ITARI EBrochure 2016

TRAINING AND RESEARCH INSTITUTE
www.itari.in

Indus Training & Research Institute (ITARI)
In today’s Knowledge Age, teachers are change-agents who are expected to lead reforms in
curriculum, in students and in communities worldwide. The rapid rate of knowledge obsolescence
necessitates teachers to focus on lifelong learning, continuous professional development, whole
education and leadership. Indus has a vision and a higher purpose that drives our passion for
excellence in all spheres. We realize quality of teachers is critical for educational institutions, hence,
ITARI was set up with a specific mission to ensure capacity building of all our firmaments.
ITARI is the first training institute in India to offer Postgraduate level, professional teacher certification
programmes in International Education, exclusively customized to meet the requirement of
International and progressive Schools. We are fortunate to have remarkable leadership and
faculty members within ITARI and the Indus Schools. ITARI promotes teaching and education
administration as a respectable and a profitable career, aspiring to give this noble vocation the
impetus it deserves in transforming lives, families, the community and society at large.
Vision
“Facilitate institutional capacity building and
promote a professional learning community
for international education and leadership.”
Mission
“Empower Teachers with a positive disposition
and a growth mindset to inculcate universal
values, enabling them to unlock their potential.”

Key Guiding Concepts
Purpose of education is preparation for life, a life where the future is Volatile,
Uncertain, Complex and Ambiguous (VUCA)
• Role of a teacher is to unlock a child’s potential
• Research in human learning and mindfulness
Role of ITARI
The mission of ITARI is to encompass the areas of training, research, knowledge
management, leadership development and quality management systems for
International Schools.
ITARI Envisages..
• Pre-Service training programmes in International Education
• In-Service capacity building of Indus International School Teachers and Others
• Research in Pedagogy, human learning and knowledge management
• Quality evaluation of International Schools
• Consultancy Services
ROLE OF ITARI
PRE-SERVICE
TRAINING
IN-SERVICE
TRAINING
RESEARCH &
DEVELOPMENT
QUALITY
EVALUATION
Post Graduate Diploma
in International Education
Keele University, UK
Cambridge International
Diploma for Teaching and
Learning (CIDTL)
Research in Human
Learning Pedagogy and
Best Teaching Practices
Quality Evaluation
of Schools - Balanced
Scorecard
Post Graduate Certificate
in International Education
Workshops in Leadership,
Pedagogy, and Best Practices
in International Education
Connect and Develop the
Research Institutions to
apply scientific research into
classroom practices
360 degree Feedback on
the overall performance of
a School
ITARI Graduate Demonstrates
Signature Strengths
POTENTIAL
• The only Institute offering pre-service teacher training in International Education
• The only teacher training institute co-located on an IB School Campus
• Quality assurance and Curriculum co-constructed by Birmingham City
University, UK
• Emphasis on leadership and holistic growth
• Developing persuasive communication Skills
• POSITIVE DISPOSITION
• INTERNATIONAL
MINDEDNESS
• DESIGN THINKING
• VISION
• SELF - AWARENESS
• GROWTH MINDSET
• INNOVATION CULTURE
WHOLE
CHILD
PROFESSIONAL
• Insight into data analytics and design thinking
• SMART CREATIVE

ITARI ACADEMIC PROGRAMMES
PGDIE
DURATION
1 Year - Full time programme conducted in Bangalore.
CURRICULUM AND COURSE PLAN
• Focuses on inter-disciplinary facets of educational philosophy, educational
psychology, comparative education, classroom management, research on
human learning, best pedagogic practices and international curricula
• Qualifies teachers (beginning or experienced) to set out on a rewarding
career as faculty in international or progressive schools
• Curriculum is a unique blend of 40% theory and 60% practicum
Professional Graduate Diploma in International
Education (PGDIE)
THE ITARI ADVANTAGE
g International School Internship: Internship experience at the Indus
International School (International Baccalaureate)
g Emphasis on Practical Training: 60% practical training with a well-defined
educational curriculum in pedagogy
g Birmingham City University Certification: Academic award and certification
from Birmingham City University, UK
g Educational Loans: Educational loans available
OVERVIEW
Indus Training and Research Institute (ITARI) in association with Birmingham City
University U.K. announces admissions for Post Graduate Diploma in International
Education (PGDIE/PGCEi), July - May annually. The PGDIE is India’s first overseasaccredited
teacher certification programme, which over the past six years, has
qualified numerous teachers, majority of who are employed by the best International
Schools.
