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 CONTENTS 1. Postscript Abbreviations References Appendix A . suggestions for policy and practice emerging from the Conference 8. suggestions for policy and practice emerging from the Conference 7.Participants Appendix B . The Teacher in India: Issues and Concerns 5. Foreword by Secretary. Ministry of Human Resource Department 1 2. Pre-service: Status and perspective. Department of School Education and Literacy. suggestions for policy and practice emerging from the Conference 6. In-service: Status and perspective.Programme 2 4 5 7 15 23 29 30 31 32 36 . Executive Summary: The key discussions and suggestions for policy and practice emerging from the Conference 3. Introduction 4. Teacher Management: Status and perspective. . . 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. The Conference recognised that the performance of teachers and their limitations must be seen within the context of the education system as a whole. teachers have been blamed for poor performance of students and the low levels of learning. the nine key messages that emerged were: 1. The system needs to trust itself and its functionaries. concerns and recommendations having long term implications. experiences. India. The challenge is therefore seen as reforming and improving the whole education system. concepts. While many other important ideas arose from the Conference.2. 6. Investment in effective teacher education and professional development improves the quality of student learning outcomes. there is a simultaneous need for accountability systems. There is an urgent need to strengthen the linkages across institutions responsible for teachereducation and school education. . Teacher pre-service preparation has to be academically enriched and more professional in approach. increasingly school-based. Report of the Conference on Teacher Development and Management . 7. Teacher performance standards need to be worked out in the Indian context. 5. the European Commission. and enables policy makers and programme implementers to draw lessons for shaping the future of India’s school education system. It is obvious that teachers are the backbone of the education system and are central to the reform effort. as is the case in many developed countries. the National Council for Educational Research and Training (NCERT). The importance of putting in place a comprehensive teacher education policy and implementation strategy with earmarked resources. particularly the key ideas. from 4th to 6th October 007. But for too long in India. India needs to evolve an institution focussed. based on demand. It must move beyond the programme and fund driven approach to in-service training. UNICEF and UNESCO organised an International Conference on Teacher Development and Management with the technical support of MHRD. particularly the teachers. 4. while emphasising that it exists to serve the learning needs of students. Teacher education (pre-service and in-service) must be aligned to the National Curriculum Framework005 as soon as possible. and innovative in terms of the models of training used. This document summarises the proceedings of the Conference. Some key steps emerging are: • up-grading all levels of pre-service education to higher education. 009. A plan that is life-long in scope. including the quality of teachers and the quality of instruction. these must be developed in full consultation with the teachers and their representatives. India cannot wait any longer to put in place the necessary enabling conditions for teachers to function effectively. Executive Summary A n International Conference on Teacher Development and Management was held at the Vidya Bhawan Society in Udaipur from 3 to 5 February. 3. the National University of Educational Planning and Administration (NUEPA) and the National Council for Teacher Education (NCTE). A holistic and comprehensive approach to improving quality is required. Systemic autonomy at all levels is needed to create the space for creativity and initiative. Building on the South Asia Regional Conference on Quality Education for All in New Delhi. the UK Department for International Development (DFID). and in response to a request from the Ministry of Human Resource Development (MHRD). the World Bank. comprehensive and well-funded professional development plan for teachers. There is also a need to develop networks of educators and institutions and to promote capacity building and performance standards of teacher educators. 9. . 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 dayto-day functioning.• ensuring that the recruitment and placement of teachers reflects an equitable balance between the various subject-areas. incorporating curriculum development in the in-service training of teachers. etc. urban and rural areas. should be a matter of prime concern for the authorities responsible. making in-service training a lifelong education of all those engaged in the teaching profession to upgrade teaching capacities both in theory and practice. • • • • • Executive Summary 3 . • the formulation of a comprehensive teacher policy and implementation strategy at national and State levels. processes that make teachers accountable to the parents of the children being taught need to be evolved. teachers’ salaries should attract promising young people to the teaching profession. combined with the abovementioned measures. set up and implemented. experienced and less experienced teachers.. 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 only way to improve learning outcomes is to improve classroom transactions. and Teacher Management. • All these ingredients proved to be useful starting points for discussion. in particular for the hardest-to-reach areas and the disadvantaged segments of the population. In-service Teacher Professional Development. The objective of the present conference was to contribute to the knowledge base and have a dialogue on successful approaches in order to attract. developing and certifying teachers for pre-schools. teachers and international experts on the replicability or scaling up of these interventions in India. ensuring teacher motivation through appreciation and resource support. elementary and secondary school teachers to strengthen their classroom practice through effective in-service programmes and professional development. 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. and enabling effective teacher cadre and career management to facilitate and enhance teacher performance. The Conference particularly aimed to foster a better understanding of the interventions shown to work in: • professionally educating. motivation and accountability. elementary schools and secondary schools. The Conference also facilitated a dialogue between the policy makers. • enabling pre-school. develop and retain effective teachers and head teachers at all levels of school education. 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. The Conference of 007 also revealed four teacher related ingredients of good education systems: effective recruitment of teachers. effectively recruiting and assigning elementary and secondary school teachers. effective training of new teachers at the outset. planners. providing sound leadership through proper selection of school heads and giving them adequate opportunities for professional development. concerns and the suggestions for policy and practice emerging from the conference.3. • • • • the Teacher and Teacher Educator in India. teacher-educators. Introduction A • • • • s 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. Pre-service Teacher Education. In particular. • 4 Report of the Conference on Teacher Development and Management . yet are expected to help children from the marginalised families to identify and consolidate their capabilities and work towards obtaining their rights. The need for continuous learning emerges from the work of the teacher. 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. Aspects such as autonomy. changing practice in a whole school. and be a partner of the community in all development aspects. With low professional status. With the Sixth pay commission being implemented the teachers’ salaries would be three to four times the average per capita income for any State. This with the realisation that it is not prescriptions that are to be shared and can therefore be observed as such in the classroom. responsibility. Yet there is a wide-spread notion that school teachers are paid a very low salary. For effective teachers. The link between teacher training and what subsequently happens in schools and classrooms needs to be strengthened. (besides the social status and esteem) needs a cohesive understanding of what is required to be a professional. Making clearer formulations of what teachers will do better or differently in classrooms with mechanisms to study the change. 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. even if only on a sample basis.4. teacher preparation has to take more uncertainty in its stride. The Teacher and Teacher Educator in India: Issues and Concerns I t is widely recognized that the availability of well trained teachers and teacher educators are vital to the school improvement efforts. Teacher development therefore needs to instill capability and awareness to learn on one’s own. the choice of becoming a teacher is not the primary option amongst the Indian youth. 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. which requires consideration of the critical number of The Teacher and Teacher Educator in India: Issues and Concerns 5 . Increased clarity is needed regarding whether the primary intention of training activities is to bring about institutional development (e. 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. independence in making choices are the demands of the profession. The fact is that though the Indian teacher to some extent enjoys the freedom and power within the classroom. non-availability of jobs in other sectors encourages many to join as teachers and restricts their opportunities to move on to other professions. Examining the usefulness of the elements of training and maximising utility is crucial. Teaching as a profession and the profile of teachers has been continuously changing in India over time and in response to changing demands. The salary of the teachers which accounts for a large proportion of the education budgets has been increasing over the years. Teachers have to be empowered individually and institutionally to lead the school towards improved educational standards.g. are important. However. therefore. There is a clear need to look beyond the monetary benefits as motivational factors for teachers. transparency of governance. For teachers to build schools as learning organisations requires development of the person and of the system. The notion of the teacher as a professional. enabling conditions in the schools and in their career growth are needed. and in some it would be as high as 15-0 times the State average per-capita income. The status of the teachers is one of the basic underlying premises to attract and retain persons of ability to the profession. she has low social status and self esteem. 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. Further many teachers do not find any mechanism to obtain their rights as prescribed by the government. This clearly holds to even a larger extent for educational and development administrators and technical experts. Concepts of the learning organisation and the professional learning community have to be linked. keeping in mind the continued diversity among them which teachers will encounter. etc. The teacher as trainee needs to become the subject of creating knowledge rather than being the object of receiving information. To infuse quality consciousness in schools.) The same applies to a successful “reflective” teacher. a higher quality aspiration and presence is needed at all levels of education governance. The interaction with teachers cannot be based on a ‘we know and you do not know’ approach or the ‘telling’ approach. both academic and administrative to house and lead them. There is no comprehensive teacher development programme analysing the development path for the teacher. Systemic record and analysis of these experiences provides the stage for furthering understanding. and what tool is required for what kind of job. need to be evolved. needs to be made adequate. Both these are needed and a coherent policy recognising this and a programme with specific focus should be initiated. They need to be planned over a sufficient period of time. in terms of core pedagogical skills and underlying subject knowledge. The experience of these interventions cannot benefit the next effort unless there is an evidence based institutionalised memory available for the system. Pre-service and in-service institutions and educators are not the same and are not even in a sustained dialogue. Mechanisms to include them deeply in this exercise. even the network within the institutions and entities dealing with these and their respective components. A long term holistic and widely networked approach to reforms in educational policies and practices needs to developed. promoting an individual teacher’s career path).g. The entire programme of schooling has teacher development as a critical element. 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. No responsibility or accountability system can be put in place as a teacher is always at the intersection of the two. Teacher trainees need to have the opportunity to learn on their own and not be limited by the interactions with teacher-educators. but rather by learning and discovering together. strategy and its implementation also need to hold this memory and do research to build upon it consciously. Even though it is important to help teachers become reflective professionals and be able to reason. rather than through mere consultations with a few to seek feedback on what has already been conceptualised. 