Government of India

Ministry of Human Resource Development

Department of School Education & Literacy
124 'C' Wing, Shastri Bhavan, New Delhi - 110 115
Tel. : 23382587, 23381104 Fax: 23387859
E-mail : secy.sel@nic.in
Teacher Development
and Management
Discussions and suggestions for policy and practice emerging from an International
Conference on Teacher Development and Management held at Vidya Bhawan Society,
Udaipur from 23rd to 25th February 2009
CONTENTS
1. Foreword by Secretary, Department of School Education and Literacy, Ministry of Human
Resource Department 1

2. Executive Summary: The key discussions and suggestions for policy and 2
practice emerging from the Conference

3. Introduction 4

4. The Teacher in India: Issues and Concerns 5

5. Pre-service: Status and perspective, suggestions for policy and 7

practice emerging from the Conference

6. In-service: Status and perspective, suggestions for policy and 15

practice emerging from the Conference

7. Teacher Management: Status and perspective, suggestions for policy and 23

practice emerging from the Conference

8. Postscript 29

Abbreviations 30

References 31

Appendix A - Participants 32

Appendix B - Programme 36
2. Executive Summary
A
n International Conference on Teacher Development
and Management was held at the Vidya Bhawan
Society in Udaipur from 23 to 25 February, 2009. This
document summarises the proceedings of the Conference,
particularly the key ideas, experiences, concepts, concerns
and recommendations having long term implications,
and enables policy makers and programme implementers
to draw lessons for shaping the future of India’s school
education system.
Building on the South Asia Regional Conference on Quality
Education for All in New Delhi, India, from 24th to 26th
October 2007, and in response to a request from the Ministry
of Human Resource Development (MHRD), the World Bank,
the UK Department for International Development (DFID),
the European Commission, UNICEF and UNESCO organised
an International Conference on Teacher Development and
Management with the technical support of MHRD, the
National Council for Educational Research and Training
(NCERT), the National University of Educational Planning
and Administration (NUEPA) and the National Council for
Teacher Education (NCTE).
It is obvious that teachers are the backbone of the education
system and are central to the reform effort. But for too long
in India, teachers have been blamed for poor performance
of students and the low levels of learning. The Conference
recognised that the performance of teachers and their
limitations must be seen within the context of the education
system as a whole. The challenge is therefore seen as reforming
and improving the whole education system, including the
quality of teachers and the quality of instruction.
Investment in effective teacher education and professional
development improves the quality of student learning
outcomes. While many other important ideas arose from the
Conference, the nine key messages that emerged were:
1. The importance of putting in place a comprehensive
teacher education policy and implementation
strategy with earmarked resources.
. Teacher education (pre-service and in-service) must
be aligned to the National Curriculum Framework-
2005 as soon as possible.
 Report of the Conference on Teacher Development and Management
3. India cannot wait any longer to put in place the
necessary enabling conditions for teachers to
function effectively.
4. Teacher performance standards need to be worked
out in the Indian context, these must be developed
in full consultation with the teachers and their
representatives.
5. India needs to evolve an institution focussed,
comprehensive and well-funded professional
development plan for teachers. A plan that is
life-long in scope, based on demand, increasingly
school-based, and innovative in terms of the
models of training used. It must move beyond the
programme and fund driven approach to in-service
training.
6. A holistic and comprehensive approach to improving
quality is required, one that has its focus on student
learning and fully incorporates the strengthening of
teacher educators and academic leaders to ensure
effective teachers and effective schools.
7. There is an urgent need to strengthen the linkages
across institutions responsible for teacher-
education and school education. There is also a need
to develop networks of educators and institutions
and to promote capacity building and performance
standards of teacher educators.
. Systemic autonomy at all levels is needed to
create the space for creativity and initiative;
there is a simultaneous need for accountability
systems. The system needs to trust itself and its
functionaries, particularly the teachers, while
emphasising that it exists to serve the learning
needs of students.
9. Teacher pre-service preparation has to be academically
enriched and more professional in approach.
Some key steps emerging are:
• up-grading all levels of pre-service education to
higher education, as is the case in many developed
countries;
• ensuring that the recruitment and placement of
teachers reflects an equitable balance between
the various subject-areas, experienced and less
experienced teachers, urban and rural areas,
etc.;
• making in-service training a lifelong education
of all those engaged in the teaching profession
to upgrade teaching capacities both in theory
and practice;
• incorporating curriculum development in the
in-service training of teachers;
• teachers’ salaries should attract promising
young people to the teaching profession, and a
reasonable balance must be achieved between
their salaries and those of other civil servants
and also the incomes of the communities in
which they work;
• the formulation of a comprehensive teacher
policy and implementation strategy at national
and State levels, combined with the above-
mentioned measures, should be a matter of
prime concern for the authorities responsible;
• processes that make teachers accountable to
the parents of the children being taught need
to be evolved, set up and implemented; and
• there is an urgent need to resolve the status
and resources of the National Council for
Teacher Education (NCTE) and to infuse
academic and professional content in its day-
to-day functioning.
Executive Summary 
3. Introduction
A
s made clear at the Quality Conference in 2007
the roles played by teachers and head teachers in
the education process are central to all efforts to
improve the quality of schools: the quality of an education
system is limited by the quality of its teachers; the only
way to improve learning outcomes is to improve classroom
transactions. The Conference of 2007 also revealed four
teacher related ingredients of good education systems:
• effective recruitment of teachers;
• effective training of new teachers at the outset;
• ensuring teacher motivation through appreciation
and resource support;
• providing sound leadership through proper
selection of school heads and giving them adequate
opportunities for professional development.
All these ingredients proved to be useful starting points
for discussion. The objective of the present conference was
to contribute to the knowledge base and have a dialogue
on successful approaches in order to attract, develop and
retain effective teachers and head teachers at all levels of
school education, in particular for the hardest-to-reach
areas and the disadvantaged segments of the population.
The Conference particularly aimed to foster a better
understanding of the interventions shown to work in:
• professionally educating, developing and certifying
teachers for pre-schools, elementary schools and
secondary schools;
• effectively recruiting and assigning elementary and
secondary school teachers;
 Report of the Conference on Teacher Development and Management
• enabling pre-school, elementary and secondary
school teachers to strengthen their classroom
practice through effective in-service programmes
and professional development; and
• enabling effective teacher cadre and career
management to facilitate and enhance teacher
performance, motivation and accountability.
The Conference also facilitated a dialogue between the
policy makers, planners, teacher-educators, teachers and
international experts on the replicability or scaling up of
these interventions in India. In particular, the Conference
sought to provide context-specific insights to some key
teacher related questions such as what are the ingredients
of a comprehensive framework for teacher development
and management? What are the key teacher development
priorities? How can key stakeholder groups be more closely
involved in policy and programme development and
implementation? What are the major gaps in the research
and information base, and priorities for future work?
What are some good practices that can be evaluated and
scaled up?
The remainder of this Report is organised in four parts each
reporting the key issues, concerns and the suggestions for
policy and practice emerging from the conference.
• the Teacher and Teacher Educator in India;
• Pre-service Teacher Education;
• In-service Teacher Professional Development; and
• Teacher Management.
4. The Teacher and Teacher Educator in India:
Issues and Concerns
I
t is widely recognized that the availability of well trained
teachers and teacher educators are vital to the school
improvement efforts. Teaching as a profession and the
profile of teachers has been continuously changing in
India over time and in response to changing demands. The
Conference deliberated on the centrality of teachers and
expressed concerns over the conflicting understanding on
the notion of the teacher and teacher as a professional. The
fact is that though the Indian teacher to some extent enjoys
the freedom and power within the classroom, she has low
social status and self esteem. The status of the teachers is
one of the basic underlying premises to attract and retain
persons of ability to the profession. With low professional
status, therefore, the choice of becoming a teacher is not
the primary option amongst the Indian youth. However,
non-availability of jobs in other sectors encourages many
to join as teachers and restricts their opportunities to move
on to other professions. The salary of the teachers which
accounts for a large proportion of the education budgets has
been increasing over the years. Yet there is a wide-spread
notion that school teachers are paid a very low salary. With
the Sixth pay commission being implemented the teachers’
salaries would be three to four times the average per capita
income for any State, and in some it would be as high as
15-20 times the State average per-capita income. This
clearly holds to even a larger extent for educational and
development administrators and technical experts.
The conference has acknowledged the fact that the low social
status of teachers coupled with low self esteem and lack of
understanding of the diversity of the student population
more specifically belonging to the marginalised sector are the
major challenges faced by the government schools. Further
many teachers do not find any mechanism to obtain their
rights as prescribed by the government, yet are expected to
help children from the marginalised families to identify and
consolidate their capabilities and work towards obtaining
their rights. There is a clear need to look beyond the monetary
benefits as motivational factors for teachers. Aspects such
as autonomy, responsibility, transparency of governance,
independence in making choices are the demands of the
profession. There is a greater need to change the Government
teacher’s self image from that of a “secure government
wage-earner” to a respected and significant professional in
the local community and the wider society. Teachers have
to be empowered individually and institutionally to lead the
school towards improved educational standards, and be a
partner of the community in all development aspects.
The notion of the teacher as a professional, (besides the
social status and esteem) needs a cohesive understanding of
what is required to be a professional. For effective teachers,
enabling conditions in the schools and in their career
growth are needed. For teachers to build schools as learning
organisations requires development of the person and of
the system. Concepts of the learning organisation and the
professional learning community have to be linked.
The link between teacher training and what subsequently
happens in schools and classrooms needs to be strengthened.
Making clearer formulations of what teachers will do better
or differently in classrooms with mechanisms to study the
change, even if only on a sample basis, are important.
Examining the usefulness of the elements of training and
maximising utility is crucial. This with the realisation that it
is not prescriptions that are to be shared and can therefore
be observed as such in the classroom, but the releasing of
the teachers to reflect and develop their own way forward.
Teacher education has to be modeled along the needs
and expectations of (future) students, keeping in mind
the continued diversity among them which teachers will
encounter; teacher preparation has to take more uncertainty
in its stride. Teacher development therefore needs to instill
capability and awareness to learn on one’s own. The need for
continuous learning emerges from the work of the teacher,
and structures are needed to build the curiosity and provide
materials and mechanisms for the teacher to engage in her
own development as a teacher.
Increased clarity is needed regarding whether the primary
intention of training activities is to bring about institutional
development (e.g. changing practice in a whole school,
which requires consideration of the critical number of
The Teacher and Teacher Educator in India: Issues and Concerns 
individuals in an institution that need to be trained if real
change is to occur) or personal development (e.g. promoting
an individual teacher’s career path). Both these are needed
and a coherent policy recognising this and a programme
with specific focus should be initiated.
Even though it is important to help teachers become
reflective professionals and be able to reason, a teacher
needs to have a comprehensive set of ideas and skills to
engage. A creative carpenter can only be successful if he or
she knows the basic rudiments of carpentry (what woodwork
joints work best for which purpose, and what tool is required
for what kind of job, etc.) The same applies to a successful
“reflective” teacher, in terms of core pedagogical skills and
underlying subject knowledge.
The policies for different stages of teacher education have
been seen as individual entities. There is no comprehensive
teacher development programme analysing the development
path for the teacher. Pre-service and in-service institutions
and educators are not the same and are not even in a
sustained dialogue. No responsibility or accountability
system can be put in place as a teacher is always at the
intersection of the two. A long term holistic and widely
networked approach to reforms in educational policies and
practices needs to developed. Across in-service and pre-
service there needs to be a strong linkage; even the network
within the institutions and entities dealing with these and
their respective components, needs to be made adequate.
Teacher-educators need to be grounded in classroom
realities by being institutionally linked to surrounding
schools and classroom processes where they improve their
pedagogical skills and support teachers through mentorship.
The interaction with teachers cannot be based on a ‘we know
and you do not know’ approach or the ‘telling’ approach,
 Report of the Conference on Teacher Development and Management
but rather by learning and discovering together, giving
teachers and their knowledge respect so that they offer the
same to their students as well. The teacher as trainee needs
to become the subject of creating knowledge rather than
being the object of receiving information. Teacher trainees
need to have the opportunity to learn on their own and
not be limited by the interactions with teacher-educators.
There is thus a need for resource centres for teachers as
well as teacher educators. These structures, both within and
outside the Government system should be sustained and
consolidated.
The entire programme of schooling has teacher development
as a critical element, yet the efforts in this direction are
strongly impeded by the way the system currently functions.
Mechanisms to include them deeply in this exercise, rather
than through mere consultations with a few to seek feed-
back on what has already been conceptualised, need to
be evolved. To infuse quality consciousness in schools, a
higher quality aspiration and presence is needed at all
levels of education governance. Programmes in education
and in teacher development currently appear in many
instances to be fund-driven. They need to be planned over
a sufficient period of time. This re-emphasises the lack of
institutional structures, both academic and administrative
to house and lead them. There is a lack of analysis of
the ideas explored and implemented. Systemic record
and analysis of these experiences provides the stage
for furthering understanding. The experience of these
interventions cannot benefit the next effort unless there is
an evidence based institutionalised memory available for
the system. The resource structures that house the teacher
development policy, strategy and its implementation also
need to hold this memory and do research to build upon
it consciously.
5. Pre-service: Suggestions for Policy and Practice Emerging
from the Conference
National Policy on Teacher Education
A
key challenge for the Indian education system is to
“democratise good education”. To achieve this, the
quality of education for all students must improve,
which in turn requires improvements in the quality of teaching.
Logically, teacher training colleges, District Institutes of
Education and Training (DIETs) and universities, both public and
private, have a key role to play in this process. International
studies have repeatedly shown that the quality of teaching is
one of the most important school-related factors influencing
student learning outcomes. The present teacher education
sub-sector in India requires a firmer resolve and policy to drive
this process forward.
Figure 1: Pre Service Institutions
Resource
NCTE
organisation NCERT
Sec.
University SCERT
Board
D.Ed.
IASE
STC/PTC College No link
CTE/TTC
DIET, BRC
weak link
link
The structure of teacher education is fragmented, with
few functional links amongst universities, teacher training
colleges, DIETs and Block Resource Centers (BRCs). (Fig.1) The
pre-service and in-service training programmes do not link
with each other at any level. NCTE is mandated to oversee pre-
service training but lacks the institutional capacity to provide
coherence, in terms of either policies or programmes. Current
policy does not explicitly link these institutions, nor encourages
collaboration between them. Policy implementation focuses
more on inputs rather than results, and an inadequate
accreditation and monitoring system is currently unable to
guarantee fulfilment of acceptable standards. Preparation
of elementary school teachers is institutionally separated
from that of the secondary school teachers, with different
policies, regulations, funding mechanisms etc., between the
two levels. Very few policies or programmes are in place
to provide incentives for teacher training colleges, DIETs,
universities and institutes to improve.
The scope of current problems calls for a central policy and
programmatic thrust focusing both on pre-service and in-
service teacher professional development. An appropriate
system and structures need to be developed which
incorporates:
• pre-service teacher education;
• in-service teacher professional development;
• school-based teacher support networks;
• incentives and rewards for good teaching practice; and
• built-in feedback mechanisms for continuous
improvements in teaching.
From a policy, programme and strategy standpoint, these
different aspects of lifelong teacher development must not
be viewed in isolation.
More specifically, as the Director of NCERT has noted, six
strategic points need to be addressed in a new teacher
education policy, which would shift the vision of teachers
from “social Darwinism” to “democratic education”:
1. Teacher education policy and its implementation
should explicitly establish bridges and collaboration
between all teacher education and professional
development institutions, to overcome their
insularity and increase understanding of effective
teacher education models and practice;
. Teacher education should be more comprehensive
and unified, with similar time requirements for
pre-school, primary, upper primary, secondary and
senior secondary levels;
3. Greater diversity in approaches and methods are
needed as part of teacher education policy, to include
case study approaches, pedagogical peer-groups,