Currently, the PGDIE is the highest qualification awarded by ITARI in association
with BCU, UK and graduating teachers have been recruited as faculty both at
Indus International Schools, and other IB Schools with excellent salary, perquisites
and career growth opportunities.
g Placement Assistance: Most of our trainees have been successfully placed,
till date
g Internal Employment Opportunities: Opens up employment opportunities
at the Indus International Schools (based on merit and interview process
after qualifying for the Diploma)
g Extensive Library Facility: Library facility for registered candidates
ELIGIBILITY
• Postgraduate or Graduate in any discipline (from a recognised University in
India or overseas)
• Proficiency in written and spoken English
• Potential for leadership
• Effective social & communication skills

Professional Graduate Certificate in International
Education (PGCIE)
Cambridge International Diploma for Teaching &
Learning (CIDTL)
OVERVIEW
OVERVIEW
The PGCIE is a full-time scholarship course offered by ITARI, located on campus
Indus International Bangalore. This short intensive course is a pre-service IB
induction programme customized for Indus International Schools. Several PGCIE
batches have successfully qualified and trainee-teachers have been recruited as
faculty at the Indus International Schools with excellent salary and perquisites.
DURATION
Six months full time programme followed by internship
The CIDTL Diploma is an intense, rigorous but flexible training programme and is
designed to enable candidates to teach in a variety of teaching environments. The
course helps trainees to pursue and enhance their academic insight, reflective
teaching skills and knowledge of pedagogy.
Popular for its practise-based qualification for ongoing professional development,
this professional teacher certification is offered by the Cambridge International
Examinations (CIE), UK and is recognised across 140 countries. This Diploma
can also be undertaken by full-time or part-time teachers & trainers in educational
establishments, training organisations and companies.
DURATION
Nine months to one year
CURRICULUM
The PGCIE course curriculum focuses on International Baccalaureate (IB)
curriculum, transdisciplinary facets of educational philosophy, educational
psychology, whole education, research on cognitive neuroscience, best pedagogic
practices (including class-room management, differentiated instruction, student
engagement, assessment for learning), leadership development and emerging
technology in curriculum delivery. The unique feature of the programme is that it
covers both theory (40%) and practice-teaching (60%) comprehensively. Thorough
hands on experiential learning of IB curriculum is emphasized.
ELIGIBILITY
Postgraduate degree in any discipline with distinction or first class, strong domain
knowledge, Excellent spoken & written English.
CURRICULUM AND COURSE PLAN
• Consists of four modules which include key phases in the teaching-learning
cycle-Design, Practice, Assessment and Evaluation
• Extends to two additional modules - developed exclusively by ITARI to meet
the needs of teachers in the Indian context
• Evaluation based on creativity, authenticity and reflective thinking by examiners
from the CIE, UK.
• Aims to develop a deeper appreciation of the fundamentals of education
• Widens a teacher’s perspectives and world view
• Encourages candidates to be thoughtful, sympathetic & resourceful in their
approach to diverse learning needs

ITARI WORKSHOPS
CIDTL
THE ITARI ADVANTAGE
g Face-to-face sessions: The four modules are covered through 180 hours of
classroom based sessions
g One-on-one mentoring: Expert mentoring support during and after
completion of the course and through the Practice Teaching phase.
g Support materials: All candidates receive required study and support
materials for the course
g Exclusive Library Facility: Candidates will have access to the ITARI library for
reference work
g Stringent Assessment: Candidates will be required to write four assignments,
one each on Design, Practice, Evaluation and Assessment. The modules
are submitted online and assessed by CIE
g International Best Practices: Dynamic teacher development course based
on international best practices in education
g Intensive use of Technology: Diploma syllabus and assignments provide a
framework for a range of teaching and learning methods, making intensive
use of technology
ELIGIBILITY
Graduate or equivalent from any recognised University.
UNDERSTANDING TEACHING AND LEARNING (UTL) (3-5 hrs)
The session on UTL aims at understanding the teaching process through relating
to teacher’s personal learning experiences; analyzing how learning happens;
practising simple principles of learning through activities; discussing what
successful teaching and learning mean; understanding and analyzing one’s own
styles of teaching and the role of values in a teacher’s life.
Teachers as Designers of Instruction
PROGRAMME & SESSION PLANNING (PSP) (9 hrs)
The module aims at helping teachers become designers of instruction: understanding
the process of designing programmes and lesson plans thoroughly; writing and
understanding the difference between aims and objectives, components of a
comprehensive plan; detailed practice in designing lessons. Teachers as Leaders
of Learning.
