final report on quality assurance of teacher training programs
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Final Report on Quality Assurance of Teacher Training
Programs
Conducted by
Directorate of Staff Development
Lahore, Punjab
Third Party Review and Assessment
The World Bank, Islamabad
Prof. Mahmood H. Butt and Mr. Fawwad Shams
Consultants
UNESCO Project 478/07
December 14, 2007
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Table of Contents
S. No. Topics/Section Page
Tables of Figures iii
Abbreviation and Acronyms ivExecutive Summary v
1. Introduction 12. Background 13. a. Brief History of DSD and its Evolution 2
b. Current Mandate and Organization of DSD 2c. Role of Provincial Institute of Education 4
d. Government College of Elementary Teachers (GCETs) 5
e. District Training and Support Centres (DTSCs) 54. District Education Department (DED) and Implementation of CPD 75. Punjab Teacher Education Policy Making and Implementation 8
6. Continuous Professional Development framework 11a. Target Population of CPD 11
b. Diagram of CPD Framework 13c. Training of Lead Teacher Educator (LTE) 15
d. Cluster Teacher Support Centre (CTSC) 16
e. District Teacher Educator (DTE) 16f. Basic Foundation Module of PSTs (BFM) 17
7. CPD Framework and Implementation Review Report
a. CPD Framework 19b. Implementation Review Report 20
i DTE Training 20ii PSTs Training 23iii PSTs Classroom Teaching 26
iv Recommendations 288. Overall Recommendations 28
a. District Implementation Level 29
b. District Policy Level 29
c. Provincial Implementation Level 30
d. Provincial Policy Level 30
Annexure
I Draft terms of reference 32
II Field Visit Report: June 14-18, 2007 35III Monitoring Form 37
IV Field Visit Report: July 27-August 17, 2007 40V Field Visit Report: August 20-24, 2007 46
VI Field Visit Report: October 8-12, 2007 49
VII List of Individuals Interviewed 54VIII List of key documents and Training Modules Reviewed 57
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Table of Figures
Figures Page No.
Figure 1. The New DSD Structure as an Apex Body 3
Figure 2. DSD Coordination with Major Stakeholders for Programme Development
and Implementation
4
Figure 3. Administrative Staff Structure of each DTSC 6
Figure 4. Target Population 12
Figure 5. CPD Framework and its constituent core components 13
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Abbreviation and Acronyms
AIOU Allama Iqbal Open University
BFM Basic Foundation Module
CPD Continuing Professional Development
CTSC Cluster Training and Support CentreDED District Education DepartmentDG(s) District Government(s)
DoE Department of Education
DRC Departmental Review Committee
DSD Directorate of Staff Development
DTE(s) District Teacher Educator(s)
DTEF District Teacher Education Forum
ESP(s) External Service Provider(s)
EST Elementary School Teacher GCET(s) Government College(s) for Elementary Teachers
HEC Higher Education CommissionHRM Human Resource Management
HST(s) Higher Secondary Teacher(s)
HT(s) Head Teacher(s)
ICT Information and Communication Technology
IEC Information, Education and Communication
INSET In-Service Education and Training
ITD Institute for Teacher Development
LTE(s) Lead Teacher Educator(s)M&E Monitoring and Evaluation
NGO(s) Non-Governmental Organization(s)
PD Professional Development
PEC Punjab Examinations Commission
PEF Punjab Education Foundation
PER Performance Evaluation Report
PESRP Punjab Education Sector Reform Program
PMIU Program Monitoring and Implementation UnitPST(s) Primary School Teacher(s)
PTB Punjab Textbooks Board
PTEF Punjab Teacher Education Forum
QA Quality Assurance
RoB Rules of Business
RPM Regional Program Manager
SC School Council
SST(s) Secondary School Teacher(s)
TDP Teacher Development Plan
TDMIS Teacher Development Management Information SystemTE(s) Teacher Educator(s)
TEF Teacher Education Forum
TOT Training of Trainer UOE University of Education
VU Virtual University
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Executive Summary
This interim report in based on desk review of documents related to continuous
professional development of PSTs provided by Directorate of Staff Development to
the international consultant.
The national consultant undertook field visits to selected in-services training sites to
observe first hand training of DTEs and interviewed various stakeholders.
Since 2004 DSD has been reorganized as Apex Body to enhance professional
competence of teachers, head teachers, district teacher educators and trainers of
teachers using the Continuous Professional Development framework. Vision of DSDis to develop a knowledgeable, committed, motivated, competent and ethically sound
cadre of educational personnel.
Over the last three years DSD has conceptualized a well developed comprehensive
model of continuous professional development of primary school teachers, teachereducators at the district level and lead teacher educators.
DSD has developed, through a series of consultative dialogues with a variety of
stakeholders, training materials to enhance the knowledge, skills repertoire and
ethical disposition of teachers.
DSD has undertaken a phased program of preparing requisite numbers of Lead
Teacher Educators, District Teacher Educators and Heads of Schools to providecontinuous professional development of PSTs.
A network of DTSCs and CTSCs has been developed and staffed using clusteringmodel.
Detailed action plans have been developed and implemented in 2006 and 2007 to
achieve the qualitative and quantitative targets of in-service training.
A quality assurance wing has been developed at the DSD to monitor the training andsupport activities provided at DTSCs and CTSCs. Detailed forms for feedback from
providers and participants in the training programs have been developed and data thus
generated is being used to refine the professional development strategies.
The salient achievement of the last three years has been to structure the building
blocks of CPD in all thirty five districts of the province under the overall leadership
of DSD.
The documentation strongly indicates that CPD is a provincial initiative, pre-
dominantly designed, developed and implemented by the apex body with little activerole played by the District educational departments. Attempts have been made to
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build consensus around the conceptual approach and its implementation, yet the
district education departments have yet to fully own CPD.
The collaboration between DSD and DEDs needs to be enhanced through mutual
determination of training needs and strategies to meet them on a sustained basis.
District Coordination Committees have been established which can be furtherempowered to ensure effective collaboration between DSD and DEDs.
Educational forums at district, tehsil and local levels need to be energised through participatory meetings involving teachers, DTEs, Heads of Schools, parents and
community leaders to identify training needs and design strategies to meet them.
15-17 KM cluster served by CTSCs needs to be reconsidered. Smaller radius clusters
are needed to increase female teachers participation in training activities.
External Service Providers have been carefully selected to assist DSD in designing
and implementation of training programs. NGOs and international consultants have been involved in developing detailed instructional materials and implementation
methodologies. Such collaborative efforts need to be expanded.
A new cadre of teacher educators with enhanced salary packages has been approved
and implemented. All GCETs should be staffed by more experienced qualifiedmembers of this cadre. Those GCETs where DTSCs have been established are staffed
by such personnel.
To sustain the CPD efforts DEDs and DSD have to explore new ways of collaborative
planning, design and implementation of CPD activities at the CPD centres.
GCETs have yet to develop the more demanding 4-year pre-service B.S. (Education)
programs for primary school teachers and advanced level programmes for preparing
Heads of Schools who can serve as instructional leaders in the CPD activities of theirstaff.
The duration of 4-Week training program for LTEs needs to be extended. The content
covered also needs to be augmented with more focus on mentoring strategies.
A careful and critical review of DTEs training and mentoring activities is called for. It
may be impractical to expect them to reach out to the number of teachers assigned to
them per month. Documentation reports each month need to be computerized foraccurate and wide sharing.
Duration of DTEs training also may be increased to focus on specific training andmentoring tasks. DSD and GCETs may develop detailed plans for this now to
implement them in 2008
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School Heads to be given additional training to act as instructional leaders for staff
development. They need to be more intimately involved in on-site CPD activities intheir schools.
The GCETs staff may be involved in research projects to continuously refine the
content and methods of training PSTs. Each DTSC situated on GCET campus may befurther expanded to offer regular, sequential and supervised courses to the least
qualified teachers to enable them to improve their credentials.
