dfid teacher development

Teacher Development and Management Discussions and suggestions for policy and practice emerging from an International Conference on Teacher Development and Management held at Vidya Bhawan Society, Udaipur from 23rd to 25th February 2009

C O N T E N T S1. Foreword by Secretary, Department of School Education and Literacy, Ministry of Human

Resource Department 1

2. Executive Summary: The key discussions and suggestions for policy and 2 practice emerging from the Conference

3. Introduction 4

4. The Teacher in India: Issues and Concerns 5

5. Pre-service: Status and perspective, suggestions for policy and 7 practice emerging from the Conference

6. In-service: Status and perspective, suggestions for policy and 15 practice emerging from the Conference

7. Teacher Management: Status and perspective, suggestions for policy and 23 practice emerging from the Conference

8. Postscript 29

Abbreviations 30

References 31

Appendix A - Participants 32

Appendix B - Programme 36

Report of the Conference on Teacher Development and Management�

2. Executive Summary

An International Conference on Teacher Development and Management was held at the Vidya Bhawan Society in Udaipur from �3 to �5 February, �009. This

document summarises the proceedings of the Conference, particularly the key ideas, experiences, concepts, concerns and recommendations having long term implications, and enables policy makers and programme implementers to draw lessons for shaping the future of India’s school education system.

Building on the South Asia Regional Conference on Quality Education for All in New Delhi, India, from �4th to �6th October �007, and in response to a request from the Ministry of Human Resource Development (MHRD), the World Bank, the UK Department for International Development (DFID), the European Commission, UNICEF and UNESCO organised an International Conference on Teacher Development and Management with the technical support of MHRD, the National Council for Educational Research and Training (NCERT), the National University of Educational Planning and Administration (NUEPA) and the National Council for Teacher Education (NCTE).

It is obvious that teachers are the backbone of the education system and are central to the reform effort. But for too long in India, teachers have been blamed for poor performance of students and the low levels of learning. The Conference recognised that the performance of teachers and their limitations must be seen within the context of the education system as a whole. The challenge is therefore seen as reforming and improving the whole education system, including the quality of teachers and the quality of instruction.

Investment in effective teacher education and professional development improves the quality of student learning outcomes. While many other important ideas arose from the Conference, the nine key messages that emerged were:

The importance of putting in place a comprehensive teacher education policy and implementation strategy with earmarked resources.

Teacher education (pre-service and in-service) must be aligned to the National Curriculum Framework-�005 as soon as possible.

1.

�.

India cannot wait any longer to put in place the necessary enabling conditions for teachers to function effectively.

Teacher performance standards need to be worked out in the Indian context, these must be developed in full consultation with the teachers and their representatives.

India needs to evolve an institution focussed, comprehensive and well-funded professional development plan for teachers. A plan that is life-long in scope, based on demand, increasingly school-based, and innovative in terms of the models of training used. It must move beyond the programme and fund driven approach to in-service training.

A holistic and comprehensive approach to improving quality is required, one that has its focus on student learning and fully incorporates the strengthening of teacher educators and academic leaders to ensure effective teachers and effective schools.

There is an urgent need to strengthen the linkages across institutions responsible for teacher-education and school education. There is also a need to develop networks of educators and institutions and to promote capacity building and performance standards of teacher educators.

Systemic autonomy at all levels is needed to create the space for creativity and initiative; there is a simultaneous need for accountability systems. The system needs to trust itself and its functionaries, particularly the teachers, while emphasising that it exists to serve the learning needs of students.

Teacher pre-service preparation has to be academically enriched and more professional in approach.

Some key steps emerging are:

up-grading all levels of pre-service education to higher education, as is the case in many developed countries;

3.

4.

5.

6.

7.

�.

9.

•

3

ensuring that the recruitment and placement of teachers reflects an equitable balance between the various subject-areas, experienced and less experienced teachers, urban and rural areas, etc.;

making in-service training a lifelong education of all those engaged in the teaching profession to upgrade teaching capacities both in theory and practice;

incorporating curriculum development in the in-service training of teachers;

teachers’ salaries should attract promising young people to the teaching profession, and a reasonable balance must be achieved between their salaries and those of other civil servants

•

•

•

•

and also the incomes of the communities in which they work;

the formulation of a comprehensive teacher policy and implementation strategy at national and State levels, combined with the above-mentioned measures, should be a matter of prime concern for the authorities responsible;

processes that make teachers accountable to the parents of the children being taught need to be evolved, set up and implemented; and

there is an urgent need to resolve the status and resources of the National Council for Teacher Education (NCTE) and to infuse academic and professional content in its day-to-day functioning.

•

•

•

Executive Summary

Report of the Conference on Teacher Development and Management4

3. Introduction

As made clear at the Quality Conference in �007 the roles played by teachers and head teachers in the education process are central to all efforts to

improve the quality of schools: the quality of an education system is limited by the quality of its teachers; the only way to improve learning outcomes is to improve classroom transactions. The Conference of �007 also revealed four teacher related ingredients of good education systems:

effective recruitment of teachers;

effective training of new teachers at the outset;

ensuring teacher motivation through appreciation and resource support;

providing sound leadership through proper selection of school heads and giving them adequate opportunities for professional development.

All these ingredients proved to be useful starting points for discussion. The objective of the present conference was to contribute to the knowledge base and have a dialogue on successful approaches in order to attract, develop and retain effective teachers and head teachers at all levels of school education, in particular for the hardest-to-reach areas and the disadvantaged segments of the population. The Conference particularly aimed to foster a better understanding of the interventions shown to work in:

professionally educating, developing and certifying teachers for pre-schools, elementary schools and secondary schools;

effectively recruiting and assigning elementary and secondary school teachers;

•

•

•

•

•

•

enabling pre-school, elementary and secondary school teachers to strengthen their classroom practice through effective in-service programmes and professional development; and

enabling effective teacher cadre and career management to facilitate and enhance teacher performance, motivation and accountability.

The Conference also facilitated a dialogue between the policy makers, planners, teacher-educators, teachers and international experts on the replicability or scaling up of these interventions in India. In particular, the Conference sought to provide context-specific insights to some key teacher related questions such as what are the ingredients of a comprehensive framework for teacher development and management? What are the key teacher development priorities? How can key stakeholder groups be more closely involved in policy and programme development and implementation? What are the major gaps in the research and information base, and priorities for future work? What are some good practices that can be evaluated and scaled up?

The remainder of this Report is organised in four parts each reporting the key issues, concerns and the suggestions for policy and practice emerging from the conference.

the Teacher and Teacher Educator in India;

Pre-service Teacher Education;

In-service Teacher Professional Development; and

Teacher Management.

•

•

•

•

•

•

5

4. The Teacher and Teacher Educator in India: Issues and Concerns

It is widely recognized that the availability of well trained teachers and teacher educators are vital to the school improvement efforts. Teaching as a profession and the

profile of teachers has been continuously changing in India over time and in response to changing demands. The Conference deliberated on the centrality of teachers and expressed concerns over the conflicting understanding on the notion of the teacher and teacher as a professional. The fact is that though the Indian teacher to some extent enjoys the freedom and power within the classroom, she has low social status and self esteem. The status of the teachers is one of the basic underlying premises to attract and retain persons of ability to the profession. With low professional status, therefore, the choice of becoming a teacher is not the primary option amongst the Indian youth. However, non-availability of jobs in other sectors encourages many to join as teachers and restricts their opportunities to move on to other professions. The salary of the teachers which accounts for a large proportion of the education budgets has been increasing over the years. Yet there is a wide-spread notion that school teachers are paid a very low salary. With the Sixth pay commission being implemented the teachers’ salaries would be three to four times the average per capita income for any State, and in some it would be as high as 15-�0 times the State average per-capita income. This clearly holds to even a larger extent for educational and development administrators and technical experts.

The conference has acknowledged the fact that the low social status of teachers coupled with low self esteem and lack of understanding of the diversity of the student population more specifically belonging to the marginalised sector are the major challenges faced by the government schools. Further many teachers do not find any mechanism to obtain their rights as prescribed by the government, yet are expected to help children from the marginalised families to identify and consolidate their capabilities and work towards obtaining their rights. There is a clear need to look beyond the monetary benefits as motivational factors for teachers. Aspects such as autonomy, responsibility, transparency of governance, independence in making choices are the demands of the

profession. There is a greater need to change the Government teacher’s self image from that of a “secure government wage-earner” to a respected and significant professional in the local community and the wider society. Teachers have to be empowered individually and institutionally to lead the school towards improved educational standards, and be a partner of the community in all development aspects.

The notion of the teacher as a professional, (besides the social status and esteem) needs a cohesive understanding of what is required to be a professional. For effective teachers, enabling conditions in the schools and in their career growth are needed. For teachers to build schools as learning organisations requires development of the person and of the system. Concepts of the learning organisation and the professional learning community have to be linked.

The link between teacher training and what subsequently happens in schools and classrooms needs to be strengthened. Making clearer formulations of what teachers will do better or differently in classrooms with mechanisms to study the change, even if only on a sample basis, are important. Examining the usefulness of the elements of training and maximising utility is crucial. This with the realisation that it is not prescriptions that are to be shared and can therefore be observed as such in the classroom, but the releasing of the teachers to reflect and develop their own way forward. Teacher education has to be modeled along the needs and expectations of (future) students, keeping in mind the continued diversity among them which teachers will encounter; teacher preparation has to take more uncertainty in its stride. Teacher development therefore needs to instill capability and awareness to learn on one’s own. The need for continuous learning emerges from the work of the teacher, and structures are needed to build the curiosity and provide materials and mechanisms for the teacher to engage in her own development as a teacher.

Increased clarity is needed regarding whether the primary intention of training activities is to bring about institutional development (e.g. changing practice in a whole school, which requires consideration of the critical number of

The Teacher and Teacher Educator in India: Issues and Concerns


individuals in an institution that need to be trained if real change is to occur) or personal development (e.g. promoting an individual teacher’s career path). Both these are needed and a coherent policy recognising this and a programme with specific focus should be initiated.

Even though it is important to help teachers become reflective professionals and be able to reason, a teacher needs to have a comprehensive set of ideas and skills to engage. A creative carpenter can only be successful if he or she knows the basic rudiments of carpentry (what woodwork joints work best for which purpose, and what tool is required for what kind of job, etc.) The same applies to a successful “reflective” teacher, in terms of core pedagogical skills and underlying subject knowledge.

The policies for different stages of teacher education have been seen as individual entities. There is no comprehensive teacher development programme analysing the development path for the teacher. Pre-service and in-service institutions and educators are not the same and are not even in a sustained dialogue. No responsibility or accountability system can be put in place as a teacher is always at the intersection of the two. A long term holistic and widely networked approach to reforms in educational policies and practices needs to developed. Across in-service and pre-service there needs to be a strong linkage; even the network within the institutions and entities dealing with these and their respective components, needs to be made adequate.

Teacher-educators need to be grounded in classroom realities by being institutionally linked to surrounding schools and classroom processes where they improve their pedagogical skills and support teachers through mentorship. The interaction with teachers cannot be based on a ‘we know and you do not know’ approach or the ‘telling’ approach,

but rather by learning and discovering together, giving teachers and their knowledge respect so that they offer the same to their students as well. The teacher as trainee needs to become the subject of creating knowledge rather than being the object of receiving information. Teacher trainees need to have the opportunity to learn on their own and not be limited by the interactions with teacher-educators. There is thus a need for resource centres for teachers as well as teacher educators. These structures, both within and outside the Government system should be sustained and consolidated.

The entire programme of schooling has teacher development as a critical element, yet the efforts in this direction are strongly impeded by the way the system currently functions. Mechanisms to include them deeply in this exercise, rather than through mere consultations with a few to seek feed-back on what has already been conceptualised, need to be evolved. To infuse quality consciousness in schools, a higher quality aspiration and presence is needed at all levels of education governance. Programmes in education and in teacher development currently appear in many instances to be fund-driven. They need to be planned over a sufficient period of time. This re-emphasises the lack of institutional structures, both academic and administrative to house and lead them. There is a lack of analysis of the ideas explored and implemented. Systemic record and analysis of these experiences provides the stage for furthering understanding. The experience of these interventions cannot benefit the next effort unless there is an evidence based institutionalised memory available for the system. The resource structures that house the teacher development policy, strategy and its implementation also need to hold this memory and do research to build upon it consciously.

7

National Policy on Teacher Education

A key challenge for the Indian education system is to “democratise good education”. To achieve this, the quality of education for all students must improve,

which in turn requires improvements in the quality of teaching. Logically, teacher training colleges, District Institutes of Education and Training (DIETs) and universities, both public and private, have a key role to play in this process. International studies have repeatedly shown that the quality of teaching is one of the most important school-related factors influencing student learning outcomes. The present teacher education sub-sector in India requires a firmer resolve and policy to drive this process forward.

The structure of teacher education is fragmented, with few functional links amongst universities, teacher training colleges, DIETs and Block Resource Centers (BRCs). (Fig.1) The pre-service and in-service training programmes do not link with each other at any level. NCTE is mandated to oversee pre-service training but lacks the institutional capacity to provide coherence, in terms of either policies or programmes. Current policy does not explicitly link these institutions, nor encourages collaboration between them. Policy implementation focuses more on inputs rather than results, and an inadequate accreditation and monitoring system is currently unable to guarantee fulfilment of acceptable standards. Preparation

of elementary school teachers is institutionally separated from that of the secondary school teachers, with different policies, regulations, funding mechanisms etc., between the two levels. Very few policies or programmes are in place to provide incentives for teacher training colleges, DIETs, universities and institutes to improve.

The scope of current problems calls for a central policy and programmatic thrust focusing both on pre-service and in-service teacher professional development. An appropriate system and structures need to be developed which incorporates:

pre-service teacher education;

in-service teacher professional development;

school-based teacher support networks;

incentives and rewards for good teaching practice; and

built-in feedback mechanisms for continuous improvements in teaching.

From a policy, programme and strategy standpoint, these different aspects of lifelong teacher development must not be viewed in isolation.