A – EFFECTIVE TEACHING - LEARNING STRATEGIES - PART I & II (12 hrs)
The module incorporates hands-on experiences on how to make content accessible
to learners; how to ensure all learners are learning; methods to enhance learning
engagement and high order thinking in the classroom. Trainees will experience the
brain principles behind using these strategies and learn and practise, using these
strategies in groups. Trainees will get to present an activity in which they will use
the strategies learnt, to show its practical implications in the classroom.

Teachers as Classroom Managers
B – INQUIRY AND PROBLEM BASED LEARNING – PART I & II (9 HRS)
Learners learn best when they ask questions and seek answers on their own
through an inquiry. This module looks at analysing Inquiry based learning and
constructivism; how the approach can be practised effectively in the classroom.
Trainees will be taken through the process of Inquiry through discussions,
examples, videos and case studies.
C – CRITICAL AND CREATIVE THINKING (CCT) (6 HRS)
This module focuses on development of creative and critical thinking skills. The
main focus is to enable teachers to think out of the box and bring freshness and
creative thinking to teaching and learning in the classroom.
A – CLASSROOM COMMUNICATION (CCM) (6 HRS)
CCM aims to enhance positive and meaningful interaction among teachers and
learners in a classroom and out of it. This module aims to empower the teacher to
positively enhance classroom and school environment, using active listening skills.
B – CLASSROOM AND BEHAVIOUR MANAGEMENT (CBM) (6 HRS)
Teachers, find it increasingly difficult to manage a classroom effectively due to
several factors. Often, a teacher starts off enthusiastically with great ideas and
plans, but is unable to implement them due to ineffective communication and
behaviour management. The module analyzes teacher behaviour that influences
and impacts a classroom and learning experiences.
D – THE MULTI-ABILITY CLASSROOM (MAC) – PART I & II (12 HRS)
Different people have different needs. However, this aspect is ignored in most
schools. It is now imperative to understand that different children have not only
different needs, but also varied interests, learning styles, abilities, intelligences,
talents and different levels of mastery at any given point of time. This module thus
focuses on what Differentiated Instruction is, why personalising learning is crucial
in today’s context and how it can be effectively implemented in any classroom.
E – PROJECT AND CONCEPT BASED LEARNING (PCBL) (9 HRS)
Projects and concept-teaching make learning come alive for learners. However,
projects and concept-teaching must be well planned with clear objectives and
outcomes for each learner in the group. This hands-on module aims at enabling
trainees to understand the nuances and methods of executing a successful project
based learning plan. Trainees will execute a project and design concept maps to
experience the whole process, first hand.
F – INTERNATIONAL MINDEDNESS (3 HRS)
It is important to understand the inherent complexity of International Mindedness
and it’s interpretation while working in an international school. This module aims in
providing a background to key developments that drive the growth of international
education. Also, this module helps in examining the concept of international
mindedness and the extent to which it promotes the school.
C – CONFLICT RESOLUTION & MANAGEMENT IN SCHOOLS (CRM) (6 HRS)
CRM aims to empower learners to deal with various conflict situations that arise
between students, students and teachers and between colleagues. The module
will help trainees to define their understanding of what Conflict and Conflict
Resolution means; analyze the nature of conflict and study it thoroughly through
discussions and activities.
D – UNDERSTANDING SPECIAL EDUCATIONAL NEEDS (6 HRS)
This module describes the most frequent Learning Difficulties and Disabilities
encountered in the mainstream classroom: learning disabilities, attention deficit
hyperactivity disorder (ADHD), intellectual disabilities, behavioural disorders,
physical disabilities and sensory impairments. The module provides key information
about each of these disabilities and describes practical strategies on how to
identify, assist and teach students with these disabilities. The module is designed
to equip mainstream teachers to respond effectively to the diverse needs of pupils
in today’s inclusive schools and classrooms.
Teachers as Resource Persons
A – INSTRUCTIONAL TOOLS AROUND US (ITA) (4 HRS)
The module looks at how seemingly simple, inexpensive and easily available
resources like the blackboard, newspapers, and display boards can make the
teaching learning process interesting and meaningful and provide “ peripheral
learning opportunities”.

B – USING THE OUTDOORS FOR LEARNING (UOL) (4 HRS)
In most schools, field trips are usually an annual event and hardly bring any deeper
meaning other than recreation. UOL will motivate teachers to look at outdoor
education from a new and refreshing perspective. The module gives several
hands-on exercises on creatively incorporating outdoor activities frequently into
daily lesson plans.
