Theory of Change
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On an
Average
of Our Teachers Fail The
Central Teacher Eligibility
Test Each Year

On an Average 93% of Our Teachers Fail The Central Teacher Eligibility Test Each Year

  • Our teachers are not failing
  •         We are failing our teachers
  •                   We are failing our children
  •                            It’s time to take charge and reach out
  • Our teachers are not failing
  • We are failing our teachers
  • We are failing our children
  • It’s time to take charge and reach out

Our Principles of Change

  • Personal transformation leads to institutional and systems level change
  • Competent and conscious teachers lead change within and through the classrooms
  • Change is sustainable when it is driven from inside and cannot be forced top-down
  • Change is effective and powerful when multiple stakeholders are impacted
  • Progressive model schools in the country to be the ground for practice and learning for novice teachers

Impacting Systems

Reform teacher preparation and school system leading to improved student learning

Transform the entire ecosystem of schooling

Impact the existing teachers and leadership of the school

Place teachers in groups in diverse schools

Connect teachers to the socio-economic and cultural context of the community

Prepare teachers in child-centered schools and classrooms

The theory of change is rooted in the commitment to fundamentally transform the ways in which teachers are prepared in India. The very system that prepares teachers must change, and teacher residency program has the potential to catalyze system-wide improvement in teacher training and preparation.

This model can be replicated across several contexts in the country be it progressive private schools, affordable private schools, government or public schools. The objective is to set up a working model in one context and enable setting up of residencies across the nation. It can be a disruptive force in the teacher education field and fundamentally transform our classrooms and schools.

The Journey of Personal Transformation

  • Phase I – Self Awareness: We begin by having the aspiring teachers tune inwards and connect with their true self. They deeply introspect their notions about themselves, life and education. They question their existing ideas about teaching and learning, reawaken their curiosity about themselves and the world, thereby develop fresh perspectives to view things from.
  • Phase II – Development of Knowledge & skills: Once the teachers develop a spirit of inquiry, they learn to learn and reflect on their experiences. A combination of real classroom experience along with connections made to the existing body of knowledge; help acquire the required concepts and skills. The basis of the developed knowledge and skills are teachers’ personal experiences, which enables effective application of their understanding.
  • Phase III – Constructing personal theory of education: Once the teachers have developed the knowledge and skills required for facilitating meaningful learning, they try out and experiment different things within the classroom. Some times they would fail and at other times succeed. This process of learning from their successes and failure is critical as this will result in is their own personal theory of teaching and learning which is unique to them.
  • Phase IV – Building a repertoire of effective Practices: Once the teachers have moved ahead and covered a distance in knowing themselves, acquiring the required knowledge & skills and constructing their personal theory of education, they will have a range of effective practices as a consequence of the three phases. With deeper and stronger understanding, a natural expansion of innovative and meaningful ideas will occur, enabling teachers to be sensitive to the requirements of students’ learning. With development of a sense of discernment, teachers will be able to address students’ needs in the most effective manner.

This journey, though put in four phases, would not be strictly linear as a process and all these capacities will keep getting developed simultaneously within the teachers. Graduates will need to keep this process alive even after completing the program as it will make their learning deeper and wider and their journey more meaningful as teachers and as learners.

Our Vision
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