School Teacher

Resume'

NAME : SMARAJIT DASGUPTA.

PERMANENT ADDRESS: Flat E/3, Prantik Housing Estate,

**/** *.*. ****, Kolkata -700002.

Ph: 033-********/+91-750*******/907-***-****. (M)

E-MAIL: ******************@*****.***

DATE OF BIRTH : 23.06.1972

MARITAL STATUS : Married.

PASSPORT NUMBER: K7573012 and valid till 26-11-2022.

ACADEMIC QUALIFICATIONS :

DEGREE/STREAM INSTITUTION/UNIVERSITY YEAR

M.A.- English Calcutta University. 2006

B.A. Scottish Church College.

Pol.Science, Eng. & History. Calcutta University. 1994

H.S. Surendranath College.

W.B.C.H.S.E. 1992

Madhyamik W.B.B.S.E 1990

PROFESSIONAL QUALIFICATION :

CERTIFICATE/DEGREE INSTITUTIONAL/UNIVERSITY

DCF National Institute of Computer Technology, Kolkata. (DOS, Windows, MS-Office, Internet)

Sr. Teachers' Training course/ David Hare Correspondence College, Kolkata.

Diploma in Education (Method subjects-English and History).

Bachelor of Education. Muslim Minority Ahmadia B.Ed. College, Millatnagar,

(Method subjects- English and History) Rampura-Katihar(Bihar)

(B.N. Mandal University, Madhepura)

MBA- Educational Management/ CIDDT- UCIE- UK. (ON SITE).

PROFESSIONAL ACTIVITY:

SUBJECTS TAUGHT LEVEL

GEOGRAPHY Middle school

ENGLISH&HISTORY Middle school & Senior School

TEACHING METHOLOGY Primary, Secondary and Higher-Secondary School Teachers.

LANGUAGES KNOWN : English, Hindi, Bengali & Nepali

EXTRA-CURRICULAR ACTIVITIES :

While a student in St. Xavier's Collegiate School Kolkata, took part in Inter House Elocution Competitions, Inter School Debates and Quiz competitions as an active member of St. Xavier's School Literacy Society.

Represented Scottish Church College, Calcutta in various intercollegiate extempore/speech competitions.

Participated in an English workshop conducted by HLS INDIA, in April'01 and May'02.

Participated in an English Language workshop conducted by the British Council, Kolkata in January '03 and was chosen the best presenter.

Takes keen interest in organizing, debates, quizzes, seminars, workshops and various other community activities among student groups.

PROFESSIONAL EXPERIENCE:

1995-1997: Worked as a Sr. Teacher from 1995-1997 in South Point School, Kurseong, Dt.- Darjeeling, a premier convent boarding school (affiliated to CISCE, New Delhi)in the hills and was a member of the residential staff.

1998- 2005: Worked as Sr. Teacher, Activity Coordinator and then as School Academic Head in Central Modern School, Baranagar, Kolkata affiliated to CISCE, New Delhi. (Since 1998 to June 2005).

Worked as Invigilator for the board exams of 1999, 2002, 2003 and 2004 conducted by the I.C.S.E. Council, New Delhi.

Worked as Supervising Examiner for the board exams of 2005 conducted by the I.C.S.E Council, New Delhi.

Went to the Nepal as a part of a Teacher - Student-Exchange-Programme organized by the SAARC Secretariat and the CISCE, New Delhi and worked as Sr. Teacher in Galaxy Public School, Kathmandu, Nepal and its sister concern, Elite's Co-ed Sr. Sec. School, Kathmandu, Nepal as the Head of Department of the English Faculty for an year, in 2000.

2005-2006: Worked as Vice-Principal in Sacred Heart School, Kurseong affiliated to ICSE Council, New Delhi. (Since July 2005 to July 2006).

2006-2008: Worked as Teacher-Trainer and attached to Academy for Professional Excellence, Kolkata and deputed to train and counsel Primary to Higher-Secondary Teachers/Educators in the state of Mizoram for the CICTT and CIDTT Courses, of the University of Cambridge (UCIE), United Kingdom from Aug 2006 to December '08. This is a project conceived and funded by the Dept. of HRD, Govt. of India and the beneficiary is the SCERT, Dept of Education, and Govt. of Mizoram.

