Final Report on Quality Assurance of Teacher Training Programs

8/4/2019 Final Report on Quality Assurance of Teacher Training Programs

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Final Report on Quality Assurance of Teacher Training

Programs

Conducted by

Directorate of Staff Development

Lahore, Punjab

Third Party Review and Assessment

The World Bank, Islamabad

Prof. Mahmood H. Butt and Mr. Fawwad Shams

Consultants

UNESCO Project 478/07

December 14, 2007


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Table of Contents

S. No. Topics/Section Page

Tables of Figures iii

Abbreviation and Acronyms ivExecutive Summary v

1. Introduction 12. Background 13. a. Brief History of DSD and its Evolution 2

b. Current Mandate and Organization of DSD 2c. Role of Provincial Institute of Education 4

d. Government College of Elementary Teachers (GCETs) 5

e. District Training and Support Centres (DTSCs) 54. District Education Department (DED) and Implementation of CPD 75. Punjab Teacher Education Policy Making and Implementation 8

6. Continuous Professional Development framework 11a. Target Population of CPD 11

b. Diagram of CPD Framework 13c. Training of Lead Teacher Educator (LTE) 15

d. Cluster Teacher Support Centre (CTSC) 16

e. District Teacher Educator (DTE) 16f. Basic Foundation Module of PSTs (BFM) 17

7. CPD Framework and Implementation Review Report

a. CPD Framework 19b. Implementation Review Report 20

i DTE Training 20ii PSTs Training 23iii PSTs Classroom Teaching 26

iv Recommendations 288. Overall Recommendations 28

a. District Implementation Level 29

b. District Policy Level 29

c. Provincial Implementation Level 30

d. Provincial Policy Level 30

Annexure

I Draft terms of reference 32

II Field Visit Report: June 14-18, 2007 35III Monitoring Form 37

IV Field Visit Report: July 27-August 17, 2007 40V Field Visit Report: August 20-24, 2007 46

VI Field Visit Report: October 8-12, 2007 49

VII List of Individuals Interviewed 54VIII List of key documents and Training Modules Reviewed 57

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Table of Figures

Figures Page No.

Figure 1. The New DSD Structure as an Apex Body 3

Figure 2. DSD Coordination with Major Stakeholders for Programme Development

and Implementation

4

Figure 3. Administrative Staff Structure of each DTSC 6

Figure 4. Target Population 12

Figure 5. CPD Framework and its constituent core components 13

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Abbreviation and Acronyms

AIOU Allama Iqbal Open University

BFM Basic Foundation Module

CPD Continuing Professional Development

CTSC Cluster Training and Support CentreDED District Education DepartmentDG(s) District Government(s)

DoE Department of Education

DRC Departmental Review Committee

DSD Directorate of Staff Development

DTE(s) District Teacher Educator(s)

DTEF District Teacher Education Forum

ESP(s) External Service Provider(s)

EST Elementary School Teacher GCET(s) Government College(s) for Elementary Teachers

HEC Higher Education CommissionHRM Human Resource Management

HST(s) Higher Secondary Teacher(s)

HT(s) Head Teacher(s)

ICT Information and Communication Technology

IEC Information, Education and Communication

INSET In-Service Education and Training

ITD Institute for Teacher Development

LTE(s) Lead Teacher Educator(s)M&E Monitoring and Evaluation

NGO(s) Non-Governmental Organization(s)

PD Professional Development

PEC Punjab Examinations Commission

PEF Punjab Education Foundation

PER Performance Evaluation Report

PESRP Punjab Education Sector Reform Program

PMIU Program Monitoring and Implementation UnitPST(s) Primary School Teacher(s)

PTB Punjab Textbooks Board

PTEF Punjab Teacher Education Forum

QA Quality Assurance

RoB Rules of Business

RPM Regional Program Manager

SC School Council

SST(s) Secondary School Teacher(s)

TDP Teacher Development Plan

TDMIS Teacher Development Management Information SystemTE(s) Teacher Educator(s)

TEF Teacher Education Forum

TOT Training of Trainer UOE University of Education

VU Virtual University

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Executive Summary

This interim report in based on desk review of documents related to continuous

professional development of PSTs provided by Directorate of Staff Development to

the international consultant.

The national consultant undertook field visits to selected in-services training sites to

observe first hand training of DTEs and interviewed various stakeholders.

Since 2004 DSD has been reorganized as Apex Body to enhance professional

competence of teachers, head teachers, district teacher educators and trainers of

teachers using the Continuous Professional Development framework. Vision of DSDis to develop a knowledgeable, committed, motivated, competent and ethically sound

cadre of educational personnel.

Over the last three years DSD has conceptualized a well developed comprehensive

model of continuous professional development of primary school teachers, teachereducators at the district level and lead teacher educators.

DSD has developed, through a series of consultative dialogues with a variety of

stakeholders, training materials to enhance the knowledge, skills repertoire and

ethical disposition of teachers.

DSD has undertaken a phased program of preparing requisite numbers of Lead

Teacher Educators, District Teacher Educators and Heads of Schools to providecontinuous professional development of PSTs.

A network of DTSCs and CTSCs has been developed and staffed using clusteringmodel.

Detailed action plans have been developed and implemented in 2006 and 2007 to

achieve the qualitative and quantitative targets of in-service training.

A quality assurance wing has been developed at the DSD to monitor the training andsupport activities provided at DTSCs and CTSCs. Detailed forms for feedback from

providers and participants in the training programs have been developed and data thus

generated is being used to refine the professional development strategies.

The salient achievement of the last three years has been to structure the building

blocks of CPD in all thirty five districts of the province under the overall leadership

of DSD.

The documentation strongly indicates that CPD is a provincial initiative, pre-

dominantly designed, developed and implemented by the apex body with little activerole played by the District educational departments. Attempts have been made to

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build consensus around the conceptual approach and its implementation, yet the

district education departments have yet to fully own CPD.

The collaboration between DSD and DEDs needs to be enhanced through mutual

determination of training needs and strategies to meet them on a sustained basis.

District Coordination Committees have been established which can be furtherempowered to ensure effective collaboration between DSD and DEDs.

Educational forums at district, tehsil and local levels need to be energised through participatory meetings involving teachers, DTEs, Heads of Schools, parents and

community leaders to identify training needs and design strategies to meet them.

15-17 KM cluster served by CTSCs needs to be reconsidered. Smaller radius clusters

are needed to increase female teachers participation in training activities.

External Service Providers have been carefully selected to assist DSD in designing

and implementation of training programs. NGOs and international consultants have been involved in developing detailed instructional materials and implementation

methodologies. Such collaborative efforts need to be expanded.

A new cadre of teacher educators with enhanced salary packages has been approved

and implemented. All GCETs should be staffed by more experienced qualifiedmembers of this cadre. Those GCETs where DTSCs have been established are staffed

by such personnel.

To sustain the CPD efforts DEDs and DSD have to explore new ways of collaborative

planning, design and implementation of CPD activities at the CPD centres.

GCETs have yet to develop the more demanding 4-year pre-service B.S. (Education)

programs for primary school teachers and advanced level programmes for preparing

Heads of Schools who can serve as instructional leaders in the CPD activities of theirstaff.

The duration of 4-Week training program for LTEs needs to be extended. The content

covered also needs to be augmented with more focus on mentoring strategies.

A careful and critical review of DTEs training and mentoring activities is called for. It

may be impractical to expect them to reach out to the number of teachers assigned to

them per month. Documentation reports each month need to be computerized foraccurate and wide sharing.

Duration of DTEs training also may be increased to focus on specific training andmentoring tasks. DSD and GCETs may develop detailed plans for this now to

implement them in 2008

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School Heads to be given additional training to act as instructional leaders for staff

development. They need to be more intimately involved in on-site CPD activities intheir schools.

The GCETs staff may be involved in research projects to continuously refine the

content and methods of training PSTs. Each DTSC situated on GCET campus may befurther expanded to offer regular, sequential and supervised courses to the least

qualified teachers to enable them to improve their credentials.