6 Report of the Conference on Teacher Development and Management . Programmes in education and in teacher development currently appear in many instances to be fund-driven. The policies for different stages of teacher education have been seen as individual entities. This re-emphasises the lack of institutional structures. There is thus a need for resource centres for teachers as well as teacher educators. both within and outside the Government system should be sustained and consolidated. These structures. The resource structures that house the teacher development policy.individuals in an institution that need to be trained if real change is to occur) or personal development (e. Across in-service and preservice there needs to be a strong linkage. yet the efforts in this direction are strongly impeded by the way the system currently functions. 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. a teacher needs to have a comprehensive set of ideas and skills to engage. There is a lack of analysis of the ideas explored and implemented. giving teachers and their knowledge respect so that they offer the same to their students as well. Very few policies or programmes are in place to provide incentives for teacher training colleges. Figure 1: Pre Service Institutions NCTE of elementary school teachers is institutionally separated from that of the secondary school teachers. with different policies. BRC No link weak link link The structure of teacher education is fragmented. regulations. to include case study approaches.. which in turn requires improvements in the quality of teaching. Teacher education should be more comprehensive and unified. The scope of current problems calls for a central policy and programmatic thrust focusing both on pre-service and inservice teacher professional development. Greater diversity in approaches and methods are needed as part of teacher education policy. DIETs and Block Resource Centers (BRCs). funding mechanisms etc. six strategic points need to be addressed in a new teacher education policy. IASE CTE/TTC D. teacher training colleges. Teacher education policy and its implementation should explicitly establish bridges and collaboration between all teacher education and professional development institutions. Preparation Pre-service: Suggestions for Policy and Practice 7 . and built-in feedback mechanisms for continuous improvements in teaching. and an inadequate accreditation and monitoring system is currently unable to guarantee fulfilment of acceptable standards.5. have a key role to play in this process. which would shift the vision of teachers from “social Darwinism” to “democratic education”: 1. Board From a policy. pedagogical peer-groups. An appropriate system and structures need to be developed which incorporates: • • • • • pre-service teacher education. Pre-service: Suggestions for Policy and Practice Emerging from the Conference National Policy on Teacher Education A key challenge for the Indian education system is to “democratise good education”. school-based teacher support networks. . Logically. between the two levels. The present teacher education sub-sector in India requires a firmer resolve and policy to drive this process forward. teacher training colleges.Ed. secondary and senior secondary levels. incentives and rewards for good teaching practice. nor encourages collaboration between them. DIETs.1) The pre-service and in-service training programmes do not link with each other at any level. More specifically. to overcome their insularity and increase understanding of effective teacher education models and practice. upper primary. universities and institutes to improve. the quality of education for all students must improve. as the Director of NCERT has noted. with similar time requirements for pre-school. To achieve this. STC/PTC College DIET. NCTE is mandated to oversee preservice training but lacks the institutional capacity to provide coherence. Current policy does not explicitly link these institutions. in terms of either policies or programmes. Policy implementation focuses more on inputs rather than results. District Institutes of Education and Training (DIETs) and universities. these different aspects of lifelong teacher development must not be viewed in isolation. programme and strategy standpoint. International studies have repeatedly shown that the quality of teaching is one of the most important school-related factors influencing student learning outcomes. with few functional links amongst universities. Resource organisation NCERT University SCERT Sec. (Fig. both public and private. in-service teacher professional development. primary. 3. 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. This issue has been faced by many countries around the world. funding. distance and ICT-enabled approaches. such as Bihar. in precisely those states where the shortage of teachers is greatest. there is a surplus of preservice teacher training capacity. the background and diversity of children etc. there needs to be an NCF for Teacher Education. teamwork skills. its relationship with society. 00). more than 00. potential of the human child to learn. both industrialised and developing. and research skills.reflective exercises. which promotes constructivist teaching. the teacher training curriculum needs to encompass a clear focus on understanding of learning and teaching. communication skills. with the teacher as the enabler of a positive learning environment rather than the source of all knowledge. • • In the Indian context most of these competencies are not adequately addressed. assessment. how they acquire key concepts. self-management skills. these states may need to promote alternative paths to teacher certification.that is. 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. there is a lack of pre-service teacher training capacity. policies need to be developed which offer alternative paths to teacher certification. 4. nature of knowledge. As for pedagogical knowledge. classroom management skills. structure and accountability of the National Council for Teacher Education (NCTE). such that the profession is accessible. particularly those who are disadvantaged in some way. a new teacher education policy must clearly define the role. of disciplines. such as Kerala. in addition to teaching skills in lesson planning. innovative and creative with new teachers coming from a variety of backgrounds. Finally. Teacher education curricula in India need to be reformed to develop this range of competencies. In other words. Report of the Conference on Teacher Development and Management . people who have pursued non-teaching careers . problem-solving skills. teacher narratives. ideas about purpose of education. Teacher education policy should emphasise the need to change the curriculum to align with the NCF 005. Curriculum and Pedagogy International studies have identified a range of personal competencies that make a difference to the quality and effectiveness of teaching: • • • • • • • • • • sound subject knowledge. and would include changes in how teacher educators assess teacher trainees. For example– • in the UK there are 3 routes to become a certified teacher. ability to relate to individual students. Teacher education policy needs to emphasise the credibility of teacher educators. a repertoire of teaching methods. This would largely re-cast teacher education. in the United States. and seventeen out of twenty-five OECD countries for which information is available make it possible for “side entrants” . More on alternative paths to teacher certification follows below. qualifications and other requirements for the hiring of new teacher educators would need to be revised accordingly. While in some Indian states. the human learning process. Teacher education policy should recognise the importance of educational theory and pedagogy. organisational skills. mandate. In addition.000 new teachers have gone through alternative routes in 47 out of 50 States. In addition. classroom management. and importantly an understanding of misconceptions and how they arise. The profile. 5.to enter the teaching profession. and for maintaining close relationships with both students and parents. etc. including concepts of how children progress in the subject. This would include policies to reliably assess and grade teacher training colleges in a transparent manner. Also not addressed is linkage between theory and practice. and 6. appreciation for diversity in the classroom. with more research and dissemination of innovations in teacher education. needs to be inculcated among teacher trainees. This would include emphasis of the need for all teachers to understand the psycho-social needs of children. and formative feedback from mentors. this work needs to be revitalised and finished.Ed.They need to reflect stronger theoretical foundations and draw from core disciplinary knowledge (from Sociology. This process begins with pre-service teacher education. Unfortunately. in most teacher education programmes in India there is very limited exposure to recent research on human learning. which must SCERT DIET Schools Secondary Board No link Weal link link Figure 2b: Pre Service Curriculum NCTE University NCERT Resource organization Preservice Curriculum B.b) This would begin a process of lifelong teacher education and development. • self-evaluation. empowers and retains teachers throughout their careers. (Fig. The pedagogy implicitly or explicitly promoted and demonstrated in teacher education programmes is typically lecture-based. • cooperative project-based learning. teacher preparation colleges and DIETs need to be institutionally linked to schools where teachers will teach and connect theory to practice. Observations of classroom practices in different teacher training colleges do not show good models of interaction or activity-based approaches. to address not only academic qualifications but also trainee motivation levels. The capacity at the SCERT and State Boards for DEd need to be augmented. to make sure the candidate genuinely intends to enter teaching as a career. Indeed. Philosophy. There is a need to make education degrees comparable to a university degree rather than a mere vocational certificate. the challenge is to develop a holistic teacher education programme which attracts. those who can create. The latter needs to be assessed through interviews and career counselling. The curriculum and materials used in pre-service education have not been modified for a few decades. The B. 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. in which teachers engage in: • peer mentoring. with the classroom oriented around the teacher as opposed to the learner. In addition. At the moment this function does not have the importance it requires. sustain and consolidate progressive change. 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. rather than emphasising the memorisation of facts in teacher education textbooks. Curricula are outdated and are not aligned with NCF–005.a. develops. No link Weal link IASE/CTE/TTC link Pre-service: Suggestions for Policy and Practice 9 . the purpose being to prepare development professionals in education.Ed has also not changed its overall character even though some changes may have occurred on the surface. and few trainees take the initiative to ask questions. Curriculum reform would begin with reflection on the entry requirements for teacher trainees. Important progress was made in this regard during preparation of the Draft National Curriculum Framework for Teacher Education (006). the teacher education curriculum needs to develop teachers’ abilities to help students learn how to learn (and to un-learn and re-learn). 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. assessment and monitoring processes need to be worked at. which proposes a paradigm shift in both curriculum and pedagogy at both the elementary and secondary levels. new progressive ideas elaborating teaching and learning methods and materials. Figure 2a: Pre Service Curriculum NCTE Resource organization Preservice Curriculum STC IASE/TTC NCERT University The curriculum. Indeed. and • other forms of inquiry-based learning. Traditional frontal teaching is the predominant method. g. portfolio or recognition for prior learning. to teach in specific areas and in specific subjects. pedagogy related to subjects. including international community of teacher educators and education researchers. While government training institutions do offer opportunities for in-service training and professional development. and candidates usually go through their programme in cohorts and not as isolated individuals. efforts are needed to break the isolation of India’s teachers’ colleges. and passing a written certification examination. and typically enable individuals to earn their teaching certificates in one of the following ways: • a condensed or shortened certification programme. establishing centres of excellence to model what good teaching could be. with no additional course work. often combined with course work in person or through distance learning. experience in other occupations. languages. and • • • • • • • 10 Report of the Conference on Teacher Development and Management . which provides much needed practical experience. subscriptions to electronic versions of peer review journals to help update trainers’ knowledge about pedagogy and education research. both nationally and internationally. they eliminate artificial and unnecessary licensing requirements. appropriate and designed specifically to meet the demand for teachers in geographic areas and in subject areas where it is greatest. Such paths by definition imply changes in both standard teacher education curriculum and pedagogy. with or without some performance measure. with few opportunities to improve their practices. 