Self - improvisation

One of the mindset shift is to focus on improving yourself.
Many believe that focusing on improving yourself, rather than external things such as your job or your bank balance, will lead you to greater success. Strategies for self-improvement can be incredibly simple: eating more nutritious food, going to the gym, and getting enough sleep are all extremely effective. However, a proven strategy to improve your life that is backed up by a huge number of experts and various studies is the practice of meditation and mindfulness.

 Meditation is an extremely effective self-improvement method, and it can enrich your whole life. It has been known to reduce anxiety and has been used for millennia by a myriad as different civilizations, as most spiritual and religious groups have meditation as a way to connect with and centre yourself.

 Meditation improves your cardio vascular fitness, encourages your body to more quickly recover from illness and injury, and has countless other health benefits.
World-renowned neuroscientist Richie Davidson (Wolkin, 2015) has shown through his research that practicing meditation can actually change the structure of your brain. Scientists have discovered increased grey matter in the prefrontal cortex of those who meditate. This part of the brain is in charge of executive function, i.e. planning, and it is easy to see how development in this area of your brain will help you be more successful.  Likewise, practicing mindfulness and meditation will allow you to focus more on the present, which will stop you putting things off until tomorrow. Some believe that if there is one thing that you are going to pursue to improve yourself, then meditation is the thing.

 As well as this vitally important strategy for self-improvement, Learning Mind (Guest, 2015) suggests some simple strategies for improving yourself than can lead to greater success in any area of your life. One of these is to start your morning in a way that is fresh and lively, by eating a nutritious breakfast and where possible exercising. This is something that Tony Robbins (Meier, 2015) also recommends when he suggests people commit to ‘an hour of power’ (of fifteen minutes to fulfillment or thirty minutes to thrive) in the morning. This will keep you juiced and productive for the rest of the day. The second recommendation by learning mind is to ensure you take some free time no matter how busy you are, or how tight your deadlines are. This will help you to recharge your batteries for your next workday...

Learning assessment

The Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Nine Principles of Good Practice for Assessing for Learning:

i) The assessment of student learning begins with educational values. Assessment is not an
end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them
achieve. Educational values should drive not only what we choose to assess but also how we do so.

ii) Assessment is most effective when it reflects an understanding of learning:
as multidimensional, integrated, and revealed in performance over time. Learning is a complex process. It entails not only what students know but what they can do with what they know; it
involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. Assessment should reflect these
understandings by employing a diverse array of methods, including those that call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of integration.

iii) Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. Assessment is a goal-oriented process. It entails comparing educational performance with educational purposes and expectations -- those derived from the institution's
mission, from faculty intentions in program and course design, and from knowledge of students' own goals.

iv) Assessment requires attention to outcomes but also an equally to the experiences that lead to those outcomes. Information about outcomes is of high importance; where students "end up" matters greatly. But to improve outcomes, we need to know about student experience along the way -- about the curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning.

v) Assessment works best when it is ongoing not episodic. Assessment is a process whose power is cumulative. Though isolated, "one-shot" assessment can be better than none, improvement is best fostered when assessment entails a linked series of activities undertaken over time. This may mean tracking the process of individual students, or of cohorts of students; it may mean collecting the same examples of student performance or using the same instrument semester after semester. The point is to monitor progress toward intended goals in a spirit of continuous improvement.

vi) Assessment fosters wider improvement when representatives from across the educational community are involved. Student learning is a campus-wide responsibility, and assessment is a way of enacting that responsibility. Thus, while assessment efforts may start small, the aim over time is to involve people from across the educational community. Faculty play an especially important role, but assessment's questions can't be fully addressed without participation by student-affairs educators, librarians, administrators, and students. Assessment may also involve individuals from beyond the campus (alumni/ae, trustees, employers) whose experience can enrich the sense of appropriate aims and standards for learning.

vii) Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment recognizes the value of information in the process of improvement. But to be useful, information must be connected to issues or questions that people really care about. This implies assessment approaches that produce evidence that
relevant parties will find credible, suggestive, and applicable to decisions that need to be made. It means thinking in advance about how the information will be used, and by whom. The point of
assessment is not to gather data and return "results"; it is a process that starts with the questions of decision-makers, that involves them in the gathering and interpreting of data, and that informs
and helps guide continuous improvement.

viii) Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. Assessment alone changes little. Its greatest contribution comes on campuses where the quality of teaching and learning is visibly valued and worked at. On such campuses, the push to improve educational performance is a visible and primary goal of leadership; improving the quality of undergraduate education is central to the institution's
planning, budgeting, and personnel decisions.

ix) Assessment through educators meet responsibilities to students and to the public. There is a compelling public stake in education. As educators, we have a responsibility to the publicsnthat support or depend on us to provide information about the ways in which our students meet goals and expectations. But that responsibility goes beyond the reporting of such information; our deeper obligation -- to ourselves, our students, and society -- is to improve. Those to whom educators are accountable have a corresponding obligation to support such attempts at improvement. There are ten Categories of Assessment Techniques.