BFM is a good initial training tool. The participants in CPD training need to be

encouraged to develop their own teachers portfolio of lesson plans, assessment

activities and instructional methods. Such mini BFMs will personalize and sustainlong term professional growth of teachers.

Increased number of qualified primary school teachers need to be inducted as DTEs.

Secondary school teachers who are selected as DTEs should have primary school

teaching/administrative experience. Eligibility criteria for DTEs appointment may bedesigned to ensure this.

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1. Introduction

This third party review and assessment report of the Continuous ProfessionalDevelopment of teachers conducted by the Directorate of Staff Development in Punjab

has been written by Dr. Mahmood H. Butt and Mr. Fawwad Shams. It is based on a desk

review of the content of training modules for the LTE, DTE and PST training,foundational documents related to Continuous Professional Development framework,

quality assurance records of measures adopted by DSD and site visits to assess the

delivery aspects of all three stages of training of PSTs. Interviews were conducted with

mentors, LTEs, DTEs, Heads of DTSCs, Principals of GCETs and Primary SchoolTeachers.

The report has identified the salient features of the Continuous ProfessionalDevelopment initiative of DSD and has recommended a series of changes and

improvements for the next round of training. Given the immense task of improving the

Knowledge, pedagogical skills and dispositions of the target population DSD has created

the basic infrastructure of getting to target. These efforts which have been supported by avariety of stakeholders need to be continued and further refined. The role of GCETs as

providers of Pre-Service and In-Service teacher education needs to be elaborated and

dovetailed with CPD initiative. While DSDs role as apex organization responsible forprofessional development of teachers need support of the district and provincial policy

makers, DSD should also continue to collaboratively work with DEDs and Provincial

Educational authorities. Together they can strengthen the strategic framework ofimproving quality of primary school teachers envisaged in the CPD initiative.

2. Background

The Punjab government with the active support of the World Bank andspecialised agencies of the United Nations including UNESCO and UNICEF has beeninvolved in a massive program of Education Sector Reforms. Punjab Education

Development Policy Credit (PEDPC) program has outlined a series of policy reforms to

build capacity of the educational system to ensure availability of universal educationalopportunity from pre-school to grade 10 and to improve the quality of educational

opportunities to enhance the schools ability to retain and graduate those who come to

their doors. PESRP is built around three main pillars. The first reform pillar deals with

Enhancing Fiscal Sustainability and Improving Fiduciary Environment. The keyobjectives of this pillar include allocating adequate public expenditures that are

commensurate with educational needs of the province and to strengthen each districts

financial capacity for meeting the needs of education service delivery in that district.

Reform pillar II calls for Increasing Equitable Access to Education and

Improving Quality and Relevance of Education. The key objectives of pillar II includesincreased participation in and retention rates of schools; encourage participation of

private sector for contributing to access to equitable and quality education; develop an

integrated strategy for improving quality of teachers through innovative and

comprehensive programs of both pre-service and in-service training of teachers; and

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Continuous Professional Development through a reorganised Directorate of Staff

Development (DSD).

PESRP pillar III calls for Improving Public Education Sector Governance and

Management. The main objectives of pillar III include increasing each districts

managerial capacity for implementing and monitoring educational reforms; finalizationof revised HR policy including establishments of a new teacher educators cadre and well

defined career paths for teacher educators, head teachers and educational managers; and

approval of revised roles and functions of PITE and GCETS under the overall control ofDSD. Another key goal of pillar III is to set up a system of monitoring and evaluation to

measure the quality of educational outcomes in each district and rank all 35 districts

using an updated performance monitoring index.

3. a. Brief History of DSD and its Evolution:

Directorate of Staff Development (DSD) was established in 1959 as the Education

Extension Centre but in 1994 was named as DSD. In 2002 DSD became part of theUniversity of Education (UoE), but was made independent in 2004 when the Governmentof Punjab (GoP) reorganized the existing teacher training institutions, and was

restructured with redefined roles and functions. Through a GoP notification, the DSD

was later designated as the sole agency for coordinating activities that relate to teacher

development, whether in the public or private sectors. All the Elementary Colleges andPITE in Punjab were brought under the administrative control of DSD so as to better

organize and coordinate professional development activities in the province, avoid any

overlap/duplication, and ensure efficient utilization of resources. For the past two years,DSD is operating through a Rs. 2 billion annual budget covering all administrative and

program costs related to professional development of teachers in the province; as such

Punjab stands out amongst all provinces as demonstrating a lot of commitment towardsquality education through provision of adequate resources.

3. b. Current Mandate and Organization of DSD

Since 2004 the Directorate of Staff Development has been reorganized as the

apex body with the mandate to develop quality programs of teacher education across

the public sector schools in the province through integrated and collaborative efforts withthe DOE and DED. The vision of the Directorate is to develop a knowledgeable,

committed, motivated, competent and ethically sound cadre of educational personnel to

deliver top quality education to the students in government schools of Punjab.

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Figure 1: The New DSD Structure as an Apex Body

The Directorate has been given new functional roles and organizational

responsibilities. It is no longer a provider of in-service teacher education opportunities but is

to provide leadership in integrated policy planning, research based and data driven decisionmaking, continuous professional development of teachers and develop linkages with NGOs, private service providers, related departments, institutions, Universities and

national/international development agencies. The following diagram describes thecoordinating role of DSD with the main stakeholders for teacher education program

development and implementation.

District Training &

Support Centres

DTSC (35)

Government Colleges of

Elementary Teachers

GCETs (33)

Provincial Institute of

Teacher EducationPITE (1)

Cluster Training & Support

Centres

CTSCs (2290)

DSD

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Figure 2: DSD Coordination with Major Stakeholders for Programme Development and Implementation

The reorganized DSD has been given the responsibility for overall integrated and

holistic planning for teacher education in Punjab. The Provincial Institute of Teacher

Education (PITE) and the thirty three Government Colleges for Elementary Teachers

have been administratively assigned to the DSD control.

3. c. Role of Provincial Institute of Teacher Education (PITE)

The Provincial Institute of Teacher Education (PITE) had been created to:

i. Develop and implement certificate and diploma courses of short durationfor practicing teachers;

ii. Design training centres for preparing master trainers;

iii. Undertake and promote action research in teaching methods, lesson planning and on development and effective use of teaching, learningmaterials. As an integrated unit of DSD, PITEs initial work lead to the

development of the conceptual scheme of Continuous Professional

Development of PSTs.

DSD

NGOs

Universities &Institutions

Teacher &

Teacher Unions

Parents & Students

Private

Sector

International

Development Partners

Public

Sector

World Bank

UNICEF

GTZ

CIDA

JICA

UNESCO

NCHD

PITBPTB

PEC

City SchoolSalamat School

System

Ali Institute

DSS

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3. d. Government Colleges of Elementary Teachers Education and

their functions

The GCETS are to provide revised and up-graded pre-service teacher education

programs to prepare more effective teachers of elementary schools. DSD has been given

the task of transforming the curricula, pedagogical practices and infrastructure offacilities of GCETs to transform them from old normal schools to modern collegiate level

teacher education institutions. The GCETs are also to be integrated with the Continuous

Professional Development Framework and provide in-service professional developmentsupport services to K-6 grade teachers through DTSCs that are set up on their campuses.

GCETS are to actively participate in the District level training and support services to

teachers in their jurisdiction. An additional task has been assigned to the GCETS that

deals with developing action research projects, on issues related to teachersdevelopment, pedagogical strategies, school management, material development and

improving student learning outcomes.

The faculty and administrators of GCETs are to be carefully selected, providedwith resources and incentives to build capacity of district level educational authorities

and institutions to constantly strive for equitable and quality educational opportunities. Anew service cadre has been approved in the province by (Government of Punjab) for

teacher educators under the leadership of DSD.

3. e. District Training and Support Centres (DTSCs)

These centres have been established in all 35 districts. Twenty two (22) of these

support centres have been housed in the GCETs and thirteen (13) have been placed inselected high schools in districts where GCETs do not exist. Each DTSC has been

staffed with at least four specialist Teacher Educators (TEs) responsible for coordination

and implementation of CPD; monitoring, quality assurance and assessment; planningtopical course/events and offering them in a sequential manner; and administration

finance and logistics of district level support services envisaged in the CPD framework.