More specifically, as the Director of NCERT has noted, six strategic points need to be addressed in a new teacher education policy, which would shift the vision of teachers from “social Darwinism” to “democratic education”:

Teacher education policy and its implementation should explicitly establish bridges and collaboration between all teacher education and professional development institutions, to overcome their insularity and increase understanding of effective teacher education models and practice;

Teacher education should be more comprehensive and unified, with similar time requirements for pre-school, primary, upper primary, secondary and senior secondary levels;

Greater diversity in approaches and methods are needed as part of teacher education policy, to include case study approaches, pedagogical peer-groups,

•

•

•

•

•

1.

�.

3.

5. Pre-service: Suggestions for Policy and Practice Emerging from the Conference

Pre-service: Suggestions for Policy and Practice

Figure 1: Pre Service Institutions

NCTE NCERT

Sec.Board

IASECTE/TTC

D.Ed.STC/PTC College

DIET, BRC

SCERT

Resourceorganisation

No linkweak linklink

University

Report of the Conference on Teacher Development and Management�

reflective exercises, teacher narratives, distance and ICT-enabled approaches, with more research and dissemination of innovations in teacher education.

Teacher education policy should recognise the importance of educational theory and pedagogy, in addition to teaching skills in lesson planning, classroom management, assessment, etc. This would include emphasis of the need for all teachers to understand the psycho-social needs of children, particularly those who are disadvantaged in some way;

Teacher education policy needs to emphasise the credibility of teacher educators, through reform of pedagogy and practice of teacher education itself so that it both models and promotes the classroom behaviour sought in the National Curriculum Framework (NCF) �005. The profile, qualifications and other requirements for the hiring of new teacher educators would need to be revised accordingly; and

Teacher education policy should emphasise the need to change the curriculum to align with the NCF �005. In other words, there needs to be an NCF for Teacher Education, which promotes constructivist teaching, with the teacher as the enabler of a positive learning environment rather than the source of all knowledge. This would largely re-cast teacher education, and would include changes in how teacher educators assess teacher trainees.

In addition, policies need to be developed which offer alternative paths to teacher certification. While in some Indian states, such as Kerala, there is a surplus of pre-service teacher training capacity, in precisely those states where the shortage of teachers is greatest, such as Bihar, there is a lack of pre-service teacher training capacity; these states may need to promote alternative paths to teacher certification. This issue has been faced by many countries around the world, both industrialised and developing. For example–

in the UK there are 3� routes to become a certified teacher, such that the profession is accessible, innovative and creative with new teachers coming from a variety of backgrounds;

in the United States, more than �00,000 new teachers have gone through alternative routes in 47 out of 50 States; and

seventeen out of twenty-five OECD countries for which information is available make it possible for

4.

5.

6.

•

•

•

“side entrants” - that is, people who have pursued non-teaching careers - to enter the teaching profession.

More on alternative paths to teacher certification follows below.

Finally, a new teacher education policy must clearly define the role, mandate, funding, structure and accountability of the National Council for Teacher Education (NCTE), or whatever institution(s) is tasked with ensuring the quality of teacher education (as proposed in the Right of Children to Free and Compulsory Education Bill, �00�). This would include policies to reliably assess and grade teacher training colleges in a transparent manner.

Curriculum and PedagogyInternational studies have identified a range of personal competencies that make a difference to the quality and effectiveness of teaching:

sound subject knowledge;

communication skills;

ability to relate to individual students;

self-management skills;

organisational skills;

classroom management skills;

problem-solving skills;

a repertoire of teaching methods;

teamwork skills; and

research skills.

In the Indian context most of these competencies are not adequately addressed. Also not addressed is linkage between theory and practice; ideas about purpose of education, its relationship with society, nature of knowledge, of disciplines, potential of the human child to learn, the human learning process, the background and diversity of children etc. As for pedagogical knowledge, the teacher training curriculum needs to encompass a clear focus on understanding of learning and teaching, including concepts of how children progress in the subject, how they acquire key concepts, and importantly an understanding of misconceptions and how they arise. In addition, appreciation for diversity in the classroom, and for maintaining close relationships with both students and parents, needs to be inculcated among teacher trainees. Teacher education curricula in India need to be reformed to develop this range of competencies.

•

•

•

•

•

•

•

•

•

•

9

They need to reflect stronger theoretical foundations and draw from core disciplinary knowledge (from Sociology, Philosophy, and Psychology for example) and build on that in the context of education. The linkages with higher education need to be consolidated and obviously reflected. There is a need to make education degrees comparable to a university degree rather than a mere vocational certificate.

Unfortunately, in most teacher education programmes in India there is very limited exposure to recent research on human learning, new progressive ideas elaborating teaching and learning methods and materials. Curricula are outdated and are not aligned with NCF–�005, which proposes a paradigm shift in both curriculum and pedagogy at both the elementary and secondary levels. Indeed, rather than emphasising the memorisation of facts in teacher education textbooks, the teacher education curriculum needs to develop teachers’ abilities to help students learn how to learn (and to un-learn and re-learn). Important progress was made in this regard during preparation of the Draft National Curriculum Framework for Teacher Education (�006); this work needs to be revitalised and finished.

The curriculum, assessment and monitoring processes need to be worked at. The capacity at the SCERT and State Boards for DEd need to be augmented. At the moment this function does not have the importance it requires. The curriculum and materials used in pre-service education have not been modified for a few decades. The B.Ed has also not changed its overall character even though some changes may have occurred on the surface.

Curriculum reform would begin with reflection on the entry requirements for teacher trainees, to address not only academic qualifications but also trainee motivation levels. The latter needs to be assessed through interviews and career counselling, to make sure the candidate genuinely intends to enter teaching as a career; the purpose being to prepare development professionals in education, those who can create, sustain and consolidate progressive change.

The pedagogy implicitly or explicitly promoted and demonstrated in teacher education programmes is typically lecture-based, with the classroom oriented around the teacher as opposed to the learner. Observations of classroom practices in different teacher training colleges do not show good models of interaction or activity-based approaches. Traditional frontal teaching is the predominant method, and few trainees take the initiative to ask questions. This is the opposite of what is needed:

teacher preparation colleges need to transact their classes in such a way that both students and teachers are engaged and active. The processes followed should be appropriately contextual for the content and the age of student-teachers. They need to experience the methods advocated to them for their teaching.

In addition, teacher preparation colleges and DIETs need to be institutionally linked to schools where teachers will teach and connect theory to practice. (Fig.�a,b) This would begin a process of lifelong teacher education and development, in which teachers engage in:

peer mentoring;

self-evaluation, and formative feedback from mentors;

cooperative project-based learning; and

other forms of inquiry-based learning.

Indeed, the challenge is to develop a holistic teacher education programme which attracts, develops, empowers and retains teachers throughout their careers. This process begins with pre-service teacher education, which must

•

•

•

•

•


Figure 2a: Pre Service Curriculum

Secondary Board

No link

Weal link

link

University

NCTE IASE/TTC NCERT

DIET

Resource organization

SCERT

Schools

Preservice CurriculumSTC

Figure 2b: Pre Service Curriculum

No link

Weal link

link

NCTE NCERT

Resourceorganization

IASE/CTE/TTC

University

Preservice CurriculumB.Ed.


not only provide sound basic training in subject-matter knowledge, pedagogy related to subjects, and general pedagogical knowledge; it also needs to develop the skills for reflective practice and research/development on-the-job.

Mention was made above of the need for a policy regarding alternative paths to teacher certification. Such paths by definition imply changes in both standard teacher education curriculum and pedagogy, and typically enable individuals to earn their teaching certificates in one of the following ways:

a condensed or shortened certification programme, which may be completed during weekends and vacations at an accredited teacher training institute or university, while candidates work full-time. Another widely used mechanism is to obtain certification through some form of distance learning, often using multi-media radio, television, Internet and texts;

supervised on-the-job training under a “master” teacher or supervisor, often combined with course work in person or through distance learning;

recognition for Prior Learning may be used when masses of teachers need to be upgraded and certified. This is often combined with an examination and a portfolio of professional work; and

passing a written certification examination, with or without some performance measure, with no additional course work, portfolio or recognition for prior learning. This is highly dependent upon ability of the examination to discriminate between high potential and low potential candidates.

Proponents of an alternative teacher certification argue that such paths are not only viable but attractive because;

good alternative teacher certification programmes are meaningful, appropriate and designed specifically to meet the demand for teachers in geographic areas and in subject areas where it is greatest;

they eliminate artificial and unnecessary licensing requirements, and are not overly onerous for candidates to manage while they are employed as teachers on a provisional basis;

the accompanying teacher preparation programmes are tailor-made, specifically designed to meet the

•

•

•

•

•

•

•

•

needs of individuals who already have at least a bachelor’s degree and, in many cases, experience in other occupations, to teach in specific areas and in specific subjects;

rather than train people to teach who may or may not ever go into teaching, alternative route programmes recruit individuals for specific teaching positions and place prospective teachers in those jobs early in their training programmes, increasing efficiency of training programmes;

the teacher preparation programme is usually field-based, which provides much needed practical experience. Prospective teachers tend to work with mentor teachers while teaching; and

candidates usually go through their programme in cohorts and not as isolated individuals.

Capacity Building and Professional Development of Teacher Educators Surveys of faculty members in teacher colleges in India indicate that the teacher educators are quite isolated, without connections to the wider community, including international community of teacher educators and education researchers, with few opportunities to improve their practices. While government training institutions do offer opportunities for in-service training and professional development, there is an urgent need to revitalise the teacher educator profession throughout the country.

MHRD and States can help DIETs and TTCs to build their capacity for good teaching by providing more resources and by improving their links to external sources of knowledge. In addition to allocating additional resources, efforts are needed to break the isolation of India’s teachers’ colleges, through:

institutional networking;

establishing centres of excellence to model what good teaching could be;

institutional twinning arrangements, including with departments (e.g. of psychology, mathematics, science, languages, or education) in other teacher training colleges and in universities, both nationally and internationally;

subscriptions to electronic versions of peer review journals to help update trainers’ knowledge about pedagogy and education research; and

•

•

•

•

•

•

•

11

use of video cameras for trainees’ self-review and reflection, to improve their teaching and learning processes.

As a first step, providing Internet access in these institutions and providing training in computer literacy are necessary to give faculty and students the tools they need for communicating beyond their immediate environment.

Just as teacher education should develop teachers who are prepared for lifelong professional development, so must teacher educators engage in a continuous process of reflection, training, application and assessment. This would link pedagogical processes, classroom contexts and student achievements with the focus on learning, not teaching. Equally important, it would model the behaviour for teacher trainees to follow in their own careers, and would establish an environment not only of “high support” but also “high challenge”.

Institutional Structures for Pre-service EducationTTCs, DIETs and other pre-service teacher education institutions are due for infrastructural improvements, including ICT. There are more than 500 DIETs, 100 Colleges for Teacher Education, 30 Institutes for Advanced Study for Education, apart from thousands of private teacher training colleges. There are also university-based teacher education programes offering the B.Ed, which need continuous efforts to improve the quality of faculty and teaching. The DIETs and many other private institutions prepare elementary teachers through a programme (DEd, STC or PTC) over two years. These are not specific subject teachers. Those in the B.Ed programmes start as graduates and do a one year course to become subject teachers for elementary and secondary schools.

All public teacher education institutions need the facilities (classrooms, laboratories, libraries, reference materials, broadband Internet connectivity and widely available ICT resources) to be expected of any good quality higher education institution. These institutions would also benefit from hostel facilities and staff quarters.

More specifically, teacher education institutions ought to develop institution-specific improvement plans, which link infrastructural and “soft” investments in curriculum and teaching and establish specific improvement targets in the quality of their graduates. This requires qualified staff

•

to analyse the institutional strengths and weaknesses and develop such plans. As a first step, publicly-funded pre-service teacher training colleges should raise their standards and provide a minimum degree of quality assurance through independent accreditation. All colleges receiving any kind of government support should be required to conduct a thorough self-assessment using National Assessment and Accreditation Council (NAAC) criteria, after which an institution improvement plan would be developed. Subsequent to this, teams of experts (national and international) could independently review these assessments and improvement plans. Acceptable plans could be approved for additional financing. Findings from these teams could be posted on the Internet for public information, so that prospective student teachers could make more informed decisions about the training college they choose, and colleges would face some pressure to improve.

Administration and Financing of Teacher Education Institutions The landscape of teacher education in India is quite complex and diverse. In addition to the DIETs for elementary education, there are Colleges for Teacher Education (CTEs), Institutes for Advanced Study in Education (IASE), government colleges, grant-in-aid colleges and private colleges. Universities control the B.Ed. programmes, which offer the potential advantages of autonomy but also the increased challenge of quality control for both State and Central education authorities. Policies and programmes to improve the administration and financing of these teacher education institutions must take into account this plurality and diversity.

The B.Ed courses are devised, assessed and monitored by the universities, while the two-year elementary teacher


Figure 3: Pre Service Accreditation

NCTE

State Govt& SCERT

UNIV

TeacherColleges

B.Ed. M.Ed.

SecondaryBoard

DIETD.Ed.

linkWeak linkNo link

Report of the Conference on Teacher Development and Management1�

programme is overseen and monitored by the secondary boards or the SCERTs. The teacher preparation colleges including the CTEs and IASE are overseen by the respective universities and are not organically linked to the DIET’s or other institutions for the pre-service programmes. These institutions have no common shared experience apart from the very limited interaction with each other. The universities at present have no common forum for discussion on issues of teacher preparation and are also not organically linked to the UGC or the NCTE. (Fig.3)

India has a centrally sponsored scheme for teacher education, which allows state institutions for teacher education to draw on central funds for improving quality. Even then, many of these colleges and DIETs are severely under-resourced and offer a sub-optimal service. Vacancies in their faculty positions are common; teaching and learning resources are outdated; Internet connections are rarely available; libraries and laboratories lack the adequate facilities. Because of financial constraints, state governments try to limit their spending on teachers’ colleges which can be covered by central funding, which results in limited oversight of these resources.