I) Assessing Prior Knowledge, Recall, and Understanding Techniques in this category assess content learning; that is, how well students are learning the content of the particular subject they are studying.
II) Assessing Skill in Analysis and Critical Thinking Techniques in this category assess procedural learning; that is, students' skills at analyzing
information or questions or problems to understand more fully or solve more effectively.
III) Assessing Skill in Synthesis and Critical Thinking
Techniques in this category stimulate students to create, and allow faculty to assess original intellectual products that result from a synthesis of the course content and the students' intelligence, judgment, knowledge, and skills.
.IV) Assessing Skill in Problem Solving
Techniques in this category allow faculty to assess and promote problemsolving skills of various kinds.
V) Assessing Skill in Application and Performance Techniques in this category assess conditional knowledge; that is, students' understanding of when and where to apply what has been learned. VI)Assessing Students' Awareness of Their Attitudes and Values
Techniques in this category are designed to help faculty better understand and more effectively promote the development of attitudes, opinions, values, and self-awareness. VII)Assessing Students' Self-Awareness as Learners Techniques in this category focus on students' awareness of goals, interests, or ways of learning.
VIII) Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors Techniques in this category focus attention on the ways students carry out their work; that is, the
actual behaviors in which they engage as they try to learn.
IX)Assessing Learner Reactions to Teachers and Teaching
Techniques in this category provide context-specific and teacher-specific feedback that can be used to improve teaching.
X) Assessing Learner Reactions to Class Activities, Assignments, and Materials
Techniques in this category are designed to provide faculty information that will help improve course materials and assignments. Some assessment methods can also cover more than one level of learning at the same time, depending upon how well the objective or learning outcome has been written.

How To Build Trust With Your Employees

As a leader, what can you do to create a culture of trust within your team?

"Trust is an essential element of team productivity. Without it, you're unlikely to get anything meaningful done. But with it, teams can accomplish everything they set out to do... and more.

As a leader, it's important that you set an example. Show your team members how critical trust is to you by demonstrating your trust in them, as well as in your colleagues.

Next, make an effort to help everyone get to know each other on a personal level. Encourage conversations on values, family, or hobbies. Last, discourage cliques, if you feel that they're damaging to the group's trust and morale."

1. Lead by Example
If you want to build trust within your team, then lead by example, and show your people that you trust others. This means trusting your team, your colleagues, and your boss. Never forget that your team members are always watching and taking cues from you – take the opportunity to show them what trust in others really looks like.

If you manage a virtual team, aim to treat your team members just as you would if you were working face to face. This means making every effort to be on time for conference calls or video chats and letting your remote team members know when you'll be absent or on vacation.

It's important to follow through on the promises you make and to set an example for everyone else. Keeping your promises is incredibly important in a virtual team because your word is often all you can give. Positive follow-through builds trust quickly and can raise the entire group's tone and expectations.

2. Communicate Openly
Open communication is essential for building trust. You need to get everyone on your team talking to one another in an honest, meaningful way, and you can use several strategies to accomplish this.

First, create a team charter to define the purpose of the team, as well as each person's role. Present this charter at the first team meeting, and encourage each team member to ask questions, and discuss his or her expectations.

Next, consider organizing team building exercises. When chosen carefully and planned well, these exercises can help "break the ice" and encourage people to open up and start communicating.

Meet regularly, so that all team members have a chance to talk about their progress, and discuss any problems that they're experiencing. This is an important part of getting to know each other. It also creates opportunities for team members to talk, and to help one another solve problems.
Make sure that you "walk the talk" here: whenever you have important or relevant information to share, do so immediately. Demonstrate that open communication is important to you by consistently sharing with the group. The more you share with your team members, and thereby prove that you have no hidden agenda, the more comfortable they'll feel trusting you and each other.

3. Know Each Other Personally
One way to build trust is to encourage your team members to see their colleagues as people. Think about creating situations that help them to share personal stories, and to bond.