Pre-service: Suggestions for Policy and Practice 
 reflective exercises, teacher narratives, distance and
ICT-enabled approaches, with more research and
dissemination of innovations in teacher education.
4. Teacher education policy should recognise the
importance of educational theory and pedagogy,
in addition to teaching skills in lesson planning,
classroom management, assessment, etc. This
would include emphasis of the need for all teachers
to understand the psycho-social needs of children,
particularly those who are disadvantaged in some
way;
5. Teacher education policy needs to emphasise the
credibility of teacher educators, through reform of
pedagogy and practice of teacher education itself
so that it both models and promotes the classroom
behaviour sought in the National Curriculum
Framework (NCF) 2005. The profile, qualifications
and other requirements for the hiring of new teacher
educators would need to be revised accordingly; and
6. Teacher education policy should emphasise the
need to change the curriculum to align with the NCF
2005. In other words, there needs to be an NCF for
Teacher Education, which promotes constructivist
teaching, with the teacher as the enabler of a
positive learning environment rather than the
source of all knowledge. This would largely re-cast
teacher education, and would include changes in
how teacher educators assess teacher trainees.
In addition, policies need to be developed which offer
alternative paths to teacher certification. While in some
Indian states, such as Kerala, there is a surplus of pre-
service teacher training capacity, in precisely those states
where the shortage of teachers is greatest, such as Bihar,
there is a lack of pre-service teacher training capacity; these
states may need to promote alternative paths to teacher
certification. This issue has been faced by many countries
around the world, both industrialised and developing. For
example–
• in the UK there are 32 routes to become a certified
teacher, such that the profession is accessible,
innovative and creative with new teachers coming
from a variety of backgrounds;
• in the United States, more than 200,000 new
teachers have gone through alternative routes in
47 out of 50 States; and
• seventeen out of twenty-five OECD countries for
which information is available make it possible for
 Report of the Conference on Teacher Development and Management
“side entrants” - that is, people who have pursued
non-teaching careers - to enter the teaching
profession.
More on alternative paths to teacher certification follows
below.
Finally, a new teacher education policy must clearly define
the role, mandate, funding, structure and accountability
of the National Council for Teacher Education (NCTE), or
whatever institution(s) is tasked with ensuring the quality
of teacher education (as proposed in the Right of Children
to Free and Compulsory Education Bill, 2008). This would
include policies to reliably assess and grade teacher training
colleges in a transparent manner.
Curriculum and Pedagogy
International studies have identified a range of personal
competencies that make a difference to the quality and
effectiveness of teaching:
• sound subject knowledge;
• communication skills;
• ability to relate to individual students;
• self-management skills;
• organisational skills;
• classroom management skills;
• problem-solving skills;
• a repertoire of teaching methods;
• teamwork skills; and
• research skills.
In the Indian context most of these competencies are not
adequately addressed. Also not addressed is linkage between
theory and practice; ideas about purpose of education, its
relationship with society, nature of knowledge, of disciplines,
potential of the human child to learn, the human learning
process, the background and diversity of children etc. As
for pedagogical knowledge, the teacher training curriculum
needs to encompass a clear focus on understanding of
learning and teaching, including concepts of how children
progress in the subject, how they acquire key concepts,
and importantly an understanding of misconceptions and
how they arise. In addition, appreciation for diversity in
the classroom, and for maintaining close relationships with
both students and parents, needs to be inculcated among
teacher trainees. Teacher education curricula in India need
to be reformed to develop this range of competencies.
They need to reflect stronger theoretical foundations and
draw from core disciplinary knowledge (from Sociology,
Philosophy, and Psychology for example) and build on
that in the context of education. The linkages with higher
education need to be consolidated and obviously reflected.
There is a need to make education degrees comparable to a
university degree rather than a mere vocational certificate.
Unfortunately, in most teacher education programmes
in India there is very limited exposure to recent research
on human learning, new progressive ideas elaborating
teaching and learning methods and materials. Curricula
are outdated and are not aligned with NCF–2005, which
proposes a paradigm shift in both curriculum and pedagogy
at both the elementary and secondary levels. Indeed, rather
than emphasising the memorisation of facts in teacher
education textbooks, the teacher education curriculum
needs to develop teachers’ abilities to help students learn
how to learn (and to un-learn and re-learn). Important
progress was made in this regard during preparation of the
Draft National Curriculum Framework for Teacher Education
(2006); this work needs to be revitalised and finished.
Figure 2a: Pre Service Curriculum
NCTE IASE/TTC NCERT
Resource organization
Preservice Curriculum
STC
SCERT Secondary Board
DIET
Schools
Figure 2b: Pre Service Curriculum
NCTE University NCERT
Resource
organization
Preservice Curriculum
B.Ed.
IASE/CTE/TTC
The curriculum, assessment and monitoring processes need
to be worked at. The capacity at the SCERT and State Boards
for DEd need to be augmented. At the moment this function
does not have the importance it requires. The curriculum
and materials used in pre-service education have not been
modified for a few decades. The B.Ed has also not changed
its overall character even though some changes may have
occurred on the surface.
Curriculum reform would begin with reflection on the
entry requirements for teacher trainees, to address not only
academic qualifications but also trainee motivation levels.
The latter needs to be assessed through interviews and
career counselling, to make sure the candidate genuinely
intends to enter teaching as a career; the purpose being
to prepare development professionals in education, those
who can create, sustain and consolidate progressive
change.
The pedagogy implicitly or explicitly promoted and
demonstrated in teacher education programmes is typically
lecture-based, with the classroom oriented around the
teacher as opposed to the learner. Observations of classroom
practices in different teacher training colleges do not show
good models of interaction or activity-based approaches.
Traditional frontal teaching is the predominant method,
and few trainees take the initiative to ask questions. This is
University the opposite of what is needed:
• teacher preparation colleges need to transact
their classes in such a way that both students and
teachers are engaged and active. The processes
followed should be appropriately contextual for
the content and the age of student-teachers. They
need to experience the methods advocated to them
No link for their teaching.
Weal link
link
In addition, teacher preparation colleges and DIETs need to
be institutionally linked to schools where teachers will teach
and connect theory to practice. (Fig.2a,b) This would begin
a process of lifelong teacher education and development, in
which teachers engage in:
• peer mentoring;
• self-evaluation, and formative feedback from
mentors;
• cooperative project-based learning; and
• other forms of inquiry-based learning.
No link Indeed, the challenge is to develop a holistic teacher
Weal link education programme which attracts, develops, empowers
link and retains teachers throughout their careers. This process
begins with pre-service teacher education, which must
Pre-service: Suggestions for Policy and Practice 
not only provide sound basic training in subject-matter
knowledge, pedagogy related to subjects, and general
pedagogical knowledge; it also needs to develop the skills
for reflective practice and research/development on-the-
job.
Mention was made above of the need for a policy regarding
alternative paths to teacher certification. Such paths by
definition imply changes in both standard teacher education
curriculum and pedagogy, and typically enable individuals
to earn their teaching certificates in one of the following
ways:
• a condensed or shortened certification programme,
which may be completed during weekends and
vacations at an accredited teacher training
institute or university, while candidates work
full-time. Another widely used mechanism is to
obtain certification through some form of distance
learning, often using multi-media radio, television,
Internet and texts;
• supervised on-the-job training under a “master”
teacher or supervisor, often combined with course
work in person or through distance learning;
• recognition for Prior Learning may be used when
masses of teachers need to be upgraded and certified.
This is often combined with an examination and a
portfolio of professional work; and
• passing a written certification examination, with
or without some performance measure, with no
additional course work, portfolio or recognition for
prior learning. This is highly dependent upon ability
of the examination to discriminate between high
potential and low potential candidates.
• Proponents of an alternative teacher certification
argue that such paths are not only viable but
attractive because;
• good alternative teacher certification programmes
are meaningful, appropriate and designed
specifically to meet the demand for teachers in
geographic areas and in subject areas where it is
greatest;
• they eliminate artificial and unnecessary licensing
requirements, and are not overly onerous for
candidates to manage while they are employed as
teachers on a provisional basis;
• the accompanying teacher preparation programmes
are tailor-made, specifically designed to meet the
10 Report of the Conference on Teacher Development and Management
needs of individuals who already have at least a
bachelor’s degree and, in many cases, experience in
other occupations, to teach in specific areas and in
specific subjects;
• rather than train people to teach who may or
may not ever go into teaching, alternative route
programmes recruit individuals for specific teaching
positions and place prospective teachers in those
jobs early in their training programmes, increasing
efficiency of training programmes;
• the teacher preparation programme is usually
field-based, which provides much needed practical
experience. Prospective teachers tend to work with
mentor teachers while teaching; and
• candidates usually go through their programme in
cohorts and not as isolated individuals.
Capacity Building and Professional
Development of Teacher Educators
Surveys of faculty members in teacher colleges in
India indicate that the teacher educators are quite
isolated, without connections to the wider community,
including international community of teacher educators
and education researchers, with few opportunities to
improve their practices. While government training
institutions do offer opportunities for in-service training
and professional development, there is an urgent need
to revitalise the teacher educator profession throughout
the country.
MHRD and States can help DIETs and TTCs to build their
capacity for good teaching by providing more resources and
by improving their links to external sources of knowledge.
In addition to allocating additional resources, efforts are
needed to break the isolation of India’s teachers’ colleges,
through:
• institutional networking;
• establishing centres of excellence to model what
good teaching could be;
• institutional twinning arrangements, including
with departments (e.g. of psychology, mathematics,
science, languages, or education) in other teacher
training colleges and in universities, both nationally
and internationally;
• subscriptions to electronic versions of peer review
journals to help update trainers’ knowledge about
pedagogy and education research; and
 • use of video cameras for trainees’ self-review and
reflection, to improve their teaching and learning
processes.
As a first step, providing Internet access in these
institutions and providing training in computer literacy
are necessary to give faculty and students the tools
they need for communicating beyond their immediate
environment.
Just as teacher education should develop teachers who
are prepared for lifelong professional development, so
must teacher educators engage in a continuous process of
reflection, training, application and assessment. This would
link pedagogical processes, classroom contexts and student
achievements with the focus on learning, not teaching.
Equally important, it would model the behaviour for teacher
trainees to follow in their own careers, and would establish
an environment not only of “high support” but also “high
challenge”.
Institutional Structures for Pre-service
Education
TTCs, DIETs and other pre-service teacher education
institutions are due for infrastructural improvements,
including ICT. There are more than 500 DIETs, 100 Colleges
for Teacher Education, 30 Institutes for Advanced Study for
Education, apart from thousands of private teacher training
colleges. There are also university-based teacher education
programes offering the B.Ed, which need continuous efforts
to improve the quality of faculty and teaching. The DIETs
and many other private institutions prepare elementary
teachers through a programme (DEd, STC or PTC) over
two years. These are not specific subject teachers. Those
in the B.Ed programmes start as graduates and do a one
year course to become subject teachers for elementary and
secondary schools.
All public teacher education institutions need the facilities
(classrooms, laboratories, libraries, reference materials,
broadband Internet connectivity and widely available
ICT resources) to be expected of any good quality higher
education institution. These institutions would also benefit
from hostel facilities and staff quarters.
More specifically, teacher education institutions ought to
develop institution-specific improvement plans, which link
infrastructural and “soft” investments in curriculum and
teaching and establish specific improvement targets in
the quality of their graduates. This requires qualified staff
Figure 3: Pre Service Accreditation
NCTE UNIV
State Govt
& SCERT
Secondary
Board
Teacher
Colleges DIET
No link
Weak link
B.Ed. M.Ed. D.Ed.
link
to analyse the institutional strengths and weaknesses and
develop such plans. As a first step, publicly-funded pre-
service teacher training colleges should raise their standards
and provide a minimum degree of quality assurance through
independent accreditation. All colleges receiving any kind
of government support should be required to conduct
a thorough self-assessment using National Assessment
and Accreditation Council (NAAC) criteria, after which an
institution improvement plan would be developed. Subsequent
to this, teams of experts (national and international) could
independently review these assessments and improvement
plans. Acceptable plans could be approved for additional
financing. Findings from these teams could be posted on the
Internet for public information, so that prospective student
teachers could make more informed decisions about the
training college they choose, and colleges would face some
pressure to improve.
Administration and Financing of Teacher
Education Institutions
The landscape of teacher education in India is quite complex
and diverse. In addition to the DIETs for elementary education,
there are Colleges for Teacher Education (CTEs), Institutes for
Advanced Study in Education (IASE), government colleges,
grant-in-aid colleges and private colleges. Universities control
the B.Ed. programmes, which offer the potential advantages
of autonomy but also the increased challenge of quality
control for both State and Central education authorities.
Policies and programmes to improve the administration and
financing of these teacher education institutions must take
into account this plurality and diversity.
The B.Ed courses are devised, assessed and monitored by
the universities, while the two-year elementary teacher
Pre-service: Suggestions for Policy and Practice 11
programme is overseen and monitored by the secondary
boards or the SCERTs. The teacher preparation colleges
including the CTEs and IASE are overseen by the respective
universities and are not organically linked to the DIET’s or
other institutions for the pre-service programmes. These
institutions have no common shared experience apart from
the very limited interaction with each other. The universities
at present have no common forum for discussion on issues
of teacher preparation and are also not organically linked to
the UGC or the NCTE. (Fig.3)
India has a centrally sponsored scheme for teacher education,
which allows state institutions for teacher education to draw
on central funds for improving quality. Even then, many of
these colleges and DIETs are severely under-resourced and
offer a sub-optimal service. Vacancies in their faculty positions
are common; teaching and learning resources are outdated;
Internet connections are rarely available; libraries and
laboratories lack the adequate facilities. Because of financial
constraints, state governments try to limit their spending on
teachers’ colleges which can be covered by central funding,
which results in limited oversight of these resources.
Most pre-service teacher education at the secondary level
is privately financed. Given the huge need for additional
teachers in both public and private schools, to meet
enrolment targets under the Eleventh Five Year Plan, the
central and state governments may need to significantly
increase public funding and technical support to address
this need. Public funding should target training of teachers
in subjects which require more training, e.g. mathematics,
and/or to conform to reservations policies for hiring
of SCs, STs, women, etc. as secondary level teachers.
Provision of pre-service teacher education may remain
privately managed, but public accreditation of private
teacher training institutions needs to be strengthened
and made more transparent. At the same time, targeted
public financing for these institutions could increase on
a competitive basis which rewards private institutions for
reforms and improvements in quality to reflect the NCF-
2005 and related pedagogical approaches.
TTCs need to improve their links with the government
departments of education, so that they can modify their
intake of trainees and their subject-matter to respond
to forecasts of demand for teachers. It is important
for states to conduct regular surveys to ascertain the
needs for teachers in various subjects at different levels
and encourage the accreditation of teacher education
institutions that tailor their activities to these needs.
In addition, TTCs and DIETs should increase the intake
12 Report of the Conference on Teacher Development and Management
of trainee teachers in the reserved categories and for
subjects for which candidates are not available. This
would include promotion campaigns in senior secondary
schools, especially in rural areas, to encourage youth to
become teachers.
In other words, central and state governments need to
improve their presentation of the teaching profession as a
promising avenue of employment, particularly for women
and disadvantaged groups in rural areas where they are
needed most.
Indicators, Including Methodology
Thereof, for Performance and Assessment
of Teacher Training Institutions
Two types of indicators may be considered for assessing the
performance of teacher education institutions:
• those which measure institutional efficiency and
equity, and
• those which measure effectiveness of its “products”,
which are new teachers.
Indicators of institutional efficiency and equity would include:
• capacity utilisation rates;
• socio-economic data on teacher trainees;
• teacher-educator and teacher trainee attendance
rates;
• drop out rate;
• cost per trainee per year;
• cost per graduate;
• percentage of budget spent on qualitative
improvements;
• extent of cost recovery; and
• certification rate teacher placement rates, etc.
This would provide policy-makers with basic quantitative
information on efficiency of teacher output.
Indicators of new teacher effectiveness should closely
align with teacher performance standards, like those being
developed under the ADEPTS programme. These standards
should be defined, redeveloped in each context through a
consultative process and disseminated to teacher education

