Trajectories of P3

	A	B	C	D	E	F	G	H	I	J	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Z
1	Vision	Creating a service for the teachers that promotes skill development, provides support, creates motivation, helps the teacher understand the state of education in Pune and Maharashtra
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3	What is this?	Here I map the Lifetime Trajectories of the teacher who are involved in the core services in order to help generate ideas for the different encounters
4												What are the problems you face while writing the report? Is there repitition?
5	Can it be prototyped now and how?										1) Interaction with physical prototype 2) Interaction with ecosystems of people + physical prototype	1) Interaction with physical prototype
6		Before joining					Week 0		Week 1		Daily routine					Weekly routine	Long term routine			Misc	Student specifc interactions
7	Teacher	Exposure	Enquire over phone	Enquire in person / interview	Demo class	Acceptance	Day 1	The rest of week 0	Day 1	The rest of week 1	Planning sessions	Writing the report	Making/collecting teaching aids	Discussions with mentor	Other	Weekly meetings	3-monthly review	Yearly review	Teacher's learning week		Student attends for the first time	Misc	Decision to leave	After Khelghar	Introducing these plans
8	More details about the encounter	Different ways for the teacher to find out about the opportunity at Khelghar	When the prospective teacher enquires about the job via a phonecall	When the prospective teacher comes to Khelghar to visit / give an interview			Ideally, the teacher should be asked to come to the office one day before she starts teaching (at least). It can be longer than that (for the purpose of prepresentation, 1 week has been shown). This extra time can be used by her to visit the group with the older teacher (with her being the secondary facilitator).		Day 1 of week 1 (can be any day of the week, ideally a Monday)	The first week for a teacher who has directly started conducting sessions				Discussion with mentors happen don't always happen daily but there is a possibility that it can	Other things that the teacher can do on a daily basis that can help
9	Ideas	Advertise of Facebook and WhatsApp about open opportunities	If the prospective joinee enquires via a phonecall, they should be asked to come by to the office	The prospective joinee should be asked to spend some time at the office beyond the interview They can be asked to get lunch and eat with the team and understand the culture at the place	The teacher is sent a questionnaire asking her about what went well in the experience and what stood out and made her want to take up the job. Questionnaire will be in english and marathi.	A manual should be given to her on loan to read up about the organisation and its roots and values if there is some time between her acceptance and her DOJ.	Ideally the teacher should be asked to come to the office on Saturday where an induction can be done. Then she can start her usual classes from Monday.	On the third-last day of this assimilation period, she will play the role of the primary facilitator by starting an activity with with the children to plan a farewell for the older teacher. That day and the next will be used to plan and execute the plan for the farewell. The teacher will be given information about what material is available be the older teacher). On the last day, the farewell session will happen at the office. This will help the new teacher get to know the others in an informal setting as well.	If the teacher doesn't get the assimilation period with the old teacher, the old teacher can stay in touch with the new teacher via WhatsApp.	Teacher mentoring a new one during assimilation period	Using a set of cards to create a lesson plan. It can be made sure that each card is used at least once per month.	If the teachers took notes digitally, they could actually use tags for the different activities which can be categorised. So the student's responses to the activity can be studied by some other teacher if she wants to conduct a similar activity. There are tools like Google Docs that can easily be used to take notes.		The teachers are paired up every month. The pair also sits in with the discussions for the class and helps in ideation.	Are there podcasts that can play in the office? - Gijubhai Badheka?	Two teachers read the same book and discuss it at the meetings.	Evaluation: Each day the teacher will decide one student's behaviour to critically observe. This information is shared with the parent secondary facilitators of the class as well. And a report on the student will be written after that. It can either be one particular student or one particular quality of all the students that are observed. Realistically this can happen for a student once in 45 days. Two such reviews can help get richer data for the 3 month review.		Every six months, for one week, the teachers will do something	Recording the sessions that happen and using them for training of teachers	When a student comes to Khelghar for the first day their parent's phone number can be taken and the parent can be sent an SMS about how their student learnt so and so today and hopes that they come again. The student's permission needs to be taken before this though.	"Amhi aaj kay shikle' boards which talk about scholastic skills and all can be put up outside Anand Sankul	A handover file can be created which can be added to the box of things the teacher gets when they join Khelghar.	Meetups of teachers after they leave	The long term idea for testing these team activities is to have a collection of encounters that can be used by other Khelghar teams and other teams working in the space of education to use. The long teerm goal can be made clear instead of making it look like an attempt to improve 'Khelghar'
