Teacher Ink Workshop and Courses

Teacher Ink Workshop and courses - Pre-Service Courses

Teacher Ink is a business for love. It is the manifestation of a deep love for learning, love for children and love for teachers.

1. Long Term Courses

1. Post Graduate Diploma in Progressive Education - PGDPE

Access to high quality teacher education programme in India is still an aspiration. Current teacher preparation courses, qualifications and approaches do not reflect the dynamic nature of our country, the world nor the change in the profiles of our young people today. The PGDNE is Teacher Ink’s response to this problem. The content of the course is closely aligned to the vision of the New Education Policy 2020. The course content ranges from teaching in classrooms to becoming creator of curriculum content or high-end specialization in a specific aspect of teaching and learning.

The highlights of the programme are:

Develops requisite knowledge, skills and dispositions of aspiring teachers
Highly trainee-directed, based on career guidance from experienced mentors during admissions.
In-school experience scheduled in varied number of schools offering varied syllabi – Government
schools/ICSE & CBSE Schools/IGCSE & IB schools/Alternate schools)
Educational internship/visit to unconventional schools in India/abroad (candidate choice)
Provision to transfer credits to gain lateral entry into the second years of the Master’s
programme in Education at MLCU on full completion of the PGDNE
Candidates can begin with any module and continue to complete all four through 36 weeks.
Highly blended modes of experience – technology and on-site sessions
Candidates automatically become members of Teacher Intersect and gain access to its
resources and programmes.

The programme comprises of 4 modules (3 months per module):

Module 1 – Exploring Foundations of Learning

(Understanding the theoretical nuances & philosophies of modern education)

Module 2 – In-school Experiential Learning

(Placement in schools as interns for practical work)

Module 3 – Educational Project Work

(Taking a personal interest/hobby and creating educational content or approach based on it)

Module 4 – Research and Specialization

(In-depth study & practice of any one chosen aspect of T&L)

2. Early Years Teachers Education

Course 1: Nursery Teachers’ Training (NTT)

The NTT is a year-long, job-oriented Diploma Course in Early Years’ Education (REGULAR MODE) affiliated to ALL INDIA EARLY CHILDHOOD CARE & EDUCATION (AIECCE), NEW DELHI, Regd. NCT, Govt. of India No. S-43128. The certificate is recognized all over India. While the AIECCE prescribes the syllabus and content, Teacher Ink, as a study centre, brings to its candidates, updated and progressive elements that are relevant to teaching very young children today. The NTT culminates in a board exam that happens in May- June every year. Results are announced by the regional office.

Teacher Ink Elements:

Jolly Phonics Training
Latest theories and strategies in early Years education
Training in using digital technology in early years education
Art and craft in early years education
Story telling in early years education

Course 2: Post-graduate Diploma in Early Years Education (PGD-EYE)

The PGD-EYE is a 24-month long course that empowers individuals aspiring to work in the preschool education domain with knowledge, skills and dispositions essential to working with preschoolers (age group 2.8 to 5.8 years). This highly experiential and hands-on program enables candidates to work in any early years method or philosophy.

The program courses through four modules:

Module 1 – The Foundations and Philosophy of Learning in Early Years

Module 2 – In-school Practice (staggered through the course)

Module 3 – Principles and Approaches to Early Years Education – Cognitive development (Literacy & Numeracy), Serious Play, Creation of Learning Resources, Early Years Learning Environment & Socio-emotional development.

Module 2 – Specialization Project

* The PGD-EYE is also optionally offered as a dual certification program with NTT.

2. Short Term Courses

1. Master Teacher Educator Certificate

The MTTEC aims at empowering experienced teachers to make a career move toward the arena of Teacher Education – especially in-service teacher empowerment. Developing high quality professionals to work with teacher practitioners is the need of the hour. Often, people who train teachers come from corporate backgrounds who are very good in their fields but lack an understanding of classroom dynamics. Teacher educators must bring with them a set of skills that is peculiar to teaching and learning. MTTEC is just the solution. This intense, 5-day residential program, conducted in unusual locations, is dialogic, experiential and covers all aspects of training and educating adult teaching professionals.