ADEPTS: Advancement of Educational Performance through Teacher
Support, an MHRD/UNICEF initiative.
institutions and teacher trainees. These could be used as
part of the accreditation renewal process (institutions which
do not meet these standards should be de-accredited). The
list below provides examples of certain indicators which
could be used to assess performance of teacher education
institutions (e.g., the competencies of their graduates), and
by extension, of their teacher educators.
Upon graduation/certification, new teachers should be able to
• demonstrate understanding of children, of their
social background and be able to establish
positive relationships with them; demonstrate
understanding of curriculum, subject matter
content, and class preparation; create effective
learning environments and experiences, in
alignment with NCF 2005 and constructivist
learning theories; use material effectively; manage
and organise the classroom to optimise learning;
conduct assessment; promote development of
values and enable overall development of children;
relate and work closely with colleagues and the
community; facilitate a clean and safe learning
environment; show a professional commitment
and accountability; show an understanding of
the purpose of education, the Indian education
context and the social processes influencing
education.
Teacher Education Monitoring Mechanisms
The NCTE sets the norms and standards for infrastructure,
and specifies the required qualifications of teacher educators
for all teacher-education colleges. But it is widely perceived
that NCTE does not have the capacity to carry out effective
monitoring. Because NCTE lacks the manpower, resources,
and capacity for this purpose, teacher training colleges tend
to depart from these norms, with serious implications for
the quality of teacher preparation and thus for the quality
of education.
Most private teacher education programmes are financed
out of the fees collected; their rapid commercialization
responds to a demand but undesirable practices in
these institutions are widely reported. Most of the B.Ed.
programmes offered by private teacher training colleges
are considered to be sub-standard but continue operating,
indicating gaps in the entire process.
Recognition of the need for assessment and accreditation
of teacher education colleges by an independent body
led to the establishment of the National Assessment
and Accreditation Council (NAAC) in 2002. NAAC has
produced a manual for self assessment and accreditation
so that institutions can do their own institutional analysis
and strengthen and improve their programmes to better
match the needs of the country. This effort needs to be
strengthened and expanded.
The Government should identify the institution(s)
responsible for monitoring and supporting the quality of
teacher education. Such institutions need to be provided
the resources (human, financial, technical, infrastructure,
etc.), the capacity, attitude and administrative authority
to fulfil these responsibilities. This activity must be in the
form of scaffolding rather than fault finding and conducted
with the highest standards of integrity and transparency,
with results of institutional monitoring reports posted on
appropriate education websites so that prospective students
can make informed choices regarding their selection of
institution for teacher education.
Conclusion
Teaching is becoming a more challenging task, and the
responsibilities of teachers have broadened in response
to societal changes and higher expectations of schooling.
The over-arching priority is for countries to have in place
a clear and concise statement or profile of what teachers
are expected to know and be able to do. This is necessary to
provide the framework to guide initial teacher education,
teacher certification, teachers’ on-going professional
development and career advancement, and to assess the
extent to which these different elements are effective.
The stages of initial teacher education, induction and
professional development need to be much better
interconnected to create a more coherent learning
and development system for teachers. This will require
improved institutional coordination at the central, state
and district levels. Initial teacher education must not
only provide sound basic training in subject-matter
knowledge, pedagogy related to subjects, and general
pedagogical knowledge; it also needs to develop the skills
for reflective practice and research on-the-job. There is a
need for more overt and deliberate forms of partnerships
between schools and teacher education institutions, in
order to provide teacher trainees with a more integrated
experience.
Accreditation by an independent, authoritative agency is a
means to assure quality in teacher education, and to help
ensure that funds are used well and graduate teachers are
Pre-service: Suggestions for Policy and Practice 13
well prepared. Successful teacher education programmes
involve teachers in learning activities that are similar to
ones they will use with their students, and encourage the
development of teachers’ learning communities.
All of these aspects need to be considered and incorporated
into a new teacher education policy framework, and then
supported with the appropriate resources over a sustained
period. A new teacher education policy will not improve
teacher quality by itself; such a goal requires a long-term
commitment to a pedagogical project which promotes shared
understanding among all stakeholders and the development
of strong communities of practice during implementation.
Improved teacher education can ensure improved teaching,
and improved teaching is the most important factor in
generating improved student learning outcomes. Coherent
policies and programmes to improve teacher education are
long overdue.

