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༄༅། །ཕྱི་ལོ་༢༠༠༤ ལོར་བོད་མི་མང་སྤྱི་འཐུས་ལྷན་ཚོགས་ཀྱིས་བཀའ་ཤག་གིས་ཕུལ་བའི་བཙན་བྱོལ་བོད་ མིའི་གཞི་རིམ་ཤེས་ཡོན་སྲིད་བྱུས་ཟིན་བྲིས་ཐོག་བགྲོ་གླེང་ལྷུག་པོ་དང་སྦྲགས་ སྤྱི་མོས་ཀྱིས་གཏན་ལ་ཕབ་པ་ནས་བཟུང༌། བཙན་བྱོལ་བོད་མིའི་བཅའ་ཁྲིམས་ལེའུ་གསུམ་པ་དོན་ཚན་༡༧ པར། “དོན་དམ་བོད་ཀྱི་གཞི་རྩའི་དགོས་མཁོ་དང་འཚམས་པའི་ཤེས་རིག་གི་སྲིད་བྱུས་ཡང་ དག་ཅིག་བཟོ་རྒྱུ་”ཞེས་གསལ་བའི་ཤེས་ཡོན་སྲིད་བྱུས་དེ་དངོས་སུ་དབུ་བརྙེས་ ཤིང༌། སྲིད་བྱུས་ནང་གསལ་ཆ་རྐྱེན་དང་དགོས་མཁོ་བསྒྲུབ་སླད་བོད་གཞུང་ཤེས་རིག་ལས་ ཁུངས་ཀྱིས་འདས་པའི་ལོ་ངོ་དྲུག་རིང༌། སྲིད་བྱུས་དགོངས་དོན་ཆ་ཚང་ལག་བསྟར་དང་ཉམས་གསོག་སླད་དཔེ་སྟོན་སློབ་གྲྭ་གསར་ འཛུགས་དགོས་པ་བཞིན།


༡)   ལེའུ་དང་པོ། སྔོན་འགྲོ་དང་གཞི་རིམ་འོག་མའི་བསླབ་གཞིའི་རྩ་འཛིན་གྱི་དམིགས་ཡུལ་དང་ཁ་ཕྱོགས།
༢)  ལེའུ་གཉིས་པ། སྔོན་འགྲོ་དང་གཞི་རིམ་འོག་མའི་ཤེས་ཡོན་གྱི་སྒྲོམ་གཞི་དང་འཛིན་རིམ་སོ་སོའི་རིག་ཚན་འཆར་འགོད།
༣)  ལེའུ་གསུམ་པ། སྔོན་འགྲོ་དང་གཞི་རིམ་འོག་མའི་འཛིན་རིམ་སོ་སོའི་བསླབ་གཞིའི་རྩ་འཛིན།
༤)  ལེའུ་བཞི་པ། སྔོན་འགྲོ་དང་གཞི་རིམ་འོག་མའི་བསླབ་གཞིའི་རྩ་འཛིན་ལག་བསྟར་བྱེད་ཕྱོགས་ཀྱི་གྲོས་འདོན་དང་རྒྱབ་གཉེར།

Teacher Professional Development Framework and Guidelines

tpd-framework-and-guidelinesThis Professional Development Framework and Guidelines document has been developed to support the on-going professional growth and development efforts of educators within the Tibetan school system. The goal of this professional development project is to facilitate the professional growth of all educators, while also supporting and encouraging their efforts toward school-wide and system-wide growth and development goals.
Within the Tibetan education system, professional development opportunities have typically been centrally organized and facilitated by school system head offices and the Department of Education. This document provides a framework for a revised paradigm and structure that may more fully empower teachers and other educators in their efforts to better support students and communities. Rather than professional development initiatives being primarily directed from head offices, we envision a shift to a system-wide collaborative and consultative process in which individual educators are self-directed in their professional growth and development efforts, and head office provides substantial support. In order to empower teachers in becoming leaders and initiators of their own professional growth, a responsive and consultative leadership style is required of school and head office administrators and educational leaders.
The term "educator" can include all people who work in support of the growth and development of learners. Educators are teachers, school administrators, support staff, head office administrators and staff, student teachers, parents, care givers, etc. Although the primary emphasis in this document is on teachers, the philosophies and approaches proposed here are applicable to all educators. The methods and strategies suggested here can and should be adapted as appropriate to meet the needs of the various educational contexts and settings.
This document, and the Professional Development Project as a whole, must be considered to be a flexible and adaptable work-in-progress. Humans created this during a particular historical moment (2014), to address the perceived needs of the moment. Community circumstances and needs will change over time, and thus this document and the parameters of the project as a whole should be revisited and reassessed periodically.

Download PDF: Teacher Professional Development Framework and Guidelines

Strategic roadmap for the Department of Education in Dharamshala

strategic-roadmap-for-the-DOE-in-dhasaFurther to our discussions, please find our proposal to the Tibet Fund and the Tibetan Department of Education to support a strategic review and prepare an educational roadmap for the Tibetan school system. This document is organized into four parts: 1) context and objectives 2) project methodology 3) team bios and 4) financials.

Dalberg recognizes that education is one of the fundamental building blocks for socio-economic development activities. We have worked extensively in this sector, both globally and within Asia, and we see this engagement as a remarkable opportunity to contribute to improving the existing education system in Dharamshala. We are excited by the prospect of supporting the Tibet Fund in this project and look forward to hearing from you.

Download PDF: Strategic roadmap for the Department of Education in Dharamshala

Existing TPD policies and practices in Tibetan schools

existing-tpdThe 1st Tibetan Education Advisory Committee Meeting was held on June 5-6, 2013. Based on the recommendations provided during the meeting, the Department of Education, in collaboration with The Tibet Fund, is initiating a 'Teacher Professional Development Project'. The project's primary focus is on producing a working document titled 'Teacher Professional Development Frameworks and Guidelines'. This document will guide teacher professional development programs and practices in Tibetan schools. Its mission is to help make teacher professional development practices more sustained and coherent. The document will highlight new paradigms and the current best practices in the field of teacher professional development. Unlike one-shot offsite workshops, this new approach will stress the paradigm shift in education that envision teachers' growth and development as a continuous process that is school-based, self-directed and collaborative in nature. After the formulation of the teacher professional development policy document, principals and headmasters of the 11 pilot schools in Dharamsala and Dehradun region will be given a workshop on this new approach to the teacher professional development.
However, it was felt that before framing such a document, it is important to review and understand the existing teacher professional development policies and practices within Tibetan school systems. Therefore, this status review research was carried out. Its purpose is to identify strengths and weaknesses in the existing practices and inform the processes of formulating the new document and the new approach to teacher professional development...

Download PDF:  Existing teacher professional developmentpolicies and practices in Tibetan schools