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. This is highly dependent upon ability of the examination to discriminate between high potential and low potential candidates. in many cases. mathematics. while candidates work full-time. This is often combined with an examination and a portfolio of professional work. Another widely used mechanism is to obtain certification through some form of distance learning. it also needs to develop the skills for reflective practice and research/development on-thejob. which may be completed during weekends and vacations at an accredited teacher training institute or university. recognition for Prior Learning may be used when masses of teachers need to be upgraded and certified. Prospective teachers tend to work with mentor teachers while teaching. supervised on-the-job training under a “master” teacher or supervisor.not only provide sound basic training in subject-matter knowledge. of psychology. institutional twinning arrangements. or education) in other teacher training colleges and in universities. and are not overly onerous for candidates to manage while they are employed as teachers on a provisional basis. • • • 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. television. Internet and texts. good alternative teacher certification programmes are meaningful. In addition to allocating additional resources. the teacher preparation programme is usually field-based. science. increasing efficiency of training programmes. specifically designed to meet the needs of individuals who already have at least a bachelor’s degree and. alternative route programmes recruit individuals for specific teaching positions and place prospective teachers in those jobs early in their training programmes. and general pedagogical knowledge. without connections to the wider community. including with departments (e. the accompanying teacher preparation programmes are tailor-made. • rather than train people to teach who may or may not ever go into teaching. Mention was made above of the need for a policy regarding alternative paths to teacher certification. Proponents of an alternative teacher certification argue that such paths are not only viable but attractive because. through: • • • institutional networking. often using multi-media radio. 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. programmes. This requires qualified staff to analyse the institutional strengths and weaknesses and develop such plans. Equally important. Institutes for Advanced Study in Education (IASE).Ed. government colleges.• use of video cameras for trainees’ self-review and reflection. There are more than 500 DIETs. after which an institution improvement plan would be developed. Administration and Financing of Teacher Education Institutions The landscape of teacher education in India is quite complex and diverse. application and assessment. Figure 3: Pre Service Accreditation NCTE State Govt & SCERT Secondary Board UNIV As a first step. which link infrastructural and “soft” investments in curriculum and teaching and establish specific improvement targets in the quality of their graduates. 30 Institutes for Advanced Study for Education. assessed and monitored by the universities. 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. More specifically. M. and colleges would face some pressure to improve. apart from thousands of private teacher training colleges. This would link pedagogical processes.Ed. publicly-funded preservice teacher training colleges should raise their standards and provide a minimum degree of quality assurance through independent accreditation. teams of experts (national and international) could independently review these assessments and improvement plans. training. Those in the B. it would model the behaviour for teacher trainees to follow in their own careers. Subsequent to this. Acceptable plans could be approved for additional financing.Ed courses are devised.Ed. These institutions would also benefit from hostel facilities and staff quarters. while the two-year elementary teacher Pre-service: Suggestions for Policy and Practice 11 . In addition to the DIETs for elementary education. and would establish an environment not only of “high support” but also “high challenge”. STC or PTC) over two years. so must teacher educators engage in a continuous process of reflection. Universities control the B.Ed. Just as teacher education should develop teachers who are prepared for lifelong professional development. All public teacher education institutions need the facilities (classrooms. to improve their teaching and learning processes. laboratories. 100 Colleges for Teacher Education. The B. No link Weak link link Teacher Colleges B. grant-in-aid colleges and private colleges. which offer the potential advantages of autonomy but also the increased challenge of quality control for both State and Central education authorities. libraries. Institutional Structures for Pre-service Education TTCs. These are not specific subject teachers. Policies and programmes to improve the administration and financing of these teacher education institutions must take into account this plurality and diversity. DIETs and other pre-service teacher education institutions are due for infrastructural improvements. teacher education institutions ought to develop institution-specific improvement plans.Ed programmes start as graduates and do a one year course to become subject teachers for elementary and secondary schools. not teaching. reference materials. Findings from these teams could be posted on the Internet for public information. including ICT. As a first step. which need continuous efforts to improve the quality of faculty and teaching. DIET D. classroom contexts and student achievements with the focus on learning. The DIETs and many other private institutions prepare elementary teachers through a programme (DEd. so that prospective student teachers could make more informed decisions about the training college they choose. broadband Internet connectivity and widely available ICT resources) to be expected of any good quality higher education institution. there are Colleges for Teacher Education (CTEs). There are also university-based teacher education programes offering the B.Ed. and certification rate teacher placement rates. Indicators. which are new teachers. Provision of pre-service teacher education may remain privately managed. percentage of budget spent on qualitative improvements. These standards should be defined. many of these colleges and DIETs are severely under-resourced and offer a sub-optimal service. teacher-educator and teacher trainee attendance rates. capacity utilisation rates. so that they can modify their intake of trainees and their subject-matter to respond to forecasts of demand for teachers. socio-economic data on teacher trainees. At the same time. Most pre-service teacher education at the secondary level is privately financed. 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. but public accreditation of private teacher training institutions needs to be strengthened and made more transparent. and/or to conform to reservations policies for hiring of SCs. cost per graduate. 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. (Fig. In other words. TTCs need to improve their links with the government departments of education. an MHRD/UNICEF initiative. Even then. libraries and laboratories lack the adequate facilities. mathematics. cost per trainee per year. drop out rate. These institutions have no common shared experience apart from the very limited interaction with each other. TTCs and DIETs should increase the intake of trainee teachers in the reserved categories and for subjects for which candidates are not available. 1 1 Report of the Conference on Teacher Development and Management . Including Methodology Thereof. Public funding should target training of teachers in subjects which require more training. This would include promotion campaigns in senior secondary schools. central and state governments need to improve their presentation of the teaching profession as a promising avenue of employment.3) India has a centrally sponsored scheme for teacher education. to meet enrolment targets under the Eleventh Five Year Plan. which results in limited oversight of these resources. state governments try to limit their spending on teachers’ colleges which can be covered by central funding. Indicators of institutional efficiency and equity would include: • • • • • • • • • This would provide policy-makers with basic quantitative information on efficiency of teacher output.programme is overseen and monitored by the secondary boards or the SCERTs. especially in rural areas. 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 NCF005 and related pedagogical approaches. teaching and learning resources are outdated. and those which measure effectiveness of its “products”. extent of cost recovery. the central and state governments may need to significantly increase public funding and technical support to address this need. as secondary level teachers. Vacancies in their faculty positions are common. women. etc. e. etc. Internet connections are rarely available. which allows state institutions for teacher education to draw on central funds for improving quality. In addition. 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. like those being developed under the ADEPTS1 programme. Given the huge need for additional teachers in both public and private schools. STs.g. redeveloped in each context through a consultative process and disseminated to teacher education ADEPTS: Advancement of Educational Performance through Teacher Support. particularly for women and disadvantaged groups in rural areas where they are needed most. Indicators of new teacher effectiveness should closely align with teacher performance standards. 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. Because of financial constraints. to encourage youth to become teachers. and general pedagogical knowledge. relate and work closely with colleagues and the community. the competencies of their graduates). authoritative agency is a means to assure quality in teacher education. and class preparation. etc. in order to provide teacher trainees with a more integrated experience. and the responsibilities of teachers have broadened in response to societal changes and higher expectations of schooling. programmes offered by private teacher training colleges are considered to be sub-standard but continue operating. manage and organise the classroom to optimise learning. and specifies the required qualifications of teacher educators for all teacher-education colleges. demonstrate understanding of curriculum. Accreditation by an independent. 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. and to help ensure that funds are used well and graduate teachers are Teacher Education Monitoring Mechanisms The NCTE sets the norms and standards for infrastructure. Conclusion Teaching is becoming a more challenging task. and to assess the extent to which these different elements are effective. Most private teacher education programmes are financed out of the fees collected. of their social background and be able to establish positive relationships with them. pedagogy related to subjects. attitude and administrative authority to fulfil these responsibilities. The Government should identify the institution(s) responsible for monitoring and supporting the quality of teacher education. financial. show a professional commitment and accountability. create effective learning environments and experiences. This effort needs to be strengthened and expanded. Most of the B. This will require improved institutional coordination at the central.Ed. Upon graduation/certification. 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. technical. This is necessary to provide the framework to guide initial teacher education. and Accreditation Council (NAAC) in 00. This activity must be in the form of scaffolding rather than fault finding and conducted with the highest standards of integrity and transparency. in alignment with NCF 005 and constructivist learning theories. But it is widely perceived that NCTE does not have the capacity to carry out effective monitoring. The stages of initial teacher education. teacher certification. Initial teacher education must not only provide sound basic training in subject-matter knowledge. state and district levels. infrastructure. Because NCTE lacks the manpower. Recognition of the need for assessment and accreditation of teacher education colleges by an independent body led to the establishment of the National Assessment Pre-service: Suggestions for Policy and Practice 13 . the capacity. teacher training colleges tend to depart from these norms.. new teachers should be able to • demonstrate understanding of children. conduct assessment.institutions and teacher trainees. resources. and capacity for this purpose. use material effectively. and by extension. The list below provides examples of certain indicators which could be used to assess performance of teacher education institutions (e. 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. their rapid commercialization responds to a demand but undesirable practices in these institutions are widely reported. of their teacher educators.g. Such institutions need to be provided the resources (human. indicating gaps in the entire process.). subject matter content. promote development of values and enable overall development of children. teachers’ on-going professional development and career advancement. with serious implications for the quality of teacher preparation and thus for the quality of education. induction and professional development need to be much better interconnected to create a more coherent learning and development system for teachers. These could be used as part of the accreditation renewal process (institutions which do not meet these standards should be de-accredited). it also needs to develop the skills for reflective practice and research on-the-job. the Indian education context and the social processes influencing education. facilitate a clean and safe learning environment. There is a need for more overt and deliberate forms of partnerships between schools and teacher education institutions. show an understanding of the purpose of education. and then supported with the appropriate resources over a sustained period. 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. A new teacher education policy will not improve teacher quality by itself.Ed. and improved teaching is the most important factor in generating improved student learning outcomes.well prepared. Improved teacher education can ensure improved teaching. and encourage the development of teachers’ learning communities. No Link weak link link Distance Mode Taking up Courses Reading Materials Exposure Visits 14 Report of the Conference on Teacher Development and Management . Coherent policies and programmes to improve teacher education are long overdue. Successful teacher education programmes involve teachers in learning activities that are similar to ones they will use with their students. All of these aspects need to be considered and incorporated into a new teacher education policy framework. Figure 4 Teacher Preparation In Service Pre Service Workshops Cluster Meetings Follow up Other Avenues DEd. B. IASEs. In-service: Suggestions for Policy and Practice Emerging from the Conference Introduction G ood policy and practice regarding teachers pays attention to the whole professional continuum in teacher education.