Final Report on Quality Assurance of Teacher Training Programs
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
Table of Contents
S. No.
Topics/Section Tables of Figures Abbreviation and Acronyms Executive Summary Introduction Background a. Brief History of DSD and its Evolution b. Current Mandate and Organization of DSD c. Role of Provincial Institute of Education d. Government College of Elementary Teachers (GCETs) e. District Training and Support Centres (DTSCs) District Education Department (DED) and Implementation of CPD Punjab Teacher Education Policy Making and Implementation Continuous Professional Development framework a. Target Population of CPD b. Diagram of CPD Framework c. Training of Lead Teacher Educator (LTE) d. Cluster Teacher Support Centre (CTSC) e. District Teacher Educator (DTE) f. Basic Foundation Module of PSTs (BFM) CPD Framework and Implementation Review Report a. CPD Framework b. Implementation Review Report i DTE Training ii PSTs Training iii PSTs Classroom Teaching iv Recommendations Overall Recommendations a. District Implementation Level b. District Policy Level c. Provincial Implementation Level d. Provincial Policy Level Draft terms of reference Field Visit Report: June 14-18, 2007 Monitoring Form Field Visit Report: July 27-August 17, 2007 Field Visit Report: August 20-24, 2007 Field Visit Report: October 8-12, 2007 List of Individuals Interviewed List of key documents and Training Modules Reviewed
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Annexure I II III IV V VI VII VIII
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Table of Figures
Figures Figure 1. Figure 2. Figure 3. Figure 4. Figure 5. The New DSD Structure as an Apex Body DSD Coordination with Major Stakeholders for Programme Development and Implementation Administrative Staff Structure of each DTSC Target Population CPD Framework and its constituent core components
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Abbreviation and Acronyms
AIOU BFM CPD CTSC DED DG(s) DoE DRC DSD DTE(s) DTEF ESP(s) EST GCET(s) HEC HRM HST(s) HT(s) ICT IEC INSET ITD LTE(s) M&E NGO(s) PD PEC PEF PER PESRP PMIU PST(s) PTB PTEF QA RoB RPM SC SST(s) TDP TDMIS TE(s) TEF TOT UOE VU Allama Iqbal Open University Basic Foundation Module Continuing Professional Development Cluster Training and Support Centre District Education Department District Government(s) Department of Education Departmental Review Committee Directorate of Staff Development District Teacher Educator(s) District Teacher Education Forum External Service Provider(s) Elementary School Teacher Government College(s) for Elementary Teachers Higher Education Commission Human Resource Management Higher Secondary Teacher(s) Head Teacher(s) Information and Communication Technology Information, Education and Communication In-Service Education and Training Institute for Teacher Development Lead Teacher Educator(s) Monitoring and Evaluation Non-Governmental Organization(s) Professional Development Punjab Examinations Commission Punjab Education Foundation Performance Evaluation Report Punjab Education Sector Reform Program Program Monitoring and Implementation Unit Primary School Teacher(s) Punjab Textbooks Board Punjab Teacher Education Forum Quality Assurance Rules of Business Regional Program Manager School Council Secondary School Teacher(s) Teacher Development Plan Teacher Development Management Information System Teacher Educator(s) Teacher Education Forum Training of Trainer University of Education 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 DSD is 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, teacher educators 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 provide continuous professional development of PSTs. A network of DTSCs and CTSCs has been developed and staffed using clustering model. 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 and support 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, predominantly designed, developed and implemented by the apex body with little active role 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 further empowered 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 qualified members 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 their staff. 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 for accurate and wide sharing. Duration of DTEs training also may be increased to focus on specific training and mentoring 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 in their 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 be further 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 sustain long 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 be designed to ensure this.
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1.
Introduction
This third party review and assessment report of the Continuous Professional Development 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 School Teachers. The report has identified the salient features of the Continuous Professional Development 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 a variety 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 DSD’s role as apex organization responsible for professional 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 of improving quality of primary school teachers envisaged in the CPD initiative.
2.
Background
The Punjab government with the active support of the World Bank and specialised agencies of the United Nations including UNESCO and UNICEF has been involved 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 educational opportunity 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 key objectives of this pillar include allocating adequate public expenditures that are commensurate with educational needs of the province and to strengthen each district’s 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 includes increased 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 1
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 district’s managerial capacity for implementing and monitoring educational reforms; finalization of revised HR policy including establishments of a new teacher educator’s 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 of DSD. 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 the University of Education (UoE), but was made independent in 2004 when the Government of 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 and PITE 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 towards quality 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 with the 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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DSD
Provincial Institute of Teacher Education PITE (1)
Government Colleges of Elementary Teachers GCETs (33)
District Training & Support Centres DTSC (35)
Cluster Training & Support Centres CTSCs (2290) 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 decision making, 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 the coordinating role of DSD with the main stakeholders for teacher education program development and implementation.
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Teacher & Teacher Unions Universities & Institutions International Development Partners
Parents & Students
DSD
Public
World Bank UNICEF GTZ CIDA JICA UNESCO
NGOs
Private Sector City School Salamat School System Ali Institute DSS
Sector
NCHD PITB PTB PEC
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 duration for practicing teachers; Design training centres for preparing master trainers; Undertake and promote action research in teaching methods, lesson planning and on development and effective use of teaching, learning materials. As an integrated unit of DSD, PITE’s initial work lead to the development of the conceptual scheme of Continuous Professional Development of PSTs.
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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 of facilities 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 development support 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 teachers’ development, pedagogical strategies, school management, material development and improving student learning outcomes. The faculty and administrators of GCETs are to be carefully selected, provided with resources and incentives to build capacity of district level educational authorities and institutions to constantly strive for equitable and quality educational opportunities. A new 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 in selected 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; planning topical 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 other incentives 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 are being 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, quantitative ability, 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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DTSC
Steering Committee
(EDO, DMO, Head of DTCS & RPM)
Head of DTSC
TE
Administration, Finance and Logistics (Management)
TE
Planning and Course/Events Organization
TE
Coordination and Implementation
TE
Quality Assurance and M&E
Supporting Staff
Data Entry Operator (1) Drivers (2) Junior Clerk (1) Naib Qasid (1)
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) have been established in every district. Roles and responsibilities of TEs in each DTSC are given below. DSD continues to 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 to implement 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.
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ii.
Teacher Educator (Quality Assurance M & E) The main task of Teacher Educator (Quality Assurance and M & E) is to ensure that 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/Events Organization) 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 manage DTSC 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 the district level. Site visit reports and interviews with – DTSC heads, indicated that while they had a 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 officials in the design and implementation of CPD activities in their area. Most of them asked for more 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.
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District Education Department (DED) and Implementation of CPD
A key link in the governance and administrative structure of education since the devolution plan’s 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 cluster centres 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 by DSD. The close collaboration between DSD and DED is essential to ensure success of the 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 planning and 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 close collaboration 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. EDOs and 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.
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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 and functions 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 and clearly 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:
1. Institution DoE • Roles and Responsibilities 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 coordination 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 teacher incentive, monitoring and accountability To ensure that District Governments facilitate, own, support and monitor the implementation 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/PMIU system. 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 in order 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 To advise DoE/DSD in matters relating to teacher development To provide a mechanism for all partners and stakeholders for regular interaction and sharing of experiences To develop and undertake joint research and development activities, etc.
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PITE
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District Education Department
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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 and modules To undertake action research on teaching methods, lesson plans, and teaching learning materials. 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 by the 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 among others, 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 the Government rules and regulations. 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. 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 other district 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 monitoring, evaluation, and quality assurance.
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GCETs
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6.
DTSC
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7.
DTEF
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CTSC
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9.
Cluster Centre School
9.
Primary School
To coordinate CPD activities at the district level for implementation 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 schools 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. 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 share best 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. 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. 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.
10.
School Council
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6.
Continuous Professional Development Framework (CPDF)
During 2006 – 2007 DSD has taken a lead to develop a conceptual framework for CPD 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 educational thinkers 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 for further action.
6. a. Target Population for CPD
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 11
(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 including varying 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 service
In-service
Master Trainer/ Expertise
Directorate of Staff Development (DSD)
64000
Head Teachers (HT)
11096 /83440
33 Government Colleges for Elementary Teachers (GCETs) High School/ Secondary School (HS/SS)
66671
Elementary School Teacher (EST)
143599
Primary School Teacher (PST)
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 skills and 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.
CPD Framework
Improved Student
Teacher as a Self-Learning and Accountable Professional Pay/Grade Structure Certification and Licensing PD Courses
DG Staff DSD
HTs (65000)
SST/HSTs (11096+83440)
DTSC
Accreditation Awards Assessment and PER Teacher Standards Degree Courses
ESTs (66671)
CTSC
PSTs (143599) Education /Training
Incentives and Accountability
DoE
DSD/PITE /GCET
DG
QA
Follow-up & Support
t
Mentoring Follow-up
Key Stakeholders/Non-Public Providers Coordinated Approach
Materials
Distance Education Other Forms of Support
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.
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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 their finalization 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 each subject 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 (12 Districts) Kasur Okara Attock Gujrat Faisalabad Rajanpur Mianwali Sargodha Sheikhupura Muzaffargarh Rahim Yar Khan Mandi Bahauddin Phase – II (13 Districts) Jehlum Lahore Layyah Multan Narowal Khushab Sahiwal Rawalpindi Pak Pattan Gujranwala Khanewal Bahawalpur Nankana Sahib Phase – III (10 Districts) Chakwal Sialkot Bhakkar Jhang Toba Tek Sing Vehari Lodhran Bahawalnagar 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 service provider (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 DSD in December 2006. These LTEs trained DTEs during January – February 2007 in their districts in summer 2007. The national consultant for this project visited a selected number 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.
14
6. c. Training of Lead Teacher Educators (LTEs)
To implement CPD a group of 220 Lead Teacher Educators was prepared in three phases 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 the PSTs 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 the External Service Provider after a careful search. The LTE training covered five main modules including: 1. 2. 3. 4. 5. Mentors as change agents Learning at Primary School Level Effective Teaching and Learning strategies Basic Foundation Module and its key concepts and Training of DTEs.
The LTEs were given opportunities to use computer and library resources to ensure 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-time mentors 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 Mathematics and Social Sciences. The external service provider also assisted DSD in overall design and implementation of the 4 weeks intensive training. They developed the detailed training guide, 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. The quality assurance wing developed and used a comprehensive feedback instrument to determine the quality of training provided and results achieved. Trainees used selfassessment proforma. These follow up feedback forms pointed out the salient strengths and limitations of the training activities. The participants were generally satisfied with the academic 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
15
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 of the 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 CPD activities, 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 be trained 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. Teacher’s needs at the local level are to be the engine driving the 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 own schools 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
16
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 a monthly 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 of schools 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 DTEs are to be selected from secondary or higher secondary school with a minimum of five years 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 of the 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 primary school 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 officials of 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 key salient 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 of BFM has been carefully selected in light of training need assessments for professional development of teachers done by PITE and IER, Lahore. A material development committee 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 testing of 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
17
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 provider carefully 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 the BFM. 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 cultivate in 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, roleplay, 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 encourage the 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 (teacher’s portfolio) will enable the teachers to enrich their classroom with extra 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 educational research 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 student learning 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 to teach, a number of institutional, managerial, and financial resources create the enabling environment under which teachers can use the pedagogical knowledge and skills they acquire through training. There are two fundamental principles underpinning the CPD framework: 1. decentralized management structure 2. coordination and partnership
18
DSD envisages that eventually the districts will prepare and implement their own teacher development plans within the overall framework and support provided by the DSD. 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 do not 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 the CPD decentralized structure in each district a District Training and Support Center (DTSC) is established with the mandate to plan, facilitate, coordinate and implement inservice training and professional development activities for district teachers. The DTSCs are housed in existing Elementary Colleges (or in high/higher secondary schools if there is 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 for appointment in DTSCs. At the next level the CPD framework has established Cluster Training and Support Centers (CTSC) under which a centrally located high/higher secondary 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 of two 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 schools’ doorsteps, 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 other relevant 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 consultation with the three key institutions mentioned earlier for an effective coordination and program design/delivery.