BFM is a good initial training tool. The participants in CPD training need to be
encouraged to develop their own teachers portfolio of lesson plans, assessment
activities and instructional methods. Such mini BFMs will personalize and sustainlong term professional growth of teachers.
Increased number of qualified primary school teachers need to be inducted as DTEs.
Secondary school teachers who are selected as DTEs should have primary school
teaching/administrative experience. Eligibility criteria for DTEs appointment may bedesigned to ensure this.
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1. Introduction
This third party review and assessment report of the Continuous ProfessionalDevelopment of teachers conducted by the Directorate of Staff Development in Punjab
has been written by Dr. Mahmood H. Butt and Mr. Fawwad Shams. It is based on a desk
review of the content of training modules for the LTE, DTE and PST training,foundational documents related to Continuous Professional Development framework,
quality assurance records of measures adopted by DSD and site visits to assess the
delivery aspects of all three stages of training of PSTs. Interviews were conducted with
mentors, LTEs, DTEs, Heads of DTSCs, Principals of GCETs and Primary SchoolTeachers.
The report has identified the salient features of the Continuous ProfessionalDevelopment initiative of DSD and has recommended a series of changes and
improvements for the next round of training. Given the immense task of improving the
Knowledge, pedagogical skills and dispositions of the target population DSD has created
the basic infrastructure of getting to target. These efforts which have been supported by avariety of stakeholders need to be continued and further refined. The role of GCETs as
providers of Pre-Service and In-Service teacher education needs to be elaborated and
dovetailed with CPD initiative. While DSDs role as apex organization responsible forprofessional development of teachers need support of the district and provincial policy
makers, DSD should also continue to collaboratively work with DEDs and Provincial
Educational authorities. Together they can strengthen the strategic framework ofimproving quality of primary school teachers envisaged in the CPD initiative.
2. Background
The Punjab government with the active support of the World Bank andspecialised agencies of the United Nations including UNESCO and UNICEF has beeninvolved in a massive program of Education Sector Reforms. Punjab Education
Development Policy Credit (PEDPC) program has outlined a series of policy reforms to
build capacity of the educational system to ensure availability of universal educationalopportunity from pre-school to grade 10 and to improve the quality of educational
opportunities to enhance the schools ability to retain and graduate those who come to
their doors. PESRP is built around three main pillars. The first reform pillar deals with
Enhancing Fiscal Sustainability and Improving Fiduciary Environment. The keyobjectives of this pillar include allocating adequate public expenditures that are
commensurate with educational needs of the province and to strengthen each districts
financial capacity for meeting the needs of education service delivery in that district.
Reform pillar II calls for Increasing Equitable Access to Education and
Improving Quality and Relevance of Education. The key objectives of pillar II includesincreased participation in and retention rates of schools; encourage participation of
private sector for contributing to access to equitable and quality education; develop an
integrated strategy for improving quality of teachers through innovative and
comprehensive programs of both pre-service and in-service training of teachers; and
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Continuous Professional Development through a reorganised Directorate of Staff
Development (DSD).
PESRP pillar III calls for Improving Public Education Sector Governance and
Management. The main objectives of pillar III include increasing each districts
managerial capacity for implementing and monitoring educational reforms; finalizationof revised HR policy including establishments of a new teacher educators cadre and well
defined career paths for teacher educators, head teachers and educational managers; and
approval of revised roles and functions of PITE and GCETS under the overall control ofDSD. Another key goal of pillar III is to set up a system of monitoring and evaluation to
measure the quality of educational outcomes in each district and rank all 35 districts
using an updated performance monitoring index.
3. a. Brief History of DSD and its Evolution:
Directorate of Staff Development (DSD) was established in 1959 as the Education
Extension Centre but in 1994 was named as DSD. In 2002 DSD became part of theUniversity of Education (UoE), but was made independent in 2004 when the Governmentof Punjab (GoP) reorganized the existing teacher training institutions, and was
restructured with redefined roles and functions. Through a GoP notification, the DSD
was later designated as the sole agency for coordinating activities that relate to teacher
development, whether in the public or private sectors. All the Elementary Colleges andPITE in Punjab were brought under the administrative control of DSD so as to better
organize and coordinate professional development activities in the province, avoid any
overlap/duplication, and ensure efficient utilization of resources. For the past two years,DSD is operating through a Rs. 2 billion annual budget covering all administrative and
program costs related to professional development of teachers in the province; as such
Punjab stands out amongst all provinces as demonstrating a lot of commitment towardsquality education through provision of adequate resources.
3. b. Current Mandate and Organization of DSD
Since 2004 the Directorate of Staff Development has been reorganized as the
apex body with the mandate to develop quality programs of teacher education across
the public sector schools in the province through integrated and collaborative efforts withthe DOE and DED. The vision of the Directorate is to develop a knowledgeable,
committed, motivated, competent and ethically sound cadre of educational personnel to
deliver top quality education to the students in government schools of Punjab.
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Figure 1: The New DSD Structure as an Apex Body
The Directorate has been given new functional roles and organizational
responsibilities. It is no longer a provider of in-service teacher education opportunities but is
to provide leadership in integrated policy planning, research based and data driven decisionmaking, continuous professional development of teachers and develop linkages with NGOs, private service providers, related departments, institutions, Universities and
national/international development agencies. The following diagram describes thecoordinating role of DSD with the main stakeholders for teacher education program
development and implementation.
District Training &
Support Centres
DTSC (35)
Government Colleges of
Elementary Teachers
GCETs (33)
Provincial Institute of
Teacher EducationPITE (1)
Cluster Training & Support
Centres
CTSCs (2290)
DSD
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Figure 2: DSD Coordination with Major Stakeholders for Programme Development and Implementation
The reorganized DSD has been given the responsibility for overall integrated and
holistic planning for teacher education in Punjab. The Provincial Institute of Teacher
Education (PITE) and the thirty three Government Colleges for Elementary Teachers
have been administratively assigned to the DSD control.
3. c. Role of Provincial Institute of Teacher Education (PITE)
The Provincial Institute of Teacher Education (PITE) had been created to:
i. Develop and implement certificate and diploma courses of short durationfor practicing teachers;
ii. Design training centres for preparing master trainers;
iii. Undertake and promote action research in teaching methods, lesson planning and on development and effective use of teaching, learningmaterials. As an integrated unit of DSD, PITEs initial work lead to the
development of the conceptual scheme of Continuous Professional
Development of PSTs.
DSD
NGOs
Universities &Institutions
Teacher &
Teacher Unions
Parents & Students
Private
Sector
International
Development Partners
Public
Sector
World Bank
UNICEF
GTZ
CIDA
JICA
UNESCO
NCHD
PITBPTB
PEC
City SchoolSalamat School
System
Ali Institute
DSS
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3. d. Government Colleges of Elementary Teachers Education and
their functions
The GCETS are to provide revised and up-graded pre-service teacher education
programs to prepare more effective teachers of elementary schools. DSD has been given
the task of transforming the curricula, pedagogical practices and infrastructure offacilities of GCETs to transform them from old normal schools to modern collegiate level
teacher education institutions. The GCETs are also to be integrated with the Continuous
Professional Development Framework and provide in-service professional developmentsupport services to K-6 grade teachers through DTSCs that are set up on their campuses.
GCETS are to actively participate in the District level training and support services to
teachers in their jurisdiction. An additional task has been assigned to the GCETS that
deals with developing action research projects, on issues related to teachersdevelopment, pedagogical strategies, school management, material development and
improving student learning outcomes.
The faculty and administrators of GCETs are to be carefully selected, providedwith resources and incentives to build capacity of district level educational authorities
and institutions to constantly strive for equitable and quality educational opportunities. Anew service cadre has been approved in the province by (Government of Punjab) for
teacher educators under the leadership of DSD.
3. e. District Training and Support Centres (DTSCs)
These centres have been established in all 35 districts. Twenty two (22) of these
support centres have been housed in the GCETs and thirteen (13) have been placed inselected high schools in districts where GCETs do not exist. Each DTSC has been
staffed with at least four specialist Teacher Educators (TEs) responsible for coordination
and implementation of CPD; monitoring, quality assurance and assessment; planningtopical course/events and offering them in a sequential manner; and administration
finance and logistics of district level support services envisaged in the CPD framework.