Figure 4

Teacher Preparation

In Service Pre Service

Workshops Cluster Meetings Other Avenues DEd. B.Ed.

Follow up

No Link
Distance Taking up Reading Exposure
Mode Courses Materials Visits
weak link
link

14 Report of the Conference on Teacher Development and Management

6. In-service: Suggestions for Policy and Practice Emerging
from the Conference

Introduction are organised and managed by various providers, both at

the national and state levels.

G
ood policy and practice regarding teachers pays
attention to the whole professional continuum in
teacher education, starting with attracting the right
people into the profession, selecting teachers according to
suitability criteria and counselling and ongoing professional
orientation to their tasks. Well functioning systems combine
initial and continued teacher education and training and
provide for continuous professional development through
counselling, career monitoring and flexibility for exit, re-
entry and new entry into the system.
In India, the present practice of in-service education for
teachers is largely characterised by a ‘top down’ model, which is
‘fund driven’ rather than ‘need driven’. This approach is proving
to be quite ineffective in responding to the varied needs of
teachers and in bringing visible improvements in the quality of
the teaching and learning process. Although in-service teacher
education programmes cannot compensate for pre-service
education of inadequate quality, teacher training nevertheless
needs to be strengthened to become more outcome-oriented;
that is by transforming training inputs into positive changes in
classroom practices and improving student learning. In recent
years, the large number of teachers inducted into the system
with inadequate pre-service training has put additional pressure
While NUEPA and NCERT conduct teacher training
programmes at the national level, DIETs, SCERTs, IASEs, CTEs,
BRCs, and CRCs provide in service training programmes at the
local level. A number of these programmes are implemented
in a cascade model. However, it has been felt that training
programmes lack a coherent institutional framework, are not
consistently linked and the organising structures do not have
regular communication and information sharing channels.
(Fig.5) Training programmes offered have a prominent focus
on providing information about the content and give
limited attention to critical aspects of children’s learning,
such as soft pedagogical skills, learner centred pedagogy
and the needs of first generation learners. These training
inputs are also characterised by a lack of relevance of the
Figure 5: In Service Institutions
University
SSA
SCERT
IASE
CTE

on in-service teacher training to remedy this situation. The

need is even greater now for deploying capable teachers who
can deal with the educational needs of children in a classroom
that has now become much more complex and diverse. BRC DIET
Resource
The conference addressed the theme of improving in-service organisation
teacher training and continuous professional development,
drawing from experiences and success stories elsewhere
CRC
in the world, in order to provide a road map for further
reforms in India.

In-service Teacher Education in India – A Schools Schools Schools

Backdrop No link
Weak link
India has invested substantial resources for in-service teacher link