19
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. The districts 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 the districts 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 the DTEs 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 2 2 4 4 7 7 8
Jhang Tobatek Singh Pakpattan Sahiwal Gujranwala* Sialkot* Lahore TOTAL Faisalabad**
204 87 58 88 130 161 79 807 120
192 76 56 88 127 146 73 758 110
51 18 5 13 15 39 4 145 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 participation rate is extremely low at only 19% (145 out of 758) of the total DTEs being 20
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 is impossible, hence poor participation in the program. Training was provided by lead teacher educators (LTE) in all the districts at the DTSCs located 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 the DTEs 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) to supplement 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 and spacious 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 and group 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 content areas/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 as well 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 useful would 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 visible that they had issues/concerns about the implementation of CPD vis-à-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
21
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 DTSC heads 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 professional development 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 about involvement 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 other programs 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 as AEOs/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 to reach 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 districts and 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 that may 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 by teachers 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 to survive 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 were made 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
1
*Rawalpindi: Government Boys High School, Gharibabad Jehlum: Government Tabhligh-ul-Islam High School, Jehlum Jehlum: Government Girls High School # 2, Jehlum Multan: Government Pilot Secondary School, Multan #Multan: Government Comprehensive Boys High School, Multan Bahawalpur: Government Girls High School, Satellite Town, Bahawalpur
81
41
10
114
79
50
2
90
72
72
2
121
98
98
3
111
58
0
3
86
84
84
4
23
Bahawalpur: Government Girls High School, 12 BC, Bahawalpur **Lodhran: Government High School, Adam Wahn, Lodhran TOTAL
44
41
41
4
83
66
48
5
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 basic foundations 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 another case. 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 where there 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 teaching of 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, concepts around 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 my discussion 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 to accept 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 were within 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 for the current 23 districts is done well, while for the earlier phase districts it has to be redone. 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 be done 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 be unrealistic 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 never visible 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, Lahore and Sheikhupura (Phase I district) to determine impact of training in the classroom vis-àvis 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 Kirkpatrick’s learning and training evaluation theory:
• •
reaction of PSTs - what they thought and felt about the training, determined through 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 25
•
•
results - the effects on the school/classroom resulting from the PST’s 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 content areas.
The tool used for observation of PSTs1 focused upon some essential classroom teaching aspects, such as lesson planning and implementation, teaching methodology, student involvement, 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 inservice trainings prior to the CPD training. Without any exception all said that their 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 the methodology 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 support lesson 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 that children 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 in classrooms, 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 guides were 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 of mathematics, 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 of science and mathematics did indicate greater room for improvement in subject knowledge. When teaching parts of flower, the two teachers observed were not
26
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 most children looked puzzled. The discussions with PSTs, school heads, DTEs and DTSC heads highlighted some important aspects vis-à-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 the view 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 follow up visits. For all other PSTs, use of taxonomies for assessment seemed beyond their 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 as it 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 end up 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 49CTSCs are 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 not participating 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 of visits 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 at present; 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 onjob support should be ensured as soon as possible after carefully reviewing the existing clusters particularly in the initial phase districts where no follow up is seen 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 explanatory teacher 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 key role 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 effective follow up strategy on part of the DTEs as well as once-a-month face to face training. Preparation and use of audio/visual aids using low/no cost material can also be made possible through effective follow up/classroom base support. Wherever possible, DTEs should belong to the same cluster where they are posted to work.
8.
Overall Recommendations
Recommendations made here have emerged out of the review of documentations and discussions with various stakeholders for the CPD model. For purposes of clarity they are being divided into district and provincial levels and further divided into policy and implementation recommendations along with actions to be taken by different organizations/offices.
8. a. District – Implementation Level
•
• • •
Regular planning and review meetings proposed between CTSCs, DTSCs, and DSD RPMs – at present no planning mechanism involving CTSCs and DTSCs is in place according to DTSC/CTSC heads – ACTION DSD CTSCs should be equipped with a library, computer facility and off line resources; no facilities as such at the CTSCs were seen – ACTION DSD PSTs should be provided more material including teacher guides that can be used on a self help basis – ACTION DSD More IT based training for DTEs – use of hand-helds like palm pilots to be explored for effective database management and tracking teacher performance – ACTION DSD
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•
•
•
CTSC heads need to be trained in areas like HR management, curriculum, school improvement, monitoring and evaluation; no training provided to them – ACTION DSD DTSC heads to be trained in education leadership/management, use of BFM, management of district level professional development; no training provided to them – ACTION DSD DTSC/CTSC heads to develop plans for management of CPD that should guide DTEs, LTEs and DOs; is possible only once their capacity to do so is developed – ACTION DTSC/CTSC AND DSD
8. b. District – Policy Level
•
•
•
• • • •
•
•
•
For more effective monitoring smaller radius clusters are recommended, which would mean an increase in number of DTEs/CTSCs and budgetary implications. ALTERNATIVELY, capable school heads to be given added responsibilities as DTEs so as to overcome DTE shortage in view of increased number of clusters without any budgetary implications; this would require a change in job description of school heads – ACTION DSD & PROVINCIAL EDUCATION DEPARTMENT CTSCs’ locations to be revisited so as to move to schools where there are more vibrant heads and active community, thus making it a more demandled/performance based model – ACTION DTSC/EDO/DSD School committees have to be mandated and capacitated/strengthened to monitor DTEs and support TEs and DTSCs – ACTION PROVINCIAL EDUCATION DEPARTMENT DTSC heads to be mandated to monitor CPD program – ACTION DSD TEs structure to include experts in teacher education to provide academic support to DTEs – ACTION DSD LTEs must continue to play a more regular role vis-à-vis ongoing capacity building of DTEs – ACTION DSD Job descriptions of EDO/DOs to include coordination with DTSCs/CTSCs and monitoring of CPD model – ACTION PROVINCIAL EDUCATION DEPARTMENT Role of GCETs should be determined to keep them fully involved with the CPD; their faculty is the best teacher education resource in the districts and should be utilized as such – ACTION DSD District, tehsil, UC based Professional Development Forums (PDF) involving teachers, DTEs, TEs, DTSC/CTSC heads, DOs, DDOs, AEOs, parents, community members to be formed, notified and meet regularly to feed into district education planning – ACTION DTSCs, CTSCs AND EDO OFFICE Districts to do their own regular education/professional development plans that should drive initiatives like CPD as opposed to vice versa; this will ensure district-led initiatives and a move towards an effective decentralized education system – ACTION EDO OFFICE and PROVINCIAL EDUCATION DEPARTMENT
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8. c. Provincial – Implementation Level
•
•
•
•
•
•
Regular programs should be offered to capacitate district education department officials and increase their capacity in planning, management, monitoring and evaluation; five years into devolution and district level capacity is still far fetched despite claims made by many – ACTION PROVINCIAL EDUCATION DEPARTMENT Closer collaboration between DSD and PMIU to utilize the latter’s resources around data management, specifically on quality assurance - have PMIU and other agencies capacitate district education department officials – ACTION DSD AND PMIU Data collectors for performance monitoring must be trained to critically monitor/collect data from schools/teachers; collaborate with PEACE on this, work to strengthen their capacity – ACTION DSD Data collected should be able to provide guidance for improvement in subsequent programs; get services of experts in data analysis/evaluation as well as management information system experts for data mining/warehousing to effectively use the data for quality assurance – ACTION DSD Five or six different quality assurance proforma in use by DSD; need to merge them to reduce the number for efficient collection and management of data – ACTION DSD DSD's human resource base must diversify to include experts in education (professional and management) as well as some quality research staff – ACTION DSD
8. d. Provincial – Policy Level
• •
•
•
•
•
Teacher education accreditation/certification body to be formed as soon as possible – ACTION PROVINCIAL EDUCATION DEPARTMENT Annual Confidential Reports (ACR) to be made output specific; promotions/salary raises against performance – ACTION PROVINCIAL EDUCATION DEPARTMENT Teacher career ladder to be put in place that should be able to generate a demand for professional development – ACTION PROVINCIAL EDUCATION DEPARTMENT PSTs to be provided with job descriptions (none provided at the moment except an appointment letter) to uplift their professional status and more academic freedom – ACTION PROVINCIAL EDUCATION DEPARTMENT District budget lines should be created for their professional development programs; at the moment only recurrent expenses are covered – ACTION PROVINCIAL EDUCATION DEPARTMENT DO training should be appointed in the districts to have a designated off ice for professional development at the district level– ACTION PROVINCIAL EDUCATION DEPARTMENT
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Annex-I
Draft Terms of Reference Third Party Review/Assessment of the Continuous Professional Development for Teachers Punjab Education Sector Reform Program
Background The Directorate of Staff Development in Punjab has adapted a holistic framework for the Continuous Professional Development (CPD) of teachers/educators. A core part of the professional development of teachers includes teacher training and classroom-based ongoing support, in addition to a number of other factors that affect teacher performance (incentives, career structures, etc.) that are also being addressed by the Punjab Government. The DSD has started the process of training, beginning with the training of Lead Teacher Educators (LTEs) by private providers, followed by training of District Teacher Educators (DTEs) who are directly responsible for training of teachers. The first round of actual teacher training was conducted in December 2006 in twelve districts and was carried out by DTEs. A second round of teacher training by DTEs is currently underway.
Objective of Review The overall objective of this exercise is to undertake a quality assurance of the training being implemented, with the aim to facilitate DSD in its effort to refine its subsequent training to ensure quality and effectiveness. Specifically, the Consultants will: 1. Review the content of the training modules for the LTE, DTE and teacher training. This will include: a) a desk review of the modules and the material used for the training; b) a desk review of quality assurance proforma and mechanisms; c) discussions with the private providers, trainers and teachers to assess the appropriateness, usefulness and overall quality and ease of use of the training modules. 2. Assess the delivery aspects of all three stages of training (LTE, DTE, and teacher training). This will involve: a) a review of the model, processes of delivery of training and quality assurance mechanisms, and b) an assessment of the content of the training (focusing on the criteria for selection of the lead and district teacher educators; c) the incentives and environment provided to LTEs, DTEs, teachers to enable them to gain from the training (including the service structure and incentives, but also the overall motivation and environment); preparedness of the support systems (district education staff) to ensure effective delivery of the 31
various stages of training). This will require the Consultants to undertake systematic interaction with the various stakeholders through interviews and focus group discussions. 3. Directly observe the next round of teacher training (scheduled for July/August 2007) in order to identify issues relating to the content and process of this training. 4. Undertake follow up classroom visits to observe trained teachers (in late September 2007), in order to assess changes in teaching practice and effectiveness (or issues with) of follow up/ongoing support mechanisms provided by the DTEs, including the required systems and support from the district education management system. Throughout the review, the various aspects and variables connected to the training would be studied to assess the impact of individual variables/aspects on change/improvement in teaching practices. Based on the above, the Consultants will: 5. Prepare a comprehensive report that includes specific recommendations for improving the next round of training, including any suggestions for how the LTE and DTE training is arranged and conducted. The report would also include recommendations on improving materials, delivery processes and in-built quality assurance mechanisms designed by DSD. The Consultants will also make recommendations on the arrangements in place and required support from the district education system.
