How Program Works

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TDC Program

We recognize that the above outcomes for teachers are not easy to achieve. Teachers’ professional mindsets and behaviors are influenced by a complex web of systemic factors. This is why we take a system-wide approach to professional development, promoting a love of lifelong learning across the system, recognizing that effect that one group of stakeholders inevitably has on another. Our approach therefore works through role-modelling and relationships at all levels of education systems. It is based around three core principles:


  •  Peer networks (creating opportunities for everyone to share and move forward with their peers)
  • Action and feedback (planning, executing, and learning from each other)
  • Reflection (using our experiences to strengthen our skills; learning from failure and success)

These core activities underpin everything that we do for teachers, school leaders and officials. And they form the heart of our termly learning improvement cycles (LICs). Each LIC focuses on a different theme (e.g. check for understanding) that helps target the five pillars of lifelong learning in students. For example, while LIC 1’s theme, Connect, focused on developing environments in which students feel safe and valued, LIC 4 looked at questioning techniques that can promote critical thinking. At each level of the system, we introduce monthly coaching and support to enable high-quality feedback. And regular alignment meetings at district and state levels provide an opportunity for all stakeholders to analyse data, share learning and develop plans together to strengthen delivery.


how the lic works for officials and mentors: how the lic works for teachers and tdcs:




We use the principles of autonomy, mastery and purpose to design our approach for teachers, defined below:

  • Autonomy: promoting genuine teacher ownership of their professional development that allows them to effectively meet their needs and those of their students
  • Mastery: supporting teachers to develop and continuously improve their knowledge and implementation of effective teaching practice, and to feel a sense of genuine progress in doing so
  • Purpose: grounding all of our work with teachers in relation to how it promotes student learning, whilst building an ‘espirit de corps’ amongst teachers within and across schools; and ensuring there is constant reflection on the capacity of all learners to improve