Quality Support Program

(For internal team only; to understand the philosophy)

Background:

The Satya Bharti Quality Support Program aims to improve the over-all schooling quality in Government schools
by partnering school-leaders, teachers, students, and parents to transform schools into vibrant institutions of
learning and holistic development by bringing in co-scholastic interventions. The core-philosophy of the Program
is that if schools become happy and engaging spaces, it would result in motivating teachers leading to better
performances and holistic development of students.

Satya Bharti Quality Support Program’s approach is based on the experience of running the rural Satya Bharti
Schools for over 16 years, and is in line with the NEP 2020’s philosophy as outlined below:

“Indeed, with the quickly changing employment landscape and global ecosystem, it is becoming increasingly critical
that children not only learn, but more importantly learn how to learn. Education thus, must move towards less
content, and more towards learning about how to think critically and solve problems, how to be creative and
multidisciplinary, and how to innovate, adapt, and absorb new material in novel and changing fields. Pedagogy
must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-
centered, discussion-based, flexible, and, of course, enjoyable. The curriculum must include basic arts, crafts,
humanities, games, sports and fitness, languages, literature, culture, and values, in addition to science and
mathematics, to develop all aspects and capabilities of learners; and make education more well-rounded, useful,
and fulfilling to the learner. Education must build character, enable learners to be ethical, rational, compassionate,
and caring, while at the same time prepare them for gainful, fulfilling employment.”

We have experienced inspirational leadership creates happy schools which motivates teachers and students to
perform at their best. In addition, introduction of holistic education approach to schooling which is strengthened
by co-scholastic activities, leads to socio-emotional learning, acquiring leadership, communication, collaboration,
socio-emotional, and other life skills and a widened exposure, all of which is critical to success. These also prepare
students for a future which is unfolding at a very fast pace in today’s context.

QSP envisages to bring in this holistic approach to the government schools by working closely with the school
leadership, teachers, students and community. While the program framework is around engaging students,
parents, communities and motivating teachers; school’s leadership is supported in prioritizing the areas of
improvement and create goals. Outlined below is the program approach under its four pillars of intervention:

Students Empowerment

The interventions aim to take the students through a three stages of growth. First stage is to ensure that students
are happy and engaged with their schools as it leads to them discovering their strengths, gaining confidence
and establishing their space in the school. The second stage enables them to aspire and set goals. It sees them
taking larger responsibilities in schools, excelling as well as creating their pathways. Third stage is when students
become learners for life and explorers; they seek new information, ideas, are keen to participate in new
activities thus acquiring new life-skills, going beyond their comfort-zones.

Hence every intervention for the students should meet one or more among the three elements. The Calendar of
co-scholastic activities aims to engage as many students as possible in a school so they can find their happy
place in school’s activities. Houses, clubs, external competitions help them set goals and aspire to excel in their
chosen fields. It gives them confidence, sharpens their communication, leadership and other skills. Students, who
take on leadership positions, take on responsibilities of organizing school’s activities gain skills like critical
thinking, planning & organizing, consensus building, team-building etc. The structure or idea of students clubs
and student houses are the means to achieve the higher order thinking skills which are supported through
thought-provoking projects and activities.

The student club on its theme (such as sports, arts, science, health, nationalism, environment, literature, etc)
should promote critical thinking and exploration of the topic in depth. (Mere posters and regurgitating facts on
chart-papers does not make a good club activity). For example, “Neeraj Chopra winning gold medal for India in
the Olympics”, should lead to exploring the history of Javelin throw as a sport; where and when it started; when
was it introduced into Olympics, who is the first winner of that sport, what are the rules etc. Similarly, the Eco
club should be critically discussing the climate change, COP26 and SDGs by participating in the debates,
elocutions etc. They should be able to critically look at the climate change actions at Global level. By the end of
each year, not only each club should have explored a few topics in depth thus increasing their ability to learn,
explore, critically think but also used House activities to share the information with rest of the students. It is
critical to form a habit of learning beyond books/course; to critically think & debate; to learn limitlessly is a critical
skill we must leave students with. This would ensure that even when Bharti Foundation exits the school, the
students will continue on the path of acquiring and disseminating knowledge through clubs and houses; using
their leadership to creating a culture of being “life-long learners and explorers”.