Scope and Timeframe This review is designed to be carried out in three stages. The first part is a desk review, which is expected to be undertaken over a one week period at the start of the assignment. The second stage is expected to take three weeks, during which interviews/discussions and field visits are to be undertaken in Lahore and in at least 6 districts in connection with tasks number 2 and 3 above. The schedule for this will be determined in consultation with DSD in order to time it to start two weeks prior to the next round of teacher training. The next round of Lead Teacher Educators is scheduled for July/August. It is therefore expected that the consultant begin work on the desk review by May 15, supplemented by field visits and interviews as necessary. The third part of the review will be undertaken over a two week period in September/October 2007 after the start of the next academic session to observe classroom practice to submit the final report.
32
Output The expected output is a full comprehensive report that gives an assessment on each aspect of the CPD process and content undertaken by DSD, including for each level of training and the various stakeholders involved in the training. A summary of recommendations that is concise will also be prepared. An interim report with recommendations will be provided in July 2007 just prior to the next round of teacher training, followed by a revised report in October 2007 after observations and analysis based on classroom practice observation and supervision support during the academic session is observed. Required Expertise This exercise requires two experts, one international and one national, who have extensive expertise with teacher training and professional development programs. The consultants will work closely with the Directorate of Staff Development and with the appropriate education officials at all stages of the assignment.
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Annex-II
Field Visit Report: June 14 – 18, 2007
A Brief History - Directorate of Staff Development (DSD) was established in 1959 as the Education Extension Center but in 1994 was named as DSD. In 2002 DSD became part of the University of Education (UoE), but was made independent in 2004 when the Government of 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 primary agency for coordinating activities that relate to teacher development, whether in the public or private sectors. All the Elementary Colleges, PITE and BOC 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. Current Mandate and Objectives - The overall mandate of the DSD is to enhance the professional capacity of teachers, head teachers, teacher educators, and various categories of education personnel whose work affects the quality of learning in schools, directly or indirectly. DSD's vision is to develop a knowledgeable, committed, motivated, competent and ethically sound cadre of educational personnel to ensure the delivery of quality education to the students of government schools in Punjab. The key objectives of DSD include facilitation of in-service training of government schoolteachers; propose structures and procedures that will enable quality learning; develop linkages with preservice institutions, other related departments and government policy making structure. Continuous Professional Development (CPD) Concept - DSD conceptualized a strong CPD model for ensuring ongoing support to needs of schoolteachers. As such, the concept of CPD is broader than that of staff development, which often refers to in-service courses or refresher workshops, whereas CPD puts in place a long-term, school-based and collaborative model that actively involves teachers and focuses upon student learning. Some Observations on the Model Design and Implementation Strategy Appears to be a supply driven model in the absence of any teacher career ladder/incentives, as is prevalent in other parts of Pakistan. Lack of teacher motivation/commitment; absence of accountability; ACR not linked to teacher performance/output. Recommendation – teacher education accreditation/certification; ACRs to be made output specific; promotions/salary raises against performance District led initiatives not visible; their participation in design, development, implementation and M&E of CPD not to desirable levels as per district officials. Recommendation - district, tehsil, UC based PD forums involving teachers, DTEs, parents, community members to meet regularly and feed into district education planning;
34
DO training appointment; district budget lines for PD; district PD/education plans that must drive all CPD interventions. 16 km. clustering still too big, particularly for females; how will DTE monitoring be ensured? Recommendation – smaller radius clusters; capable school heads to be given added responsibilities as DTEs so as to overcome DTE shortage in view of increased number of clusters; alternatively, have one DTE per CTSC and let the school head where CTSAC is located assist the DTE. DTSC/CTSC - good concept but see recommendation above. CTSCs should be flexible so as to move to locations of greater demand from locations where they are created without any demand. LTEs, DTEs, TEs - strong intervention, good selection criteria; DTEs position/budget approved; will strengthen mentoring, but DTE support/supervision to be ensured; Last DTEs training by LTEs was not observed by any quality assurance team from DSD/partners (to be verified). First round of 6-day PSTs training done by DTEs not observed (to be verified); gender imbalance; TEs cannot ensure DTE efficient functioning. Recommendation - school committees to be strengthened and mobilized to monitor DTEs; TEs structure to include experts in teacher education; Provincial level coordination - Strong donor/NGO coordination & consultation is in place. Recommendation - impact evaluation strategy/need based programs (does quality assurance take care of this?); role of PEACE/UoE/IER/PMIU. DSD needs to increase its own capacity vis-à-vis availability of qualified faculty in greater numbers (and possibly disciplines). Feedback from a brief interaction with LTEs, DTEs and PSTs on trainings has been positive; however, it needs to be verified in field visits. Modules, quality assurance pro forma, participant evaluations to be reviewed List of Material provided by DSD – Partner consultation workshop reports, newsletters, CPD concept, DTE handbook, BFM To be collected – all training modules, QA pro forma, course participant evaluations, partner (City School) reports
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Annex-III
Monitoring Form (To be used for monitoring DTE/PST training & PST classroom teaching)
General Information District: Date: 1. Type of training: 2. Name(s) of the Master Trainer(s): i)._ ii).___ 3. Location/Venue: 4. Training session/topic (if applicable): Attendance Trainees/students Enrolled (Check register) Trainees/students Present (Check register) Trainees/students Present (Head Count) Remarks
Number of participants with less than 75% attendance Quality of Teaching/Training General 1. Training/teaching progressing per schedule Yes No Remarks
2. Learning materials available to the trainees/students
3. Training/teaching material available with the trainer
4. Appropriate seating arrangement
5. Training venue/classroom airy and well lit up
36
DTEs training (done by LTEs) 1. Trainer preparation of subject matter/BFM 2. Trainer use of A/V aids 3. Trainer knowledge, skills and attitude towards developing mentoring techniques for DTEs 4. Trainer knowledge/input towards developing coordination mechanisms for DTEs 5. Trainee interaction/participation 6. Trainee grasp of training matter/BFM 1 most to 5 least PSTs training/mentoring (done by DTEs) 1. Trainer preparation of subject matter/BFM 2. Trainer use of A/V aids & activities 3. Need-based content (to be verified from teachers) 4. Trainer provides enough time for teaching and lesson practice 5. Techniques for assessment & evaluation provided to trainees 1 most to 5 least Classroom teaching3(done by PSTs) Teacher Prepares the lesson plan in advance Implements the lesson plan by giving appropriate attention to student responses and staying focused on the main objective of the lesson
1
2
3
4
5
Remarks
1
2
3
4
5
Remarks
1
2
3
4
5
Remarks
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Uses different teaching methods during the lesson. Evaluate each of the following methods: Lecture Teacher-led demonstration
Reading from a book/blackboard
Class discussion
Group work
Hands on activities
Student presentation
Role play Involves students in classroom activities and encourages interaction amongst students Uses teaching aids Efficient time management; lesson has a beginning, middle and end Has good command over subject matter Monitors and assesses the students during lesson
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Annex-IV
Field Visit Report: July 27 - August 7, 2007
The twelve-day field activity to observe training of district teacher educators (DTE) in Punjab comprised visits to eight districts and discussions/interactions with various DSD and education department officials, both in Lahore and the districts. This report is a follow up to the earlier continuous professional development (CPD) draft report (July 30, 2007) and as such should be read in conjunction with that as it draws on findings and recommendations from the earlier report. More specifically the visit focused upon the following as per terms of reference (TOR) of the national consultant:
• • •
• •
A review of the environment that includes the CPD model, follow up/support structure, facilities, management system/mechanism A review of the incentives that includes service structure, motivational measures, and professional practices Role of Directorate of Staff Development (DSD) as the lead agency responsible for professional development of teachers, vis-à-vis a supply driven versus a demand led model District-province interface with reference to professional development Development of systems and structures at the district level for a district-led initiative: district level planning, organization of key stake holders at the district level, office for professional development, capacity building of district officials
The overall mandate of the DSD is to enhance the professional capacity of teachers, head teachers, teacher educators, and various categories of education personnel whose work affects the quality of learning in schools, directly or indirectly. DSD's vision is to develop a knowledgeable, committed, motivated, competent and ethically sound cadre of educational personnel to ensure the delivery of quality education to the students of government schools in Punjab. The key objectives of DSD include facilitation of inservice training of government schoolteachers; propose structures and procedures that will enable quality learning; develop linkages with pre-service institutions, other related departments and government policy making structure. DSD conceptualized a strong CPD model for ensuring ongoing support to meet the needs of schoolteachers. As such, the concept of CPD is broader than that of staff development, which often refers to in-service courses or refresher workshops, whereas CPD puts in place a long-term, school-based and collaborative model that actively involves teachers and focuses upon student learning. 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. The districts visited 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 the districts using a uniform level/scale (SST, grade 17), 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
39
for all the DTEs 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 being trained as opposed to the actual/intended 807; the breakdown district wise is as follows: District Jhang Tobatek Singh Pakpattan Sahiwal Gujranwala* Sialkot* Lahore TOTAL Faisalabad** Anticipated DTEs 204 87 58 88 130 161 79 807 120 Actual Present 192 76 56 88 127 146 73 758 110 51 18 5 13 15 39 4 145 20 Female
*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 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 is impossible, hence poor participation in the program. Provision of 15-seater vans or 25seater coasters for females (males may get motorcycles) will ensure mobility for DTEs and ongoing support for PSTs. Training was provided by lead teacher educators (LTE) in all the districts at the DTSCs located 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 five 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 the
40
DTEs 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) to supplement 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 and spacious 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 and group 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 content areas/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 as well 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 useful would 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 visible that they had issues/concerns about the implementation of CPD vis-à-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 transport there was no way they would be able to reach out to schools/teachers on an ongoing basis. It would be useful to have the DTSC hold regular meetings with the DTEs, and the DSD to have regular meetings with the DTSC heads to learn about issues from the field for informed planning/decision making. 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 DTSC heads 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 professional development 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
41
were not clear what this coordination meant or how would it be done. It would have been very useful if the DTSC heads had a plan for coordinating CPD at the district level that could also have informed the DTEs about their concerns/questions around mentoring/coordination. They were also not clear about involvement 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. While it may be that in this initial phase the DTSCs/CTSCs are selected more out of default than choice (owing to centrality, being a GCET, being a large school), it would be paramount to revisit this selection to make it a more demand-led/performance-based choice. 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 other programs 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 CTSCs are far and scattered and not a practical approach to reach out to PSTs Mobility of females is an issue; hence their small numbers as DTEs DTEs will find it impractical/difficult to reach out to about 100 teachers every month 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 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 that may 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 by teachers Teachers are not motivated and will not change their practices even after the training Amount provided for stationery under the DTEs training is less and must be increased on a per head basis
Some recommendations from the draft CPD report (emailed on July 30) are reproduced here as they fit well in response to some of the concerns raised by the DTSC heads:
• •
Smaller radius clusters, which would mean an increase in number of DTEs/CTSCs and budgetary implications, ALTERNATIVELY Capable school heads to be given added responsibilities as DTEs so as to overcome DTE shortage in view of increased number of clusters