Teachers as Assessors of Learning
A – ASSESSMENT FOR LEARNING (AFL) (6 HRS)
This module focuses on developing a complete understanding of how assessments
can be designed and implemented as an on-going process, to gauge and determine
learner progress and consequently raise learners’ standards of performance.
The module incorporates hands-on practice in creating effective and thoughtful
assessment tools, customized to needs and abilities of the learners with emphasis
on giving constructive feedback.
B – ASSESSMENT OF LEARNING (AOL) (6 HRS)
The module focuses on thinking of creative ways of designing summative tests
and examinations that are reliable and give an accurate picture of the learner’s
progress.
Teachers as Developing Professionals
A – EVALUATION OF PROGRAM AND PRACTICE (EPP) (6 HRS)
This module focuses on Principles of Evaluation, Evaluating Plan and Practice
and Professional Development. Trainees will reflect on practice – evaluate plans,
observe selected sessions (videos) and evaluate them. Trainees will practice the
art of giving and receiving feedback.
B – REFLECTIVE PRACTICE (RP) (6 HRS)
Teachers can hope to grow professionally and be successful only if they are
equipped with skills that enable deep reflection of all their thoughts and behaviour
in their classroom or in schools about outcomes and effective results of learning.
C – TEACHER PORTFOLIO (6 HRS)
Trainees will reflect on what it means to be a professional, will create their own
teaching philosophy statement, create a teaching portfolio examine their CV’s,
their goals – both short term and long term and create a plan for their continuing
professional development.
Teachers as Instructional Supervisors
COACHING AND MENTORING (C&M) (6 HRS)
This training module enables staff in senior positions to become effective
instructional supervisors. It focuses on how to become effective coaches and
mentors to newer teachers. The sessions incorporate several mock observation
and feedback sessions for providing the trainees a first hand experience in effective
instructional supervision.
Teachers as Thinkers
PERSPECTIVES AND WORLD VIEW (P&WV) (15 HRS)
We firmly believe that a good teacher must have a world view. The P&WV sessions
focus on providing the teachers a rich platform to broaden their horizons of thought.
Trainees reflect through their own self-development through highly interactive
sessions on Reading, Case Studies, Video clips and Personal Stories of change
and networking.
Subject Method Specialists
Teachers will be trained on subject specific approaches and methods by
subject experts, on request. Training will be customised based on needs of the
schools / teachers.
On-going evaluation & Follow up (as required by the Schools)
On-going evaluation and follow up sessions involve classroom observation by
mentors and feedback and discussions. Follow up sessions and their frequency
are customized to the school’s requirements. Teachers maintain a teacher portfolio,
which is reviewed and discussed with mentors during the follow up sessions.
MENTORING
Ongoing mentoring is provided to teachers during the course of the programme.
Groups of 4 to 5 teachers are assigned to a mentor, who provides feedback on
lesson plans, followed by extensive feedback on practice and helps the trainee in
her overall professional development.

Future Courses
IB Educator Certificate
The IB Educator Certificates formally recognise the experience and commitment
of IB teachers, as well as their skills and understanding. Holders of these
qualifications will be recognised by the IB as having met the professional
development requirements associated with the IB’s programme authorisation and
evaluation procedures. With IB certification, you gain a rich learning experience,
ongoing professional development and the flexibility to follow a learning model that
best fits your career path.
The IB certificate in teaching and learning offers students the opportunity
to examine the principles and practices associated with one of the three IB
programmes (Primary Years, Middle Years and Diploma Programmes). Students
supplement their existing IB experience with rigorous, systematic investigative
work to further their knowledge and experience. Participants delve deeper into
curriculum development, pedagogy and assessment through exploring relevant
literature and their own IB practices.
ITARI Achievements
g A total of 662 teacher trainees registered
g PGDIE & PGCIE (Full-time Courses)
• 172 Qualified
• 80% recruited by Indus International School
g 490 registered for the CIDTL (Part-time Course)
Expansion Plans
ITARI has plans to consolidate and institutionalize the research and teaching
programmes in the next four to five years with a focus on meeting the training
needs of Indus Schools. There are plans for a new in-service programme for
leaders in the educational sector with a Cambridge International Diploma in
Educational Leadership (CIDEL) under the auspices of the Cambridge International
Examinations (CIE). There are a few tie-ups planned with reputed Universities for
new Masters (M.A.) and Research (Ed.D.) programmes with a focus on the IB
curriculum.