Presented Paper on behalf of Academy for Professional Excellence, Kolkata on: Modern Teaching Methodologies in relation to the Present-day Educational Needs at Satyam College of Education, Moga on 12th December’08 organized by NCTE, New Delhi was declared as the best Presenter of the Seminar.

2009-2010: Worked as Principal in Jain International School, Aurangabad, Maharashtra affiliated to CBSE, New Delhi. (March 2009 to April 2010).

2010- Present date:-I joined Podar Education Trust, Mumbai (A premier Educational Group of Mumbai since 1927) as the Principal and Ex-officio Secretary, School Managing Committee and has been working since April-2010 till present date. Joined at Podar International School, Nagpur, have served at Podar School, Jalna, Podar International School, Raipur. I have served the Podar Group as the Hub-Principal for Vapi-Surat-Baroda-Anand-Hub and was posted at Podar International School, Vapi till February 2016.

I was transferred to Podar International school, Kalyan(ICSE) in March ‘ 2016 and am presently leading the ICSE school apart from some extra administrative responsibilities for the group.

Students appearing for CBSE Class-X achieved District Level Toppers under my leadership, consecutively 3 years in March’ 2011,2012 and 2013.

Have been nominated as a CCE Mentor by CBSE, New Delhi for its CCE programme for the Academic Session 2012-13.

Represented Podar Education Group at Edumedia Conclave for School Leaders at Bengaluru in 2012, at Mumbai in 2013 and at Pune in 2014.

Have featured on the cover-page of the October’2012 Mentor magazine published by Edumedia and my article on “Innovative means of Student engagement” and “Inclusiveness for exclusiveness” as an article in the same magazine in November 2013 issue.

Represented Group of Podar School Principals at The Bett Show, January’2013 and in January 2015 held at Excel, London on a Fortnight long visit to United Kingdom and toured and visited various Public and Private School, of the country as well as visited Universities of Brussels and Prague, making a brief stopover at Paris. It was a month-long Academic Tour sponsored and organized by Podar Education Trust, Mumbai.

Attended Conference for School Leadership and Change-makers organized by IECS, New Delhi at India International Centre, New Delhi in 2013.

Attended World Education Summit 2015 at Le Meridian, New Delhi a premier collaborative seminar on school policies and academic values.

Attended Conference for Principals organized by AIEL, India in 2105.

Contribute regularly to various topics on pedagogy, differential learning, learning deficiencies, teacher empowerment and means and methods of ensuring safety and security for School Principals in present socio-economic context in various socio-academic forums like LinkedIn and Academia.org

As Hub Principal, I was the advisor and mentor to the Principals of Podar International Schools of Navsari, Surat, Baroda and Anand apart from being the Head of Institution for our Vapi School. My role is to guide and advice the respective Principals, conduct academic and administrative audit as well as conduct Induction Sessions for joining Principals of my hub. It is also my responsibility to preside over the quarterly hub meets at different locations in our hub.

Since 23rd of March’16, I am leading Podar International School, Kalyan(ICSE) as the Head of Institution and also as a Mentor Principal of the group, guide and assist the Principals of our CIE and CBSE schools which are in the same campus on various academic and administrative policies of the organization. I am also the Training Head for Sociology/ History & Teaching Methodologies for all Principals and teachers of the eight existing ICSE schools in our organization across the network.

I have the experience of performing the role of a multi-tasker and thus juggle my Administrative duties along with my Academic obligations as well as liaison with Dept. of Education and the CISCE, New Delhi for NOC and the affiliation of the institution with ease. My present Gross Salary is Rs. 26,40,000 and the take-home/net salary is Rs.24,00,000.00 per annum after necessary income-tax deductions which excludes boarding, vehicle(24-hours), internet and cellular connectivity, free education for my children and two whole time attendants and if selected I would look forward to a suitable compensation commensurate with my present salary, perks and facilities.

References:

1. Ms. Gargi Sen,

Principal-Teacher Training,

Academy for Professional Excellence, Kolkata.

Phone- 033-********/40081921.

2. Prof. (Dr.) B. L. Handoo

Educational Innovator & Managing Director

Indira Educational Consultancy Services

Cell:-093********,098********

Visit:-http://www.iecs-india.com

Seminar: Modern Teaching Methodologies in relation to the Present-day educational needs.

