Report on Quality Assurance of Teacher Training Program

Final <strong>Report</strong> 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 Page
Tables of Figures
iii
Abbreviation and Acronyms
iv
Executive Summary
v
1. Introduction 1
2. Background 1
3. a. Brief History of DSD and its Evolution 2
b. Current Mandate and Organization of DSD 2
c. Role of Provincial Institute of Education 4
d. Government College of Elementary Teachers (GCETs) 5
e. District Training and Support Centres (DTSCs) 5
4. District Education Department (DED) and Implementation of CPD 7
5. Punjab Teacher Education Policy Making and Implementation 8
6. Continuous Professional Development framework 11
a. Target Population of CPD 11
b. Diagram of CPD Framework 13
c. Training of Lead Teacher Educator (LTE) 15
d. Cluster Teacher Support Centre (CTSC) 16
e. District Teacher Educator (DTE) 16
f. Basic Foundation Module of PSTs (BFM) 17
7. CPD Framework and Implementation Review <strong>Report</strong>
a. CPD Framework 19
b. Implementation Review <strong>Report</strong> 20
i DTE Training 20
ii PSTs Training 23
iii PSTs Classroom Teaching 26
iv Recommendations 28
8. Overall Recommendations 28
a. District Implementation Level 29
b. District Policy Level 29
c. Provincial Implementation Level 30
d. Provincial Policy Level 30
Annexure
I Draft terms of reference 32
II Field Visit <strong>Report</strong>: June 14-18, 2007 35
III Monitoring Form 37
IV Field Visit <strong>Report</strong>: July 27-August 17, 2007 40
V Field Visit <strong>Report</strong>: August 20-24, 2007 46
VI Field Visit <strong>Report</strong>: October 8-12, 2007 49
VII List of Individuals Interviewed 54
VIII List of key documents and Training Modules Reviewed 57
ii

Table of Figures
Figures
Page No.
Figure 1. The New DSD Structure as an Apex Body 3
Figure 2. DSD Coordination with Major Stakeholders for Programme Development 4
and Implementation
Figure 3. Administrative Staff Structure of each DTSC 6
Figure 4. Target Population 12
Figure 5. CPD Framework and its constituent core components 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 <strong>Report</strong>
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

uild 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

Universities &
Institutions
Parents & Students
Teacher &
Teacher Unions
DSD
International
Development Partners
World Bank
UNICEF
GTZ
CIDA
JICA
UNESCO
NGOs
Private
Sector
City School
Salamat School
System
Ali Institute
DSS
Public
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;
ii.
iii.
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.
4

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.
5

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.
6

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

oles 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)
8

The following table provides clearly defined roles and responsibilities of the key
players in the transformation of teacher education in the province:
Institution
Roles and Responsibilities
1. DoE • To provide leadership to drive overall reform in education including teacher
education so as to enhance the quality of learning in public schools. It will
initiate timely and appropriately sequenced actions for establishing 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.
2. DSD • To provide direction for the future vision and master plan for teacher
development for the Province as a whole
• To identify the professional development needs of public school teachers in
Punjab
• To develop and organize continuous professional development programs 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
3. PTEF • 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.
9

4. PITE • To develop and implement certificate and diploma courses of short duration
(ranging from two weeks to 9 months) at the Provincial level in a number of
areas
• To develop and deliver Training of Trainer courses in a number of areas
• To develop and implement distance-based certificate and advance courses in
the above areas
• To develop distance-based training modules and other innovative materials and
modules
• To undertake action research on teaching methods, lesson plans, and teaching
learning materials.
5. District
Education
Department
• To take ownership of the District Teacher Development Plans in collaboration
with DSD
• To effectively implement Teacher Development Plans in their respective
districts
• To undertake cluster mapping activities and identify appropriate high or higher
secondary schools for establishment of the cluster centre
• To assign or attach primary schools to their respective cluster centres as per
DSD guidelines
• To identify teachers to receive professional support within the parameters set 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.
6. GCETs • To offer pre-service teacher education courses
• To house DTSC
• To collaborate with DTSC and district educational authorities in matters of
planning, implementing, coordinating and monitoring the CPD activities
• To support the TEs in actually designing and undertaking training courses
• To undertake action research on a number of issues related to teacher
development, pedagogy, school management, learning, etc.
6. DTSC • To work with District Education Department and assist DSD in undertaking
Training Needs Analysis (TNA) of secondary and higher secondary teachers
and district education personnel
• To develop Teacher Development Plans in collaboration with DSD and 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.
10

