Teachers' Professional Development Programmes and Activities
The following are the individual and collaborative practices and programs that were held at Gangkyi and Lower Petoen School during the academic year 2016-2017.
དགེ་ རྒན་གྱི་ཁྱད་ལས་ཡར་རྒྱས་ཀྱི་ཉིན་མོ་གཉིས་པ་དེ་བཞིན་ཕྱི་ལོ་ ༢༠༡༤ ཟླ་ ༡༠ ཚེས་ ༢༥ ཉིན་གངས་སྐྱིད་སཾ་བྷོ་ཊ་མེས་དབོན་གཙུག་ལག་ཁང་གི་ཚོགས་ཁང་ནང་དུ་ཟབ་སྦྱོང་གི་ རྣམ་པའི་ཐོག་ཚོགས་ཡོད། དེའང་དཔེ་སྟོན་སློབ་གྲྭ་སྟེང་ཤོད་གཉིས་ཀྱི་སློབ་སྤྱི་དང་དགེ་ཆེ་གཙོས་པའི་ དགེ་རྒན་ ༣༦ ཙམ་ཟབ་སྦྱོང་ནང་མཉམ་ཞུགས་བྱས་ཡོད།
Sambhota Tibetan School Petoen has 33 teachers who are under this Teacher Professional Development Project initiated by the Department of Education, CTA which directly benefit its 292 students. Under the leadership of its Principal Mr. Tenzin Dorji la and the Junior School Headmistress Mrs. Dorji Dolma la, the school had already decided to focus on Professional Growth Plan (PGP) for the first semester and then the collaborative practices in the next semester.
The school had its Orientation and workshop by the school Principal himself way back in the month of March for both the Upper and Lower Petoen teachers. After giving enough time for the teachers to think on their Professional Growth Plan, the Principal collected all the PGPs of the teachers. The school had chalked out two TPD days to be observed this academic session, one on 24th May and the other one on 25th October. During these two days, the teachers share their PGPs, Lesson Plans, Class management strategies etc.
18th – 21st June 2014: A two member team from Department of Education and Tibet Fund, Dharamsala visited STS Chauntra and STS Peteon and spent two days each respectively, as a part of On-site school visit to give support and guidance about the Teacher Professional Development Program.
An orientation programme on Teacher Professional Development was held on 7th March 2014 at Sambhota Model School, Gangkyi in which 33 teachers including Principal and Headmistress of both upper and lower Petoen School took part. During the programme, teachers were divided into groups of five and collectively read the Teacher Professional Development Framework and Guidelines. The groups came up with different feedbacks.