Most pre-service teacher education at the secondary level is privately financed. Given the huge need for additional teachers in both public and private schools, to meet enrolment targets under the Eleventh Five Year Plan, the central and state governments may need to significantly increase public funding and technical support to address this need. Public funding should target training of teachers in subjects which require more training, e.g. mathematics, and/or to conform to reservations policies for hiring of SCs, STs, women, etc. as secondary level teachers. Provision of pre-service teacher education may remain privately managed, but public accreditation of private teacher training institutions needs to be strengthened and made more transparent. At the same time, targeted public financing for these institutions could increase on a competitive basis which rewards private institutions for reforms and improvements in quality to reflect the NCF-�005 and related pedagogical approaches.

TTCs need to improve their links with the government departments of education, so that they can modify their intake of trainees and their subject-matter to respond to forecasts of demand for teachers. It is important for states to conduct regular surveys to ascertain the needs for teachers in various subjects at different levels and encourage the accreditation of teacher education institutions that tailor their activities to these needs. In addition, TTCs and DIETs should increase the intake

of trainee teachers in the reserved categories and for subjects for which candidates are not available. This would include promotion campaigns in senior secondary schools, especially in rural areas, to encourage youth to become teachers.

In other words, central and state governments need to improve their presentation of the teaching profession as a promising avenue of employment, particularly for women and disadvantaged groups in rural areas where they are needed most.

Indicators, Including Methodology Thereof, for Performance and Assessment of Teacher Training Institutions Two types of indicators may be considered for assessing the performance of teacher education institutions:

those which measure institutional efficiency and equity, and

those which measure effectiveness of its “products”, which are new teachers.

Indicators of institutional efficiency and equity would include:

capacity utilisation rates;

socio-economic data on teacher trainees;

teacher-educator and teacher trainee attendance rates;

drop out rate;

cost per trainee per year;

cost per graduate;

percentage of budget spent on qualitative improvements;

extent of cost recovery; and

certification rate teacher placement rates, etc.

This would provide policy-makers with basic quantitative information on efficiency of teacher output.

Indicators of new teacher effectiveness should closely align with teacher performance standards, like those being developed under the ADEPTS1 programme. These standards should be defined, redeveloped in each context through a consultative process and disseminated to teacher education

1 ADEPTS: Advancement of Educational Performance through Teacher Support, an MHRD/UNICEF initiative.

•

•

•

•

•

•

•

•

•

•

•

13

institutions and teacher trainees. These could be used as part of the accreditation renewal process (institutions which do not meet these standards should be de-accredited). The list below provides examples of certain indicators which could be used to assess performance of teacher education institutions (e.g., the competencies of their graduates), and by extension, of their teacher educators.

Upon graduation/certification, new teachers should be able to

demonstrate understanding of children, of their social background and be able to establish positive relationships with them; demonstrate understanding of curriculum, subject matter content, and class preparation; create effective learning environments and experiences, in alignment with NCF �005 and constructivist learning theories; use material effectively; manage and organise the classroom to optimise learning; conduct assessment; promote development of values and enable overall development of children; relate and work closely with colleagues and the community; facilitate a clean and safe learning environment; show a professional commitment and accountability; show an understanding of the purpose of education, the Indian education context and the social processes influencing education.

Teacher Education Monitoring MechanismsThe NCTE sets the norms and standards for infrastructure, and specifies the required qualifications of teacher educators for all teacher-education colleges. But it is widely perceived that NCTE does not have the capacity to carry out effective monitoring. Because NCTE lacks the manpower, resources, and capacity for this purpose, teacher training colleges tend to depart from these norms, with serious implications for the quality of teacher preparation and thus for the quality of education.

Most private teacher education programmes are financed out of the fees collected; their rapid commercialization responds to a demand but undesirable practices in these institutions are widely reported. Most of the B.Ed. programmes offered by private teacher training colleges are considered to be sub-standard but continue operating, indicating gaps in the entire process.

Recognition of the need for assessment and accreditation of teacher education colleges by an independent body led to the establishment of the National Assessment

•

and Accreditation Council (NAAC) in �00�. NAAC has produced a manual for self assessment and accreditation so that institutions can do their own institutional analysis and strengthen and improve their programmes to better match the needs of the country. This effort needs to be strengthened and expanded.

The Government should identify the institution(s) responsible for monitoring and supporting the quality of teacher education. Such institutions need to be provided the resources (human, financial, technical, infrastructure, etc.), the capacity, attitude and administrative authority to fulfil these responsibilities. This activity must be in the form of scaffolding rather than fault finding and conducted with the highest standards of integrity and transparency, with results of institutional monitoring reports posted on appropriate education websites so that prospective students can make informed choices regarding their selection of institution for teacher education.

ConclusionTeaching is becoming a more challenging task, and the responsibilities of teachers have broadened in response to societal changes and higher expectations of schooling. The over-arching priority is for countries to have in place a clear and concise statement or profile of what teachers are expected to know and be able to do. This is necessary to provide the framework to guide initial teacher education, teacher certification, teachers’ on-going professional development and career advancement, and to assess the extent to which these different elements are effective.

The stages of initial teacher education, induction and professional development need to be much better interconnected to create a more coherent learning and development system for teachers. This will require improved institutional coordination at the central, state and district levels. Initial teacher education must not only provide sound basic training in subject-matter knowledge, pedagogy related to subjects, and general pedagogical knowledge; it also needs to develop the skills for reflective practice and research on-the-job. There is a need for more overt and deliberate forms of partnerships between schools and teacher education institutions, in order to provide teacher trainees with a more integrated experience.

Accreditation by an independent, authoritative agency is a means to assure quality in teacher education, and to help ensure that funds are used well and graduate teachers are



Figure 4

well prepared. Successful teacher education programmes involve teachers in learning activities that are similar to ones they will use with their students, and encourage the development of teachers’ learning communities.

All of these aspects need to be considered and incorporated into a new teacher education policy framework, and then supported with the appropriate resources over a sustained period. A new teacher education policy will not improve teacher quality by itself; such a goal requires a long-term

commitment to a pedagogical project which promotes shared understanding among all stakeholders and the development of strong communities of practice during implementation.

Improved teacher education can ensure improved teaching, and improved teaching is the most important factor in generating improved student learning outcomes. Coherent policies and programmes to improve teacher education are long overdue.

Teacher Preparation

In Service Pre Service

Workshops Cluster MeetingsFollow up

Other Avenues DEd. B.Ed.

Distance Mode

Taking up Courses

Reading Materials

Exposure Visits

No Link

weak link

link

15

Figure 5: In Service Institutions

Introduction

Good policy and practice regarding teachers pays attention to the whole professional continuum in teacher education, starting with attracting the right

people into the profession, selecting teachers according to suitability criteria and counselling and ongoing professional orientation to their tasks. Well functioning systems combine initial and continued teacher education and training and provide for continuous professional development through counselling, career monitoring and flexibility for exit, re-entry and new entry into the system.

In India, the present practice of in-service education for teachers is largely characterised by a ‘top down’ model, which is ‘fund driven’ rather than ‘need driven’. This approach is proving to be quite ineffective in responding to the varied needs of teachers and in bringing visible improvements in the quality of the teaching and learning process. Although in-service teacher education programmes cannot compensate for pre-service education of inadequate quality, teacher training nevertheless needs to be strengthened to become more outcome-oriented; that is by transforming training inputs into positive changes in classroom practices and improving student learning. In recent years, the large number of teachers inducted into the system with inadequate pre-service training has put additional pressure on in-service teacher training to remedy this situation. The need is even greater now for deploying capable teachers who can deal with the educational needs of children in a classroom that has now become much more complex and diverse.

The conference addressed the theme of improving in-service teacher training and continuous professional development, drawing from experiences and success stories elsewhere in the world, in order to provide a road map for further reforms in India.

In-service Teacher Education in India – A BackdropIndia has invested substantial resources for in-service teacher training in recent years. Currently in-service programmes

are organised and managed by various providers, both at the national and state levels.

While NUEPA and NCERT conduct teacher training programmes at the national level, DIETs, SCERTs, IASEs, CTEs, BRCs, and CRCs provide in service training programmes at the local level. A number of these programmes are implemented in a cascade model. However, it has been felt that training programmes lack a coherent institutional framework, are not consistently linked and the organising structures do not have regular communication and information sharing channels. (Fig.5) Training programmes offered have a prominent focus on providing information about the content and give limited attention to critical aspects of children’s learning, such as soft pedagogical skills, learner centred pedagogy and the needs of first generation learners. These training inputs are also characterised by a lack of relevance of the

6. In-service: Suggestions for Policy and Practice Emerging from the Conference

In-service: Suggestions for Policy and Practice

UniversitySSA

SCERT

DIETResource

organisation

BRC

CRC

Schools Schools Schools

IASECTE

No linkWeak linklink


training component to the real needs of the teachers and demands of the classroom.

Without a long term policy and strategy for in-service training, the programmes available are mainly short term, ad hoc, and ‘project’ driven. As a result, little impact has been observed in producing sustained changes in classroom practice and in achieving higher levels of learning by students.

Another critical issue noted is the disconnect among the various in-service Teacher Training Institutes. Despite attempts under SSA, the contribution of the state, in terms of ownership and commitment towards continuity in teacher education has not taken place uniformly in all states. DIETs, which are the local key institutions involved in supporting teacher education, generally suffer from insufficient resources both in terms of faculty and finance. They also have difficulty in meeting the capacity building needs for their faculty, particularly in terms of competencies and skills in dealing with practical classroom situations. Additionally, they are not adequately linked with sub-district training structures.

Suggestions for Policy and Practice Emerging from the ConferenceAn integrated policy and strategy: There is a need for an integrated, holistic and comprehensive teacher development policy with a strategic implementation plan that recognises teacher education as a continuous lifelong process, allowing teachers respect and support. Such a policy will build bridges among the many agencies involved in teacher education at the various levels (such as NUEPA, NCERT, Universities, IASE’s, DIETs, CTE’s, SCERT, BRC, CRC and the NGOs), in order to establish a functional network of sharing and mutual learning. This will allow the upgrading of the teaching and leadership capacities of teachers in both theory and practice. The strategy should involve school support and reading materials with scaffolding through meetings and individual interactions rather than be limited to workshops. (Fig.4)

Other recommendations emerging from the Conference deliberations include:

offer teachers a variety of routes to further professional development and higher status within a framework of life long learning;

create a culture of shared accountability across all levels, where teachers will no longer be mere recipients of a top down training approach, but will be personally involved in identifying their own needs for professional development;

•

•

apply key principles of adult learning in the design of professional development initiatives, such as learning by doing, reflecting, applying new skills in a practical context and testing;

develop approaches that help teachers to become reflective practitioners and agents of change in their own contexts;

develop specific ‘plans’ for capacity development of DIETs, capitalising on human and financial resources within and beyond the relevant district. The SCERTs also needs to be strengthened in a similar way for their domains;

encourage and facilitate professional teacher associations to enhance professional development;

strengthen quality assurance of in-service programmes; and

a set of robust performance indicators for the entire system need to be developed i.e., individuals and institutions. The introduction of a social audit with community and parents may bring expected changes with natural justice to the children of marginalised communities. It is required to decentralise the programme with capacity building of the staff at lower levels and fixing targets at every stage with appropriate support and supervision.

Professional development can become a source for building leadership and autonomy among teachers and it could:

be a holistic and networked approach to teacher education, with a sound school support system, be a forum for generating and sharing new ideas on which the teachers can reflect and act accordingly as members of a larger community, continue learning as an exciting and enjoyable experience and appreciate new methodologies;

provide the teachers with the necessary pedagogical support, particularly at the school level rather than via out-of-school “trainings”, to improve their effectiveness and meet the challenges in classrooms (for example strategies to deal with a multi - grade setting);

provide a more conducive framework to encourage teachers to find ways and means of self-improvement if they assume self-responsibility for enhancing their professional competencies and growth; and

be need based and not fund driven.

•

•

•

•

•

•

•

•

•

•

17

Key Challenges for Professional Development Participants in the Conference felt that the main purpose of professional development programmes should be to empower teachers through the development of their self confidence and create reflective practitioners. It is about changing teachers’ self perception and enhancing specific capabilities. Teacher empowerment emerged as an important means of enhancing their performance and output. Therefore participants stressed that in-service training should be viewed as a means to:

improve the empowerment of teachers,

strengthen their agency; and

improve pupils’ learning.

In-service training needs to be aligned with the process of school development and provide flexibility for the teachers to apply new methodologies in the classroom. In-service training should also focus on school teams, so that groups of teachers can support each other in trying out new methods. This would require an active participation by the teachers in the design of in-service training and structures whereby teachers can be ‘experts’ to colleagues in collaborative professional networks.

Teacher performance and teacher accountability issues also emerged as important aspects of ensuring higher standards as well as structured improvements to the teaching learning process. However, participants felt that the accountability systems should enable the teachers to reach that goal and they should feel ownership of the instruments used for monitoring teacher performance and accountability. Teacher professional development portfolios could help individual teachers reflect on their professional development needs and document the advances made. This in turn would strengthen their competence as “reflective practitioners”.

Peer Learning and Teacher Support NetworksPeer learning in the field of teacher education policies is used in the European Union as a tool to support the improvement of teacher education among the Member States. An interesting EU practice for participatory policy development, based on sharing of examples of good and not-so-good practices and intensive reflection, was presented at the Conference and could be a relevant example for India as a way of informing the process of teacher education

•

•

•

policy development. The European Commission’s ‘Open Method of Co-ordination’ has established a number of policy working groups (‘clusters’) to support the European priorities under Education and Training �010. The clusters or policy working groups facilitate peer learning activities where representatives from Member States exchange examples of good policy practice in specific fields and policy recommendations are derived that support the ministries in Member States to improve their policies on teachers and teacher education.

Teacher NetworksTeacher support networks are important, if sound pedagogical practice and motivation are to be developed. These networks and their associated activities can be varied in structure and organisation. As a general rule though, those that focus on continuous development to guide, monitor and support necessary skills, knowledge and new ideas, tend to be more successful in bringing about change at the classroom level than those which seek quick fixes to fill gaps or programmes that simply provide a qualification. The impact is enhanced further when the support (in the form of skill development and resources) is brought directly into the teachers’ classrooms, in contrast to support that requires travel. The school setting should be the prime focus of activity.