Teacher Educators have been provided special pay, allowances and otherincentives to actively play their lead roles. TE is a regular BS 17 post in the provincial

cadre. Each TE from the public sector cadre is being paid an incentive allowance of

Rs.6000/month in addition to the regular pay. TEs appointed on a contract basis arebeing paid an enhanced salary package. All 140 District Teacher Educators (4 x 35) have

been selected through an open, transparent selection process by DSD from a pool of 2700

applicants. They were tested in their specific areas: computer proficiency, quantitativeability, English Language and general knowledge. Upon their appointment the TEs are

being given orientation workshops to prepare them to play their constructive role in

district level capacity building. The following figure describes the administrative staff

structure of each DTSC and the specific roles and responsibility of TEs.

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Figure 3: Administrative Staff Structure of each DTSC

In keeping with the objectives of decentralized governance of the CPD

Framework (developed by DSD), District Training and Support Centres (DTSCs) havebeen established in every district.

Roles and responsibilities of TEs in each DTSC are given below. DSD continuesto review these roles periodically to update and align them with the new demands and

requirements, as they arise, at the district level.

i. Teacher Educator (Coordination and Implementation)

The main task of Teacher Educator (Coordination and Implementation) is toimplement CPD activities within the overall parameters suggested by DSD and

coordinate all field operations and activities relating to teacher professional development.

The post holders are expected to spend 80% or more of their time in the field.

DTSC

Steering Committee(EDO, DMO, Head of DTCS & RPM) Head of DTSC

TEAdministration,

Finance and

Logistics

(Management)

TEPlanning and

Course/Events

Organization

TECoordination and

Implementation

TEQuality

Assurance and

M&E

Supporting StaffData Entry Operator (1)

Drivers (2)

Junior Clerk (1)

Naib Qasid (1)

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ii. Teacher Educator (Quality Assurance M & E)

The main task of Teacher Educator (Quality Assurance and M & E) is to ensurethat Standard Operating Procedures (SOPs) defined by DSD are being observed. The

post holders are expected to spend 80% or more of their time in the field.

iii. Teacher Educator (Planning and Course/Events Organization)

The main responsibility of Teacher Educator (Planning and Course/EventsOrganization) is to prepare district level teacher development plans in close collaboration

with district education authorities and execute training courses that are designed to be

undertaken at DTSC. The post holders are expected to spend 20% or more of their time

in the field.

iv. Teacher Educator (Administration, Finance and Logistics Management)

The main responsibility of Teacher Educator (Administration, Finance and

Logistics Management) is to oversee day-to-day administration of DTSC and manageDTSC funds, supplies and equipment.

In each district an advisory steering committee named as District Coordination

Committee has been set up to guide the DTSC staff. The aim of the committee is to

coordinate collaboration of all stakeholders and to resolve issue of implementation at thedistrict level.

Site visit reports and interviews with DTSC heads, indicated that while they hada basic understanding of the concept and design of the CPD, they were not very clear

about the role DTSC was expected to play in the improvement of teachers skills in the

district. They were also not clear about the role of District Education Department officialsin the design and implementation of CPD activities in their area. Most of them asked formore active participation in the DSD planning team by the district educators like EDOs,

DMOs and DTEs.

Another concern expressed by DTSC staff related to the length and duration of

DTEs training. DSD officials are also aware of this and are planning additional 6-months

training for DTEs in 2008-09.

The District Steering Committees consisting of EDO, DMO, DTEs, RPMs and

DSD need to be more actively involved in determining the district needs and designing

appropriate activities to meet them within the overall CPD parameters.

4. District Education Department (DED) and Implementation of

CPD

A key link in the governance and administrative structure of education since the

devolution plans implementation has been the development of DEDs and their specific

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roles in implementation and taking ownership of district teacher development plans

prepared in collaboration with DSD. The DEDs are to collaboratively do cluster mapping

with DSD and assign appropriate sites in the district for the establishment of clustercentres and attach primary schools with their cluster centres for effective support services

to primary school teachers. The DED is to select and identify DTEs, Master trainers and

Trainers of Teachers (ToTs) in accordance with criteria and procedures identified byDSD.

The close collaboration between DSD and DED is essential to ensure success ofthe CPD model of teacher training and support. The collaboration needs to be not just in

implementation of CPD activities designed by DSD but in designing and constant

refinement of strategies of professional growth and development. The DEDs and their

lead staff including DEOs, DDEOs and AEOs need to become real partners in planningand programming of CPD activities at the DTSC and CTSC levels otherwise the

initiatives planned by DSD may not be implemented whole-heartedly.

At the district education department level a strong feeling of lack of closecollaboration with DSD was apparent. The perception is quite strong that CPD is a

provincial initiative and DED has very little role in its actual design and delivery. EDOsand DMOs need to be provided a clear view of their professional role in the qualitative

improvement of teachers in their district. DSD needs to motivate DED officials through

meaningful involvement in overall design, implementation and improvement of CPD

framework.

5. Punjab Teacher Education Policy Making and Implementation

To fully comprehend the intricacies of Punjab Teacher Education Policy Making

and Implementation of the CPD initiative it is important to outline the duties andfunctions of key teacher educators and policy makers in the province.

During the last five years teacher education policy making and implementation

has undergone significant changes in the Punjab. PESRP initiatives have outlined andclearly defined roles and responsibilities of three key decisions makers of teacher

educational policy. These include the provincial Department of Education, Directorate of

Staff Development and District Departments of Education.

Provincial Department

of Education (DOE)

Directorate of Staff

Development (DSD)

District Education

Department (DED)

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The following table provides clearly defined roles and responsibilities of the key

players in the transformation of teacher education in the province:

Institution Roles and Responsibilities

1. DoE To provide leadership to drive overall reform in education including teacher

education so as to enhance the quality of learning in public schools. It will

initiate timely and appropriately sequenced actions for establishing co-ordination mechanism (Punjab Teacher Development forum); Teacher

Standards and Appraisal System; Accreditation and Licensing; revise career

progression system (pay and grade) among others.

To create required structures and processes required for setting up a system of

teacher professional development as outlined above

To ensure coordination and connect amongst the provincial level institutions for

a coordinated and unified approach to educational management and education

reform

To drive administrative leadership for effective implementation of CPD

activities

To make policy decisions concerning teacherincentive, monitoring and accountability

To ensure that District Governments facilitate, own, support and monitor theimplementation of CPD programs within their respective districts

To ensure that teacher development programs are adequately funded

To ensure that data requirements of DSD are met through the EMIS/PMIUsystem.

2. DSD To provide direction for the future vision and master plan for teacher

development for the Province as a whole

To identify the professional development needs of public school teachers in

Punjab

To develop and organize continuous professional development programs inorder to meet the needs of teachers

To identify and develop a resource pool of key trainers, master trainers and

district teacher educators/mentors in each district

To develop the professional capacity of educational management staff at the

district level so that they are able to support teachers, plan and implement

educational change and monitor and evaluate schools for effectiveness

To develop linkages between providers of pre-service and in-service teacher

education to ensure that teachers receive high quality of education, training and

follow-up support prior to joining the teaching profession and throughout their

professional career

To co-ordinate with the Department of Education to establish and consolidate

mechanisms and procedures for incentives and accountability, monitoring and

evaluation of education staff, data collection and analysis, etc. To undertake research studies on issues related to teacher development, design

and undertake impact studies, surveys etc.

To establish mechanisms and processes for quality assurance of all programs

both in-service and pre-service

3. PTEF To advise DoE/DSD in matters relating to teacher development

To provide a mechanism for all partners and stakeholders for regular interactionand sharing of experiences

To develop and undertake joint research and development activities, etc.