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•
•
• • •
CTSCs should be flexible so as to move to locations of greater demand from locations where they are created without any demand and display no performance on the part of CTSC head DTE support/supervision to be ensured through school committees that have to be strengthened and mobilized to monitor DTEs; TEs structure to include experts in teacher education to provide academic support to DTEs Teacher education accreditation/certification to be done as soon as possible Annual Confidential Reports (ACR) to be made output specific; promotions/salary raises against performance Teacher career ladder to be put in place that should be able to generate a demand for professional development
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 to survive 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 Some recommendations (modified from the draft CPD report of July 30) with regards to issues raised by EDO/DMO are as follows:
•
• • • •
District, tehsil, UC based Professional Development Forums (PDF) involving teachers, DTEs, TEs, DTSC/CTSC head, DOs, DDOs, AEOs, parents, community members to meet regularly and feed into district education planning Districts to do their own regular education/professional development plans that should drive initiatives like CPD as opposed to vice versa District budget lines should be created for their professional development programs DO training should be appointed Regular programs should be offered to capacitate district education department officials and increase their capacity in planning, management, monitoring and evaluation
Discussions were also held with the DSD staff including their Director, RPMs and Deputy Director for Quality Assurance. Some of the broader issues around teacher education management, quality assurance and district/provincial coordination were discussed. Draft recommendations on some of the issues are listed below:
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• • • •
•
•
• •
An office of a DO Training/Professional Development should be created at the district level Job description of EDO Education should include district level planning for education/professional development Job description for school heads to include provision for academic leadership, especially if the CPD is to include more heads to strengthen the DTEs DSD to collaborate more closely with PMIU to utilize their resources around data management, specifically on quality assurance - have PMIU and other agencies capacitate district education department officials Data collectors must be trained to critically monitor/collect data from schools/teachers; collaborate with PEACE on this, work to strengthen their capacity Data collected should be able to provide guidance for improvement in subsequent programs; get services of experts in data analysis/evaluation as well as management information system experts for data mining/warehousing to effectively use the data for quality assurance Five or six different quality assurance proforma in place need to merge them to reduce the number for efficient management of data DSD's human resource base must diversify to include experts in education (professional and management) as well as some quality research staff
44
Annex-V
Field Visit Report: August 20 - 24, 2007
For observing the six-day training of primary school teachers (PST) visits were made 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 1
*Rawalpindi: Government Boys High School, Gharibabad Jehlum: Government Tabhligh-ul-Islam High School, Jehlum Jehlum: Government Girls High School # 2, Jehlum Multan: Government Pilot Secondary School, Multan #Multan: Government Comprehensive Boys High School, Multan Bahawalpur: Government Girls High School, Satellite Town, Bahawalpur Bahawalpur: Government Girls High School, 12 BC, Bahawalpur **Lodhran: Government High School, AdWahn, Lodhran TOTAL
81
41
10
114
79
50
2
90
72
72
2
121
98
98
3
111
58
0
3
86
84
84
4
44
41
41
4
83
66
48
5
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
45
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 basic foundations 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 another case. 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 where there 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 teaching of 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, concepts around 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 my discussion 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 to accept 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 were within 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 for the current 23 districts is done well, while for the earlier phase districts it has to be redone. 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:
• • • • • • • • •
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 be done 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
46
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 leadership training; to expect of them to run CTSCs without any formal/structured training would be unrealistic 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 never visible 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
47
Annex-VI
Field Visit Report: October 8 - 12, 2007
Observation visits were made to four districts including Rawalpindi, Jehlum, Lahore and Sheikhupura (Phase I district) to determine impact of training in the classroom vis-à-vis a change in teacher behavior/practice. The tool used for observation of PSTs focused upon some essential classroom teaching aspects, such as lesson planning and implementation, teaching methodology, student involvement, use of teaching/learning aids, time management and command over subject matter. Classroom teaching4(done by PSTs) Teacher Prepares the lesson plan in advance Implements the lesson plan by giving appropriate attention to student responses and staying focused on the main objective of the lesson Uses different teaching methods during the lesson. Evaluate each of the following methods: Lecture Teacher-led demonstration 1 2 3 4 5 Remarks
Reading from a book/blackboard
Class discussion
Group work
Hands on activities
Student presentation
48
Role play Involves students in classroom activities and encourages interaction amongst students Uses teaching aids Efficient time management; lesson has a beginning, middle and end Has good command over subject matter Monitors and assesses the students during lesson
49
Twenty eight PSTs, school heads, DTEs and DTSC heads were interviewed/observed in the four districts5. 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 inservice trainings prior to the CPD training. Without any exception all said that their 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 the methodology 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 support lesson 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 that children 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 in classrooms, 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 guides were 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 of mathematics, 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 of science and mathematics did indicate greater room for improvement in subject knowledge. When teaching parts of flower, the two teachers observed were not 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 most children looked puzzled.
The discussions with PSTs, school heads, DTEs and DTSC heads highlighted some important aspects vis-à-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,
50
• •
• • •
• • • • •
• • •
and various activity-based methods for teaching (although 3 PSTs were of the view 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 follow up visits. For all other PSTs, use of taxonomies for assessment seemed beyond their 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 as it 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 end up 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 49CTSCs are 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 not participating 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 of visits 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 at present; the ones posted earlier had transferred themselves to location of their convenience.
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 onjob support should be ensured as soon as possible after carefully reviewing the existing clusters particularly in the initial phase districts where no follow up is seen in either Faisalabad or Sheikhupura post April 2007 when DTEs were notified and were expected to provide classroom based support to PSTs.
51
•
• •
• •
DSD should work with other partners to develop need-based self explanatory teacher 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 key role 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 effective follow up strategy on part of the DTEs as well as once-a-month face to face training. Preparation and use of audio/visual aids using low/no cost material can also be made possible through effective follow up/classroom base support. Wherever possible, DTEs should belong to the same cluster where they are posted to work.
52
Annex-VII
List of individuals with whom discussions were held and/or observations made, and schools/institutions visited
No. 1 2 3 4 5 6 7 8 9 10 11 12 Individual Rukhsana Zia Mohammad Ayub Yasir Pirzada Aijaz Warraich Nasir Iqbal Javed Asif Bilal Abdullah Faisal Yasmeen Faisal Misbah Haseeb Chaudhry Jamil Rashid Langaryal Designation Director Deputy Director Deputy Director for Quality Assurance & M&E Regional Program Manager Regional Program Manager Regional Program Manager Institution/Location DSD Lahore
Deputy Director Faculty member Faculty member Faculty member Director
PITE Punjab (Lahore)
PMIU, Government of Punjab (Lahore) Government of Punjab Lahore SAHE Lahore City School
13
Zahid Saeed
Special Secretary Schools
14 15
Fareeha Zafar Saadia Pervaiz
Director Director, Department of Professional Development LTE & SSST English LTE & SSST Biology LTE & SSST Geography LTE & SSST Physics LTE & SST Mathematics LTE LTE LTE DTE DTE DTE DTE
16 17 18 19 20 21 22 23 24 25 26 27
Tahira Yousuf Kharal Ayaz Tariq Waseem Haider Asghar Ali Khan Imtiaz Ahmad Mohammad Tahir Wahid Zafar Iqbal Tarar Mohammad Latif Mohammad Iqbal Asim Ali Bhatti Asrar Ahmad
GGHS Sheikhupura GHSS, Lahore Sheikhupura GCET Kasur Kasur Jhang Jhang Jhang Okara Okara Kasur Kasur
53
28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69
Fayyaz Ahmad Shabbir Ahmad Saif-ur-Rahman Saqi Tahir Mahmood Mushtaq Ahmad Mukhtar Ahmad Javed Khalid Mahmood Mohammad Ashfaq Ghulam Yasin Zarqa Parveen Mohammad Nazir Syed Gohar Shabbir Mohammad Ayub Maratab Ali Minhajudin Ahmad Allah Bakhsh Tariq Mehr Riaz Hussain Javed Akhtar Abdul Raoof Rao Mohammad Iqbal Sikandar Saeed Malik Shahzad Awan Liaquat Ali Bhullar Mustanir Rahman Islam Siddique Mushtaq Ahmad Sial Shamim Ara Bhatti Mohammad Ali Sahu Malik Bashir Awan Munawar Hussain Mohammad Aslam Najib Ahmad Ejaz Ahmad Iqbal Ghulam Murtaza Asghar Ali Mohammad Aslam Nisar Ahmad Ghulam Rasool Amjad Mahmood Mohammad Azhar Munazir Hussain Mohammad Razzaq
DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head EDO Education EDO Education Deputy DO PST PST PST PST PST PST PST PST PST PST PST PST
Faisalabad Faisalabad Faisalabad Faisalabad Faisalabad Faisalabad Jehlum Jehlum Multan Multan Bahawalpur Lodhran Lodhran Sheikhupura Rawalpindi Sahiwal Jhang Tobatek Singh Faisalabad Pakpattan Gujranwala Sialkot Lahore Jehlum Multan Bahawalpur Sheikhupura Okara Tobatek Singh Jehlum Kasur Kasur Kasur Okara Okara Faisalabad Faisalabad Faisalabad Jehlum Jehlum Jehlum Jehlum
54
70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90
Mohammad Anwar Sohail Syed Afzaal Hussain Badrun Nisa Atia Bano Zaheer Ullah Shahzad Malik Altaf Ali Abdul Majeed Ghazala Bhatti Mohammad Sabteen Syed Liaquat Mohammad Iqbal Mohammad Rasheed Zahida Perveen Rashda Qamar Asmat Bashir Ali Jaffer Allah Ditta Mohammad Saleem Mohmmad Ashraf Mohamad Akram Imtiaz-ul-Haq Farhat Jehan Mrs. Musarrat Mrs. Fazal
PST/Head teacher EST/Elementary Head PST PST PST PST PST PST PST Head teacher/LC PST PST PST PST Head teacher/PST PST PST Head teacher/PST PST PST PST
Jehlum Jehlum Jehlum Jehlum Rawalpindi Rawalpindi Rawalpindi Rawalpindi Rawalpindi Lahore Lahore Lahore Lahore Lahore Lahore Lahore Sheikhupura Sheikhupura Sheikhupura Sheikhupura Sheikhupura
91 92 93 94
CTSC Head CTSC Head CTSC Head CTSC Head
Government Tabhligul-Islam High School, Jehlum Government Girls High School # 2, Jehlum Government Girls High School, Satellite Town, Bahawalpur Government Girls High School, 12 BC, Bahawalpur Lahore Lahore Lahore
95 96 97
Tassaduq Bukhari Zafar Ali Hasnat Ahmad
GCET Faculty GCET Faculty GCET Faculty
1 See Annex-6 for observation tool 2 See Annex-7 for name list 3 Modified from USAID Teacher Quality Index used under USAID/ESRA 4 Modified from USAID Teacher Quality Index used under USAID/ESRA 5 See Annex-7 for name list
55
Annex-VIII
List of Key documents and Training Modules Reviewed
1. DSD, Action Plans 2006, 2007 2. Draft Aide Memoirs Punjab Education Sector Reform Program (PESRP) 2004, 2005, 2006 and 2007 3. DSD, Analysis Reports LTE Training 1st , 2nd and 3rd Batches 4. DSD, Basic Foundation Module (BFM) for Primary School Teachers, 2006 5. DSD, Basic I.T. Training Course 6. DSD, Continuous Professional Development Framework for Primary Teacher, 2006. DSD 7. DSD, Course Materials File, LTEs 2007 8. DSD, DTE Guidebook 9. DSD, A Guide for Head Teacher Educators (LTEs) 10. DSD, Head Teachers Training Manual 11. DSD, Quality Assurance Forms and Feedback Reports 12. DSD, Training Manual for DTEs 13. DSD, Training of District Teacher Educators, 2006 14. DSD, Transforming Teacher Development in Punjab, 2006
56
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
Table of Contents
S. No.
Topics/Section Tables of Figures Abbreviation and Acronyms Executive Summary Introduction Background a. Brief History of DSD and its Evolution b. Current Mandate and Organization of DSD c. Role of Provincial Institute of Education d. Government College of Elementary Teachers (GCETs) e. District Training and Support Centres (DTSCs) District Education Department (DED) and Implementation of CPD Punjab Teacher Education Policy Making and Implementation Continuous Professional Development framework a. Target Population of CPD b. Diagram of CPD Framework c. Training of Lead Teacher Educator (LTE) d. Cluster Teacher Support Centre (CTSC) e. District Teacher Educator (DTE) f. Basic Foundation Module of PSTs (BFM) CPD Framework and Implementation Review Report a. CPD Framework b. Implementation Review Report i DTE Training ii PSTs Training iii PSTs Classroom Teaching iv Recommendations Overall Recommendations a. District Implementation Level b. District Policy Level c. Provincial Implementation Level d. Provincial Policy Level Draft terms of reference Field Visit Report: June 14-18, 2007 Monitoring Form Field Visit Report: July 27-August 17, 2007 Field Visit Report: August 20-24, 2007 Field Visit Report: October 8-12, 2007 List of Individuals Interviewed List of key documents and Training Modules Reviewed
Page iii iv v 1 1 2 2 4 5 5 7 8 11 11 13 15 16 16 17 19 20 20 23 26 28 28 29 29 30 30 32 35 37 40 46 49 54 57
1. 2. 3.