Teachers – Feel respected and sense of pride:

Teachers are a key pillar on which a school’s success rests. If any school has teachers that lack of motivation,
commitment and passion for their students, that school’s journey towards excellence is impossible. Hence, the
first step in teachers’ journey is to make them feel respected and appreciated. In any school, we will find 10% -
25% teachers doing good work with commitment. It is our job to ensure that their work is “seen” and is
appreciated. This would start a ripple-wave and start inspiring more teachers, even if not all. Celebrating success
by students and including them in that success and celebration starts them on the journey of feeling proud about
their work. How we conduct ourselves while speaking with teachers is key to making them feel respected. Make
sure that the Teachers’ Day is something special; something they have never experienced before. So, for example,
use students’ imagination to create an atmosphere on the day which makes teachers feel valued. As our work
unfolds in the school, we have to engage teachers with various initiatives; very importantly take on board their
ideas; and make them the leads in implementation as and when a teacher shows such an inclination. As your
students’ engagement activities start bringing energy into the school it will start engaging more teachers. At any
pint of time, please know which teachers are yet not engaged so you can work towards them. Students, school
winning awards, and recognition inspires teachers apart from their own awards. Our final destination with
teachers is to have teachers so inspired that they seek to improve themselves, ask us for help with new content,
training etc to impact their students’ success. When we exit a school, if we can leave it with teachers who build
new knowledge, invest in themselves, teachers who help students become explorers in their education journey,
and teachers who are passionate about their students and school; we would have achieved our goal in the school.

Not all teachers, like all students will travel the journey together through each phase; so patience and
perseverance to nurture along with everybody at their speed is required.

Community & Parents – Awareness and Involvement:

Parents should be made a part of the educational journey of their children, irrespective of their own
literacy/education status. And, the larger community around the school should be ideally involved with school’s
growth and contribute towards it. The work under this pillar should be initiated with engagement approach.
Parents should be not only invited to the PTMs but they should be invited to the events at the school. A few
select school events should be opened for community participation as well, depending on school’s leadership
readiness. Initially most schools find it difficult to ensure good attendance of parents, mainly due to two reasons;
first one is lack of concerted/structured effort to invite and secondly, parents do not find a value-add when they
visit the school. So, while students play a key role in initiating invites, over a period of time, teachers & Principal
are to be inspired to give a structure to PTMs that adds value to not only parents, but supports teachers and
students as well. The Parent Teacher Meetings should become a forum for collective solutions. Similarly, school-
events where parents are invited should showcase talent and achievements of students as well as teachers (who
will feel respected and recognized). Our goal is to involve parents and community in the growth of the school
and for parents to become guide and mentors for their children. We have to leave a school, where the local
community and parents support teachers & Principal to ensure that school is running well; and to have teachers
fully empowered to engage and guide parents on how to play a constructive role in their ward’s educational
journey to the extent possible. This would become sustainable when teachers see the positive impact being
made on a student’s performance due to parents’ participation.

School Environment (not limited to school facilities)

First thing, school environment as a concept is not limited to facilities and hardware. Environment is the vibrant
space we create which makes school a happy place. We should create a good working environment for the
teachers, learning and inspiring environment for the students and a feel good factor to all the stakeholders who
visit the school. We have to facilitate a positive environment means everyone feels valued, safe, purposeful, share
a common vision and finally happy to be in their school. You may find schools which are low on team spirit or
some other factors which are limiting the school to operate ta its potential. Work on it can be initiated with
School Leadership training, some facilitated staff meetings that build positive energy through initiatives like
Reward & Recognition or joint goal setting etc. While working on the softer aspects, create vibrant and happy
places; be it teachers’ staff room, Principal’s room, School’s Gallery Walk (not inside the Principal’s room) in a
place where all teachers and students can view it when they walk by; and feel proud of what their school is
achieving among other things. School environment improvement whether its physical infrastructure or school
experience, the lead has to be taken by the school team; or this will not be sustainable. Our role here has to be
a catalyst to ensure this happens, with some support; but we must let the school lead it & own it.

(Activities Before Nov 2023; Post Planning mtg this may change)
Interventions (are selected from below in consultation with School Principal):

Students Level Parents & Community Level

 Leadership building  Community Volunteering in schools
 Workshops on Life-skills & study skills  Events participation
 Pre-vocational skills; internships  Community Contributions
 Students Clubs, House system  Home-mentoring & use of tech at home
 Assembly & School events
 Lecture Series, Exposure & Career guidance
 External competitions participation
 Events: Sports, Skill-Fest
 Language/subject weeks School Level
 Exam Prep, Tech / IT exposure  School Development Plan
 Students Rewards & Recognition  Structured PTMs, SMCs
 Community campaigns  Facilities & Optics improvement (incl
Teachers Level community involvement)
 Teachers as Activity Leaders  Strengthen Library, Labs etc
 Trainings (incl TAPP) on pedagogy, FLN, Board Exam  School cleanliness & Tree plantation
prep, bridge courses, tech-integration etc  Child safety processes
 Leadership trng for School Heads, BEOs/DEOs  Schools Gallery walk to showcase
 Exposure visits/Lectures/Webinars achievements; Principal & staffroom shows
 Conferences/peer learning improvement
 Content & Material support
 Rewards & recognition