A list of programs offered by the academy.
| Session Titles | Topics | |
| A | Preparation | |
| 1 | What is pedagogy? | Constructivism, Barriers to learning, Physical and Social environment, role of motivation, Bloom’s and Fink’s taxonomy |
| 2 | Learning Styles and Personality | VARK, other dimensions of personality that affect learning |
| 3 | Multiple Intelligences | MI – its implications for teaching |
| 4 | Active learning strategies | Active vs passive learning, role of teacher, Higher order thinking skills and employability, specific strategies for levels in Bloom’s taxonomy |
| 5 | Collaborative learning | Social constructivism, team based learning, learning by doing |
| 6 | Graphic Organizers | Mindmapping, types of GOs and their suitability for specific subjects/outcomes |
| 7 | Differentiation (to reach both weak and bright students and improve results) | Learner needs analysis, need for differentiated teaching, specific methods |
| 8 | Classroom Assessment | Formative and Summative Assessment, Teaching methods that serve as CATs |
| 9 | Essential classroom skills | Chalk-board work, body language, interacting with students, supervising activities |
| 10 | Using ICT | ICT in preparation, planning, delivery, record keeping |
| B | Planning | |
| 11 | Learning Outcomes and Lesson Plans | Bloom’s taxonomy, graduate attributes, lesson plans |
| 12 | Extended learning | Creating learning beyond the class, reinforcing through labs and projects |
| 13 | Designing assessment (tutorials, tests, tasks, projects) | What do we need to assess, when and how, rubrics, designing questions mapped to levels in Bloom’s taxonomy |
| C | Delivering | |
| 14 | Classroom management | Discipline, social environment, protocol |
| 15 | Effective explanations | Structure of a good explanation – why, what, how, why not etc, teaching aids |
| 16 | Questioning Skills | Purpose of questions, planning classroom questions, how to ask and get response |
| 17 | Coaching / counseling | Identifying students that need coaching, getting skills needed to be a coach |
| 18 | Communicating Feedback | Structured and unstructured feedback, oral and written feedback, formal and informal feedback |
| 19 | Reflective Teaching | Purpose of reflection, tools, learning |
| D | Enriching | |
| 20 | Field Trips, experiments, videos | Purpose of activity, conducting the activity, closing, Arvind Gupta Toys |
| 21 | Human values | Understanding human needs, trust and respect |
| 22 | Language proficiency | Common errors in spoken and written language (comments on student’s work, office correspondence) |
| E | Leadership | |
| 23 | Leadership | Definitions, role and responsibility, qualities of a leader |
| 24 | Delegation | Principles, best practices and pitfalls, areas of delegation |
| 25 | Building excellence in team | Defining roles and responsibilities, understanding personalities, fitting work to personality and defining criteria for performance |
| 26 | Performance Appraisal | 360 degree evaluation |
| 27 | Effective Communication with all stakeholders | Putting your point across, listening skills, office correspondence |
| 28 | ICT for administration | Areas for automation, tools, benefits like reducing duplication, errors, loss; caution – security, viruses, backups |
| 29 | Change management | Psychology of change, preparing for and leading change |
| 30 | Coaching and mentoring | Supporting younger staff to grow professionally and personally, induction program |
| 31 | Reports, Presentations | Requirements of accrediting and affiliating agencies, visits of committees |
| F | Personal Effectiveness | |
| 32 | Personal mission | Goal setting, personal mission statement |
| 33 | Motivation | Psychology of motivation, strategies, self motivation |
| 34 | Time and Energy management | Relation between time and energy, prioritizing, planning |
| 35 | The power of the mind | Affirmations, erroneous zones, attitude of gratitude |
| 36 | Emotional Intelligence | Definitions, EI/EQ, assessment |
| 37 | Professional development | Self assessment, goal setting, plan of action |
| 38 | Interpersonal skills | Communication, empathy, resolving issues with all stakeholders |
| 39 | Body language | Importance of body language, appropriate gestures in different contexts |
| 40 | Ethics and professionalism | Definitions, expectations |
| G | Parents/Students | |
| 41 | Active learning | Active vs passive learning, thinking skills, career options, understanding learning styles |
| 42 | ICT in education | LS/MI, pitfalls fo comparing students, Areas where ICT can be used, benefits and caution |
the path.. 