4. 5. 6.
7.
8.
Annexure I II III IV V VI VII VIII
ii
Table of Figures
Figures Figure 1. Figure 2. Figure 3. Figure 4. Figure 5. The New DSD Structure as an Apex Body DSD Coordination with Major Stakeholders for Programme Development and Implementation Administrative Staff Structure of each DTSC Target Population CPD Framework and its constituent core components
Page No. 3 4 6 12 13
iii
Abbreviation and Acronyms
AIOU BFM CPD CTSC DED DG(s) DoE DRC DSD DTE(s) DTEF ESP(s) EST GCET(s) HEC HRM HST(s) HT(s) ICT IEC INSET ITD LTE(s) M&E NGO(s) PD PEC PEF PER PESRP PMIU PST(s) PTB PTEF QA RoB RPM SC SST(s) TDP TDMIS TE(s) TEF TOT UOE VU Allama Iqbal Open University Basic Foundation Module Continuing Professional Development Cluster Training and Support Centre District Education Department District Government(s) Department of Education Departmental Review Committee Directorate of Staff Development District Teacher Educator(s) District Teacher Education Forum External Service Provider(s) Elementary School Teacher Government College(s) for Elementary Teachers Higher Education Commission Human Resource Management Higher Secondary Teacher(s) Head Teacher(s) Information and Communication Technology Information, Education and Communication In-Service Education and Training Institute for Teacher Development Lead Teacher Educator(s) Monitoring and Evaluation Non-Governmental Organization(s) Professional Development Punjab Examinations Commission Punjab Education Foundation Performance Evaluation Report Punjab Education Sector Reform Program Program Monitoring and Implementation Unit Primary School Teacher(s) Punjab Textbooks Board Punjab Teacher Education Forum Quality Assurance Rules of Business Regional Program Manager School Council Secondary School Teacher(s) Teacher Development Plan Teacher Development Management Information System Teacher Educator(s) Teacher Education Forum Training of Trainer University of Education Virtual University
iv
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 DSD is 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, teacher educators 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 provide continuous professional development of PSTs. A network of DTSCs and CTSCs has been developed and staffed using clustering model. 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 and support 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, predominantly designed, developed and implemented by the apex body with little active role played by the District educational departments. Attempts have been made to
• •
•
•
•
• • •
•
•
v
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 further empowered 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 qualified members 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 their staff. 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 for accurate and wide sharing. Duration of DTEs training also may be increased to focus on specific training and mentoring tasks. DSD and GCETs may develop detailed plans for this now to implement them in 2008
•
• •
•
• •
• •
•
vi
•
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 in their 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 be further 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 sustain long 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 be designed to ensure this.
•
•
•
vii
1.
Introduction
This third party review and assessment report of the Continuous Professional Development 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 School Teachers. The report has identified the salient features of the Continuous Professional Development 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 a variety 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 DSD’s role as apex organization responsible for professional 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 of improving quality of primary school teachers envisaged in the CPD initiative.
2.
Background
The Punjab government with the active support of the World Bank and specialised agencies of the United Nations including UNESCO and UNICEF has been involved 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 educational opportunity 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 key objectives of this pillar include allocating adequate public expenditures that are commensurate with educational needs of the province and to strengthen each district’s 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 includes increased 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 1
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 district’s managerial capacity for implementing and monitoring educational reforms; finalization of revised HR policy including establishments of a new teacher educator’s 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 of DSD. 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 the University of Education (UoE), but was made independent in 2004 when the Government of 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 and PITE 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 towards quality 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 with the 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”.
2
DSD
Provincial Institute of Teacher Education PITE (1)
Government Colleges of Elementary Teachers GCETs (33)
District Training & Support Centres DTSC (35)
Cluster Training & Support Centres CTSCs (2290) 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 decision making, 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 the coordinating role of DSD with the main stakeholders for teacher education program development and implementation.
3
Teacher & Teacher Unions Universities & Institutions International Development Partners
Parents & Students
DSD
Public
World Bank UNICEF GTZ CIDA JICA UNESCO
NGOs
Private Sector City School Salamat School System Ali Institute DSS
Sector
NCHD PITB PTB PEC
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 duration for practicing teachers; Design training centres for preparing master trainers; Undertake and promote action research in teaching methods, lesson planning and on development and effective use of teaching, learning materials. As an integrated unit of DSD, PITE’s initial work lead to the development of the conceptual scheme of Continuous Professional Development of PSTs.
ii. iii.
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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 of facilities 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 development support 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 teachers’ development, pedagogical strategies, school management, material development and improving student learning outcomes. The faculty and administrators of GCETs are to be carefully selected, provided with resources and incentives to build capacity of district level educational authorities and institutions to constantly strive for equitable and quality educational opportunities. A new 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 in selected 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; planning topical 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 other incentives 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 are being 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, quantitative ability, 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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DTSC
Steering Committee
(EDO, DMO, Head of DTCS & RPM)
Head of DTSC
TE
Administration, Finance and Logistics (Management)
TE
Planning and Course/Events Organization
TE
Coordination and Implementation
TE
Quality Assurance and M&E
Supporting Staff
Data Entry Operator (1) Drivers (2) Junior Clerk (1) Naib Qasid (1)
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) have been established in every district. Roles and responsibilities of TEs in each DTSC are given below. DSD continues to 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 to implement 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.
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ii.
Teacher Educator (Quality Assurance M & E) The main task of Teacher Educator (Quality Assurance and M & E) is to ensure that 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/Events Organization) 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 manage DTSC 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 the district level. Site visit reports and interviews with – DTSC heads, indicated that while they had a 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 officials in the design and implementation of CPD activities in their area. Most of them asked for more 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 plan’s implementation has been the development of DEDs and their specific
7
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 cluster centres 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 by DSD. The close collaboration between DSD and DED is essential to ensure success of the 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 planning and 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 close collaboration 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. EDOs and 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 and functions 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 and clearly 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:
1. Institution DoE • Roles and Responsibilities 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 coordination 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 teacher incentive, monitoring and accountability To ensure that District Governments facilitate, own, support and monitor the implementation 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/PMIU system. 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 in order 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 To advise DoE/DSD in matters relating to teacher development To provide a mechanism for all partners and stakeholders for regular interaction and sharing of experiences To develop and undertake joint research and development activities, etc.
• • • • • • • 2. DSD • • • • • •
• • • 3. PTEF • • •
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4.
PITE
• • • • •
5.
District Education Department
• • • • • • • • • • •
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 and modules To undertake action research on teaching methods, lesson plans, and teaching learning materials. 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 by the 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 among others, 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 the Government rules and regulations. 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. 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 other district 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 monitoring, evaluation, and quality assurance.
6.
GCETs
• • • • •
6.
DTSC
• • • • • •
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7.
DTEF
• • • •
8.
CTSC
• • • • • • • • • • • • • •
9.
Cluster Centre School
9.
Primary School
To coordinate CPD activities at the district level for implementation 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 schools 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. 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 share best 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. 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. 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.
10.
School Council
• • • •
6.
Continuous Professional Development Framework (CPDF)
During 2006 – 2007 DSD has taken a lead to develop a conceptual framework for CPD 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 educational thinkers 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 for further action.
6. a. Target Population for CPD
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 11
(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 including varying 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 service
In-service
Master Trainer/ Expertise
Directorate of Staff Development (DSD)
64000
Head Teachers (HT)
11096 /83440
33 Government Colleges for Elementary Teachers (GCETs) High School/ Secondary School (HS/SS)
66671
Elementary School Teacher (EST)
143599
Primary School Teacher (PST)
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 skills and 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.
CPD Framework
Improved Student
Teacher as a Self-Learning and Accountable Professional Pay/Grade Structure Certification and Licensing PD Courses
DG Staff DSD
HTs (65000)
SST/HSTs (11096+83440)
DTSC
Accreditation Awards Assessment and PER Teacher Standards Degree Courses
ESTs (66671)
CTSC
PSTs (143599) Education /Training
Incentives and Accountability
DoE
DSD/PITE /GCET
DG
QA
Follow-up & Support
t
Mentoring Follow-up
Key Stakeholders/Non-Public Providers Coordinated Approach
Materials
Distance Education Other Forms of Support
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.
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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 their finalization 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 each subject 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 (12 Districts) Kasur Okara Attock Gujrat Faisalabad Rajanpur Mianwali Sargodha Sheikhupura Muzaffargarh Rahim Yar Khan Mandi Bahauddin Phase – II (13 Districts) Jehlum Lahore Layyah Multan Narowal Khushab Sahiwal Rawalpindi Pak Pattan Gujranwala Khanewal Bahawalpur Nankana Sahib Phase – III (10 Districts) Chakwal Sialkot Bhakkar Jhang Toba Tek Sing Vehari Lodhran Bahawalnagar 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 service provider (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 DSD in December 2006. These LTEs trained DTEs during January – February 2007 in their districts in summer 2007. The national consultant for this project visited a selected number 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 three phases 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 the PSTs 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 the External Service Provider after a careful search. The LTE training covered five main modules including: 1. 2. 3. 4. 5. Mentors as change agents Learning at Primary School Level Effective Teaching and Learning strategies Basic Foundation Module and its key concepts and Training of DTEs.