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. SCERTs.6. 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. In India. Although in-service teacher education programmes cannot compensate for pre-service education of inadequate quality. (Fig. 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. Currently in-service programmes Schools Schools Schools No link Weak link link In-service: Suggestions for Policy and Practice 15 . that is by transforming training inputs into positive changes in classroom practices and improving student learning. which is ‘fund driven’ rather than ‘need driven’. CTEs. the present practice of in-service education for teachers is largely characterised by a ‘top down’ model. are not consistently linked and the organising structures do not have regular communication and information sharing channels. BRCs. starting with attracting the right people into the profession. drawing from experiences and success stories elsewhere in the world. reentry and new entry into the system. In recent years. career monitoring and flexibility for exit. 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. are organised and managed by various providers. A number of these programmes are implemented in a cascade model. selecting teachers according to suitability criteria and counselling and ongoing professional orientation to their tasks. While NUEPA and NCERT conduct teacher training programmes at the national level. DIETs. both at the national and state levels. and CRCs provide in service training programmes at the local level. However. teacher training nevertheless needs to be strengthened to become more outcome-oriented. The conference addressed the theme of improving in-service teacher training and continuous professional development. in order to provide a road map for further reforms in India. These training inputs are also characterised by a lack of relevance of the Figure 5: In Service Institutions University SSA SCERT IASE CTE BRC DIET Resource organisation CRC In-service Teacher Education in India – A Backdrop India has invested substantial resources for in-service teacher training in recent years. it has been felt that training programmes lack a coherent institutional framework. Well functioning systems combine initial and continued teacher education and training and provide for continuous professional development through counselling. such as soft pedagogical skills. learner centred pedagogy and the needs of first generation learners. they are not adequately linked with sub-district training structures. continue learning as an exciting and enjoyable experience and appreciate new methodologies. be a forum for generating and sharing new ideas on which the teachers can reflect and act accordingly as members of a larger community. such as learning by doing. create a culture of shared accountability across all levels. • apply key principles of adult learning in the design of professional development initiatives. and be need based and not fund driven. particularly at the school level rather than via out-of-school “trainings”. SCERT. They also have difficulty in meeting the capacity building needs for their faculty.grade setting). in order to establish a functional network of sharing and mutual learning. Such a policy will build bridges among the many agencies involved in teacher education at the various levels (such as NUEPA. and ‘project’ driven. but will be personally involved in identifying their own needs for professional development. individuals and institutions.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. the contribution of the state. reflecting. strengthen quality programmes. IASE’s. DIETs. CTE’s. BRC. develop specific ‘plans’ for capacity development of DIETs. capitalising on human and financial resources within and beyond the relevant district. with a sound school support system. a set of robust performance indicators for the entire system need to be developed i. ad hoc. little impact has been observed in producing sustained changes in classroom practice and in achieving higher levels of learning by students. Additionally. applying new skills in a practical context and testing. provide the teachers with the necessary pedagogical support. generally suffer from insufficient resources both in terms of faculty and finance. where teachers will no longer be mere recipients of a top down training approach. This will allow the upgrading of the teaching and leadership capacities of teachers in both theory and practice. to improve their effectiveness and meet the challenges in classrooms (for example strategies to deal with a multi . The strategy should involve school support and reading materials with scaffolding through meetings and individual interactions rather than be limited to workshops. particularly in terms of competencies and skills in dealing with practical classroom situations. • • • • 16 Report of the Conference on Teacher Development and Management . NCERT. encourage and facilitate professional teacher associations to enhance professional development. and assurance of in-service • • • • • Suggestions for Policy and Practice Emerging from the Conference An integrated policy and strategy: There is a need for an integrated. Without a long term policy and strategy for in-service training. 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. DIETs. the programmes available are mainly short term.. develop approaches that help teachers to become reflective practitioners and agents of change in their own contexts.training component to the real needs of the teachers and demands of the classroom. CRC and the NGOs). provide a more conducive framework to encourage teachers to find ways and means of selfimprovement if they assume self-responsibility for enhancing their professional competencies and growth. (Fig. Another critical issue noted is the disconnect among the various in-service Teacher Training Institutes.e. The introduction of a social audit with community and parents may bring expected changes with natural justice to the children of marginalised communities. which are the local key institutions involved in supporting teacher education. 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. allowing teachers respect and support. holistic and comprehensive teacher development policy with a strategic implementation plan that recognises teacher education as a continuous lifelong process. Universities. Despite attempts under SSA. The SCERTs also needs to be strengthened in a similar way for their domains. As a result. in terms of ownership and commitment towards continuity in teacher education has not taken place uniformly in all states. 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. Peer Learning and Teacher Support Networks Peer 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. Teacher professional development portfolios could help individual teachers reflect on their professional development needs and document the advances made. 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. School Twinning. instructional support to teachers via networks (regular meetings of teachers between and within schools to share resources and ideas). As a general rule though. so that groups of teachers can support each other in trying out new methods. strengthen their agency. The school setting should be the prime focus of activity. This typically involves direct participation and joint control by teachers and the school Principals. 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. Activities typically include the sharing of lesson plans. 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. usually inspectors or supervisors. Based on international experience. However. These networks and their associated activities can be varied in structure and organisation. This in turn would strengthen their competence as “reflective practitioners”. policy development. Unions and Business Networks School-Cluster Networks. The school-based model is very effective for long-term guided learning. In-service training should also focus on school teams. knowledge and new ideas. 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. in contrast to support that requires travel. An interesting EU practice for participatory policy development. team teaching with an experienced teacher. It is about changing teachers’ self perception and enhancing specific capabilities. Partnerships. 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. regular visits and advice by learning coordinators/resource teachers and the sharing of In-service: Suggestions for Policy and Practice 17 . Teacher empowerment emerged as an important means of enhancing their performance and output. if sound pedagogical practice and motivation are to be developed. Therefore participants stressed that in-service training should be viewed as a means to: • • • improve the empowerment of teachers. development of materials for transaction. 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. along with other officials. Teacher Networks Teacher support networks are important. those that focus on continuous development to guide. monitor and support necessary skills. The impact is enhanced further when the support (in the form of skill development and resources) is brought directly into the teachers’ classrooms. was presented at the Conference and could be a relevant example for India as a way of informing the process of teacher education School-based Networks. depending on the calibre of the staff available in the school or other staff who regularly visit the school. based on sharing of examples of good and notso-good practices and intensive reflection. Teacher Centers and Resource Centre: School-cluster networks are a helpful way to share scarce materials and human resources. and improve pupils’ learning.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. Other collaborative efforts for professional support include: (i) institutional twinning. 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. another developing nation or a more resource rich nation. using discussion forums. 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. tend to be more effective than the establishment of fixed site centres. In those systems. on-line career materials and access to special processes for hardware and software companies. to provide staff exchanges. aims to support professional development by selecting appropriate web projects. (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. A British programme. Schools as Learning Organisations and Leadership The conference also highlighted the organic link between teacher development and school development and the importance of turning schools into learning organisations. 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. interactive curriculum resources. school leaders can contribute to Use of Unstructured and Resource-based Networks to Support Teachers Both industrialised and developing countries have used resource-based approaches in order to strengthen the teaching force. and the schools provide placements for student teachers and opportunities for their research). inservice training days are systematically linked to specific school improvement aims. Teacher News UK. and improvement in this area can be achieved at a relatively low cost. (ii) partnerships between local schools and the teacher training institutions to provide testing grounds for new research practices. But resource-based approaches are not limited to the advanced technologies. networking opportunities and a variety of different media. The Canadian School Net provides discussion groups. They are also important for the formation of curricula in creating a cohesive approach in teacher education and training. and (v) collaboration between schools and business and industry. and India’s “Hints to Teachers” a weekly 45 minute broadcast uses television. teacherdesigned networking projects. in-service training has not yet been linked systematically to school improvement and school development. shared training. ideas. where teacher-educators in a teacher training institution or school develop a partnership with another well established institution in either the same country. discussion forums. Teachers learn in teams and can mutually support and mentor each other when applying the new teaching and learning approaches in the classroom. University staff often meet regularly in schools to discuss practical concerns and the problems of the classroom.useful classroom materials etc. It is about a continuum of opportunities for teachers to become better in their classroom practice. and training. curriculum input and other ongoing support. facilitating links to national and international networks of teachers and developing on-line discussions. In India. and a virtual environment for situation-based learning. teacher support networks must be aimed primarily at helping each teacher facilitate change in the classroom. In conclusion. Internationally. Bhutan relies on radio. Support to teachers is not just about more training. many school systems have made that connection in recent years. There is also an increasing network of broadcasted programmes that are designed to reach teachers internationally such as the BBC World Service. (iii) partnerships between teachers’ unions and school clusters/districts/central levels to contribute as part of the professional network to provide workshops. 1 Report of the Conference on Teacher Development and Management . 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. for example. 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. For example. need to have access to high quality training in school management and leadership. because it demands coordination and coherence across teachers and classrooms. both subject related and pedagogical. d) enhancing their expertise (professional awareness). c) cooperating (collegiality) with colleagues and other relevant partners in the education process (social workers.improved student learning by shaping the conditions and climate in which teaching and learning occur. New regulatory and accountability forces in school governance in many countries have granted schools more autonomy. 