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4. PITE To develop and implement certificate and diploma courses of short duration

(ranging from two weeks to 9 months) at the Provincial level in a number of

areas

To develop and deliver Training of Trainer courses in a number of areas

To develop and implement distance-based certificate and advance courses in the

above areas

To develop distance-based training modules and other innovative materials andmodules

To undertake action research on teaching methods, lesson plans, and teaching

learning materials.

5. District

Education

Department

To take ownership of the District Teacher Development Plans in collaboration

with DSD

To effectively implement Teacher Development Plans in their respective

districts

To undertake cluster mapping activities and identify appropriate high or higher

secondary schools for establishment of the cluster centre

To assign or attach primary schools to their respective cluster centres as per

DSD guidelines

To identify teachers to receive professional support within the parameters set bythe DSD

To make teachers available for training and provide access to needed physical

facilities, materials and data

To identify and select District Teacher Educators, Master Trainers, ToTs amongothers, in accordance with the criteria and procedure set by the DSD

To coordinate activities of DEOs, DDEOs and AEOs during the exercise of

establishing cluster centres and selection of DTEs in the district

To supply educational data to DSD required for planning and programming of

CPD activities

To monitor the implementation of CPD activities at the district and cluster

levels

To enforce incentives and accountability measures in accordance with theGovernment rules and regulations.

6. GCETs To offer pre-service teacher education courses

To house DTSC

To collaborate with DTSC and district educational authorities in matters of

planning, implementing, coordinating and monitoring the CPD activities

To support the TEs in actually designing and undertaking training courses

To undertake action research on a number of issues related to teacher

development, pedagogy, school management, learning, etc.

6. DTSC To work with District Education Department and assist DSD in undertaking

Training Needs Analysis (TNA) of secondary and higher secondary teachers

and district education personnel

To develop Teacher Development Plans in collaboration with DSD and otherdistrict stakeholders

To prepare district action plans for various CPD activities in collaboration with

different stakeholders

To organize in-service training courses for elementary, secondary and higher

secondary teachers and trainers at the district level and below

To provide professional support to elementary, secondary and higher secondary

teachers

To ensure the quality of training courses in the district and clusters through

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monitoring, evaluation, and quality assurance.

To coordinate CPD activities at the district level for implementation

7. DTEF To provide a platform to the district level partners and stakeholders for

continued interaction, consultation and sharing

To advise District Governments in matters relating to teacher development

To design and undertake joint research and development activities at the district

level to enhance the quality of teaching and learning in schools8. CTSC To assist DSD and DTSC in undertaking TNAs of PSTs and ESTs

To implement in-service training courses, workshops, and a host of other

teacher development activities within the CPD framework

To provide on-going and on-site follow-up, mentoring and pedagogical support

to PSTs

To provide feedback and data to DTSCs and DSD.

9. Cluster Centre

School To provide facilities (one room, toilet, and furniture) for smooth functioning of

the Cluster Centre

To facilitate smooth implementation of CPD activities such as INSET, teacher

follow-up, mentoring, peer coaching, inter and intra school visits of teachers,distribution of materials, etc.

To become a lead school in matters of effective teaching and learning and sharebest practices with schools within the cluster

To provide a communication link between DSD and schools within the cluster

To manage funds allocated for cluster level activities.

9. Primary

School To participate in CPD activities

To share available resources with other schools

To facilitate follow-up, classroom visits and mentoring by DTEs

To create environment for peer support and coaching

To cooperate with other schools in the cluster.

10. School

Council To monitor teacher attendance

To mobilize local resources and support for school development

To create conditions for effective teaching and learning in schools

To provide a link between the school and the local community.

6. Continuous Professional Development Framework (CPDF)

During 2006 2007 DSD has taken a lead to develop a conceptual framework forCPD of primary school teachers based on a concept of clustering. The conceptual basis of

CPD is that quality of student learning outcomes is contingent upon quality of teachers

and their ability to instruct, inform and inspire their students. Leading educationalthinkers are unanimous in recognizing that teacher quality is a powerful predictor of

student performance. An inspiring teacher can encourage the students to acquire,

comprehend, apply, assess, evaluate knowledge and internalize it as a powerful tool forfurther action.

6. a. Target Population for CPD

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To achieve the qualitative and quantitative goals of PESRP the DSD has to

provide continuous professional development programs to large numbers of teachers

already serving in the province. These target groups include Primary School Teachers(143599), Elementary School Teachers (66671) Secondary School Teachers (83440),

Higher Secondary School Teachers (11096), Head Teachers/ Designates (64000) and

District Education Staff (1521).

The target population not only includes large numbers of teachers who need to be

provided sequential CPD activities but also includes other layers of complexity includingvarying levels of pre-service preparation. Almost half of the primary school teachers

who have a 10th grade education and 2 3 years pedagogical training leading to PTC or

CT have been labelled as least qualified teachers. These LQTs are in direct need of

Continuous Professional Development.

Pre servicePre servicePre servicePre service InIn--serviceserviceInIn--serviceservice

143599Primary School Teacher

(PST)

66671Elementary School

Teacher(EST)

11096 /83440

High School/Secondary School (HS/SS)

64000Head Teachers

(HT)

Master Trainer/Expertise

Directorate

of

Staff Development

(DSD)

33 Government Colleges

for Elementary

Teachers (GCETs)

Directorate

of

Staff Development

(DSD)

33 Government Colleges

for Elementary

Teachers (GCETs)

Figure 4: Target Population

To make them effective PSTs a uniform, standardized program of CPD is needed

that covers the key pre-requisites of effective teaching including a sound knowledge-base

covering both general knowledge and subject area expertise, repertoire of teaching skillsand classroom management skills, knowledge of learners and their characteristics, and

necessary disposition to create a safe learning environment that is conducive to student

learning.

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6. b. Diagram for CPD Framework

The following diagram features the core components of the CPD framework for primary school teachers developed by DSD. It includes both DSD related delivery

components and mechanisms and policy related components involving DSD, DOE and

DED.

Figure 5: CPD Framework and its constituent core components

The DSD-related components refer to all pedagogical processes and activities

designed to enhance the knowledge, skills and attitudes of teachers and support them

continuously on-the-job. These include professional courses, academic degree courses,face to face mentoring, peer coaching, and teacher support materials. DSD has focused on

Quality Assurance in all its structures, mechanisms, processes and policies that are

designed to recruit, organize, monitor, appraise and motivate teachers so that an enabling

environment is created for increased performance and accountability of teachers.

CPD Framework

Improved Student

Learning

Teacher as a Self-Learning and

Accountable Professional

Pay/Grade StructureCertification and

Licensing

PD

Courses

Awards

Incentives and

Accountability

Accreditation

Assessment and

PER

Teacher Standards

DoE

DSD/PIT

E/GCET

cetsDG

Degree

Courses

Education

/TrainingQA

Follow-up& Support

PSTs

(143599)

ESTs

(66671)

SST/HSTs

(11096+83440)

HTs(65000)

DGStaff

(1521)

Mentoring

Follow-up

MaterialsDistance Education

Other Forms of Support

Key Stakeholders/Non-Public Providers

Coordinated Approach

DSD

DTSC

CTSC

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A carefully thought out phased program to implement the CPD for PSTs has been

developed by DSD. This includes detailed development of training materials using the

research-based best practices; pilot testing of the instructional materials and theirfinalization prior to actual use at DTSCS and CTSCs. These materials include Basic

Foundation Module (BFM) consisting of selected topics in six school subjects taught in

primary schools and related pedagogical skills. Detailed content area modules for eachsubject have been developed and pilot tested in six districts of Lahore, Kasur, Faisalabad,

Gujrat, Rajanpur and Rahim Yar Khan.

Due to the huge numbers of PSTS to be covered by the in service education and

support program all thirty five districts have been divided into three phases.