This typically involves direct participation and joint control by teachers and the school Principals, along with other officials, usually inspectors or supervisors. Activities typically include the sharing of lesson plans, development of materials for transaction. The school-based model is very effective for long-term guided learning, depending on the calibre of the staff available in the school or other staff who regularly visit the school.

School-based Networks, School Twinning, Partnerships, Unions and Business NetworksSchool-Cluster Networks, Teacher Centers and Resource Centre: School-cluster networks are a helpful way to share scarce materials and human resources. Based on international experience, instructional support to teachers via networks (regular meetings of teachers between and within schools to share resources and ideas), team teaching with an experienced teacher, regular visits and advice by learning coordinators/resource teachers and the sharing of



useful classroom materials etc. tend to be more effective than the establishment of fixed site centres.

Other collaborative efforts for professional support include:

(i) institutional twinning, where teacher-educators in a teacher training institution or school develop a partnership with another well established institution in either the same country, another developing nation or a more resource rich nation, to provide staff exchanges, shared training, ideas, curriculum input and other ongoing support;

(ii) partnerships between local schools and the teacher training institutions to provide testing grounds for new research practices. University staff often meet regularly in schools to discuss practical concerns and the problems of the classroom, and the schools provide placements for student teachers and opportunities for their research);

(iii) partnerships between teachers’ unions and school clusters/districts/central levels to contribute as part of the professional network to provide workshops, discussion forums, and training;

(iv) the individual collaboration of teachers or school districts with institutions of higher education to pursue mutually-beneficial projects such as science and technology exchanges and in-service training for teachers related to higher education institution programmes; and

(v) collaboration between schools and business and industry.

Use of Unstructured and Resource-based Networks to Support TeachersBoth industrialised and developing countries have used resource-based approaches in order to strengthen the teaching force, using discussion forums, networking opportunities and a variety of different media. A British programme, Teacher News UK, for example, aims to support professional development by selecting appropriate web projects, facilitating links to national and international networks of teachers and developing on-line discussions. The Canadian School Net provides discussion groups, teacher-designed networking projects, and a virtual environment for situation-based learning, interactive curriculum resources, on-line career materials and access to special processes for hardware and software companies.

But resource-based approaches are not limited to the advanced technologies. For example, Bhutan relies on radio, and India’s “Hints to Teachers” a weekly 45 minute broadcast uses television. There is also an increasing network of broadcasted programmes that are designed to reach teachers internationally such as the BBC World Service.

In conclusion, teacher support networks must be aimed primarily at helping each teacher facilitate change in the classroom. Support to teachers is not just about more training. It is about a continuum of opportunities for teachers to become better in their classroom practice.

Conference participants shared that in several countries the development of the teacher profile has been a good way of getting professionals into a process through ownership. They are also important for the formation of curricula in creating a cohesive approach in teacher education and training.

Schools as Learning Organisations and LeadershipThe conference also highlighted the organic link between teacher development and school development and the importance of turning schools into learning organisations. In India, in-service training has not yet been linked systematically to school improvement and school development. Internationally, many school systems have made that connection in recent years. In those systems, in-service training days are systematically linked to specific school improvement aims. Teachers learn in teams and can mutually support and mentor each other when applying the new teaching and learning approaches in the classroom. Research into effective in-service training shows that teachers need to practically apply in classrooms what they have learned in order to develop their competences in a holistic sense.

The demonstrable impact of school leadership on the quality of learning has induced policy-makers in many European countries to define the development of leadership as a key strategic priority for education policy because this is a relatively accessible target for policy interventions, and improvement in this area can be achieved at a relatively low cost. An interesting experience from the EU was shared regarding the role of school leadership in enhancing the quality of learning as well as in professional development. The OECD’s (Organisation for Economic Co-operation and Development) world-wide study on school leadership development showed increased evidence that within each individual school, school leaders can contribute to

19

improved student learning by shaping the conditions and climate in which teaching and learning occur. The OECD study identifies four major domains of responsibility as key tasks for school leadership:

improving teaching and learning within their schools by supporting and developing teacher quality;

defining goals and measuring progress;

strategic resource management; and

collaboration with external partners.

Building schools as learning organisations is a process which requires leadership in two areas: the development of the person and the development of the system. Therefore, the concepts of the learning organisation and the professional learning community have to be linked when training and support to school leaders and others are provided at the school level.

In most countries of the world school leadership development has become a central issue in quality development of school systems and accountability for results. Recent research has contributed to putting the focus on school leadership. Whereas the teachers are the main actors who can contribute to the quality of teaching and learning, it is the school Head that is in charge of the quality of the school at large. New regulatory and accountability forces in school governance in many countries have granted schools more autonomy, which again has made head teachers more responsible for local decision making.

At the same time large-scale assessments have brought in evidence of student achievement, which has also put the school head into the position of having to respond to testing results more strategically than he or she has had to in the past. The quality of teaching and learning at a school can no longer be solely in the individual teachers’ hands, because it demands coordination and coherence across teachers and classrooms. They have a more direct influence by means of motivational impact and well-chosen human resource development activities and have a direct influence on the quality of the learning experiences of students.

The theme of school leadership is receiving great attention around the world. Teachers with leadership functions, in addition to possessing teaching skills and experience, need to have access to high quality training in school management and leadership. Some key questions for India are:

how many schools have regularly appointed school Heads?

•

•

•

•

•

how are school Heads selected?

do school Heads have a clear role?

Are school Heads respected by the system and the community?

Curriculum for In-service Training The Conference discussions recommended that all in-service training programmes must have a clear set of objectives (for example, creating changes in the classroom process, developing an autonomous and confident teacher who is able to construct her own classroom programmes, etc). New curricula for in-service training should first and foremost be needs based and be designed with the active engagement of the recipient teachers so as to give appropriate space to their expectations. Once needs are identified, structures and personnel should be put in place to attend to these needs.

From the sharing of experiences from different countries, there was a common perspective at the Conference that teachers should become professional in:

a) sharing knowledge and skills (ability in reflection and discourse), which means developing a professional language, building a discourse of competence, enabling teachers to reflect on theory and practice (e.g. action research);

b) dealing with differences (ability to differentiate) all the way through their professional life (changing environments, heterogeneous student populations, different needs and expectations of parents and stakeholders);

c) cooperating (collegiality) with colleagues and other relevant partners in the education process (social workers, psychologists etc.) in order to best support the learning and education process of their students;

d) enhancing their expertise (professional awareness), both subject related and pedagogical, as a member of the teaching profession; and

e) their personal style; since human beings are different and learning is a very personal process, the way that teachers use their personality and values to achieve the required results.

Some of the essential skills that a renewed professional development curriculum should aim at are the following:

ability to understand important areas of education related discourse such as the right to education, the aims of education, a shared vision of society, the

•

•

•

•


Report of the Conference on Teacher Development and Management�0

Figure 6

framework for curriculum objectives, the nature of disciplines and learning about the potential of the children;

ability to appreciate the different nature and foundational concepts of the disciplines (subjects), their specific approaches and effective ways for facilitating children’s learning;

confidence in dealing with concepts and what is needed for acquiring them;

sensitivity towards the socio-economic and political context that the student and the surrounding community are confronted with;

familiarity with evaluation strategies and techniques, aimed to test a variety of abilities/competencies that education vows to promote rather than just testing memory;

moving beyond the module approach and having different activities in the form of melas and exposure visit; and

distance education, in combination of direct contact classes, can play an important role in in-service training.

Principals of Classroom TransactionWhat goes on in the classroom in terms of pedagogy is the most critical factor affecting student achievement. There can be different kinds of orientation and interactions with teachers which may include awareness raising, orientation to practice, inputs to make them capable of creating ideas, materials and methods. However the content and transaction of training should follow key principles which include building on teachers’ experience, allowing space for teachers to reflect and linking to the school including visits with observations and analysis.

•

•

•

•

•

•

In-service training should be facilitated by a resource team who can listen and create a discourse among the teachers. Teachers need to be seen as the subject of knowledge creation instead of the object only receiving information.

It is very crucial to monitor and track how teachers are translating the training inputs and professional development inputs into concrete changes in classroom processes and addressing improvements in student learning – monitoring and follow up of this kind is a key failing in the current scenario of in-service teacher training in the country.

Teacher Educators and their Capacity Building and Professional Development Teacher-educators have continuing professional development needs, just as the teachers do, hence a strategy for addressing their needs should clearly define the skills, competencies and attitudes expected of educators and could also be used as recruitment criteria. These should be more relevant than subject-based qualifications.

Teacher-educators need to spend quality time in schools and provide hands on support to the practicing teachers.

CRC

No link

Weak link

link

Resource Organization Resource Organization

Consultants

Schools

CRC

BRC

DPCDIET

BRC

DPCDIET

DIET

SSA office

SCERTSCERT

SSA SCERT

ModuleDevelopment

Implementation of Module

ModuleDevelopment Implimentation

In service Training

�1

link teacher education with institutions of research and higher education and universities and must be seen as providers of in-service training, particularly because during this process, they can be exposed to trends and realities that can be reflected into the pre-service training. Equally important are the linkages between the States in order to use the human resources optimally. It would be helpful to arrange exposure to the national level institutions and consultations with the experts across the country. (Fig.7)

Common trends are emerging in the form of effectiveness of having resource groups at the state, district and block levels, and involving non-governmental organisations for providing support systems at critical times.

Monitoring and Assessment The participatory approach towards training can yield both ownership and accountability among the various

Figure 7: Support Structures for Quality Education

Competent Teachers

Achieving Learners

DISTRICT

TeacherDevelopmentStrategySCERT

DIET

BRC

CRC

NCERT / NCTE

A support team should be large, with a reasonable person to school ratio and with a clear functioning structure. The teacher-educator resource team should have the opportunity to explore its ideas, try them out and develop them. It must be exposed to outside structures and ideas. The support system must allow space for the teachers’ own learning and, must value their successes and appreciate their efforts. The support team and resource persons should be in regular contact with the schools and school teachers.

Teacher-educators need to be empowered and supported with access to good and inspiring examples of new approaches for constructive learning. They must be able to evaluate curriculum guidelines and adapt them to local (or district) circumstances. New and innovative experiments could be supported by extra funding and monitored to see the effects of these new approaches. Teacher-educators need to be connected to peer networks for collegial support, peer learning and exchange of practice.

Course programmes for teacher-educators should be able to mirror the learner oriented methodology and bridge the gap between theory and practice. DIETs may be connected to innovative schools, to provide examples of innovative teaching strategies that focus on pupil learning. For this a model-DIET could prove to be useful, where new approaches can be observed by teacher-educators from other institutions.

Capacity building programmes must be organised regularly to maintain the continuity.

Institutional Structures and Linkages for In-service TrainingThere should be a review of the roles and functions between agencies at all levels, to help refine understandings of the purpose and their inter-linkages.

DIETs should be among the major institutions through which new and up-to-date expertise is infused into the teaching profession, both at the pre-service and in-service levels. Consequently, serious attention should be given to the proper funding and staffing of DIETs and their academic strengthening, and also to equipping BRCs and CRCs to play their roles effectively. The CRCs can act as a platform for a teacher driven reform agenda by consolidating offsite training input developed through peer reflection and sharing, rather than merely exerting input.

Linkages between different teacher training institutions must be established and strengthened. It is important to

Experiences of Activity-Based Learning (ABL) in Tamil Nadu were shared as an example of preparing teachers. It re-emphasised that a teaching and learning process both individualises and democratises classroom transactions. The key aspects can be summarised as follows:

specially designed materials that facilitate self-guided learning; child-centred teaching and learning methodology; classroom organisation and management that facilitates group work;

Combining these three aspects effectively in the classroom is the challenge for teachers and teacher training.

•

••

Good Practices that should be Considered


Report of the Conference on Teacher Development and Management��

stakeholders. Peer assessment may help remove the policing attitude and ensure their role as enablers. Teacher

The quality of elementary education has been addressed in Andhra Pradesh by focusing on teacher development in-service training programmes of 1�-days, 1�-days and 10-days. The key elements are space for reflection and reading and also using teachers as Resource Persons. The educators for conducting the State wide interactions were prepared as facilitators in intensive workshops with carefully identified resource agencies and individual resource persons through sustained interactions and exposure. Teacher meets are held monthly at Teacher centres, which support teachers in many ways. DIETs played a key role in conduct of all academic programmes i.e., trainings, workshops etc. However the very concept of activity is not understood properly along the continuum of group work, individual work and whole class work. The State continues to interact with the teachers to build a better understanding of these terms through an extended process that has a core leadership team which sustains the effort through a variety of engagements with the teachers and the schools. The teachers engage with the processes of developing materials for children, peer reviewing other schools and engaging in discussions on all aspects of curriculum at different forums including the subject .

Andhra Pradesh Primary Education Intervention performance standards may be developed in consultation with teachers themselves. Suggestions from the conference include:

Introduce and develop a culture of experiential and constructivist forms of learning in teacher-education and link those to formative assessment and reflective practice;

Strengthen the connection between pre-service teacher education and innovative practice schools;

Create qualification schemes and degree structures for the systematic transformation of para-teachers into full professionals;

Diversify teacher salary structures to lower the rate of teacher absenteeism and to attract teachers into rural schools and schools in challenging areas. Invest in basic workplace standards for teachers (sanitation, drinking water);

Create a mid-career development path for more experienced teachers who want to take on additional responsibility and leadership roles in the system. Strengthen education and training for leadership on the school and the system level;

Support a stakeholder dialogue about quality standards that involves and empowers individuals at different levels; and

Strategies for review and monitoring and self appraisal of the schools and teachers.

1.

�.

3.

4.

5.

6.

7.

�3

What can be done to Improve the Service Conditions of Teachers within the Constraint of a Sustainable Budget?

A key message from the Conference is that India cannot wait any longer to put in place the necessary enabling conditions for teachers to function effectively and the

Conference has helped to identify a strategy for States to move ahead with this. International experience and research confirms that effective teachers need working conditions where –

they are supported and are successful;

there are opportunities to work collaboratively rather than in isolation;

there are a variety of career pathways with multiple avenues for leadership roles and advancement while still maintaining a teaching role in the classroom and early childhood setting; and

and they are appropriately resourced and rewarded.

The enabling conditions for effective teachers are in five main areas:

physical infrastructure;

administrative;

professional learning;

motivation; and

social/cultural.