Programmes Objectives:

Critically question and evaluate personal and professional self
Demonstrate clear understanding of what facilitation & training in education means
Explore theories that underpin adult education and teacher professional development
Critically analyze various principles of adult learning and its application in ground facilitation
Develop and critically reflect on their own facilitation styles
Critically analyze case studies of difficult training scenarios and demonstrate the skills to deal
with them
Demonstrate facilitation abilities with peers in the group, keeping all the components in mind
Make meaningful reflections at the end of the session

Programme Structure:

DAY ONE – UNDERSTANDING YOURSELF

Who are you as a person and a professional? What do we think? Critically exploring of the Self

DAY TWO – UNDERSTANDING FACILITATION

What does it mean to facilitate a session?
Critically exploring the nuances of transformative interaction

DAY THREE – UNDERSTANDING TEACHING & TEACHERS

Who and what about them needs change?
Critically exploring education and educators

DAY FOUR – DESIGNING & DELIVERING PEDAGOGIC CONTENT

What and how do we deliver to transform?
Designing and Implementing training sessions

DAY FIVE – REFLECTION & ACTION

What changes have we seen within ourselves that will affect our facilitation?
How will I plan my career as a facilitator?

2. The Personal Mentor (TMP) - Individual Coaching & Mentoring For Teachers

Most teacher receive general training session from the schools they work in. Most of these are imposed and rarely are given a choice in the selection of training topics or the method of training. Teachers’ needs are completely disregarded and consequently, very little of the session’s learning is taken back into the classroom. The Personal Mentor does the very opposite. This is a space for teachers to receive individual, personalized coaching and mentoring in professional aspects of their choice, from highly qualified and experienced experts in the field. Teachers choose from 3 levels of intervention.

a) Short-term over 3 months
b) Mid-term over 6 months
c) Long-term over 9 months

Programme Objectives:

Empower teachers with knowledge, skills, and dispositions in specific aspects of teaching and
learning through high quality mentoring support by experts in the field.
Enable mastery and in-depth understanding of specific aspects of teaching and learning,
through a gradual, long-term, phased approach.
Offer specialized, and customized training tailored to teachers’ individual professional
requirement.
Provide research opportunities in chosen areas of specialization.

Programme Structure:

Phase 1:

• Identification of areas for specializing from Teacher Ink List
• Need based analysis in the chosen area(s)

Phase 2:

• One-on-One meeting for discussion of theories
• Designation of study tasks and classroom practice

Phase 3:

• Online scaffolding and facilitation + Action Research
• Assessment + Certification

3. TI Reading Program - Jolly Phonics

Jolly Phonics – 12 hours

Jolly Phonics is a 12-hour long synthetics phonics approach which supports and helps young learners (3-10 years) to decode the letters and words of the English language easily. It is a fun-filled, child-centered & multi-sensory approach. Jolly Grammar is a follow-up to the Jolly Phonics Programme, which teaches not only phonics but also spellings, punctuations and grammar. Teachers/ Adults trained on both the programmes empowers them to eventually teach letters sounds, blending & reading, letter formation, spellings, punctuation and grammar to young learners.

Jolly Phonics – 5 skills of Jolly Phonics:

Learning the letter sounds
Learning letter formation
Blending
Segmenting (identifying sounds in words)
Tricky words

4. The Assistant Teacher Certificate Program

This course aims at empowering aspiring teachers with fundamental Knowledge, Skills and Disposition to enter the world of teaching and education as assistant teachers.

Highlights Of The Program:

Intense, rigorous, highly reflective, 20-day contact sessions by expert faculty with international
teaching experience
Hands-on, in-course internship experience in real time classrooms with experienced lead
teachers
High quality, one-on-one mentoring by faculty and experienced teachers
Rigorous assessment and evaluation of trainee performance
Placement assistance as Assistant teachers/Support teachers in reputed schools
Teacher Ink Certification at the end of the programme

Programme Schedule:

