DIRECTORATE OF STAFF DEVELOPMENT

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DIRECTORATE OF STAFF DEVELOPMENT
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History of DSD

• Initially established in 1959 as the Education
  Extension Center (EEC), it was renamed as the
  Directorate of Staff Development (DSD) in 1993.
  In 2002, DSD was incorporated into University of
  Education (UOE). In 2004, it was de-linked from
  UOE following which DSD is serving with a renewed
  mandate and a revised institutional set-up.

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Vision of DSD

• "To establish a system of professional
  development for teachers education personnel
  for enhancing the quality of learning in the
  government schools of Punjab. "
• "The vision of DSD is to develop a knowledgeable,
  committed, motivated, competent and ethically
  sound cadre of education personnel to ensure the
  delivery of top quality education to the students
  in government schools of Punjab."

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Target Population

• The scope of DSD is enormous. Its target
  population consists of
• Primary School Teachers (PSTs) (143599)
• Elementary School Teachers (ESTs) (66671)
• Secondary School Teachers (SSTs) (83440)
• Higher Secondary School Teachers (HSSTs) (11096)
• Head Teachers (HTs) or Head Designates (HDs)
  (65000)
• and/or
• District Education (DEs) (1512)
•  

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DSD Partners

• UNICEF
• World Bank
• German International Cooperative Agency (GTZ)
• National Commission for Human Development (NCHD)

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Private Sector Partners

• The City School
• The University of Lahore
• Salamat Academy
• Beacon House School System
• Aga Khan University
• Idara-e-Taleem-o-Aagahi (ITA)

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Data Base

• List of Certified Lead Teacher Educators List of
  Certified District Teacher Educators
• List of Certified Primary School Teachers
• List of DTSCs
• List of CTSCs

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Teacher competencies

• A teacher should acquire to be able to function
  as an effective teacher having qualities
• Knowledge
• Skills
• Attitude
• In Pakistan there are no teacher competencies
  that are identified and agreed nationally or
  provincially.
• DSD initiate the process of identifying teacher
  competencies.
• These competencies constitute the most basic
  requirements that a teacher must possess to
  handle a primary classroom.
• It is envisaged that once teacher acquire all 3
  categories of competencies, they should be able
  to perform as a self-learning professional.

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Punjab Education Sector Reform Program (PESRP)

• The Government of Punjab has launched a major
  initiative, the Punjab Education Sector Reform
  Program (PESRP)
• Objective of PESRP
• To enhancing access to and improving the quality
  of education.
• The program recognizes that the goal of quality
  education cannot be achieved without improving
  the
• professional competence
• motivation and
• accountability of teachers.

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Continuous professional Development (CPD) Plan

• DSD has developed a conceptual framework for
  continuous professional development (CPD) of
  teachers.
• The framework provides a vision for teacher
  development in Punjab and argues for a major
  shift in the ways teachers have been educated and
  trained over the years.
• CPD Framework during the year 2006 for a targeted
  population of 182,000 primary school teachers
  (PSTs) in the province.
• To cater for PSTs, it was decided to train a core
  workforce of master trainers at DSD called Lead
  Teacher Educators (LTEs),who would in turn impart
  training to the District Teacher Educators (DTEs)
  at DTSCs
• These DTEs in turn train the PSTs.

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CPD delivery structure

• DSD trained the Teacher Educators (4 per dist.
  full time) and Lead Teacher Educators (6 per
  dist. part-time)
• TEs and LTEs will turn, train the DTEs
• DTEs will turn, train the PSTs.

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CPD Modalities

• Potentially, there are two options for
  implementing and delivering the CPD program
• Through government structure
• Through private providers

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• Modality 1
• The government serve as the sole provider of CPD
  activities and program at all levels. No external
  support is sought
• Modality 2
• Under modality 2 there are two options
• Complete outsourcing of all activities to be
  undertaken by DSD, when this option is chosen
  ,the role if DSD may be limited to that of
  contract management.
• On the other hand, involves using the private
  sector in a few selected areas where the private
  sector has the capacity to deliver but for which
  the public sector has limited or no capacity.

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Basic Foundation Module (BFM)

• It is developed by DSD based on the research
  findings of a study conducted by the Institute of
  Education Research (IER)
• It is basically develop for Primary School
  Teachers (PSTs) which measures the lack of
  the
• Basic competencies such as lesson planning
• Assigning homework
• Creative thinking
• Life skills
• Communication skills and
• Assessment of student learning

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• It should also make students to
• Think
• Recall
• Develop logic
• Gather information
• Analyze
• Synthesize
• Apply and Evaluate.

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Cluster Training and Support Centers (CTSCs).

• Each district will be divided into clusters of
  schools.
• Each cluster will normally consist of 25 to 30
  schools within a radius of 15 to 17 kilometers.
• The number of schools per cluster may vary
  according to local factors.
• Cluster centers will be housed in a centrally
  located secondary school or higher secondary
  school.
• These centers will be called Cluster Training
  and Support Centers (CTSCs).
• In each CTSC, two District Teacher Educators
  (DTEs) will be deployed.