With regard to physical infrastructure, the following conditions are critical:

access to schools (roads, transport, infrastruture surrounding schools);

accommodation for teachers in remote areas;

school environment (good condition, availability of teacher toilets, utilities, adequate no. of classrooms, availability of materials and equipment etc);

manageable classrooms (classroom conditions, student: classroom ratio, pupil: teacher ratio etc); and

•

•

•

•

•

•

•

•

•

•

•

•

•

connectivity with the World through communication means (telephones, internet, TV, etc).

These conditions could be achieved through the following actions at State level:

review Infrastructure and functionality and identify gaps;

plan and implement gap filling activities;

improve use of maintenance grants; and

plan and provide facilities and incentives for teachers in remote areas including access (better transport, housing etc).

As for administration, the States need to consider the following:

recruitment and deployment of teachers;

head teachers’ role - leadership of schools;

working hours of teachers;

work loads of teachers;

non-academic duties of teachers (outside school, including being deputed to election duty, census duty etc);

non-instructional administrative duties within school (keeping records, attending meetings etc); and

political interference.

The following steps could be taken towards these aims:

rationalise deployment policy and implement it;

reduce administrative and non-academic work burden on teachers;

improve record keeping through the effective use of technology; and

develop lifelong career paths for teachers

Professional learning should comprise:

life long learning;

professional training and support, especially from CRCs/BRCs;

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

7. Teacher Management: Suggestions for Policy and Practice Emerging from the Conference

Teacher Management: Suggestions for Policy and Practice


exposure to and opportunities to learn from other contexts and best practices;

need based planning of teacher training;

development of whole school improvement plans by teachers; and

subject specific training.

For these things to happen States would have to:

build capacity for planning and management of training at the block level, then abandon cascade model of training and decentralise training to the block and school level catering to the needs and demands of teachers;

develop DIETs/CTEs/IASEs to take a more pro-active role in training;

develop institutional libraries and mobile libraries for teachers;

involve all stakeholders, including Teacher Unions and teachers’ forum in planning and designing training; and

strengthen the CRC to fulfill the role of resource centres.

To be motivated, teachers require the following:

opportunities for career path development;

opportunities and funds for teachers to innovate with pedagogy;

incentives–monetary and non-monetary (recognition of achievements, good work);

focus on student learning;

connectivity to other teachers;

status in society and societal recognition of their contribution; and

positive and motivating role of teacher unions (both rights and duties).

To achieve these conditions States should ensure:

more effective and functional performance appraisal;

more recognition for teacher achievements;

improve the status of the profession through media campaign targeted at community; and

create platforms, teacher forums, networks for exchange of ideas and exposure to other good practices (newsletters, wallpapers etc).

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

The cultural and social issues to be addressed are:

addressing specific issues of teachers who also have the burden of being homemakers;

societal attitude towards teachers;

status of teachers; and

community support (not just monitoring).

Some practical steps that States could initiate are:

advocacy campaigns to promote teachers’ good work;

dissemination of success stories; and

use of media for emphasising role, functions, and value of teachers, such as the approach taken for the successful Meena campaign.

How to Improve the Performance of Teachers?There are many good teachers, but methods for recognising their contributions and value are generally inadequate in India. Based on national and international experience different approaches to provide teachers with recognition and raising the profile of the profession can be employed.

Teacher workforce reforms need to be pursued:

in the classroom, through clearer expectations of teachers, models and tools to improve student outcomes;

in schools, through clearer performance standards, including interventions where appropriate; and

across the systems, through strategies to attract recruit and retain quality teachers and leaders.

The focus of reform should have three focal points which include workforce reform along with system improvement and partnerships with parents and the community. The workforce reform was expressed during the Conference as pursuing two main themes:

modern careers and Workplaces. This would focus on attracting and rewarding the best people, and ensuring schools have contemporary and high quality organisational practices and cultures. The idea is to explore how rewards and incentives might apply to motivating the teaching workforce, how to attract new graduates, how to generate new training models, and how workforces might comprise a new mix of professionals and

•

•

•

•

•

•

•

•

•

•

•

�5

paraprofessionals catering not only for cognitive learning but also the development needs of all young people; and

strong leadership and professional learning. This would include further developing the capabilities of teachers and school leaders so that professional practices sustain high quality outcomes. This might include establishing leadership institutes, greater variation in salaries of principals to better recognise high performance, inviting high performing schools and principals to mentor less capable schools, and going more deeply into guidance on the instructional practices that work best in classrooms.

In summary, the following points for improving teacher performance are essential:

evaluating and rewarding effective teaching;

providing more opportunities for career variety and diversification;

improving leadership and school climate;

improving working conditions;

responding to ineffective teachers;

providing more support for beginning teachers; and

providing more flexible working hours and conditions.

In addition to improving teacher performance, these measures would also go a long way towards retaining effective teachers.

Teacher performance standards have worked well in OECD countries to improve student learning, but these must be developed in full consultation with the teachers and their representatives to have value –the good work begun by ADEPTS under SSA should be built upon in this regard.

Indian Teachers’ Unions have developed a code of professional ethics and this should be developed further as a possible basis for professional standards. Use should be made of the mass media to increase parental and public awareness of Teacher Assessment issues.

Performance pay for teachers is frequently suggested as a way of improving educational outcomes in schools, but the empirical evidence to date on its effectiveness is limited and mixed.

•

•

•

•

•

•

•

•

It was noted from international experience that reforms to teachers’ career structures and pay systems, particularly the introduction of incentives, are unlikely to succeed without the development of credible teaching standards and valid methods for evaluating whether teachers have attained them. There was a general consensus that a necessary condition is that these reforms must fully engage teachers and their professional associations. They must lead to the creation of independent structures and institutions with responsibility for these standards and assessments – institutions that will enable the teaching profession and policy makers to talk to each other on equal terms and to exercise their shared responsibility for the quality of teaching and learning in India’s schools. There was also general consensus that India’s current approach to developing professional teaching standards through ADEPTS was a good start towards improving teacher performance.

Do Incentives for Teachers Work?

The following teacher standards should be considered for India:

Adequate content knowledge;Awareness of pedagogical innovations;Effective collaboration with colleagues and community;Contextual issues – gender, disability;Suggested 5 year certification, but not linked to penalties (only rewards);Ensured child attendance;Had a plan for themselves;Time spent in class;Teacher made assessments;Concept clarity;Prepared teaching plans;Developed and used Teaching and Learning Materials;Drop-out rate reduced;Teachers attended school regularly as certified by parents;Involved students in sports and games;Concept clarity among students and academic performance; Student self-confidence and self-esteem; andRecognition that Teacher Assessment and Teacher Performance measures have to be linked to the enabling conditions.

•••

••

•••••••

••

••

••



How to Attract the Best People for Teaching? There is a basic principle that applies throughout the world: a quality teacher = a quality education. But most countries in the world report serious concerns about maintaining an adequate supply of good quality teachers, especially in high-demand subject areas. Almost all countries report concerns about “qualitative” shortfalls: whether enough teachers have the knowledge and skills to meet school needs. There are also concerns about the image and status of teaching and teachers often feel that their work is undervalued. International experience and research has shown that making teaching an attractive career choice is the key to recruiting, selecting and employing effective teachers and retaining effective teachers in schools.

As table 1 above shows, South Korea has been particularly successful in attracting some of the best graduates to teaching each year. School systems, from Seoul to Chicago, from London to New Zealand, and from Helsinki to Singapore, show that making teaching the preferred career

choice depends less on high salaries or ‘culture’ than it does on a small set of simple but critical policy choices:

developing strong processes for selecting and training teachers;

paying good starting compensation relative to other professions; and

carefully managing the status of the teaching profession.

Above all, the top performing school systems demonstrate that the quality of an education system depends ultimately on the quality of its teachers. Based on this international experience some of the key factors for the attractiveness of the profession are

motivation of young people to become teachers;

attractive salaries and working conditions for teachers;

an attractive career path; and

job security.

Teacher salaries in India are already attractive relative to other professions, in some States, primary teachers’ pay is equal to 13-15 times per capita State GDP. By contrast, in

•

•

•

•

•

•

•

A presentation of results from a randomised evaluation of a teacher incentive programme implemented across a representative sample of government-run rural primary schools in the Indian state of Andhra Pradesh was discussed by the Conference. The evaluation provided bonus payments to teachers based on the average improvement of their students’ test scores in independently administered learning assessments (with a mean bonus of 3% of annual pay). Students in incentive schools performed significantly better than those in control schools by 0.19 and 0.1� standard deviations in math and language tests respectively. They scored significantly higher on “conceptual” as well as “mechanical” components of the tests suggesting that the gains in test scores represented an actual increase in learning outcomes. Incentive schools also performed better on subjects for which there were no incentives. The study found no significant difference in the effectiveness of group versus individual teacher incentives. Incentive schools performed significantly better than other randomly-chosen schools that received additional schooling inputs of a similar value. The study suggests that performance pay for teachers can improve educational outcomes in schools in certain circumstances in India.

Incentives for Teachers in Andhra Pradesh Table 1: The World’s Best Education Systems and Teacher Recruitment

Country % of the Student Cohort becoming teachers

Starting Salary for Teachers

Korea Top 5% 141% GDP per capita

Finland Top 10% 95% GDP per capita

Singapore Top 30% 95% GDP per capita

Hong Kong Top 30% 97% GDP per capita

USA Bottom 30% �1% GDP per capita

OECD average 95% GDP per capita

The example of community schools in Nepal presented at the Conference showed that effective teachers can also be recruited by the communities as represented by the School Management Committees (SMC). These SMC recruited teachers in Nepal are highly motivated, dedicated to the profession of teaching and directly accountable to the communities they are serving and yet they are receiving salaries that are fixed by the SMC which are often lower than Government teacher salaries. Communities can therefore recruit good teachers when there is an effective licensing system.

Community Appointed Teachers in Nepal

�7

most OECD countries primary teachers’ pay is equal to or less than per capita GDP. Job security is already guaranteed for India’s regular teachers. It was therefore felt that improving the image and status of teaching while also improving working conditions and career structures would be the most productive approach for attracting the best people for teaching in India.

How can Recruitment Policies be Improved?To ensure a highly capable education workforce in the future, the States must improve their recruitment policies and practices in order to attract and retain the best people for teaching. Recruitment with adequate weightage on qualitative assessments of motivation and dedication to teaching, rather than only academically-based entrance examinations, would be a good reform to start with. This is already happening in some schools and in some higher education institutions.

In contexts like Bihar where the State is still struggling to put the basics of an education system in place, improved recruitment policies can help to ensure an efficient and transparent recruitment of teachers. In contexts where the education system is more well established the priority should be to use more flexible forms of employment of teachers, to provide schools with more responsibility for teacher personnel management, to meet short-term staffing needs, such as supply teachers to cover teacher absences and to improve information flows and the monitoring of the teacher labour market.

What are the Possibilities for Improving Career Structures for Teachers?A key challenge for the Indian education system is to provide its school teachers with an effective career path. There is in most Indian States a promotional path for teachers with key stages after certain years of service, but what can be done to enhance this and to ensure that teachers are not rewarded simply for time-serving? Modern workplaces have practices such as succession planning, career development plans, performance management, incentives and rewards for standout successes. On the other side of the ledger, they have counselling for those not suited to the profession. Why not for India’s schools? Schools need succession planning so teachers know where they are headed and can identify and prepare the next generation of school principals and leaders. By making teachers more accountable for their students’ outcomes, we can more easily encourage good teachers to remain in the profession and assist disengaged teachers to leave.

A vision for India for the next five years might therefore comprise aspects such as:

workforce diversity and flexibility – para-professionals, clinicians, teachers, early childhood, youth workers – all with one focus: student learning outcomes;

salaries tied to contribution – e.g. staff in difficult or hard-to-reach schools, improvement in student outcomes, efforts in professional learning;

widespread adoption of best professional practices – high quality teacher training, rigorous in-school feedback, valued leadership preparation; and

attraction of the best to teaching; retention of the best in teaching – a well-articulated career path or scheme of service for all teachers.

The most important resource that a school possesses is the knowledge and skills of its leaders, teachers and others working for the benefit of the young people. This resource must be effectively nurtured and developed by a range of practices that assist schools to establish strong leadership teams and a working environment that promotes and sustains a collaborative and accountable professional community.

•

•

•

•

The National Policy of Education, 19�6 in its Chapter IX on ‘The Teacher’ states:-

9.1. The status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should endeavour to create conditions, which will help motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs and capabilities of and the concerns of the community;

9.� The methods of recruiting teachers will be reorganised to ensure merit, objectivity and conformity with spatial and functional requirements. The pay and service conditions of teachers have to be commensurate with their social and professional responsibilities and with the need to attract talent to the profession. Efforts will be made to reach the desirable


Report of the Conference on Teacher Development and Management��

The 19�6 policy statements indicate appreciation of the following:-

An indelible link between teachers and society, the status of teachers being a reflection of the values, society upholds;

Both the government (systems) and community being party to creating an environment conducive for teachers to think, reflect and innovate at work;

Autonomy to the teacher to use and create activities and methods appropriate to the needs and capabilities of the learner;

1.

�.

3.

Teacher appointment, posting, transfer and promotion based on criterions which are objective, uniform and transparent;

Teachers’ pay and service conditions commensurate with responsibilities and efforts to provide uniform service conditions and emoluments; and

Responsibility of teacher associations for setting standards of professional behaviour and ensuring their compliance.

How can Policy Promote Greater Teacher Accountability?Teacher accountability is a complex issue and requires enabling conditions that ensure motivation. Policy and its implementation needs to recognise the need to make teachers feel that they can make a difference to the education of children. We must value the work of teachers, respond to their needs and recognise their effort. The criteria for assessment of work should be transparent, contextual and evolved with the teachers. They should not be burdened with cynicism in the system and mistrust of the teachers.

Teacher accountability can only emerge from trust, contextualisation, transparency, clarity of expectations, openness and a supportive environment for learning.