The LTEs were given opportunities to use computer and library resources to ensure 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-time mentors 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 Mathematics and Social Sciences. The external service provider also assisted DSD in overall design and implementation of the 4 weeks intensive training. They developed the detailed training guide, 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. The quality assurance wing developed and used a comprehensive feedback instrument to determine the quality of training provided and results achieved. Trainees used selfassessment proforma. These follow up feedback forms pointed out the salient strengths and limitations of the training activities. The participants were generally satisfied with the academic 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 of the 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 CPD activities, 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 be trained 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. Teacher’s needs at the local level are to be the engine driving the 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 own schools 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 a monthly 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 of schools 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 DTEs are to be selected from secondary or higher secondary school with a minimum of five years 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 of the 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 primary school 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 officials of 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 key salient 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 of BFM has been carefully selected in light of training need assessments for professional development of teachers done by PITE and IER, Lahore. A material development committee 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 testing of 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
17
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 provider carefully 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 the BFM. 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 cultivate in 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, roleplay, 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 encourage the 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 (teacher’s portfolio) will enable the teachers to enrich their classroom with extra 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 educational research 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 student learning 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 to teach, a number of institutional, managerial, and financial resources create the enabling environment under which teachers can use the pedagogical knowledge and skills they acquire 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 the DSD. 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 do not 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 the CPD decentralized structure in each district a District Training and Support Center (DTSC) is established with the mandate to plan, facilitate, coordinate and implement inservice training and professional development activities for district teachers. The DTSCs are housed in existing Elementary Colleges (or in high/higher secondary schools if there is 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 for appointment in DTSCs. At the next level the CPD framework has established Cluster Training and Support Centers (CTSC) under which a centrally located high/higher secondary 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 of two 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 schools’ doorsteps, 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 other relevant 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 consultation with 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. The districts 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 the districts 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 the DTEs 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 2 2 4 4 7 7 8
Jhang Tobatek Singh Pakpattan Sahiwal Gujranwala* Sialkot* Lahore TOTAL Faisalabad**
204 87 58 88 130 161 79 807 120
192 76 56 88 127 146 73 758 110
51 18 5 13 15 39 4 145 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 participation rate is extremely low at only 19% (145 out of 758) of the total DTEs being 20
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 is impossible, hence poor participation in the program. Training was provided by lead teacher educators (LTE) in all the districts at the DTSCs located 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 the DTEs 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) to supplement 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 and spacious 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 and group 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 content areas/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 as well 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 useful would 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 visible that they had issues/concerns about the implementation of CPD vis-à-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
21
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 DTSC heads 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 professional development 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 about involvement 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 other programs 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 as AEOs/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 to reach 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 districts and 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 that may 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 by teachers Teachers are not motivated and will not change their practices even after the training
22
•
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 to survive 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 were made 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
1
*Rawalpindi: Government Boys High School, Gharibabad Jehlum: Government Tabhligh-ul-Islam High School, Jehlum Jehlum: Government Girls High School # 2, Jehlum Multan: Government Pilot Secondary School, Multan #Multan: Government Comprehensive Boys High School, Multan Bahawalpur: Government Girls High School, Satellite Town, Bahawalpur
81
41
10
114
79
50
2
90
72
72
2
121
98
98
3
111
58
0
3
86
84
84
4
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Bahawalpur: Government Girls High School, 12 BC, Bahawalpur **Lodhran: Government High School, Adam Wahn, Lodhran TOTAL
44
41
41
4
83
66
48
5
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 basic foundations 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 another case. 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 where there 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 teaching of 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, concepts around 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 my discussion 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 to accept 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 were within 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 for the current 23 districts is done well, while for the earlier phase districts it has to be redone. 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 be done 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 be unrealistic 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 never visible 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, Lahore and Sheikhupura (Phase I district) to determine impact of training in the classroom vis-àvis 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 Kirkpatrick’s learning and training evaluation theory:
• •
reaction of PSTs - what they thought and felt about the training, determined through 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 25
•
•
results - the effects on the school/classroom resulting from the PST’s 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 content areas.
The tool used for observation of PSTs1 focused upon some essential classroom teaching aspects, such as lesson planning and implementation, teaching methodology, student involvement, 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 inservice trainings prior to the CPD training. Without any exception all said that their 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 the methodology 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 support lesson 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 that children 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 in classrooms, 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 guides were 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 of mathematics, 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 of science and mathematics did indicate greater room for improvement in subject knowledge. When teaching parts of flower, the two teachers observed were not
26
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 most children looked puzzled. The discussions with PSTs, school heads, DTEs and DTSC heads highlighted some important aspects vis-à-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 the view 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 follow up visits. For all other PSTs, use of taxonomies for assessment seemed beyond their 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 as it 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 end up 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 49CTSCs are 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 not participating 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 of visits 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 at present; 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 onjob support should be ensured as soon as possible after carefully reviewing the existing clusters particularly in the initial phase districts where no follow up is seen 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 explanatory teacher 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 key role 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 effective follow up strategy on part of the DTEs as well as once-a-month face to face training. Preparation and use of audio/visual aids using low/no cost material can also be made possible through effective follow up/classroom base support. Wherever possible, DTEs should belong to the same cluster where they are posted to work.
8.
Overall Recommendations
Recommendations made here have emerged out of the review of documentations and discussions with various stakeholders for the CPD model. For purposes of clarity they are being divided into district and provincial levels and further divided into policy and implementation recommendations along with actions to be taken by different organizations/offices.
8. a. District – Implementation Level
•
• • •
Regular planning and review meetings proposed between CTSCs, DTSCs, and DSD RPMs – at present no planning mechanism involving CTSCs and DTSCs is in place according to DTSC/CTSC heads – ACTION DSD CTSCs should be equipped with a library, computer facility and off line resources; no facilities as such at the CTSCs were seen – ACTION DSD PSTs should be provided more material including teacher guides that can be used on a self help basis – ACTION DSD More IT based training for DTEs – use of hand-helds like palm pilots to be explored for effective database management and tracking teacher performance – ACTION DSD
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•
•
•
CTSC heads need to be trained in areas like HR management, curriculum, school improvement, monitoring and evaluation; no training provided to them – ACTION DSD DTSC heads to be trained in education leadership/management, use of BFM, management of district level professional development; no training provided to them – ACTION DSD DTSC/CTSC heads to develop plans for management of CPD that should guide DTEs, LTEs and DOs; is possible only once their capacity to do so is developed – ACTION DTSC/CTSC AND DSD
8. b. District – Policy Level
•
•
•
• • • •
•
•
•
For more effective monitoring smaller radius clusters are recommended, which would mean an increase in number of DTEs/CTSCs and budgetary implications. ALTERNATIVELY, capable school heads to be given added responsibilities as DTEs so as to overcome DTE shortage in view of increased number of clusters without any budgetary implications; this would require a change in job description of school heads – ACTION DSD & PROVINCIAL EDUCATION DEPARTMENT CTSCs’ locations to be revisited so as to move to schools where there are more vibrant heads and active community, thus making it a more demandled/performance based model – ACTION DTSC/EDO/DSD School committees have to be mandated and capacitated/strengthened to monitor DTEs and support TEs and DTSCs – ACTION PROVINCIAL EDUCATION DEPARTMENT DTSC heads to be mandated to monitor CPD program – ACTION DSD TEs structure to include experts in teacher education to provide academic support to DTEs – ACTION DSD LTEs must continue to play a more regular role vis-à-vis ongoing capacity building of DTEs – ACTION DSD Job descriptions of EDO/DOs to include coordination with DTSCs/CTSCs and monitoring of CPD model – ACTION PROVINCIAL EDUCATION DEPARTMENT Role of GCETs should be determined to keep them fully involved with the CPD; their faculty is the best teacher education resource in the districts and should be utilized as such – ACTION DSD District, tehsil, UC based Professional Development Forums (PDF) involving teachers, DTEs, TEs, DTSC/CTSC heads, DOs, DDOs, AEOs, parents, community members to be formed, notified and meet regularly to feed into district education planning – ACTION DTSCs, CTSCs AND EDO OFFICE Districts to do their own regular education/professional development plans that should drive initiatives like CPD as opposed to vice versa; this will ensure district-led initiatives and a move towards an effective decentralized education system – ACTION EDO OFFICE and PROVINCIAL EDUCATION DEPARTMENT
29
8. c. Provincial – Implementation Level
•
•
•
•
•
•
Regular programs should be offered to capacitate district education department officials and increase their capacity in planning, management, monitoring and evaluation; five years into devolution and district level capacity is still far fetched despite claims made by many – ACTION PROVINCIAL EDUCATION DEPARTMENT Closer collaboration between DSD and PMIU to utilize the latter’s resources around data management, specifically on quality assurance - have PMIU and other agencies capacitate district education department officials – ACTION DSD AND PMIU Data collectors for performance monitoring must be trained to critically monitor/collect data from schools/teachers; collaborate with PEACE on this, work to strengthen their capacity – ACTION DSD Data collected should be able to provide guidance for improvement in subsequent programs; get services of experts in data analysis/evaluation as well as management information system experts for data mining/warehousing to effectively use the data for quality assurance – ACTION DSD Five or six different quality assurance proforma in use by DSD; need to merge them to reduce the number for efficient collection and management of data – ACTION DSD DSD's human resource base must diversify to include experts in education (professional and management) as well as some quality research staff – ACTION DSD
8. d. Provincial – Policy Level
• •
•
•
•
•
Teacher education accreditation/certification body to be formed as soon as possible – ACTION PROVINCIAL EDUCATION DEPARTMENT Annual Confidential Reports (ACR) to be made output specific; promotions/salary raises against performance – ACTION PROVINCIAL EDUCATION DEPARTMENT Teacher career ladder to be put in place that should be able to generate a demand for professional development – ACTION PROVINCIAL EDUCATION DEPARTMENT PSTs to be provided with job descriptions (none provided at the moment except an appointment letter) to uplift their professional status and more academic freedom – ACTION PROVINCIAL EDUCATION DEPARTMENT District budget lines should be created for their professional development programs; at the moment only recurrent expenses are covered – ACTION PROVINCIAL EDUCATION DEPARTMENT DO training should be appointed in the districts to have a designated off ice for professional development at the district level– ACTION PROVINCIAL EDUCATION DEPARTMENT
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Annex-I
Draft Terms of Reference Third Party Review/Assessment of the Continuous Professional Development for Teachers Punjab Education Sector Reform Program
Background The Directorate of Staff Development in Punjab has adapted a holistic framework for the Continuous Professional Development (CPD) of teachers/educators. A core part of the professional development of teachers includes teacher training and classroom-based ongoing support, in addition to a number of other factors that affect teacher performance (incentives, career structures, etc.) that are also being addressed by the Punjab Government. The DSD has started the process of training, beginning with the training of Lead Teacher Educators (LTEs) by private providers, followed by training of District Teacher Educators (DTEs) who are directly responsible for training of teachers. The first round of actual teacher training was conducted in December 2006 in twelve districts and was carried out by DTEs. A second round of teacher training by DTEs is currently underway.
Objective of Review The overall objective of this exercise is to undertake a quality assurance of the training being implemented, with the aim to facilitate DSD in its effort to refine its subsequent training to ensure quality and effectiveness. Specifically, the Consultants will: 1. Review the content of the training modules for the LTE, DTE and teacher training. This will include: a) a desk review of the modules and the material used for the training; b) a desk review of quality assurance proforma and mechanisms; c) discussions with the private providers, trainers and teachers to assess the appropriateness, usefulness and overall quality and ease of use of the training modules. 2. Assess the delivery aspects of all three stages of training (LTE, DTE, and teacher training). This will involve: a) a review of the model, processes of delivery of training and quality assurance mechanisms, and b) an assessment of the content of the training (focusing on the criteria for selection of the lead and district teacher educators; c) the incentives and environment provided to LTEs, DTEs, teachers to enable them to gain from the training (including the service structure and incentives, but also the overall motivation and environment); preparedness of the support systems (district education staff) to ensure effective delivery of the 31
various stages of training). This will require the Consultants to undertake systematic interaction with the various stakeholders through interviews and focus group discussions. 3. Directly observe the next round of teacher training (scheduled for July/August 2007) in order to identify issues relating to the content and process of this training. 4. Undertake follow up classroom visits to observe trained teachers (in late September 2007), in order to assess changes in teaching practice and effectiveness (or issues with) of follow up/ongoing support mechanisms provided by the DTEs, including the required systems and support from the district education management system. Throughout the review, the various aspects and variables connected to the training would be studied to assess the impact of individual variables/aspects on change/improvement in teaching practices. Based on the above, the Consultants will: 5. Prepare a comprehensive report that includes specific recommendations for improving the next round of training, including any suggestions for how the LTE and DTE training is arranged and conducted. The report would also include recommendations on improving materials, delivery processes and in-built quality assurance mechanisms designed by DSD. The Consultants will also make recommendations on the arrangements in place and required support from the district education system.