ITARI Management is also exploring expansion into neighbouring countries in
South Asia such as Bangladesh. There are plans for inter-disciplinary research at
ITARI with a new internal working paper series, an annual research conference,
faculty development seminars and incentives for faculty to publish books and
articles in peer-reviewed International Journals. There are plans for action research
and empirical studies in collaboration with the Indus schools and with Industry to
evaluate the effectiveness and relevance of ITARI teaching methods.In the next
ten year time frame, there are plans to collaborate with Universities in India and
Abroad to start a doctoral programme and further widen and deepen research
programmes. The focus of ITARI Training programmes will progressively expand
to serve Schools in India and Abroad.

ITARI Management & Faculty
“Greater energy and passion is more extraordinary than greater genius ”
Lt. General (Retd.) Arjun Ray
PVSM, VSM CEO,
Indus Trust
Lt. Gen. Arjun Ray has been honoured with the highest award in the Armed Forces for
distinguished service – the Param Vishishta Seva Medal. As the CEO of the Indus Trust,
he is responsible for strategic direction, policy formulation, leadership development, future
school projects, quality excellence, budgeting, teacher selection, succession planning,
and faculty training. As Chief Mentor to the faculty, he conducts mentoring programmes
regularly for all teachers. Through example, guidance and vision, he inculcates within the
Indus community, an ethos of discipline and passion for excellence.
Lt. General Arjun Ray is a graduate from the prestigious Staff College at Camberlay, UK,
and served as the country’s Deputy Military Advisor in London. In his last assignment, he
commanded the newly raised 14 Corps in Ladakh. His success in forestalling insurgency
in the region by winning over alienated communities into the nation’s mainstream has been
nationally and internationally acclaimed. As part of Operation Sadbhavana (Goodwill),
he set up 13 Sadbhavana schools, 11 Women’s Empowerment Centres, and 60 Adult
Education Centres for non-literate women along the Line of Control in Jammu and Kashmir.
He provided free education and pastoral care in Bangalore colleges to 125 Ladakhi girls.
In his second calling – international school education – he has set up three International
Baccalaureate Schools, the Leadership School, the Indus Training and Research institute,
and the world’s first Equal Opportunity School for children living below the poverty line.
The latter is in sync with his belief that schools must have a social objective; they cannot
just be centres of academic excellence. IB World has acclaimed the General as one of the
six IB World School Leaders on rethinking education, especially by making high quality
education affordable to the poor. Education World has also named him as one of the 50
game-changers in education in India.
Ms. Sarojini Rao
Advisor ITARI, Principal Indus International School, Bangalore
Mrs. Sarojini Rao, has been the Principal of Indus International School, Bangalore since July
2005. She stood first at University in Economics, has a triple master’s degrees in Education,
Economics and Management, and is trained in all the three IB programs (PYP, MYP and
DP). Mrs. Rao is also a graduate of the Principal’s Training Center for International School
Leadership, USA. She is the Managing Trustee of Indus International Community School,
Bangalore.
Mrs. Sarojini Rao has been instrumental in planning the curriculum and inter-curriculum
strategy, defining academic and non-academic objectives for the school, and training
teachers. She has played a pivotal role in formulating the Leadership Curriculum, Instructional
supervision and Evaluation model for the school. Mrs. Rao has also specialized in Balanced
Scorecard, which has been implemented in the school.
Under her leadership, the students are indeed set to take on the challenges ahead as
leaders of the future. Her emphasis on whole education (and not at the cost of academic
excellence) has been the highlight of her drive, resulting in Indus being ranked the top
International School for four successive years. A structured leadership curriculum that
involves every child has instilled not only confidence in the students but has also enabled
them to set realistic goals and devise plans to achieve them. She is a role model for the core
values of the school, namely love, empathy, discipline and respect. Small wonder then that
her students are sensitized to the needs of the less privileged. An excellent administrator,
Mrs. Rao believes in Team Work. With her advice and ideas, she has built a strong team and
together they work to maintain the high standards that she has set for the school.
Dr. Sridarshan Koundinya
Director ITARI,
Indus Trust
Dr. Sridarshan Koundinya returns to academia now after gaining two decades of crossfunctional
experience spanning several areas such as Public Policy, Strategic Business
Management and Research, Risk Management, Quality Assurance, Regulatory Compliance
and Corporate Governance. He joined ITARI on 1st June 2016. He has completed projects
in different sectors (public, private, academic, startups, NGO), in different industries (Energy,
Telecom, Education, Information Technology, Banking, Public Services) in different countries
(USA, UK, India, South Korea, Bahrain, Poland, Austria, France, Indonesia and China) and
at different organizations including GE, TCS, TTSL & CPUC. Throughout his professional
career, he has been speaking at academic and professional conferences and has published
21 articles, research papers and technical reports.
