Activities of the SSSVV Training team

The SSSVV training team continuously and supportively engages with the teachers of our supported schools. Training programs include online live sessions, Learning Management System (LMS)- based courses, and offline workshops. Online training is imparted through the Moodle-based LMS, which enables self-paced learning through our LMS-based website and mobile app. Offline training is given at a common location for a group of school teachers by resource persons or by visiting the schools to train the teachers. We conduct periodical sessions on subject matter expertise and pedagogical skills, inviting experts from outside SSSVV as well.

If students need to achieve higher order thinking, like adapting, devising, collaborating, and so on, teachers have to be upskilled with the necessary competencies - pedagogical, communication, facilitation and so on. The SSSVV training modules are developed by employing design thinking processes for achieving the specific competencies. This training is currently provided as a hybrid model. Our trainers come from all walks of life and may not be well-versed in training and facilitation skills. Therefore, we are constantly expanding our training base by onboarding new trainers, and to provide continuously upskill our trainers, we conduct weekly TATVAM (Talk - Analyse - Train - Validate - Affirm - Mentor) sessions. These are online sessions where Mentors/Trainers are trained in facilitation skills and active-interactive training skills in order to deliver training workshops to teachers effectively.

We aim to provide complete coverage of the Board-mandated continuous professional development to our supported school teachers. To that end, since 2024, we have started providing external Academic Coordination support to a select group of schools participating in the process. Teachers in these schools are working on NCFSE23-aligned advanced-level lesson plans called Chapter Teaching Plans. The Academic Coordinators mentor the teachers through this process, ensuring they incorporate the skills taught in training for effective utilisation of the teaching resources provided. Then, they observe live classroom sessions and provide feedback to the teachers, enabling their continued skill development. Teachers who show high capability would also be supported to become trainers who can, in turn, train other teachers.

School administrators, managers, and leaders also face the predicament of pleasing parents who want to maintain the status quo and preparing students for an unknown future. They have to do this while balancing the day-to-day challenges, financial and other pressures, high attrition rates, and many such issues. We are also facilitating change management workshops for interested school leadership teams, helping them create a process for making their schools robust institutions.

We are currently developing an SOP for schools to work towards becoming Lighthouse Schools (LHS) by implementing the complete IIEPx4C framework towards the attainment of 17 development goals defined by us, across the three broad areas of development, i.e., student, teacher, and Institution development. These goals are aligned with the competencies and curricular goals as per NCFSE23. We work closely with the state teams, who in turn work with the schools to facilitate the development of the schools in the LHS program.