Teacher Educators have been provided special pay, allowances and otherincentives to actively play their lead roles. TE is a regular BS 17 post in the provincial
cadre. Each TE from the public sector cadre is being paid an incentive allowance of
Rs.6000/month in addition to the regular pay. TEs appointed on a contract basis arebeing paid an enhanced salary package. All 140 District Teacher Educators (4 x 35) have
been selected through an open, transparent selection process by DSD from a pool of 2700
applicants. They were tested in their specific areas: computer proficiency, quantitativeability, English Language and general knowledge. Upon their appointment the TEs are
being given orientation workshops to prepare them to play their constructive role in
district level capacity building. The following figure describes the administrative staff
structure of each DTSC and the specific roles and responsibility of TEs.
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Figure 3: Administrative Staff Structure of each DTSC
In keeping with the objectives of decentralized governance of the CPD
Framework (developed by DSD), District Training and Support Centres (DTSCs) havebeen established in every district.
Roles and responsibilities of TEs in each DTSC are given below. DSD continuesto review these roles periodically to update and align them with the new demands and
requirements, as they arise, at the district level.
i. Teacher Educator (Coordination and Implementation)
The main task of Teacher Educator (Coordination and Implementation) is toimplement CPD activities within the overall parameters suggested by DSD and
coordinate all field operations and activities relating to teacher professional development.
The post holders are expected to spend 80% or more of their time in the field.
DTSC
Steering Committee(EDO, DMO, Head of DTCS & RPM) Head of DTSC
TEAdministration,
Finance and
Logistics
(Management)
TEPlanning and
Course/Events
Organization
TECoordination and
Implementation
TEQuality
Assurance and
M&E
Supporting StaffData Entry Operator (1)
Drivers (2)
Junior Clerk (1)
Naib Qasid (1)
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ii. Teacher Educator (Quality Assurance M & E)
The main task of Teacher Educator (Quality Assurance and M & E) is to ensurethat Standard Operating Procedures (SOPs) defined by DSD are being observed. The
post holders are expected to spend 80% or more of their time in the field.
iii. Teacher Educator (Planning and Course/Events Organization)
The main responsibility of Teacher Educator (Planning and Course/EventsOrganization) is to prepare district level teacher development plans in close collaboration
with district education authorities and execute training courses that are designed to be
undertaken at DTSC. The post holders are expected to spend 20% or more of their time
in the field.
iv. Teacher Educator (Administration, Finance and Logistics Management)
The main responsibility of Teacher Educator (Administration, Finance and
Logistics Management) is to oversee day-to-day administration of DTSC and manageDTSC funds, supplies and equipment.
In each district an advisory steering committee named as District Coordination
Committee has been set up to guide the DTSC staff. The aim of the committee is to
coordinate collaboration of all stakeholders and to resolve issue of implementation at thedistrict level.
Site visit reports and interviews with DTSC heads, indicated that while they hada basic understanding of the concept and design of the CPD, they were not very clear
about the role DTSC was expected to play in the improvement of teachers skills in the
district. They were also not clear about the role of District Education Department officialsin the design and implementation of CPD activities in their area. Most of them asked formore active participation in the DSD planning team by the district educators like EDOs,
DMOs and DTEs.
Another concern expressed by DTSC staff related to the length and duration of
DTEs training. DSD officials are also aware of this and are planning additional 6-months
training for DTEs in 2008-09.
The District Steering Committees consisting of EDO, DMO, DTEs, RPMs and
DSD need to be more actively involved in determining the district needs and designing
appropriate activities to meet them within the overall CPD parameters.
4. District Education Department (DED) and Implementation of
CPD
A key link in the governance and administrative structure of education since the
devolution plans implementation has been the development of DEDs and their specific
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roles in implementation and taking ownership of district teacher development plans
prepared in collaboration with DSD. The DEDs are to collaboratively do cluster mapping
with DSD and assign appropriate sites in the district for the establishment of clustercentres and attach primary schools with their cluster centres for effective support services
to primary school teachers. The DED is to select and identify DTEs, Master trainers and
Trainers of Teachers (ToTs) in accordance with criteria and procedures identified byDSD.
The close collaboration between DSD and DED is essential to ensure success ofthe CPD model of teacher training and support. The collaboration needs to be not just in
implementation of CPD activities designed by DSD but in designing and constant
refinement of strategies of professional growth and development. The DEDs and their
lead staff including DEOs, DDEOs and AEOs need to become real partners in planningand programming of CPD activities at the DTSC and CTSC levels otherwise the
initiatives planned by DSD may not be implemented whole-heartedly.
At the district education department level a strong feeling of lack of closecollaboration with DSD was apparent. The perception is quite strong that CPD is a
provincial initiative and DED has very little role in its actual design and delivery. EDOsand DMOs need to be provided a clear view of their professional role in the qualitative
improvement of teachers in their district. DSD needs to motivate DED officials through
meaningful involvement in overall design, implementation and improvement of CPD
framework.
5. Punjab Teacher Education Policy Making and Implementation
To fully comprehend the intricacies of Punjab Teacher Education Policy Making
and Implementation of the CPD initiative it is important to outline the duties andfunctions of key teacher educators and policy makers in the province.
During the last five years teacher education policy making and implementation
has undergone significant changes in the Punjab. PESRP initiatives have outlined andclearly defined roles and responsibilities of three key decisions makers of teacher
educational policy. These include the provincial Department of Education, Directorate of
Staff Development and District Departments of Education.
Provincial Department
of Education (DOE)
Directorate of Staff
Development (DSD)
District Education
Department (DED)
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The following table provides clearly defined roles and responsibilities of the key
players in the transformation of teacher education in the province:
Institution Roles and Responsibilities
1. DoE To provide leadership to drive overall reform in education including teacher
education so as to enhance the quality of learning in public schools. It will
initiate timely and appropriately sequenced actions for establishing co-ordination mechanism (Punjab Teacher Development forum); Teacher
Standards and Appraisal System; Accreditation and Licensing; revise career
progression system (pay and grade) among others.
To create required structures and processes required for setting up a system of
teacher professional development as outlined above
To ensure coordination and connect amongst the provincial level institutions for
a coordinated and unified approach to educational management and education
reform
To drive administrative leadership for effective implementation of CPD
activities
To make policy decisions concerning teacherincentive, monitoring and accountability
To ensure that District Governments facilitate, own, support and monitor theimplementation of CPD programs within their respective districts
To ensure that teacher development programs are adequately funded
To ensure that data requirements of DSD are met through the EMIS/PMIUsystem.
2. DSD To provide direction for the future vision and master plan for teacher
development for the Province as a whole
To identify the professional development needs of public school teachers in
Punjab
To develop and organize continuous professional development programs inorder to meet the needs of teachers
To identify and develop a resource pool of key trainers, master trainers and
district teacher educators/mentors in each district
To develop the professional capacity of educational management staff at the
district level so that they are able to support teachers, plan and implement
educational change and monitor and evaluate schools for effectiveness
To develop linkages between providers of pre-service and in-service teacher
education to ensure that teachers receive high quality of education, training and
follow-up support prior to joining the teaching profession and throughout their
professional career
To co-ordinate with the Department of Education to establish and consolidate
mechanisms and procedures for incentives and accountability, monitoring and
evaluation of education staff, data collection and analysis, etc. To undertake research studies on issues related to teacher development, design
and undertake impact studies, surveys etc.
To establish mechanisms and processes for quality assurance of all programs
both in-service and pre-service
3. PTEF To advise DoE/DSD in matters relating to teacher development
To provide a mechanism for all partners and stakeholders for regular interactionand sharing of experiences
To develop and undertake joint research and development activities, etc.