Dr. Sridarshan Koundinya began his career as an Engineer (B.E. from NITK, Surathkal),
MBA (from NMIMS) and went on to earn a Ph.D. in Public Policy & Management from the
Ohio State University at Columbus, Ohio, USA and a Masters in Information Management
from the University of California at UC Berkeley, USA. After teaching courses in Business
Economics and Public Policy at reputed American Universities and after having published
papers in peer-reviewed journals, he felt the need to enrich his teaching and research
through practical work experience. Dr. Sridarshan leads ITARI to ensure alignment with
ITARI’s Vision and Mission and to ensure progressive improvement in quality standards at
ITARI. He is a Faculty in ITARI educational programmes with teaching and research interests
in Educational Philosophy and Psychology and Spirituality in Education, Management and
Leadership.
Dr. Moses Satralkar
Deputy Director, ITARI,
Indus Trust
Dr. Moses is responsible for business development, international collaborations, college
campus recruitment, research and education administration. He is a member of the CEO
staff involved in developing strategic policies and plans for ITARI and Indus Trust. At ITARI,
he is incharge of administration of all academic programmes, liaising with foreign Universities
and recruitment of meritorious Postgraduate trainee teachers excelling in academics and
whole education into the Indus International Schools. Prior to this appointment, he has
held a number of senior leadership positions at Indus. He worked as Head of Business
Development at ITARI and Curriculum Coordinator for Indus Trust. He was in the core
team that set up the Indus Training and Research Institute in 2008, and has overseen
its growth to a premier institute, qualifying teachers for International Baccalaureate (IB)
and Cambridge (IGCSE) Schools. He is involved in developing curriculum for all academic
courses, marketing, admissions, planning budgets and quality evaluation.
Dr. Moses developed the Post Graduate Diploma in International Education and facilitated its
accreditation as India’s first overseas-accredited full-time professional teacher certification
programme with Keele University, UK and thereafter its association with Birmingham City
University, UK. He is a faculty for the Post Graduate Diploma in International Education
(PGDIE/PGCE, UK); Post Graduate Certificate in International Education (PGCIE); and
Cambridge International Diploma (Cambridge, U.K.). He has conducted academic
workshops for IB and Community Schools. He has keen interest in Cognitive Neuroscience
and Educational Leadership. He joined Indus International School, Bangalore as a Science
Teacher in Aug 2007, and since then has been a part of the Indus family. He strongly believes
in the Indus School vision of creating leaders of tomorrow. He is qualified with a Ph.D.
from the University of Pune, and has authored 12 scientific research papers published in
peer reviewed Journals. Dr. Moses is closely associated with the Global Challenges Forum
(Geneva, Switzerland) and is a member of the Transformative Education Forum (USA).

Ms. Mala Palani
Head of Curriculum Development, ITARI
Ms. Mala Palani is a senior teacher trainer with rich experience in English Language Teaching
and Assessment Practices. Ms Palani has qualifications from several reputed Universities
and Colleges. Her PhD research submitted specializes on Testing and Assessment from
University of Leicester, UK. She holds an MA in ELT from University of Warwick, UK; M.Phil
and PGCTE from English and Foreign Languages University, Hyderabad as well as TKT,
CIDTT and Delta from University of Cambridge, UK. She holds an MA in English Literature
from the University of Pune and a Bachelors of Arts and Education from Regional College
of Education, Mysore. She has been awarded a Fulbright IREX Teacher Excellence Award
from Chicho State University, California, USA.
Ms. Palani has worked with reputed IB and progressive schools across the country. She has
been a teacher educator training teachers in association with several reputed organizations
for the past 17 years. She is an accredited teacher trainer with the British Council, India;
Oxford Teachers’ Academy, UK; and Oxford University Press, India. Apart from training
she also enjoys writing. She has authored several popular school textbooks and teacher
training books published internationally. A few of her books used in Schools in SAARC
countries are the New Pathways Series, My English Folder, and Adventures with Grammar
and Composition (all published by the Oxford University Press).
At ITARI Ms. Palani is Academic Coordinator for the PGDIE programme. She is responsible
for curriculum development of existing and new academic courses and Teacher Executive
Programmes. She continues to research on Learner Motivation, Learner Autonomy and
Assessing for Learning.
