Leading 21st Century Schools; Emerging Trends

CONFERENCE REPORT

International Conference of School Principals

October 16 & 17, 2014 PHD House, New Delhi

“This is my belief that we have considered students as industrial products; whereas they are not products; each is a unique talent.” - Shri Rajnath Singh, Hon’able Home Minister

Contents

Backdrop

Conference Organizers

Conference Supporters

Day One (October 16, 2014) Inaugural Session • Welcome Address by Mr. Om Pathak, Chairman, PrincipalsFORUM • Keynote Address by the Chief Guest, Mr. Sushil Tripathi, Former Secretary Education, Govt. of India

Plenary Session – I • 21st Century School Education; Global Perspectives,

Parallel Sessions • Inclusive Education; Each Child Matters • Autonomy and Accountability; Moving in Tandem

Day Two (October 17, 2014) Plenary Session – II

School Based Assessments; What Beyond 100%?

Plenary Session – III School Leadership; Essential for Students’ Success

Valedictory Session • Closing Remarks by Mr. Om Pathak • Valedictory Address by Shri Rajnath Singh, Hon’able Home Minister, Govt. of India • Vote of Thanks

Summary of Recommendations • Policy

• Practice

Annexure

List of Delegates

Photo Gallery 01

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Time to Change...Time to Change...

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“ Education to my mind is now ready for a major paradigm shift and

that shift would not be brought in by the governments alone; that shift would be brought in by all of us. The early signs of change

are encouraging.”

- Mr. Om Pathak, Chairman, PrincipalsFORUM

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• Suggest policy and practice initiatives to make school education relevant and a preparation for life.

• Network with peers for school improvement initiatives.

Educational policy makers to:-

• Connect with ground practitioners and factor their inputs in the policy formulations, so that there is total alignment and synergy between the policy and the practice.

• Obtain feedback on implementation on policies at the grass root level.

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ICSP 2014 - Backdrop

The third edition of International Conference of School Principals, 2014 (ICSP, 2014) was held on October16 & 17, 2014 at the PHD House, New Delhi

The motivation for PrincipalsFORUM to organize school principals’ annual conferences is to provide a structured platform for:-

School leaders to:

• Examine, discuss, debate, and brainstorm challenges & innovations and advocate a way forward.

• Share experiences and good school praxis.

• Share macro level vision and plans with school leaders.

School principals’ annual conferences are unique

In their configuration and alignment i.e. these conferences are- Of, By and For the school principals.

The earlier editions of principals’ conferences, strongly recommending equipping school leaders with requisite skills, values and mind set needed to effectively lead 21st century schools.

The schools are nurseries that prepare children for a just, fair and egalitarian

Backdrop (Contd)

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world. The importance of the role of the school leader in this endeavor is undisputed. Schools are functioning in a complex, diverse and heterogeneous environment

The 21st century environment is moving at a pace that stretches the mind and staggers the imagination. The role of principal continues to become more complex and challenging. Principals are key drivers to effective schools!

This fact is emphatically substantiated by recent research conducted by the Wallace Foundation that states “Leadership is second only to classroom instruction

among all school related factors” in affecting student learning.

ICSP 2014 -- Organized by PrincipalsFORUM

PrincipalsFORUM was formally launched in the National Conference of School Principals, 2012 (NCSP, 2012) by

Dr. Shashi Tharoor, the then Hon’ble Minister of State, MHRD.

PrincipalsFORUM is an independent think tank that challenges conventional thinking in education policy. We are a non-profit, nonpartisan organization committed to achieving measurable impact in education, both by improving existing reform initiatives and by developing new, innovative solutions to our nation’s most pressing education problems.

PrincipalsFORUM has successfully organized International Conferences of School Principals in 2013 and 2014.

0706 Home page of PrincipalsFORUM website.

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ICSP 2014 -- Supported by Academic Partners – Central Board of Secondary Education (CBSE)

An organization under the Government of India, CBSE is the Central Board of Secondary Education for assessment and evaluation that affiliates both private and government schools in the country and sets guidelines

for the smooth conduct of examinations.

From 309 schools in 1962 the Board today has 15799 schools as on 15.09.2014 including 197 schools in 23 countries.

Organizing Partners – Delhi Public School Ghaziabad Society (DPSGS)

Founded in 1980, The Delhi Public School Ghaziabad Society has traversed three decades to emerge amongst the top performing schools in India. With three schools and 7000 students, DPSG

now prepares to reach out to 1,00,000 students across India. Consistently high performance in CBSE board examinations, IIT–JEE and medical entrance (NEET), DPSG students have demonstrated excellence in all fields be it academics, co-scholastic or sports.

Magazine Partner – The Progressive Teacher (TPT)

Health & Physical Education Partner – Sports Education Development India Limited (SEDIL)

Health Management Partner – Simova Sciences

Experiential Learning Partner – Vikalp

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Education research shows that most school variables, considered separately, have at most small effects on learning. The real payoff comes when individual variables combine to reach critical mass. Creating the conditions under which that can occur is the job of the principal”The School Principal as Leader, Wallace Foundation, January 2013,

It is a matter of proud treat and a great rectitude to be prefacing the conference report of the third edition of International Conference of School Principals, 2014 organized by PrincipalsFORUM at PHD House, New Delhi on October 16 & 17, 2014.

Those of you who attended the first edition of the conference in New Delhi in Nov. 2012 would recall that PrincipalsFORUM was then formally launched by Dr. Shashi Tharoor, the then Minister of State, MHRD. Based on request from the delegates the principal’s conferences were made an annual feature.

Leading 21st Century Schools - continues to be the focus of the annual conferences of school principals, with emphasis on different facets of school leadership spectrum each year. The ICSP, 2014 focused on Emerging Trends in Leading 21st Century Schools.

Societal changes, triggered by expanding dimensions of knowledge, technology and communications, coopted with the need for preparing children for a wholesome and happy life have thrown up new challenges and therefore opportunities for changes in the purpose and

design of school education. Consequently, over past one decade, school leadership has become a priority in education policy agendas internationally.

There are certain emerging trends in leading 21st century schools which directly or indirectly impact the school leaders- their leadership style and management acumen, the schools - as a system, the policy makers at various echelons and the stake holders. In this very dynamic environment, the role of the principal in understanding, responding to and leading change is critical and decisive.

The challenges and issues were debated, brain stormed, examined in back drop of the following imperatives:-

v The emerging global trends in school education and where do our schools stand?

v How do we bridge the gaps between what the work places require and school education offers; in the Indian and the global context?

vCritical attributes and dimensions of 21st Century school education and the related challenges for curricula, instruction and assessments?

v The depth and dimensions of school leaders’ role and responsibilities to create a sound academic culture in 21st Century schools, which support and encourage students’ success.

v School autonomy and accountability- How do these impact student learning and performance?

v The frame work for matching teacher preparation and continuing professional development programs to equip graduates to teach effectively in a 21st century classroom?

Prefacing the Conference Report: ICSP 2014by Col. (Retd) B.S. Braria, Conference Convener

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Prefacing the Conference Report (Contd)

v Ways in which technology can support the curricula, pedagogy and assessments of a 21st century collaborative learning environment?

v Are our schools ready for inclusive education?

The conference held three plenary and two parallel sessions spread over two days. It was ensured that panelists in each plenary and parallel session comprised of balance mix of educationists and experts from other related fields to provide inputs from different perspectives. Adequate time was kept aside for Q/A by the delegates in each session.

Oct. 16 (Day One) Mr. Om Pathak, Chairman, PrincipalsFORUM delivered the inaugural address. Mr. Sushil Tripathi, former Secretary Education, Govt. of India, the Chief Guest delivered the keynote address.

This was followed by an very enriching Plenary Session I - 21st Century School Education; Global Perspectives, moderated by Prof. Pant which continued till lunch.

Two parallel sessions were concurrently held post lunch for three hours, which dealt with Autonomy and Accountability; Moving in Tandem and The Inclusive Education; Each Child Matters. Both the sessions evoked tremendous response from the delegates.

Oct. 17 (Day Two) Started with Plenary Session II – School Based Assessment; What Beyond 100%? The session was moderated by Dr. Dheeraj and Mr. Om Pathak. Topic being very close to the heart of the school leaders, the session witnessed tremendous response and participation from the delegates.

Since the delegates were split up in two groups for parallel sessions on Day one, it was

considered prudent that they be apprised of what all transpired in the session which they missed. Short presentations were given by the moderators of both parallel sessions, followed by Q/A by the delegates.

A captivating Plenary Session III – School Leadership; Essential for Students’ Success was held, post lunch, moderated by Dr. Sarvesh Naidu, Director Principal, Pathways World School, Aravali.

After closing remarks by Mr. Om Pathak, the valedictory address was delivered by Shri. Rajnath Singh, Hon’ble Home Minister. He had a very interactive session with the school leaders.

The ICSP, 2014 concluded with vote of thanks from Col Braria, the convener of the conference.

As a valedictory thought - If the role of Principal is so decisive, so vital and so critical for shaping the destiny of our nation then, educational policy makers in the Government must formalize and institutionalize a dynamic National Policy of Education which takes into account the challenges of 21st century education and prepares children for life; equips children for future which is unpredictable and uncertain.

Perhaps the start point of the journey is the School leader; the rest will fall into place. The school managements’ support and participation is essential for turning around of the school thereby of the education system.

Good Morning ladies and gentleman,

I am indeed happy to welcome you once again to the 3rd edition of the International Conference of Schools Principals and do see that the participation from across the states over the years has been steadily improving and I am happy to share with you that we have virtually every single state represented here today. Thank you ladies and gentleman for being here and I do hope that the next two days that you are going to be here, you have very fruitful and purposeful discussions on issues and challenges that confront you wherever you are and in whatever capacity you may be working in your school.

At the outset, I welcome Mr. Sushil Tripathi, an eminent educationist and former Secretary Education, who has consented to be the Chief Guest this morning.