Teachers must be strongly accountable for their professional practice and their students’ progress and have clear actions to support performance improvement. They need to be helped to both acknowledge and achieve it. For being held strongly accountable teachers must have freedom and autonomy to proceed along the route they have determined. Contextual sensitivity and respect only comes from closer contact, which is aided by smaller decentralized mechanism. Policy must encourage sharing across stake holder groups and a sense of ownership among the teachers.

4.

5.

6.

objective of uniform emoluments, service conditions and grievance-removal mechanisms for teachers throughout the country. Guidelines will be formulated to ensure objectivity in the postings and transfers of teachers. A system of teachers’ evaluation open, participative and data-based - will be created and reasonable opportunities of promotion to higher grades provided. Norms of accountability will be laid down with incentives for good performance and disincentives for non-performance. Teachers will continue to play a crucial role in the formulation and implementation of educational programmes; and

9.3 Teachers’ associations must play a significant role in upholding professional integrity, enhancing the dignity of the teacher and in curbing professional misconduct. National level associations of teachers, could prepare a Code of Professional Ethics for Teachers and see to its observance.

�9

8. Postscript

This document has shared key ideas, concepts, concerns and recommendations that arose from a three-day International Conference on Teacher Development

and Management. The approach taken in the Conference was to use relevant national and international experiences to stimulate discussion and analysis of the critical issues in teacher development and management in India. The manner of deliberations was very participative with plenty of space in the programme for all participants to make contributions to the discussion and with the last day given over entirely to group work. The ��6 participants in the Conference represented a wide range of stakeholders and through the shared experience of the Conference, have emerged as an effective network that can play a useful role in future policy development and consultation. The Conference website is being developed as a forum for documentation and further deliberations that will hopefully build on the consensus and solidarity of purpose that emerged during the Conference.

Over the next few months the organisers will prepare and disseminate the full Conference proceedings. At the same time, work is commencing on the development of a volume of papers presented at the Conference that will be published as a book in due course. The development of chapters for this publication will include a series of seminars on key themes facilitated by the Development Partners in cooperation with MHRD, NCERT, NUEPA, NCTE and VBS. These themes emanate from the key messages that have emerged from the discussions during the Conference, including the need for:

a policy, programme and implementation nexus;

improved coordination of national bodies and institutions;

development of common academic, social and teacher administration perspectives;

autonomy, trust, responsibility and authority delegation and accountability at all levels;

more effective accountability mechanisms and their implementation;

more linkages, networks and partnerships;

more opportunities for visits and for sabbaticals for courses;

better equipped resource centres and courses for those in teaching; and

more respect for the functionaries and clarity of vision and purpose

For access to documents and other products of the Conference please refer to the following web-site:

http://vidyabhavansociety-seminar.org

For further information and feedback you may contact:

1. Mr Vikram Sahay, Director, MHRD, New Delhi. [email protected]

�. Dr Hriday Kant Dewan, VBS, Udaipur. [email protected], [email protected]

•

•

•

•

•

•

•

•

•

Postscript


Abbreviations

ABL Activity Based LearningADEPTS Advancement of Educational Performance

Through Teacher Support BBC British Broadcasting CorporationB Ed Bachelor of Education BRC Block Resource CentreCET Combined Eligibility TestCRC Cluster Resource CentreCTE College for Teacher Education D Ed Diploma in Education equivalent to PTC and STCDFID Department for International Development

(United Kingdom)DIET District Institute of Education and TrainingDPEP District Primary Education ProgrammeGDP Gross Domestic Product IASE Institute of Advanced Studies in EducationICT Information and Communication TechnologyLJP Lok Jumbish ParishadMHRD Ministry of Human Resource DevelopmentNAAC National Assessment and Accreditation Council NCERT National Council for Educational Research and

Training

NCF National Curriculum Framework

NCTE National Council for Teacher Education

NGO Non Governmental Organisation

NUEPA National University of Educational Planning and Administration

OECD Organization for Economic Co-operation and Development

PTC Primary Teacher Certificate

SC Scheduled Caste

SCERT State Council of Educational Research and Training

SMC School Management Committee

SSA Sarva Shiksha AbhiyanST Scheduled Tribe

STC School Teaching Certificate

TTC Teacher’s Training College

UGC University Grant Commission

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations Children’s Fund

VBS Vidya Bhawan Society

31

References

National Policy of Education (NPE) 19�6, as modified in 199�, GoI, Department of Education, MHRD

National Curriculum Framework (NCF) �005, NCERT, New Delhi

National Council for Teacher Education (NCTE) Draft Curriculum Framework for Teacher Education, �006. NCTE in collaboration with NCERT, New Delhi.

Right of Children to Free and Compulsory Education Bill, �00�

References


Appendix A - Participants

A.B. Phatak, Retired Principal of a Teachers College, Udaipur

A.B. Saxena, Principal, RIE, Bhopal

Adesh Bhatnagar, Principal, Indo-American Institute, Udaipur

Ahrar Husain, Prof. & Head, Dept.of Teacher Training JMI, New Delhi.

Ajay Acharya, Teacher Educator, DIET Dharamashala, Himachal Pradesh

Alok Mathur, Director, Rishivalley Education Centre, Rishivalley, Chittoor (A.P.)

Angela Little, Institute of Education, University of London, London

Anil Kumar Jain, Associate Professor, Vidya Bhawan G.S. Teachers College, Udaipur

Anil Kumar Paliwal, Assistant Professor, Vidya Bhawan G.S.Teachers College, Udaipur

Anita Kajewa, Vidya Bhawan G.S. Teachers College, Udaipur

Anjana Rao, Vidya Bhawan Education Resource Centre, Udaipur

Anne Sliwka, University of Trier, Germany

Anu Poonia, Principal & Professor, Vidya Bhawan G.S. Teachers College, Udaipur

Aqus Mardianto, Department Pendidik Nasional (Depdiknas) Indonesia

Arti Sharma, Lecturer, Vidya Bhawan Gandhian Institute of Educational Studies, Udaipur

Arvind Asiya, Principal, Vidya Bhawan Kala Sansthan STC, Udaipur

Asit Kumar Ray, Teacher, Vidya Bhawan School, Jhamarkotra

B. Vijayalakshmi, SSA- Tamilnadu, BRTE, Urban Resource Centre, Palani, Dt.- Tamil Nadu

Bhagwati Ahir, Vidya Bhawan Kala Sansthan STC, Udaipur

Bharat Patel, Vidya Bhawan Education Resource Centre, Hazira

Bherulal Charpota, D.D., SIERT, Udaipur.

Brij Narain Bajpai, Director, SCERT, Delhi.

C Ramakrishnan, Private Secretary to Hon. Minister for Education and Culture, Kerala

Caroline Dyer, University of Leeds, United Kingdom

Cecilia Barbieri, UNESCO, New Delhi

Chandrahas Dubey, S.S.A., Bhopal (M.P.)

Cheng Yin Cheong, Hongkong Institute of Education, Hong Kong

Chitra Prasad Devkota, Director, Department of Education, Sanothinri, Bhaktapur, Nepal

Dahle Suggett, Deputy Secretary, Victoria Dept. of Edu. & Child Development, Australia

David Royle, Sr. Education Consultant, Cambridge Education Consultant, UK

David Smawfield, Sr. International Consultant, England, UK

Daya Dave, Vidya Bhawan G.S. Teachers College, Udaipur

Deepa Sankar, World Bank, New Delhi

Diane C. Parker, Chief Director, Teacher Education, Department of Education, South Africa

Divya Prabha Nagar, Lokmanya Tilak T.T.C., Dabok, Udaipur

Dushyant Sharma, Student, Vidya Bhawan GS Teacher College, Udaipur

Ee-gyeong Kim, Korean Educational Development Institute, Korea

Ekta Patidar, Vidya Bhawan Education Resource Centre, Udaipur

Geeta Kingdon, Institute of Education, London, UK

Govind Singh, Vidya Bhawan Education Resource Centre, Udaipur

H.L. Satheesh, Teacher, RIE, Mysore

H.S. Kanthaliya, Principal, Adinath T.T. College, Udaipur

Hans Cohen de Lara, Sr. International Consultant, Netherlands

33

Helen Craig, Sr. Education Specialist World Bank, Washington

Hriday Kant Dewan, Educational Adviser, Vidya Bhawan Society, Udaipur

Indra Shekhar Mishra, General Secretary, AISTF, Patna, Bihar

Indu Kothari, Head, Dept. of Chemistry, Vidya Bhawan Rural Institute, Udaipur

Jacqueline Nunn, Director, Training & Development Agency for Schools, London

Jagdish, Student, Vidya Bhawan G.S. Teachers College, Udaipur

Jamna Shankar Menaria, Vidya Bhawan Education Resource Centre, Udaipur

Jaya Rathore, Vidya Bhawan Education Resource Centre, Udaipur

Jitendera Kumar Pandya, Student, Vidya Bhawan G.S. Teachers College, Udaipur

Jonathon Marsh, Aga Khan Foundation, Paris

Juandanilsyah, Directorate of Junior School (PSMP Manbikviasmen), Jakarta - Indonesia

Jyoti Chordia, Vidya Bhawan Education Resource Centre, Udaipur

K. Dorasami, Prof. & Head, Dept. of Teacher Education & Extension NCERT, New Delhi

K.B. Rath, Dean of Instruction, RIE, Ajmer

Kaloo Lal Baya, Principal, Govt. Sr. Sec. School, Barwada, Udaipur

Kalpana Jain, Student, Vidya Bhawan Rural Institute, Udaipur

Kalpana Kumari Patra, Asst. Teacher, Primary School Unit-6, BBSR-1

Kamini Upadhyay, Vidya Bhawan Education Resource Centre, Udaipur

Kamlesh Jha, Vidya Bhawan G.S.Teachers College, Udaipur

Kiran Mishra, Teacher, RIE, Bhopal (M.P.)

Krishna Kumar, Director, NCERT, New Delhi

Krutiksha M. Hazirawala, KVSVS, Hazira, Surat.

Kumud Paliwal, Vidya Bhawan Gandhian Institute of Educational Studies, Udaipur

Kunzes Dolma, DIET, Leh, Laddakh, Jammu & Kashmir

Lalita Pradeep, Principal-DIET, Lucknow

M. Gunamani Singh, DIET Ukhrul, Manipur

M. Lakshmana Rao, Jawahar Navodaya Vidyalaya Samithi, Jawahar, Andhra Pradesh

M.A. Khader, Curriculum Group, NCERT, New Delhi

M.P. Sharma, Director, Vidya Bhawan Gandhian Institute of Educational Studies, Udaipur

M.P. Vijaya Kumar, Honarary Advisor, SSA, Nungampakam, Chennai, Tamilnadu

M.S. Yadav, New Delhi

Madhu Kushwaha, Reader, Faculty of Education, Bnaras Hindu University, Varanasi (UP)

Madhuri Borekar, Chhattisgarh ERC, Raipur (Chhattisgarh)

Mae Chu Chang, World Bank

Manish Sharma, Student, Vidya Bhawan G.S. Teachers College, Udaipur

Marco Snoek, Hoge School Amsterdam, Netherlands

Meenakshi Mehra, Research Officer, SIERT, Udaipur

Meera Walia, Director, SCERT, Himachal Pradesh

Michael Schratz, Dean, University of Innsbruck, Faculty of Education, Australia

Michael Ward, Senior Education Adviser, DFID, Delhi

Mihaylo Milovanovitch, Policy Analyst, Directorate of Education OECD, Paris

Mohd. Akhtar Siddiqui, Chairperson, NCTE, New Delhi

Mohd. Hanish, IAS, Director, SCERT, Poojapura, Trivandrum, Kerala

Mohd. Iftikhar Hussain, Teacher, Jamia Nagar, New Delhi

Mohd. Iqubal Sheikh, Head Master, Govt. Secondary School, Karakala (Salumber)

Mohit Chakraborti, Formal Prof. of Education, Visva Bharti University, West Bangal

Monica Gomes, Institute of Education Development, BRAC University, Dhaka

N. Swarnalekha Nagarajan, Teacher, RIE, Bhubaneswar

N. Upender Reddy, State Pedagogy Coordinator, RVM SSA, Hyderabad-1, A.P.

Nagraj Ganpati, Director, SCERT, Alto-Porvorim, Goa

Namrita Batra, Vidya Bhawan Education Resource Centre, Udaipur

Nazir Ahmed Wani, SIE, Srinagar, Kashmir, J&K

Neha Lal, Ajim Premji Foundation, Bangalore



Neha Patri, Consultant, ICICI, ICEE, Pune, Maharashtra

Nijamussahar Khan, PGT, Economics, KVS, JNU, NMR, New Delhi

Om Babu Vyas, Principal, Govt. Sr. Sec. School, Rishabhdev, Kherwara

P.P. Sherly, SSA- Thiruvallua, Tamilnadu

Padma Sarangpani, Tata Institute of Social Sciences, Mumbai

Pankaj Kumar Pareek, Principal, Aishwarya Teachers Training College, Udaipur

Pannalal, Vidya Bhawan Education Resource Centre, Udaipur

Peter Lind, Director, Teacher’s Council Ministry of Education, New Zealand

Phal Chandra, RIE, Mysore

Piyush Pandya, Sr. Teacher, Secondary School, Biloda, Banswara

Pranati Panda, NUEPA, New Delhi

Prasoon Kumar, Vidya Bhawan Education Resource Centre, Udaipur

Pratibha Chaudhary, Student, Vidya Bhawan G.S. Teachers College, Udaipur

Pratibha Sharma, Joint Director, SCERT, New Delhi

Purnima Chauhan, Vidya Bhawan Education Resource Centre, Udaipur

Purnima Mewara, Student, Vidya Bhawan GS Teacher College, Udaipur

R. Jesupadam, SCERT, Andhra Pradesh, Hyderabad

R. Venkat Reddy, National Convenor, M.V. Foundation Hyderabad

R.B. Yadav, Addl Director SIE, Chandigarh

Rachel, Consultant, ICICI ICEE, Pune, Maharashtra

Rajesh Bhushan, State Project Director, Bihar Education Project, Patna

Rajesh K. Mantri, Maharani Girls B.Ed. College, Udaipur

Rajesh Sen, Vidya Bhawan Education Resource Centre, Udaipur

Rajguru Ashok, Joint Director, MSCERT, Maharashtra

Rajni Dwivedi, Vidya Bhawan Education Resource Centre, Udaipur

Rajni Surana, Aishwarya TT College, Udaipur

Ramesh Babu Burra, Reader in Education, RIE, Bhopal

Ramesh Shrimali, Principal, Senior Secondary School

Ramniwas Hudda, Nimbark Shikshak Mahavidyalaya, Udaipur

Rampal Singh, President, AIPTF, New Delhi

Ranjana Khatri, Sr. Lecturer, SIERT, Udaipur

Rashmi Sinha, State Programme Director, Mahila Samakhya, Lucknow

Ratna Mathur, Regional Coordinator, Sir Dorabji Tata Trust, New Delhi

Rekha Bora, Basic Education Department, Uttrakhand

Rohit Dhankar, Director, Digantar Jaipur

Ruchi Rawat, Vidya Bhawan G.S.Teacher College, Udaipur

Rupen Chande, Aga Khan Foundation, Paris

S. Chitra, Teacher, Education Department, Astinapuram, Tamil Nadu

S. Kumar, M.S. University of Baroda, Ahemdabad

S. Suderuadivelu, Director, Directorate of School Education, Annanagar, Puducherry

S. Vinayak, Academic Monitoring Officer, SCERT, Hyderabad

S.N. Kharinta, Vidya Bhawan G.S. Teachers College

Sabina B Barnes, DFID, New Delhi-6

Sailor Pratima B., Vidya Bhawan Education Resource Centre, Hazira

Sam Carlson, World Bank, Delhi

Sandeep Tanwar, Student, Vidya Bhawan Gandhian Institute of Educational Studies, Udaipur