Phase I Phase II Phase III

(12 Districts) (13 Districts) (10 Districts)

Kasur

OkaraAttock

GujratFaisalabad

Rajanpur

MianwaliSargodha

Sheikhupura

Muzaffargarh

Rahim Yar KhanMandi Bahauddin

Jehlum

LahoreLayyah

MultanNarowal

Khushab

SahiwalRawalpindi

Pak Pattan

Gujranwala

KhanewalBahawalpur

Nankana Sahib

Chakwal

SialkotBhakkar

JhangToba Tek Sing

Vehari

LodhranBahawalnagar

D.G. Khan

Hafizabad

In the first phase (September 4 October 7, 2006) 65 LTE from 12 districts listed

above were selected and trained at DSD with active support from a private serviceprovider (City School). These 65 trained LTEs provided follow up training to 513 DTEs

already trained at DSD in December 2005 January 2006. In addition they trained 891

DTEs during December 2006 at DTSCs of their respective districts.

The 1404 DTEs thus trained have been assigned the task of providing training to

60,000 plus PSTs at Cluster Training and Support Centers (CTSCs).

In the 2nd phase 76 LTEs from 13 districts have been undergoing training at DSDin December 2006. These LTEs trained DTEs during January February 2007 in their

districts in summer 2007. The national consultant for this project visited a selectednumber of these training sites and sessions and his field reports are included in this

report. The third phase covering ten districts is underway. It will complete 4 week

training of LTEs in all 35 districts.

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6. c. Training of Lead Teacher Educators (LTEs)

To implement CPD a group of 220 Lead Teacher Educators was prepared in threephases in 2006-2007. The target was to prepare a core group of master trainers (6 in each

district) who were to train and mentor District Teacher Educators (DTEs) who in turn

were expected to train, mentor and coordinate the training and support activities of all thePSTs in their respective districts.

The LTEs intensive training over 4 weeks (178 hours) covered class room

instructions (142 hours) regarding the DSD vision, Basic Foundation Module (BFM)effective teaching and learning strategies at the Primary School level; after hours

technical sessions and library study (22 hours) and pre-training reading preparation (14

hours). The training was conducted by the City School Staff who were selected as theExternal Service Provider after a careful search. The LTE training covered five main

modules including:

1. Mentors as change agents2. Learning at Primary School Level

3. Effective Teaching and Learning strategies

4. Basic Foundation Module and its key concepts and5. Training of DTEs.

The LTEs were given opportunities to use computer and library resources toensure enhanced and meaningful participation in class room instructional activities. LTEs

were selected from the subject matter specialists serving at secondary, higher secondary

schools and GCETs in each district. After their intensive training they serve as part-timementors of DTEs as certified Lead educators. An honorarium of Rs.4000 per month has

been recommended by DSD to be paid to LTEs in additions to their regular salaries.LTEs are expected to have subject matter expertise in English, Science and Mathematicsand Social Sciences.

The external service provider also assisted DSD in overall design and

implementation of the 4 weeks intensive training. They developed the detailed trainingguide, modules and needed supplementary materials in line with the CPD framework and

vision of DSD.

The quality assurance wing of DSD monitored the activities of the external

service provider and devised in depth feedback forms to solicit opinions of the

stakeholders about the various aspects of training provided and methodologies used. Thequality assurance wing developed and used a comprehensive feedback instrument to

determine the quality of training provided and results achieved. Trainees used self-

assessment proforma. These follow up feedback forms pointed out the salient strengths

and limitations of the training activities. The participants were generally satisfied with theacademic content covered in the modules, diverse methods of communication used,

attention to time on task and supportive and motivating roles of the trainers. The

shortcomings identified included poor participation of the participants, less willingness to

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discuss and be constructively critical of each others performance, and poor time

management both by the participants and their mentors. Quite a few participants needed

more individual help with utilization of computers and library study materials. Some ofthe theoretical content covered in the training modules needed more elaboration. The

quality assurance wing of DSD developed detailed analytical reports of the three batches

of LTE training.

6. d. Clustered Teacher Support Centres (CTSC)

While these phased activities were being undertaken DSD has also developed in

each district clusters of support centres (CTSC). Key features of clustering include:

Making a cohesive cluster of 25 30 primary schools located within a 15 - 17 Km

radius,

Establish a CTSC in a high school or Higher Secondary School for CPDactivities,

Equip each CTSC with necessary physical, instructional and logistical resources, In general two DTEs are deployed at each CTSC to initiate, coordinate and

facilitate CPD activities for PSTs in each CTSC. It is intimated that a total of 2290

CTSCS are needed in all thirty five districts, number varying in each district depending

on the number of schools and teachers to be served. A total of 4580 DTEs will need to betrained to implement the CPD program for all PSTs in the first go around.

The whole CPD program is based on the assumption that teachers must be

supported on a continuous basis using multiple strategies to enhance their knowledge-

base and skills repertoires. Teachers needs at the local level are to be the engine drivingthe CPD activities. Eventually after acquisition of advanced level of competencies PSTs

are expected to act as self learning professionals. Groups of PSTs have to take a

leadership role in sustaining CTSCs. The CPD through CTSC is to bring teacher training and support closer to the

classroom. While main mentoring is to be provided by DTEs, PSTs are to be provided

training opportunities under the mentoring support of their head teachers in their ownschools also.

CTSC are designed to provide enhanced opportunities of CPD to female teachers

due to shorter travel time needed to visit cluster centres.

Finally clustering is deemed to be a cost-effective mechanism where teachers can

visit the CTSCs in the afternoons and weekends while travelling no more than 15 - 17

Kms.

6. e. District Teacher Educators (DTEs)

Another key player in the implementation of the CPD program for primary school

teachers has been identified as the District Teacher Educator. To prepare the DTEs for

actively conducting training, mentoring, support and coordinating activities a Guide Book

has been developed. Its contents include descriptions of a prototypical Cluster Training

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and Support Centre (CTSC), job description, selection criteria and qualifications and

specific responsibilities of DTEs.

The text provides guidelines and helpful hints to facilitate the process of

mentoring and teacher support both at CTSCs and on site in primary schools. The Guide

also includes six detailed follow up forms to document the mentoring and support

activities undertaken by the DTE on a monthly basis. Each DTE is to document amonthly work plan and progress report. A monthly report in also to be provided to the

head of DTSC regarding the school visits undertaken for mentoring PSTs by the DTEs.

The overall responsibilities of DTEs as outlined in the Guide Book include

promoting quality of student learning through on-site and on-going professional training

and support of PSTs. The DTES are to collaborate with heads of CTSCs in designing and

implementing training activities in the cluster centres and coordinate with heads ofschools within each cluster to identify the training needs specific to their school staff and

inform them about the scheduled mentoring and training activities.

Two main critical comments about the DTE Guide Book relate to selection

criteria and qualifications of DTEs and the required documentation and reports. If DTEsare to be selected from secondary or higher secondary school with a minimum of fiveyears of teaching experience and BA, B.Ed degree chances are that relatively a small

number will have relevant primary school teaching experience. In a status conscious

culture PSTs are accorded lowest salaries, esteem and authority in the educational ladder.

DTEs training should emphasize that PSTs establish the foundation on which the rest ofthe educational edifice is to be built hence mentoring ought to be motivating and

uplifting. DTE must have significant teaching experience at the primary School level.

The documentation and reporting required of the DTEs monthly activities while

necessary need to be simplified. Support staff ought to be provided to DTEs to provide

reliable and accurate data. It can become a daunting task without such support.