Do this by asking sensitively about their family, or about their hobbies. Start by sharing some personal information about yourself, and then ask someone else about a hobby, or a musical interest.

Another way to get the team acquainted, and to form stronger bonds, is to socialize after work or at lunch.

For example, you could set aside time each week for informal group discussions. Consider asking team members to put forward suggestions on topics you could all cover. To start with, you could start a discussion around values. Share some of your own values, and encourage others to share theirs. Values are important to most people, and starting a conversation that allows people to share them highlights your team's humanity.

If your team works remotely, schedule an online "meet and greet" if it's a new team, to help everyone get to know one another as individuals. Ask everyone to write a paragraph or two in their online profiles about their expertise and skills, their personal history, and their interests, and use chat or instant-messaging applications to keep the channels of communication open.

4. Don't Place Blame
When people work together, honest mistakes and disappointments happen, and it's easy to blame someone who causes these. However, when everyone starts pointing fingers, an unpleasant atmosphere can quickly develop. This lowers morale, undermines trust, and is ultimately unproductive.

Instead, encourage everyone in your group to think about the mistake in a constructive way. What can you all do to fix what happened, and move forward together? And how can you make sure that this mistake doesn't happen again?

5. Discourage Cliques
Sometimes, cliques can form within a team, often between team members who share common interests or work tasks. However, these groups can – even inadvertently – make others feel isolated. They can also undermine trust between group members.

Start an open discussion about this with your team members, and see what they think about cliques and their effect on other group members. Only by addressing the issue openly can you discourage this damaging behavior.

6. Discuss Trust Issues
If you manage an established team that has trust issues, it's essential to find out how these problems originate, so that you can come up with a strategy for overcoming them.

Consider giving team members a questionnaire to fill out anonymously. Ask them about the level of trust within the group, as well as why they think there's a lack of trust. Once you've read the results, get everyone together to talk about these issues (but make sure that you respect the anonymity of the survey!)

Marks are neither the measure of Education nor the Success….

Every year, the CBSE 12th Class Result  come as an Eye opener to all of us and the bitter reality dawn  on us about the stress and the pressure which has become an indispensable part of our children’s lives…
Thousands of students across India securing above 95℅, is compelling enough to make us sit together to introspect the situation.
The admission to many prestigious Colleges and Universities is becoming much tougher every year  with a large no.of students securing 95% and above.
Then what about the students who have not been able to fare well?
Where is it going to take our children to?
Shouldn’t we consider some other options, other than the traditional ones, Engineering, Medical or MBA?
Marks or the knowledge without creativity is meaningless.
if knowledge is the tool in one’s hands, creativity is the expertise or the skill to use it effectively.
So, one must try to acquire one or the other skill which fascinates him the most and should try his level best to attain proficiency of higher order in it.
When one’s hobby or anything of his interest becomes his profession, nobody or nothing can stop him from reaching the top rung of the ladder of success.
We can find hundreds of such examples of such people around us who are excelling in their respective fields as they chose their hobby or the area of their utmost interest and had even developed and groomed it to the fullest without bothering about their marks or their rank in the school, state or the Board.
The most glaring example is that of the Great Physicist and Nobel Laureate, Elbert Einstein, who was compelled to leave the school as he resisted the traditional methods of teaching with undue emphasis on memorization and rote learning only. There was no room at all for creativity or imagination.
And the rest is history. The theory of Relativity, as invented by him, is the basis of all the nuclear operations.
To sum it up, the students must sharpen their creativity or imagination, hone their skills in the areas of their interest and the rest will come to them naturally, effortlessly, whether good marks, high rank or admission in any course in any prestigious College or University!!!!

Significance of Eid- Milad - un - Nabi

Eid Milad un Nabi or Mawlid Al-Nabi Al-Sharif is being observed by people across the world. The festival marks the birthday of Prophet Mohammed, The founder of Islam, also believed to be a messenger of God by Muslims. His birth anniversary is commemorated in the month of Rabi' ul-awwal- the third month in the Islamic calendar.

The festival is recognized as a national holiday in a number of Muslim-majority countries. 'Mawlid' is derived from Arabic and it means 'birth'. However, in contemporary usage, it is commonly referred to as observance of the birthday of Prophet Mohammed. Mawlid Al-Nabi Al-Sharif is observed in India, among other countries like Sri Lanka, Canada, United Kingdom, Nigeria, France, Italy, Germany and Russia. The celebrations of Mawlid see followers take out large street processions and homes and mosques may be decorated to mark the day.

