enrolled in the program will provide more traction to the interactions amongst the teachers, than working with smaller number of teachers of different subjects. Working on one subject at a time also puts lesser pressure on schools, as only the teacher(s) teaching that subject would need to pulled out of school.  

However, the vision should encompass every teacher in the school. There is no subject/area, where the teacher will not benefit by participating in virtual professional learning communities, for sharing experiences, resources and learnings. In every area, there is a need for supporting the development of learning materials that can address diverse and local needs, and digital tools could help in this. Every teacher should be seen as a co-owner of the school ICT lab.   

However, the vision should encompass every teacher in the school. There is no subject/area, where the teacher will not benefit by participating in virtual professional learning communities, for sharing experiences, resources and learnings. In every area, there is a need for supporting the development of learning materials that can address diverse and local needs, and digital tools could help in this. Every teacher should be seen as a co-owner of the school ICT lab.   

  Check list for identification of teachers/teacher educators  

  Check list for identification of teachers/teacher educators  

Teachers and teacher educators can be enrolled into the state and district using some of parameters listed below  

Teachers and teacher educators can be enrolled into the state and district using some of parameters listed below  

# Subject knowledge  

# Subject knowledge  

# Interest in learning ICT (expertise in ICT is not required)  

# Interest in learning ICT (expertise in ICT is not required)  

# Interest in being a teacher educator / faculty in the workshops  

# Interest in being a teacher educator / faculty in the workshops  

=== Challenges ===

=== Challenges ===