6. f. Basic Foundation Module for PSTs (BFM)

A key document has been prepared for the use of LTEs and DTEs to train primaryschool teachers according to the CPD framework. It was finalized in 2006. This is known

as Basic Foundation Module (BFM). This document has been developed through a series

of workshops and consultative dialogues with a variety of stakeholders including officialsof District Education departments, external services providers, NGOs, national and

international experts, heads of District Training and Support Centres (DTSCs), principals

of GCETs and consultants provided by international donor agencies. BFM covers keysalient topics in six core subject areas taught at the primary school level in the context of

innovative pedagogical skills that need to be developed among all PSTs. The content ofBFM has been carefully selected in light of training need assessments for professional

development of teachers done by PITE and IER, Lahore. A material developmentcommittee of experts developed the various drafts of BFM in light of training needs of

teachers. Another committee was developed to review and refine the BFM. These two

committees continued to work on the document throughout 2005 and 2006. Pilot testingof BFM was done in two phases. In the first phase the document was tested for content,

format and pedagogical skills using 400 DTEs and 7000 teachers. Lesson plans included

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in the BFM were revised and standardized in light of feedback received from those who

participated in phase1. In the 2nd phase BFM content was further tested in six selected

districts of Punjab. The experts from PITE, NGOs, and external service providercarefully assessed the content of BFM to determine its applicability and effectiveness to

promote classroom learning. A well delineated system to gather, analyze and use reliable

and credible pilot testing data was developed to further refine the content included in theBFM. The final document has how been used at DTSCs throughout the province. Model

lesson plans in each of the six core subjects and related skills repertoire have been

standardized. The CPD activities at the district and school levels are designed to cultivatein all PSTs the needed pedagogical skills. The constructivist model of planning and

implementing lessons is conducive to developing the critical and reflective thinking

abilities of the students. BFM provides variety of teaching moments to teachers to take

their students beyond the information given in the lesson. Questioning strategies, role-play, small and large group activities and homework are incorporated in the BFM to

foster intelligent problem solving skills rather than mere rote learning. Each lesson ends

with salient review questions.

It is important that BFM be used as a teaching and learning model document.

DTSCs should not merely teach the content included in the BFM but should encouragethe participants to develop their own teaching portfolios in which they may include

lesson plans that were implemented successfully by them, teacher-made instructional

aids, teacher-made assessment tests and classroom management plans. A well developed

mini BFM (teachers portfolio) will enable the teachers to enrich their classroom withextra curricular materials. Head teachers in each school may encourage their PSTs to

develop their own mini BFMs and share them with their colleagues at their CTSCs. Such

teacher made BFMs will increase PSTs skills of curriculum development also.

7. a. The CPD Framework and Implementation Review Report

The traditional professional development models for teachers prevailing in

Pakistan comprise shorter duration on-off workshops or refresher courses that would

offer teachers new information on a particular aspect of their work. A lot of educationalresearch suggests that these on-off programs without any proper follow up/support do not

contribute to teachers development, let alone lead to quality learning of children.

Teacher professional development is most effective when it is long-term, school-based

and collaborative with all teachers, heads and education managers, focusing upon studentlearning outcomes and curriculum. The CPD framework that the DSD has

proposed/developed is based on the premise that teacher training and support is necessary

but not sufficient for creating conditions for effective teaching in schools. While training

and support will provide the necessary pedagogical knowledge and skills required toteach, a number of institutional, managerial, and financial resources create the enabling

environment under which teachers can use the pedagogical knowledge and skills theyacquire through training.

There are two fundamental principles underpinning the CPD framework:1. decentralized management structure

2. coordination and partnership

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DSD envisages that eventually the districts will prepare and implement their own

teacher development plans within the overall framework and support provided by theDSD. Much of the CPD related activities take place at the district and cluster level,

therefore, for the initial stages DSD will have to provide guidance to the provincial

education department for capacitating the district governments, who at the moment donot have the necessary skills and resources to take a lead in the professional development

of their teachers. DSD has proposed a decentralized management structure under the

CPD framework that is in line with the devolved local government structure. Under theCPD decentralized structure in each district a District Training and Support Center

(DTSC) is established with the mandate to plan, facilitate, coordinate and implement in-

service training and professional development activities for district teachers. The DTSCs

are housed in existing Elementary Colleges (or in high/higher secondary schools if thereis no Elementary College present), and the provincial education department has already

issued a notification concerning the establishment of DTSCs. At present the DTSCs are

headed by the existing principal of Elementary College and/or high/higher secondary

school. Until the time of writing this report the TEs were being recruited by the DSD forappointment in DTSCs. At the next level the CPD framework has established Cluster

Training and Support Centers (CTSC) under which a centrally located high/highersecondary school is identified to function as the CTSC from where teacher support

activities are implemented, coordinated and facilitated. Each cluster on average will

consist of 25-30 primary schools located within a radius of 15-16 kilometers from the

CTSC. As per approved CPD framework, each CTSC will be staffed by a maximum oftwo district teacher educators (DTE) who have already been recruited and trained and

have already implemented an initial training cycle under the CPD. The notion of

clustering brings teacher support and training close to classrooms and to the schoolsdoorsteps, and is also economical both in terms of time and resources in that teachers do

not have to travel long distances and do not have to be paid huge amounts of per diem.

A genuine effort for implementation of CPD calls for strong coordination and

collaboration between three key institutions within the education sector of Punjab:

Provincial Department of Education (DoE), DSD and District Education Department(DED). If the three institutions are not guided by the same vision and do not work in

harmony, it will not be possible to effectively implement the CPD plan and improve

teachers professional competence. The ownership and support of DoE and DED is

crucial to the success of CPD. Secondly, it is important to bring together all otherrelevant stakeholders on a single platform from where all plans and programs for teacher

professional development in Punjab generate. All international and local organizations

therefore, should plan their work for teacher professional development in consultationwith the three key institutions mentioned earlier for an effective coordination and

program design/delivery.

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7. b. Implementation Review Report

7. b.i. DTEs Training

DSD has divided the 35 districts of Punjab into three regions; northern, central,

and southern with an almost even distribution of districts between the three regions. Thedistricts visited to observe DTEs training included Jhang, Tobatek Singh, Sialkot,

Gujranwala, Pakpattan, Sahiwal, Lahore and Faisalabad which is one of the twelve

districts where DTEs were trained in an earlier phase. DTEs were selected in all thedistricts using a uniform level/scale (SST, grade 17 Conceptual Framework, page 16),

qualifications (minimum B.A/B.Ed), experience (minimum 5 years teaching, preferably

at the primary level) and age criteria (below 45 years). Interviews were held for all theDTEs in respective districts and the panel comprised EDO education, district monitoring

officer (DMO), district training and support centers (DTSC) head and DSD regional

program manager (RPM). Altogether, in the seven districts (excluding Faisalabad) 758

DTEs (145 females) were trained as opposed to the actual/intended 807. The breakdown

district wise is as follows:

District Anticipated

DTEs

Actual

Present

Female Training day

when visit was

made

Jhang 204 192 51 2

Tobatek Singh 87 76 18 2

Pakpattan 58 56 5 4

Sahiwal 88 88 13 4

Gujranwala* 130 127 15 7

Sialkot* 161 146 39 7

Lahore 79 73 4 8

TOTAL 807 758 145

Faisalabad** 120 110 20

*Attendance to be seen in view of heavy rains as visits were made to these districts

**DTEs trained in phase 1; visit was made to assess the impact of CPD on schools/teachers

A quick review of the numbers indicates an overall attendance rate (based on spot check

on the day of the visit) of 94%, which is significantly high. However, female

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participation rate is extremely low at only 19% (145 out of 758) of the total DTEs being

trained. According to officials including the DTSC heads, this low participation is largely

due to issues around mobility of DTEs that in the absence of any transport for females isimpossible, hence poor participation in the program.