I welcome Prof. Pant, a longtime associate and a very known name in the field of education..

I also welcome the Principal Presiding Officer, Mr. Rajesh Chhetry Principal of International Public School, Multanpura, Biaora.

Since this conference is for, of and by the principals, it is only appropriate that the principals occupy the center stage and they have the opportunity of discussing the issues and challenges. Hence in every session that we will have between now and tomorrow evening, the principals would be the principal characters and actors in leading the discussions.

I also wish to convey to you an apology that I have received from the Home Minister Shri Rajnath Singh who was supposed to be amongst us this morning. Because of some very pressing engagements he had to be away but ladies and gentleman he has promised to be amongst you tomorrow at 5:30PM. When I first mentioned to him that the principals from across the

Day One (October 16, 2014) Inaugural Session -- Welcome Address Mr. Om Pathak, Chairman, PrincipalsFORUM

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country are gathering, he himself a teacher was very excited about being amongst you but as you know the duties and the responsibilities of running a state and country probably kept him away this morning and I cannot share with you how pressing it was but he will be with us tomorrow at 5:30 PM at the valediction and I hope you are able to enjoy his presence in the midst of you.

In fact one of the questions that I do keep asking every time when we have this conference, when we sit down on the drawing board planning these conferences, is that - why do we need to have a conference of School Principals and what are we trying to achieve? I am sure that is a question that each one of you would also be addressing.

Ladies & Gentlemen, given the rising complexities of managing the school, the school principals need a fora where they can share their experiences , their challenges , their success stories such that they learn from one another and that they support one another and this continuing dialogue would perhaps eventually someday I hope would lead to the policy making in the country. As of today, the policy making seems to be a very exclusive preserve of my erstwhile colleagues, the civil servants who probably sit in the secretariat and get some great ideas and shape the policies .

I am not sure; in fact I doubt very much as to how much of your participation as the school principals and as experienced practitioners has in making a national policy on education. I am not sure. There are symbolic representations of an odd principal being picked up to be a part of the committee or something but that does not represent truly the aspirations, the challenges and the experiences of the school principals. Therefore, I do think that a national dialogue on what the education ought to be? What is it that it should deliver to the child and how is very important and that I reckon must be factored into the formation of the National Education Policy and this ladies and gentleman is the most appropriate time.

Now that the National Policy on Education of 1986 is coming up for a major overhaul and a revision, I guess that this is the time that each one of us sitting here and those who are not here must speak up and share their views, their experiences & their aspirations and I guess and imagine that you represent the aspirations of the families and the students you teach so which is why we have this national conference.

Now how successful have we been in the last two years. I really do not know but we will never give up, trying better than what we were yesterday. I suppose and I would like to share that in the next few weeks post Diwali and may be around the middle December, we would be launching a portal which would be like a Facebook but exclusively for educators, where you could come up and share your thoughts on whatever you wish to.

We had also launched a concept of CityFORUMS. I was hoping that the principals where ever they are they get into an electronic or a digital platform forming CityFORUMS because I know you keep having problems; the

Welcome Address (Contd)

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way the Government is expanding its footprints in the field of education, you do have complex situations which you often have to handle and often you do not know whom to turn to. So I thought of a CityFORUMS, which will be a fora where you could sit together digitally, you may not be physically present there but you could share your challenges your stories your problems and enlist support from your colleagues in that city and then the same thing gets escalated to the national level.

At the national level, we would take up your issues with the Government of India, with the state boards, with the central boards or whoever so this ladies and gentlemen, is precisely the purpose of building a continuing, sustainable national dialogue and which is why we are here.

This is what I had to share with you but I would be very happy if you too, at the end of

the conference or during the conference share with us as to how would you like this to move forward, what kind of changes would you recommend and I promise to you that we will as far as possible will incorporate all the changes that can be incorporated.

Between the last year and now, we have seen a major change come about in this country. For the first ever time in the history of democracy of India, did a non-congress party come into power and with a resounding majority and it is not a political party of any shade or hue that came to power, it is a promise that came to power. Ladies and gentlemen, we are hoping and we are expecting a major paradigm change in the way we learn and in the way we teach.

Education to my mind is now ready for a major paradigm shift and that shift would not be

Welcome Address (Contd)

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brought in by the governments alone; that shift would be brought in by all of us. The early signs of change that we see beckon us are very happy signs. Just to refresh your minds, the diplomatic initiatives that this new Government is taking, is virtually taking the world by the storm, you know it - the early renewal efforts that have been made, the Swachh Bharat Abhiyan - we are taking about, small as it may sound but big in its new idea is indeed we need in a country and that what we should be teaching in schools, battling corruption so on and so forth.

Looking at some of these initiatives, I am very hopeful that education too would see major changes coming its way and we have to be ready to embrace those changes; in fact lead those changes and we have to be mentally, physically and otherwise preparing ourselves for this and I hope, ladies and gentlemen you are ready to do so.

One of the things that I am happy would come about as policy shift will be the greater autonomy and freedom to the schools to function in a manner that suits their local needs, the best that their students want and I hope in times to come, you will have and you should have greater freedom and autonomy and of course with that will also come a lot of accountability and the schools will have to be accountable for the success of each and every student we teach.

I am hoping that this new government takes the journey in that direction. I am also hoping that there would be greater public private participation in the field of education. Some of you who come from Delhi would understand as to how torturous are the provisions of Delhi State Education Act; they virtually bind you from every side they possibly can. The heaviness of the regulations tell on your day to day working. At least, if I was the principal, I would feel very

stifled, very difficult to work in a situation. The Government will have to look on the Acts like Delhi State Education Act and scrub those, also alongside the new Right to Education (RTE).

Gentleman who laid the foundation of the RTE is right here, Mr. Tripathi who actually piloted the 86th Constitutional Amendment, which made education a fundamental right, a great idea, but what came about way down in 2009 the Right to Education is oriented more towards control and regulation and has no space, no place for innovation & research and trying out new ideas in education. It does not talk about development at all; it only tells you as to how can you be fixed and I am saying I need support, I do not need regulations.

I think the Government will have to change this approach and make it more people friendly and we hope to see that in the new policy on education. Some of the initiatives of the past few years like the Rashtriya Madhyamika Shiksha Abhyan are again laying too much of emphasis on the creation of infrastructure. We are not investing resources in empowering teachers.

The National Council of Teacher Education has failed us absolutely; they have not been able to create structure which encourages building of new competent and committed teachers, instead it promotes mediocrity or even something lower than that. We need to change that. We need to attract people of substance. We need to attract university graduates who have done well to become teachers rather than those who become teachers because they have no other choice.

That will have to change and the Government will have to play a major part in that. I do see that the Government in times to come; they are already talking about it about - 14 years into

Welcome Address (Contd)

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Sarv Shiksha Abhyan and we are still struggling for quality of education. You must have been seeing those reports which come out, the annual survey of education research- a class V student cannot do the arithmetic or reading of a class II student. Now that is appalling. That needs to change. The quality of education is determined by the quality of teachers so that is where we as a nation and you as a school leader need to invest.

We spend year after year a lot of money white washing the school, repairing the furniture, in putting those electronic gadgets but what percentage of budget do you spend on your teachers education and training? How much money do you spend on empowering the principal, i.e. you on yourself and that alone will help you in improving the quality of education in your school?

I would recommend to you and I would request the conference to consider this and that should we introduce a qualification, a qualifying qualification for the principals, who shall become a school principal? Don’t you think it is necessary to have a national sort of certification for the school principals that is those teachers who aspire to be the school principals. You are aware that the task that you have as a teacher in a classroom is vastly different from the task that you need to perform as a school principal. Therefore, a national qualification would be essential to ensure that the schools of tomorrow have very qualified, very competent and very committed school principals because that one person would make a world of difference to the quality of education.

I guess in the next two days you have ample opportunity to discuss some of the issues and additionally I would also like to bring to your notice this whole business of assessments.

On the CBSE firmament, we have come to live with this syndrome of 100%, a perfect 10 score. Where is that leading us to? What happens beyond 100%? I Chair a school that is DPSG, Meerut Road, which was declared to be the 8th School in the country, with an average of class XII with a 90% in all streams. Ladies & gentleman that should have been a good reason for us to celebrate but I am instead worried. What lies beyond?

My question is that - do the kids have the skills they need to connect with the higher education, step out of life and succeed? Do they have it? I don’t know. We need to very seriously look at this whole business of CCE, school based assessments or assessments per say. 100% is scary and today each one of is talking about 100%.

I am sure you as a principal are under tremendous pressure from your managements and your peers - what % are you? Is that the sole test of your capabilities? Is that all you need to be doing or something more? We need to discuss and debate this.

Ladies & Gentlemen, we need to address some of the other issues that we have listed out during the course of the next two days and I do hope and trust that we will receive your very valuable inputs and your guidance and together we would be able to chart out a path that we need to take from here.

Before I close, I extend to all of you my heartiest Diwali Greetings. In a week from now, we all will be celebrating and I do wish good health and happiness to you and your families.

Thank you.

Welcome Address (Contd)

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Keynote Address by Mr. Sushil Tripathi, Former Secretary Education, Govt. of India.

Good Morning, Ladies & Gentlemen,

I think education is the biggest input in making of a nation and principals are the fulcrum in this entire process and they are rightly called as the “makers of India”. Let me confess that I am here to learn more from you, the issues and problems rather than to tell you what I feel about them.

Mr. Pathak has brought out number of very pertinent issues. I must compliment him in organizing this forum of principals, who I think are the real fulcrum and from this forum, the issues can be discussed and recommendations can go to the Government and I am sure that the Government will definitely give weightage to inputs coming from most important functionaries of the education sector i.e. principals.

I had the honor of participating in the 1st edition and I am very happy and privileged to be amongst you all at this 3rd edition and it is growing on from strength to strength. One day, I hope it will really become most important forum and the Government will not take any policy decision unless it has interacted with a forum like this.

