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Foundations of Educational Leadership (22 Credits)
Dive into educational inequity in India by immersing oneself in the context & needs of children from underserved backgrounds. Learn best-in-class pedagogical techniques & content knowledge. Apply them in the classroom to set students on a transformative educational path.
This course begins at our Training Institute in June and spans across the first few months of a Fellow's journey up until Mid - Year of the first year.
Core Courses: 4 Core Courses listed below in Blue (of which all 4 need to be completed this Semester)
Elective Courses: 2 Elective Courses listed below in Red. (of which one needs to be completed this Semester)
PATFL6001CR1: UNDERSTANDING EDUCATIONAL INEQUITY IN INDIA (4 Credits)
Unit 1 - Education in India: Truth, Hope, and Opportunities (15 hours)
Poverty and educational inequity in India
Truth and hope; the reality and opportunities of India’s education system
Unit 2 - Teach For India’s approach towards Education Equity (15 hours)
Teach For India's vision, mission, and core values
Our role as citizens in building an India free of poverty and filled with love
Unit 3 - A Vision for Teaching and Learning (15 hours)
An excellent education from the lens of the 5 Magic Questions (Purpose, Integration, Mastery, Methods, and Partnership)
The Leadership Development Journey approach of Leading Self, Others and India
Ambitious goals for students and self
Unit 4 - Child at the centre 15 hours Community Visits
The current reality of students and low-income communities - (Institute community visits)
Meaningful connections with students, school team and staff, parents and other key stakeholders (15 visits in the city)
PATFL6002CR1: FOUNDATIONS OF CULTURE AND PEDAGOGY (4 Credits)
Unit 1 - Culture: Creating a safe learning space (15 hours)
Children’s needs and development
Components of a strong classroom culture
Plan design to establish a strong, high-performing and joyful classroom
Know, internalize and comply with child protection laws and policies
Unit 2 - Planning: Creating an Effective lesson plan (15 hours)
Fun-fast-effective and meaningful lessons using the 5 Questions framework
Plan for a holistic week of learning that is holistic and balanced
Unit 3 - Understanding and Using Data (15 hours)
Administer and evaluate Institute BOY diagnostic assessments
Student learning outcomes analysis and reflect on student growth
Your leadership journey using the Fellow portfolio
Unit 4 - Key leadership mindsets through reflection (15 hours)
The purpose of Learning Circles
Explore who I am, and who my people are
Learn to operate with gratitude and appreciation
My biases and values, and their impact on my practice as a leader
Operate with curiosity, and explore the opposite of my story
The power of collective space: From Me to We
Impact analysis by unpacking data from my classroom (at Institute and city)
Holding high expectations and belief in self and others
View the world as my ally
References
References
Behar, A. (2024). A matter of the heart. Westland.
Farr, S. (2010). Teaching as leadership: The highly effective teacher's guide to closing the achievement gap. John Wiley & Sons. Gregurović, F. (2014). Daniel Goleman, Peter Senge: The triple focus: A new approach to education. Jahr: Europski časopis za bioetiku, 5(2), 419–420.
Gupta, K., & Mistri, S. (2014). Redrawing India: The Teach for India story. Random House India.
Jain, M. (2023). From factory schooling to Nai Taleem: A paradigm shift in education. Journal of Contemplative and Holistic Education, 1(2), 4.
Jamal, A., Mohd, A., & Tarique, M. (2018). Relevance of Nai Taleem in the context of contemporary teacher education in India.
Kopp, W. (2012). A chance to make history: What works and what doesn't in providing an excellent education for all. Public Affairs.
Kopp, W. (2008). One day, all children...: The unlikely triumph of Teach for America and what I learned along the way. PublicAffairs.
Mander, H. (2016). Fatal accidents of birth: Stories of suffering, oppression and resistance. Seeking Tiger.
Mehta, J., & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Harvard University Press.
Muralidharan, K. (2013). Priorities for primary education policy in India’s 12th five-year plan. India Policy Forum, 9(1). National Council of Applied Economic Research.
Rai, S. (2019). Grey sunshine: Stories from Teach For India. Aleph Books.
Tough, P. (2009). Whatever it takes: Geoffrey Canada's quest to change Harlem and America. Houghton Mifflin Harcourt.
References
References
Aguilar, E. (2018). Onward: Cultivating emotional resilience in educators. John Wiley & Sons.
Aguilar, E. (2018). The onward workbook: Daily activities to cultivate your emotional resilience and thrive. John Wiley & Sons.
Dethmer, J. (2014). The 15 commitments of conscious leadership: A new paradigm for conscious leadership. Conscious Leadership Group.
Greene, R. W. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. Simon & Schuster.
Marzano, R. J., & Marzano, J. S. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
Newton, D. P. (2011). Teaching for understanding: What it is and how to do it. Routledge.
Shindler, J. (2009). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. John Wiley & Sons.
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publications, 12(81), 87–100.
Wood, C. (1997). Yardsticks: Children in the classroom ages 4–14. A resource for parents and teachers. Publishing Division, Northeast Foundation for Children
PATFL6003CR1: INTRODUCTION TO CONTENT: PLANNING AND EXECUTION (4 Credits)
Unit 1 - Execution Strategies (15 hours)
Foundational Teach Like A Champion execution strategies
Deep dive into classroom management strategies
Execution strategies to teach English as a Second Language (ESL)
Unit 2 - Learn to teach content: Reading Fluency and Reading Comprehension (15 hours)
The purpose and foundations of Reading Fluency for beginner readers
The planning and execution of Reading Fluency lessons from the lens of the 5 Magic Questions (does this work - the 5 pieces are in the points below, but maybe we put this at the start. If it works, we can do it for each of the content areas.