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Selection Criteria and Qualifications of DTEs

• The selection of DTEs will be done by DSD
  with the assistance of the District Education
  Department.
• A minimum requirement to become a DTE is SST (BS
  16).
• Minimum academic/professional qualification is
  BA/BEd. But, preference will be given to those
  who have MA/MEd, followed by those with MA/BEd.
• DTEs should have at least 5 years of teaching
  experience. Preference will be given to Science
  and Mathematics teachers but where Science and
  Mathematics teachers are not available, Arts
  teachers may also be considered.
• DTEs should be the resident (domicile) of the
  Tehsil where the cluster center is located.
• Teachers more than 45 years of age shall not be
  eligible to apply for DTE position.
• In no circumstances will both DTEs be taken from
  the same school.
• Teachers serving in secondary or higher secondary
  schools will be considered for DTE posts.

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Overall Responsibility

• The overall responsibility of the DTE will be
• To promote the quality of student learning by
  providing on-site and on-going professional
  support to their fellow PSTs
• Implementing teacher development programs within
  the overall guidance and support of DSD.
• On a day-to-day basis, the DTE will collaborate
  with the head of school where the cluster center
  has been based.
• In the main, the DTE will have three major roles
• trainer
• mentor
• coordinator.

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• Specific tasks to be performed as a teacher
  educator are
• Trainer
• Tasks to be undertaken as a Trainer
• To assess and identify professional development
  needs of primary school teachers within the
  cluster
• To organize in-service training courses for the
  teachers as per identified needs within the
  overall CPD framework
• To work with the head teachers to plan and
  organize school-based INSET and/or professional
  development activities.

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Mentor

• Tasks to be undertaken as a Mentor
• To prepare teachers for their professional
  development
• Visits to classrooms
• To assist teachers to identify their classroom
  problems and seek solutions to their problems
• To set performance standards or goals for each
  teacher in the cluster and assist teachers toward
  the achievement of these standards or goals
• To promote collegiality amongst teachers and
  encourage them to share available instructional
  resources
• To identify best performing teachers within the
  cluster and use these teachers as coaches or
  mentors for other teachers
• To ensure that the teacher comes to the classroom
  prepared, manages the class properly, uses
  child-centered training methods, prepares and
  uses appropriate teaching materials, checks
  homework regularly and applies appropriate
  assessment methods for timely feedback and
  learning assistance
• To make sure that students with learning
  difficulties are recognized and remedial teaching
  provided/identified
• To ensure that every student has the
  Opportunity-to-Learn (OTL) in the classroom
• To create a supportive and non-threatening
  professional environment so that teachers are
  willing to share their problems with the DTE and
  their colleagues

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Coordinator

• Tasks to be performed as a Coordinator
• To coordinate with the heads of cluster center
  schools, heads of schools within the cluster,
  CTSCs, district education authorities and other
  stakeholders/providers of teacher education
• To organize meetings of head teachers for
  exchange of ideas and experiences and seek
  solutions to any problems
• To encourage teachers to create subject-based
  professional associations where teachers discuss
  issues and matters concerning their professional
  work
• To assist head teachers in creating appropriate
  teaching-learning environment in schools.

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Reporting Lines

• The DTEs will report to the TE. The ACR of the
  DTEs will be written by the TE and counter-signed
  by the Regional Program Manager (RPM).

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Terms and Conditions

• The DTE will be appointed initially for a period
  of 5 years.
• Once selected, the candidates will be required
  to sign a paper indicating their willingness to
  serve as DTEs at a specified cluster center.
• Should they wish to return to their school
  teaching, they will be allowed to do so upon
  completion of their term.

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Career Path of DTEs
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Provincial Institute for Teacher Education (PITE)

• PITE should function as a professional/technical
  arm of the DSD.
• Its current formal/academic courses should shift
  to one of the GCETs with the capacity to offer
  courses run by PITE.
• Eventually, it should be developed as a
  state-of-the-art training and research
  institution.
• It should contain a core group of highly
  qualified and educated educators and trainers.
• It is also proposed that PITE be reorganized to
  function as a self- contained institute within
  the overall administrative and financial control
  of the DSD.

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Roles and Functions of PITE

• Its Roles and Functions may include the
  following-
• To develop and implement certificate and diploma
  courses of short duration.
• To develop and deliver Training of Trainer
  courses in number of areas.
• To develop and implement distance-based
  certificate and advance courses in the above
  areas.
• To develop distance-bases training modules.
• To undertake educational research, surveys and
  impact studies.

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Government Colleges for Elementary Teachers
(GCETs)

• The role of GCETs will be primarily confined to
  pre-service teacher education.
• In addition to pre-service education of
  teachers, the GCETs can be assigned the following
  tasks
• To collaborate with DTSC and district educational
  authorities in matters of planning, implementing,
  coordinating and monitoring the CPD activities.
• To collaborate with the TEs in actually designing
  and undertaking training courses
• To undertake action research on a number of
  issues related to teacher development, pedagogy,
  school management, learning, etc.
• To design and conduct diploma and/or bridging
  courses to enhance professional qualifications of
  teacher.