training in recent years. Currently in-service programmes

In-service: Suggestions for Policy and Practice 15

training component to the real needs of the teachers and
demands of the classroom.
Without a long term policy and strategy for in-service training,
the programmes available are mainly short term, ad hoc, and
‘project’ driven. As a result, little impact has been observed
in producing sustained changes in classroom practice and in
achieving higher levels of learning by students.
Another critical issue noted is the disconnect among the various
in-service Teacher Training Institutes. Despite attempts under
SSA, the contribution of the state, in terms of ownership and
commitment towards continuity in teacher education has not
taken place uniformly in all states. DIETs, which are the local
key institutions involved in supporting teacher education,
generally suffer from insufficient resources both in terms of
faculty and finance. They also have difficulty in meeting the
capacity building needs for their faculty, particularly in terms
of competencies and skills in dealing with practical classroom
situations. Additionally, they are not adequately linked with
sub-district training structures.
Suggestions for Policy and Practice
Emerging from the Conference
An integrated policy and strategy: There is a need for an
integrated, holistic and comprehensive teacher development
policy with a strategic implementation plan that recognises
teacher education as a continuous lifelong process, allowing
teachers respect and support. Such a policy will build bridges
among the many agencies involved in teacher education
at the various levels (such as NUEPA, NCERT, Universities,
IASE’s, DIETs, CTE’s, SCERT, BRC, CRC and the NGOs), in order
to establish a functional network of sharing and mutual
learning. This will allow the upgrading of the teaching and
leadership capacities of teachers in both theory and practice.
The strategy should involve school support and reading
materials with scaffolding through meetings and individual
interactions rather than be limited to workshops. (Fig.4)
Other recommendations emerging from the Conference
deliberations include:
• offer teachers a variety of routes to further
professional development and higher status within
a framework of life long learning;
• create a culture of shared accountability across
all levels, where teachers will no longer be mere
recipients of a top down training approach, but
will be personally involved in identifying their own
needs for professional development;
16 Report of the Conference on Teacher Development and Management
• apply key principles of adult learning in the design
of professional development initiatives, such as
learning by doing, reflecting, applying new skills in
a practical context and testing;
• develop approaches that help teachers to become
reflective practitioners and agents of change in
their own contexts;
• develop specific ‘plans’ for capacity development
of DIETs, capitalising on human and financial
resources within and beyond the relevant district.
The SCERTs also needs to be strengthened in a
similar way for their domains;
• encourage and facilitate professional teacher
associations to enhance professional development;
• strengthen quality assurance of in-service
programmes; and
• a set of robust performance indicators for the entire
system need to be developed i.e., individuals and
institutions. The introduction of a social audit with
community and parents may bring expected changes
with natural justice to the children of marginalised
communities. It is required to decentralise the
programme with capacity building of the staff at
lower levels and fixing targets at every stage with
appropriate support and supervision.
Professional development can become a source for building
leadership and autonomy among teachers and it could:
• be a holistic and networked approach to teacher
education, with a sound school support system, be
a forum for generating and sharing new ideas on
which the teachers can reflect and act accordingly
as members of a larger community, continue
learning as an exciting and enjoyable experience
and appreciate new methodologies;
• provide the teachers with the necessary pedagogical
support, particularly at the school level rather
than via out-of-school “trainings”, to improve
their effectiveness and meet the challenges in
classrooms (for example strategies to deal with a
multi - grade setting);
• provide a more conducive framework to encourage
teachers to find ways and means of self-
improvement if they assume self-responsibility for
enhancing their professional competencies and
growth; and
• be need based and not fund driven.
Key Challenges for Professional
Development
Participants in the Conference felt that the main purpose
of professional development programmes should be to
empower teachers through the development of their
self confidence and create reflective practitioners. It is
about changing teachers’ self perception and enhancing
specific capabilities. Teacher empowerment emerged as
an important means of enhancing their performance and
output. Therefore participants stressed that in-service
training should be viewed as a means to:
• improve the empowerment of teachers,
• strengthen their agency; and
• improve pupils’ learning.
In-service training needs to be aligned with the process of
school development and provide flexibility for the teachers
to apply new methodologies in the classroom. In-service
training should also focus on school teams, so that groups of
teachers can support each other in trying out new methods.
This would require an active participation by the teachers
in the design of in-service training and structures whereby
teachers can be ‘experts’ to colleagues in collaborative
professional networks.
Teacher performance and teacher accountability issues also
emerged as important aspects of ensuring higher standards
as well as structured improvements to the teaching learning
process. However, participants felt that the accountability
systems should enable the teachers to reach that goal
and they should feel ownership of the instruments used
for monitoring teacher performance and accountability.
Teacher professional development portfolios could help
individual teachers reflect on their professional development
needs and document the advances made. This in turn would
strengthen their competence as “reflective practitioners”.
Peer Learning and Teacher Support
Networks
Peer learning in the field of teacher education policies
is used in the European Union as a tool to support the
improvement of teacher education among the Member
States. An interesting EU practice for participatory policy
development, based on sharing of examples of good and not-
so-good practices and intensive reflection, was presented
at the Conference and could be a relevant example for India
as a way of informing the process of teacher education
policy development. The European Commission’s ‘Open
Method of Co-ordination’ has established a number of
policy working groups (‘clusters’) to support the European
priorities under Education and Training 2010. The clusters
or policy working groups facilitate peer learning activities
where representatives from Member States exchange
examples of good policy practice in specific fields and policy
recommendations are derived that support the ministries in
Member States to improve their policies on teachers and
teacher education.
Teacher Networks
Teacher support networks are important, if sound
pedagogical practice and motivation are to be developed.
These networks and their associated activities can be varied
in structure and organisation. As a general rule though,
those that focus on continuous development to guide,
monitor and support necessary skills, knowledge and new
ideas, tend to be more successful in bringing about change
at the classroom level than those which seek quick fixes to
fill gaps or programmes that simply provide a qualification.
The impact is enhanced further when the support (in the
form of skill development and resources) is brought directly
into the teachers’ classrooms, in contrast to support that
requires travel. The school setting should be the prime focus
of activity.
This typically involves direct participation and joint
control by teachers and the school Principals, along with
other officials, usually inspectors or supervisors. Activities
typically include the sharing of lesson plans, development
of materials for transaction. The school-based model is very
effective for long-term guided learning, depending on the
calibre of the staff available in the school or other staff who
regularly visit the school.
School-based Networks, School
Twinning, Partnerships, Unions and
Business Networks
School-Cluster Networks, Teacher Centers and Resource
Centre: School-cluster networks are a helpful way to
share scarce materials and human resources. Based on
international experience, instructional support to teachers
via networks (regular meetings of teachers between and
within schools to share resources and ideas), team teaching
with an experienced teacher, regular visits and advice by
learning coordinators/resource teachers and the sharing of
In-service: Suggestions for Policy and Practice 17
useful classroom materials etc. tend to be more effective
than the establishment of fixed site centres.
Other collaborative efforts for professional support
include:
(i) institutional twinning, where teacher-educators
in a teacher training institution or school develop
a partnership with another well established
institution in either the same country, another
developing nation or a more resource rich nation,
to provide staff exchanges, shared training, ideas,
curriculum input and other ongoing support;
(ii) partnerships between local schools and the teacher
training institutions to provide testing grounds for
new research practices. University staff often meet
regularly in schools to discuss practical concerns
and the problems of the classroom, and the schools
provide placements for student teachers and
opportunities for their research);
(iii) partnerships between teachers’ unions and school
clusters/districts/central levels to contribute as part
of the professional network to provide workshops,
discussion forums, and training;
(iv) the individual collaboration of teachers or school
districts with institutions of higher education to
pursue mutually-beneficial projects such as science
and technology exchanges and in-service training
for teachers related to higher education institution
programmes; and
(v) collaboration between schools and business and
industry.
Use of Unstructured and Resource-based
Networks to Support Teachers
Both industrialised and developing countries have used
resource-based approaches in order to strengthen the
teaching force, using discussion forums, networking
opportunities and a variety of different media. A British
programme, Teacher News UK, for example, aims to support
professional development by selecting appropriate web
projects, facilitating links to national and international
networks of teachers and developing on-line discussions. The
Canadian School Net provides discussion groups, teacher-
designed networking projects, and a virtual environment for
situation-based learning, interactive curriculum resources,
on-line career materials and access to special processes for
hardware and software companies.
18 Report of the Conference on Teacher Development and Management
But resource-based approaches are not limited to the
advanced technologies. For example, Bhutan relies on radio,
and India’s “Hints to Teachers” a weekly 45 minute broadcast
uses television. There is also an increasing network of
broadcasted programmes that are designed to reach teachers
internationally such as the BBC World Service.
In conclusion, teacher support networks must be aimed
primarily at helping each teacher facilitate change in the
classroom. Support to teachers is not just about more
training. It is about a continuum of opportunities for
teachers to become better in their classroom practice.
Conference participants shared that in several countries the
development of the teacher profile has been a good way of
getting professionals into a process through ownership. They
are also important for the formation of curricula in creating
a cohesive approach in teacher education and training.
Schools as Learning Organisations and
Leadership
The conference also highlighted the organic link between
teacher development and school development and the
importance of turning schools into learning organisations.
In India, in-service training has not yet been linked
systematically to school improvement and school
development. Internationally, many school systems have
made that connection in recent years. In those systems, in-
service training days are systematically linked to specific
school improvement aims. Teachers learn in teams and can
mutually support and mentor each other when applying the
new teaching and learning approaches in the classroom.
Research into effective in-service training shows that
teachers need to practically apply in classrooms what they
have learned in order to develop their competences in a
holistic sense.
The demonstrable impact of school leadership on the quality
of learning has induced policy-makers in many European
countries to define the development of leadership as a
key strategic priority for education policy because this is
a relatively accessible target for policy interventions, and
improvement in this area can be achieved at a relatively
low cost. An interesting experience from the EU was shared
regarding the role of school leadership in enhancing the
quality of learning as well as in professional development.
The OECD’s (Organisation for Economic Co-operation and
Development) world-wide study on school leadership
development showed increased evidence that within
each individual school, school leaders can contribute to
improved student learning by shaping the conditions and
climate in which teaching and learning occur. The OECD
study identifies four major domains of responsibility as key
tasks for school leadership:
• improving teaching and learning within their
schools by supporting and developing teacher
quality;
• defining goals and measuring progress;
• strategic resource management; and
• collaboration with external partners.
Building schools as learning organisations is a process which
requires leadership in two areas: the development of the
person and the development of the system. Therefore, the
concepts of the learning organisation and the professional
learning community have to be linked when training and
support to school leaders and others are provided at the
school level.
In most countries of the world school leadership development
has become a central issue in quality development of
school systems and accountability for results. Recent
research has contributed to putting the focus on school
leadership. Whereas the teachers are the main actors who
can contribute to the quality of teaching and learning, it
is the school Head that is in charge of the quality of the
school at large. New regulatory and accountability forces in
school governance in many countries have granted schools
more autonomy, which again has made head teachers more
responsible for local decision making.
At the same time large-scale assessments have brought
in evidence of student achievement, which has also put
the school head into the position of having to respond to
testing results more strategically than he or she has had to
in the past. The quality of teaching and learning at a school
can no longer be solely in the individual teachers’ hands,
because it demands coordination and coherence across
teachers and classrooms. They have a more direct influence
by means of motivational impact and well-chosen human
resource development activities and have a direct influence
on the quality of the learning experiences of students.
The theme of school leadership is receiving great attention
around the world. Teachers with leadership functions, in
addition to possessing teaching skills and experience, need
to have access to high quality training in school management
and leadership. Some key questions for India are:
• how many schools have regularly appointed school
Heads?
• how are school Heads selected?
• do school Heads have a clear role?
• Are school Heads respected by the system and the
community?
Curriculum for In-service Training
The Conference discussions recommended that all in-service
training programmes must have a clear set of objectives
(for example, creating changes in the classroom process,
developing an autonomous and confident teacher who is
able to construct her own classroom programmes, etc). New
curricula for in-service training should first and foremost be
needs based and be designed with the active engagement
of the recipient teachers so as to give appropriate space to
their expectations. Once needs are identified, structures and
personnel should be put in place to attend to these needs.
From the sharing of experiences from different countries,
there was a common perspective at the Conference that
teachers should become professional in:
a) sharing knowledge and skills (ability in reflection
and discourse), which means developing a
professional language, building a discourse of
competence, enabling teachers to reflect on theory
and practice (e.g. action research);
b) dealing with differences (ability to differentiate) all
the way through their professional life (changing
environments, heterogeneous student populations,
different needs and expectations of parents and
stakeholders);
c) cooperating (collegiality) with colleagues and
other relevant partners in the education process
(social workers, psychologists etc.) in order to best
support the learning and education process of their
students;
d) enhancing their expertise (professional awareness),
both subject related and pedagogical, as a member
of the teaching profession; and
e) their personal style; since human beings are
different and learning is a very personal process,
the way that teachers use their personality and
values to achieve the required results.
Some of the essential skills that a renewed professional
development curriculum should aim at are the following:
• ability to understand important areas of education
related discourse such as the right to education, the
aims of education, a shared vision of society, the
In-service: Suggestions for Policy and Practice 19
 framework for curriculum objectives, the nature of
disciplines and learning about the potential of the
children;
• ability to appreciate the different nature and
foundational concepts of the disciplines (subjects),
their specific approaches and effective ways for
facilitating children’s learning;
• confidence in dealing with concepts and what is
needed for acquiring them;
• sensitivity towards the socio-economic and political
context that the student and the surrounding
community are confronted with;
• familiarity with evaluation strategies and techniques,
aimed to test a variety of abilities/competencies that
education vows to promote rather than just testing
memory;
• moving beyond the module approach and having
different activities in the form of melas and
exposure visit; and
• distance education, in combination of direct contact
classes, can play an important role in in-service training.
In-service training should be facilitated by a resource team
who can listen and create a discourse among the teachers.
Teachers need to be seen as the subject of knowledge
creation instead of the object only receiving information.
It is very crucial to monitor and track how teachers are
translating the training inputs and professional development
inputs into concrete changes in classroom processes and
addressing improvements in student learning – monitoring
and follow up of this kind is a key failing in the current
scenario of in-service teacher training in the country.
Teacher Educators and their Capacity
Building and Professional Development
Teacher-educators have continuing professional
development needs, just as the teachers do, hence a strategy
for addressing their needs should clearly define the skills,
competencies and attitudes expected of educators and
could also be used as recruitment criteria. These should be
more relevant than subject-based qualifications.
Teacher-educators need to spend quality time in schools
and provide hands on support to the practicing teachers.

Principals of
Classroom Figure 6

Transaction In service Training

What goes on in the classroom Resource Organization Resource Organization
in terms of pedagogy is the
most critical factor affecting
student achievement. There SSA SCERT
can be different kinds of
orientation and interactions
with teachers which may Module Implementation Module
Implimentation
Development of Module Development
include awareness raising,
orientation to practice,
inputs to make them SCERT SCERT DIET DPC
capable of creating ideas,
materials and methods. SSA office BRC
However the content and DIET DPC
transaction of training DIET CRC
should follow key principles
Consultants BRC
which include building
on teachers’ experience,
allowing space for teachers CRC
No link
to reflect and linking to the Weak link
school including visits with Schools
link
observations and analysis.

