POST GRADUATE DIPLOMA IN INTERNATIONAL EDUCATION (PGDIE)
Indus Training and Research Institute (ITARI) in association with the Birmingham City University, U.K, offers admissions for the one-year Post Graduate Diploma in International Education (PGDIE), conducted from August to April, every year. The PGDIE is India’s first pre-service professional teacher certification programme, which over the past six years has qualified numerous teachers, the majority of whom are employed by the best international and IB schools.
PGDIE is a professional skill enhancement teacher certification programme awarded by ITARI in association with BCU, UK, and graduating teachers have been recruited as faculty both at Indus International Schools and other IB Schools with excellent salary, perquisites, and career growth opportunities.
The Post Graduate Diploma in International Education is a full-time professional skill enhancement programme offered at ITARI, located on the campus of Indus International School, Bangalore. This intensive programme is customised to meet the requirement of IB and international schools and is a structured pre-service 'international teacher certification' programme. The academic curriculum, course-plan, as well assessment standards are high and on par with universities in the UK. We follow guidelines for teacher competencies laid down by the Government of UK to make the programme relevant and in line with the evolving needs of the international curriculum.
The programme is offered in association with the Birmingham City University, UK, Department. of Education (earlier offered in partnership with Keele University, UK) to further faculty, knowledge and research exchange and to bring global perspectives to the programme. Several post graduate Diploma batches have successfully qualified since 2009 and qualifying teachers are in leading IB schools including Indus International Schools – Bangalore, Pune, Hyderabad and Chennai. We are the pioneers in offering such a professional teaching qualification for international schools in India.
The P. G. Diploma curriculum focuses on transdisciplinary facets of educational philosophy, education studies, educational psychology, comparative education, research on cognitive neuroscience, classroom management, best pedagogic practices, communication and soft skills, leadership development, and the International Baccalaureate (IB) curriculum. The unique feature of the programme is that it covers both theory and practice-teaching comprehensively. It emphasises on thorough hands-on experiential learning of IB curriculum, holistic education, and leadership development. The internship and practicum are organised at Indus International School, Bangalore, adjudged the best International school in India for seven successive years by the Education World-CFore survey, and Indus Community School.
The curriculum of the postgraduate diploma focuses on educational foundation pedagogy, international curriculum, assessment, inclusive practices for the contemporary world and 21st century competencies required for teachers. The curriculum also empathizes the Indus philosophy of preparing teachers- leaders. Microteaching, practicals, and internship are part of the curriculum
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|1||Observational Skills||Classrooms are dynamic in nature, demanding the teacher’s attention on several simultaneously occurring events. A teacher must attend to, interpret, and take decisions “on their feet” on a particular event/s, before doing the same at the next moment and so on until the class ends. This ability of the teacher is referred to as “Noticing.” The ability to “notice” is central to teaching. This module trains the preservice teacher to gain experience in noticing skills.|
|2||Lesson Planning||Teaching a successful lesson begins with planning. In this module Trainees will learn methods to analyse the learning needs of their students so they can suitably teach. To name some important units that Trainees will learn and practice in this module are: writing lesson objectives using Backward Design, incorporating inclusive approaches such as differentiated instruction, building relevance in students about the topic, as well as employing appropriate teaching and assessment strategies with tools of technology.|
|3||Managing Learners & Learning||Generation Z or the Linkster Generation brinsg unique characteristics to the classroom. How does this generation learn? How should we teach them? What does a conducive environment look and feel for Generation Z to learn and how do teachers create one? How must we communicate with them? How do we motivate the Linkster Generation to learn? These and similar questions are addressed in this module to equip the Trainee to teach the new generation of 21st Century students.|
|4||Assessing & Evaluating Learning||Trainees learn to use Formative and Summative Assessments, including, purpose, types, and design. They will also gain experience to provide feedback to student-assignments. In the age of data analytics, Trainees will acquire the knowledge of analyzing data.|
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|1||Special Education Needs||Inclusive Education is the new normal. To this effect, Trainees will be sensitized about students who have Special Education Needs & Disabilities. Preservice teachers will also learn the fundamentals of inclusive education, including the use of person-first language, screening and subsequent identification of students with special needs, differentiated instructional strategies, behavioral intervention strategies, and understanding the Team Approach of teachers, parents, Resource Room personnel, and School Administrators in managing students with special education needs.|
|2||Design Thinking Process||Teaching a successful lesson begins with planning. In this module Trainees will learn methods to analyse the learning needs of their students so they can suitably teach. To name some important units that Trainees will learn and practice in this module are: writing lesson objectives using Backward Design, incorporating inclusive approaches such as differentiated instruction, building relevance in students about the topic, as well as employing appropriate teaching and assessment strategies with tools of technology.|
|3||Microteaching||Microteaching affords Trainees to practice specific teaching skills using carefully prepared lessons in a planned series of five to ten-minute encounters with a small group of peers and a Faculty Personal Tutor. The latter will provide constructive feedback to the Trainees. Generally, Trainees will also videotape their lessons and reflect upon their teaching. This 360 degree feedback will provide Trainees to improve upon their pedagogical content knowledge before they actually teach “real” students.|
|4||Teaching Internship||Trainees will get the opportunity to teach “real” students in P-12 classroom at the Indus International School, Bangalore. Trainees work with an expert teacher from the School who will mentor them in all aspects of teaching.|
|5||Professional Development Portfolio (PDP)||The Professional Development Profile (PDP) is a significant document that collects together evidence of the trainee teacher’s professional journey. It is an opportunity for the individual trainee to present his or her professional development coherently and to celebrate achievement in a range of ways.|
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|1||Purpose of Education & Role of the Teacher||4||Emotional Intelligence|
|Outbound Activities with Indus School Of Leadership|
01 Internship experience
02 Expert faculty (at ITARI) and expert mentors (at School)
03 Visiting faculty from Birmingham City University, UK
04 Well rounded educational curriculum with practice teaching
05 Placement assistance on successful programme completion
06 Opens up employment opportunity at the Indus International Schools in: Bangalore, Hyderabad, Pune and Chennai
The contact sessions for these units will take place at ITARI study center, Bangalore
with the University of Bath tutors leading the session.
- Postgraduate or Graduate degree in any discipline (from a recognized University) with good academic scores
- Proficiency in written and spoken English
- Leadership potential
- Effective social skills
- Nine months (full-time; Monday to Friday from 8:45 am - 3:15 pm); August - April at ITARI, Bangalore (all vacations as per school calendar)
- Programme Commencement Date: August 2018
- Admissions: Open