Apeejay’s IB School redefines professional learning through INSET 2026

Intentionally designed In-Service Education and Training (INSET) empowers educators through reflection, collaboration, and innovation, ensuring continuous professional growth, pedagogical alignment, and responsive teaching practices. Keeping this in mind, Apeejay’s IB School, Apeejay School International, Panchsheel Park, conducted its January 2026 Winter INSET from January 7-9, 2026, reaffirming its strong commitment to continuous professional learning and facilitator development. 

Thoughtfully curated, the three-day INSET moved beyond traditional training models to create reflective, inquiry-driven professional learning experiences, fostering facilitation skills, collaboration, and pedagogical alignment across the PYP, MYP, and DP programmes.

The INSET focused on: Conceptual understanding, Inclusive practices, Effective communication, Inquiry-based pedagogy, Digital integration, and Professional identity.

Ms Neha Sharma, Vice-principal of the school, said, “This session encouraged facilitators to reflect on forward-thinking approaches to teaching and learning, fostering adaptability and innovation in classroom practice. The purpose of these engagements was to equip our facilitators with the skills, mindsets, and strategies needed to effectively mentor and guide the learners entrusted to our care in an ever-evolving educational landscape.”

Day 1: Reflective Thinking and Intentional Communication

The INSET commenced with a powerful workshop titled “Thinking Progressively”, facilitated by Ms Neha Sharma. The session encouraged facilitators to reflect on forward-thinking approaches to teaching and learning, fostering adaptability, innovation, and intentional practice in classrooms.

Ms Sharma shared, “The recent INSET at the school was a truly impactful professional learning experience, bringing together members of the SMT, PLT, and IBEN members in a shared commitment to strengthening teaching and learning across the school.” She highlighted that the workshop series was the outcome of weeks of rigorous planning, dialogue, and partnership, aimed at equipping facilitators with the mindsets and strategies needed to mentor learners effectively.

Reflecting on the workshop, the Vice-principal added that questioning existing assumptions, engaging in forward-looking planning, nurturing reflective practice, and embracing collective responsibility were key takeaways. Facilitators were encouraged to see themselves as proactive change-makers, strengthening a shared vision rooted in thoughtful innovation and learner-centred practice.

The day also featured Communicating with Care: Language, Listening & Presence, facilitated by Ms Monika Vasudev and Ms Sameeksha Bhatt. Designed as a deeply reflective professional learning experience, the workshop explored how intentional language, listening, and presence shape relationships, classroom climate, and whole-school culture.

Ms Vasudev shared, “Rather than focusing on strategies or techniques, the session centred on awareness; encouraging participants to notice how words, tone, and presence influence emotions, relationships, and learning environments.” She added that the INSET framework provided valuable space to slow down, listen deeply, and engage in mindful communication as an ongoing professional practice.

Ms Bhatt added that the session was intentionally structured to help educators inquire into everyday communication practices and reflect on the relationship between intent and impact, reinforcing reflective practice and continuous professional growth.

Day 2: Inclusion, Conceptual Learning, and Professional Identity

Day 2 focused on inclusion, coherence, and self-reflection through a series of thoughtfully designed workshops. The session, Responding to Diversity in Contemporary Classrooms, facilitated by Ms Iknoor Kohli and Ms Bhavna Jain, addressed learner diversity and inclusive practices within IB classrooms. Inspired by observations of students’ evolving multicultural identities, the workshop sensitised facilitators to the importance of respect, belonging, and equity.

Ms Kohli shared, “When students are respected for their differences, their sense of belonging is strengthened rather than diminished.” Conducted by the SEND department, the session combined self-awareness, practical strategies, and reflective dialogue to support inclusive teaching.

Ms Jain highlighted the value of collaboration and intentional design, noting that the workshop enhanced professional upskilling in planning, presentation, and time management, while remaining deeply rooted in ASI’s IB context.

The day continued with Conceptual Learning Across Programmes facilitated by Ms Anumol, Ms Sonali Saxena, and Dr Anjali Singh. This cross-programme workshop focused on conceptual continuity and coherence across the PYP–MYP–DP continuum.

Ms Saxena explained that the session moved beyond definitions to explore how concepts are made explicit through planning, questioning, and assessment, reinforcing alignment across programmes.

Dr Singh shared, “The January INSET stood out this year due to its intentional design focusing on deepening our collective understanding of conceptual learning; the heartbeat of the IB programme.” Using H Lynn Erickson’s 2D to 3D model, the workshop strengthened both vertical and horizontal alignment while emphasising inquiry-driven, concept-based teaching.

Ms Anumol shared that preparing for the INSET workshop on conceptual learning was a truly enriching experience. The process involved close collaboration and deep reflection on commonalities across the PYP, MYP and DP segments. Team discussions led to a rich exchange of ideas, ensuring equal focus on all programmes. The activities were thoughtfully planned to maintain a smooth flow, actively engage participants, and encourage facilitators to share their perspectives and inputs.

Day 3: Inquiry, Digital Pedagogy, and Collective Alignment

The third day addressed professional identity, inquiry-based learning, and purposeful technology integration. The reflective session, The Authenticity Paradox: Feeling Like a Fake, facilitated by Ms Kanika and Ms Kairvee, explored self-doubt, authenticity, and professional confidence. Designed for experienced facilitators, the activity-based workshop encouraged honest reflection and meaningful engagement.

Ms Kanika shared that visuals and hands-on experiences were chosen to deepen impact, while Ms Kairvee reflected that the session strengthened her confidence in facilitating interactive professional learning within the IB framework.

 The workshop, Inquiry-based Learning, facilitated by Ms Shaveta Mehta and Dr Richa Tiwari, deepened understanding of inquiry-driven pedagogy. Ms Shaveta Mehta acknowledged the detailed planner shared by Ms Neha Sharma, stating that it ensured clarity, alignment, and purposeful flow.

Dr Tiwari highlighted that inquiry defines IB education, adding that the collaborative group activity helped build a shared understanding of inquiry across programmes.

The INSET concluded with Digital Pedagogy in Action, facilitated by Ms Akansha, Ms Ekta, and Mr Anant. The session showcased intentional integration of digital tools, including NotebookLM: Grounded AI, demonstrating how technology can enhance engagement, critical thinking, and academic integrity.

Mr Anant shared that AI was positioned not merely as a tool, but as a personalised thinking partner, aligned with IB values and academic honesty.

The INSET stood as a testament to the school’s commitment to intentional, facilitator-centred professional development. Through reflection, dialogue, and collaborative alignment, the INSET strengthened professional practice, reinforced a shared vision, and nurtured a culture of continuous growth across the school community.