20 Report of the Conference on Teacher Development and Management

A support team should be large, with a reasonable person
to school ratio and with a clear functioning structure.
The teacher-educator resource team should have the
opportunity to explore its ideas, try them out and develop
them. It must be exposed to outside structures and ideas.
The support system must allow space for the teachers’ own
learning and, must value their successes and appreciate
their efforts. The support team and resource persons should
be in regular contact with the schools and school teachers.
Teacher-educators need to be empowered and supported
with access to good and inspiring examples of new
approaches for constructive learning. They must be able to
evaluate curriculum guidelines and adapt them to local (or
district) circumstances. New and innovative experiments
could be supported by extra funding and monitored to see
the effects of these new approaches. Teacher-educators
need to be connected to peer networks for collegial support,
peer learning and exchange of practice.
Course programmes for teacher-educators should be able
to mirror the learner oriented methodology and bridge the
gap between theory and practice. DIETs may be connected
to innovative schools, to provide examples of innovative
teaching strategies that focus on pupil learning. For
this a model-DIET could prove to be useful, where new
approaches can be observed by teacher-educators from
other institutions.
Capacity building programmes must be organised regularly
to maintain the continuity.
Institutional Structures and Linkages for
In-service Training
There should be a review of the roles and functions between
agencies at all levels, to help refine understandings of the
purpose and their inter-linkages.
DIETs should be among the major institutions through
which new and up-to-date expertise is infused into the
teaching profession, both at the pre-service and in-service
levels. Consequently, serious attention should be given to
the proper funding and staffing of DIETs and their academic
strengthening, and also to equipping BRCs and CRCs to play
their roles effectively. The CRCs can act as a platform for
a teacher driven reform agenda by consolidating offsite
training input developed through peer reflection and
sharing, rather than merely exerting input.
Linkages between different teacher training institutions
must be established and strengthened. It is important to
link teacher education with institutions of research and
higher education and universities and must be seen as
providers of in-service training, particularly because during
this process, they can be exposed to trends and realities
that can be reflected into the pre-service training. Equally
important are the linkages between the States in order to
use the human resources optimally. It would be helpful
to arrange exposure to the national level institutions and
consultations with the experts across the country. (Fig.7)
Figure 7: Support Structures for Quality Education
Achieving Learners
Competent Teachers
DIS
CRC
TR
ICT
BRC
DIET Teacher
Development
SCERT Strategy
NCERT / NCTE
Common trends are emerging in the form of effectiveness
of having resource groups at the state, district and block
levels, and involving non-governmental organisations for
providing support systems at critical times.
Monitoring and Assessment
The participatory approach towards training can yield
both ownership and accountability among the various
Good Practices that should be Considered
Experiences of Activity-Based Learning (ABL) in Tamil
Nadu were shared as an example of preparing teachers. It
re-emphasised that a teaching and learning process both
individualises and democratises classroom transactions.
The key aspects can be summarised as follows:
• specially designed materials that facilitate self-
guided learning;
• child-centred teaching and learning methodology;
• classroom organisation and management that
facilitates group work;
Combining these three aspects effectively in the classroom
is the challenge for teachers and teacher training.
In-service: Suggestions for Policy and Practice 21
 Andhra Pradesh Primary Education Intervention
The quality of elementary education has been addressed
in Andhra Pradesh by focusing on teacher development
in-service training programmes of 18-days, 12-days and
10-days. The key elements are space for reflection and
reading and also using teachers as Resource Persons. The
educators for conducting the State wide interactions
were prepared as facilitators in intensive workshops
with carefully identified resource agencies and individual
resource persons through sustained interactions and
exposure. Teacher meets are held monthly at Teacher
centres, which support teachers in many ways. DIETs
played a key role in conduct of all academic programmes
i.e., trainings, workshops etc. However the very concept of
activity is not understood properly along the continuum
of group work, individual work and whole class work. The
State continues to interact with the teachers to build a
better understanding of these terms through an extended
process that has a core leadership team which sustains
the effort through a variety of engagements with the
teachers and the schools. The teachers engage with
the processes of developing materials for children, peer
reviewing other schools and engaging in discussions on
all aspects of curriculum at different forums including
the subject .
stakeholders. Peer assessment may help remove the
policing attitude and ensure their role as enablers. Teacher
22 Report of the Conference on Teacher Development and Management
performance standards may be developed in consultation
with teachers themselves. Suggestions from the conference
include:
1. Introduce and develop a culture of experiential
and constructivist forms of learning in teacher-
education and link those to formative assessment
and reflective practice;
. Strengthen the connection between pre-service
teacher education and innovative practice
schools;
3. Create qualification schemes and degree structures
for the systematic transformation of para-teachers
into full professionals;
4. Diversify teacher salary structures to lower the rate
of teacher absenteeism and to attract teachers
into rural schools and schools in challenging areas.
Invest in basic workplace standards for teachers
(sanitation, drinking water);
5. Create a mid-career development path for more
experienced teachers who want to take on
additional responsibility and leadership roles in
the system. Strengthen education and training for
leadership on the school and the system level;
6. Support a stakeholder dialogue about quality
standards that involves and empowers individuals
at different levels; and
7. Strategies for review and monitoring and self
appraisal of the schools and teachers.
7. Teacher Management: Suggestions for Policy and Practice
Emerging from the Conference
What can be done to Improve the Service
Conditions of Teachers within the
Constraint of a Sustainable Budget?
A
key message from the Conference is that India cannot
wait any longer to put in place the necessary enabling
conditions for teachers to function effectively and the
Conference has helped to identify a strategy for States to move
ahead with this. International experience and research confirms
that effective teachers need working conditions where –
• they are supported and are successful;
• there are opportunities to work collaboratively
rather than in isolation;
• there are a variety of career pathways with multiple
avenues for leadership roles and advancement while
still maintaining a teaching role in the classroom
and early childhood setting; and
• and they are appropriately resourced and rewarded.
The enabling conditions for effective teachers are in five
main areas:
• physical infrastructure;
• administrative;
• professional learning;
• motivation; and
• social/cultural.
With regard to physical infrastructure, the following
conditions are critical:
• access to schools (roads, transport, infrastruture
surrounding schools);
• accommodation for teachers in remote areas;
• school environment (good condition, availability of
teacher toilets, utilities, adequate no. of classrooms,
availability of materials and equipment etc);
• manageable classrooms (classroom conditions,
student: classroom ratio, pupil: teacher ratio etc); and
• connectivity with the World through communication
means (telephones, internet, TV, etc).
These conditions could be achieved through the following
actions at State level:
• review Infrastructure and functionality and identify
gaps;
• plan and implement gap filling activities;
• improve use of maintenance grants; and
• plan and provide facilities and incentives for
teachers in remote areas including access (better
transport, housing etc).
As for administration, the States need to consider the
following:
• recruitment and deployment of teachers;
• head teachers’ role - leadership of schools;
• working hours of teachers;
• work loads of teachers;
• non-academic duties of teachers (outside school,
including being deputed to election duty, census
duty etc);
• non-instructional administrative duties within school
(keeping records, attending meetings etc); and
• political interference.
The following steps could be taken towards these aims:
• rationalise deployment policy and implement it;
• reduce administrative and non-academic work
burden on teachers;
• improve record keeping through the effective use
of technology; and
• develop lifelong career paths for teachers
Professional learning should comprise:
• life long learning;
• professional training and support, especially from
CRCs/BRCs;
Teacher Management: Suggestions for Policy and Practice 23
 • exposure to and opportunities to learn from other
contexts and best practices;
• need based planning of teacher training;
• development of whole school improvement plans
by teachers; and
• subject specific training.
For these things to happen States would have to:
• build capacity for planning and management of
training at the block level, then abandon cascade
model of training and decentralise training to the
block and school level catering to the needs and
demands of teachers;
• develop DIETs/CTEs/IASEs to take a more pro-active
role in training;
• develop institutional libraries and mobile libraries
for teachers;
• involve all stakeholders, including Teacher Unions
and teachers’ forum in planning and designing
training; and
• strengthen the CRC to fulfill the role of resource
centres.
To be motivated, teachers require the following:
• opportunities for career path development;
• opportunities and funds for teachers to innovate
with pedagogy;
• incentives–monetary and non-monetary (recognition
of achievements, good work);
• focus on student learning;
• connectivity to other teachers;
• status in society and societal recognition of their
contribution; and
• positive and motivating role of teacher unions
(both rights and duties).
To achieve these conditions States should ensure:
• more effective and functional performance appraisal;
• more recognition for teacher achievements;
• improve the status of the profession through media
campaign targeted at community; and
• create platforms, teacher forums, networks for
exchange of ideas and exposure to other good
practices (newsletters, wallpapers etc).
24 Report of the Conference on Teacher Development and Management
The cultural and social issues to be addressed are:
• addressing specific issues of teachers who also
have the burden of being homemakers;
• societal attitude towards teachers;
• status of teachers; and
• community support (not just monitoring).
Some practical steps that States could initiate are:
• advocacy campaigns to promote teachers’ good
work;
• dissemination of success stories; and
• use of media for emphasising role, functions, and
value of teachers, such as the approach taken for
the successful Meena campaign.
How to Improve the Performance of
Teachers?
There are many good teachers, but methods for recognising
their contributions and value are generally inadequate
in India. Based on national and international experience
different approaches to provide teachers with recognition
and raising the profile of the profession can be employed.
Teacher workforce reforms need to be pursued:
• in the classroom, through clearer expectations
of teachers, models and tools to improve student
outcomes;
• in schools, through clearer performance standards,
including interventions where appropriate; and
• across the systems, through strategies to attract
recruit and retain quality teachers and leaders.
The focus of reform should have three focal points which
include workforce reform along with system improvement
and partnerships with parents and the community. The
workforce reform was expressed during the Conference as
pursuing two main themes:
• modern careers and Workplaces. This would focus
on attracting and rewarding the best people, and
ensuring schools have contemporary and high
quality organisational practices and cultures. The
idea is to explore how rewards and incentives
might apply to motivating the teaching workforce,
how to attract new graduates, how to generate
new training models, and how workforces
might comprise a new mix of professionals and
 paraprofessionals catering not only for cognitive
learning but also the development needs of all
young people; and
• strong leadership and professional learning. This
would include further developing the capabilities
of teachers and school leaders so that professional
practices sustain high quality outcomes. This
might include establishing leadership institutes,
greater variation in salaries of principals to
better recognise high performance, inviting high
performing schools and principals to mentor
less capable schools, and going more deeply into
guidance on the instructional practices that work
best in classrooms.
In summary, the following points for improving teacher
performance are essential:
• evaluating and rewarding effective teaching;
• providing more opportunities for career variety and
diversification;
• improving leadership and school climate;
• improving working conditions;
• responding to ineffective teachers;
• providing more support for beginning teachers;
and
• providing more flexible working hours and
conditions.
In addition to improving teacher performance, these
measures would also go a long way towards retaining
effective teachers.
Teacher performance standards have worked well in OECD
countries to improve student learning, but these must
be developed in full consultation with the teachers and
their representatives to have value –the good work
begun by ADEPTS under SSA should be built upon in this
regard.
Indian Teachers’ Unions have developed a code of
professional ethics and this should be developed further as
a possible basis for professional standards. Use should be
made of the mass media to increase parental and public
awareness of Teacher Assessment issues.
Performance pay for teachers is frequently suggested as a
way of improving educational outcomes in schools, but the
empirical evidence to date on its effectiveness is limited
and mixed.
Do Incentives for Teachers Work?
It was noted from international experience that reforms to
teachers’ career structures and pay systems, particularly
the introduction of incentives, are unlikely to succeed
without the development of credible teaching standards
and valid methods for evaluating whether teachers have
attained them. There was a general consensus that a
necessary condition is that these reforms must fully
engage teachers and their professional associations. They
must lead to the creation of independent structures and
institutions with responsibility for these standards and
assessments – institutions that will enable the teaching
profession and policy makers to talk to each other on
equal terms and to exercise their shared responsibility
for the quality of teaching and learning in India’s
schools. There was also general consensus that India’s
current approach to developing professional teaching
standards through ADEPTS was a good start towards
improving teacher performance.
The following teacher standards should be considered
for India:
• Adequate content knowledge;
• Awareness of pedagogical innovations;
• Effective collaboration with colleagues and
community;
• Contextual issues – gender, disability;
• Suggested 5 year certification, but not linked to
penalties (only rewards);
• Ensured child attendance;
• Had a plan for themselves;
• Time spent in class;
• Teacher made assessments;
• Concept clarity;
• Prepared teaching plans;
• Developed and used Teaching and Learning
Materials;
• Drop-out rate reduced;
• Teachers attended school regularly as certified
by parents;
• Involved students in sports and games;
• Concept clarity among students and academic
performance;
• Student self-confidence and self-esteem; and
• Recognition that Teacher Assessment and
Teacher Performance measures have to be
linked to the enabling conditions.
Teacher Management: Suggestions for Policy and Practice 25
 Incentives for Teachers in Andhra Pradesh
A presentation of results from a randomised evaluation
of a teacher incentive programme implemented across
a representative sample of government-run rural
primary schools in the Indian state of Andhra Pradesh
was discussed by the Conference. The evaluation
provided bonus payments to teachers based on the
average improvement of their students’ test scores
in independently administered learning assessments
(with a mean bonus of 3% of annual pay). Students in
incentive schools performed significantly better than
those in control schools by 0.19 and 0.12 standard
deviations in math and language tests respectively.
They scored significantly higher on “conceptual” as well
as “mechanical” components of the tests suggesting
that the gains in test scores represented an actual
increase in learning outcomes. Incentive schools also
performed better on subjects for which there were no
incentives. The study found no significant difference
in the effectiveness of group versus individual teacher
incentives. Incentive schools performed significantly
better than other randomly-chosen schools that
received additional schooling inputs of a similar value.
The study suggests that performance pay for teachers
can improve educational outcomes in schools in certain
circumstances in India.
How to Attract the Best People for
Teaching?
There is a basic principle that applies throughout the world:
a quality teacher = a quality education. But most countries
in the world report serious concerns about maintaining an
adequate supply of good quality teachers, especially in high-
demand subject areas. Almost all countries report concerns
about “qualitative” shortfalls: whether enough teachers
have the knowledge and skills to meet school needs. There
are also concerns about the image and status of teaching
and teachers often feel that their work is undervalued.
International experience and research has shown that
making teaching an attractive career choice is the key to
recruiting, selecting and employing effective teachers and
retaining effective teachers in schools.
As table 1 above shows, South Korea has been particularly
successful in attracting some of the best graduates to
teaching each year. School systems, from Seoul to Chicago,
from London to New Zealand, and from Helsinki to
Singapore, show that making teaching the preferred career
26 Report of the Conference on Teacher Development and Management
Table 1: The World’s Best Education Systems and Teacher
Recruitment
Country % of the Student Cohort Starting Salary for
becoming teachers Teachers
Korea Top 5% 141% GDP per capita
Finland Top 10% 95% GDP per capita
Singapore Top 30% 95% GDP per capita
Hong Kong Top 30% 97% GDP per capita
USA Bottom 30% 81% GDP per capita
OECD average 95% GDP per capita
choice depends less on high salaries or ‘culture’ than it does
on a small set of simple but critical policy choices:
• developing strong processes for selecting and
training teachers;
• paying good starting compensation relative to
other professions; and
• carefully managing the status of the teaching
profession.
Above all, the top performing school systems demonstrate
that the quality of an education system depends ultimately
on the quality of its teachers. Based on this international
experience some of the key factors for the attractiveness of
the profession are
• motivation of young people to become teachers;
• attractive salaries and working conditions for
teachers;
• an attractive career path; and
• job security.
Community Appointed Teachers in Nepal
The example of community schools in Nepal presented
at the Conference showed that effective teachers can
also be recruited by the communities as represented
by the School Management Committees (SMC). These
SMC recruited teachers in Nepal are highly motivated,
dedicated to the profession of teaching and directly
accountable to the communities they are serving and
yet they are receiving salaries that are fixed by the SMC
which are often lower than Government teacher salaries.
Communities can therefore recruit good teachers when
there is an effective licensing system.
Teacher salaries in India are already attractive relative to
other professions, in some States, primary teachers’ pay is
equal to 13-15 times per capita State GDP. By contrast, in
most OECD countries primary teachers’ pay is equal to or
less than per capita GDP. Job security is already guaranteed
for India’s regular teachers. It was therefore felt that
improving the image and status of teaching while also
improving working conditions and career structures would
be the most productive approach for attracting the best
people for teaching in India.
How can Recruitment Policies be Improved?
To ensure a highly capable education workforce in the future,
the States must improve their recruitment policies and
practices in order to attract and retain the best people for
teaching. Recruitment with adequate weightage on qualitative
assessments of motivation and dedication to teaching, rather
than only academically-based entrance examinations, would
be a good reform to start with. This is already happening in
some schools and in some higher education institutions.
In contexts like Bihar where the State is still struggling to
put the basics of an education system in place, improved
recruitment policies can help to ensure an efficient and
transparent recruitment of teachers. In contexts where
the education system is more well established the priority
should be to use more flexible forms of employment of
teachers, to provide schools with more responsibility for
teacher personnel management, to meet short-term staffing
needs, such as supply teachers to cover teacher absences
and to improve information flows and the monitoring of the
teacher labour market.
What are the Possibilities for Improving
Career Structures for Teachers?
A key challenge for the Indian education system is to provide
its school teachers with an effective career path. There is in
most Indian States a promotional path for teachers with
key stages after certain years of service, but what can be
done to enhance this and to ensure that teachers are not
rewarded simply for time-serving? Modern workplaces have
practices such as succession planning, career development
plans, performance management, incentives and rewards
for standout successes. On the other side of the ledger, they
have counselling for those not suited to the profession. Why
not for India’s schools? Schools need succession planning
so teachers know where they are headed and can identify
and prepare the next generation of school principals and
leaders. By making teachers more accountable for their
students’ outcomes, we can more easily encourage good
teachers to remain in the profession and assist disengaged
teachers to leave.
A vision for India for the next five years might therefore
comprise aspects such as:
• workforce diversity and flexibility – para-
professionals, clinicians, teachers, early childhood,
youth workers – all with one focus: student learning
outcomes;
• salaries tied to contribution – e.g. staff in difficult
or hard-to-reach schools, improvement in student
outcomes, efforts in professional learning;
• widespread adoption of best professional
practices – high quality teacher training,
rigorous in-school feedback, valued leadership
preparation; and
• attraction of the best to teaching; retention of
the best in teaching – a well-articulated career
path or scheme of service for all teachers.
The most important resource that a school possesses
is the knowledge and skills of its leaders, teachers and
others working for the benefit of the young people. This
resource must be effectively nurtured and developed by a
range of practices that assist schools to establish strong
leadership teams and a working environment that promotes
and sustains a collaborative and accountable professional
community.
The National Policy of Education, 1986 in its Chapter IX
on ‘The Teacher’ states:-
9.1. The status of the teacher reflects the socio-
cultural ethos of a society; it is said that no
people can rise above the level of its teachers.
The Government and the community should
endeavour to create conditions, which will help
motivate and inspire teachers on constructive and
creative lines. Teachers should have the freedom
to innovate, to devise appropriate methods of
communication and activities relevant to the
needs and capabilities of and the concerns of the
community;
9.2 The methods of recruiting teachers will be
reorganised to ensure merit, objectivity
and conformity with spatial and functional
requirements. The pay and service conditions of
teachers have to be commensurate with their
social and professional responsibilities and with
the need to attract talent to the profession.
Efforts will be made to reach the desirable
Teacher Management: Suggestions for Policy and Practice 27

