staff

Faculty

The teaching role of faculty members reflects their centrality in addressing the primary educational mission. The basic function of faculty in schools is to promote inquiry and advance the sum of human knowledge, to provide general instruction to the students and to develop experts for various branches or fields.

Correspondingly, school faculty members undertake professional training, research etc. to carry out the academic work of their respective institutions. Each of these roles enables faculty members to generate and disseminate knowledge to peers, students and external audiences too.

The faculty in DPSGS are content experts and surely the students are regarded as learners or novices to the academic discipline. Faculty members are here expected to follow developments in the field so their expertise and knowledge base remain current.

New approaches to revitalizing teaching effectiveness include placing and emphasis on effective pedagogy and paying increased attention to the learning needs of the students, consequently, an emphasis on faculty members as facilitators of students’ learning has also emerged in DPSGS Schools. The focus on learning incorporates a broad set of goals for learners, such as students’ mastery of content, their abilities to consider and critique etc.




PROFESSIONAL LEARNING COMMUNITIES

The faculty in DPSGS Schools engage in professional learning to stimulate their thinking and professional knowledge and to ensure that their practice is critically informed and current. This platform provides rich opportunities to teachers to develop and enhance their professional knowledge and practice – thus giving an insight into critical self-evaluation.

Professional development transforms teachers into better and more apt educators by enabling them to create relevant and tailored course instruction for today’s students. Professional development for teachers makes them more efficient in their presentations and course evaluations by exposing educators to new delivery methods, evaluation styles and record keeping strategies. More so, such learning keep teachers to become better at planning their time and staying organized. After all, professional development nurtures the talents of the teachers who aspire to take an educational leadership positions.

Therefore, teacher training is constantly evolving at DPSGS to add a spark in the innovative learning tools and techniques.










TRAINING OVERVIEW

With the teaching learning undergoing a paradigm shift, the role of a teacher has become multi-dimensional and challenging more than ever before. Advances in technology and communication make it essential for teachers to re-examine their pedagogical approach and upgrade the skills to better their craft. In keeping with the significance of professional development of teachers, the in-service teacher training programme is a regular feature of DPSG Society schools.

The training programme aims at developing in teachers an understanding of the Learner Profile based on the four pillars of education as well as the various aspects of curriculum transaction such as designing appropriate learning outcomes, using multiple assessment strategies and selection of appropriate teaching learning material. The training experience provides ample opportunities to the teaching fraternity to collaborate with each other, unlearn, relearn and acquire the requisite skills and competence which the present scenario demands of a teacher.

The most effective resource and guide that a teacher can have is a ‘teacher’. Proving this true, this year the school initiated a teacher led online professional development programme –aiding training for the teachers by the teachers and of the teachers. The twelve days long programme saw teachers actively engaging in the sessions in varied capacities as resource persons, facilitators, moderators and as participants. The programme witnessed teacher fueled PechaKucha Presentations followed by Capacity Building Sessions. Inquiry Based learning, SLC, the importance of building a connect with the students and ‘Reflection’ as an empowering tool that facilitates a deeper understanding of self are among the other important take aways of the programme.


EXCHANGE PROGRAMMES

International learning and knowledge propels students acceptance and understanding of an array of different cultural and community perspectives. Moreso, language acquisition is achieved through practical immersion. Learners are motivated to adopt multifaceted approaches to learning. The most important noticeable change that one acknowledges is self-development and awareness that leads to enhanced self-confidence and self-esteem. Integration into another family as well as the development of life-long friendship is a key factor in such programmes – thus broadening their social horizons. Such programmes are gaining importance as the world is becoming increasingly multicultural and inter connected.

Exchange programmes provide an opportunity to explore other cultures, traditions, customs, beliefs, societies, languages and much more. Such exchange programmes give students an opportunity to view the world with a different lens. It broadens students’ horizons and increases the tendency of acceptance. As the nations of the world become more interdependent, it becomes increasingly important that students develop a sense of global citizenship. Educational exchange programmes provide a unique opportunity to do so by allowing students to personally experience unfamiliar countries and cultures.

Through international exchange, students learn about the lifestyle and culture of people living in other countries. They develop lasting bonds with their host families and friends. The experience may also allow students to improve their ability to speak another language. Many students find the exchange experience so meaningful that they pursue international careers.

Exchange programmes also benefits the educators. It offers school partnerships, professional development courses for educators, school accreditation and opportunities for policy-makers to share the best practices with international counterparts.

DPSG has initiated diverse student exchange programmes with various counties like France, Germany, UK, China, Spain, Japan, Singapore etc. It is our firm belief that globalization demands an expansion of one’s boundaries to assimilate the best that the world offers and provides us with a repertoire of strategies that can provide a strong platform for revolutionary changes and pedagogical innovations in the future.