Now, I speak to you about larger role of principal and role of education in the nation building. When the right to education was being considered to be taken as fundamental right in the constitutional draft, it was a directive principle given to states that there should be compulsory and free elementary education. (Directive principles are like good ideas which states should try to implement but it was not compulsory for the states to do so.)

The Supreme Court, in 1993 discussed the matter at great length and directed that the time had come to make right to education - a fundamental right. The Supreme Court opined that all human beings have rights enshrined in the constitution and to be able to understand and enjoy those rights, a person must have basic education. Therefore, the Government in 2002 amended the Article 21 (Right to Liberty) of the constitution and brought in Article 21 A, which is Right to Education which mandates states to provide free and compulsory elementary education up to age of 14.

I agree with Mr. Pathak that subsequent legislation which was brought out in late 2009 and effective 2010, Right to Education emphasizes more on classroom, i.e. size of classroom, how many teachers in schools rather than what goes into the classrooms, which is very unfortunate. Also it restricts other people from contributing into this great process of nation building through education. So only registered schools were allowed to impart education and the students of schools which were not registered were left out from education. I know large number of schools, which are run by socially active and non-government bodies, where teachers are teaching them under banyan tree are getting

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better education than others in regular schools.

According to me, it is the Principal who sees what goes inside the classrooms and not the Government. The Government can give money for infrastructure, for teachers or make criteria for eligibility but cannot ensure what and how the teachers are teaching. So teaching - learning process should be such that our ultimate goal is that children learn. This process goes hand in hand. Children, school learning and destiny of nation are all links in the chain.

It is the principal who motivates the children and teachers to bring out the best in them. Every child has potential and would become a ‘liability’ if not properly educated and trained. Every child has potential, so let us help him/her in realizing that. Make every child important and make him realize that, otherwise he will be demoralized.

Keynote Address

Talent has to be recognized by teacher and let us try to bring that out.

Now, we also have ‘Madhyamik Shiksha Abhiyan‘and ‘Ucchtar Shiksha Abhiyaan’ and the attempt is 100% coverage for children age between 6-14 (elementary education) then 14-18 (madhyamik education) and 18-22 (ucchtar education).

So National Education Policy must address these things and I will request, this forum to consider these issues and make recommendations so that policy which the Government makes, takes into account the inputs of principals (the makers of nation).

Thank you.

Issuesv The gaps between what the work places require and the current school education offers - in the Indian and the global context.

v The critical attributes and dimensions of 21st Century school education and the related challenges for curricula, instructions and assessments.

v The skills young people demand in this rapidly changing world and the competencies the teachers need to effectively teach those skills.

v How should education be structured to meet the needs of students in this 21st century world? 1716

Plenary Session-I

21stCentury School Education; Global Perspectives.

The Panel• Prof. M. M. Pant, former Pro. Vice Chancellor, IGNOU – Moderator

• Mr. Rajaram R. Sharma, Director, Central Institute of Educational Technology (CIET), NCERT

• Dr. Robin Attfield, Associate Director, National College of Teaching & Leadership (NCTL), UK

• Ms. Rittika Parruck, Assistant Director Schools India, British Council

• Mr. Arun Kumar Khetan, CEO, Sports Education Development India Limited. (SEDIL)

• Session Principal Delegate – Dr. B.V. Nair, Principal, Indian Community School, Salmiya, Kuwait

• Marshall of the Session – Ms. Sanyogita Sharma, Principal, Manav Rachna International

School, Faridabad

v The frame work for matching teacher preparation and continuing professional development programs to equip graduates to teach effectively in a 21st century classroom.

v Ways in which technology can support the curricula, pedagogy and assessments of a 21st century collaborative environment.

Deliberations Against the backdrop of 21st Century Schools Education; Global Perspectives, the principal delegates, along with the panelists examined, brain stormed and debated the issues stated above. development of 21st century skill sets in the learners.

RecommendationsAppended at the end of the Conference Report.

The PanelProf. M. M. Pant, former Pro. Vice Chancellor,

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Parallel Session-I Autonomy and Accountability; Moving in Tandem.

Issues Deliberatedv What challenges do 21st Century imperatives pose for a school leader in managing accountability within autonomy constraints?

v Should the learners be given autonomy, beyond the initial years at appropriate age or grade to opt for subjects and their levels that they wish to pursue?

v Can our school leaders utilize tools, techniques and data constructively to show case schools accountability and transparency towards parents, management and society?

v Would greater Autonomy in some areas like management of financial resources impinge the focus, of School Leaders while creating a viable academic culture in school to improve students’ performance?

The Panel• Mr. Sushil Salwan, Advocate Supreme Court of India and Chairman, Salwan Education Trust – Moderator

• Dr. Robin Attfield , Associate Director, NCTL, UK

• Dr. Dheeraj Mehrotra, Vice President, Academics and Training, Next Education India Pvt. Ltd.

• Ms. Dimple Anil , Consultant, TeacherSITY

• Session Principal Delegate – Dr. Navdeep Jaidka, Principal, Love Fun School, Nokha.

• Marshall of the Session – Ms. Manvinder

Kaur, Headmistress, DPSG, Vasundhra

DeliberationsAgainst the backdrop of Autonomy and Accountability; Moving in Tandem, the principal delegates, along with the panelists examined, brain stormed and debated the issues stated above.

RecommendationsAppended at the end of the Conference Report.

The PanelMr. Sushil Salwan, Advocate Supreme Court

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Parallel Session-II Inclusive Education; Each Child Matters.

Issuesv Are our schools prepared for Inclusive Education?

v What is the difference between Inclusive, Integrated and Segregated Education?

v What interventions are required for incorporating Inclusive Education?

The Panel• Dr. Jitendra Nagpal – Senior Consultant Psychiatrist, Moolchand Medicity & Director, Expressions India – Moderator .

• Prof. M. M. Pant – Former Pro Vice Chancellor, IGNOU

• Mr. Shahid Siddique – Former Member Parliament.

• Ms. Adele Newmen – Head Business Development and Sales, Flow India

• Mr. Vidhur Kaushik – MD, Simova Sciences

• Session Principal Delegate – Ms. Priyanka Mehta, Principal, DPSG (I) Dasna, Ghaziabad

• Marshall of the Session – Mr. Dharmendra

Goel, Principal, DPSG, Vasundhara

v What strategies are to be employed for making various stake holders sensitive to Inclusive Education?

v Is there a need to modify curricula, transactions tools and techniques for proper and fool proof assessment for Inclusive Education?

v In what ways can technology facilitate transformation to Inclusive Schools?

DeliberationsAgainst the backdrop of Inclusive Education; Each Child Matters, the Principal delegates, along with the panelists examined, brain stormed and debated the issues stated above.

RecommendationsAppended at the end of the Conference Report.

The Panel Dr. Jitendra Nagpal – Senior Consultant

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Plenary Session-II School Based Assessment; What Beyond 100%?

Issues DeliberatedvWhat do we test? Do we test Knowledge, Information, Skills or attitudes?

v How do we test?

v When do we test?

v Is there any reciprocity amongst curriculum, content, testing, measuring, assessing and evaluating?

v How are school is based assessment versus conventional term-end examinations, being viewed?

v How ready our teachers are for CCE or school based assessments?

v How do undergraduate colleges rate our school based assessments?

v What is the best way forward?

DeliberationsThe principal delegates, along with the panelists examined, brain stormed and debated the issues stated above, especially in the backdrop of CCE

RecommendationsAppended at the end of the Conference Report.

viewed?

The Panel• Mr. Om Pathak, Chairman TeacherSITY– Moderator

• Dr. Dheeraj Mehrotra, Vice President, Academics and Training, Next Education India Pvt. Ltd – Co Moderator

• Brig. S. K. Tripathi, Consultant TeacherSITY

• Dr. Suraj Prakash, a distinguished educationist

• Ms. Jyoti Gupta, Principal, Delhi Public School Ghaziabad, Meerut Road

• Session Principal Delegate – Mr. T. Prem Kumar, Principal, Bhartiya Vidya Bhawan

• Marshall of the Session – Ms. Seema

Ramesh, Principal, Holy India

The PanelMr. Om Pathak, Chairman TeacherSITY–

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Plenary Session-III School Leadership; Essential for Students’ Success.

Issuesv How does school leadership impact students’ achievements?

v What are the depths and dimensions of school leadership required for students’ success?

v Are there specific leadership constituents that a principal must possess in order to inspire and foster an effective learning environment?

vHow should the existing and aspiring principals equip themselves for the challenging roles?

v Is there a compelling need to empower our existing and prospective School leaders?

DeliberationsAgainst the backdrop of School Leadership; Essential for Students Success, the principal

delegates, along with the panelists examined, brain stormed and debated the issues stated above.

The Panel• Dr. Sarvesh Naidu, School Director, Pathways World School, Aravali

• Gen. (Retd) Manmohan Singh, former MD, Army Welfare Education Society

• Ms. Rita Wilson, an eminent educationist.

• Mr. Sameer Sampat, CEO, Indian School Leadership Institute

• Session Principal Delegate – Ms. Sujata Chatterjee, Principal, Shree Bharati School, Kolkata

• Marshall of the Session – Ms. Elizabeth Nongthomban, Principal Shishu Nishtha

Niketan, ImphalRecommendationsAppended at the end of the Conference Report.

The PanelDr. Sarvesh Naidu, School Director,

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Valedictory Session Closing Remarks

Hon’ble Home Minister, Shri. Rajnath Singh, Principal delegates from India and abroad, it is indeed an honor to have Hon’ble Home Minister present amongst us and we thank him deeply for taking out time from his busy schedule for the same.

During past two days, we have discussed almost every aspect of the 21st Century schools from the global perspective. We have discussed school based assessments and also the way the children are being pushed towards 100% syndrome. Every principal sitting here was concerned about the route we are on, where are we taking it and how to assess the same was also part of the participative discussions.

