Lhundup Namgyal’s Teaching Evolution: A TPD Success Story
Teacher Professional Development The Tibet fund
In 2002, Lhundup Namgyal, a science teacher at the Tibetan Children’s Village (TCV) in Ladakh, faced a significant challenge- only a few of his students were passing the common exam, leading him to question his teaching methods. Driven by concern for his students, he embarked on a journey of self-improvement.
Lhundup began studying child psychology and actively sought out resources to enhance his teaching techniques. He redesigned his lessons to be more interactive, incorporating hands-on activities and real-world examples to engage his students effectively.
In 2013, Lhundup found further support through the Teacher Professional Development (TPD) a program supported by USAID aimed at enhancing the quality of education in Tibetan schools by providing ongoing training for educators.
Through the TPD, Lhundup participated in weekly discussions with fellow teachers, addressing challenges, planning lessons, and conducting action research. Additionally, an annual sharing session allowed teachers to disseminate their learnings to the broader community.
Lhundup, who is currently posted at the TCV School in Dharamshala, says, “The best part of TPD is that it is a collaborative practice. I have gained a better understanding and knowledge of teaching strategies and child well-being, which I previously lacked.  Peer motivation helps the teachers because not only are we able to empathize with each other but also support one another by sharing practical solutions.”
Lhundup continues to inspire young minds at TCV, exemplifying dedication, empathy, and continuous learning in education.
Tenzin Lhadon’s Teaching Journey in the Tibetan Community
Tenzin Lhadon's Teaching Journey in the Tibetan Community
Tenzin Lhadon aspired to be a teacher and serve the Tibetan community ever since she was a young girl. Born and raised in Mundgod, a Tibetan refugee settlement in South India, Tenzin unfortunately lacked the financial resources to pay for her further studies.
In 2013, she received a scholarship to complete her Bachelor’s degree in Education. After graduating, she secured a job teaching science at a Tibetan school in Dharamsala.
Tenzin participated in the Teacher Professional Development (TPD) program, which fosters collaboration among educators through peer observation, book discussions, and group lesson planning.
In addition, Tenzin received specialized training in Science, Technology, Engineering and Math (STEM) subjects that help upgrade her teaching practices specifically in significant subjects.
During the pandemic, Tenzin adapted her teaching methods from in-class to online. She participated in the ICT training program, which equipped her with tools and strategies for virtual teaching. She created video lessons, e-textbooks, and other materials to enhance virtual learning and e-learning portals.
“I am grateful for the many educational programs. These have enabled me to receive a quality education, given me confidence in my teaching methods and helped me promote critical thinking among my students and inspired me to improve myself every day and give back to my community. I aspire to become a dynamic teacher and facilitate learning for the next generation of Tibetans,” says Tenzin. 
Tenzin is currently teaching Science and Mathematics to middle school students and is living her lifelong dream of becoming a teacher.

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