Venue: Satyam College of Education, Moga.

Date: 12th December’08.

Organized by: NCTE, New Delhi.

Prepared & Presented by: Smarajit DasGupta.

Designation: Teacher-Trainer.

Organization: Academy for Professional Excellence, Kolkata

Topic of Paper: JOB RESPONSIBILITIES OF A PRINCIPAL.

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There are various traits Principals should possess and these are discussed hereafter.

By reviewing the following information, one can gain better insight into the role of a Principal and determine whether or not this is something they would like to pursue as a desired occupation.

Who is a Principal?

A Principal is an individual who directs and monitors the academic and non-academic activities within a school environment. He is thus that individual who plans and implements the daily routines within an educational setting.

General Responsibilities of a Principal

The Principal has many general responsibilities which he must carry out on a daily basis. Primarily, the Principal is the head of the educational institution. He provides guidance not only to the teachers but to the students as well. He must monitor all activities within the school and be the leader of it all, so to speak. In addition to this, the Principal must act as a liaison between what goes on in the school to those outside. The Principal will meet requests from parents, school board members and government officials. This is one individual to whom people go to, with compliments as well as complaints.

Specific Duties of a Principal

The Principal has numerous duties he must take part in, since he is in a supervisory position. The first duty of a Principal is the responsibility for fulfilling in their capacity as Principal is that of hiring, firing, and disciplining teachers and staff of the school. Those who work at the school are answerable to the Principal should any issues arise and thus he is the individual who usually does the interviewing and placement of staff as well as firing if necessary thereof. Along with the hiring and firing of staff, he is also responsible for developing payroll specifications for the individuals. The Principal will most likely have a payroll specialist who in fact transmits the payments but the Principal is the person who will resolve any issues with regard to payroll. He may however have a reprisal committee to assist him in this process.

The Principal is also responsible for monitoring the education and extracurricular activities of the students at the educational institution. He will monitor lesson plans of the teachers as well as other activities which go on in the school to ensure that the students are receiving the educational and activity requirements that are necessary to provide a complete learning environment for them. The Principal is often the individual who takes care of disciplinary actions with students as well. He must also provide special and focused remedial attention to differently challenged children and also those from the under-privileged sections of the society. He must be specifically sensitive to slow-learners and make his team of “educators” sensitive to their individual needs. The issue of corporal punishment must be very sensitively dealt with guiding the students, their teachers and even the parents.

In addition to providing supervision in the school itself, the Principal will also engage with outside entities. The Principal may contact businesses to let them know of any contributions or sponsorships which may be needed for various school programs. This involves academic as well as extracurricular activity needs. He would appraise the School Managing Committee of the achievements as well as shortfalls of his team, on a regular basis.

The Principal must also stay abreast of current laws, rules and regulations and ensure the school’s compliance with all of the above. This also deals with everything from the administration to extracurricular activities for the students. The Principal must be sure that everything that deals with the smooth operation of the school is in tune with state and national laws and regulations.

Positive Traits Which Principals Should Possess

The Principal holds a key supervisory role in the school system. He is one who is in direct charge of all that goes on within the school and is in the best position to do something about the various things which occur daily. Due to the supreme role of a Principal, individuals who are in this profession should possess certain favorable traits.

Most importantly, the Principal should exhibit excellent leadership skills. Since the Principal is the main individual in charge in a particular school, he should be dynamic enough to lead those below him to make the school the best that it possibly can be. There will be many individuals looking to the Principal for guidance and the individual in this role must be able to provide that guidance to their subordinates.

A Principal should also be a good problem shooter as he would be required to solve many problems during his role as Principal. These problems may range anywhere from disciplinary actions for students to finding a way to fund certain school programs. A Principal who has the top of the line problem solving skills will find that this makes his job much easier to carry out as he knows exactly what to do, should problems arise.

Good conversational skills are another positive trait Principals should possess. As he would be speaking with countless individuals throughout his daily job duties, it is important that the Principal knows exactly how to express what he wants and relays this information to individuals. A Principal should also be social in nature and not simply robotic in relaying information to various parties. A Principal who has good conversational skills will thus excel in his position.