We have also discussed school leadership as to how in the coming times does it help the students in their learning and how does it help in its improvement? Alongside, we have also discussed autonomy and accountability. Today in the world, innovation and experimentation play a major role but in India we are doing just the opposite; we have let regulation and control lead the system. Last but not the least; we also discussed about inclusive education, each child matters. What should be done for children despite their capabilities and background so that no child is deprived of education? So friends, in these two days, we have discussed all these issues and principal delegates have shared their views and expressed their concerns on the same.

This is the third edition of International Conference of School Principals; the main reason of this conference is to understand that in education we do not have a professional body which can represent principals and their views. It is generally said and believed that it is the teachers and education which can change the society but whenever there is a policy change by the Government, neither the school leaders are consulted nor their views solicited.

by Mr. Om Pathak, Chairman, PrincipalsFORUM

The necessity is to know as to how we can put the principals and the teachers who are doing a good work, on a platform and form an opinion on the same. The point is how can we consolidate their efforts and put it in front of the Government for being a part of the policy and decision making.

The report for this conference would be ready in a months’ time and a copy of the same would be given to the Government and all the principal delegates.

The concern is also for the Right to Education, which was indeed a necessary step taken by the Government in the field of education. We were expecting that research, development, innovation, experimentation would become an important part of it but on the contradictory control was the central point to it. It is necessary to think that experts who are innovating with education in different parts of the world, should be brought forward and consulted as to how can these be incorporated.

Change in the education system is necessary. The Delhi State Education Act is also restrictive and the Delhi schools are struggling to get freedom. Principals should be a part of the policy formation, so that they can contribute their efforts to it.

How can we invest in the development and training of the principals? How can we help a teacher become a good principal? We should think of an exam or a training which can help teachers grow as good principals. These are a few things that we need to think about.

With change in the Government, it is not only the faces that have changed, we are also hoping and expecting a major change in the field of education.

Today we are all here to listen to Mr. Rajnath Singh and I on behalf of all of us welcome him on the podium.

Thank you friends.

Valedictory Address by Shri Rajnath Singh, Hon’able Home Minister

Ladies and gentlemen Greetings, I welcome all of you from various parts of India. I am happy to meet you all because when Mr. Pathak discussed about this event I was not sure whether I would be able to take out time from my busy schedule and be a part of you all but still I got up from my office after working for the entire day since morning and here I am amongst you all.

You would agree with me that no matter how big or small a school may be, how good the infrastructure may be but it would never be a good school with a poor principal. Leadership of the school lies in the hands of the principal alone. I believe that the principals are not only the guardians of its students but they are also the guardians of the parents of these students. There is a gap in our performance, but I do not blame the principals for it; the governing system is responsible. I do not know whether you would agree with me or not but there has been a basic flaw with our education system. This is my belief that we have considered students as industrial products; whereas they are not products; each one is a unique talent.

Today, I see the children are only concerned about their education, their training, their jobs, a better and satisfied life. Due to all this, the value for materialistic things has increased in their life. They have accepted that what matters and what majority feels that the money is the solution for happiness. But this is not true. Learned people of earlier times have also said that it is not only

money that is responsible for happiness. Rich people go to the temples to gain peace even though they have all the money in the world. The education system should not only teach materialistic values to the students, they should also infuse spiritual values. A person can only be spiritual if he has feelings; your happiness has a direct connection with your spirituality.

There are lot of crimes that are happening amongst the students like killing, suicides etc. The reason can be anything but the question is why? Is it because the education system that teaches the students the values, is at fault? There is something that is missing in the entire education system. The information amongst children about the rich cultural heritage of India has experienced a major downfall. The westernization has affected the education system a lot. Our students are not aware about the Indian culture, religion and the history.

The progress in science and technology that India has given to the world, no other country has; there are many concepts like trigonometry, zero concept, Pythagoras theorem etc. which were given to the world by the learned people of India in the ancient times but our students are not aware of the same.

Heisenberg Principle of Uncertainty was obtained from India and in his book Heisenberg himself has clearly admitted that during his discussions with Rabindranath Tagore on Vedanta, he got the basic concept of uncertainty.

There are lots of issues that are arising due to English language also. I am not against the English language or its usage but it is affecting the basics of our value system. People depend mostly on computers these days they do not use their own imagination. They just get the answers from the Google and we consider 2322

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Valedictory Address

answers from Google and we consider them to be learned. As a result, we are able to produce academic people but not imaginative or great thinkers.

The education system of today does not equip children with employable skills. In a recent survey on employability, it emerged that only 34% get the jobs primarily because others do not have the requisite skills. The principals need to do something about it.

Even if we agree that we have good education system in place, then how come in the Times Education ranking, out of the list of 275 colleges there is not even a single college or university from India, why? Don’t you think there has to be some kind of rethinking that has to be done? Education system must have the capability to make children think creatively, logically and efficiently.

You as the principals, have the influence and ways to change the way the Nation moves; you have the power to force the Government to change the policy and the education system.

Open HouseHon’ble Minister thereafter responded to number of questions from the principals. These have been included in the Conference Report.

Contribution to Prime Minister’s Relief Fund Principals of three DPS Ghaziabad Society schools i.e. Meerut Road, Vasundhara & International jointly presented a cheque of `4,50,000/- to Prime Minister’ Relief Fund as their contribution to help the victims of massive natural calamity which struck J & K and Vishakhapatnam.

Vote of ThanksCol. BS Braria, conference convener thanked the Hon’ble Home Minister, Shri Rajnath Singh for sparing his valuable time and delivering the valedictory address and for an inspiring interaction with the delegates. He also thanked the chief guest, moderators, panelists, session principal delegates, session marshals, conference organizers& partners and the PHD Chamber of Commerce for making the conference an enriching and intellectually satisfying experience and success.

A special vote of thanks for all the participating principals delegates from India and abroad was also proposed.

A vote of thanks was also proposed for Mr. Om Pathak, Chairman, PrincipalsFORUM for his vision, direction and momentum for pan India movement which is of, by and for the Principals

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Recommendations: International Conference of School Principals 2014

Each of the plenary and parallel sessions while deliberating the issues finalized a set of recommendations which were then compiled as two sets; one that deals with the policy and universal issues covered under ‘EDUCATIONAL POLICY’ and the other that concerns and falls in the realm of the operations at school level covered under ‘SCHOOL LEVEL PRACTICES’.

There are some repetitions since the issues concern both the policy as well as the practice.

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National Policy on Education The conference noted that despite 67 years since independence, several commissions and National Policy on Education 1968 revised in 1986 and 1992, launch of Sarv Shiksha Abhiyan and 86th constitutional amendment making education a fundamental right, India continues to be at the bottom of the table especially with regard to quality of learning.

The Annual Status of Education Reports [ASER] brought out by Pratham, every year confirm that learning outcomes continue to be very poor as compared to minimum learning levels. The PISA [Program for International Student Assessment] too, found India at the bottom of 79 countries that participated in the educational survey in the year 2011.

A sub group reviewed the National Policy on Education, 1986 and as modified in 1992 saw that the policy is vague, irrelevant in the present changed conditions and despite 22 years since it was last modified, it largely remains unimplemented. The conference called for evaluation of the National Policy and recommends that a new policy that deals with the specifics of school education be put in place at the soonest and India decides on a time bound action plan that seeks to not just fix the failures of previous regimes, but reinvents education at all levels and across all tiers and strata of society.

General Recommendations1. Connect with the findings and recommendations of the International Commission on Education report, 1997 in which

India too was represented. This could provide a starting point for the new policy.

2. Education be built as a movement of and by the people, instead of a Governmental program. In involving the people at every stage, Public Private Partnership [PPP] be adopted as a major vehicle of development and change.

3. The rapid increase in private independent schools across all domains; pre-school, primary, upper primary and secondary reflects the popular mood and public preference. Barring a few, the Government run or aided schools are considered to be poor performers. The global trends too point in the same direction.

4. Instead of curbing or discouraging the rise of private initiatives in school education, the governments may support and celebrate these initiatives on one hand and improve the quality of government or aided schools on the other. They must focus only on promotion and support with minimal regulation and strictest standards of accountability, leading to rewards and penalties applied across all schools.

5. Making education a fundamental right is a welcome move in the right direction. But the manner and method of its implementation is of serious concern. The RTE Act, instead of promoting innovation and experimentation in improving paradigms and practices, is restrictive and prescriptive and may throttle any possibility of becoming a change agent for providing access, inclusion and quality.

6. Nowhere in the world has any country passed on the burden of state responsibility to the private independent schools. Even China has made it voluntary and not mandatory.

Recommendations - Educational Policy

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7. The conference called upon the Government to review the RTE ab-initio and amend the Act based on countrywide consultations with the wider sections of educational communities and stakeholders.

8. The myth of not-for-profit education stands exposed. Individuals and businesses have indulged in profiteering under the garb of non-profit. Instead, we need to create functional and financial frameworks for institutions to invest in education and allow them to make reasonable financial surplus to fund growth. Let no one need to cheat.

9. Promoting private initiatives in school education in addition to the state effort will provide choices and options to parents and students; thus making every effort competitive and therefore more efficient. Let state and private initiatives complement and support each other.

10. Public money should chase only the learner and learning outcomes. The public spend should be linked with the learning outcomes duly certified by very reliable third party assessments.

11. R e l i a b l e third party independent assessments be made mandatory across all schools; state or private.

12. Allow greater mobility to the learners across states and dispense with the domicile requirement for admission to state, central or private institutions.

13. NCTE [National Council of Teacher Education] appears to have failed the Nation in preparing and providing high quality teachers. Parallel channels of teacher education must

be opened. The World Bank report has also endorsed such a view.

14. A National Testing and Certification Agency [NTCA] be set up to ensure that all boards across the country follow certain standardized frameworks of assessments. Comprehensive support be provided to central and state secondary boards by NTCA. If need be, India could work together with recognized and established assessment survey organizations like IEA, [International Association of Evaluation of Educational Achievement] at Amsterdam or PISA [Program for International Student Assessment] an organ of OECD [Organization for Economic Cooperation and Development] at Paris.

