Staff

1986

In the Indian education system, a teacher’s success is loosely defined. It is either based on a student’s success or based on the years of teaching experience, both of which do not necessarily correlate to a teacher’s skill set or competencies. The management of an institution could thereby be forced to promote teachers based on the grade level they teach or their seniority, both of which are often not an indicator of a good teacher. This means that either a primary school teacher is promoted to a higher grade, or a teacher is promoted to take up other roles within the institution such as Head of Department, coordinator, Vice Principal or Principal. However, the skills and competencies that are required for each of them vary and a great teacher may not be a great manager. Since teachers do not see their own growth and success in their own hands, they often do not take up any professional development. Thus, there is a need to identify a framework to help a teacher chart a career path based on his/her own competency and help him/her understand his/her own development.