The events for Milad or Mawlid may vary according to the country, but in general the day is observed by Muslims on the 12th or the 17th day of the Rabi' ul-awwal Islamic month. While 12th Rabi' ul-awwal is the accepted date among most of the Sunni scholars, Shi'a scholars regard 17th Rabi' ul-awwal as the accepted date.

The most important aspect of the day is to focus on the teachings of Prophet Mohammed. Families gather together and prepare a feast, which is then served to the guests and is also meant to be donated to the poor. Donating to charity is also considered an important aspect of the Eid- e-Milad-un-Nabi.

Apart from decorations and illuminations of mosques and houses at night, people also engage in singing salutations and songs in the praise of Prophet Mohammed. Different kinds of foods and dishes are prepared during Eid-e-Milad-un-Nabi, among which desserts have a special importance. In Tunisia, a dessert prepared from honey, Smen (a type of fermented butter) and semolina is usually prepared during Mawlid.

Desserts play a big role in Mawlid observance. There is no singular recipe to prepare thairda and the dish has multiple variations and versions in different parts of the world. Honey is said to be the sweetener of choice, during this time. Other desserts served during Eid-e-Milad-un-Nabi include Bakhlava and rice or semolina puddings. Tharid or tharida, may also be prepared during Mawlid. Tharida is an Arabic soup dish, which is prepared from broth, stewed meat and bread crumbs. The bread crumbs are roughly crumbled using one's fingers and added to the dish, in order to thicken the soup.

May the magic of this Eid-e-Milad-un-Nabi bring lots of happiness in your life! May your heart be filled with love of Mohammad and joy of sharing!

‘EID’ is the combination of 3 meaningful words:
E – Embrace with open heart
I – Inspire with impressive attitude
D – Distribute pleasure to all

May the magic of this Eid Milad-un-Nabi bring lots of happiness in your life!
And may your heart be filled with love and joy!

Wishing you and your family a very happy Eid Milad-un-Nabi!

Pooma Educational Trust - A Member of The UN Volunteers

Pooma Educational Trust is now as UN Volunteers - Reg No. REG/COM/IND/1319529/Pooma Educational Trust.

Pooma Educational Trust is an Affiliated Member of The UN Global Compact. Affiliation no.80881

The United Nations Volunteers (UNV) programme is a United Nations organization that contributes to peace and development through volunteerism worldwide.

Volunteerism is a powerful means of engaging people in tackling development challenges, and it can transform the pace and nature of development. Volunteerism benefits both society at large and the individual volunteer by strengthening trust, solidarity and reciprocity among citizens, and by purposefully creating opportunities for participation.

UNV contributes to peace and development by advocating for recognition of volunteers, working with partners to integrate volunteerism into development programming, and mobilizing an increasing number and diversity of volunteers, including experienced UN Volunteers, throughout the world. UNV embraces volunteerism as universal and inclusive, and recognizes volunteerism in its diversity as well as the values that sustain it: free will, commitment, engagement and solidarity.

Based in Bonn, Germany, UNV is active in around 130 countries every year. UNV, with Field Units in 86 countries, is represented worldwide through the offices of the United Nations Development Programme (UNDP) and reports to the UNDP Executive Board.^[1]


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Exit Interview

Resource persons: Annapoorni Balan,
K M Abdul Rashid, Durga K Nair, Sweta Srivastava, Bindu Gupta, Sanjay parmar, Sanjay Agarwal, Bhuvana, Alphonse Pillai, Adapa Naga Suryavathy and Azeez

Every field of working has its own advantages and disadvantages. Ups and downs. But Everyone seeks a change and a chance to grow. Ultimatum is a quantum of solace to grow. We wanted to know our own demand in the market. And it is very true and important to know our status in the market. Being the seller of our services and we want to make it commendable. Most of the school educators in private sectors wants to attend interviews, important trainings.....though we'll settled in their career. We work in a small scale schools and we compromise many things to learn through experiences. Then try to lead and to excel in the field. Nothing wrong in this. Our aim should be towards personal growth and intention should be at good will of our existing school. Our absence in our present school should not affect. It is inevitable to accept the changes and make sure your present management, school children, parents too to accept your changes. It is our first step to make  the management to accept as how we made our new management to accept. Our shift or changes ...it is in the middle of the year or end of the year. The effect will remain the same. The reasons for our resignation should not affect the relationship between us and the management. And it should be acceptable and beleivable.....What are those reasons....What to say in our exit interview.....in simple words... Here how to reason out. We might be moving towards big school, huge salary, nearer to native place.....We can't rest on laurels. We can't give up. Opportunities are limited. It comes in rare. Some samples....How much should I say in an exit interview?

