Teacherplus » School Management http://www.teacherplus.org Mon, 06 Feb 2012 10:47:30 +0000 en hourly 1 http://wordpress.org/?v=3.2.1 Sky is The Limit! http://www.teacherplus.org/2007/november-2007/sky-is-the-limit?utm_source=rss&utm_medium=rss&utm_campaign=sky-is-the-limit http://www.teacherplus.org/2007/november-2007/sky-is-the-limit#comments Fri, 11 Jun 2010 16:58:09 +0000 divya http://www.teacherplus.org/?p=1211 Parul Sharma Measuring and rewarding the right kind of performance forms the cornerstone of any well functioning system of incentives.]]> Parul Sharma

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Measuring and rewarding the right kind of performance forms the cornerstone of any well functioning system of incentives. Public education in India, both primary and higher education, is marked by a complete absence of performance-based incentives for teachers. Consequently, the system is marked by fixed tenures, uniform emoluments across grades and promotions that are a function of experience and accumulated graduate degrees rather than performance.

Studies have highlighted the weak link between the experience and training of teachers (as indicated by traditional teacher training certification) and pupil achievement. Pupil achievement has been found to be linked most strongly with a teacher’s performance, which in turn is linked to her/his cognitive skills and motivation. However, the salary scales of teachers in India’s 900, 000 government schools incorporate no link to a teacher’s job performance.

The author is a student of public policy at Duke University. She can be reached at parulsharmax@yahoo.com.

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]]> http://www.teacherplus.org/2007/november-2007/sky-is-the-limit/feed 1 A Framework for Change http://www.teacherplus.org/2007/october-2007/a-framework-for-change?utm_source=rss&utm_medium=rss&utm_campaign=a-framework-for-change http://www.teacherplus.org/2007/october-2007/a-framework-for-change#comments Thu, 10 Sep 2009 19:56:03 +0000 divya http://www.teacherplus.org/?p=910 Shalini Advani

Schools are, or they ought to be, dynamic, changing organisations if they are to be effective in educating our children. A school which does not think about how to develop, how to constantly grow, is a dead organisation which cannot produce thinking minds. Many schools recognise this truth. The problem is that thinking about what needs to be changed and how, is a detailed, time-consuming process requiring a fresh look and objective perspective on what needs to be done. People within the school generally have neither the time nor the objectivity to make a holistic assessment of their own organisation. So what can a school do, if it wants to create a blueprint for change? It was in answer to this that we at Learn Today developed a school audit framework. Learn Today is the learning division of the India Today group, working on school development, setting up new schools, teacher training, curriculum development and educational advocacy.

The underlying philosophy of the Learn Today audit is a combination of standardised benchmarks and the individual mission of a school. The audit measurements are shaped by an individual school’s own philosophy and objectives and are directly related to the needs and aims of a specific school. Obviously the philosophy of a large private school is different to a semi-urban or rural school which is in turn different to a special needs school.

Shalini Advani is Director, Education at ULearn Today, New Delhi. She can be reached at sadvani@ulearntoday.com

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