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4. PITE To develop and implement certificate and diploma courses of short duration
(ranging from two weeks to 9 months) at the Provincial level in a number of
areas
To develop and deliver Training of Trainer courses in a number of areas
To develop and implement distance-based certificate and advance courses in the
above areas
To develop distance-based training modules and other innovative materials andmodules
To undertake action research on teaching methods, lesson plans, and teaching
learning materials.
5. District
Education
Department
To take ownership of the District Teacher Development Plans in collaboration
with DSD
To effectively implement Teacher Development Plans in their respective
districts
To undertake cluster mapping activities and identify appropriate high or higher
secondary schools for establishment of the cluster centre
To assign or attach primary schools to their respective cluster centres as per
DSD guidelines
To identify teachers to receive professional support within the parameters set bythe DSD
To make teachers available for training and provide access to needed physical
facilities, materials and data
To identify and select District Teacher Educators, Master Trainers, ToTs amongothers, in accordance with the criteria and procedure set by the DSD
To coordinate activities of DEOs, DDEOs and AEOs during the exercise of
establishing cluster centres and selection of DTEs in the district
To supply educational data to DSD required for planning and programming of
CPD activities
To monitor the implementation of CPD activities at the district and cluster
levels
To enforce incentives and accountability measures in accordance with theGovernment rules and regulations.
6. GCETs To offer pre-service teacher education courses
To house DTSC
To collaborate with DTSC and district educational authorities in matters of
planning, implementing, coordinating and monitoring the CPD activities
To support the TEs in actually designing and undertaking training courses
To undertake action research on a number of issues related to teacher
development, pedagogy, school management, learning, etc.
6. DTSC To work with District Education Department and assist DSD in undertaking
Training Needs Analysis (TNA) of secondary and higher secondary teachers
and district education personnel
To develop Teacher Development Plans in collaboration with DSD and otherdistrict stakeholders
To prepare district action plans for various CPD activities in collaboration with
different stakeholders
To organize in-service training courses for elementary, secondary and higher
secondary teachers and trainers at the district level and below
To provide professional support to elementary, secondary and higher secondary
teachers
To ensure the quality of training courses in the district and clusters through
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monitoring, evaluation, and quality assurance.
To coordinate CPD activities at the district level for implementation
7. DTEF To provide a platform to the district level partners and stakeholders for
continued interaction, consultation and sharing
To advise District Governments in matters relating to teacher development
To design and undertake joint research and development activities at the district
level to enhance the quality of teaching and learning in schools8. CTSC To assist DSD and DTSC in undertaking TNAs of PSTs and ESTs
To implement in-service training courses, workshops, and a host of other
teacher development activities within the CPD framework
To provide on-going and on-site follow-up, mentoring and pedagogical support
to PSTs
To provide feedback and data to DTSCs and DSD.
9. Cluster Centre
School To provide facilities (one room, toilet, and furniture) for smooth functioning of
the Cluster Centre
To facilitate smooth implementation of CPD activities such as INSET, teacher
follow-up, mentoring, peer coaching, inter and intra school visits of teachers,distribution of materials, etc.
To become a lead school in matters of effective teaching and learning and sharebest practices with schools within the cluster
To provide a communication link between DSD and schools within the cluster
To manage funds allocated for cluster level activities.
9. Primary
School To participate in CPD activities
To share available resources with other schools
To facilitate follow-up, classroom visits and mentoring by DTEs
To create environment for peer support and coaching
To cooperate with other schools in the cluster.
10. School
Council To monitor teacher attendance
To mobilize local resources and support for school development
To create conditions for effective teaching and learning in schools
To provide a link between the school and the local community.
6. Continuous Professional Development Framework (CPDF)
During 2006 2007 DSD has taken a lead to develop a conceptual framework forCPD of primary school teachers based on a concept of clustering. The conceptual basis of
CPD is that quality of student learning outcomes is contingent upon quality of teachers
and their ability to instruct, inform and inspire their students. Leading educationalthinkers are unanimous in recognizing that teacher quality is a powerful predictor of
student performance. An inspiring teacher can encourage the students to acquire,
comprehend, apply, assess, evaluate knowledge and internalize it as a powerful tool forfurther action.
6. a. Target Population for CPD
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To achieve the qualitative and quantitative goals of PESRP the DSD has to
provide continuous professional development programs to large numbers of teachers
already serving in the province. These target groups include Primary School Teachers(143599), Elementary School Teachers (66671) Secondary School Teachers (83440),
Higher Secondary School Teachers (11096), Head Teachers/ Designates (64000) and
District Education Staff (1521).
The target population not only includes large numbers of teachers who need to be
provided sequential CPD activities but also includes other layers of complexity includingvarying levels of pre-service preparation. Almost half of the primary school teachers
who have a 10th grade education and 2 3 years pedagogical training leading to PTC or
CT have been labelled as least qualified teachers. These LQTs are in direct need of
Continuous Professional Development.
Pre servicePre servicePre servicePre service InIn--serviceserviceInIn--serviceservice
143599Primary School Teacher
(PST)
66671Elementary School
Teacher(EST)
11096 /83440
High School/Secondary School (HS/SS)
64000Head Teachers
(HT)
Master Trainer/Expertise
Directorate
of
Staff Development
(DSD)
33 Government Colleges
for Elementary
Teachers (GCETs)
Directorate
of
Staff Development
(DSD)
33 Government Colleges
for Elementary
Teachers (GCETs)
Figure 4: Target Population
To make them effective PSTs a uniform, standardized program of CPD is needed
that covers the key pre-requisites of effective teaching including a sound knowledge-base
covering both general knowledge and subject area expertise, repertoire of teaching skillsand classroom management skills, knowledge of learners and their characteristics, and
necessary disposition to create a safe learning environment that is conducive to student
learning.
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6. b. Diagram for CPD Framework
The following diagram features the core components of the CPD framework for primary school teachers developed by DSD. It includes both DSD related delivery
components and mechanisms and policy related components involving DSD, DOE and
DED.
Figure 5: CPD Framework and its constituent core components
The DSD-related components refer to all pedagogical processes and activities
designed to enhance the knowledge, skills and attitudes of teachers and support them
continuously on-the-job. These include professional courses, academic degree courses,face to face mentoring, peer coaching, and teacher support materials. DSD has focused on
Quality Assurance in all its structures, mechanisms, processes and policies that are
designed to recruit, organize, monitor, appraise and motivate teachers so that an enabling
environment is created for increased performance and accountability of teachers.
CPD Framework
Improved Student
Learning
Teacher as a Self-Learning and
Accountable Professional
Pay/Grade StructureCertification and
Licensing
PD
Courses
Awards
Incentives and
Accountability
Accreditation
Assessment and
PER
Teacher Standards
DoE
DSD/PIT
E/GCET
cetsDG
Degree
Courses
Education
/TrainingQA
Follow-up& Support
PSTs
(143599)
ESTs
(66671)
SST/HSTs
(11096+83440)
HTs(65000)
DGStaff
(1521)
Mentoring
Follow-up
MaterialsDistance Education
Other Forms of Support
Key Stakeholders/Non-Public Providers
Coordinated Approach
DSD
DTSC
CTSC
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A carefully thought out phased program to implement the CPD for PSTs has been
developed by DSD. This includes detailed development of training materials using the
research-based best practices; pilot testing of the instructional materials and theirfinalization prior to actual use at DTSCS and CTSCs. These materials include Basic
Foundation Module (BFM) consisting of selected topics in six school subjects taught in
primary schools and related pedagogical skills. Detailed content area modules for eachsubject have been developed and pilot tested in six districts of Lahore, Kasur, Faisalabad,
Gujrat, Rajanpur and Rahim Yar Khan.
Due to the huge numbers of PSTS to be covered by the in service education and
support program all thirty five districts have been divided into three phases.