In addition, a Principal should enjoy what he does on a daily basis. One who likes his job will arguably do a better job at it. If one is a Principal and dreads starting the day each morning, this sentiment will be relayed in his daily activities and negatively affect his ability to do the job. He thus must ooze confidence from his entire persona.

Education administrators set educational standards and goals and establish the policies and procedures to achieve them. They also supervise managers, support staff, teachers, counselors, librarians, coaches, and other employees. They develop academic programmes, monitor students’ educational progress, train and motivate teachers and other staff, manage career counseling and other student services, administer recordkeeping, prepare budgets, and perform many other duties. They also handle relations with parents, prospective and current students, employers, and the community. In an organization such as a small day care center, one administrator may handle all these functions. In universities or large school systems, responsibilities are divided among many administrators, each with a specific function.

Educational administrators who manage elementary, middle, and secondary schools are called Principals. They set the academic tone and actively work with teachers to develop and maintain high curriculum standards, develop mission statements, and set performance goals and objectives. Principals confer with staff to advise, explain, or answer procedural questions. They hire, evaluate, and help improve the skills of teachers and other staff. They visit classrooms, observe teaching methods, review instructional objectives, and examine learning materials. Principals must use clear, objective guidelines for teacher appraisals, because pay often is based on performance ratings.

Principals also meet and interact with other administrators, students, parents, and representatives of community organizations. Decision-making authority has increasingly shifted from school district central offices to individual schools. School principals have greater flexibility in setting school policies and goals, but when making administrative decisions they must pay attention to the concerns of parents, teachers, and other members of the community.

Preparing budgets and reports on various subjects, including finances and attendance, and overseeing the requisition and allocation of supplies also is an important responsibility of Principals. As school budgets become tighter, many Principals have become more involved in public relations and fundraising to secure financial support for their schools from local businesses and the community.

Principals must take an active role to ensure that students meet national, State, and local academic standards. Many principals develop partnerships with local businesses and school-to-work transition programs for students. Increasingly, principals must be sensitive to the needs of the rising number of non-English speaking and culturally diverse student body. In some areas, growing enrollments also are a cause for concern because they lead to overcrowding at many schools. When addressing problems of inadequate resources, administrators serve as advocates for the building of new schools or the repair of existing ones. During summer months, principals are responsible for planning for the upcoming year, overseeing summer school, participating in workshops for teachers and administrators, supervising building repairs and improvements, and working to make sure the school has adequate staff for the school year.

Schools continue to be involved with students’ emotional welfare as well as their academic achievement. As a result, principals face responsibilities outside the academic realm. For example, many schools have growing numbers of students from dual-income and single-parent families or students who are themselves teenage very young. To support these students and their families, some schools have established before- and after-school childcare programs or family resource centers, which also may offer parenting classes and social service referrals. With the help of community organizations, some principals have established programs to combat increases in crime, drug and alcohol abuse, and sexually transmitted diseases among students.

Qualifications for Educational administration & Career Training

People having started out in related occupations need only to complete a Masters or Doctoral degree to pursue a career in Education administration. There are many different duties and levels of responsibility in the field, so many education administrators have very different educational backgrounds and experiences. Recently Educational Management is a sought after educational degree for MBA’s. Those who have worked as teachers usually move to administrative positions such as preschool directors, academic deans, central office administrators, and principals or assistant principals. Some teachers gain experience by working as assistant principals or as the department heads, curriculum specialists or subject matter advisors at the school or district level all lead on to be become a Principal. Occasionally those in related staff positions such as residence hall directors; financial aid, admissions, or guidance counselors; recruiters; or librarians move up to work on the administration level.

Employees must demonstrate proficiency in their current jobs before they can be considered for educational administrative positions. Supervisors look for candidates with strong leadership skills, resolve, self-confidence, originality, and drive. It is important that they are capable of making rational decisions, organizing their time well, and working efficiently. Those in administrative positions must have strong interpersonal skills and be successful communicators and motivators as they will be heavily involved with students, parents, teachers, and the community. A familiarity of the practices and principles of leadership learned through both academic training and on-the-job experience is essential. It is necessary for Principals to have computer skills as they will be required to gather information and coordinate technical resources for students and teachers in the school.

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