15. A Review Committee be set up to evaluate the role played by existing educational bodies such as National Council of Educational Research and Training, [NCERT], National University of Educational Planning & Administration [NEUPA], National Council of Teacher Education [NCTE], SCERTs and DIETs in delivering on their mandates and suggest restructuring these bodies in the wake of challenges and opportunities that school education confronts today and tomorrow.

Recommendations (Contd)

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Specific Recommendations

Global Contexts – Connecting with the World With greater mobility and lowering of trade barriers, the Indian students will face competition at home and away for jobs and opportunities. Hence the schools in India will need to align their curriculum and assessments with knowledge and skills recognized internationally.

Central or state boards be proactively encouraged to build working relationships with similar examining boards across some successful school systems such as IGCSE or the GCE of UK, Abitur of Germany, Finland, Bulgaria and International Baccalaureate, Geneva, now available in around 146 countries and several others to align and enrich our curriculum and assessments while retaining our own cultural, social, linguistic or educational moorings.

PPP – the Way ForwardWhile education has conventionally been provided by the state but the public education in India has fallen short on delivery. Hence, the independent private schools, however, inefficient and profit driven are still the preferred option for the parents across regions, religions, languages and economic strata.

The Government could well play the role of a catalyst and promoter of good quality education, rather than being a provider or a regulator.

The schools be so structured that the responsible private sector becomes the provider and the Government through a reliable testing service ensures that the learners develop through the school years and acquire appropriate knowledge and skills.

The public funds may not be used for creating infrastructure. Non-plan and salary expenses be kept to the minimal. Instead, let the public money be invested on the success of the learner.

Autonomy & AccountabilityRegardless of the ownership of the schools, all stakeholders, starting with the learner, teacher, principal and the institution itself must be invested with autonomy to achieve clearly defined goals and they be held accountable against those defined and agreed goals.

Further, the students should be, beyond the initial years and the defined core curriculum, be free at an appropriate age or grade to opt for subjects and their levels that they wish to pursue.

The principals and teachers may be allowed to experiment with newer techniques and educational processes to improve learning standards in their classes. Such experiments and innovations would need to follow planned and duly agreed processes. Principals as the school leaders would be held accountable for the success of such experiments and innovations.

School OperationsThe National Curriculum Framework 2005 has suggested that we move away from rote learning and move on activity-based learning. The school teaching learning practices have not changed or evolved significantly. School Principals must, at their own level, revert to the reexamine their classroom practices in the backdrop of NCF 2005 and apply correctives.

The role of the co-scholastics, professional and life skills have become ever so important and

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Specific Recommendations (Contd)

critical in the development of the persona of the learner. The school examining boards should lay greater emphasis on these in the testing and certification.

Teacher PreparationPre-service training of teachers

The B.Ed. program does not prepare teachers as effective classroom leaders. Their knowledge remains shallow and devoid of skills essential for good teachers. The CTET [Central Teacher Eligibility Test] results are cited as a case in point, where the pass percentage has not gone beyond 2%.

A two year B.Ed. program seems to be in offing. While the time on task will help, it would be equally essential to review, revise and retool the teacher preparation program at the diploma or degree level. The emphasis should be on building knowledge, skills, competencies, values and attitudes.

An open entry into the teaching profession be encouraged where those who aspire to become teachers can register for an online program and be able to access educational resources. They could appear for online tests followed by viva and demonstration classes in selected schools and may be, at the conclusion of the program, become qualified teachers.

To improve the intake quality of teacher candidates, teaching be considered like any other profession and opportunities of career growth and personal development be clearly defined so as to attract the desired quality of university graduates in teaching.

In-service Professional Development & EmpowermentThe in-service professional development is virtually non-existent. Instead of short-duration [a few hours] and unstructured professional development opportunities, schools must commit themselves to well-structured and carefully designed research based in-service professional development, which will prepare the teachers through such training and follow up on their outcomes.

The trainings under the SSA, RTE or RMSA are a mere sham. They should be restructured to deploy online resources duly supported by face-to-face programs. The governments need to increase the allocation from Rs.100 per day per teacher, in case of elementary teachers, to at least Rs.500 per day per teacher and Rs.750 per day per teacher for secondary teachers. Suitable teacher educators must be available for such trainings.

To ensure that every teacher updates and upgrades his / her own subject and pedagogical knowledge in the context of emerging trends in education, a national program to evaluate and certify teachers be introduced. Every teacher should be required to take an appropriate test and be so certified by a national level agency.

In departure from the current grading like the PRT, TGT and PGT based on the classes taught, grading of teachers be linked to personal and professional competencies, skills and quality of work performance. A grading based on qualifications, experience & performance coupled with periodical testing & certification

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should be linked to the career growth of teachers regardless of the classes they teach.

While we draw up the standards and procedures for grading, the new grading may be Q, C, E, O, D.

Q Qualified – these are teachers who have been certified through any source and are setting out as first time teachers.

C Certified

E Expert

O Outstanding

D Distinguished – with at least 10 years of continuous & active service. They could be also become teacher educators.

School LeadershipThis, really, is the heart of the matter and yet the most ignored. Global research suggests that leadership development, amongst others, is the most cost-effective option for improving the levels of student learning. Determined and visionary leaders have turned around poorly performing schools, teachers and students.

As a national effort, we must build and nurture leadership talent by conducting countrywide talent hunt, rigorous & sustained training, commensurate rewards and providing career development paths.

A national qualification for aspiring principals be made mandatory. Every teacher aspiring to become principal or head teacher must acquire knowledge and skills essential for the top job.

We may define assessment standards, processes and procedures. Even the existing principals

should acquire the qualification within the next five years.

Short programs are recommended for practicing principals, whereas a yearlong diploma program is recommended for aspiring principals.

A comprehensive program for leadership development is at ‘Annexure C’ to this report.

Curriculum & ContentKnowledge & Skills

Shift emphasis from information acquisition to building a conceptual understanding of what the students must learn. Learning to apply knowledge through classroom based and out of the classroom activities must be fostered.

If learning to learn is to be developed as an enduring skill, then syllabus and curriculum be made more intensive, instead of being very extensive as it obtains now. Students are never quite able to investigate and explore their own learning experiences. Instead they grapple with the extensive syllabus resulting in information overload and consequent learning fatigue. Schools must be Fun, in addition to Learning. The International Baccalaureate Programs; PYP, MYP or Diploma could well show us the way.

Values & Attitudes

Haim G. Ginott, a schoolteacher, a child psychologist and psychotherapist and a parent educator wrote thus;

“I am a survivor of a concentration camp. My eyes saw what no person should witness: gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot by high school and college graduates.

Specific Recommendations (Contd)

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So, I am suspicious of education.

My request is: Help your children become human. Your efforts must never produce learned monsters, skilled psychopaths or educated Eichmanns. Reading, writing, and arithmetic are important only if they serve to make our children more human.”

The values and attitudes shaped through the school years have a defining impact on child’s evolution. While these values and attitudes cannot be formally taught, they are best imbued through the classroom practices that teachers adopt and demonstrate in their everyday conduct & behavior with the students, peers and staff.

The emphasis should therefore, be on imbuing teachers with such values and attitudes that the schools want their students to learn and imbibe.

Testing, Measuring, Assessment & EvaluationThe conference felt that the CCE [Continuous & Comprehensive Evaluation] was introduced in a great hurry without training and preparing schools, principals and teachers for the tasks involved resulting into gross misconceptions about the CCE.

Governments; central or state, must launch a nationwide campaign to train principals and teachers in CCE or school based assessments. A nationwide digital platform could be created with step by step instructions and assistance so as teachers could assess different subjects at different stages, times and environments. The assessment of co-scholastics should also be made more objective.

Data and evidence of learning should form the foundation of assessments and teachers

and schools need to be trained in generating and using these in all their assessments and evaluations.

Every school be required to appoint a qualified ASSESSMENT COORDINATOR, who would be responsible for ensuring that assessments are correctly understood by all teachers and would actively assist the principal.

A special training program of at least three weeks of training be launched and made mandatory for schools to train at least one senior teacher in assessment, who may be appointed the Assessment Coordinator.

Connecting with Livelihood and Higher EducationTwelve years of school education must prepare the child either for a gainful vocation that he/she can take up right away after school or allow smooth and seamless transition to the university education. The culture of coaching must be pro-actively discouraged.

Post class VIII different streams of studies; sciences, vocational, humanities, commerce, fine arts, performing arts etc. be available to students as per their interest and aptitude. However migration from one to another should be allowed freely.

Inclusive EducationSpecial provision for funding of special education to gifted and differently abled children; physically, emotionally or mentally be made by the central and state governments. The support be extended to all types of schools – government, aided or independent.

Specific Recommendations (Contd)

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Recommendations – School Level Practices

Empowering school leaders is the key to successful schools.• PrincipalsFORUM firmly believes that motivated and self-directed principals do turn around - poorly performing schools, transform good schools into great schools and great schools into schools of excellence.

• Any investments in empowering school leaders/principals in terms of time, resources and energy will bring about huge dividends in the form of improved student learning outcomes and performances.

• Such forums like the PrincipalsFORUM or several other similar fora are of immense help and use to principals. These not only provide opportunity and ambience for self- reflection, peer learning and collective wisdom, but also are forums for principals to address their own practices, issues and challenges in their schools.

• CityFORUMS must be proactively encouraged as local forums for principals to meet, discuss and find solutions to their local issues.

• School managements must encourage and in-service principals must participate in school leaders’ capacity building programs with the aim of ensuring a sound and pragmatic academic culture in the schools which supports child’s development process and they are equipped to face the 21st Century challenges. In particular, they should consider participation in the following;

v Instructional Leadership

vEffective School Leadership and Management

v Strategic Leadership

v Institutional Management

v Emotional Intelligence and Self Esteem

v Personal Effectiveness Skills

v Mentoring and Motivating Skills

v Fostering Life Skills

v Inclusive Schools

v RTE- Challenges and the Way Forward

Capacity Building of Teachers• The quality and effectiveness of schools and success of its learners cannot exceed the quality and effectiveness of their teachers. There is an immediate need to upgrade the skills of teachers on an ongoing basis to enhance their capacities to prepare learners for life.