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.g. the • • • 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. and collaboration with external partners. which means developing a professional language. 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. and e) their personal style. creating changes in the classroom process. in addition to possessing teaching skills and experience. 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. 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. In most countries of the world school leadership development has become a central issue in quality development of school systems and accountability for results. there was a common perspective at the Conference that teachers should become professional in: a) sharing knowledge and skills (ability in reflection and discourse). the aims of education. From the sharing of experiences from different countries. heterogeneous student populations. The theme of school leadership is receiving great attention around the world. b) dealing with differences (ability to differentiate) all the way through their professional life (changing environments. Some key questions for India are: • how many schools have regularly appointed school Heads? In-service: Suggestions for Policy and Practice 19 . 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. Recent research has contributed to putting the focus on school leadership. building a discourse of competence. developing an autonomous and confident teacher who is able to construct her own classroom programmes. etc). structures and personnel should be put in place to attend to these needs. At the same time large-scale assessments have brought in evidence of student achievement. the way that teachers use their personality and values to achieve the required results. which again has made head teachers more responsible for local decision making. defining goals and measuring progress. since human beings are different and learning is a very personal process. Whereas the teachers are the main actors who can contribute to the quality of teaching and learning. Therefore. action research). Once needs are identified. The quality of teaching and learning at a school can no longer be solely in the individual teachers’ hands. it is the school Head that is in charge of the quality of the school at large. as a member of the teaching profession. enabling teachers to reflect on theory and practice (e. a shared vision of society.) in order to best support the learning and education process of their students. Teachers with leadership functions. 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. psychologists etc. different needs and expectations of parents and stakeholders). strategic resource management. • • • 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. framework for curriculum objectives. materials and methods. can play an important role in in-service training. in combination of direct contact classes. inputs to make them capable of creating ideas. their specific approaches and effective ways for facilitating children’s learning. sensitivity towards the socio-economic and political context that the student and the surrounding community are confronted with. competencies and attitudes expected of educators and could also be used as recruitment criteria. moving beyond the module approach and having different activities in the form of melas and exposure visit. aimed to test a variety of abilities/competencies that education vows to promote rather than just testing memory. Teachers need to be seen as the subject of knowledge creation instead of the object only receiving information. Resource Organization Figure 6 In service Training Resource Organization SSA SCERT Implementation of Module Module Development Module Development Implimentation SCERT SCER T SSA office DIET DPC BRC DIET Consultants DIET DPC BRC CRC Schools CRC No link Weak link link 0 Report of the Conference on Teacher Development and Management . Teacher-educators need to spend quality time in schools and provide hands on support to the practicing teachers. just as the teachers do. In-service training should be facilitated by a resource team who can listen and create a discourse among the teachers. the nature of disciplines and learning about the potential of the children. There can be different kinds of orientation and interactions with teachers which may include awareness raising. and distance education. • • • Teacher Educators and their Capacity Building and Professional Development Teacher-educators have continuing professional development needs. 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. confidence in dealing with concepts and what is needed for acquiring them. familiarity with evaluation strategies and techniques. These should be more relevant than subject-based qualifications. hence a strategy for addressing their needs should clearly define the skills. orientation to practice. allowing space for teachers to reflect and linking to the school including visits with observations and analysis. • ability to appreciate the different nature and foundational concepts of the disciplines (subjects). However the content and transaction of training should follow key principles which include building on teachers’ experience. • • Principals of Classroom Transaction What goes on in the classroom in terms of pedagogy is the most critical factor affecting student achievement. to help refine understandings of the purpose and their inter-linkages. • child-centred teaching and learning methodology. serious attention should be given to the proper funding and staffing of DIETs and their academic strengthening. They must be able to evaluate curriculum guidelines and adapt them to local (or district) circumstances. In-service: Suggestions for Policy and Practice 1 . where new approaches can be observed by teacher-educators from other institutions. they can be exposed to trends and realities that can be reflected into the pre-service training. • classroom organisation and management that facilitates group work. The CRCs can act as a platform for a teacher driven reform agenda by consolidating offsite training input developed through peer reflection and sharing. DIETs should be among the major institutions through which new and up-to-date expertise is infused into the teaching profession. For this a model-DIET could prove to be useful. (Fig. Course programmes for teacher-educators should be able to mirror the learner oriented methodology and bridge the gap between theory and practice. 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. Combining these three aspects effectively in the classroom is the challenge for teachers and teacher training. with a reasonable person to school ratio and with a clear functioning structure. Teacher-educators need to be empowered and supported with access to good and inspiring examples of new approaches for constructive learning. try them out and develop them. It must be exposed to outside structures and ideas. to provide examples of innovative teaching strategies that focus on pupil learning. It would be helpful to arrange exposure to the national level institutions and consultations with the experts across the country. particularly because during this process. It re-emphasised that a teaching and learning process both individualises and democratises classroom transactions. link teacher education with institutions of research and higher education and universities and must be seen as providers of in-service training.7) Figure 7: Support Structures for Quality Education Achieving Learners Competent Teachers ICT TR DIS CRC BRC DIET SCERT NCERT / NCTE Teacher Development Strategy Common trends are emerging in the form of effectiveness of having resource groups at the state.A support team should be large. both at the pre-service and in-service levels. The key aspects can be summarised as follows: • specially designed materials that facilitate selfguided learning. Institutional Structures and Linkages for In-service Training There should be a review of the roles and functions between agencies at all levels. and also to equipping BRCs and CRCs to play their roles effectively. The support team and resource persons should be in regular contact with the schools and school teachers. It is important to Monitoring and Assessment The participatory approach towards training can yield both ownership and accountability among the various Good Practices that should be Considered Experiences of Activity-Based Learning (ABL) in Tamil Nadu were shared as an example of preparing teachers. The support system must allow space for the teachers’ own learning and. must value their successes and appreciate their efforts. Consequently. Capacity building programmes must be organised regularly to maintain the continuity. DIETs may be connected to innovative schools. district and block levels. Equally important are the linkages between the States in order to use the human resources optimally. and involving non-governmental organisations for providing support systems at critical times. The teacher-educator resource team should have the opportunity to explore its ideas. rather than merely exerting input. peer learning and exchange of practice. Linkages between different teacher training institutions must be established and strengthened. workshops etc. Introduce and develop a culture of experiential and constructivist forms of learning in teachereducation and link those to formative assessment and reflective practice. 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 key elements are space for reflection and reading and also using teachers as Resource Persons. The teachers engage with the processes of developing materials for children. Create qualification schemes and degree structures for the systematic transformation of para-teachers into full professionals. Support a stakeholder dialogue about quality standards that involves and empowers individuals at different levels. Invest in basic workplace standards for teachers (sanitation. 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. 1-days and 10-days. individual work and whole class work. 6. Strengthen education and training for leadership on the school and the system level. trainings.Andhra Pradesh Primary Education Intervention The quality of elementary education has been addressed in Andhra Pradesh by focusing on teacher development in-service training programmes of 1-days. Teacher meets are held monthly at Teacher centres. which support teachers in many ways. Peer assessment may help remove the policing attitude and ensure their role as enablers.e. DIETs played a key role in conduct of all academic programmes i. performance standards may be developed in consultation with teachers themselves. Strategies for review and monitoring and self appraisal of the schools and teachers. 5. Teacher Report of the Conference on Teacher Development and Management . However the very concept of activity is not understood properly along the continuum of group work. 4. . Diversify teacher salary structures to lower the rate of teacher absenteeism and to attract teachers into rural schools and schools in challenging areas. drinking water). peer reviewing other schools and engaging in discussions on all aspects of curriculum at different forums including the subject . Suggestions from the conference include: 1. and 7. Strengthen the connection between pre-service teacher education and innovative practice schools. 3. Create a mid-career development path for more experienced teachers who want to take on additional responsibility and leadership roles in the system.. stakeholders. availability of materials and equipment etc). 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. there are opportunities to work collaboratively rather than in isolation. International experience and research confirms that effective teachers need working conditions where – they are supported and are successful. pupil: teacher ratio etc). • The enabling conditions for effective teachers are in five main areas: • • • • • physical infrastructure. TV. manageable classrooms (classroom conditions. motivation. especially from CRCs/BRCs. non-instructional administrative duties within school (keeping records. working hours of teachers. professional learning. • • • • • • • • The following steps could be taken towards these aims: With regard to physical infrastructure. administrative. including being deputed to election duty. utilities. and political interference. school environment (good condition.leadership of schools. transport. etc). rationalise deployment policy and implement it. census duty etc). attending meetings etc). accommodation for teachers in remote areas. non-academic duties of teachers (outside school. reduce administrative and non-academic work burden on teachers. improve use of maintenance grants. work loads of teachers. student: classroom ratio. As for administration. and social/cultural. the following conditions are critical: • • • access to schools (roads. head teachers’ role . A • • • These conditions could be achieved through the following actions at State level: • • • • review Infrastructure and functionality and identify gaps.7. infrastruture surrounding schools). plan and implement gap filling activities. and Professional learning should comprise: • Teacher Management: Suggestions for Policy and Practice 3 . of classrooms. professional training and support. and plan and provide facilities and incentives for teachers in remote areas including access (better transport. the States need to consider the following: • • • • • recruitment and deployment of teachers. adequate no. 