See the Scenario
I sent in my two months or three months notice for my current employer. My boss accepted my resignation, then set up an in-person meeting to discuss my reasons for leaving with him. The problem is, I'm not sure what I should say. The reasons I am leaving include not being assigned the duties I was hired for ("other duties as assigned" is the majority of my work), being underutilized, not being trained in relevant areas, and generally poor communication throughout the school. I have expressed these concerns to my boss in the past, so he wouldn't be surprised to hear these reasons if I were to say them. That said, these are all flaws in the school and I'm wondering if stating these reasons might amount to "burning bridges" (not sure if this is a rational fear or not). I imagine that I could just decline to provide any answers and say something vague like "I decided that it was time to move on". But my boss seems to want the genuine reasons and I'm not sure if it would be rude to be evasive like this. So what should I say to my boss when we meet in person and he asks again for the reasons that I am leaving?

Answer:1.
Simply state the reasons why you want to leave; being genuine can help both parties (You and the Institution). Also by doing this your boss will know and therefore notice that there are problems in the school. By declining to tell the truth the problem will not be solve, worst is that even the future employees might suffer the same thing as you. While by telling him the truth he might even change the way of the company and also you may have a chance for discussing it further with your boss. Worst case is after you tell him the truth your boss will still insist that kind of system in the organisation and report you to the HR Department; you can’t get a good letter of reference for your new Institution. If the case is like that, you really need to leave the school. It is not ethical for your boss to do that kind of thing given that you are just opening a certain problem in the Organisation that might help them in the future.

Answer 2.
My best advice to is simply beg off the question, even lying by saying "for personal reasons". People think it's good to tell the truth and it's constructive to get feedback, but like talking to the police, there's no upside for you and plenty of risk. You'll probably get an emotional, defensive response and you don't want that in the way of your separation. It's no longer your problem and you're not responsible for fixing it. After you leave and you're long gone, your various benefits have transferred to your new situation, all the checks have cleared, and so on, you might sit down for a drink with someone to tell your story. If you complain and throw some people under the bus, you might not be able to come back. Keep your options open. You don't know what the future holds, and you might need a letter of reference from this employer later.

Answer 3
I think your boss is looking for constructive feedback. He needs to know what went wrong (if any) in your experience with the school, so he can prevent other employees leaving for similar reasons. That is, yes, you probably should give your boss the real reasons you are leaving.

Answer 4
You can say that you are leaving because your skills were not being fully utilized and that was affecting your morale because you'd like to feel like you performed a day's work for a day's pay. Leave the negativity out of your feedback, as your decision to leave is already made and what's done is done, there is no point to making past gripes come alive when the future and its possibilities are waiting for you just outside the door.

Answer 5
In an official context, there is nothing to be gained by being blunt. You're already on your way out the door, so it's not as if they can change anything to keep you. And depending on how vindictive the organisation is (and you don't always know that until it's too late), saying the wrong thing may end with them messing with you in subtle ways for some time to come. I'd be honest, but only with the positives - you were looking for new challenges, it's a closer commute, you're building your career experience, etc etc... basically the things that don't reflect badly on anyone directly. Remember: you're not negotiating at this point, so mentioning salary is a no-no. Unofficially, it entirely depends on the relationship you have the people in question. Personally, I'd suggest that if you have a good enough rapport to be honest and tell them their faults, you should have taken advantage of that before leaving, when it could have done direct good to you. If you're comfortable meeting someone for coffee/beers after hours for a gab session after all is said and done, that's on you.

Answer 6
Whether your resignation is accepted or not, you should not be afraid nor ashamed of telling the truth. You have the right to speak out your concerns freely in a constructive and civilized manner of course. Maintaining bridges between you and your current boss is always recommended, despite your disappointment with them. Tell the truth, set yourself free, discuss your concerns and reasons frankly and politely. Your boss won't shoot you in the head. 