• Managements and Principals must invest time and resources in the professional development of teachers.

• Following programs are considered essential for capacity building of teachers:-

v Continuing Professional Development (CPD) programs, focusing on content & curriculum, instructions, assessments, ICT and developmental psychology.

v Continuous and Comprehensive Evaluation (CCE)

v Fostering Life Skills

v Classroom Management

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Recommendations – School Level Practices (Contd)

v Values and Attitudes

v Assessment of Listening and Speaking skills

v Health & Wellness

v Gender Sensitivity

v Inclusive Classrooms

v Counseling

v Subject specific up-gradations

Curriculum and Pedagogy• The school curriculum and pedagogy must clearly demonstrate through its activities that it is a process of learning for life and for developing vocational, occupational and life skills are integral to teaching- learning process.

• Some of the activities that could enrich the process of teaching- learning are - project based learning, hobby clubs, problem solving exercises, quizzes, debates, book reviews, field trips and role plays.

• At pre- primary and lower primary levels, story narration, puppetry, poems, rhymes etc. are instructional strategies that captivate young children and enhance learning.

• School leaders and teachers must shift emphasis from being just information dispensers to builders of conceptual understanding of what and why the students must learn. Learning to apply/link knowledge in daily life situations encourages and reinforces learning. Such activities must be fostered. Project based learning, group tasks, encouraging questions by the learners, imbibing

higher order thinking skills (HOTS) may be used in the classroom transactions.

Autonomy and Accountability• All must understand that autonomy and accountability are two sides of a coin. To build in a culture of autonomy and accountability in the schools, it is imperative that clearly defined, quantifiable and mutually agreed goals are set between the learner and the teacher, between teacher and the principal, between principal and the management. These should be set at the beginning of the academic year and results reviewed each quarter. This would ensure that accountability is in built in the school at all levels.

• Principals must encourage autonomy in the teachers and students to incorporate experimentation, innovation, creativity in classroom transactions and assessments. However, these would need to be debated and brainstormed for their learning outcomes and methodology.

Multiple Paths to LearningPrincipalsFORUM strongly advocates that there are multiple paths to learning. There are no rights or wrong answers. These are situational and contextual.

Inclusive EducationInclusive education is still to permeate the school system with full vigor. It is a fact, a

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challenge which the schools- teachers, principals and the management would have to address in their own ways since each school is unique in design and culture. With RTE mandating 25% reservation for EWS children, each classroom and each teacher would be affected. Some of the measures that are recommended at the school level are:-

• Each teacher needs to undergo training to deal with differently abled children.

• Teachers, especially at pre-primary and lower primary classes must be sensitized and be given a list of signs for detecting differently abled learners at the earliest.

• Each school must have counselor/services of such experts’ available on regular basis.

• Increasing the participation of students with special needs.

• Peer collaboration in the form of Buddy System would help integration of special children in the main stream.

ICT• Highly tech savvy learners are much ahead of teachers and parents. To keep pace with the upbeat scenario, principals and teachers will have to upgrade their ICT skills to keep pace with the change that is happening at the speed of lightning!!!

• School leaders and teachers must creatively use technology aided and learner friendly pedagogy to facilitate effective learning.

• All data and compiling work being done manually should be computerized to free teachers to devote more time for instructions and assessments.

• School management system, accounts, CCE reports must be computerized.

• Creating an ambience of digital literacy is fundamental to learning, though academic core knowledge should not be omitted.

Developmental Psychology•Teachers must be trained to adopt age appropriate learning strategies. Each learner is unique and a talented and an educational institution and its teachers should nurture and help blossom these talents. Alongside, they should be able to diagnose the learning difficulties so as to provide appropriate support.

• School leaders and teachers must be well versed with the emotional, physical and social changes that a child undergoes, so focus should be on “Adaptive Learning”

• Parents must be fully involved in all matters pertaining to their wards. It has to be understood very clearly that parents’ involvement and co-operation is vital to the progress of the child.

Creating Sound Academic Culture in Schools• The purpose and design of school education is changing and evolving on account profound changes that are taking place at breath taking pace.

Recommendations – School Level Practices (Contd)

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• Curriculum, instructions and assessment techniques must address and respect student diversity. Practices such as differentiated learning, collaborative learning, multiple intelligences, brain based learning, dimensions of learning, knowledge organizers if adopted will pay handsome dividends.

School-Based Health Programs• Physical and mental health of the child is of utmost importance. A healthy body alone has a healthy mind. It is recognized a gap area. Hygiene & Health education, beyond just the physical or sports activity must be integrated into the school curriculum more by way of daily scheduled practices, rather than the classroom based activity.

• Importance of need for school-based mental health programs has been reflected in inclusion of life skills education in present syllabus. School physical and mental health must become integral part of learning. As of now, health programs are virtually non-existent in schools.

• The Schools should plan to start an Integrated Child and Adolescent Health Promotion Center in the school. If due to constraints of resources and expertise it is not feasible to do so, perhaps such centers may be started city wise with the objective to cover the wide gap between children’s needs and existing resources and address all aspects of children’s mental health.

• This could be the one of the agendas of the CityFORUMS. DPS Ghaziabad, Meerut Road

Recommendations – School Level Practices

has started one center for Ghaziabad city. Principals of schools may contact the Principal for necessary guidance and way forward.

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The training modules of whatever duration must contain the following;

Personal effectiveness

Instructional Leadership

Institutional Management

Strategic Leadership

Personal Effectiveness: [PE]Schools are a social enterprise. The transaction of teaching & learning occurs in social, economic, cultural and historical contexts of the teachers and learners. Understanding these holistically and comprehensively and building commensurate learning environment and processes is critical to school and student success.

Self-awareness, social awareness, social motivations, and interpersonal relationships; all in the context of school settings and social, political, cultural & economic influences must be understood and practiced by teachers and school principals. In addition, communication skills, linguistic competency, effective public speaking, IT skills, Presentations, Report Writing skills are essential.

Learning the art of Leadership is central to this preparation. It is about turning values into action - engaging the head and the heart, instructing and inspiring, not only teaching how school communities ought to act but motivating them to act-thus engaging the hands as well.

Going further, conflict response, reconciliation

and resolution and handling critical leadership challenges should also be addressed.

Instructional Leadership: [IL]Curriculum, Content for Learning and Instructional Pedagogy

Instruction, in its macro and micro nuances, forms the core of education. Interventions around the instructional core - the interaction of the teacher, students, and relevant & rigorous content are important for driving high-quality academic, intellectual and spiritual attainments.

In doing so, principals must understand the essentials of creating relevant and appropriate curriculums, content for teaching and they examine a range of instructional strategies that teachers must deploy in their classrooms in order to ensure that key educational objectives; Knowledge, Understanding, Skills, Attitudes &Values [KUSAV] are imbued by every learner – leading to Responsible Citizenship – fostering life skills – Preparation for Life.

Understanding of educational theories and pedagogical frameworks and exploring themes like; multiple intelligences; co-operative & collaborative learning; cognition in science; integrated and interdisciplinary teaching and learning; ‘Understanding by design’; ‘Brain based learning’, ‘Dimensions of Learning’; problem solving and project based learning.

And finally, they should address issues like; What does learning look like? How and where does learning thrive? What’s worth understanding

Essential Areas of Learning to be covered by Educational Management & Leadership Program

Annexure

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today and tomorrow?

Developmental PsychologyPrincipals should know & understand as how students learn at different stages in childhood through adolescence. Knowing & understanding how adolescents construct a sense of self in relation to their larger social contexts and theories of cognitive development. Gender and sexual development must also be understood as they relate to the practice of education, in general, and to adolescent development, in particular.

Assessments - Educational TestingAssessments are complex and are grossly misunderstood by examining boards of education, educators, policy makers and the media. Construct a new understanding of the purpose of testing, measurement, assessments and evaluation and how they operate in different situations and environments along with the phenomenon of ‘Developmental Continuum’ and how it operates in classrooms including essential concepts of measurement, such as reliability, validity, and bias.

Fundamental questions that should be addressed by teachers as assessors; what? how? When? of assessments. How will they interpret, analyze and benchmark student achievement. Providing feedback and feed forward forms an essential & integral part of assessments.

School leaders must understand that assessments

are not just confined to students; they also assess and evaluate content, instruction, subject teacher, learning resources & environments. In using assessments as essential inputs for learning, principals should develop an understanding of the reciprocity amongst assessments, curriculum design & content for learning.

Classroom ManagementManaging classroom, engaging learners, handling diversity of all types is an essential precondition for establishing a proactive, positive classroom setting that maximizes time on learning and minimizes classroom disruptions.

The principals should develop an overview of what constitutes engaged classrooms, ‘Differentiated Instruction’, ‘Goals of Misbehavior’ and positive Teacher responses.

The cause & effect relationship of engagement & learning and the impact of multimedia, immersive simulations and the phenomenon of ‘virtual’ in accentuating engagement & learning.

Learner diversity is a major challenge that every teacher, administrator, and curriculum designer confronts. One size fits all, is passé. Principals must explore alternative approaches; Universal Design for Learning [UDL] and several others that create curricula and learning environments designed to achieve success for a much wider range of student abilities.

Annexure (Contd)

Institutional Management [IM]

The Taxonomy of EducationEducational institutions operate and sustain within concentric and overlapping circles. Broad taxonomy of education, suggesting the ways in which schools are and extension of and embedded within social, historical, and cultural contexts; their complex relationships with the families and communities they serve; and their role in shaping processes of education, socialization, stratification, and selection.