Phase I Phase II Phase III
(12 Districts) (13 Districts) (10 Districts)
Kasur
OkaraAttock
GujratFaisalabad
Rajanpur
MianwaliSargodha
Sheikhupura
Muzaffargarh
Rahim Yar KhanMandi Bahauddin
Jehlum
LahoreLayyah
MultanNarowal
Khushab
SahiwalRawalpindi
Pak Pattan
Gujranwala
KhanewalBahawalpur
Nankana Sahib
Chakwal
SialkotBhakkar
JhangToba Tek Sing
Vehari
LodhranBahawalnagar
D.G. Khan
Hafizabad
In the first phase (September 4 October 7, 2006) 65 LTE from 12 districts listed
above were selected and trained at DSD with active support from a private serviceprovider (City School). These 65 trained LTEs provided follow up training to 513 DTEs
already trained at DSD in December 2005 January 2006. In addition they trained 891
DTEs during December 2006 at DTSCs of their respective districts.
The 1404 DTEs thus trained have been assigned the task of providing training to
60,000 plus PSTs at Cluster Training and Support Centers (CTSCs).
In the 2nd phase 76 LTEs from 13 districts have been undergoing training at DSDin December 2006. These LTEs trained DTEs during January February 2007 in their
districts in summer 2007. The national consultant for this project visited a selectednumber of these training sites and sessions and his field reports are included in this
report. The third phase covering ten districts is underway. It will complete 4 week
training of LTEs in all 35 districts.
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6. c. Training of Lead Teacher Educators (LTEs)
To implement CPD a group of 220 Lead Teacher Educators was prepared in threephases in 2006-2007. The target was to prepare a core group of master trainers (6 in each
district) who were to train and mentor District Teacher Educators (DTEs) who in turn
were expected to train, mentor and coordinate the training and support activities of all thePSTs in their respective districts.
The LTEs intensive training over 4 weeks (178 hours) covered class room
instructions (142 hours) regarding the DSD vision, Basic Foundation Module (BFM)effective teaching and learning strategies at the Primary School level; after hours
technical sessions and library study (22 hours) and pre-training reading preparation (14
hours). The training was conducted by the City School Staff who were selected as theExternal Service Provider after a careful search. The LTE training covered five main
modules including:
1. Mentors as change agents2. Learning at Primary School Level
3. Effective Teaching and Learning strategies
4. Basic Foundation Module and its key concepts and5. Training of DTEs.
The LTEs were given opportunities to use computer and library resources toensure enhanced and meaningful participation in class room instructional activities. LTEs
were selected from the subject matter specialists serving at secondary, higher secondary
schools and GCETs in each district. After their intensive training they serve as part-timementors of DTEs as certified Lead educators. An honorarium of Rs.4000 per month has
been recommended by DSD to be paid to LTEs in additions to their regular salaries.LTEs are expected to have subject matter expertise in English, Science and Mathematicsand Social Sciences.
The external service provider also assisted DSD in overall design and
implementation of the 4 weeks intensive training. They developed the detailed trainingguide, modules and needed supplementary materials in line with the CPD framework and
vision of DSD.
The quality assurance wing of DSD monitored the activities of the external
service provider and devised in depth feedback forms to solicit opinions of the
stakeholders about the various aspects of training provided and methodologies used. Thequality assurance wing developed and used a comprehensive feedback instrument to
determine the quality of training provided and results achieved. Trainees used self-
assessment proforma. These follow up feedback forms pointed out the salient strengths
and limitations of the training activities. The participants were generally satisfied with theacademic content covered in the modules, diverse methods of communication used,
attention to time on task and supportive and motivating roles of the trainers. The
shortcomings identified included poor participation of the participants, less willingness to
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discuss and be constructively critical of each others performance, and poor time
management both by the participants and their mentors. Quite a few participants needed
more individual help with utilization of computers and library study materials. Some ofthe theoretical content covered in the training modules needed more elaboration. The
quality assurance wing of DSD developed detailed analytical reports of the three batches
of LTE training.
6. d. Clustered Teacher Support Centres (CTSC)
While these phased activities were being undertaken DSD has also developed in
each district clusters of support centres (CTSC). Key features of clustering include:
Making a cohesive cluster of 25 30 primary schools located within a 15 - 17 Km
radius,
Establish a CTSC in a high school or Higher Secondary School for CPDactivities,
Equip each CTSC with necessary physical, instructional and logistical resources, In general two DTEs are deployed at each CTSC to initiate, coordinate and
facilitate CPD activities for PSTs in each CTSC. It is intimated that a total of 2290
CTSCS are needed in all thirty five districts, number varying in each district depending
on the number of schools and teachers to be served. A total of 4580 DTEs will need to betrained to implement the CPD program for all PSTs in the first go around.
The whole CPD program is based on the assumption that teachers must be
supported on a continuous basis using multiple strategies to enhance their knowledge-
base and skills repertoires. Teachers needs at the local level are to be the engine drivingthe CPD activities. Eventually after acquisition of advanced level of competencies PSTs
are expected to act as self learning professionals. Groups of PSTs have to take a
leadership role in sustaining CTSCs. The CPD through CTSC is to bring teacher training and support closer to the
classroom. While main mentoring is to be provided by DTEs, PSTs are to be provided
training opportunities under the mentoring support of their head teachers in their ownschools also.
CTSC are designed to provide enhanced opportunities of CPD to female teachers
due to shorter travel time needed to visit cluster centres.
Finally clustering is deemed to be a cost-effective mechanism where teachers can
visit the CTSCs in the afternoons and weekends while travelling no more than 15 - 17
Kms.
6. e. District Teacher Educators (DTEs)
Another key player in the implementation of the CPD program for primary school
teachers has been identified as the District Teacher Educator. To prepare the DTEs for
actively conducting training, mentoring, support and coordinating activities a Guide Book
has been developed. Its contents include descriptions of a prototypical Cluster Training
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and Support Centre (CTSC), job description, selection criteria and qualifications and
specific responsibilities of DTEs.
The text provides guidelines and helpful hints to facilitate the process of
mentoring and teacher support both at CTSCs and on site in primary schools. The Guide
also includes six detailed follow up forms to document the mentoring and support
activities undertaken by the DTE on a monthly basis. Each DTE is to document amonthly work plan and progress report. A monthly report in also to be provided to the
head of DTSC regarding the school visits undertaken for mentoring PSTs by the DTEs.
The overall responsibilities of DTEs as outlined in the Guide Book include
promoting quality of student learning through on-site and on-going professional training
and support of PSTs. The DTES are to collaborate with heads of CTSCs in designing and
implementing training activities in the cluster centres and coordinate with heads ofschools within each cluster to identify the training needs specific to their school staff and
inform them about the scheduled mentoring and training activities.
Two main critical comments about the DTE Guide Book relate to selection
criteria and qualifications of DTEs and the required documentation and reports. If DTEsare to be selected from secondary or higher secondary school with a minimum of fiveyears of teaching experience and BA, B.Ed degree chances are that relatively a small
number will have relevant primary school teaching experience. In a status conscious
culture PSTs are accorded lowest salaries, esteem and authority in the educational ladder.
DTEs training should emphasize that PSTs establish the foundation on which the rest ofthe educational edifice is to be built hence mentoring ought to be motivating and
uplifting. DTE must have significant teaching experience at the primary School level.
The documentation and reporting required of the DTEs monthly activities while
necessary need to be simplified. Support staff ought to be provided to DTEs to provide
reliable and accurate data. It can become a daunting task without such support.
