- Mon- Fri : 8:30am to 5:00pm
- +91 98713 61100
- DLF Phase IV, Near Galleria Market, Gurugram – 122002, Haryana – India
Helping teachers really change things for the better
“A teacher can be like a director, designing the scene, acting as the background, giving reminders, and even being the one who watches and listens.”
At SIS PLAY, the heart of an outstanding early learning environment is its educators. Their roles are diverse: they honor the child’s curiosity and freedom to explore, encouraging learning through errors. They observe each child attentively, recording their development and identifying optimal times for educational intervention. Teachers are allotted significant non-contact time within their schedules, dedicating this to personal development, exchanging insights with colleagues, documenting children’s advancements, and crafting tailored future educational activities.
In the role of enablers, teachers promote the use of exploratory questions.
Acting as creators, teachers develop engaging learning environments and experiences.
As investigators, teachers observe and record each child's educational journey.
As organizers, teachers gather valuable educational materials and select the appropriate ones for classroom use.
At SIS Play, prioritizing the education and skill development of our teachers is paramount. Our comprehensive strategy for teacher training ensures that educators feel both empowered and accountable for their personal growth. By offering tailored professional development opportunities, we inspire our teachers to create customized learning experiences for children. The foundation of our approach to teacher education is built on three key pillars.
Learning through Workshops
At SIS Play, teachers have access to a variety of workshops covering topics such as classroom management, designing play-based curriculums, storytelling, and integrated approaches to teaching math.
Led by experts in various fields, these workshops are held throughout the year. Teachers are encouraged not only to participate in mandatory school workshops but also to choose and attend those that match their interests. Additionally, once annually our school leaders embark on visits to innovative preschools globally to observe and adopt their successful practices.
Communities for Professional Growth
To enhance our educators’ abilities in both learning and leadership, we have established Professional Learning Communities (PLCs) as a foundation for their professional growth.
PLCs provide educators with regular and continuous learning opportunities, tailored to meet their specific needs, which are identified through the analysis of data from their personal improvement plans. Furthermore, educators are given the freedom to identify their own professional needs and to form PLCs focused on these areas.
Observing Classroom Dynamics
At SIS Play, educators participate in observing the classrooms of their peers, regardless of their experience level. These observations lead to reflective discussions between the observer and the observed educator. Such interactions allow for the exchange of constructive feedback and the incorporation of new ideas and suggestions. To ensure clarity and focus, teachers are equipped with specific criteria for classroom observation, setting clear standards for the classroom environment. This criterion serves as the foundation for the feedback provided.