• To coordinate CPD activities at the district level for implementation
7. DTEF • To provide a platform to the district level partners and stakeholders for
continued interaction, consultation and sharing
• To advise District Governments in matters relating to teacher development
• To design and undertake joint research and development activities at the district
level to enhance the quality of teaching and learning in schools
8. CTSC • To assist DSD and DTSC in undertaking TNAs of PSTs and ESTs
• To implement in-service training courses, workshops, and a host of other
teacher development activities within the CPD framework
• To provide on-going and on-site follow-up, mentoring and pedagogical support
to PSTs
• To provide feedback and data to DTSCs and DSD.
9. Cluster Centre
School
9. Primary
School
• To provide facilities (one room, toilet, and furniture) for smooth functioning of
the Cluster Centre
• To facilitate smooth implementation of CPD activities such as INSET, teacher
follow-up, mentoring, peer coaching, inter and intra school visits of teachers,
distribution of materials, etc.
• To become a lead school in matters of effective teaching and learning and 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.
10. School
Council
• To monitor teacher attendance
• To mobilize local resources and support for school development
• To create conditions for effective teaching and learning in schools
• To provide a link between the school and the local community.
6. Continuous Professional Development Framework (CPDF)
During 2006 – 2007 DSD has taken a lead to develop a conceptual framework 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
Directorate
of
Staff Development
(DSD)
33 Government Colleges
for Elementary
Teachers (GCETs)
Master Trainer/
Expertise
64000
Head Teachers
(HT)
11096 /83440
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.
12

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
DG
Staff
Teacher as a Self-Learning and
Accountable Professional
HTs
(65000)
DSD
Pay/Grade
Structure
Certification and
Licensing
PD
Courses
SST/HSTs
(11096+83440)
DTSC
Accreditation
Awards
Assessment and
PER
Teacher Standards
Degree
Courses
ESTs
(66671)
PSTs
(143599)
CTSC
Incentives and
Accountability
DoE
DSD/PITE
/GCET
t
DG
Education
/Training
QA
Mentoring
Follow-up
& Support
Key Stakeholders/Non-Public Providers
Coordinated Approach
Figure 5: CPD Framework and its constituent core components
Follow-up
Materials
Distance Education
Other Forms of Support
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.
13

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 Phase – II Phase – III
(12 Districts) (13 Districts) (10 Districts)
Kasur
Okara
Attock
Gujrat
Faisalabad
Rajanpur
Mianwali
Sargodha
Sheikhupura
Muzaffargarh
Rahim Yar Khan
Mandi Bahauddin
Jehlum
Lahore
Layyah
Multan
Narowal
Khushab
Sahiwal
Rawalpindi
Pak Pattan
Gujranwala
Khanewal
Bahawalpur
Nankana Sahib
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. Mentors as change agents
2. Learning at Primary School Level
3. Effective Teaching and Learning strategies
4. Basic Foundation Module and its key concepts and
5. 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 2 nd 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 <strong>Report</strong>
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 <strong>Report</strong>
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
Jhang 204 192 51 2
Tobatek Singh 87 76 18 2
Pakpattan 58 56 5 4
Sahiwal 88 88 13 4
Gujranwala* 130 127 15 7
Sialkot* 161 146 39 7
Lahore 79 73 4 8
TOTAL 807 758 145
Faisalabad** 120 110 20
*Attendance to be seen in view of heavy rains as visits were made to these districts
**DTEs trained in phase 1; visit was made to assess the impact of CPD on schools/teachers
A quick review of the numbers indicates an overall attendance rate (based on spot check
on the day of the visit) of 94%, which is significantly high. However, female
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
*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 1
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
44 41 41 4
83 66 48 5
TOTAL 730 539 403
*Heavy rain on this first day of training, resulting in a poor turn around
#Actual present were 73 but 8 had gone on election duty while 7 were appearing for some exam and took
leave early
**17 PSTs were on election duty and hence absent
Training was provided to PSTs by DTEs in all eight locations (CTSCs) visited. The
DTEs had recently (July 30 – August 11) received their 12-day training on 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:
24

• 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.
27

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
28

• 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 <strong>Report</strong>s (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
30

Draft Terms of Reference
Third Party Review/Assessment of the Continuous Professional
Development for Teachers
Punjab Education Sector Reform Program
Annex-I
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 <strong>Report</strong>: 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
35

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 Yes No Remarks
1. Training/teaching progressing per schedule
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 2 3 4 5 Remarks
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 2 3 4 5 Remarks
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) 1 2 3 4 5 Remarks
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
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
38