Scope and Timeframe This review is designed to be carried out in three stages. The first part is a desk review, which is expected to be undertaken over a one week period at the start of the assignment. The second stage is expected to take three weeks, during which interviews/discussions and field visits are to be undertaken in Lahore and in at least 6 districts in connection with tasks number 2 and 3 above. The schedule for this will be determined in consultation with DSD in order to time it to start two weeks prior to the next round of teacher training. The next round of Lead Teacher Educators is scheduled for July/August. It is therefore expected that the consultant begin work on the desk review by May 15, supplemented by field visits and interviews as necessary. The third part of the review will be undertaken over a two week period in September/October 2007 after the start of the next academic session to observe classroom practice to submit the final report.
32
Output The expected output is a full comprehensive report that gives an assessment on each aspect of the CPD process and content undertaken by DSD, including for each level of training and the various stakeholders involved in the training. A summary of recommendations that is concise will also be prepared. An interim report with recommendations will be provided in July 2007 just prior to the next round of teacher training, followed by a revised report in October 2007 after observations and analysis based on classroom practice observation and supervision support during the academic session is observed. Required Expertise This exercise requires two experts, one international and one national, who have extensive expertise with teacher training and professional development programs. The consultants will work closely with the Directorate of Staff Development and with the appropriate education officials at all stages of the assignment.
33
Annex-II
Field Visit Report: June 14 – 18, 2007
A Brief History - Directorate of Staff Development (DSD) was established in 1959 as the Education Extension Center but in 1994 was named as DSD. In 2002 DSD became part of the University of Education (UoE), but was made independent in 2004 when the Government of 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 primary agency for coordinating activities that relate to teacher development, whether in the public or private sectors. All the Elementary Colleges, PITE and BOC 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. Current Mandate and Objectives - The overall mandate of the DSD is to enhance the professional capacity of teachers, head teachers, teacher educators, and various categories of education personnel whose work affects the quality of learning in schools, directly or indirectly. DSD's vision is to develop a knowledgeable, committed, motivated, competent and ethically sound cadre of educational personnel to ensure the delivery of quality education to the students of government schools in Punjab. The key objectives of DSD include facilitation of in-service training of government schoolteachers; propose structures and procedures that will enable quality learning; develop linkages with preservice institutions, other related departments and government policy making structure. Continuous Professional Development (CPD) Concept - DSD conceptualized a strong CPD model for ensuring ongoing support to needs of schoolteachers. As such, the concept of CPD is broader than that of staff development, which often refers to in-service courses or refresher workshops, whereas CPD puts in place a long-term, school-based and collaborative model that actively involves teachers and focuses upon student learning. Some Observations on the Model Design and Implementation Strategy Appears to be a supply driven model in the absence of any teacher career ladder/incentives, as is prevalent in other parts of Pakistan. Lack of teacher motivation/commitment; absence of accountability; ACR not linked to teacher performance/output. Recommendation – teacher education accreditation/certification; ACRs to be made output specific; promotions/salary raises against performance District led initiatives not visible; their participation in design, development, implementation and M&E of CPD not to desirable levels as per district officials. Recommendation - district, tehsil, UC based PD forums involving teachers, DTEs, parents, community members to meet regularly and feed into district education planning;
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DO training appointment; district budget lines for PD; district PD/education plans that must drive all CPD interventions. 16 km. clustering still too big, particularly for females; how will DTE monitoring be ensured? Recommendation – smaller radius clusters; capable school heads to be given added responsibilities as DTEs so as to overcome DTE shortage in view of increased number of clusters; alternatively, have one DTE per CTSC and let the school head where CTSAC is located assist the DTE. DTSC/CTSC - good concept but see recommendation above. CTSCs should be flexible so as to move to locations of greater demand from locations where they are created without any demand. LTEs, DTEs, TEs - strong intervention, good selection criteria; DTEs position/budget approved; will strengthen mentoring, but DTE support/supervision to be ensured; Last DTEs training by LTEs was not observed by any quality assurance team from DSD/partners (to be verified). First round of 6-day PSTs training done by DTEs not observed (to be verified); gender imbalance; TEs cannot ensure DTE efficient functioning. Recommendation - school committees to be strengthened and mobilized to monitor DTEs; TEs structure to include experts in teacher education; Provincial level coordination - Strong donor/NGO coordination & consultation is in place. Recommendation - impact evaluation strategy/need based programs (does quality assurance take care of this?); role of PEACE/UoE/IER/PMIU. DSD needs to increase its own capacity vis-à-vis availability of qualified faculty in greater numbers (and possibly disciplines). Feedback from a brief interaction with LTEs, DTEs and PSTs on trainings has been positive; however, it needs to be verified in field visits. Modules, quality assurance pro forma, participant evaluations to be reviewed List of Material provided by DSD – Partner consultation workshop reports, newsletters, CPD concept, DTE handbook, BFM To be collected – all training modules, QA pro forma, course participant evaluations, partner (City School) reports
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Annex-III
Monitoring Form (To be used for monitoring DTE/PST training & PST classroom teaching)
General Information District: Date: 1. Type of training: 2. Name(s) of the Master Trainer(s): i)._ ii).___ 3. Location/Venue: 4. Training session/topic (if applicable): Attendance Trainees/students Enrolled (Check register) Trainees/students Present (Check register) Trainees/students Present (Head Count) Remarks
Number of participants with less than 75% attendance Quality of Teaching/Training General 1. Training/teaching progressing per schedule Yes No Remarks
2. Learning materials available to the trainees/students
3. Training/teaching material available with the trainer
4. Appropriate seating arrangement
5. Training venue/classroom airy and well lit up
36
DTEs training (done by LTEs) 1. Trainer preparation of subject matter/BFM 2. Trainer use of A/V aids 3. Trainer knowledge, skills and attitude towards developing mentoring techniques for DTEs 4. Trainer knowledge/input towards developing coordination mechanisms for DTEs 5. Trainee interaction/participation 6. Trainee grasp of training matter/BFM 1 most to 5 least PSTs training/mentoring (done by DTEs) 1. Trainer preparation of subject matter/BFM 2. Trainer use of A/V aids & activities 3. Need-based content (to be verified from teachers) 4. Trainer provides enough time for teaching and lesson practice 5. Techniques for assessment & evaluation provided to trainees 1 most to 5 least Classroom teaching3(done by PSTs) Teacher Prepares the lesson plan in advance Implements the lesson plan by giving appropriate attention to student responses and staying focused on the main objective of the lesson
1
2
3
4
5
Remarks
1
2
3
4
5
Remarks
1
2
3
4
5
Remarks
37
Uses different teaching methods during the lesson. Evaluate each of the following methods: Lecture Teacher-led demonstration
Reading from a book/blackboard
Class discussion
Group work
Hands on activities
Student presentation
Role play Involves students in classroom activities and encourages interaction amongst students Uses teaching aids Efficient time management; lesson has a beginning, middle and end Has good command over subject matter Monitors and assesses the students during lesson
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Annex-IV
Field Visit Report: July 27 - August 7, 2007
The twelve-day field activity to observe training of district teacher educators (DTE) in Punjab comprised visits to eight districts and discussions/interactions with various DSD and education department officials, both in Lahore and the districts. This report is a follow up to the earlier continuous professional development (CPD) draft report (July 30, 2007) and as such should be read in conjunction with that as it draws on findings and recommendations from the earlier report. More specifically the visit focused upon the following as per terms of reference (TOR) of the national consultant:
• • •
• •
A review of the environment that includes the CPD model, follow up/support structure, facilities, management system/mechanism A review of the incentives that includes service structure, motivational measures, and professional practices Role of Directorate of Staff Development (DSD) as the lead agency responsible for professional development of teachers, vis-à-vis a supply driven versus a demand led model District-province interface with reference to professional development Development of systems and structures at the district level for a district-led initiative: district level planning, organization of key stake holders at the district level, office for professional development, capacity building of district officials
The overall mandate of the DSD is to enhance the professional capacity of teachers, head teachers, teacher educators, and various categories of education personnel whose work affects the quality of learning in schools, directly or indirectly. DSD's vision is to develop a knowledgeable, committed, motivated, competent and ethically sound cadre of educational personnel to ensure the delivery of quality education to the students of government schools in Punjab. The key objectives of DSD include facilitation of inservice training of government schoolteachers; propose structures and procedures that will enable quality learning; develop linkages with pre-service institutions, other related departments and government policy making structure. DSD conceptualized a strong CPD model for ensuring ongoing support to meet the needs of schoolteachers. As such, the concept of CPD is broader than that of staff development, which often refers to in-service courses or refresher workshops, whereas CPD puts in place a long-term, school-based and collaborative model that actively involves teachers and focuses upon student learning. 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. The districts visited 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 the districts using a uniform level/scale (SST, grade 17), 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
39
for all the DTEs 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 being trained as opposed to the actual/intended 807; the breakdown district wise is as follows: District Jhang Tobatek Singh Pakpattan Sahiwal Gujranwala* Sialkot* Lahore TOTAL Faisalabad** Anticipated DTEs 204 87 58 88 130 161 79 807 120 Actual Present 192 76 56 88 127 146 73 758 110 51 18 5 13 15 39 4 145 20 Female
*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 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 is impossible, hence poor participation in the program. Provision of 15-seater vans or 25seater coasters for females (males may get motorcycles) will ensure mobility for DTEs and ongoing support for PSTs. Training was provided by lead teacher educators (LTE) in all the districts at the DTSCs located 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 five 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 the
40
DTEs 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) to supplement 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 and spacious 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 and group 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 content areas/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 as well 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 useful would 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 visible that they had issues/concerns about the implementation of CPD vis-à-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 transport there was no way they would be able to reach out to schools/teachers on an ongoing basis. It would be useful to have the DTSC hold regular meetings with the DTEs, and the DSD to have regular meetings with the DTSC heads to learn about issues from the field for informed planning/decision making. 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 DTSC heads 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 professional development 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
41
were not clear what this coordination meant or how would it be done. It would have been very useful if the DTSC heads had a plan for coordinating CPD at the district level that could also have informed the DTEs about their concerns/questions around mentoring/coordination. They were also not clear about involvement 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. While it may be that in this initial phase the DTSCs/CTSCs are selected more out of default than choice (owing to centrality, being a GCET, being a large school), it would be paramount to revisit this selection to make it a more demand-led/performance-based choice. 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 other programs 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 CTSCs are far and scattered and not a practical approach to reach out to PSTs Mobility of females is an issue; hence their small numbers as DTEs DTEs will find it impractical/difficult to reach out to about 100 teachers every month 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 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 that may 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 by teachers Teachers are not motivated and will not change their practices even after the training Amount provided for stationery under the DTEs training is less and must be increased on a per head basis
