The work on school quality of Kishore [1] and Bhatia [2] and other focus group discussion in the blog indicate that the quality of a school is dependent on the quality of teachers (see inset clipping).
Implication of these studies is that induction and in-service training of teachers is needed to enhance the effectiveness and efficiency of teachers.
In turn, it is the quality of teacher training and its follow-up that matters. For this the competence of key resource trainer and his or her master trainers matters.
For in-service training, the modular approach is preferred. Often, a training module consists of identified gaps in professional skills converted into specific objectives for a topic leading to creating training designs to the next topic or study unit and so for periodic training and follow-up.
On the basis of the 10 minute conversation with OP Kumar, member of SP School administration, Sonepat on December 12 and Keeping the foregoing in view, it is suggested that each quality conscious school must create an HR unit or have ‘Dean of Academics/ Educational Advisor with occasional inputs from external experts for selection, induction and periodic in-house training of teachers with internal follow-up system to improve the quality of teachers leading to an enhance quality of school and better achievement score.
In the current situation in-house training and development of hybrid (digital and face-to-face) learning material is a must to flip the classrooms.
Alternatively, train students in study-skills through short spell training sessions and make them independent learners with occasional face-to-face sessions to cover hard-spots of learning or getting difficulties removed.
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