6. f. Basic Foundation Module for PSTs (BFM)
A key document has been prepared for the use of LTEs and DTEs to train primaryschool teachers according to the CPD framework. It was finalized in 2006. This is known
as Basic Foundation Module (BFM). This document has been developed through a series
of workshops and consultative dialogues with a variety of stakeholders including officialsof District Education departments, external services providers, NGOs, national and
international experts, heads of District Training and Support Centres (DTSCs), principals
of GCETs and consultants provided by international donor agencies. BFM covers keysalient topics in six core subject areas taught at the primary school level in the context of
innovative pedagogical skills that need to be developed among all PSTs. The content ofBFM has been carefully selected in light of training need assessments for professional
development of teachers done by PITE and IER, Lahore. A material developmentcommittee of experts developed the various drafts of BFM in light of training needs of
teachers. Another committee was developed to review and refine the BFM. These two
committees continued to work on the document throughout 2005 and 2006. Pilot testingof BFM was done in two phases. In the first phase the document was tested for content,
format and pedagogical skills using 400 DTEs and 7000 teachers. Lesson plans included
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in the BFM were revised and standardized in light of feedback received from those who
participated in phase1. In the 2nd phase BFM content was further tested in six selected
districts of Punjab. The experts from PITE, NGOs, and external service providercarefully assessed the content of BFM to determine its applicability and effectiveness to
promote classroom learning. A well delineated system to gather, analyze and use reliable
and credible pilot testing data was developed to further refine the content included in theBFM. The final document has how been used at DTSCs throughout the province. Model
lesson plans in each of the six core subjects and related skills repertoire have been
standardized. The CPD activities at the district and school levels are designed to cultivatein all PSTs the needed pedagogical skills. The constructivist model of planning and
implementing lessons is conducive to developing the critical and reflective thinking
abilities of the students. BFM provides variety of teaching moments to teachers to take
their students beyond the information given in the lesson. Questioning strategies, role-play, small and large group activities and homework are incorporated in the BFM to
foster intelligent problem solving skills rather than mere rote learning. Each lesson ends
with salient review questions.
It is important that BFM be used as a teaching and learning model document.
DTSCs should not merely teach the content included in the BFM but should encouragethe participants to develop their own teaching portfolios in which they may include
lesson plans that were implemented successfully by them, teacher-made instructional
aids, teacher-made assessment tests and classroom management plans. A well developed
mini BFM (teachers portfolio) will enable the teachers to enrich their classroom withextra curricular materials. Head teachers in each school may encourage their PSTs to
develop their own mini BFMs and share them with their colleagues at their CTSCs. Such
teacher made BFMs will increase PSTs skills of curriculum development also.
7. a. The CPD Framework and Implementation Review Report
The traditional professional development models for teachers prevailing in
Pakistan comprise shorter duration on-off workshops or refresher courses that would
offer teachers new information on a particular aspect of their work. A lot of educationalresearch suggests that these on-off programs without any proper follow up/support do not
contribute to teachers development, let alone lead to quality learning of children.
Teacher professional development is most effective when it is long-term, school-based
and collaborative with all teachers, heads and education managers, focusing upon studentlearning outcomes and curriculum. The CPD framework that the DSD has
proposed/developed is based on the premise that teacher training and support is necessary
but not sufficient for creating conditions for effective teaching in schools. While training
and support will provide the necessary pedagogical knowledge and skills required toteach, a number of institutional, managerial, and financial resources create the enabling
environment under which teachers can use the pedagogical knowledge and skills theyacquire through training.
There are two fundamental principles underpinning the CPD framework:1. decentralized management structure
2. coordination and partnership
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DSD envisages that eventually the districts will prepare and implement their own
teacher development plans within the overall framework and support provided by theDSD. Much of the CPD related activities take place at the district and cluster level,
therefore, for the initial stages DSD will have to provide guidance to the provincial
education department for capacitating the district governments, who at the moment donot have the necessary skills and resources to take a lead in the professional development
of their teachers. DSD has proposed a decentralized management structure under the
CPD framework that is in line with the devolved local government structure. Under theCPD decentralized structure in each district a District Training and Support Center
(DTSC) is established with the mandate to plan, facilitate, coordinate and implement in-
service training and professional development activities for district teachers. The DTSCs
are housed in existing Elementary Colleges (or in high/higher secondary schools if thereis no Elementary College present), and the provincial education department has already
issued a notification concerning the establishment of DTSCs. At present the DTSCs are
headed by the existing principal of Elementary College and/or high/higher secondary
school. Until the time of writing this report the TEs were being recruited by the DSD forappointment in DTSCs. At the next level the CPD framework has established Cluster
Training and Support Centers (CTSC) under which a centrally located high/highersecondary school is identified to function as the CTSC from where teacher support
activities are implemented, coordinated and facilitated. Each cluster on average will
consist of 25-30 primary schools located within a radius of 15-16 kilometers from the
CTSC. As per approved CPD framework, each CTSC will be staffed by a maximum oftwo district teacher educators (DTE) who have already been recruited and trained and
have already implemented an initial training cycle under the CPD. The notion of
clustering brings teacher support and training close to classrooms and to the schoolsdoorsteps, and is also economical both in terms of time and resources in that teachers do
not have to travel long distances and do not have to be paid huge amounts of per diem.
A genuine effort for implementation of CPD calls for strong coordination and
collaboration between three key institutions within the education sector of Punjab:
Provincial Department of Education (DoE), DSD and District Education Department(DED). If the three institutions are not guided by the same vision and do not work in
harmony, it will not be possible to effectively implement the CPD plan and improve
teachers professional competence. The ownership and support of DoE and DED is
crucial to the success of CPD. Secondly, it is important to bring together all otherrelevant stakeholders on a single platform from where all plans and programs for teacher
professional development in Punjab generate. All international and local organizations
therefore, should plan their work for teacher professional development in consultationwith the three key institutions mentioned earlier for an effective coordination and
program design/delivery.
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7. b. Implementation Review Report
7. b.i. DTEs Training
DSD has divided the 35 districts of Punjab into three regions; northern, central,
and southern with an almost even distribution of districts between the three regions. Thedistricts visited to observe DTEs training included Jhang, Tobatek Singh, Sialkot,
Gujranwala, Pakpattan, Sahiwal, Lahore and Faisalabad which is one of the twelve
districts where DTEs were trained in an earlier phase. DTEs were selected in all thedistricts using a uniform level/scale (SST, grade 17 Conceptual Framework, page 16),
qualifications (minimum B.A/B.Ed), experience (minimum 5 years teaching, preferably
at the primary level) and age criteria (below 45 years). Interviews were held for all theDTEs in respective districts and the panel comprised EDO education, district monitoring
officer (DMO), district training and support centers (DTSC) head and DSD regional
program manager (RPM). Altogether, in the seven districts (excluding Faisalabad) 758
DTEs (145 females) were trained as opposed to the actual/intended 807. The breakdown
district wise is as follows:
District Anticipated
DTEs
Actual
Present
Female Training day
when visit was
made
Jhang 204 192 51 2
Tobatek Singh 87 76 18 2
Pakpattan 58 56 5 4
Sahiwal 88 88 13 4
Gujranwala* 130 127 15 7
Sialkot* 161 146 39 7
Lahore 79 73 4 8
TOTAL 807 758 145
Faisalabad** 120 110 20
*Attendance to be seen in view of heavy rains as visits were made to these districts
**DTEs trained in phase 1; visit was made to assess the impact of CPD on schools/teachers
A quick review of the numbers indicates an overall attendance rate (based on spot check
on the day of the visit) of 94%, which is significantly high. However, female
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participation rate is extremely low at only 19% (145 out of 758) of the total DTEs being
trained. According to officials including the DTSC heads, this low participation is largely
due to issues around mobility of DTEs that in the absence of any transport for females isimpossible, hence poor participation in the program.