objective of uniform emoluments, service
conditions and grievance-removal mechanisms
for teachers throughout the country. Guidelines
will be formulated to ensure objectivity in the
postings and transfers of teachers. A system
of teachers’ evaluation open, participative and
data-based - will be created and reasonable
opportunities of promotion to higher grades
provided. Norms of accountability will be laid
down with incentives for good performance
and disincentives for non-performance.
Teachers will continue to play a crucial role
in the formulation and implementation of
educational programmes; and
9.3 Teachers’ associations must play a significant
role in upholding professional integrity,
enhancing the dignity of the teacher and in
curbing professional misconduct. National level
associations of teachers, could prepare a Code
of Professional Ethics for Teachers and see to its
observance.
The 1986 policy statements indicate appreciation of the
following:-
1. An indelible link between teachers and society, the
status of teachers being a reflection of the values,
society upholds;
. Both the government (systems) and community
being party to creating an environment conducive
for teachers to think, reflect and innovate at work;
3. Autonomy to the teacher to use and create
activities and methods appropriate to the needs
and capabilities of the learner;
28 Report of the Conference on Teacher Development and Management
4. Teacher appointment, posting, transfer and
promotion based on criterions which are objective,
uniform and transparent;
5. Teachers’ pay and service conditions commensurate
with responsibilities and efforts to provide uniform
service conditions and emoluments; and
6. Responsibility of teacher associations for setting
standards of professional behaviour and ensuring
their compliance.
How can Policy Promote Greater Teacher
Accountability?
Teacher accountability is a complex issue and requires
enabling conditions that ensure motivation. Policy and
its implementation needs to recognise the need to make
teachers feel that they can make a difference to the
education of children. We must value the work of teachers,
respond to their needs and recognise their effort. The criteria
for assessment of work should be transparent, contextual
and evolved with the teachers. They should not be burdened
with cynicism in the system and mistrust of the teachers.
Teacher accountability can only emerge from trust,
contextualisation, transparency, clarity of expectations,
openness and a supportive environment for learning.
Teachers must be strongly accountable for their professional
practice and their students’ progress and have clear actions
to support performance improvement. They need to be helped
to both acknowledge and achieve it. For being held strongly
accountable teachers must have freedom and autonomy to
proceed along the route they have determined. Contextual
sensitivity and respect only comes from closer contact,
which is aided by smaller decentralized mechanism. Policy
must encourage sharing across stake holder groups and a
sense of ownership among the teachers.
8. Postscript
T
his document has shared key ideas, concepts, concerns
and recommendations that arose from a three-day
International Conference on Teacher Development
and Management. The approach taken in the Conference
was to use relevant national and international experiences
to stimulate discussion and analysis of the critical issues
in teacher development and management in India. The
manner of deliberations was very participative with plenty
of space in the programme for all participants to make
contributions to the discussion and with the last day given
over entirely to group work. The 226 participants in the
Conference represented a wide range of stakeholders and
through the shared experience of the Conference, have
emerged as an effective network that can play a useful
role in future policy development and consultation.
The Conference website is being developed as a forum
for documentation and further deliberations that will
hopefully build on the consensus and solidarity of purpose
that emerged during the Conference.
Over the next few months the organisers will prepare and
disseminate the full Conference proceedings. At the same
time, work is commencing on the development of a volume
of papers presented at the Conference that will be published
as a book in due course. The development of chapters for this
publication will include a series of seminars on key themes
facilitated by the Development Partners in cooperation
with MHRD, NCERT, NUEPA, NCTE and VBS. These themes
emanate from the key messages that have emerged from
the discussions during the Conference, including the need
for:
• a policy, programme and implementation nexus;
• improved coordination of national bodies and
institutions;
• development of common academic, social and
teacher administration perspectives;
• autonomy, trust, responsibility and authority
delegation and accountability at all levels;
• more effective accountability mechanisms and
their implementation;
• more linkages, networks and partnerships;
• more opportunities for visits and for sabbaticals for
courses;
• better equipped resource centres and courses for
those in teaching; and
• more respect for the functionaries and clarity of
vision and purpose
For access to documents and other products of the
Conference please refer to the following web-site:
http://vidyabhavansociety-seminar.org
For further information and feedback you may contact:
1. Mr Vikram Sahay, Director, MHRD, New Delhi.
vikramsahay7@gmail.com
2. Dr Hriday Kant Dewan, VBS, Udaipur.
teacher.developmentfeb09@gmail.com, vbsudr@
yahoo.com
Postscript 29
Abbreviations