Training was provided by lead teacher educators (LTE) in all the districts at the DTSCslocated in Government Colleges for Elementary Teachers (GCET) in six out of seven

districts (DTSC located in a high school in Pakpattan where there is no GCET). All the

LTEs were trained earlier by private groups (NGOs, City Schools) through a four week program focusing upon areas around content and methodology as part of a basic

foundations module (BFM). DTEs were divided into groups at each location, and each

group was trained/facilitated by two LTEs. Training schedule was provided to the LTEs

earlier in a one-day orientation; however, it mismatched with the schedule provided to theDTEs in the BFM and that did cause some confusion amongst some LTEs at least in a

couple of districts but no major issue was created as both schedules covered all topics,

though in different order. All DTEs were provided copies of the BFM and the LTEs had

the BFM as well as other training material/aids (CDs, transparencies, handouts) tosupplement the BFM. DTEs were divided into groups and made to sit as such in small

circles at almost all locations. Training venues/rooms were by and large well lit, airy andspacious and additional rooms were made available in some locations for doing activity

work. LTEs were found to be fairly competent and skilled in the task of training with

reference to methodology and their own command over subject matter; they used various

interactive approaches like questioning, open discussion, presentations, role play andgroup work that kept the training sessions lively and interesting and the DTEs keenly

involved in the learning process. No lecture method was observed at any location and

LTEs used activities and teaching/learning aids such as multimedia (two locations),overhead projectors (multiple locations), charts (all locations) and even classroom floor

in one case (Sialkot) to facilitate the training. Training methodology focused equally

upon teaching of content and methodology; the participants worked on contentareas/concept clarity and at the same time on methodology of delivering the same to

PSTs. DTEs also demonstrated a high level of interaction/participation through

questioning, group discussions and presentations/role play; they prepared lesson plans as per required under the BFM and demonstrated good understanding of lesson plan

preparation techniques during their presentations. DTEs role as mentors/coordinators was

also occasionally touched upon by LTEs and was to follow in more detail on days 10-12,

but it would definitely require a very thorough grounding of the concept of mentoring aswell as issues around logistics during implementation, and the DTEs visibly looked eager

to discover more about their new role as mentors. While the DTEs were provided with a

6-day training schedule of the PSTs that they are to do from August 20-25, equally usefulwould have been a template for a mentoring plan/schedule that each DTE could use to

develop his/her plan. In discussions held with 6 DTEs in Faisalabad who were trained in

a previous phase and had already gone to the field to train/mentor PSTs, it was visiblethat they had issues/concerns about the implementation of CPD vis--vis logistics and

support (cluster size, mobility, allowances, coordination with DTSC/DSD) as well as

their future service in the education department. According to information provided by

them, some of the clusters were as large as 40 kilometers, and in the absence of any

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transport there was no way they would be able to reach out to schools/teachers on an

ongoing basis.

Discussions were held with heads of DTSCs (all males) in all the eight districts

(including Faisalabad), seven of them working as principals of GCETs and the one in

Pakpattan as headmaster of the high school where DTSC was located. None of the DTSCheads was very clear about the role of DTSC within the district and their own role as

head of the DTSC except that they had the drawing & disbursement powers over the

DTSC budget. All demonstrated very basic understanding of the concept of professionaldevelopment and mostly referred to it as training or refresher courses; while they did

mention coordination of DTSC with cluster training and support centers (CTSC), they

were not clear what this coordination meant or how would it be done despite undergoing

some orientation activities offered by the DSD. They were also not clear aboutinvolvement of the district education department for implementation of the CPD. DTSCs

and CTSCs have a crucial role to play in the success of the CPD model and as such their

heads are going to be instrumental in the whole process. DTSC heads shared some

concerns about the CPD model, which are as follows:

DTSC heads should be part of the DSD planning team for CPD and otherprograms to be implemented in their respective districts

Between the DTSC head, 4 teacher educators (TEs that are to be appointed at the

DTSC) and the CTSC head, this is an insufficient structure to monitor hundreds of

DTEs within the district; for utilizing existing government infrastructure such asAEOs/LCs, they need to be trained on CPD philosophy and be mandated through

a proper job description for the task of monitoring

CTSCs in their present form are far and scattered and not a practical approach toreach out to PSTs; their distances must be reduced further for a more practical

outreach, specially in rural areas; evidence from other programs such as the

USAID/ESRA and PTMP Baluchistan also suggest smaller distance clusters

Mobility of females is an issue; hence their small numbers as DTEs

Role of LTEs must increase to include provision of professional support for DTEs

on an ongoing basis

LTEs and DTEs are at the same service level, they should have been at different

levels

EDO and DMO feel left out of the whole process and are disinterested; they

should be made part of the CPD planning framework for their respective districtsand be made responsible for effective implementation and monitoring

It would be good to get fresh individuals from the market and train as DTEs rather

than those from within the system who are used to working in a certain way thatmay not be desirable for the CPD

Duration of DTEs training should have been longer; CPD trainings are like a

pyramid where LTEs get the longest training followed by DTEs followed byteachers

Teachers are not motivated and will not change their practices even after the

training

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Amount provided for stationery under the DTEs training is less and must be

increased on a per head basis

A useful discussion was held with one EDO and one DMO from separate districts and

some important points from that discussion are produced here:

CPD is a provincial initiative conceptualized, designed and implemented by the

DSD and the district government has no role to play

EDOs need to be capacitated to plan/manage and should be empowered enough tosurvive political pressure

EDOs and DMOs do not have the broader picture on the entire teacher education

canvas within their district/province

Role of DTSC head and TE is not very clear on how to support DTEs' work DMOs are only doing the physical presence/attendance check of DTEs/PSTs

Education officials to have a professional career ladder

LTEs should be independent enough to go beyond the BFM if needed, should be

able to improvise DTEs need a lot of motivation and support to be successful

7. b.ii. PSTs Training

For observing the six-day training of primary school teachers (PST) visits weremade to Rawalpindi, Jehlum, Multan, Bahawalpur, and Lodhran and CTSCs were visited

in these districts. The breakdown district wise is as follows:

District/CTSC Anticipated

PSTs

Actual

Present

Female

PSTs

Training day

when visit

was made

*Rawalpindi: Government Boys High

School, Gharibabad

81 41 10 1

Jehlum: Government Tabhligh-ul-Islam

High School, Jehlum

114 79 50 2

Jehlum: Government Girls High School # 2,

Jehlum

90 72 72 2

Multan: Government Pilot Secondary

School, Multan

121 98 98 3

#Multan: Government Comprehensive Boys

High School, Multan

111 58 0 3

Bahawalpur: Government Girls High

School, Satellite Town,

Bahawalpur

86 84 84 4

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Bahawalpur: Government Girls High

School, 12 BC, Bahawalpur

44 41 41 4

**Lodhran: Government High School,

Adam Wahn, Lodhran

83 66 48 5

TOTAL 730 539 403

*Heavy rain on this first day of training, resulting in a poor turn around

#Actual present were 73 but 8 had gone on election duty while 7 were appearing for some exam and took

leave early

**17 PSTs were on election duty and hence absent

Training was provided to PSTs by DTEs in all eight locations (CTSCs) visited. The

DTEs had recently (July 30 August 11) received their 12-day training on basicfoundations module (BFM) by the LTEs in their respective districts. PSTs were divided

into two groups in four out of eight locations, while at the other four they were kept in

one group, even though the group size was as large as 72 in one case and 58 in anothercase. Regular electricity breakdown, stuffy rooms and large group size made training and

learning a difficult process. According to heads of DTSCs, BFMs were provided to all

PSTs in advance, though they were not visible in most cases, and not provided to in case

of Multan PSTs. There were two DTEs at each CTSC except at 12 BC Bahawalpur wherethere was one DTE. Training was as per schedule provided to the DTEs in all locations.

The DTEs were well prepared in their approach and laid a lot of emphasis on the

importance of lesson planning by actually letting PSTs do their lessons plans for teachingof math and science. PSTs were made to work in groups, do role play while doing micro

teaching, and did presentations against assignments given to them during the workshop.

PSTs were using low cost/no costs teaching material during their demonstration lessons.

While most of the training content was relevant and well received by the PSTs, conceptsaround student assessment and SOLO/BLOOM Taxonomies needed more time for the

PSTs to get a better grasp; while the DTEs seemed to be clear on the taxonomy concepts,

the PSTs were visibly not clear about these approaches, as was evident from mydiscussion with a couple of them later. In one location (Jehlum) DTEs also covered

aspects around developing critical thinking skills in children and the importance for

children to raise questions, to have their own thinking and view point and to be able toaccept ideas based on rationality and a democratic teaching/learning approach. From the

observations it appeared that DTEs were trained well on the BFM and had prepared

themselves well to train the PSTs. PSTs in all locations said that their schools werewithin 15-16 kilometers of their CTSCs. This was in contract to what the PSTs in

Faisalabad (a district from an earlier phase) had said; it seems that cluster mapping forthe current 23 districts is done well, while for the earlier phase districts it has to beredone. Within each group of PSTs there were school heads also present; none of these

school heads had received any heads training, but had received trainings as PSTs in the

past.