Dr. Subhagata Chattopadhyay
Senior Faculty, ITARI
Dr. Subhagata Chattopadhyay is qualified with a Ph.D. in Information Technology, majoring
in Artificial Intelligence and Machine learning applications in healthcare, from Indian Institute
of Technology (IIT), Kharagpur India. He pursued his postdoctoral research on Health
Information Systems and e-Health at the Australian School of Business, the University of
New South Wales, Sydney Australia. He worked in a multi-country-based project, namely
“e-Health for Healthcare Delivery for Developing Countries”, sponsored by World Health
Organization (WHO). Dr. Chattopadhyay received his M.Sc. (Bioinformatics) from Manipal
Academy of Higher Education (MAHE); Postgraduate diploma in Gynaecology (DGO) and
M.B.B.S from the Calcutta Medical College and Hospital, Calcutta University. He had
practiced Gynaecology for more than a decade before turning his career into teaching and
research.
Dr. Subhagata Chattopadhyay worked as the Reader in Manipal Institute of Technology in
the department of Biomedical Engineering, Full Professor in School of Computing at National
Institute of Science and Technology, Orissa and headed two Engineering Institutes in West
Bengal. In his last assignment he worked at NationWide Primary Healthcare Services Pvt.
Ltd as the GM & Head of Pharmacy division and contributed in B2B development and
business growth. Dr. Chattopadhyay published over hundred research papers in various
international journals, conferences and books of reputes. He also has published a book,
namely “Advances in Therapeutic Engineering” (CRC Press, NY USA). Dr. Chattopadhyay
owns an Indian copyright for his innovative work on diagnostic software development for
the diagnosis of psychiatric diseases. Data Mining, Machine Learning Artificial Intelligence,
Expert Systems and Soft Computing remain his core research and teaching fields under
data analytics and uncertainty modeling. He joined ITARI in May 2016, and coordinates the
MA programme and the Teacher Executive Programmes (TEP), he is faculty on all other
Academic Courses offered at ITARI.
Ms. Anuradha Ghulati
Coordinator Curriculum and Pastoral Care, ITARI
Ms. Anuradha Ghulati is qualified with an M.B.A. from the Bharathiar University (affiliated
to the Madras University), and a B.Ed in English and Social Sciences from the Anamalai
University. She has teaching experience encompassing over 20 years in International as
well as National Curriculum Schools, across India. She has served at the Indus International
School in varying capacity for 10 years. She was initially deputed as a ‘Teacher Librarian’
for the PYP at Indus International School, Bangalore in 2006, and integrated the Library
curriculum from K-8 meeting the IBO standards, and graduated to be the Head of the
resource center. She then served in the PYP as a Grade Coordinator and IB PYP Teacher
successfully for over 3 years.
Ms. Anuradha was appointed as the Principal of the Indus International Community School
(IICS), Bangalore which she headed for 3 years. She has been responsible for the success of
the Community School in various areas including curriculum development, teacher training,
admissions, integrating technology platforms, parent involvement as well as research in
ESL and SEN. She has also worked in tandem with the Karnataka Spastic Society. Under
her leadership the Community School was awarded a special prize by the Karnataka State
Education Board for hundred percent Grade 10 results in very first year. Prior to joining Indus,
Ms. Anuradha served in the TechnoTurf Info Services (IBM) as a Course Coordinator for the
Avinashilingam Deemed University and was Faculty for Post Graduate and Undergraduate
Courses. She was responsible for training faculty heads of all disciplines. She has also
worked as a soft skills trainer for Edutech Info Services, Chennai and handled accounts like
TCS, Covansys and Southerland Technologies to name a few. She joined ITARI as Faculty
and Coordinator in March 2016. She teaches Communicative English, ESL and SEN on all
the academic programmes, coordinates curriculum projects, academic calendars, pastoral
care of trainee-teachers; and is in-charge of the ITARI resource center.
Dr. Anita Rao Mysore
Senior Faculty, ITARI
Dr. Anita Rao Mysore is qualified with a Ph.D. in Curriculum and Instruction, majoring in
Multicultural Education, from the University of Arkansas, USA. Her M.Ed. (specialization:
Educational Technology) and B.Ed. degrees are from Regional Institute of Education,
(NCERT), Mysore.
Anita was an Assistant Professor of Teacher Education at University of Wisconsin-Parkside,
USA and taught undergraduate preservice teachers. As a Graduate Teaching Assistant
at the University of Arkansas, she taught postgraduates and undergraduates in the
Department of Curriculum and Instruction. She was Research Assistant-Curriculum at the
University of Arkansas Libraries and developed instructional resource materials for schools,
in association with teachers and students in the Northwest Arkansas region. Before her
departure to the US, Anita worked in Mysore city with K-12 students on a daily basis for
over a decade, as a Research Assistant, for studies in cultural psychology of US universities,
University of Michigan and Yale University respectively. More recently, she worked as a
faculty at ITARI for over three years, and after a sabbatical, rejoined in May 2016. Social
justice and equity issues are at the core of her teaching, research, and service or outreach
activities. Anita is Academic Coordinator of the PGCIE programme and is faculty for all
academic courses at ITARI.