The next circle centers on the school as a dynamic organism, a society within itself, with a dominant system of values, a pervasive ideology, and a characteristic set of relationships, rituals, and authority patterns among administrators, teachers, and students.

The innermost circle examines the nature of the interpersonal encounters within the classroom: the authority, voice, and biography of the teacher, and the social, cultural, and aesthetic dimensions that shape the learning and development of both students and teachers.

Governance & Financial ManagementPrincipals understand how organizations are governed, managed, financed and nurtured,; raising & managing financial resources, accounting practices & taxation, budgeting & resource allocation, banking and investments.

They must learn and understand processes around building and sustaining safe and secure environs, effective communications with parents and communities, events and crisis management, tendering, purchase, costing, negotiations, outsourcing, writing contracts and agreements.

The People – Human Resource Development

Educational Institutions are about people. Principals should understand the factors impacting people mobilization, deployment, connect, communications, aspirations, motivation, values, attitudes, competence & commitment and how it defines the final outcomes.

As educational leaders they should understand the recruiting, selecting, inducting, developing & retaining aspects of managing & leading teams. Going further, they should be able to handle issues of institutional, teacher & student autonomy on one hand and goal setting, performance budgeting & audits, school audits, management information systems, reporting, reviewing and accountability on the other.

Partnerships & Collaboration: School, Family, and Community Principals as school leaders must understand the role of school, family, and community partnerships as a component of whole-school educational effort. What is the definition of partnership? How are effective partnerships among school staff, parents, and community members developed and sustained? 3938

Annexure (Contd)

Principals must also be able to handle routine administrative issues like transport, canteens, vendors, and overall campus Management to ensure the wellness, orderliness, discipline, safety and security of all stakeholders.

Legal, Policy & Regulatory FrameworksPrincipals must know and understand significant legal issues that arise in educational institutions and their implications for school leaders with regard to school safety, discipline, and student well-being, free speech, special education and harassment and bullying.

They draw on real cases and legal/policy dilemmas that schools face, especially with regard to the implementation of Right to Education Act, RTE.

Education will always remain in the public space and hence always be under scrutiny of regulators, governments, local communities, parent bodies, print & electronic media and several other formal or non-formal bodies. Working knowledge of legal frameworks, regulatory environments, local administrative structures, central and state policy and how it impacts the working of their institutions and what steps must they take to meander through the maze of such regulations is as critical as any other academic function in institutions.

Preparing for Higher Education – Career Counseling

Understanding career development and college readiness of school passing outs, appropriate interventions at the individual, school, community, and policy levels are important for educational and career opportunities for school pass outs.

Strategic Leadership [SL]Strategic leadership refers to school leader’s potential to express a strategic vision for the institution and to motivate others to align not only with that vision but to participate in the action to realize that vision. Understanding environments in which leaders operate is an essential pre-condition for realizing strategic vision and goals.

Strategic Dispositions and Educational ReformPrincipals as school leaders must develop global perspective of changing educational environments, purpose & methods of learning, school settings, best & worst practices, stories of success & failures so that they may experiment, innovate and implement best practices in their respective schools.

Understand and analyze the global test survey data published by PISA, Program for International Student Assessment, TIMSS, Trends in Mathematics & Science Studies, and PIRLS, Progress in International Reading Literacy Study. This would help them improve their responses and interventions in improving student learning. 3938

Annexure (Contd)

40

Indian Policy FrameworkSchool leaders should connect with some high quality work being done in other parts of the world and see as to how other countries and communities are attempting to address the issues & challenges in education in their own dynamic societal contexts and what if any, can be useful in their understanding of India’s challenges and responses, at policy and practice levels.

Global Challenges, Changes and India’s ResponseBe aware of the global challenges of EFA, Education for All, a Millennium Development Goal in general and India’s response in particular. Understand the impact of these goals on their own institutions and decide as to how in a spirit of mutuality, can their school community benefit or help. This would help them understand their schools in the wider context of national educational goals.

Explore and understand national missions like SSA, Sarv Shiksha Abhiyan, RMSA, Rashtriya Madhyamik Shiksha Abhiyan, Right to Education Act, and National Mission on Teacher Education together with other similar initiatives across countries and debate comparative merits of each of these.

Leading & Managing ChangeIn the final analysis, the schools must continually respond to societal needs and in this highly evolving 21st century, the pace & rhythm

of change has accelerated manifold. Schools and their principals must not only respond to such changes but also assimilate them in their curriculums. Teacher empowerment in any case, is central to such response and assimilation. Principals must learn to formulate strategies, plan, lead& manage change, together with their empowered team of teachers – aiming to realize the full potential of the students in their schools – preparing them for life.

Annexure

41

List of Delegates

Aarti Bhadauria Azamgarh Public School Azamgarh

Abha Gangal DAV Public School Ghaziabad

Abhilasha Singh Golden Harrier School Sonepat

Ajay Kumar Pattnaik Chhatrapati Shivaji Public School, Dhule

Ajay Singh Rajdhani Public School Bansur

Alok Sharma City Central School Bhind

Ambalal Patil Shri Mahavir English Medium School Shahada

Amit Kumar Ranjan Cenagage Learning New Delhi

Amita Kendriya Vidyalaya Adampur

Anjali Br. DAV Public School Begusarai

Anjoo Sood Hanuman Prasad Dhanuka Saraswati Balika Vidya Mandir Vrindavan

Anju Mehrotra Kalka Public School New Delhi

A.N. Manikandan Vignesh International School Tiruvannamalai

Anup Banerjee Nirmala Eng. Hr. Sec. School Korba

Anuradha Nalanda Public School Mumbai

Anuradha Mehta Red Roses Public School New Delhi

Aparna Gautam St John School Faridabad

Archana Agrawal The Dronacharya School Kesinga

Archna Jain Delhi Public School Panipat

Arpita Acharya Blue Bells Public School Gurgaon

Arti Chopra Amity International School Gurgaon

Asha Tewari Country Wide Public School Bageshwar, Uttarakhand

Ashish Mittal Future Vidya Delhi

Ashok Kumar Singh Kendriya Vidyala Bhind

Atul Bhatt / Deepika Tandon The Fabindia School Rajasthan

Avinash Dubey Christ Church Diocesan School Patna

Awadesh Dubey Kendriya Vidyalaya New Delhi

Basant Kumar Mishra Riverdale High School Aurangabad

Bonifas Tudu Christ Church Diocean School Patna

Bharat B. Gupta D C M Group of Schools Panchkula

Bharti Gosain Lucknow Public School Lucknow

Bhuvaneswari Jayarama Presidency School/Educational Institution, Bangalore

Binny Singh Tiny Tots Sr. Sec. School Faizabad

Binumon Nair Indian Community School Kuwait

Blessy George Veer Emmanuel Mission Sec. School

Brij Lal Kendriya Vidyalaya Raebareli

Bro. George Joseph Little Flower School, Hyderabad

B.R. Anu Bai Pon Vidyashram, Chennai

Charles Franklin Sri Nachammal Vidyavani Avinashi

Charu Sharma K V Tagore Garden, New Delhi

Aarti BhadauriaAarti Bhadauria

ABasant Kumar MishraBasant Kumar Mishra

B

Pon Vidyashram, Chennai

Charles Franklin

Pon Vidyashram, Chennai

Charles Franklin

C

D

Chhaya Singh / Rina Singh G.D.Goenka Public School Ghaziabad

Chockalingom Pillai N. Kongunadu Central School Nammakkal

Col Dr. Anand Swroop Paul Mata Jaswant Kaur Memorial School, Malout

Commodore C.B. Rao Expression World School Moradabad

Dr. Birendra Kumar C.S. Dav Public School Motihari

Debi Prasanna Mohanty St. Xavier’s High School Puri

Deepinder Gurmeet Chadha Rajiv Gandhi International School / Maharaja Sayajirao Gaekwad Rashtriya Dnyan Prabodhini’s, Mumbai

Devender Kumar Kendriya Vidyalaya Gurgaon

Dibbendu Sengupta Jai Public School Jhunjhunu

Dibya Kishor Pradhan St. Xavier’s High School Kendujhar

Dr. Jasminder Singh Sandh Dasmesh Public School Ferozepore City

Dr. Badrinath Kumar Mishra Aum Valley School, Titilagarh

42

List of Delegates (Contd)

I

J

K

L

M

F

GH

Dr. Samina Rahbari New Horizon School, Bihar

Dr. V. Manikiran K.G. International School Annur Coimbatore

Elizabeth Nongthombam Shishu Nistha Niketan Imphal

Evita Joseph Maharashtra

Farwa Rizvi Loyals Fatima Academy Hasanpur Amroha

Gajanan Nikas Central Public School Mehkar

Gayathri Sudakar Iyer The NGP School Coimbatore

Gayatri Joganpally Oxford Grammar School Hyderabad

Geeta Kendriya Vidyalaya Unnao

Girdhar Sharan Saini Emmanuel Mission Sr. Sec. School, Jaisalmer

Gowri Subramaniyam Sri Nachammal Vidyavani Avinashi

G.P. Yadav Kendriya Vidyalaya Barabanki

Gracy John Navjeevan English School Belthara Road

G. Thangadurai Presidency School Bangalore Gracy Peter Arwachin International School New Delhi

Gunjan Saharia Shree Agrasen Academy Dibrugarh

Gurbhag Singh Swami Educational Public School, Pilibhit

Harleen Kaur West Point School, Kotkapura

Harmohan Parkash Singh Sandhu Paradise Public Senior Secondary School, Zira

Harpreet Dhillon Sant Attar Singh Akal Academy Mastuana Sahib (Sangrur)