Sangeeta Mehta, Deputy Programme Manager, DFID, Delhi

Sangthanmawv Hauhnar, SCERT, Chaltlang, Aizawl, Mizoram

Sanjay Kumar Tiwari, CERC, Raipur, Chhattisgarh

Santosh Sharma, Director, SIERT, Udaipur

Santosh Sharma, Head, Curriculum Group, NCERT, New Delhi

Satish Sharma, Vidya Bhawan Education Resource Centre, Udaipur

Satyendra Singh, Student, Vidya Bhawan GS Teachers College, Udaipur

Sebak Tripathy, Director, Directorate of Teacher Education, SCERT, ORISSA

Shanti Jagannathan, European Commission, Delhi

Sharad Sinha, Reader In Education, RIE, Ajmer

35

Sheldon Shaeffer, ex-UNESCO, Bangkok, Thailand

Shilpa Bhatnagar, Maharaja College of Arts & Education, Udaipur

Shima Sarupria, Lecturer, Vidya Bhawan G.S. Teachers College, Udaipur

Shubhangi Sharma,UNESCO, Delhi

Snehbala Joshi, Vidya Bhawan Education Resource Centre, Udaipur

Snorre Westgard, Chief Executive Officer, Humana People to people India, New Delhi

Sohanvir S. Chaudhury, Vice Chancellor, NCTE, New Delhi

Subhash Chandra Panda, Prof.&Head Deptt. of Education, RIE, Bhubaneswar

Subir Shukla, IGNUS – ERG, Noida, Delhi

Sushma Talesara, Vidya Bhawan G.S.Teachers College, Udaipur

Suyesh Chaturvedi, Lecturer, Department of Teacher Education, SIERT, Udaipur

T.S.Joshi, DIET, GCERT, Gandhinagar, Gujarat

Thakur Dass Sharma, S.I.E., Jammu & Kashmir

Usakanta Nanda, Principal, RIE, Bhubaneswar

V.V. Singh, Vidya Bhawan Society, Udaipur

Veena Kumari, Teacher Educator, DIET, Dharamashala

Venkatesh Sundaraman, Education Specialist, World Bank, Washington

Vibha Joshi, Professor Education, Indira Gandhi National Open University, India

Vidhya Muthuram, Consultant, ICICI, Mumbai

Vikram Sahay, Director, MHRD, New Delhi

Yagvendra Singh Parihar, Student, Vidya Bhawan Gandhian Institute of Educational Studies, Udaipur

Yashpal Singh, Vidya Bhawan Education Resource Centre, Udaipur

Zafar Iqbal, Teacher, Vinobapuri, Lajpat Nagar, New Delhi

Zochhuani Hauhnar, Sr. Lecturer, DIET, Aizawl, Chaltlang



Appe

ndix

B -

Pro

gram

me

Inte

rnat

iona

l Con

fere

nce

on T

each

er D

evel

opm

ent

and

Man

agem

ent

Vidy

a Bh

awan

Soc

iety

, Uda

ipur

: 23

to 2

5 Fe

brua

ry 2

009

Date

Tim

eCo

nfer

ence

Pro

gram

me

23rd

Febr

uary

20

099.

44 h

rs

9.45

hrs

9.46

-9.4

7 hr

s

9.4�

– 1

0.00

hrs

10.0

� –

10.0

5 hr

s

Conf

eren

ce In

augu

ratio

n

Nat

iona

l Ant

hem

Wel

com

e Sp

eech

by

the

Pres

iden

t, Vi

dya

Bhaw

an S

ocie

ty

Inau

gura

l Add

ress

by

the

Hon

oura

ble

Gove

rnor

of

Raja

stha

n

Grat

itude

to

the

Hon

oura

ble

Gove

rnor

of

Raja

stha

n by

Mr.

Vikr

am S

ahay

, Dire

ctor

, Sch

ool E

duca

tion

and

Lite

racy

, MH

RD

Nat

iona

l Ant

hem

Depa

rtur

e of

the

Hon

oura

ble

Gove

rnor

of

Raja

stha

n.

10.1

5-11

.30

hrs

Ope

ning

Ple

nary

Ses

sion

1.

Teac

her

Educ

atio

n Co

ncer

ns a

nd C

halle

nges

: Glo

bal P

ersp

ectiv

es –

Pro

fess

or K

rishn

a Ku

mar

, Dire

ctor

, NCE

RT

2.

Thou

ghts

on

Teac

her

Deve

lopm

ent

and

Man

agem

ent

– Su

gges

tions

for

Doi

ng it

Bet

ter:

Dr.

Shel

don

Shae

ffer

, out

goin

g di

rect

or o

f th

e U

NES

CO R

egio

nal o

ffic

e in

Ban

gkok

11.1

5-11

.30

hrs

Tea

11..3

0-1.

00 h

rsPl

enar

y Se

ssio

n (C

ontin

ued)

3.

Deve

lopi

ng T

each

ers’

Know

ledg

e an

d Sk

ills:

Pro

fess

or A

nne

Sliw

ka, P

rofe

ssor

of E

duca

tion,

Uni

vers

ity o

f Trie

r, G

erm

any

4.

Teac

her

Man

agem

ent

for

Educ

atio

nal R

efor

ms

and

New

Lea

rnin

g: P

rofe

ssor

Che

ng Y

in C

heon

g, C

hair

Prof

esso

r of

Lea

ders

hip

and

Chan

ge, H

ong

Kong

Inst

itute

of E

duca

tion,

Hon

g Ko

ng.

5.

Role

of

Regu

lato

ry b

odie

s fo

r en

surin

g qu

ality

tea

cher

edu

catio

n -

Ref

lect

ion

on N

CTE,

Pro

fess

or A

khta

r Si

ddiq

ui, C

hairm

an,

NCT

E

At t

he e

nd o

f the

ses

sion

Mr.

Vikr

am S

ahay

and

the

five

key

note

spe

aker

s w

ill e

ach

iden

tify

two

or t

hree

que

stio

ns t

hat

they

wou

ld li

ke t

he

Conf

eren

ce t

o di

scus

s an

d, if

pos

sibl

e, re

solv

e. T

hese

que

stio

ns w

ill b

e w

ritte

n up

and

dis

play

ed t

hrou

ghou

t th

e pr

ocee

ding

s.

1300

– 1

400

hrs

Lunc

h

Para

llel s

essi

ons

The

Conf

eren

ce w

ill d

ivid

e in

to t

hree

sel

f-se

lect

ing

para

llel s

essi

ons

afte

r lu

nch.

Pre-

serv

ice

Teac

her

Educ

atio

n Re

crui

tmen

t an

d M

anag

emen

t of

Tea

cher

s  

In s

ervi

ce t

each

er e

duca

tion

and

trai

ning

(IN

SET)

37

Date

Tim

eCo

nfer

ence

Pro

gram

me

�3 F

ebru

ary

�009

1400

- 1

530

hrs

The

Prev

ailin

g Pa

tter

n

Sess

ion

chai

red

by P

rofe

ssor

Pha

l Cha

ndra

, N

CERT

1.

Mac

ro S

cena

rio a

nd In

stitu

tiona

l Fr

amew

ork

for

Prov

idin

g Q

ualit

y Te

ache

r Ed

ucat

ion

in In

dia

Mr.

Vikr

am S

ahay

, Dire

ctor

Tea

cher

Edu

catio

n,

MH

RD

�.

Emer

ging

con

cern

s an

d is

sues

in T

each

er

Educ

atio

n, t

he K

orea

n ex

perie

nce

Prof

esso

r (M

s) E

e-gy

eong

Kim

, Kor

ean

Educ

atio

nal D

evel

opm

ent

Inst

itute

Disc

ussi

on

The

attr

actio

n, p

repa

ratio

n an

d de

velo

pmen

t of

tea

cher

s

Sess

ion

chai

red

by P

rofe

ssor

Ahr

ar H

usai

n,

Jam

ia M

ilia

Isla

mia

, New

Del

hi

1.

Attr

actin

g, D

evel

opin

g an

d Re

tain

ing

Effe

ctiv

e Te

ache

rs in

OEC

D Co

untr

ies

Dr. M

ihay

lo M

ilova

novi

tch,

Pol

icy

Anal

yst,

Dire

ctor

ate

of E

duca

tion,

OEC

D, P

aris

�.

The

attr

actio

n, p

repa

ratio

n an

d de

velo

pmen

t of

tea

cher

s in

Indi

a

Ms

Shan

ti Ja

gann

atha

n, E

urop

ean

Com

mis

sion

, Del

hi.

Disc

ussi

on

Polic

y an

d pr

actic

es o

f in

-ser

vice

ed

ucat

ion

and

trai

ning

of

teac

hers

Sess

ion

chai

red

by P

rofe

ssor

M A

Kh

ader

, NCE

RT

1.

Polic

y De

velo

pmen

t in

Tea

cher

Ed

ucat

ion

Thro

ugh

Peer

Le

arni

ng o

f Po

licy

Mak

ers

Mar

co S

noek

, Hog

esch

ool

Amst

erda

m, t

he N

ethe

rland

s

�.

Inte

rnat

iona

l Goo

d Pr

actic

es in

tr

aini

ng o

f pr

imar

y an

d up

per

prim

ary

teac

hers

: mul

ti-gr

ade

teac

hing

Prof

esso

r An

gela

Litt

le, I

nstit

ute

of

Educ

atio

n, U

nive

rsity

of L

ondo

n

Disc

ussi

on

1530

-154

5 hr

s. Te

a

1545

-17

30 h

rs.

The

Prev

ailin

g Pa

tter

n(Co

ntin

ued)

3.

Polic

y Pe

rspe

ctiv

es o

n Te

ache

r Ed

ucat

ion

in S

outh

Afr

ica

Dr. D

iane

C. P

arke

r, Ch

ief D

irect

or, T

each

er

Educ

atio

n De

part

men

t of

Edu

catio

n, P

reto

ria,

Sout

h Af

rica

4 Ro

le o

f DI

ETs

in Q

ualit

y im

prov

emen

t

in T

each

er E

duca

tion

– re

cent

evi

denc

e fr

om In

dia

Prof

esso

r Ca

rolin

e Dy

er, U

nive

rsity

of L

eeds

, U

nite

d Ki

ngdo

m

5.

Curr

icul

ar C

once

rns

in T

each

er E

duca

tion

in In

dia

Rohi

t Dh

anka

r,Dig

ante

r

Disc

ussi

on

The

attr

actio

n, p

repa

ratio

n an

d de

velo

pmen

t of

tea

cher

s (C

ontin

ued)

3.

Teac

her

Man

agem

ent

Issu

es i

n In

dia-

Prof

esso

r Pr

anat

i Pan

da ,N

UEPA

4.

Teac

her

man

agem

ent

Issu

es –

Reac

hing

th

e un

-rea

ched

– B

RAC

Expe

rienc

es

Dr. M

onic

a Go

mes

, BRA

C U

nive

rsity

, Dha

ka

Disc

ussi

on

Polic

y an

d pr

actic

es o

f in

-ser

vice

ed

ucat

ion

and

trai

ning

of

teac

hers

(C

ontin

ued)

3.

Inte

rnat

iona

l Bes

t Pr

actic

e in

Tr

aini

ng P

rimar

y an

d Up

per

Prim

ary

Scho

ol T

each

ers

Dr. D

avid

Sm

awfie

ld, S

enio

r In

tern

atio

nal C

onsu

ltant

, Cam

brid

ge

Educ

atio

n Co

nsul

tant

s, U

K

4.

In-s

ervi

ce T

each

er T

rain

ing

in

Andh

ra P

rade

sh

Mr.

Upen

dra

Redd

y an

d M

r. Vi

naya

k Su

varn

a

5.

Colla

bora

tion

with

Gov

ernm

ent

on F

unct

ioni

ng a

nd

Man

agem

ent

of P

rimar

y Te

ache

r Tr

aini

ng In

stitu

tions

in In

dia

Mr.

Snor

re W

estg

ard,

Hum

ana

Peop

le t

o Pe

ople

, Ind

ia

Disc

ussi

on

2nd

Day

On

arriv

al a

t th

e ve

nue

part

icip

ants

will

rece

ive

a ne

wsl

ette

r fro

m t

he C

onfe

renc

e or

gani

sers

hig

hlig

htin

g th

e m

ain

lear

ning

poi

nts

aris

ing

from

the

firs

t da

y’s

proc

eedi

ngs.

Appendix B - Programme


Date

Tim

eCo

nfer

ence

Pro

gram

me

24th

Fe

brua

ry

2009

9.30

-11.