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. Teacher Management: Suggestions for Policy and Practice Emerging from the Conference What can be done to Improve the Service Conditions of Teachers within the Constraint of a Sustainable Budget? • connectivity with the World through communication means (telephones. availability of teacher toilets. improve record keeping through the effective use of technology. internet. and and they are appropriately resourced and rewarded. and develop lifelong career paths for teachers life long learning. housing etc). Based on national and international experience different approaches to provide teachers with recognition and raising the profile of the profession can be employed. including Teacher Unions and teachers’ forum in planning and designing training. and create platforms. The idea is to explore how rewards and incentives might apply to motivating the teaching workforce. build capacity for planning and management of training at the block level. • To be motivated. and strengthen the CRC to fulfill the role of resource centres. teachers require the following: • • • • • • • • • To achieve these conditions States should ensure: • • • • The focus of reform should have three focal points which include workforce reform along with system improvement and partnerships with parents and the community. through clearer expectations of teachers. involve all stakeholders. and use of media for emphasising role. and community support (not just monitoring). improve the status of the profession through media campaign targeted at community. but methods for recognising their contributions and value are generally inadequate in India. in schools. good work). through clearer performance standards. and positive and motivating role of teacher unions (both rights and duties). focus on student learning. more effective and functional performance appraisal. such as the approach taken for the successful Meena campaign. and subject specific training. The cultural and social issues to be addressed are: • • • • • • • addressing specific issues of teachers who also have the burden of being homemakers. opportunities for career path development. teacher forums. connectivity to other teachers. how to attract new graduates.• • • • • exposure to and opportunities to learn from other contexts and best practices. This would focus on attracting and rewarding the best people. functions. and ensuring schools have contemporary and high quality organisational practices and cultures. status of teachers. models and tools to improve student outcomes. need based planning of teacher training. through strategies to attract recruit and retain quality teachers and leaders. societal attitude towards teachers. The workforce reform was expressed during the Conference as pursuing two main themes: • modern careers and Workplaces. then abandon cascade model of training and decentralise training to the block and school level catering to the needs and demands of teachers. advocacy campaigns to promote teachers’ good work. develop DIETs/CTEs/IASEs to take a more pro-active role in training. dissemination of success stories. wallpapers etc). opportunities and funds for teachers to innovate with pedagogy. how to generate new training models. networks for exchange of ideas and exposure to other good practices (newsletters. develop institutional libraries and mobile libraries for teachers. development of whole school improvement plans by teachers. including interventions where appropriate. and across the systems. more recognition for teacher achievements. status in society and societal recognition of their contribution. and how workforces might comprise a new mix of professionals and 4 Report of the Conference on Teacher Development and Management . Teacher workforce reforms need to be pursued: • in the classroom. For these things to happen States would have to: Some practical steps that States could initiate are: • • • How to Improve the Performance of Teachers? There are many good teachers. incentives–monetary and non-monetary (recognition of achievements. and value of teachers. paraprofessionals catering not only for cognitive learning but also the development needs of all young people. Teacher made assessments. Drop-out rate reduced. In addition to improving teacher performance. The following teacher standards should be considered for India: • • • • • • • • • • • • • • • • • • Adequate content knowledge. Prepared teaching plans. are unlikely to succeed without the development of credible teaching standards and valid methods for evaluating whether teachers have attained them. responding to ineffective teachers. Teacher performance standards have worked well in OECD countries to improve student learning. Suggested 5 year certification. and going more deeply into guidance on the instructional practices that work best in classrooms. 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. and providing more flexible working hours and conditions. Do Incentives for Teachers Work? It was noted from international experience that reforms to teachers’ career structures and pay systems. Had a plan for themselves. greater variation in salaries of principals to better recognise high performance. Teacher Management: Suggestions for Policy and Practice 5 . particularly the introduction of incentives. disability. Involved students in sports and games. but not linked to penalties (only rewards). but the empirical evidence to date on its effectiveness is limited and mixed. providing more support for beginning teachers. Time spent in class. Student self-confidence and self-esteem. Concept clarity. Awareness of pedagogical innovations. There was a general consensus that a necessary condition is that these reforms must fully engage teachers and their professional associations. improving leadership and school climate. This might include establishing leadership institutes. 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. inviting high performing schools and principals to mentor less capable schools. the following points for improving teacher performance are essential: • • • • • • • evaluating and rewarding effective teaching. Concept clarity among students and academic performance. Effective collaboration with colleagues and community. Performance pay for teachers is frequently suggested as a way of improving educational outcomes in schools. In summary. and Recognition that Teacher Assessment and Teacher Performance measures have to be linked to the enabling conditions. providing more opportunities for career variety and diversification. Ensured child attendance. Use should be made of the mass media to increase parental and public awareness of Teacher Assessment issues. Teachers attended school regularly as certified by parents. improving working conditions. these measures would also go a long way towards retaining effective teachers. Indian Teachers’ Unions have developed a code of professional ethics and this should be developed further as a possible basis for professional standards. 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. This would include further developing the capabilities of teachers and school leaders so that professional practices sustain high quality outcomes. and • strong leadership and professional learning. Contextual issues – gender. Developed and used Teaching and Learning Materials. How to Attract the Best People for Teaching? There is a basic principle that applies throughout the world: a quality teacher = a quality education. 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. Teacher salaries in India are already attractive relative to other professions.19 and 0.1 standard deviations in math and language tests respectively. in 6 Report of the Conference on Teacher Development and Management . There are also concerns about the image and status of teaching and teachers often feel that their work is undervalued. Community Appointed Teachers in Nepal 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). 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. • attractive salaries and working conditions for teachers. Table 1: Country Korea Finland Singapore Hong Kong USA The World’s Best Education Systems and Teacher Recruitment % of the Student Cohort Starting Salary for becoming teachers Teachers Top 5% Top 10% Top 30% Top 30% Bottom 30% 141% GDP per capita 95% GDP per capita 95% GDP per capita 97% GDP per capita 1% GDP per capita 95% GDP per capita OECD average 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. • an attractive career path. and carefully managing the status of the teaching profession. selecting and employing effective teachers and retaining effective teachers in schools. and • job security. Based on this international experience some of the key factors for the attractiveness of the profession are • motivation of young people to become teachers. from London to New Zealand. especially in highdemand subject areas. Incentive schools also performed better on subjects for which there were no incentives. Almost all countries report concerns about “qualitative” shortfalls: whether enough teachers have the knowledge and skills to meet school needs. Communities can therefore recruit good teachers when there is an effective licensing system. and from Helsinki to Singapore. the top performing school systems demonstrate that the quality of an education system depends ultimately on the quality of its teachers. primary teachers’ pay is equal to 13-15 times per capita State GDP. International experience and research has shown that making teaching an attractive career choice is the key to recruiting. School systems. from Seoul to Chicago. show that making teaching the preferred career Above all. Incentive schools performed significantly better than other randomly-chosen schools that received additional schooling inputs of a similar value. But most countries in the world report serious concerns about maintaining an adequate supply of good quality teachers. The study suggests that performance pay for teachers can improve educational outcomes in schools in certain circumstances in India. These SMC recruited teachers in Nepal are highly motivated. Students in incentive schools performed significantly better than those in control schools by 0. paying good starting compensation relative to other professions. By contrast. South Korea has been particularly successful in attracting some of the best graduates to teaching each year. in some States. 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). As table 1 above shows. The study found no significant difference in the effectiveness of group versus individual teacher incentives.Incentives for Teachers in Andhra Pradesh 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. Job security is already guaranteed for India’s regular teachers. • How can Recruitment Policies be Improved? To ensure a highly capable education workforce in the future. Teacher Management: Suggestions for Policy and Practice 7 . they have counselling for those not suited to the profession. teachers. performance management. By making teachers more accountable for their students’ outcomes. There is in most Indian States a promotional path for teachers with key stages after certain years of service. would be a good reform to start with. 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. to provide schools with more responsibility for teacher personnel management. In contexts like Bihar where the State is still struggling to put the basics of an education system in place. it is said that no people can rise above the level of its teachers. and attraction of the best to teaching. rigorous in-school feedback. youth workers – all with one focus: student learning outcomes. A vision for India for the next five years might therefore comprise aspects such as: • workforce diversity and flexibility – paraprofessionals. to meet short-term staffing needs. rather than only academically-based entrance examinations. • • The most important resource that a school possesses is the knowledge and skills of its leaders. The Government and the community should endeavour to create conditions. the States must improve their recruitment policies and practices in order to attract and retain the best people for teaching. 196 in its Chapter IX on ‘The Teacher’ states:9. widespread adoption of best professional practices – high quality teacher training. improvement in student outcomes. early childhood. objectivity and conformity with spatial and functional requirements.g. Recruitment with adequate weightage on qualitative assessments of motivation and dedication to teaching. incentives and rewards for standout successes. The National Policy of Education. which will help motivate and inspire teachers on constructive and creative lines.1. In contexts where the education system is more well established the priority should be to use more flexible forms of employment of teachers. such as supply teachers to cover teacher absences and to improve information flows and the monitoring of the teacher labour market. improved recruitment policies can help to ensure an efficient and transparent recruitment of teachers. retention of the best in teaching – a well-articulated career path or scheme of service for all teachers. The methods of recruiting teachers will be reorganised to ensure merit. 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. clinicians. we can more easily encourage good teachers to remain in the profession and assist disengaged teachers to leave. The status of the teacher reflects the sociocultural ethos of a society. Teachers should have the freedom to innovate. 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. On the other side of the ledger. efforts in professional learning. 9. salaries tied to contribution – e. to devise appropriate methods of communication and activities relevant to the needs and capabilities of and the concerns of the community. Efforts will be made to reach the desirable 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. 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. This is already happening in some schools and in some higher education institutions. staff in difficult or hard-to-reach schools.most OECD countries primary teachers’ pay is equal to or less than per capita GDP. valued leadership preparation. 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. career development plans. teachers and others working for the benefit of the young people. enhancing the dignity of the teacher and in curbing professional misconduct. Norms of accountability will be laid down with incentives for good performance and disincentives for non-performance. participative and data-based . How can Policy Promote Greater Teacher Accountability? Teacher accountability is a complex issue and requires enabling conditions that ensure motivation. 