Ms. Sunita Amencherla
Faculty, ITARI
Ms. Sunitha Amencherla has an M.A. from the Central University of Hyderabad and
has served as Senior Manager at Education Quality Foundation of India (EQFI) India, at
Bangalore for several years. She also has a PGCTE from CIEFL now deemed English and
Foreign Languages University in Hyderabad. She has contributed to the National Policy on
ICT in School Education since 2008, and has undergone the process of unlearning and
relearning through a certificate program in Philosophy of Education at Digantar, Jaipur.
She has rich experience as an educationist in a varying capacities, including classroom
teaching, technology training for teachers, project coordination, program management,
grassroots development and research. In the context of K-12, she is particularly interested
in content development and quality standards as well as teacher development programmes.
She has conducted several teacher development programs, including CBSE training, and is
passionate about pedagogical interventions and holistic development of education in India.
Ms. Sunitha is Academic Coordinator for the CIDTL programme at ITARI teaches and
mentors trainees of all programmes.
Professor Simon Spencer
Deputy Head: School of Education Faculty of Health,
Education and Life Sciences, Birmingham City University, UK
Simon has worked in University-based teacher education for fifteen years. For much of that
time he ran the highly successful Postgraduate Certificate in Education, training teachers
to work very effectively as professionals in a range of secondary school contexts. He
places great emphasis on the development of subject knowledge and subject pedagogy
to enhance teaching and the learning experience for students. Simon’s specialist subject is
Drama but he also teaches aspects of wider education, pedagogy and professional studies
to teachers of all age phases. Before joining Birmingham City University, Simon taught
drama and theatre studies in secondary schools and in further education and was Head of
Department and Assistant Head of Year at a large comprehensive school in Birmingham.
Simon has responsibilities for the management and quality assurance for the work of the
School of Education which provides education and training for teachers from all sectors,
Early Years, Primary, Secondary and Post Compulsory. Courses range from undergraduate
to doctoral level. Simon is a member of the executive committee of the national Universities
Council for the Education of Teachers (UCET). He is also involve in the strategic leadership
and governance of a Multi-Academies Trust, two Teaching School Alliances and also
involved as a consultant for another initial teacher education partnership. He has been
appointed as External Examiner roles at a number of British Universities. He is adjunct
faculty with Indus Training and Research Institute.
Professor Kevin Mattinson
Associate Dean & Head of the School of Education
Faculty of Health, Education & Life Sciences,
Birmingham City University, UK
Kevin has worked at Birmingham City University (BCU) since February 2014. He is Associate
Dean in the Faculty of health, Education and Life sciences, Head of the School of Education
and Professor of Teacher Education. He came to BCU from the University of Keele, where
he had been Pro Vice Chancellor (Community and partnerships) and Head of Teacher
Education for several years.
Kevin has worked in University-based teacher education for more than 20 years, having
also worked at Edge Hill University and Manchester Metropolitan University. During this time
he has held a number of senior roles: Head of Secondary Education; Director of Secondary
Postgraduate Certificate in Education; Subject Leader for BA Business Education for
Secondary Teaching. Kevin’s specialist subject areas are Economics and Business Studies
but he has also taught aspects of wider education, pedagogy and professional studies to
secondary teachers and students following Education as an academic subject. He has
worked as a dissertation tutor on undergraduate and postgraduate programmes.
Kevin is a member of the executive committee of the national Universities Council for the
Education of Teachers (UCET). He is an Auditor/Reviewer for the UK Quality Assurance
Agency for Higher Education and has sat on a number of advisory bodies. In 2011, he was
invited to give evidence to the Education Select Committee (UK Parliament).
Kevin sits on a number of Governing Bodies and Trust Boards for Academies and Trust
schools and has worked as a Higher Education lead for a number of Teaching school
Alliances. He has worked extensively as an External Examiner within the University sector
and as a consultant in Great Britain and overseas. He is adjunct faculty with Indus Training
and Research Institute.

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Indus Training & Research Institute on Campus,
Indus International School, Bangalore
TRAINING AND RESEARCH INSTITUTE
Billapura Cross, Sarjapur, Bangalore - 562 125
+91 80 2289 5900 | +91 98862 59140
www.itari.in