Annex-IV
Field Visit <strong>Report</strong>: 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 Anticipated DTEs Actual Present Female
Jhang 204 192 51
Tobatek Singh 87 76 18
Pakpattan 58 56 5
Sahiwal 88 88 13
Gujranwala* 130 127 15
Sialkot* 161 146 39
Lahore 79 73 4
TOTAL 807 758 145
Faisalabad** 120 110 20
*Attendance to be seen in view of heavy rains as visits were made to these districts
**DTEs trained in phase 1; visit was made to assess the impact of CPD on schools/teachers
A quick review of the numbers indicates an overall attendance rate (based on spot check
on the day of the visit) of 94%, which is significantly high. However, female
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 25-
seater 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
42

• 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 <strong>Report</strong>s (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:
43

• 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 <strong>Report</strong>: 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
*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
81 41 10 1
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
TOTAL 730 539 403
*Heavy rain on this first day of training, resulting in a poor turn around
#Actual present were 73 but 8 had gone on election duty while 7 were appearing for some exam and took
leave early
**17 PSTs were on election duty and hence absent
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 <strong>Report</strong>: 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) 1 2 3 4 5 Remarks
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
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. Individual Designation Institution/Location
1
2
3
4
5
6
7
Rukhsana Zia
Mohammad Ayub
Yasir Pirzada
Aijaz Warraich
Nasir Iqbal
Javed
Asif Bilal
Director
Deputy Director
Deputy Director for Quality
Assurance & M&E
Regional Program Manager
Regional Program Manager
Regional Program Manager
DSD Lahore
8
9
10
11
Abdullah Faisal
Yasmeen Faisal
Misbah Haseeb
Chaudhry Jamil
Deputy Director
Faculty member
Faculty member
Faculty member
PITE Punjab (Lahore)
12 Rashid Langaryal Director PMIU, Government of
Punjab (Lahore)
13 Zahid Saeed Special Secretary Schools Government of Punjab
Lahore
14 Fareeha Zafar Director SAHE Lahore
15 Saadia Pervaiz Director, Department of
Professional Development
City School
16
17
18
19
20
21
22
23
Tahira Yousuf Kharal
Ayaz Tariq
Waseem Haider
Asghar Ali Khan
Imtiaz Ahmad
Mohammad Tahir
Wahid
Zafar Iqbal Tarar
LTE & SSST English
LTE & SSST Biology
LTE & SSST Geography
LTE & SSST Physics
LTE & SST Mathematics
LTE
LTE
LTE
GGHS Sheikhupura
GHSS, Lahore
Sheikhupura
GCET Kasur
Kasur
Jhang
Jhang
Jhang
24
25
26
27
Mohammad Latif
Mohammad Iqbal
Asim Ali Bhatti
Asrar Ahmad
DTE
DTE
DTE
DTE
Okara
Okara
Kasur
Kasur
53

28
29
30
31
32
33
34
35
36
37
38
39
40
41
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
DTE
DTE
DTE
DTE
DTE
DTE
DTE
DTE
DTE
DTE
DTE
DTE
DTE
DTE
Faisalabad
Faisalabad
Faisalabad
Faisalabad
Faisalabad
Faisalabad
Jehlum
Jehlum
Multan
Multan
Bahawalpur
Lodhran
Lodhran
Sheikhupura
42
43
44
45
46
47
48
49
50
51
52
53
54
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
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
Rawalpindi
Sahiwal
Jhang
Tobatek Singh
Faisalabad
Pakpattan
Gujranwala
Sialkot
Lahore
Jehlum
Multan
Bahawalpur
Sheikhupura
55
56
57
Mohammad Ali Sahu
Malik Bashir Awan
Munawar Hussain
EDO Education
EDO Education
Deputy DO
Okara
Tobatek Singh
Jehlum
58
59
60
61
62
63
64
65
66
67
68
69
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
PST
PST
PST
PST
PST
PST
PST
PST
PST
PST
PST
PST
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
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
Imtiaz-ul-Haq
Farhat Jehan
Mrs. Musarrat
Mrs. Fazal
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
95
96
97
Tassaduq Bukhari
Zafar Ali
Hasnat Ahmad
GCET Faculty
GCET Faculty
GCET Faculty
Lahore
Lahore
Lahore
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
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List of Key documents and Training Modules Reviewed
1. DSD, Action Plans 2006, 2007
Annex-VIII
2. Draft Aide Memoirs Punjab Education Sector Reform Program (PESRP) 2004,
2005, 2006 and 2007
3. DSD, Analysis <strong>Report</strong>s LTE Training 1 st , 2 nd and 3 rd 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 <strong>Report</strong>s
12. DSD, Training Manual for DTEs
13. DSD, Training of District Teacher Educators, 2006
14. DSD, Transforming Teacher Development in Punjab, 2006
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