Discussions were held with a number of DTEs and some important points are as follows:

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BFM level should have been higher for DTEs

BFM module for PSTs is the same as DTEs except that for class 5 the math

portion was missing in PSTs BFM

Focus on Science and ICT should have been more

DTEs should be provided ongoing professional support, at least 1-day each month

Remuneration for DTEs has not yet been finalized and is a cause of concern Stationery not provided to participants in Multan; CTSC head was to do this

Trainees not informed in time, hence lower participation

Activity based teaching requires a more focused approach in school; cannot bedone in case of single teacher schools

There should have been a module on multi-grade teaching as most PSTs are

subjected to doing multi-grade

In discussions with the DTSC heads, issues similar to the ones discussed with DTSC

heads of the eight districts when DTEs training was being observed resonated. However,

discussions with CTSC heads highlighted certain important issues as follows:

All CTSC heads are school heads, but have never received any heads training; to

expect of them to run CTSCs without any formal/structured training would beunrealistic

According to one CTSC head in Bahawalpur, none of the CTSCs have been

provided with BFMs, so to expect them to act as leaders for a particular cluster

would not be right EDOs are heavily engaged with their administrative tasks (mostly

transfers/postings) and as such are not involved with CPD; however, one of the 3

DOs (DO secondary) was appointed as a focal person for CPD, but is nevervisible to coordinate or monitor

CTSC/DTSC heads do not have any mandate to coordinate their work with

district officials

DTSC heads do not have the mandate to monitor trainings

At the CTSC level there is no plan to monitor/assess teacher performance

7. b.iii. PSTs Classroom Teaching

Observation visits were made to four districts including Rawalpindi, Jehlum, Lahoreand Sheikhupura (Phase I district) to determine impact of training in the classroom vis--

vis a change in teacher behavior/practice. In the absence of any base line or pre-training

survey, the current observations and interviews / discussions are able to determine impact

of DSD training on the following factors, using Kirkpatricks learning and trainingevaluation theory:

reaction of PSTs - what they thought and felt about the training, determinedthrough discussions/interviews

behavior - extent of behavior and capability improvement and implementation

capacity; this however, will require observations and interviews over time to

assess change, relevance of change, and sustainability of change

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results - the effects on the school/classroom resulting from the PSTs

performance; this again would require a longitudinal data over time to assess

lasting transformation

learning - the resulting increase in knowledge or capability; this is typically done

through administration of pre and post tests, the absence of which did not allow a

comparative analysis but a general indication of the knowledge level in contentareas.

The tool used for observation of PSTs1 focused upon some essential classroom teaching

aspects, such as lesson planning and implementation, teaching methodology, studentinvolvement, use of teaching/learning aids, time management and command over subject

matter. Twenty eight PSTs, school heads, DTEs and DTSC heads were interviewed /

observed in the four districts. Findings from observations indicated the following:

Out of 18 PSTs observed, only one (Asmat Bashir, female) did some sort of

lesson planning on a diary on a weekly basis; none of the other 17 PSTs planned

their lessons in advance, even though most of them have been exposed to in-service trainings prior to the CPD training. Without any exception all said thattheir lesson plans existed in their minds and they did not feel the need to plan their

lessons in advance or more formally on paper. Even the weekly diary plans that

Asmat showed were very general in content and did not coincide with themethodology that she was exposed to in the six-day training she had received in

August of 2007 under DSD; there were no objectives set aside for any lesson or

anticipated outcome; no student-centered methodologies; no activities to supportlesson delivery.

The method of teaching observed was also very traditional in approach; teachers

reading from the textbook or having children read out aloud (which definitely

indicated good reading skills in Urdu), then writing things on blackboard thatchildren would copy on their notebooks. There were no activities that would

engage children to help enhance their learning levels or involvement. In all the

classrooms the children sat in typical classroom style (with or without furniture)and no group work was seen. Fairly common was the style of teacher reading and

students repeating behind aloud, focusing more on rote methodology.

There were minimal (in most cases none) teaching/learning aids displayed inclassrooms, mostly charts purchased from the market. No other aids were either

seen in the classroom or were present in the school, though the heads of a couple

of schools said that there were teaching kits in the school but could not produce

the same when requested to share. No supplementary readers or teacher guideswere seen, though most teachers/heads felt that such guides would be very useful

on a self help basis.

Subject/content knowledge of PSTs was observed during teaching ofmathematics, science, Urdu and social studies. While teaching of Urdu and social

studies did not reveal much issues around content (though methodology needed

improvement reference engaging children and use of activities), teaching ofscience and mathematics did indicate greater room for improvement in subject

knowledge. When teaching parts of flower, the two teachers observed were not

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able to clearly explain functions of the different parts, particularly those relating

to reproduction. In case of mathematics, the concept of decimals was not clearly

spelled out, owing largely to the teachers own ability to comprehend, and mostchildren looked puzzled.

The discussions with PSTs, school heads, DTEs and DTSC heads highlighted someimportant aspects vis--vis CPD model as follows:

The six-day training program was useful as it focused upon some key areas of

classroom teaching such as use of phonics, use of audio/visual aids in teaching,

and various activity-based methods for teaching (although 3 PSTs were of theview that they did not learn anything new from the training).

Microteaching was very useful during training as it helped demonstrate real

classroom like situation and also helped overcome inhibition.

Bloom/Solo taxonomies were appreciated by PSTs in one school (Rehmatabad,

Pindi), which incidentally is also a project school for child resource international

(CRI) and gets a lot of support from them including material, training and followup visits. For all other PSTs, use of taxonomies for assessment seemed beyondtheir comprehension.

All PSTs looked forward to more trainings of longer duration and follow up

support from DSD.

The quality of DTEs according to some PSTs and heads needed to be of higher

quality as they are crucial to the success of CPD model.

Once-a-month professional day is a good idea and should be implemented soon asit is important for teachers to have ongoing and continuous professional

development opportunities.

Teacher guides/manuals are needed in schools and should be provided by DSD.

Training for teaching Multigrades should be provided as a number of teachers endup doing it without any professional support or training.

Training should have been provided in smaller group; sessions were as larger as

70-80 teachers in some cases, and that reduced the effectiveness.

Follow up visits should be increased from once to twice a month.

CTSCs in Sheikhupura should be reconstituted so as to make sure that each one

has a radius focus of 16 kilometers; at the moment at least 30% of the 49CTSCsare out of radius according to the DTSC head. Also, the number of CTSCs should

increase to about 65 in numbers.

DTEs should be provided conveyance to reach out to CTSCs.

EDOs should be involved more actively as they feel left out and are notparticipating in CPD activities.

Of the two schools visited in Shikhupura (initial phase district where DTEs are on

ground since April 2007), no visits were made to one schools while in a couple ofvisits made to the other school the DTEs took information about the area and

school location, but did not observe any teaching or provided feedback to PSTs.

Incidentally, both the schools are within clusters where there are no DTEs atpresent; the ones posted earlier had transferred themselves to location of their

convenience.

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7. b.iv. Recommendations

Some recommendations that followed from observation visits of schools / PSTs include:

A change in teacher behavior/practice is visible most when he/she receives strong

classroom based support following training; as such, effective follow up and on-job support should be ensured as soon as possible after carefully reviewing the

existing clusters particularly in the initial phase districts where no follow up isseen in either Faisalabad or Sheikhupura post April 2007 when DTEs were

notified and were expected to provide classroom based support to PSTs.

DSD should work with other partners to develop need-based self explanatoryteacher guides/manuals and provide to PSTS; however, provision of such

guidebooks/manuals will not guarantee their usage as has been experienced in the

past as well. To ensure effective usage of material, DTEs will need to play a keyrole during school follow up.

Multigrade teaching methods workshop should be offered to respond to some of

the immediate issues of PSTs. Lesson planning is an essential part for effective teaching; ensuring that teachers

plan their lessons in advance ill again require eff

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Final Report on Quality Assurance of Teacher Training Programs

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