Harvinder Batra Ballistics Vidyalaya Panchkula

Himmat Nakai West Point School Kotkapura

Hira Kumar Jha Mahatma Gandhi Shikshan Sansthan, Darbhanga

H.P. Singh Kendriya Vidyalaya Agra

Indira Kohli Delhi Public School Noida

Indu Goswami Kendriya Vidyalaya New Delhi

Indu Sharma Universal Public School New Delhi

Jaswant Samuel Raj Academy Mangalore

Jatinderpal Singh Randhawa Guru Amar Das Adarsh Institute, Tarn Taran

Jayanta Sarkhel Bhakt English Medium School Panchmahal

Jyothis S. Jyothis Central School Thiruvananthapuram

Jyotsana Sirohi Dehradun Public School Muzaffarnagar

Kabindra Singh Shivalik Holy Mount Academy Kashipuir

Kahkashan Arabi Lucknow Public College Lucknow

Kanti Singh Lucknow Public Schools And Colleges, Lucknow

Kavita Malik Sri Ram International School New Delhi

Khomdram Basanta Meetei Mother’s Pride Academy Manipur

Krishnendu Chatterjee AGPN Convent & Eklabya Residential School Purulia

Kuldeep Kaur Baba Farid Public School Faridkot

Kumud Srivastava Kendriya Vidyalaya New Delhi

Lakshmi Murthy Jnana Vijnana Vidyapeetha Bangalore

L.C. Matoria Kendriya Vidyalaya Ganganagar

Mani Ram Kendriya Vidyalaya, CRPF New Delhi

M. Aruna Blue Bells Model School Gurgaon

Madhukar Malle Delhi Public School Jhunjhunu

Madhusmita Mohanty St. Xavier International School Bhubaneswar

Mahadevi Beede Sri Dattagir Maharaj Public School, Bidar

Elizabeth NongthombamElizabeth Nongthombam

E

List of Delegates (Contd)

43

N

P

Managalagowry Chandrashek-har Basaveshwar International Public School, Bagalkot

Manas Ranjan Dash St. Xavier’s High School Puri

Manisha Sarin Acme International School Sohna

Manisha Tyagi Army Public School Jaipur

Manjula Dogra Kartar Public School Kathua

Manoj Dhapola Countrywide Public School Uttarakhand

Manoj Jain Manav Bharti Sec. School Bharatpur

Manoj Kumar Panda S.M. Nimawat Public School Fatehpur Shekhawati

Manoj Upadhyay The Pacific International Public School, Gwalior

Manoj Upadhyay Pitts Modern School Bokaro

Manzar Alam Aravali Public School Firozepur Jhirka

Mary Prashanthi Pudota St. Joseph’S High School Guntur

Meena Panthri Mother’s Glory Public School Ramnagar

Meenakshi Jasrotia D.S. Heritage Scholars School Kathua

Meenu Arora Maples Academy Deoband

Michael S. Sebastian Podar International School Jamnagar

M.M.A. Usmani Kendriya Vidyalaya Jodhpur

Monika Sethi Jodhamal Public School Jammu

Mukesh Kumar DAV Public School Barauni

Mukesh Sharma RPM Public School Hathras

Nalina Sharavanan Lalitha Lal Bahadur Shastri Public School, Tirupur

Navdeep Jaidka Love Fun Learn School Nokha

Naveen Chandra Pathak S.K. Public School Khatima

Neelam Singh Lucknow Public School Sitapur

Neelamkeril Nair Little Daffodils School Calicut

Neena Moses Cutler Tapti Public School Bhusawal

Neena Shankar Army Public School Allahabad

Neeraj Kumar Swami Educational Public School, Pilibhit

Neeta Pandey Cambrian Public School Ranchi

Neetu Sagar Step By Step School Udaipur

Nisha Sheoran Universal Senior Secondary School, Goria

Nisha Subramanyan Pushp Niketan School Bijnor

Nishat Slathia D S Heritage Scholars School Kathua

Nitesh Kumar Singh Azad Public School Uttar Pradesh

Nitya Gopalakrishnan Bharatiya Vidya Bhavan Kochi

N. Revathi Natarajan Sree Sankara Bala Vidyalaya Golden Jubilee School Chennai

Parmjit Kaur Dhillon Sant Attar Singh Akal Academy Sangrur

Partap Singh GTB Public School, Ferozepur

Parveen Dhillon BKJ Public School, Amritsar

Parvez Aslam Kendriya Vidyala Talbehal

P.C. Sharma Kendriya Vidyalaya Chandigarh

Prahalad Singh Kendriya Vidyalaya Sikar

Prarthana Manikonda Oxford Grammar School Hyderabad

Prashant Kumar Dhanbad Public School Dhanbad

Pratibha Dabas Golaya Progressive Public School, Palwal

Pravesh Mehra Army Public School Bathinda

Praveen Sharma Kendriya Vidyalaya Jhansi

Preeti Dewaskar Panini Jnanpeeth Eng. Med. Hr. School, Hoshangabgad

Premalatha Hiregowja Kalleshappa Mountain View Public School Chikmagalur

Prem Garg DAV Public School New Delhi

Prem Kumar T Indian Educational School Kuwait

Prerna Mitra Army Public School Lucknow

Priya Dhall Dehradun Public School Ghaziabad

44

Poonam Mallik Kendriya Vidyalaya Agra

Punam Sud I.B.L. Public School Panipat

Pushpa Anchalia Step By Step School Udaipur

Pushpy Dutt Presidency School Bangalore

Ravi Chandra Kendriya Vidyalaya Lucknow

Rachna Bhalla Spectrum International School Hodal

Rajesh Chhetry International Public School Biaora

Rajesh Kantharia Kendriya Vidyalaya Beawar

Rajni H Uppal Kendriya Vidyalaya New Delhi

Raman Dua Majha Public School Tarn Taran

Ram Kumar Bharti Kendriya Vidyalaya Lucknow

Rashmi Ahluwalia Montessori Cambridge School Pathankot

Rashmi Sachdeva Shadley Public School New Delhi

Reena Pundhir Padmashree N.N. Mohan Public School, Ghaziabad

Renuka Masih St. Andrews School Secunderabad

Renuka Sharma Dehradun Public School Ghaziabad

Revathi Sundaresan Shiv Ashish School Ahmedabad

Richa Prakash G D Goenka Public School Firozabad

Ritu Manrao L.I.D.G. DAV Centenary Sr. Sec. Public School Jalalabad (W)

R.K. Trivedi O.P. Jindal School Raigarh

Rohini Aima Jammu Sanskriti School Jammu

R.U. Khan Shoshit Samadhan Kendra Patna

Rupali Patel Lucknow Public College Lucknow

S.P. Ojha St. Aerjay Public School Bulandshahr

Sabira Shori Kendriya Vidyalaya Nabha cantt

Sabita V GM International School Mumbai

Sachidanand Singh Walia Global Academy Najibabad

Sakshi Chopra Guru Amar Das Public School Kapurthala

Sangram Singh Gurukul, The Real English Medium School Madhya Pradesh

Sanjay Kumar Misra Kendriya Vidyalaya Shimla

Sanyogita Sharma Manav Rachna International School, Faridabad

Sapna Chhetry International Public School Biaora

Sarada Chandrasekaran Whitefield Global School Bangalore

Sashi Dhawan Gyan Deep Sr. Sec. School Gurgaon

Sasidharan Ambromoli Puthalath, M.E.S. Indian School, Doha

Satish Kumar Sharma City Central School, Bhind

Satyendra Kumar Mishra Viraj Shri Ram Centennial School Boisar

Savita Kakkar Army Public School Jhansi

Savita Nehra R.K.Memorial Sr. Sec. School Sonepat

Seema Ramesh Holy India Foundation School Kochi

Shabnam Sinha Springdale College Bareilly

Shachi Nigam The Entrepreneurship School Gurgaon

Shadma Ansari JabalFarasan International School, Rabigh

Shail Tiwari Gyandeep Academy Varanasi

Sharad Tiwari Mayoor Chopasni School Jodhpur

Shashi Sah Doon Convent School Haldwani

Shilpa Rahul Shah Anand Niketan Gujarat

Shivalika Dhillon Angel’s Public School Pathankot

Shreenarayan Baheti Love Fun Learn School Nokha

Shreshtha Yadav U.S High School Gurgaon

Shubha Achaiah NPS International, Mysore

Sister Mary Nirmala Eng. Hr. Sec. School Korba

Sister P.J. Nirmala Eng. Hr. Sec. School Korba

S.P. OjhaS.P. Ojha

S

Bangalore

Ravi Chandra

Bangalore

Ravi Chandra

R

List of Delegates (Contd)

45

T

U

VSoni Rudra Hindu Vidyapeeth Sonepat

Sonia Verma Love Fun Learn School Nokha

S.P. Meenu Kendriya Vidyalaya Suratgarh

Sr. Roselin Arulandu St. Joseph’S High School Guntur

Sree Saranya Rani Sri Nachammal Vidyavani Avinashi

SreekalaIyer Ram St.Peter’S Senior Secondary School, Kolenchery

Sujata Chatterjee Shree Bharati Kolkata

Sukla Chakraborty DAV Vedanta Intl. School Lanjigarh

Sumati Dogra Kendriya Visyalaya Chandigarh

Sunita Sharma Hanuman Prasad Dhanuka Saraswati Balika Vidya Mandir Vrindavan

Surender Sharma R.K. International School Sarkaghat

Suresh Bheemaiah Hegde Basaveshwar International Public School Bagalkot

Suresh Tyveedu Sant Tukaram National Model School, Latur

Tania Joshi The Indian School New Delhi

Thakur Santumal Mulchandani Sunrise English Private School Abu Dhabi

Tripti Srivastava Devraji Premchand Public School, Allahabad

Uma Tiwari Mother’s Pride Sr. Sec. School Raipur

Vijay Luxmi Dharam Public School Palwal

Vijay Kumar Kendriya Vidyala Ghaziabad

Vikas Pant St Johns Convent Sec. School New Delhi

Vikram Narayen Sri Nachammal Vidyavani Avinashi

Vineet Sood Cambridge International School Batala

Vinod Kumar Yadav Kendriya Vidyalaya New Delhi

V.V. Murthy Kantabanji Lions Public School Kantabanji

List of Delegates

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