Kanavu

The “Ground Zero” piece by Poulomi Sen, by making the work of four organizations working in school leadership speak to each other, shows how fostering collaborations is a key frame through which we can think about the initiatives that are being undertaken in this field.

The piece by Subir Shukla discusses the origins of CPD for teachers in India, in the way we understand it now, by tracing the path back to the systems and processes instituted by DPEP (District Primary Education Program) in the mid-1990s.

In the “Ground Zero” piece, Dravina Seenivasan discusses the work of three organizations from across the country to show why keeping teachers’ lives, lifeworlds and agency at the centre of their professional development is the most important part of the process.

Archana R and Rishikesh B. S., in their perceptive piece, share with us the work of Azim Premji Foundation in Teacher Professional Development, by focusing on the interventions undertaken in its Teacher Learning Centres.

In the “Resources and Reviews” section, Shivaranjani shares a set of resources in the space of CPD for teachers, which can help us support the process of honing reflexivity, pedagogical content knowledge, self-assessment, dialogic engagement, and self-directed learning among our teachers.

In her nuanced piece titled ‘Putting a Child on a Path to Lifelong Learning,’ Nisha Subramaniam unpacks her organization’s experiences in facilitating the learning journeys of children at home across age groups