CTTL

About

Origin

The Centre for Transformative Teaching and Learning (CTTL) finds its roots in the founding philosophy of Victorious Kidss Educares, inspired by Dr. Robbin Ghosh Sir’s guiding belief: “Gyanam Dānena Na Varjite” [Knowledge does not diminish by sharing]. This principle has long shaped our culture, a conviction that learning is not a finite possession, but a shared and expanding force.

As a school deeply rooted in reflective practice, value-based learning, and inquiry-driven pedagogy, we recognised that sustained transformation cannot rely solely on curriculum frameworks or policy shifts. It must begin with the professional growth, clarity, and confidence of those who inspire learning every day: the educators themselves.

CTTL emerged as a natural extension of this ethos. Born within the lived realities of classroom practice, it was not conceived as an external training unit, but as a purposeful space to strengthen educator mindsets and practices through learning that is shared, applied, and sustained.

Grounded in Vedantic wisdom and enriched by contemporary research and neuroscience, CTTL was established to extend this culture of shared growth beyond our campus, cultivating learning communities where educators lead meaningful change across diverse educational contexts.

Our Purpose

VKE-CTTL was founded on the conviction that true educational transformation begins with those who inspire learning- THE EDUCATORS THEMSELVES.

At VKE-CTTL, we redefine professional learning through a distinctive approach that is

Rooted in neuroscience,
Guided by research,
Strengthened by reflection,
and Designed to be accessible, relevant, and deeply human.

We empower educators to lead purposeful, evidence-informed, and transformative change; cultivating learning communities where innovation, empathy, and excellence thrive.

Approach to Professional Learning

At CTTL, we curate and design professional learning that is both credible and contextually relevant. Every course, certification, or masterclass we bring into the Centre is evaluated for its integrity, depth, and alignment with the evolving needs of educators and learners.

Our programmes are anchored in the belief that holistic education demands holistic growth for teachers. Whether exploring neuroscience to understand student behaviour, engaging with Reggio-inspired environmental design, addressing child safeguarding and wellbeing, or pursuing structured certifications such as Cambridge PDQs and NPQs, each offering contributes to one or more pillars of whole-child development.

We move beyond one-time workshops. Our approach emphasises reflection, practice, and classroom application. Induction sessions, masterclasses, and certification pathways are designed to cascade into real classrooms, ensuring that professional learning translates into meaningful change.

Rooted in our school’s enduring belief that teachers must remain lifelong learners, willing to unlearn, relearn, and deepen their practice, CTTL fosters collaborative communities of educators. Drawing from the strength of our IB ecosystem and experienced faculty, we create opportunities for mentoring, networking, and shared growth across institutions and geographies.

At its core, our approach is guided by a simple commitment: when educators grow with clarity and purpose, every child truly matters.

Why CTTL?

Educators choose CTTL because they experience depth, credibility, and quality. Our programmes are designed to be applied, not admired. Participants leave with clarity, confidence, and practical pathways they can translate into their classrooms. Professional learning at CTTL is not delivered from a distant stage; it is co-constructed through dialogue, reflection, and shared experience. We understand classroom realities at the grassroots level, and we respond with empathy, attentiveness, and sustained support.

Institutions partner with CTTL because of the ethos that underpins our work. Born within a school environment, our leadership philosophy, experienced faculty, and culture of reflective practice shape every programme we design. We believe teaching with heart is not sentiment; it is discipline, integrity, and a growth mindset in action.

What educators and institutions will not find at CTTL is surface-level engagement or one-off interventions. We do not pursue visibility without depth.

What we will never compromise on is quality - in thought, in facilitation, and in impact.

Leadership

The Centre for Transformative Teaching and Learning is guided by educators deeply rooted in classroom practice, curriculum leadership, and institutional development.

Ira Ghosh
Director - Research & Learning

As Director of Research and Learning, Ira Ghosh anchors the intellectual and pedagogical direction of CTTL, ensuring that every programme is grounded in current research, connected to classroom realities, and responsive to the evolving needs of educators.

Working closely with school leadership and K-12 educators, she plays a key role in identifying the need of the hour and shaping professional learning experiences that are relevant, rigorous, and meaningful in practice. Her work strengthens the bridge between research and application, ensuring that professional development at CTTL moves beyond theory into sustained classroom impact.

An educationist and school leader with over 18 years of experience across early years, primary, and secondary education, Ira brings extensive expertise in curriculum design, programme leadership, and school evaluation. Her contributions as an IB PYP APAC Workshop Leader, Evaluation Leader, and Programme Leader, along with her work across more than 35 countries and 139 cities, inform her global yet context-sensitive approach to education.

Her perspective integrates Western learning sciences with Eastern philosophical thought, shaping environments where inquiry, inclusion, and reflection are central to both teaching and learning.

Anu George
Head - Centre for Transformative Teaching and Learning

brings over 15 years of experience within the IB Primary Years Programme, including nine years in team leadership and service as PYP Curriculum Coordinator (2024-25). Her work has spanned curriculum alignment, teacher mentoring, whole-school professional development, and multiple PYP evaluation cycles, all anchored in inquiry-based and reflective practice.

Appointed to lead CTTL in 2025, she integrates structured professional learning pathways, collaborative mentoring models, and internationally recognised frameworks such as Cambridge PDQs and National Professional Qualifications. Working closely with school leadership and K-12 educators, she continuously engages with classroom realities and emerging educational needs, ensuring that CTTL’s programmes remain relevant, responsive, and aligned with the needs of the hour.

Her leadership is grounded in the belief that educators must remain lifelong learners, willing to unlearn, relearn, and refine their practice.

CTTL is shaped through a collaborative partnership between research, practice, and leadership. It draws strength from the collective wisdom, experience, and commitment of school leadership and a dedicated core team of educators who contribute to programme design, mentoring, and strategic direction.

This shared approach ensures that the Centre remains rooted in institutional ethos, responsive to evolving educational needs, and grounded in both classroom realities and research-informed practice.

Together, the Centre stands committed to quality, integrity, and sustained impact in educator growth.

Programmes

Professional Learning at CTTL:

At CTTL, our programmes are designed to support educators across different stages of their professional journey. From foundational early years development to structured certification pathways and leadership programmes, each offering is grounded in reflection, research, and meaningful classroom impact.

Our Learning Philosophy:

A shared approach guides all CTTL programmes:

• Reflection-driven professional learning
• Application within real classroom contexts

• Collaborative communities of educators
• Sustained impact beyond the session

Professional Development Pathways

Structured programmes designed to support educator growth.

Early Childhood Care & Education (ECCE)

A foundational programme designed for early years educators, focusing on child development, learning environments, and developmentally appropriate practices that nurture the whole child.

Preview Programme

Cambridge Professional Development Qualifications (PDQ)

Internationally recognised qualifications that support teachers and leaders in developing reflective, evidence-informed practice and strengthening classroom impact.