Training was provided by lead teacher educators (LTE) in all the districts at the DTSCslocated in Government Colleges for Elementary Teachers (GCET) in six out of seven
districts (DTSC located in a high school in Pakpattan where there is no GCET). All the
LTEs were trained earlier by private groups (NGOs, City Schools) through a four week program focusing upon areas around content and methodology as part of a basic
foundations module (BFM). DTEs were divided into groups at each location, and each
group was trained/facilitated by two LTEs. Training schedule was provided to the LTEs
earlier in a one-day orientation; however, it mismatched with the schedule provided to theDTEs in the BFM and that did cause some confusion amongst some LTEs at least in a
couple of districts but no major issue was created as both schedules covered all topics,
though in different order. All DTEs were provided copies of the BFM and the LTEs had
the BFM as well as other training material/aids (CDs, transparencies, handouts) tosupplement the BFM. DTEs were divided into groups and made to sit as such in small
circles at almost all locations. Training venues/rooms were by and large well lit, airy andspacious and additional rooms were made available in some locations for doing activity
work. LTEs were found to be fairly competent and skilled in the task of training with
reference to methodology and their own command over subject matter; they used various
interactive approaches like questioning, open discussion, presentations, role play andgroup work that kept the training sessions lively and interesting and the DTEs keenly
involved in the learning process. No lecture method was observed at any location and
LTEs used activities and teaching/learning aids such as multimedia (two locations),overhead projectors (multiple locations), charts (all locations) and even classroom floor
in one case (Sialkot) to facilitate the training. Training methodology focused equally
upon teaching of content and methodology; the participants worked on contentareas/concept clarity and at the same time on methodology of delivering the same to
PSTs. DTEs also demonstrated a high level of interaction/participation through
questioning, group discussions and presentations/role play; they prepared lesson plans as per required under the BFM and demonstrated good understanding of lesson plan
preparation techniques during their presentations. DTEs role as mentors/coordinators was
also occasionally touched upon by LTEs and was to follow in more detail on days 10-12,
but it would definitely require a very thorough grounding of the concept of mentoring aswell as issues around logistics during implementation, and the DTEs visibly looked eager
to discover more about their new role as mentors. While the DTEs were provided with a
6-day training schedule of the PSTs that they are to do from August 20-25, equally usefulwould have been a template for a mentoring plan/schedule that each DTE could use to
develop his/her plan. In discussions held with 6 DTEs in Faisalabad who were trained in
a previous phase and had already gone to the field to train/mentor PSTs, it was visiblethat they had issues/concerns about the implementation of CPD vis--vis logistics and
support (cluster size, mobility, allowances, coordination with DTSC/DSD) as well as
their future service in the education department. According to information provided by
them, some of the clusters were as large as 40 kilometers, and in the absence of any
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transport there was no way they would be able to reach out to schools/teachers on an
ongoing basis.
Discussions were held with heads of DTSCs (all males) in all the eight districts
(including Faisalabad), seven of them working as principals of GCETs and the one in
Pakpattan as headmaster of the high school where DTSC was located. None of the DTSCheads was very clear about the role of DTSC within the district and their own role as
head of the DTSC except that they had the drawing & disbursement powers over the
DTSC budget. All demonstrated very basic understanding of the concept of professionaldevelopment and mostly referred to it as training or refresher courses; while they did
mention coordination of DTSC with cluster training and support centers (CTSC), they
were not clear what this coordination meant or how would it be done despite undergoing
some orientation activities offered by the DSD. They were also not clear aboutinvolvement of the district education department for implementation of the CPD. DTSCs
and CTSCs have a crucial role to play in the success of the CPD model and as such their
heads are going to be instrumental in the whole process. DTSC heads shared some
concerns about the CPD model, which are as follows:
DTSC heads should be part of the DSD planning team for CPD and otherprograms to be implemented in their respective districts
Between the DTSC head, 4 teacher educators (TEs that are to be appointed at the
DTSC) and the CTSC head, this is an insufficient structure to monitor hundreds of
DTEs within the district; for utilizing existing government infrastructure such asAEOs/LCs, they need to be trained on CPD philosophy and be mandated through
a proper job description for the task of monitoring
CTSCs in their present form are far and scattered and not a practical approach toreach out to PSTs; their distances must be reduced further for a more practical
outreach, specially in rural areas; evidence from other programs such as the
USAID/ESRA and PTMP Baluchistan also suggest smaller distance clusters
Mobility of females is an issue; hence their small numbers as DTEs
Role of LTEs must increase to include provision of professional support for DTEs
on an ongoing basis
LTEs and DTEs are at the same service level, they should have been at different
levels
EDO and DMO feel left out of the whole process and are disinterested; they
should be made part of the CPD planning framework for their respective districtsand be made responsible for effective implementation and monitoring
It would be good to get fresh individuals from the market and train as DTEs rather
than those from within the system who are used to working in a certain way thatmay not be desirable for the CPD
Duration of DTEs training should have been longer; CPD trainings are like a
pyramid where LTEs get the longest training followed by DTEs followed byteachers
Teachers are not motivated and will not change their practices even after the
training
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Amount provided for stationery under the DTEs training is less and must be
increased on a per head basis
A useful discussion was held with one EDO and one DMO from separate districts and
some important points from that discussion are produced here:
CPD is a provincial initiative conceptualized, designed and implemented by the
DSD and the district government has no role to play
EDOs need to be capacitated to plan/manage and should be empowered enough tosurvive political pressure
EDOs and DMOs do not have the broader picture on the entire teacher education
canvas within their district/province
Role of DTSC head and TE is not very clear on how to support DTEs' work DMOs are only doing the physical presence/attendance check of DTEs/PSTs
Education officials to have a professional career ladder
LTEs should be independent enough to go beyond the BFM if needed, should be
able to improvise DTEs need a lot of motivation and support to be successful
7. b.ii. PSTs Training
For observing the six-day training of primary school teachers (PST) visits weremade to Rawalpindi, Jehlum, Multan, Bahawalpur, and Lodhran and CTSCs were visited
in these districts. The breakdown district wise is as follows:
District/CTSC Anticipated
PSTs
Actual
Present
Female
PSTs
Training day
when visit
was made
*Rawalpindi: Government Boys High
School, Gharibabad
81 41 10 1
Jehlum: Government Tabhligh-ul-Islam
High School, Jehlum
114 79 50 2
Jehlum: Government Girls High School # 2,
Jehlum
90 72 72 2
Multan: Government Pilot Secondary
School, Multan
121 98 98 3
#Multan: Government Comprehensive Boys
High School, Multan
111 58 0 3
Bahawalpur: Government Girls High
School, Satellite Town,
Bahawalpur
86 84 84 4
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Bahawalpur: Government Girls High
School, 12 BC, Bahawalpur
44 41 41 4
**Lodhran: Government High School,
Adam Wahn, Lodhran
83 66 48 5
TOTAL 730 539 403
*Heavy rain on this first day of training, resulting in a poor turn around
#Actual present were 73 but 8 had gone on election duty while 7 were appearing for some exam and took
leave early
**17 PSTs were on election duty and hence absent
Training was provided to PSTs by DTEs in all eight locations (CTSCs) visited. The
DTEs had recently (July 30 August 11) received their 12-day training on basicfoundations module (BFM) by the LTEs in their respective districts. PSTs were divided
into two groups in four out of eight locations, while at the other four they were kept in
one group, even though the group size was as large as 72 in one case and 58 in anothercase. Regular electricity breakdown, stuffy rooms and large group size made training and
learning a difficult process. According to heads of DTSCs, BFMs were provided to all
PSTs in advance, though they were not visible in most cases, and not provided to in case
of Multan PSTs. There were two DTEs at each CTSC except at 12 BC Bahawalpur wherethere was one DTE. Training was as per schedule provided to the DTEs in all locations.
The DTEs were well prepared in their approach and laid a lot of emphasis on the
importance of lesson planning by actually letting PSTs do their lessons plans for teachingof math and science. PSTs were made to work in groups, do role play while doing micro
teaching, and did presentations against assignments given to them during the workshop.
PSTs were using low cost/no costs teaching material during their demonstration lessons.
While most of the training content was relevant and well received by the PSTs, conceptsaround student assessment and SOLO/BLOOM Taxonomies needed more time for the
PSTs to get a better grasp; while the DTEs seemed to be clear on the taxonomy concepts,
the PSTs were visibly not clear about these approaches, as was evident from mydiscussion with a couple of them later. In one location (Jehlum) DTEs also covered
aspects around developing critical thinking skills in children and the importance for
children to raise questions, to have their own thinking and view point and to be able toaccept ideas based on rationality and a democratic teaching/learning approach. From the
observations it appeared that DTEs were trained well on the BFM and had prepared
themselves well to train the PSTs. PSTs in all locations said that their schools werewithin 15-16 kilometers of their CTSCs. This was in contract to what the PSTs in
Faisalabad (a district from an earlier phase) had said; it seems that cluster mapping forthe current 23 districts is done well, while for the earlier phase districts it has to beredone. Within each group of PSTs there were school heads also present; none of these
school heads had received any heads training, but had received trainings as PSTs in the
past.