Answer 7
Have your answers written down going into the meeting. And let your boss know that you'll share them with him, but that you're not going to be doing the talking first. Before you tell him what's on your 'crib notes' in front of you, ask him to say what he thinks the reasons are for you leaving. The bottom line is, he has at least one employee (you) who is leaving for things he had control over. Now, they need to go gamble on a new employee, spending money to hire, train, and break-in this new employee who might end up being not such a good employee and they repeat the process again. At the very least, he has cost the company tens of thousands of dollars by making you want to leave. If he's going to fix this problem before he does it again, he needs to do some analysis himself. So ask him, why he thinks you want to leave. Assure him that you'll tell him what he got right and wrong in his analysis, but if his goal is to really improve his environment, then don't just list your problems - make it a real conversation, and make him go first.

Answer 8
These are symptoms of the real problem: The job is not a good fit for you. Face it - you've attempted to create a better fit by bringing your boss's attention to the frictions in the job, and they haven't changed appreciably. You no longer see opportunities in the position to increase your skills and career in the desired trajectory. You know there is a position that will better meet your goals, and it's likely that there's a person who will fit this position very well. It's not necessarily that the school is bad or wrong, or being mismanaged. It's not necessarily that it's a bad position. It may be that it is those things, but from your perspective you might not be able to objectively make that call. So when you say, "I'm being asked to do work I didn't expect to be doing" or "I'm not being trained enough" or "People here are bad at communication" then it's just as likely that your boss will blame you for all these problems as himself or the organisation.  Since you've talked to him about them before and nothing has changed, it's very likely that these things don't concern him. In his eyes they concern you. So there's nothing you can gain by telling him, and little to nothing he will gain. Worse, though, is that for the next decade or longer they will continue to appear on your resume as previous work experience. While it's possible that they actually never give more information than a confirmation that you worked there, some companies do give feedback - sometimes negative - when future employers call to verify your employment history. By telling him all the bad things you blame the school for, he may see that as your failing, and that may be negative for you in your career.

Unless you have a personal stake in the future of the school, and you can be certain you are absolutely objective in your assessment, you should not go any further than "I have an opportunity to grow my career in a new direction. I've learned a lot here and will miss the people I worked with." This distances both you and him from the idea that there's something wrong with you, the position, or the school. It also avoids comparing the old position and the new, avoiding questions about why you prefer the new one to the old. It is also a standard 'canned' answer that allows your boss to fill out his forms easily and simply, reducing his work in your leaving.

Conclusion
Dear All, If you want to be diplomatic, personally I think the "other duties" thing is a satisfactory reason to leave and not particularly critical of your employer, and gives your boss something he can easily do better in future (advertise the post differently). So the safe option would be "as we've previously discussed, I'm keen to work on Widgets. I only spend a small proportion of my time here on that, so I've found a job more focussed on Widgets." Or if you're not actually working on Widgets in your new job, "I've found a job more focussed on a single field."
The others are a little less easy to raise diplomatically
1. Under-utilized: is a somewhat subjective assessment of your capabilities.  Your boss might feel that you're adequately utilized.
2.not trained: is a difference of opinion with your employer over the value of training.
3. poor communication throughout organisation: is a difference of opinion with your employer how to run a company. By all means discuss them if you think it will help your boss, especially since you've mentioned them before. If your boss wants to know the real reasons it might be for two purposes: 1. What he can improve. 2.What he can say to others in the school: "We've had two people now who have left, citing lack of training in their exit interview.  This is strong evidence that we need a bigger training budget, it's cheaper than staff turnover." He might agree with you against your common employer. Be clear in your mind which of those things are "the reasons you're leaving" and which are "bad things about the company that, if the main reasons had been dealt with, you'd have put up with".  There's a difference between saying why this has happened, vs. a laundry list of complaints, and your boss hasn't asked for the complaints yet. If your boss invites you to list every single thing in the exit interview, though, for his own information, then fair enough, do it. But he already has your previous remarks on those subjects (and probably other issues), so it might be important to him just to get the decisive ones. Also, be prepared for him to argue his case.  Hopefully he won't, but he might be defensive. Since you don't want to burn bridges it's safest not to be drawn into a detailed argument. Depending on your boss's personality you might feel that since you're leaving anyway it's more valuable to him to hear your uncensored opinion, and he'll appreciate it long term even if it creates tension at the time. In which case you could do the less safe thing.

Consider in advance what you'll do if you get a counter-offer. If you haven't thought about it at all, you might be surprised and say you'll consider something that actually you should reject out of hand. Not that it makes a huge amount of difference in the long term, but it wastes a bit of everyone's time and you might as well go decisively and with dignity.
Thank  you for your gesture of goodwill towards the topic. Stay tuned and blessed.

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