15 h

rsCu

rric

ulum

and

pra

ctic

es

Sess

ion

chai

red

by D

r. Pr

atib

ha S

harm

a, J

oint

Di

rect

or, S

CERT

, New

Del

hi

1.

Teac

her

Educ

atio

n in

the

21st

Cen

tury

, a

Glob

al a

nd In

dian

Ove

rvie

w f

rom

UN

ESCO

Dr. S

hubh

angi

Sha

rma,

UN

Sol

utio

n Ex

chan

ge,

UN

ESCO

, New

Del

hi

�.

Curr

icul

um D

evel

opm

ent

and

Proc

esse

s in

In

dia

Prof

esso

r M

.A.K

hade

r,Cu

rric

ulum

Gro

up, N

CERT

3.

Curr

icul

um a

nd p

ract

ices

in t

each

er

educ

atio

n: M

appi

ng C

onto

urs

of T

each

er

Educ

atio

n Co

nten

t an

d Po

licie

s -

inte

rnat

iona

l exp

erie

nce

4.

Dr. J

acqu

elin

e N

unn,

Dire

ctor

of I

nitia

l Te

ache

r Tra

inin

g De

velo

pmen

t at

the

Tr

aini

ng a

nd D

evel

opm

ent

Agen

cy fo

r Sc

hool

s. Lo

ndon

Recr

uitm

ent,

depl

oym

ent

polic

y an

d ca

reer

m

obili

ty

Sess

ion

chai

red

by P

rofe

ssor

Pad

ma

Sara

ngpa

ni, T

ata

Inst

itute

of

Soci

al S

cien

ces,

Mum

bai

1.

Polic

ies

for

wor

kfor

ce r

efor

m a

nd t

each

er

qual

ity

Dr. D

ahle

Sug

gett

, Dep

uty

Secr

etar

y,

Vict

oria

Dep

artm

ent

of E

duca

tion

and

Child

De

velo

pmen

t, Au

stra

lia

�.

Teac

her

Ince

ntiv

es f

or Im

prov

ed L

earn

ing

Out

com

es –

Evi

denc

e fr

om A

ndhr

a Pr

ades

h.

Dr. V

enka

tesh

Sun

dara

man

, Edu

catio

n Sp

ecia

list,

Wor

ld B

ank,

Was

hing

ton

3.

Cont

ext

of s

choo

ling

and

wor

king

co

nditi

ons

of t

each

ers

in In

dia

Prof

esso

r AB

Pha

tak,

Vid

ya B

haw

an S

ocie

ty

Lead

ersh

ip, a

uton

omy,

sel

f re

gula

ted

scho

ol p

rogr

amm

es a

nd p

rofe

ssio

nal

deve

lopm

ent

Se

ssio

n ch

aire

d by

Pro

fess

or S

anto

sh

Shar

ma,

Hea

d Cu

rric

ulum

Gro

up,

NCE

RT

1.

Supp

ortin

g te

ache

rs a

t w

ork

– in

tern

atio

nal p

ersp

ectiv

es

Jona

thon

Mar

sh a

nd R

upen

Cha

nde,

Ag

a Kh

an F

ound

atio

n, P

aris

�.

In-S

ervi

ce T

each

er P

rofe

ssio

nal

Deve

lopm

ent

– M

akin

g an

Im

pact

Dr. H

elen

Cra

ig, S

enio

r Edu

catio

n Sp

ecia

list,

Wor

ld B

ank,

Was

hing

ton

3.

Inte

ract

ive

in-s

ervi

ce T

each

er

Trai

ning

thr

ough

dis

tanc

e m

ode.

Prof

esso

r Ph

al C

hand

ra, N

CERT

(RIE

, M

ysor

e)

11.1

5-11

.30

hrs

Tea

11.3

0-13

00 h

rsCu

rric

ulum

and

pra

ctic

es (C

ontin

ued)

4.

Brid

ging

the

gap

in c

onte

nt a

nd

peda

gogy

- R

efle

ctio

n on

fie

ld b

ased

ex

perie

nces

in In

dia

Prof

esso

r Do

rasa

mi,

DTEE

, NCE

RT

5.

Asse

ssm

ent

of t

each

er p

re-s

ervi

ce

educ

atio

n at

the

sec

onda

ry le

vel i

n In

dia

Dr. S

am C

arls

on, W

orld

Ban

k, D

elhi

6.

Teac

her

Educ

atio

n an

d Te

ache

r Ed

ucat

ors

in In

dia

Prof

esso

r Pa

dma

Sara

ngpa

ni, T

ata

Inst

itute

of

Soci

al S

cien

ces,

Mum

bai

Disc

ussi

on

Recr

uitm

ent,

depl

oym

ent

polic

y an

d ca

reer

m

obili

ty (C

ontin

ued)

Se

ssio

n ch

aire

d by

Roh

it Dh

anka

r, Di

gant

ar

4.

Teac

her

Perf

orm

ance

Sta

ndar

ds in

Indi

a -

ADEP

TS

Subi

r Sh

ukla

, Che

tna

Kohl

i, U

NIC

EF a

nd B

inay

Pa

ttan

ayak

, Ed.

Cil,

New

Del

hi,

5.

Com

mun

ity M

anag

emen

t of

Tea

cher

s in

N

epal

Mr.

Chitr

a De

vkot

a, D

irect

or, D

epar

tmen

t of

Ed

ucat

ion,

Gov

ernm

ent

of N

epal

,

6.

The

Recr

uitm

ent

of T

each

ers

unde

r SS

A:

Expe

rienc

es f

rom

Bih

ar

Mr.

Raje

sh B

hush

an, S

SA S

tate

Pro

ject

Di

rect

or, B

ihar

Disc

ussi

on

Lead

ersh

ip, a

uton

omy,

sel

f re

gula

ted

scho

ol p

rogr

amm

es a

nd p

rofe

ssio

nal

deve

lopm

ent

(Con

tinue

d)

4.

Scho

ol L

eade

rshi

p De

velo

pmen

t In

itiat

ives

in t

he E

urop

ean

Unio

n

Dr. M

icha

el S

chra

tz, P

rofe

ssor

of

Edu

catio

n at

the

Dep

artm

ent

of T

each

er E

duca

tion

and

Scho

ol

Rese

arch

, Uni

vers

ity o

f Inn

sbru

ck,

Aust

ria, a

nd is

pre

sent

ly D

ean

of t

he

Facu

lty o

f Edu

catio

n.

5.

Mod

els

and

mod

ules

in in

-se

rvic

e ed

ucat

ion

and

trai

ning

of

tea

cher

s in

Indi

a

Dr. H

riday

Kan

t De

wan

,

Vidy

a Bh

awan

Soc

iety

Disc

ussi

on

1300

– 1

400

hrs

Lunc

h

39

Date

Tim

eCo

nfer

ence

Pro

gram

me

1400

- 1

600

hrs

Build

ing

prof

essio

nalis

m in

tea

cher

pr

epar

atio

n/ q

ualit

y in

tea

cher

edu

catio

n Se

ssio

n ch

aire

d by

Pro

fess

or D

oras

ami,

NCE

RT  

1.

Asse

ssm

ent:

A p

ivot

al t

ool i

n th

e co

ntin

uous

dev

elop

men

t of

tea

cher

qu

ality

Han

s Co

hen

de L

ara,

Sen

ior I

nter

natio

nal

Cons

ulta

nt, C

ohen

de

Lara

Adv

ies

& B

egel

eidi

ng

VoF,

Net

herla

nds

�.

Role

of

Regu

lato

ry b

odie

s fo

r en

surin

g qu

ality

tea

cher

edu

catio

n –

an

inte

rnat

iona

l per

spec

tive

Dr. D

avid

Roy

le, S

enio

r Edu

catio

n Co

nsul

tant

, Ca

mbr

idge

Edu

catio

n Co

nsul

tant

s, U

K

Teac

her A

ppra

isal,

for R

aisin

g Te

ache

r St

anda

rds

at In

duct

ion,

Tea

cher

Rec

ruitm

ent

Polic

y Se

ssio

n ch

aire

d by

Pro

fess

or P

rana

ti Pa

nda,

N

UEPA

1.

Teac

her

appr

aisa

l and

acc

ount

abili

ty,

teac

her

perf

orm

ance

ass

essm

ent

in N

ew

Zeal

and.

Pete

r Li

nd, D

irect

or, T

each

ers’

Coun

cil,

Min

istr

y of

Edu

catio

n, N

ew Z

eala

nd.

�.

Teac

her

com

pete

ncy

asse

ssm

ent

in

Indo

nesi

a

Dr. M

ae C

hu C

hang

, Wor

ld B

ank

3.

Teac

her

know

ledg

e as

sess

men

t fo

r de

sign

of

tea

cher

rec

ruitm

ent

polic

y

Prof

esso

r Ge

eta

King

don,

Inst

itute

of

Educ

atio

n/Lo

ndon

, UK:

Impl

icat

ions

of r

ecen

t

teac

her k

now

ledg

e as

sess

men

t in

Bih

ar fo

r de

sign

of t

each

er re

crui

tmen

t pr

ogra

mm

es

Cont

inuo

us T

each

er P

rofe

ssio

nal

Deve

lopm

ent,

Perf

orm

ance

As

sess

men

t an

d Te

ache

r Ac

coun

tabi

lity

Sess

ion

chai

red

by D

r. Hr

iday

Kan

t De

wan

, Vid

ya B

haw

an S

ocie

ty

1.

Teac

her

trai

ning

in A

ctiv

ity

Base

d Le

arni

ng in

Tam

il N

adu

Mr.

Vija

yaku

mar

, Edu

catio

n De

part

men

t, Ta

mil

Nad

u, D

r. M

icha

el

War

d, S

enio

r Edu

catio

n Ad

vise

r, DF

ID

Indi

a an

d re

pres

enta

tives

of R

ishi

Va

lley

�.

Rais

ing

the

prof

essi

onal

eth

os

and

stan

dard

s of

tea

chin

g:

the

expe

rienc

e of

the

All

Indi

a Te

ache

rs’ F

orum

for

Chi

ld

Righ

ts.

Mr.

R Ve

nkat

Red

dy, N

atio

nal

Conv

enor

, MV

Foun

datio

n

1600

-161

5 hr

s. Te

a

1615

-17

30 h

rs.

In t

he t

hree

the

mat

ic g

roup

s th

e ch

airs

of t

he p

revi

ous

sess

ion

will

faci

litat

e an

ope

n ho

use

disc

ussi

on w

ith p

artic

ular

refe

renc

e to

the

qu

estio

ns p

osed

by

the

keyn

ote

spea

kers

on

the

first

day

of t

he C

onfe

renc

e.

3rd D

ay

On

arriv

al a

t th

e ve

nue

part

icip

ants

will

rece

ive

a ne

wsl

ette

r fro

m t

he C

onfe

renc

e or

gani

sers

hig

hlig

htin

g th

e m

ain

lear

ning

poi

nts

aris

ing

from

the

sec

ond

day’

s pr

ocee

ding

s.

25th F

ebru

ary

2009

09.3

0 -1

1.00

hrs

Sess

ion

to b

e ch

aire

d by

Mr.

Vikr

am S

ahay

, MH

RD.

Wha

t ha

ve w

e le

arne

d in

the

par

alle

l ses

sion

s on

1. P

re-s

ervi

ce

�. T

each

er m

anag

emen

t

3. In

-ser

vice

Pres

enta

tions

on

the

mai

n pr

ocee

ding

s fr

om e

ach

of t

he t

hem

atic

ses

sion

s by

the

cha

irs o

f the

var

ious

ses

sion

s

The

four

key

not

e sp

eake

rs w

ill t

hen

refle

ct o

n th

e qu

estio

ns t

hey

pose

d at

the

beg

inni

ng o

f the

Con

fere

nce

and

disc

uss

the

exte

nt t

o w

hich

th

ese

have

bee

n an

swer

ed b

y th

e pr

ocee

ding

s.

11.0

0-11

.15

hrs

Tea

Appendix B - Programme


Date

Tim

eCo

nfer

ence

Pro

gram

me

11.1

5 -1

300

hrs

Sess

ion

to b

e ch

aire

d by

Pro

fess

or S

Cha

udhu

ry, V

ice

Chai

rman

, NCT

E

Ope

n ho

use

disc

ussi

on o

f the

mai

n pr

ocee

ding

s of

the

thr

ee t

hem

atic

ses

sion

s w

ith re

spon

ses

to t

hese

from

NCE

RT (p

re-s

ervi

ce a

nd in

-se

rvic

e) a

nd N

UEP

A (t

each

er m

anag

emen

t)

1. P

re-s

ervi

ce

�. In

-ser

vice

3. T

each

er M

anag

emen

t

1300

– 1

400

hrs

Lunc

h

1400

- 1

530

hrs

Sess

ion

to b

e ch

aire

d by

Mr.

Vija

yaku

mar

, for

mer

SSA

SPD

Tam

il N

adu

How

will

we

take

Tea

cher

Dev

elop

men

t an

d M

anag

emen

t fo

rwar

d in

Indi

a?

A pa

nel c

ompr

isin

g M

r. Vi

kram

Sah

ay, M

HRD

, Dr.

Sude

rvad

ivel

u, D

irect

or o

f Sc

hool

Edu

catio

n, P

uduc

herr

y, P

rofe

ssor

S C

haud

hury

, Vic

e Ch

airm

an, N

CTE,

Pro

fess

or P

hal C

hand

ra, N

CERT

, Pro

fess

or A

nu P

ooni

a, M

L Su

khad

ia U

nive

rsity

and

Mr.

Inde

r Sh

ekha

r M

ishr

a, T

each

er

Unio

n Re

pres

enta

tive

will

lead

a d

iscu

ssio

n of

how

Tea

cher

Dev

elop

men

t an

d M

anag

emen

t sh

ould

be

take

n fo

rwar

d: a

Con

fere

nce

Actio

n Pl

an m

ay b

e a

resu

lt.

1530

-154

5 hr

s. Vo

te o

f Tha

nks

and

Fare

wel

l by

Dr. H

riday

Kan

t De

wan

, VBS

1545

-163

0 hr

sTe

a

Depa

rtur

e

dfid teacher development

Documents