Some recommendations from the draft CPD report (emailed on July 30) are reproduced here as they fit well in response to some of the concerns raised by the DTSC heads:
• •
Smaller radius clusters, which would mean an increase in number of DTEs/CTSCs and budgetary implications, ALTERNATIVELY Capable school heads to be given added responsibilities as DTEs so as to overcome DTE shortage in view of increased number of clusters
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•
•
• • •
CTSCs should be flexible so as to move to locations of greater demand from locations where they are created without any demand and display no performance on the part of CTSC head DTE support/supervision to be ensured through school committees that have to be strengthened and mobilized to monitor DTEs; TEs structure to include experts in teacher education to provide academic support to DTEs Teacher education accreditation/certification to be done as soon as possible Annual Confidential Reports (ACR) to be made output specific; promotions/salary raises against performance Teacher career ladder to be put in place that should be able to generate a demand for professional development
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 to survive 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 Some recommendations (modified from the draft CPD report of July 30) with regards to issues raised by EDO/DMO are as follows:
•
• • • •
District, tehsil, UC based Professional Development Forums (PDF) involving teachers, DTEs, TEs, DTSC/CTSC head, DOs, DDOs, AEOs, parents, community members to meet regularly and feed into district education planning Districts to do their own regular education/professional development plans that should drive initiatives like CPD as opposed to vice versa District budget lines should be created for their professional development programs DO training should be appointed Regular programs should be offered to capacitate district education department officials and increase their capacity in planning, management, monitoring and evaluation
Discussions were also held with the DSD staff including their Director, RPMs and Deputy Director for Quality Assurance. Some of the broader issues around teacher education management, quality assurance and district/provincial coordination were discussed. Draft recommendations on some of the issues are listed below:
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• • • •
•
•
• •
An office of a DO Training/Professional Development should be created at the district level Job description of EDO Education should include district level planning for education/professional development Job description for school heads to include provision for academic leadership, especially if the CPD is to include more heads to strengthen the DTEs DSD to collaborate more closely with PMIU to utilize their resources around data management, specifically on quality assurance - have PMIU and other agencies capacitate district education department officials Data collectors must be trained to critically monitor/collect data from schools/teachers; collaborate with PEACE on this, work to strengthen their capacity Data collected should be able to provide guidance for improvement in subsequent programs; get services of experts in data analysis/evaluation as well as management information system experts for data mining/warehousing to effectively use the data for quality assurance Five or six different quality assurance proforma in place need to merge them to reduce the number for efficient management of data DSD's human resource base must diversify to include experts in education (professional and management) as well as some quality research staff
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Annex-V
Field Visit Report: August 20 - 24, 2007
For observing the six-day training of primary school teachers (PST) visits were made 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 1
*Rawalpindi: Government Boys High School, Gharibabad Jehlum: Government Tabhligh-ul-Islam High School, Jehlum Jehlum: Government Girls High School # 2, Jehlum Multan: Government Pilot Secondary School, Multan #Multan: Government Comprehensive Boys High School, Multan Bahawalpur: Government Girls High School, Satellite Town, Bahawalpur Bahawalpur: Government Girls High School, 12 BC, Bahawalpur **Lodhran: Government High School, AdWahn, Lodhran TOTAL
81
41
10
114
79
50
2
90
72
72
2
121
98
98
3
111
58
0
3
86
84
84
4
44
41
41
4
83
66
48
5
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
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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 basic foundations 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 another case. 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 where there 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 teaching of 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, concepts around 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 my discussion 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 to accept 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 were within 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 for the current 23 districts is done well, while for the earlier phase districts it has to be redone. 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:
• • • • • • • • •
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 be done 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
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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 leadership training; to expect of them to run CTSCs without any formal/structured training would be unrealistic 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 never visible 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
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Annex-VI
Field Visit Report: October 8 - 12, 2007
Observation visits were made to four districts including Rawalpindi, Jehlum, Lahore and Sheikhupura (Phase I district) to determine impact of training in the classroom vis-à-vis a change in teacher behavior/practice. The tool used for observation of PSTs focused upon some essential classroom teaching aspects, such as lesson planning and implementation, teaching methodology, student involvement, use of teaching/learning aids, time management and command over subject matter. Classroom teaching4(done by PSTs) Teacher Prepares the lesson plan in advance Implements the lesson plan by giving appropriate attention to student responses and staying focused on the main objective of the lesson Uses different teaching methods during the lesson. Evaluate each of the following methods: Lecture Teacher-led demonstration 1 2 3 4 5 Remarks
Reading from a book/blackboard
Class discussion
Group work
Hands on activities
Student presentation
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Role play Involves students in classroom activities and encourages interaction amongst students Uses teaching aids Efficient time management; lesson has a beginning, middle and end Has good command over subject matter Monitors and assesses the students during lesson
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Twenty eight PSTs, school heads, DTEs and DTSC heads were interviewed/observed in the four districts5. 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 inservice trainings prior to the CPD training. Without any exception all said that their 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 the methodology 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 support lesson 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 that children 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 in classrooms, 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 guides were 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 of mathematics, 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 of science and mathematics did indicate greater room for improvement in subject knowledge. When teaching parts of flower, the two teachers observed were not 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 most children looked puzzled.
The discussions with PSTs, school heads, DTEs and DTSC heads highlighted some important aspects vis-à-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,
50
• •
• • •
• • • • •
• • •
and various activity-based methods for teaching (although 3 PSTs were of the view 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 follow up visits. For all other PSTs, use of taxonomies for assessment seemed beyond their 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 as it 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 end up 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 49CTSCs are 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 not participating 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 of visits 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 at present; the ones posted earlier had transferred themselves to location of their convenience.
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 onjob support should be ensured as soon as possible after carefully reviewing the existing clusters particularly in the initial phase districts where no follow up is seen in either Faisalabad or Sheikhupura post April 2007 when DTEs were notified and were expected to provide classroom based support to PSTs.
51
•
• •
• •
DSD should work with other partners to develop need-based self explanatory teacher 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 key role 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 effective follow up strategy on part of the DTEs as well as once-a-month face to face training. Preparation and use of audio/visual aids using low/no cost material can also be made possible through effective follow up/classroom base support. Wherever possible, DTEs should belong to the same cluster where they are posted to work.
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Annex-VII
List of individuals with whom discussions were held and/or observations made, and schools/institutions visited
No. 1 2 3 4 5 6 7 8 9 10 11 12 Individual Rukhsana Zia Mohammad Ayub Yasir Pirzada Aijaz Warraich Nasir Iqbal Javed Asif Bilal Abdullah Faisal Yasmeen Faisal Misbah Haseeb Chaudhry Jamil Rashid Langaryal Designation Director Deputy Director Deputy Director for Quality Assurance & M&E Regional Program Manager Regional Program Manager Regional Program Manager Institution/Location DSD Lahore
Deputy Director Faculty member Faculty member Faculty member Director
PITE Punjab (Lahore)
PMIU, Government of Punjab (Lahore) Government of Punjab Lahore SAHE Lahore City School
13
Zahid Saeed
Special Secretary Schools
14 15
Fareeha Zafar Saadia Pervaiz
Director Director, Department of Professional Development LTE & SSST English LTE & SSST Biology LTE & SSST Geography LTE & SSST Physics LTE & SST Mathematics LTE LTE LTE DTE DTE DTE DTE
16 17 18 19 20 21 22 23 24 25 26 27
Tahira Yousuf Kharal Ayaz Tariq Waseem Haider Asghar Ali Khan Imtiaz Ahmad Mohammad Tahir Wahid Zafar Iqbal Tarar Mohammad Latif Mohammad Iqbal Asim Ali Bhatti Asrar Ahmad
GGHS Sheikhupura GHSS, Lahore Sheikhupura GCET Kasur Kasur Jhang Jhang Jhang Okara Okara Kasur Kasur
53
28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69
Fayyaz Ahmad Shabbir Ahmad Saif-ur-Rahman Saqi Tahir Mahmood Mushtaq Ahmad Mukhtar Ahmad Javed Khalid Mahmood Mohammad Ashfaq Ghulam Yasin Zarqa Parveen Mohammad Nazir Syed Gohar Shabbir Mohammad Ayub Maratab Ali Minhajudin Ahmad Allah Bakhsh Tariq Mehr Riaz Hussain Javed Akhtar Abdul Raoof Rao Mohammad Iqbal Sikandar Saeed Malik Shahzad Awan Liaquat Ali Bhullar Mustanir Rahman Islam Siddique Mushtaq Ahmad Sial Shamim Ara Bhatti Mohammad Ali Sahu Malik Bashir Awan Munawar Hussain Mohammad Aslam Najib Ahmad Ejaz Ahmad Iqbal Ghulam Murtaza Asghar Ali Mohammad Aslam Nisar Ahmad Ghulam Rasool Amjad Mahmood Mohammad Azhar Munazir Hussain Mohammad Razzaq
DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTE DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head DTSC Head EDO Education EDO Education Deputy DO PST PST PST PST PST PST PST PST PST PST PST PST
Faisalabad Faisalabad Faisalabad Faisalabad Faisalabad Faisalabad Jehlum Jehlum Multan Multan Bahawalpur Lodhran Lodhran Sheikhupura Rawalpindi Sahiwal Jhang Tobatek Singh Faisalabad Pakpattan Gujranwala Sialkot Lahore Jehlum Multan Bahawalpur Sheikhupura Okara Tobatek Singh Jehlum Kasur Kasur Kasur Okara Okara Faisalabad Faisalabad Faisalabad Jehlum Jehlum Jehlum Jehlum
54
70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90
Mohammad Anwar Sohail Syed Afzaal Hussain Badrun Nisa Atia Bano Zaheer Ullah Shahzad Malik Altaf Ali Abdul Majeed Ghazala Bhatti Mohammad Sabteen Syed Liaquat Mohammad Iqbal Mohammad Rasheed Zahida Perveen Rashda Qamar Asmat Bashir Ali Jaffer Allah Ditta Mohammad Saleem Mohmmad Ashraf Mohamad Akram Imtiaz-ul-Haq Farhat Jehan Mrs. Musarrat Mrs. Fazal
PST/Head teacher EST/Elementary Head PST PST PST PST PST PST PST Head teacher/LC PST PST PST PST Head teacher/PST PST PST Head teacher/PST PST PST PST
Jehlum Jehlum Jehlum Jehlum Rawalpindi Rawalpindi Rawalpindi Rawalpindi Rawalpindi Lahore Lahore Lahore Lahore Lahore Lahore Lahore Sheikhupura Sheikhupura Sheikhupura Sheikhupura Sheikhupura
91 92 93 94
CTSC Head CTSC Head CTSC Head CTSC Head
Government Tabhligul-Islam High School, Jehlum Government Girls High School # 2, Jehlum Government Girls High School, Satellite Town, Bahawalpur Government Girls High School, 12 BC, Bahawalpur Lahore Lahore Lahore
95 96 97
Tassaduq Bukhari Zafar Ali Hasnat Ahmad
GCET Faculty GCET Faculty GCET Faculty
1 See Annex-6 for observation tool 2 See Annex-7 for name list 3 Modified from USAID Teacher Quality Index used under USAID/ESRA 4 Modified from USAID Teacher Quality Index used under USAID/ESRA 5 See Annex-7 for name list
55
Annex-VIII
List of Key documents and Training Modules Reviewed
1. DSD, Action Plans 2006, 2007 2. Draft Aide Memoirs Punjab Education Sector Reform Program (PESRP) 2004, 2005, 2006 and 2007 3. DSD, Analysis Reports LTE Training 1st , 2nd and 3rd Batches 4. DSD, Basic Foundation Module (BFM) for Primary School Teachers, 2006 5. DSD, Basic I.T. Training Course 6. DSD, Continuous Professional Development Framework for Primary Teacher, 2006. DSD 7. DSD, Course Materials File, LTEs 2007 8. DSD, DTE Guidebook 9. DSD, A Guide for Head Teacher Educators (LTEs) 10. DSD, Head Teachers Training Manual 11. DSD, Quality Assurance Forms and Feedback Reports 12. DSD, Training Manual for DTEs 13. DSD, Training of District Teacher Educators, 2006 14. DSD, Transforming Teacher Development in Punjab, 2006
56
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