Discussions were held with a number of DTEs and some important points are as follows:
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BFM level should have been higher for DTEs
BFM module for PSTs is the same as DTEs except that for class 5 the math
portion was missing in PSTs BFM
Focus on Science and ICT should have been more
DTEs should be provided ongoing professional support, at least 1-day each month
Remuneration for DTEs has not yet been finalized and is a cause of concern Stationery not provided to participants in Multan; CTSC head was to do this
Trainees not informed in time, hence lower participation
Activity based teaching requires a more focused approach in school; cannot bedone in case of single teacher schools
There should have been a module on multi-grade teaching as most PSTs are
subjected to doing multi-grade
In discussions with the DTSC heads, issues similar to the ones discussed with DTSC
heads of the eight districts when DTEs training was being observed resonated. However,
discussions with CTSC heads highlighted certain important issues as follows:
All CTSC heads are school heads, but have never received any heads training; to
expect of them to run CTSCs without any formal/structured training would beunrealistic
According to one CTSC head in Bahawalpur, none of the CTSCs have been
provided with BFMs, so to expect them to act as leaders for a particular cluster
would not be right EDOs are heavily engaged with their administrative tasks (mostly
transfers/postings) and as such are not involved with CPD; however, one of the 3
DOs (DO secondary) was appointed as a focal person for CPD, but is nevervisible to coordinate or monitor
CTSC/DTSC heads do not have any mandate to coordinate their work with
district officials
DTSC heads do not have the mandate to monitor trainings
At the CTSC level there is no plan to monitor/assess teacher performance
7. b.iii. PSTs Classroom Teaching
Observation visits were made to four districts including Rawalpindi, Jehlum, Lahoreand Sheikhupura (Phase I district) to determine impact of training in the classroom vis--
vis a change in teacher behavior/practice. In the absence of any base line or pre-training
survey, the current observations and interviews / discussions are able to determine impact
of DSD training on the following factors, using Kirkpatricks learning and trainingevaluation theory:
reaction of PSTs - what they thought and felt about the training, determinedthrough discussions/interviews
behavior - extent of behavior and capability improvement and implementation
capacity; this however, will require observations and interviews over time to
assess change, relevance of change, and sustainability of change
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results - the effects on the school/classroom resulting from the PSTs
performance; this again would require a longitudinal data over time to assess
lasting transformation
learning - the resulting increase in knowledge or capability; this is typically done
through administration of pre and post tests, the absence of which did not allow a
comparative analysis but a general indication of the knowledge level in contentareas.
The tool used for observation of PSTs1 focused upon some essential classroom teaching
aspects, such as lesson planning and implementation, teaching methodology, studentinvolvement, use of teaching/learning aids, time management and command over subject
matter. Twenty eight PSTs, school heads, DTEs and DTSC heads were interviewed /
observed in the four districts. Findings from observations indicated the following:
Out of 18 PSTs observed, only one (Asmat Bashir, female) did some sort of
lesson planning on a diary on a weekly basis; none of the other 17 PSTs planned
their lessons in advance, even though most of them have been exposed to in-service trainings prior to the CPD training. Without any exception all said thattheir lesson plans existed in their minds and they did not feel the need to plan their
lessons in advance or more formally on paper. Even the weekly diary plans that
Asmat showed were very general in content and did not coincide with themethodology that she was exposed to in the six-day training she had received in
August of 2007 under DSD; there were no objectives set aside for any lesson or
anticipated outcome; no student-centered methodologies; no activities to supportlesson delivery.
The method of teaching observed was also very traditional in approach; teachers
reading from the textbook or having children read out aloud (which definitely
indicated good reading skills in Urdu), then writing things on blackboard thatchildren would copy on their notebooks. There were no activities that would
engage children to help enhance their learning levels or involvement. In all the
classrooms the children sat in typical classroom style (with or without furniture)and no group work was seen. Fairly common was the style of teacher reading and
students repeating behind aloud, focusing more on rote methodology.
There were minimal (in most cases none) teaching/learning aids displayed inclassrooms, mostly charts purchased from the market. No other aids were either
seen in the classroom or were present in the school, though the heads of a couple
of schools said that there were teaching kits in the school but could not produce
the same when requested to share. No supplementary readers or teacher guideswere seen, though most teachers/heads felt that such guides would be very useful
on a self help basis.
Subject/content knowledge of PSTs was observed during teaching ofmathematics, science, Urdu and social studies. While teaching of Urdu and social
studies did not reveal much issues around content (though methodology needed
improvement reference engaging children and use of activities), teaching ofscience and mathematics did indicate greater room for improvement in subject
knowledge. When teaching parts of flower, the two teachers observed were not
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able to clearly explain functions of the different parts, particularly those relating
to reproduction. In case of mathematics, the concept of decimals was not clearly
spelled out, owing largely to the teachers own ability to comprehend, and mostchildren looked puzzled.
The discussions with PSTs, school heads, DTEs and DTSC heads highlighted someimportant aspects vis--vis CPD model as follows:
The six-day training program was useful as it focused upon some key areas of
classroom teaching such as use of phonics, use of audio/visual aids in teaching,
and various activity-based methods for teaching (although 3 PSTs were of theview that they did not learn anything new from the training).
Microteaching was very useful during training as it helped demonstrate real
classroom like situation and also helped overcome inhibition.
Bloom/Solo taxonomies were appreciated by PSTs in one school (Rehmatabad,
Pindi), which incidentally is also a project school for child resource international
(CRI) and gets a lot of support from them including material, training and followup visits. For all other PSTs, use of taxonomies for assessment seemed beyondtheir comprehension.
All PSTs looked forward to more trainings of longer duration and follow up
support from DSD.
The quality of DTEs according to some PSTs and heads needed to be of higher
quality as they are crucial to the success of CPD model.
Once-a-month professional day is a good idea and should be implemented soon asit is important for teachers to have ongoing and continuous professional
development opportunities.
Teacher guides/manuals are needed in schools and should be provided by DSD.
Training for teaching Multigrades should be provided as a number of teachers endup doing it without any professional support or training.
Training should have been provided in smaller group; sessions were as larger as
70-80 teachers in some cases, and that reduced the effectiveness.
Follow up visits should be increased from once to twice a month.
CTSCs in Sheikhupura should be reconstituted so as to make sure that each one
has a radius focus of 16 kilometers; at the moment at least 30% of the 49CTSCsare out of radius according to the DTSC head. Also, the number of CTSCs should
increase to about 65 in numbers.
DTEs should be provided conveyance to reach out to CTSCs.
EDOs should be involved more actively as they feel left out and are notparticipating in CPD activities.
Of the two schools visited in Shikhupura (initial phase district where DTEs are on
ground since April 2007), no visits were made to one schools while in a couple ofvisits made to the other school the DTEs took information about the area and
school location, but did not observe any teaching or provided feedback to PSTs.
Incidentally, both the schools are within clusters where there are no DTEs atpresent; the ones posted earlier had transferred themselves to location of their
convenience.
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7. b.iv. Recommendations
Some recommendations that followed from observation visits of schools / PSTs include:
A change in teacher behavior/practice is visible most when he/she receives strong
classroom based support following training; as such, effective follow up and on-job support should be ensured as soon as possible after carefully reviewing the
existing clusters particularly in the initial phase districts where no follow up isseen in either Faisalabad or Sheikhupura post April 2007 when DTEs were
notified and were expected to provide classroom based support to PSTs.
DSD should work with other partners to develop need-based self explanatoryteacher guides/manuals and provide to PSTS; however, provision of such
guidebooks/manuals will not guarantee their usage as has been experienced in the
past as well. To ensure effective usage of material, DTEs will need to play a keyrole during school follow up.
Multigrade teaching methods workshop should be offered to respond to some of
the immediate issues of PSTs. Lesson planning is an essential part for effective teaching; ensuring that teachers
plan their lessons in advance ill again require eff