Decode and internalize the vision for mastery in Reading Fluency and how it is measured
Lesson plans using methods that make a strong Reading Fluency routine
Purpose and integration in Reading Comprehension for the grade level
Decode and internalize the vision for mastery in Reading Comprehension and how it is measured
Lesson plans using methods that make a strong week of Reading Comprehension
Unit 3 - Learn to teach content: Speaking and Listening, Writing and Math (15 hours)
The purpose and foundations of Speaking and Listening and Writing for the grade level
Decode and internalize the vision for mastery in Speaking and Listening and Writing and how it is measured
Lesson plans using methods that make a strong week of Speaking and Listening and Writing
The purpose and integration in Mathematics for the grade level
Decode and internalize the vision for mastery in Mathematics and how it is measured
Lesson plans using methods that make a strong week of Mathematics
Unit 4 - Practice (20 hours)
Content 1 - Practice teaching Writing
Content 2 - Practice teaching Math
Content 3 - Practice teaching Reading Fluency
Content 4 - Practice teaching Reading Comprehension
PATFL6001AP1: APPRENTICESHIP WORK - FIELD WORK PRACTICAL COURSE (6 Credits)
180 hours Practical
Conduct home visits to understand students' home environments and build stronger relationships with families. (5*3hrs = 30)
Develop and implement comprehensive lesson plans that cater to diverse learning needs. (35*4hrs =280)
Administer and track ongoing formative assessments to monitor student progress and inform instructional decisions.
Organize and meet parents during Parent-Teacher Meetings (PTMs) to discuss student progress and collaborate on strategies for improvement (4*1 hrs =4)
Participate in school team meetings with co-Fellows to coordinate efforts, share insights, and enhance collective impact. (4*1 hrs =4)
Complete necessary administrative tasks efficiently, including record-keeping and reporting, to support smooth school operations. (2 hrs)
References
References
Beers, K. (2003). When kids can't read: What teachers can do (Vol. 20, No. 3). Heinemann.
Boaler, J. (2022). Mathematical mindsets: Unleashing students' potential through creative mathematics, inspiring messages, and innovative teaching. John Wiley & Sons.
Humphreys, C., & Parker, R. (2023). Making number talks matter: Developing mathematical practices and deepening understanding, grades 3–10. Routledge.
Lemov, D., & Gardner, G. (2012). Teach like a champion: 49 techniques that put students on the path to college. Gildan Media.
Lemov, D., Woolway, E., & Yezzi, K. (2012). Practice perfect: 42 rules for getting better at getting better. John Wiley & Sons.
O’Carroll, S., & Hickman, R. (2012). Narrowing the literacy gap. Cape Town: Wordworks.
Puente, K., & Wilson, J. C. (2019). Writing workshop in the elementary classroom: A practical guide for teachers. Rowman & Littlefield.
Strickland, D. S., Ganske, K., & Monroe, J. K. (2002). Supporting struggling readers and writers: Strategies for classroom intervention, grades 3–6. Stenhouse Publishers.
Traub, N., & Bloom, F. (1977). Recipe for reading: Revised and expanded. Educators Publishing Service.
PATFL6001EL1: STRENGTHENING FOUNDATIONS (4 Credits)
Unit 1 - Effective use of instructional time (15 hours)
Firki courses
- Daily Planning and Strategies to Maximize Learning Time
Firki Course/ Asynchronous packet
- Weekly Planning
Unit 2 - Alignment in Lesson Planning (15 hours)
Exemplar lesson planning for a specific grade and context (decoding principles)
Comparative analysis of alignment in different lesson plans
Strengthened lesson planning for a specific grade and context.
Unit 3 - Integration and Partnership within the classroom (15 hours)
Firki Courses:
- Building Reflection in Students (Leading Self)
- Weekly Synthesis and Student Portfolios (Leading Self)
- Integrating for An Excellent Education (Leading Self/ Others/ India)
Firki Courses:
- Getting Students to Ask Qs (Leading Self/ Others/ India)
- Kids and Educators as Partners (Leading Others and India)
- Giving Students Choice (Leading Self)
- Kids as Change-Makers (Leading India)
Unit 4 - Strengthened Execution (15 hours)
Revisit Teach Like A Champion basic strategies
- Presence, Voice, Radar, Explicit Instructions Cycle, Vocabulary and ESL
Introduction to Intermediate Teach Like A Champion strategies:
- Ratio, Habits of Discussion, Group Work, Tight Transitions/ Do Now
PATFL6002EL1: Reimagined Teaching and Learning (4 Credits)
Unit 1 - Exploring Student Leadership (15 hours)
Key characteristics of student leaders by examining various profiles
Profile of a student leader to envision potential leaders within your current classroom context
Strategies to nurture student leadership in your classroom
Unit 2 - Deepening Instructional Leadership (15 hours)
Exemplary teaching videos examination and analysis to gain insights into leadership in teaching and innovative instructional practices
High leverage teacher orientations and make connections to self
Proven teaching methods analysis to enhance your instructional repertoire towards stronger student outcomes
Unit 3 - Excellence in Practice (15 hours)
Observe an experienced educator in action through an immersive school and classroom visit
Discussions with a veteran teacher to understand the rationale behind their instructional choices
Apply insights gained from the immersion to enhance your practice
Unit 4 - Setting A Classroom and Personal Vision (15 hours)
Reflections consolidation across Units to redesign Classroom and Personal Vision
Share learning within the school and city ecosystem to amplify impact
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