10	No-so-great ideas	In articles about Khelghar that come in the media, there can be mentions about job + volunteer opportunities	A digital brochure that talks about the teachers' development along with the students' development should be sent	A existing teacher can introduce the new ones to Khelghar	After the teacher leaves, they are sent a thank you note saying that the children appreciate your time. This message should be accompanied with the amount of time it will take for the team to come to a decision about her candidature	After the teacher is given the news that she has been accepted, and if the date of joining is after some time, she can be given the option to visit the office at any time.	The teacher should ideally not have to teach on her first day. She can set up her workspace and understand the processes followed in the organisation. The mentor and another teacher can help her through that. The teacher can be given a book / manual to read which she can do so on the Sunday.			The first few sessions are taken along with another teacher	10 old plans + 10 new plans that the teachers have to come up with	Digitally made notes can be shared with other organisations as well		They can access content from the internet and from other books in case mentors are not available	A chart on her workspace with the names of the students	Can each teacher take up responsibility to present a topic each month? Like CAA/NRC and start a discussion			Teachers create a lesson plan that underlines the pedagogy of the approach that is being taken, what the activities will be conducted and the ideal evaluation that should be done	Once a month each teacher goes to the class of another teacher (not the one that they volunteer for) and then they discuss what went well, what went wrong and so on		Existing students of Khelghar can be asked to get new students. These efforts can be particularly hightened on something like a 'game day'	The handover file will contain an essay about the teacher's overall experience, what worked and didn't work for the class, etc.	Keeping the teachers in the WhatsApp group
11	Possible service failures and how to handle it	Sign up Khelghar on online job portals	The teachers can take initiative to make a video that talks about Khelghar and their experiences	The person doesn't come to visit the office after deciding the date on call. - If they send a message apologising for not coming, they can be given an alternate time - If they do not send a message, an message is sent to them	If a decision is taken not to select the teacher a phone call from the founder explaining the pros and cons of her profile and what she needs to improve	A ~15 min call can be set up with a existing teacher where the new teacher is given a walkthrough of the manual	Making a 'welcome box' for the new teacher with a diary, some food, notes from kids?			If the assimilation period doesn't happen and if there was no farewell done for the older teacher, the new teacher can still carry out the activities and send the content to the old teacher digitally	A common board with the lesson plan cards of all the teachers put up so that the others can comment and see what everyone is doing					Every teacher can be paried with another experienced teacher at another Khelghar. They can report the work being done there and any interesting activities or give/take advice.						An 'information center' that the existing Khelghar students run during events in the community After such events if there are new people joining, then it can be made sure that the sessions are more fun and activity based for the next week than they usually are	Format of handover of students 10 most critical cases should be detailed out for the new teacher. Introduction to the parents should be conducted by the old teacher.
12		Information boards can be put up outside Anand Sankul to attract talent from the community	A reminder is sent to the teacher before they visit		The teacher declines the job offer that was presented to her. A questionnaire can be sent to her asking her why she changed her mind. Questionnaire will be in english and marathi.	A prompt is given to let other people in the house also read the manual. Its importance as a book to help children can be touted	On the first day, the teacher is asked not to get a tiffin and that everyone else with share with her.				One day a week the lesson plan of one teacher is discussed in detail (by all the teachers and mentors). Here, since the mentors are also present, the discussion can be deeper than simply 'activities'. Ideas about pedagogy and so on can be introduced.					All the teachers can collectively decide to take session on one topic with the kids. The ideation for all of this can be done collectively or in groups. And then the next day discussion can happen on what worked and what didn't. When it is still fresh in the mind. These sessions can be looked at as 'experiments'.						If the parents come to enquire, they can be shown other children's notebooks in order to help convince them of the fact that children have holistic development
13		Existing teachers get referral points					If it is not possible to have a week 0 where the teacher doesn't have to teach and jjust gets acclamatised to the office and the processes, then the encounters from week 0 will happen in week 1.				The teachers can be given any physical tool that they use to display their daily lesson plans					How might we frame the teacher's mindset so that they think that they are conducting experiments with the children to generate knowledge about what works and what doesn't?						If the parent/student comes to enquire but doesn't send the child on the next day, the teacher should send a Khelghar student to enquire
14		After events, send out reminders to attendees about volunteering and job opportunities and ask them to share the same														Teacher exchange - a teacher can teach another organisation for a week and a teacher from there could come to Khelghar.						Can the teachers write a note about the book that they read and attach it to the back of the books. A list of all the teacher's reflections might be interesting for everyone to read These notes could also have a format.
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