4. Autonomy to the teacher to use and create activities and methods appropriate to the needs and capabilities of the learner.will be created and reasonable opportunities of promotion to higher grades provided. openness and a supportive environment for learning. Both the government (systems) and community being party to creating an environment conducive for teachers to think. society upholds. Policy and its implementation needs to recognise the need to make teachers feel that they can make a difference to the education of children. reflect and innovate at work. Teachers must be strongly accountable for their professional practice and their students’ progress and have clear actions to support performance improvement. uniform and transparent. An indelible link between teachers and society. Guidelines will be formulated to ensure objectivity in the postings and transfers of teachers. Contextual sensitivity and respect only comes from closer contact. the status of teachers being a reflection of the values. Teachers’ pay and service conditions commensurate with responsibilities and efforts to provide uniform service conditions and emoluments. They should not be burdened with cynicism in the system and mistrust of the teachers. They need to be helped to both acknowledge and achieve it. clarity of expectations. contextual and evolved with the teachers. transfer and promotion based on criterions which are objective. and 9. We must value the work of teachers. transparency. 3. which is aided by smaller decentralized mechanism. The 196 policy statements indicate appreciation of the following:1. 5.objective of uniform emoluments. Teacher appointment. Teacher accountability can only emerge from trust. respond to their needs and recognise their effort. could prepare a Code of Professional Ethics for Teachers and see to its observance. National level associations of teachers. Report of the Conference on Teacher Development and Management . Teachers will continue to play a crucial role in the formulation and implementation of educational programmes. For being held strongly accountable teachers must have freedom and autonomy to proceed along the route they have determined. A system of teachers’ evaluation open. posting. . contextualisation.3 Teachers’ associations must play a significant role in upholding professional integrity. The criteria for assessment of work should be transparent. Responsibility of teacher associations for setting standards of professional behaviour and ensuring their compliance. and 6. Policy must encourage sharing across stake holder groups and a sense of ownership among the teachers. service conditions and grievance-removal mechanisms for teachers throughout the country. 8. VBS. Mr Vikram Sahay.com. New Delhi. social and teacher administration perspectives. more opportunities for visits and for sabbaticals for courses. better equipped resource centres and courses for those in teaching. . At the same time. NCTE and VBS. responsibility and authority delegation and accountability at all levels. networks and partnerships. including the need for: • • • • • • • • • a policy. MHRD. NUEPA. concepts. 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. Postscript T his document has shared key ideas. development of common academic. [email protected] Dr Hriday Kant Dewan. These themes emanate from the key messages that have emerged from the discussions during the Conference. programme and implementation nexus. The 6 participants in the Conference represented a wide range of stakeholders and through the shared experience of the Conference. Director. 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. NCERT. have emerged as an effective network that can play a useful role in future policy development and consultation.com Postscript 9 . Over the next few months the organisers will prepare and disseminate the full Conference proceedings. concerns and recommendations that arose from a three-day International Conference on Teacher Development and Management.developmentfeb09@gmail. Udaipur. teacher. more linkages. 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. vbsudr@ yahoo. 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. more effective accountability mechanisms and their implementation. improved coordination of national bodies and institutions. 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. trust. 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.org For further information and feedback you may contact: 1. autonomy. Scientific and Cultural Organization United Nations Children’s Fund Vidya Bhawan Society 30 Report of the Conference on Teacher Development and Management .Abbreviations ABL ADEPTS BBC B Ed BRC CET CRC CTE D Ed DFID DIET DPEP GDP IASE ICT LJP MHRD NAAC NCERT Activity Based Learning Advancement of Educational Performance Through Teacher Support British Broadcasting Corporation Bachelor of Education Block Resource Centre Combined Eligibility Test Cluster Resource Centre College for Teacher Education Diploma in Education equivalent to PTC and STC Department for International Development (United Kingdom) District Institute of Education and Training District Primary Education Programme Gross Domestic Product Institute of Advanced Studies in Education Information and Communication Technology Lok Jumbish Parishad Ministry of Human Resource Development National Assessment and Accreditation Council National Council for Educational Research and Training NCF NCTE NGO NUEPA OECD PTC SC SCERT SMC SSA ST STC TTC UGC UNESCO UNICEF VBS National Curriculum Framework National Council for Teacher Education Non Governmental Organisation National University of Educational Planning and Administration Organization for Economic Co-operation and Development Primary Teacher Certificate Scheduled Caste State Council of Educational Research and Training School Management Committee Sarva Shiksha Abhiyan Scheduled Tribe School Teaching Certificate Teacher’s Training College University Grant Commission United Nations Educational. GoI. NCTE in collaboration with NCERT.References National Policy of Education (NPE) 196. as modified in 199. New Delhi National Council for Teacher Education (NCTE) Draft Curriculum Framework for Teacher Education. 00 References 31 . New Delhi. 006. NCERT. Department of Education. MHRD National Curriculum Framework (NCF) 005. Right of Children to Free and Compulsory Education Bill. Kanthaliya. International Consultant. Udaipur.of Teacher Training JMI.S. Urban Resource Centre. Dabok.T. Udaipur Anil Kumar Paliwal. Department Pendidik Nasional (Depdiknas) Indonesia Arti Sharma. Udaipur A. Korean Educational Development Institute. London Anil Kumar Jain. Cambridge Education Consultant.. Vidya Bhawan G. Student. Udaipur Anita Kajewa. Bhopal Adesh Bhatnagar. Satheesh. UK Daya Dave. Teacher. Udaipur Hans Cohen de Lara.) Angela Little. Udaipur Anjana Rao. BRTE. Hongkong Institute of Education.S. Udaipur H.L. Dept. Vidya Bhawan Gandhian Institute of Educational Studies. Teacher Educator. SIERT. Udaipur Ahrar Husain. Institute of Education. Udaipur Aqus Mardianto. Institute of Education. Brij Narain Bajpai. Department of Education. Ajay Acharya. Assistant Professor. Department of Education. Vidya Bhawan G. Mysore H. Sanothinri. Udaipur Asit Kumar Jhamarkotra Ray. Principal & Professor. Saxena. UK David Smawfield. Teacher Education. Udaipur Deepa Sankar. Palani. New Delhi Chandrahas Dubey. Lecturer.. Principal. Udaipur Arvind Asiya. Vidya Bhawan G.T. & Head. Kerala Caroline Dyer. New Delhi Diane C.S. Australia David Royle. Vijayalakshmi. UK Govind Singh. Vidya Bhawan G.P. Indo-American Institute. Korea Ekta Patidar. Teacher.P. Bhaktapur. Phatak. Netherlands Alok Mathur.B. London. RIE.C. Sr. Bhopal (M. Sr. Vidya Bhawan Education Resource Centre. Vidya Bhawan Kala Sansthan STC. Principal. Director. RIE. Associate Professor. Teachers College. DIET Himachal Pradesh Dharamashala. & Child Development. Principal. Vidya Bhawan Education Resource Centre.. Vidya Bhawan School.. Minister for Education and Culture.S. Hong Kong Chitra Prasad Devkota. C Ramakrishnan.Appendix A . Rishivalley. Principal. Vidya Bhawan Education Resource Centre.A. Parker. World Bank.Tamil Nadu Bhagwati Ahir. Rishivalley Education Centre. Teachers College.Teachers College. Victoria Dept. of Edu. University of London.Tamilnadu. England. D. Teachers College. Director. College. Bherulal Charpota. Delhi.S. University of Leeds. Education Consultant.D. Lokmanya Tilak T. Udaipur Dushyant Sharma. Germany Anu Poonia.) Cheng Yin Cheong. South Africa Divya Prabha Nagar. B.B. Udaipur Geeta Kingdon. Director. SCERT. University of Trier. Dt. Hazira 3 Report of the Conference on Teacher Development and Management . United Kingdom Cecilia Barbieri. UNESCO. SSA.S. Teachers College. Adinath T. Prof. Vidya Bhawan Kala Sansthan STC. New Delhi. Private Secretary to Hon. Udaipur Anne Sliwka. Sr. Chief Director. Udaipur Bharat Patel. Chittoor (A. S. Vidya Bhawan GS Teacher College. Nepal Dahle Suggett. Deputy Secretary. Udaipur Ee-gyeong Kim. Vidya Bhawan G.Participants A. International Consultant. Vidya Bhawan Education Resource Centre.S. Retired Principal of a Teachers College. Hazira. Principal-DIET. Teacher. School. Vidya Bhawan Education Resource Centre. Varanasi (UP) Madhuri Borekar. SCERT. NCERT. AISTF. Upender Reddy. Secondary School. A. Raipur (Chhattisgarh) Mae Chu Chang.P. Yadav. Udaipur Kalpana Kumari Patra. Curriculum Group. Reader. Udaipur Nazir Ahmed Wani. Sec. SCERT. Teachers College. SSA. Bhubaneswar N. Principal. Student. Ajim Premji Foundation. Sr. General Secretary. Education Specialist World Bank. Vidya Bhawan G. Karakala (Salumber) Mohit Chakraborti. Vidya Bhawan Education Resource Centre. Nagraj Ganpati. Andhra Pradesh M. Jawahar. Jawahar Navodaya Vidyalaya Samithi. KVSVS. Udaipur Jaya Rathore. Surat. Research Officer. Hanish.Participants 33 . Senior Education Adviser. Ajmer Kaloo Lal Baya. Chennai. Director. Lucknow M. Leh. Nungampakam. Honarary Advisor. Visva Bharti University. Udaipur Meera Walia. Sr. Gunamani Singh. IAS. Kashmir. NCERT. World Bank Manish Sharma. BBSR-1 Kamini Upadhyay. West Bangal Monica Gomes. Paris Juandanilsyah. Director. Dean. Laddakh. Jamia Nagar. Udaipur Kalpana Jain. University of Innsbruck. Iftikhar Hussain. Goa Namrita Batra. Udaipur Jamna Shankar Menaria. Student. Policy Analyst. Vidya Bhawan Rural Institute. Tamilnadu M. Teachers College. Asst. London Jagdish. SCERT.S. Directorate of Education OECD. Delhi Mihaylo Milovanovitch. Directorate of Junior School (PSMP Manbikviasmen). Chhattisgarh ERC. Dept. New Delhi K. New Delhi Madhu Kushwaha. Vidya Bhawan Gandhian Institute of Educational Studies. Swarnalekha Nagarajan. Dean of Instruction. Director. Jakarta . Head. Vidya Bhawan Education Resource Centre. Kerala Mohd.Helen Craig. Formal Prof.S. Primary School Unit6. Jammu & Kashmir Lalita Pradeep. Vidya Bhawan G. of Teacher Education & Extension NCERT. Bihar Indu Kothari. RIE. New Delhi M. Teacher. Teacher. Udaipur K. Vidya Bhawan Education Resource Centre. Udaipur Jonathon Marsh. DIET. Hazirawala. BRAC University. Prof.Teachers College. of Education.S. Govt. Akhtar Siddiqui.S.P. Vidya Bhawan Education Resource Centre. Udaipur Jitendera Kumar Pandya.Indonesia Jyoti Chordia. Govt. Student. New Delhi Krutiksha M. Training & Development Agency for Schools. Udaipur Kunzes Dolma. State Pedagogy Coordinator. Paris Mohd. of Chemistry. Lakshmana Rao. J&K Neha Lal. Hoge School Amsterdam. DIET Ukhrul. Director. Khader. Faculty of Education. Dept. Aga Khan Foundation. New Delhi Mohd. SIERT. NCTE.P. Bhopal (M. Head Master. Teacher. Educational Adviser. Vijaya Kumar. Hyderabad-1. Vidya Bhawan G.A. Vidya Bhawan Society. Bnaras Hindu University. Kumud Paliwal. Sharma. Udaipur Indra Shekhar Mishra. Alto-Porvorim. Srinagar. Faculty of Education. Bangalore Appendix A . Dorasami.) Krishna Kumar. Udaipur Kiran Mishra. Netherlands Meenakshi Mehra. New Delhi Mohd. Poojapura. Patna. Udaipur Jacqueline Nunn. Director. RIE. Director. Udaipur M. Rath. Udaipur Marco Snoek.B.P. Vidya Bhawan Gandhian Institute of Educational Studies. Institute of Education Development. Student. Washington Hriday Kant Dewan. Trivandrum. DFID. & Head. Barwada. Teachers College.S. Vidya Bhawan Rural Institute. Manipur M. Australia Michael Ward. SIE. Himachal Pradesh Michael Schratz. Iqubal Sheikh. Dhaka N. RVM SSA. RIE. Udaipur Kamlesh Jha. Vidya Bhawan G. Chairperson. Teachers College Sabina B Barnes. Annanagar. Venkat Reddy. Pune. Addl Director SIE. Kumar. Udaipur Satyendra Singh.Ed. European Commission. MSCERT. Joint Director. DFID. M. Chhattisgarh Santosh Sharma. National Convenor. SIERT. ICEE. CERC. RIE. Kherwara P. Chaltlang. Udaipur Pratibha Sharma. Udaipur Pannalal. Principal. New Delhi Ranjana Khatri.P. Curriculum Group. Sr. Raipur. Mantri.N. Vidya Bhawan G. New Delhi Prasoon Kumar. Director. Education Department.S. Vidya Bhawan Gandhian Institute of Educational Studies. SCERT.Teacher College. New Delhi Om Babu Vyas. Mahila Samakhya. Kharinta. Suderuadivelu. Jesupadam. Teacher’s Council Ministry of Education. World Bank. Deputy Programme Manager. SCERT.S. Udaipur Sangeeta Mehta. Vidya Bhawan GS Teacher College. Udaipur Rajesh Sen. Govt. PGT. Udaipur Rashmi Sinha. School. KVS. Vidya Bhawan Education Resource Centre. Consultant.B. State Project Director. Sherly. Hazira Sam Carlson. Bihar Education Project. Sir Dorabji Tata Trust. ORISSA Shanti Jagannathan. NUEPA. Principal. Reader In Education. Chitra. Udaipur Purnima Mewara. University of Baroda. Sr. New Zealand Phal Chandra. SCERT. Rishabhdev. Udaipur Peter Lind. SCERT. Director. Senior Secondary School Ramniwas Hudda. JNU. Joint Director. Udaipur Sebak Tripathy. Delhi Sharad Sinha. Biloda. Directorate of School Education. Patna Rajesh K. Uttrakhand Rohit Dhankar. Hyderabad R. Student. Aga Khan Foundation. Vidya Bhawan Education Resource Centre. Student. Reader in Education. Regional Coordinator. Udaipur Pratibha Chaudhary. Udaipur Santosh Sharma. Udaipur Rupen Chande. Vidya Bhawan GS Teachers College. Tata Institute of Social Sciences. SSA. Head. Udaipur Rampal Singh. Vidya Bhawan G. Aizawl. Nimbark Shikshak Mahavidyalaya. Vidya Bhawan Education Resource Centre. Student. Vinayak. DFID. SCERT. Banswara Pranati Panda. Teacher. Academic Monitoring Officer. Consultant. Ajmer 