Day	Modules	Assessment
Day 1	Understanding Teaching & Learning - I	9:30 A.M. – 3:00 P.M
Week 1	Internship – Studying theories and observing applications in the classroom – Writing reflective analysis	School timing
Day 2	Understanding Teaching & Learning – II Assignment 1 given	9:30 A.M. – 3:00 P.M
Week 2	Internship – Studying theories and observing applications in the classroom – Writing reflective analysis	School timing
Day 3	Understanding Teaching & Learning – Assignment presentation	9:30 A.M. – 3:00 P.M
Week 3	Internship – discussions with class teachers – reflection of implementation of theories	School timing
Day 4	Planning Instruction - I	9:30 A.M. – 3:00 P.M
Week 4	Internship – Studying plans made by class teachers – Writing reflective analysis	School timing
Day 5	Planning Instruction - II	9:30 A.M. – 3:00 P.M
Week 5	Internship – Studying plans made by class teachers – Writing reflective analysis Assignment 2 given	School timing
Day 6	Planning Instruction – Assignment presentation	9:30 A.M. – 3:00 P.M
Week 6	Internship – helping lead teachers in planning	School timing
Day 7	Active Learning Strategies - I	9:30 A.M. – 3:00 P.M
Week 7	Internship – Assisting teachers in implementing teaching strategies – Writing reflective analysis	School timing
Day 8	Active Learning Strategies – II Assignment 3 given	9:30 A.M. – 3:00 P.M
Week 8	Internship – Independent Implementation of at least one teaching strategy – Writing reflective analysis	School timing
Day 9	Active Learning Strategies – Assignment presentation	9:30 A.M. – 3:00 P.M
Week 9	Internship – Active learning strategies used by class teachers – Writing reflective analysis	School timing
Day 10	Inclusive Practice – Differentiating Instruction – I	9:30 A.M. – 3:00 P.M
Week 10	Internship – Supporting SEN learners in the classroom – Writing reflective analysis	School timing
Day 11	Inclusive Practice – Differentiating Instruction – II Assignment 4 given	9:30 A.M. – 3:00 P.M
Week 11	Internship – Supporting SEN learners in the classroom – Writing reflective analysis	School timing
Day 12	Inclusive Practice – Differentiating Instruction Assignment presentation	9:30 A.M. – 3:00 P.M
Day 13	Assessment for Learning - I	9:30 A.M. – 3:00 P.M
Week 13	Internship – Designing AFLs for class teachers and giving feedback to learners – Writing reflective analysis	School timing
Day 14	Assessment for Learning – II	9:30 A.M. – 3:00 P.M
Week 14	Internship – Designing AFLs for class teachers and giving feedback to learners – Writing reflective analysis. Assignment 5 given	School timing
Day 15	Assessment for Learning Assignment presentation	9:30 A.M. – 3:00 P.M
Week 15	Internship – Assisting teachers in designing differentiated worksheets/checking student work – Writing reflective analysis	School timing
Day 16	Communication in Classrooms – Active listening with teachers, students and parents Assignment 7a (Practical) – Classroom observation	9:30 A.M. – 3:00 P.M
Week 16	Internship – Studying nature of communication in the classroom – Writing reflective analysis	School timing
Day 17	Classroom & Behaviour Management Assignment 7b (Practical) – Classroom observation	9:30 A.M. – 3:00 P.M
Week 17	Internship – Implementing and analyzing CBM techniques in the classroom – Writing reflective analysis	School timing
Day 18	Reflective Practice as an aspiring Lead Teacher	9:30 A.M. – 3:00 P.M
Week 18	Internship – Reflecting on professional development – Writing reflective analysis Assignment 8 – Develop a professional Development Plan	School timing
Day 19	Preparing Evaluation Portfolio	9:30 A.M. – 3:00 P.M
Week 19	Internship – co-planning & co-teaching – Writing reflective analysis	School timing
Day 20	Evaluation – Portfolio & Viva + Certification	9:30 A.M. – 3:00 P.M

📢 Important note:

There will be no session on school holidays. Any holiday will be pre-notified via email.
All trainees will attend all the sessions and internship duties.
All trainees will, follow the rules, routines and protocol of the programme as well as the
school they intern in.
All trainees will keep begin their portfolio work on day 1 of the course and be regular
with the completion and submission of assignments.
Evaluation of trainees will be based on conduct, classroom contribution, written
assignments, reflections, and classroom internships.