School leadership was conspicuously lacking from the majority of prime agendas for school reformation ten years ago, and even those who believed it was crucial to turning around failing schools indicated ambivalence about how to begin.
How much change a decade can introduce?
Modern school reform initiatives include strengthening school leadership at the top of the list. Principal leadership was named as one of the most critical concerns in public school education in a thorough study conducted in 2010 by school and district administrators, lawmakers, and others. Aside from dropout rates, STEM (science, technology, engineering, and math) education, student testing, and preparedness for college and careers, teacher quality was the most important factor, followed by principal leadership.
Moreover, traditionally, the principal was thought to be a middle manager, in charge of the school’s buses, boilers, and books, as suggested in William Whyte’s 1950 novel The Organization Man. Today, in a rapidly evolving era of standards-based reform and accountability, a new conception has emerged that is more in line with the model outlined in Jim Collins’ 2001 book Good to Great, which draws lessons from modern corporate life to recommend leadership that focuses with extreme clarity on what is crucial, what needs to be done, and how to get it done.
Principals’ responsibilities under this new system will change dramatically. They can no longer simply act as building managers who are responsible for following district requirements, carrying them out, and avoiding mistakes. They must be (or develop into) pedagogical leaders of learning who can build an educational team and offer impactful education.
In a similar vein, Genesis Global School’s Principal for CBSE Curriculum is Madhur Gupta. With her outstanding leadership abilities, she has completely changed the school’s educational philosophy. She has always placed a strong emphasis on teaching IGCSE and IB curriculum in addition to the National Board, which has broadened the school’s perspective.
Dive down to discover more facts in-depth about the wonderful principal.
A Journey of an Inspiring Principal
Madhur was certain and wanted to work in education, thus she started her career there in 1991 at a Kendriya Vidyalaya in Makarpura, Vadodara, using the best alternatives at the time. In comparison with today, when women are equally empowered for all roles in society, those were the days when possibilities were limited due to family obligations.
She would see it as a blessing in disguise since her better half’s employment allowed her to travel the country and experience its many cultures, educational demands, and practical constraints. Despite having enormous potential, some regions, like the extreme North-east and Srinagar, had to limit their efforts to meeting the most fundamental educational demands.
Madhur’s desire to stay in the classroom grew greater, and she was constantly searching for opportunities that would help her develop.
Her horizons were expanded later in her professional career when she started teaching biology for the National Board, IGCSE, and IB curricula. She strengthened her pedagogical approach to teaching scientific topics by fusing various curricula.
A Vision Statement
Madhur’s emphasis on the vision, which is hard work and open mindedness led her to climb the ladder of success.
Being in charge of the national curriculum as a principal was made possible by holding a variety of portfolios, including vice principal, co-ordination of middle school, timetable, science department, and examinations.
The voyage would not have been possible if she did not have her parents as her role models, who still serve as an inspiration to her today. Madhur grew up watching her father working hard and mother as a dedicated mathematics teacher. Doing things passionately with dedication, integrity and honesty are some of the values imbibed from her parents as role models.
After accumulating experience at numerous schools, Genesis Global School actually takes on the role of her primary residence. Being a founding member of the organization, it is very dear to her heart. The school takes pride in offering a top-notch infrastructure and resources, as well as an equipped and knowledgeable faculty, to help it accomplish its purpose.
Nurturing Holistic Approach
The school’s objective is to produce resilient, whole-person, empathetic, and life-long learners. Students who graduate from here become responsible, global citizens with the ability to make a positive contribution to society.
Every part of Genesis is infused with the democratic ethos, which results in a stress-free environment with lots of chances for experiential learning and personal development. One of the guiding principles is to embrace change. The days of applying the ‘one size fits all’ principle are long gone. To ensure effective learning, various needs, modes, and techniques are regularly modified and put into practice.
Achieving Excellence Curricula
In order to provide quality education, the school promotes holistic development by offering a wide range of subject alternatives, including skill-based subjects as well as a variety of chances in extracurricular activities and sports. This exposes them to enough people for them to discover their inner talents and develop their abilities in all areas of life.
While stating about the advanced curricula of the school, Madhur says, “We make sure that each Genesian participates in activities related to their interest and gain confidence in expressing their talents. Counselling and guidance for emotional support as well as careers is well embedded at every stage as a part of curriculum. Priority is to achieve excellence in competencies like critical thinking to solving problems collaboratively thereby preparing them for future unseen challenges.”
Overcoming the Challenges
A few of the significant issues facing the education sector are highlighted below. Since there is an abundance of information, it is crucial to transform it into appropriate knowledge. Our future generation’s access to the digital world is causing them to become more isolated and confined to their own environment, which can cause tension, worry, and occasionally sadness. Lack of social skills could be a significant obstacle that could have a significant impact on creating a peaceful society.
The basic philosophy of embracing change calls for constant reform of pedagogies to include online learning and contemporary teaching methods. This is done as a component of the teachers’ professional development. Continuous learning and unlearning are given more importance in order to keep up with the pace of the needs of the next generation.
A teacher’s ability to establish a relationship with the kids and act as more of a facilitator is vital since it can work wonders in developing them into responsible citizens for a sustainable future.
While stating challenges, she says, “I feel proud in expressing my initiatives in terms of introducing wider options including skill-based subjects from middle school onwards to bring awareness of future options. Priority to hundred per cent participation in varied activities to hone the skills of our young learners has been my motto. Strong integrated multidisciplinary approach has crossed the walls of identifying the subjects in isolation, and that is what NEP aims for, a real connect to real life.”
Another approach has been providing teachers with frequent, demanding professional development. This has prepared them well for the difficulties they would confront in the classroom and made them wonderful resources for disseminating and sharing their knowledge with the wider society. Madhur was motivated to implement the Innovative Cell Program, a recent Ministry of Education initiative, starting this school year in middle school. Her young students now enjoy and are engaged in their learning.
Envision the Future
While stating the future vision of the school Madhur says, “I have always craved new learning and that does make me step out of my comfort zone. In past years, I have authored Science books for middle school and Biology for Grade 10 under private publication. Endless workshops as a participant have enriched me in all respects. I have been part of many Conclaves and Conferences as a Panellist and Speaker. Though in an administrative role, the passion for my subject makes me continue as Examiner in Biology for IBDP. Excellent result of my students in Board Examination conveys a lot about my dedication to work with the students for which I was appreciated and felicitated by the School Management.”
“Stepping in the field of education should always be by choice, as one deals in shaping the future citizens. I don’t know what lies ahead for me, but I’m very clear with my vision, learning never ends, I aim to continue as a lifelong learner and offer my service for the nation by imparting my expertise and experience in the education world,” Madhur Gupta concluded.