34 Report of the Conference on Teacher Development and Management . RIE. Vidya Bhawan Education Resource Centre. Vidya Bhawan Education Resource Centre. ICICI ICEE. Vidya Bhawan Education Resource Centre. Student. Andhra Pradesh. AIPTF. Udaipur Ramesh Babu Burra. Mumbai Pankaj Kumar Pareek. Tamil Nadu S. Director. NMR. Tamilnadu Padma Sarangpani. Teacher. RIE. Pune. Astinapuram. Udaipur R. Hyderabad S. Aishwarya Teachers Training College. Mizoram Sanjay Kumar Tiwari. State Programme Director. Aishwarya TT College.Thiruvallua. SIERT. President.S. M. Puducherry S. Bhopal Ramesh Shrimali. Economics. Sr. Maharani Girls B. Principal. Lucknow Ratna Mathur. NCERT. Delhi Sandeep Tanwar.V. Vidya Bhawan G. Director. Director. Digantar Jaipur Ruchi Rawat. Ahemdabad S. Udaipur Rajguru Ashok. Teachers College. Maharashtra Nijamussahar Khan. Vidya Bhawan Education Resource Centre. Secondary School. Foundation Hyderabad R. College.Neha Patri. ICICI. Udaipur Rajni Surana. Chandigarh Rachel.. Basic Education Department. New Delhi Rekha Bora.S. Maharashtra Rajni Dwivedi. Lecturer. Paris S. Yadav. Maharashtra Rajesh Bhushan. Mysore Piyush Pandya. Delhi Sangthanmawv Hauhnar. New Delhi Purnima Chauhan. New Delhi Satish Sharma. Directorate of Teacher Education. Sec. New Delhi-6 Sailor Pratima B. Vice Chancellor. Mumbai Vikram Sahay. Udaipur T. Vidya Bhawan Education Resource Centre. Dharamashala Venkatesh Sundaraman. Education Specialist. Vidya Bhawan G.V. Vidya Bhawan Gandhian Institute of Educational Studies. New Delhi Zochhuani Hauhnar. Humana People to people India. Teacher.Sheldon Shaeffer. World Bank. Sr. Delhi Sushma Talesara. Gujarat Thakur Dass Sharma.S. Udaipur Shima Sarupria. NCTE. Bhubaneswar Subir Shukla. New Delhi Yagvendra Singh Parihar. DIET. S. ex-UNESCO. India Vidhya Muthuram. Vidya Bhawan G. Udaipur Snorre Westgard. Lecturer. Vinobapuri. Prof.E. Noida.Teachers College. Lajpat Nagar. Vidya Bhawan Society. Gandhinagar. Delhi Snehbala Joshi. Director. Washington Vibha Joshi. Singh. ICICI. RIE. Aizawl. Teachers College. IGNUS – ERG. Udaipur Shubhangi Sharma. Udaipur Zafar Iqbal. Lecturer. DIET. of Education. Udaipur Veena Kumari. Consultant. DIET. Student. Chaudhury. Udaipur Yashpal Singh. New Delhi Subhash Chandra Panda. Bangkok. Udaipur Suyesh Chaturvedi. Jammu & Kashmir Usakanta Nanda.I. Chaltlang Appendix A .&Head Deptt. Indira Gandhi National Open University. New Delhi Sohanvir S.S. SIERT. Lecturer. RIE.Participants 35 .UNESCO. Teacher Educator. Maharaja College of Arts & Education. Bhubaneswar V. GCERT. Vidya Bhawan Education Resource Centre. Department of Teacher Education. Principal. MHRD.S. Thailand Shilpa Bhatnagar.. Professor Education. Chief Executive Officer.Joshi. 36 Appendix B . Vikram Sahay. Opening Plenary Session 1. outgoing director of the UNESCO Regional office in Bangkok Date Time 23 February 2009 rd 9. if possible. 2. Director. 4.30-1. Hong Kong. Vikram Sahay and the five keynote speakers will each identify two or three questions that they would like the Conference to discuss and.30 hrs 11. These questions will be written up and displayed throughout the proceedings. Udaipur: 23 to 25 February 2009 Conference Programme Conference Inauguration National Anthem Welcome Speech by the President. Tea Plenary Session (Continued) 3. Professor Akhtar Siddiqui.4 – 10. Chairman..0 – 10.30 hrs 11. University of Trier.00 hrs 10.15-11.Reflection on NCTE.Programme International Conference on Teacher Development and Management Vidya Bhawan Society. School Education and Literacy. Hong Kong Institute of Education. Sheldon Shaeffer.15-11.46-9.45 hrs 9. 1300 – 1400 hrs In service teacher education and training (INSET) .44 hrs 9. NCERT Thoughts on Teacher Development and Management – Suggestions for Doing it Better: Dr. Developing Teachers’ Knowledge and Skills: Professor Anne Sliwka. Chair Professor of Leadership and Change.05 hrs Report of the Conference on Teacher Development and Management Lunch Parallel sessions The Conference will divide into three self-selecting parallel sessions after lunch.00 hrs At the end of the session Mr. Germany Teacher Management for Educational Reforms and New Learning: Professor Cheng Yin Cheong.47 hrs 9. resolve. Role of Regulatory bodies for ensuring quality teacher education . 5. NCTE Teacher Education Concerns and Challenges: Global Perspectives – Professor Krishna Kumar. Vidya Bhawan Society Inaugural Address by the Honourable Governor of Rajasthan Gratitude to the Honourable Governor of Rajasthan by Mr. Professor of Education. Director. Pre-service Teacher Education Recruitment and Management of Teachers 10. MHRD National Anthem Departure of the Honourable Governor of Rajasthan. UK Dr. the Netherlands International Good Practices in training of primary and upper primary teachers: multi-grade teaching Professor Angela Little. the Korean experience Policy Development in Teacher Education Through Peer Learning of Policy Makers Marco Snoek.NUEPA Policy and practices of in-service education and training of teachers (Continued) 3. Korean Educational Development Institute Discussion Emerging concerns and issues in Teacher Education. International Best Practice in Training Primary and Upper Primary School Teachers Dr. India Discussion Appendix B . Paris . Dhaka Discussion Role of DIETs in Quality improvement in Teacher Education – recent evidence from India Professor Caroline Dyer. Institute of Education. MHRD . OECD. NCERT 1. BRAC University. Hogeschool Amsterdam. Humana People to People. Developing and Retaining Effective Teachers in OECD Countries Macro Scenario and Institutional Framework for Providing Quality Teacher Education in India Session chaired by Professor Ahrar Husain. Vikram Sahay. Delhi. 37 . Tea 1545 -1730 hrs. preparation and development of teachers Session chaired by Professor M A Khader. Monica Gomes. 3. Policy Analyst. Professor (Ms) Ee-gyeong Kim. Ms Shanti Jagannathan. University of London Discussion 1530-1545 hrs. Chief Director. In-service Teacher Training in Andhra Pradesh Mr. Upendra Reddy and Mr. Parker. 3.1530 hrs The Prevailing Pattern Session chaired by Professor Phal Chandra. . Cambridge Education Consultants. Rohit Dhankar. 1. Dr. Teacher Education Department of Education. New Delhi The attraction. Dr. 1. Collaboration with Government on Functioning and Management of Primary Teacher Training Institutions in India Mr. preparation and development of teachers in India Attracting. Vinayak Suvarna 5. Jamia Milia Islamia. David Smawfield. University of Leeds. Senior International Consultant.Date Time Conference Programme 3 February 009 1400 . Mihaylo Milovanovitch. South Africa 4 Policy Perspectives on Teacher Education in South Africa The Prevailing Pattern(Continued) The attraction. Director Teacher Education. NCERT Policy and practices of in-service education and training of teachers Mr. 4. United Kingdom 5. European Commission. Diane C. Pretoria. Discussion The attraction.Programme 2nd Day On arrival at the venue participants will receive a newsletter from the Conference organisers highlighting the main learning points arising from the first day’s proceedings. Directorate of Education. preparation and development of teachers (Continued) Teacher Management Issues in IndiaTeacher management Issues –Reaching the un-reached – BRAC Experiences Professor Pranati Panda .Diganter Discussion Curricular Concerns in Teacher Education in India 4. Snorre Westgard. self regulated school programmes and professional development (Continued) 4. SSA State Project Director. World Bank. Dr. New Delhi 1. New Delhi. Shubhangi Sharma.Date Time Conference Programme 3 Curriculum and practices Session chaired by Dr. Mysore) Curriculum and practices in teacher education: Mapping Contours of Teacher Education Content and Policies international experience Dr. Tata Institute of Social Sciences. Rajesh Bhushan.30 hrs 11. Washington 3. Helen Craig. Bihar Discussion Leadership. Curriculum Development and Processes in India Dr. Austria. Professor Phal Chandra. 1. Aga Khan Foundation. 5.Cil. Senior Education Specialist. Digantar Teacher Performance Standards in India . Michael Schratz. Australia Jonathon Marsh and Rupen Chande. Deputy Secretary. Dr. Interactive in-service Teacher Training through distance mode. Professor of Education at the Department of Teacher Education and School Research. Models and modules in inservice education and training of teachers in India Dr. UNICEF and Binay Pattanayak. Policies for workforce reform and teacher quality Teacher Education in the 21st Century. 4. Director. Curriculum Group. University of Innsbruck. autonomy.15 hrs Recruitment. Pratibha Sharma. NCERT 3.30-1300 hrs 4. Department of Education. Sam Carlson. Paris In-Service Teacher Professional Development – Making an Impact Dr. New Delhi . 6. and is presently Dean of the Faculty of Education. deployment policy and career mobility Session chaired by Professor Padma Sarangpani. London 4. Government of Nepal. Vidya Bhawan Society Tea 11. Ed. UN Solution Exchange. World Bank.A. UNESCO. Washington 3. SCERT. Professor M. Chitra Devkota. School Leadership Development Initiatives in the European Union Bridging the gap in content and pedagogy . DTEE.Khader. Context of schooling and working conditions of teachers in India . Curriculum and practices (Continued) Recruitment. Professor Padma Sarangpani. Teacher Incentives for Improved Learning Outcomes – Evidence from Andhra Pradesh. self regulated school programmes and professional development Session chaired by Professor Santosh Sharma. NCERT (RIE. Mumbai Supporting teachers at work – international perspectives Leadership.15-11. Mumbai Discussion Vidya Bhawan Society Discussion 1300 – 1400 hrs Lunch . Report of the Conference on Teacher Development and Management Professor AB Phatak. NCERT Dr. 5. Tata Institute of Social Sciences. deployment policy and career mobility (Continued) Session chaired by Rohit Dhankar. Jacqueline Nunn. autonomy. Head Curriculum Group.ADEPTS Subir Shukla. Hriday Kant Dewan. Community Management of Teachers in Nepal Mr. Victoria Department of Education and Child Development. World Bank. . Venkatesh Sundaraman. Chetna Kohli. Delhi 6. Joint Director. NCERT 5.30-11. Dahle Suggett. a Global and Indian Overview from UNESCO 24th February 2009 9. Education Specialist. The Recruitment of Teachers under SSA: Experiences from Bihar Mr. 1. Dr. Director of Initial Teacher Training Development at the Training and Development Agency for Schools.Reflection on field based experiences in India Assessment of teacher pre-service education at the secondary level in India Teacher Education and Teacher Educators in India Professor Dorasami. Hriday Kant Dewan.Date Time Conference Programme 1400 . Senior Education Adviser. Dr. Mae Chu Chang. teacher performance assessment in New Zealand. Cohen de Lara Advies & Begeleiding VoF. In-service Presentations on the main proceedings from each of the thematic sessions by the chairs of the various sessions The four key note speakers will then reflect on the questions they posed at the beginning of the Conference and discuss the extent to which these have been answered by the proceedings. Dr. David Royle. Vidya Bhawan Society Teacher training in Activity Based Learning in Tamil Nadu Dr. Vijayakumar. Ministry of Education. Peter Lind. Teacher Recruitment Session chaired by Professor Dorasami. NCERT Policy Session chaired by Professor Pranati Panda. Tamil Nadu. Mr. UK Mr. Continuous Teacher Professional Development. In the three thematic groups the chairs of the previous session will facilitate an open house discussion with particular reference to the questions posed by the keynote speakers on the first day of the Conference. National Convenor. Teachers’ Council. MHRD. New Zealand.Programme 11. Institute of Education/London. 1. 1. R Venkat Reddy. Director. Teacher management 3. Netherlands . Education Department. 1615 -1730 hrs. Assessment: A pivotal tool in the NUEPA continuous development of teacher quality 1. Pre-service . Teacher appraisal and accountability.1600 hrs Building professionalism in teacher Teacher Appraisal. DFID India and representatives of Rishi Valley Raising the professional ethos and standards of teaching: the experience of the All India Teachers’ Forum for Child Rights.30 -11. . World Bank 3. Senior International Consultant. Michael Ward. Cambridge Education Consultants. Hans Cohen de Lara. Performance Assessment and Teacher Accountability Session chaired by Dr. Tea 3rd Day 25th February 2009 09. On arrival at the venue participants will receive a newsletter from the Conference organisers highlighting the main learning points arising from the second day’s proceedings.00 hrs Appendix B . Teacher knowledge assessment for design of teacher recruitment policy Teacher competency assessment in Indonesia Role of Regulatory bodies for ensuring quality teacher education – an international perspective .15 hrs 39 . for Raising Teacher preparation/ quality in teacher education Standards at Induction. What have we learned in the parallel sessions on 1. UK: Implications of recent teacher knowledge assessment in Bihar for design of teacher recruitment programmes Tea 1600-1615 hrs.00-11. MV Foundation Professor Geeta Kingdon. Senior Education Consultant. Session to be chaired by Mr. Vikram Sahay. Vice Chairman. Pre-service . former SSA SPD Tamil Nadu How will we take Teacher Development and Management forward in India? A panel comprising Mr. Hriday Kant Dewan.15 -1300 hrs 1300 – 1400 hrs 1400 .1530 hrs 1530-1545 hrs. Vikram Sahay.Date Session to be chaired by Professor S Chaudhury. Sudervadivelu. Teacher Management Lunch Session to be chaired by Mr. MHRD. ML Sukhadia University and Mr. Dr. Inder Shekhar Mishra. Professor Anu Poonia. Puducherry. Professor S Chaudhury. Vijayakumar. Vote of Thanks and Farewell by Dr. NCERT. VBS Tea Departure Time Conference Programme 40 11. NCTE. Director of School Education. NCTE Open house discussion of the main proceedings of the three thematic sessions with responses to these from NCERT (pre-service and inservice) and NUEPA (teacher management) 1. Vice Chairman. Teacher Union Representative will lead a discussion of how Teacher Development and Management should be taken forward: a Conference Action Plan may be a result. Report of the Conference on Teacher Development and Management 1545-1630 hrs . In-service 3. Professor Phal Chandra.