Faculties

Our Faculties

Teachers are the strength of every school. A teacher is no longer solely responsible for imparting all-encompassing knowledge. They are facilitators who motivate students to explore the world of knowledge for themselves using new technologies and inspire them to study and grow in an atmosphere of affection, kindness, trust, togetherness, and openness.

 

MAMS has a team of highly certified, knowledgeable, and experienced teachers with years of expertise in the classroom. MAMS is also committed to staff development through a variety of ongoing in-service programmes and workshops that address topics such as psychological counselling, personality development, and career counselling, in addition to academics and pedagogy.

Faculty Refinement

Our teachers are gradually changing from traditional-based teaching, which is mostly centred on theoretical educational processes, to research-theory-based teaching, which informs and inspires teaching practices. We are dedicated to offering high-quality teacher training and work hard to keep our instructors up to date on teaching innovations and incorporate new research findings into their classrooms.

 

Our Professional Learning Communities meet in the subject and level-specific teams to brainstorm, ideate, and write down the best pedagogical approaches from across the world that are backed up by research and statistics

 

Our teams of teachers collaborate to create Units of Inquiry that are both thought-provoking and productive. Teachers are exposed to innovative and engaging teaching and evaluation tools and strategies throughout these PLC sessions. The knowledge and abilities gained through these training and PLCs have revolutionised student learning and the teaching-learning process.

 

PLCs can tap into the collective wisdom of instructors from inside or across schools to ensure that students receive the greatest possible support. Teachers coordinate PLCs in a variety of subjects, and each group is anchored by teacher leaders in level-based groups.

 

MAMS also focuses on implementing the best UOIs. The conversations during the creation of the UOIs include the necessary and predictive questions, the backward design, the formative assessments, and so on, ensuring that the design tackles all of the major concepts and learning outcomes for that unit.

Teacher Training and COVID Measures

In a world that is continuously changing, keeping up with new knowledge, new norms, and new thinking is critical in an educator’s life. MAMS makes sure its teachers are up to date on the most recent educational methods and thinking in the world.

 

Teachers will learn about the DPSG Learner Profile, which is based on the four pillars of education, as well as many areas of curriculum transaction, such as constructing appropriate learning outcomes, employing numerous assessment methodologies, and selecting appropriate teaching-learning material.

 

Our training programme, like the curriculum, is teacher-led and encourages inquiry and study. It allows our instructors to collaborate with one another across our faculty and to gain the information, skills, and competence they need to stay in tune with our students’ interests and the world of education.

 

Our training programmes not only instil solid educational ideas and practises in our instructors, but they also help them gain confidence by simulating classroom settings in which teachers communicate their ideas and thoughts to a live audience of other teachers.

Programs

Professional development is an important part of teacher growth and evolution at MAMS. Teacher training programmes provide our teachers with future-relevant knowledge and abilities, as well as open up new vistas of teaching methodology by exposing our educators to the best practices across the globe, allowing them to easily transition into a 21st-century learning environment.

 

Our Teacher-Led Online Professional Development Program: Over the course of twelve days, teachers participated in training sessions as field experts, facilitators, moderators, and participants in a variety of roles.

 

Presentations on pre-reading homework assigned for them the night before were shown during the session in order to stimulate thought. Capacity Building Sessions followed, with topics including how to conduct Inquiry, the value of connecting with students, the art of questioning, ‘Reflection’ as an empowering tool, and designing a strong lesson plan (the Unit of Inquiry).

 

Exchange Programs: With the internet connecting us all, real-time, physical exchange programmes are being phased out in favour of online collaboration and virtual exchange experiences with reputable schools all over the world.

 

MAMS acknowledges that the mind awakens to larger thinking by sharing and collaborating with groups outside of our institutions. Collaboration with schools all around the world is urgently needed, and it is now possible thanks to the school’s advanced technology.

 

Our teachers are members of various learning communities throughout the world, where they participate in online debates and the exchange of ideas.

 

Innovative Pedagogical Tools: Our teachers have been exposed to good and innovative pedagogical approaches and have learned how to access and use online resources to promote learning through training and PLCs

 

Padlet, Quizzlet, MS TEAMS’ finer products, Kahoot, Crossword Puzzle creators, and a plethora of other virtual sites that aid in lesson planning have become part of our teachers’ pedagogical practices.

Our Numbers

The student-to-staff ratio is 1:5. Each section in Classes V through XII is limited to a maximum strength of 35. As a result, each kid receives personalised attention and is encouraged to approach teachers for assistance with problems both in and out of class. Teachers may even teach small groups of 10 or 15 pupils in senior classes.

 

Tuition throughout the summer is strongly discouraged. During the school year, our school provides remedial lessons for struggling pupils and assigns them holiday work to complete under parental supervision.