ABL Activity Based Learning NCF National Curriculum Framework

ADEPTS Advancement of Educational Performance
Through Teacher Support
BBC British Broadcasting Corporation
B Ed Bachelor of Education Administration
BRC Block Resource Centre
CET Combined Eligibility Test
CRC Cluster Resource Centre
CTE College for Teacher Education SC Scheduled Caste
D Ed Diploma in Education equivalent to PTC and STC
DFID Department for International Development
(United Kingdom)
DIET District Institute of Education and Training
DPEP District Primary Education Programme
GDP Gross Domestic Product
IASE Institute of Advanced Studies in Education
ICT Information and Communication Technology
LJP Lok Jumbish Parishad
MHRD Ministry of Human Resource Development
NAAC National Assessment and Accreditation Council
NCERT National Council for Educational Research and
Training
NCTE National Council for Teacher Education
NGO Non Governmental Organisation
NUEPA National University of Educational Planning and
OECD Organization for Economic Co-operation and
Development
PTC Primary Teacher Certificate
SCERT State Council of Educational Research and
Training
SMC School Management Committee
SSA Sarva Shiksha Abhiyan
ST Scheduled Tribe
STC School Teaching Certificate
TTC Teacher’s Training College
UGC University Grant Commission
UNESCO United Nations Educational, Scientific and
Cultural Organization
UNICEF United Nations Children’s Fund
VBS Vidya Bhawan Society

30 Report of the Conference on Teacher Development and Management

References

National Policy of Education (NPE) 1986, as modified in 1992, GoI, Department of Education, MHRD
National Curriculum Framework (NCF) 2005, NCERT, New Delhi
National Council for Teacher Education (NCTE) Draft Curriculum Framework for Teacher Education, 2006. NCTE in
collaboration with NCERT, New Delhi.
Right of Children to Free and Compulsory Education Bill, 2008

References 31
Appendix A - Participants

A.B. Phatak, Retired Principal of a Teachers College, Udaipur
A.B. Saxena, Principal, RIE, Bhopal
Adesh Bhatnagar, Principal, Indo-American Institute,
Udaipur
Ahrar Husain, Prof. & Head, Dept.of Teacher Training JMI,
New Delhi.
Ajay Acharya, Teacher Educator, DIET Dharamashala,
Himachal Pradesh
Alok Mathur, Director, Rishivalley Education Centre,
Rishivalley, Chittoor (A.P.)
Angela Little, Institute of Education, University of London,
London
Anil Kumar Jain, Associate Professor, Vidya Bhawan G.S.
Teachers College, Udaipur
Anil Kumar Paliwal, Assistant Professor, Vidya Bhawan
G.S.Teachers College, Udaipur
Anita Kajewa, Vidya Bhawan G.S. Teachers College,
Udaipur
Anjana Rao, Vidya Bhawan Education Resource Centre,
Udaipur
Anne Sliwka, University of Trier, Germany
Anu Poonia, Principal & Professor, Vidya Bhawan G.S.
Teachers College, Udaipur
Aqus Mardianto, Department Pendidik Nasional (Depdiknas)
Indonesia
Arti Sharma, Lecturer, Vidya Bhawan Gandhian Institute of
Educational Studies, Udaipur
Arvind Asiya, Principal, Vidya Bhawan Kala Sansthan STC,
Udaipur
Asit Kumar Ray, Teacher, Vidya Bhawan School,
Jhamarkotra
B. Vijayalakshmi, SSA- Tamilnadu, BRTE, Urban Resource
Centre, Palani, Dt.- Tamil Nadu
Bhagwati Ahir, Vidya Bhawan Kala Sansthan STC, Udaipur
Bharat Patel, Vidya Bhawan Education Resource Centre,
Hazira
Bherulal Charpota, D.D., SIERT, Udaipur.
Brij Narain Bajpai, Director, SCERT, Delhi.
C Ramakrishnan, Private Secretary to Hon. Minister for
Education and Culture, Kerala
Caroline Dyer, University of Leeds, United Kingdom
Cecilia Barbieri, UNESCO, New Delhi
Chandrahas Dubey, S.S.A., Bhopal (M.P.)
Cheng Yin Cheong, Hongkong Institute of Education, Hong
Kong
Chitra Prasad Devkota, Director, Department of Education,
Sanothinri, Bhaktapur, Nepal
Dahle Suggett, Deputy Secretary, Victoria Dept. of Edu. &
Child Development, Australia
David Royle, Sr. Education Consultant, Cambridge Education
Consultant, UK
David Smawfield, Sr. International Consultant, England,
UK
Daya Dave, Vidya Bhawan G.S. Teachers College, Udaipur
Deepa Sankar, World Bank, New Delhi
Diane C. Parker, Chief Director, Teacher Education,
Department of Education, South Africa
Divya Prabha Nagar, Lokmanya Tilak T.T.C., Dabok, Udaipur
Dushyant Sharma, Student, Vidya Bhawan GS Teacher
College, Udaipur
Ee-gyeong Kim, Korean Educational Development Institute,
Korea
Ekta Patidar, Vidya Bhawan Education Resource Centre,
Udaipur
Geeta Kingdon, Institute of Education, London, UK
Govind Singh, Vidya Bhawan Education Resource Centre,
Udaipur
H.L. Satheesh, Teacher, RIE, Mysore
H.S. Kanthaliya, Principal, Adinath T.T. College, Udaipur
Hans Cohen de Lara, Sr. International Consultant,
Netherlands

32 Report of the Conference on Teacher Development and Management

Helen Craig, Sr. Education Specialist World Bank,
Washington
Hriday Kant Dewan, Educational Adviser, Vidya Bhawan
Society, Udaipur
Indra Shekhar Mishra, General Secretary, AISTF, Patna,
Bihar
Indu Kothari, Head, Dept. of Chemistry, Vidya Bhawan
Rural Institute, Udaipur
Jacqueline Nunn, Director, Training & Development Agency
for Schools, London
Jagdish, Student, Vidya Bhawan G.S. Teachers College,
Udaipur
Jamna Shankar Menaria, Vidya Bhawan Education Resource
Centre, Udaipur
Jaya Rathore, Vidya Bhawan Education Resource Centre,
Udaipur
Jitendera Kumar Pandya, Student, Vidya Bhawan G.S.
Teachers College, Udaipur
Jonathon Marsh, Aga Khan Foundation, Paris
Juandanilsyah, Directorate of Junior School (PSMP
Manbikviasmen), Jakarta - Indonesia
Jyoti Chordia, Vidya Bhawan Education Resource Centre,
Udaipur
K. Dorasami, Prof. & Head, Dept. of Teacher Education &
Extension NCERT, New Delhi
K.B. Rath, Dean of Instruction, RIE, Ajmer
Kaloo Lal Baya, Principal, Govt. Sr. Sec. School, Barwada,
Udaipur
Kalpana Jain, Student, Vidya Bhawan Rural Institute,
Udaipur
Kalpana Kumari Patra, Asst. Teacher, Primary School Unit-
6, BBSR-1
Kamini Upadhyay, Vidya Bhawan Education Resource
Centre, Udaipur
Kamlesh Jha, Vidya Bhawan G.S.Teachers College, Udaipur
Kiran Mishra, Teacher, RIE, Bhopal (M.P.)
Krishna Kumar, Director, NCERT, New Delhi
Krutiksha M. Hazirawala, KVSVS, Hazira, Surat.
Kumud Paliwal, Vidya Bhawan Gandhian Institute of
Educational Studies, Udaipur
Kunzes Dolma, DIET, Leh, Laddakh, Jammu & Kashmir
Lalita Pradeep, Principal-DIET, Lucknow
M. Gunamani Singh, DIET Ukhrul, Manipur
M. Lakshmana Rao, Jawahar Navodaya Vidyalaya Samithi,
Jawahar, Andhra Pradesh
M.A. Khader, Curriculum Group, NCERT, New Delhi
M.P. Sharma, Director, Vidya Bhawan Gandhian Institute
of Educational Studies, Udaipur
M.P. Vijaya Kumar, Honarary Advisor, SSA, Nungampakam,
Chennai, Tamilnadu
M.S. Yadav, New Delhi
Madhu Kushwaha, Reader, Faculty of Education, Bnaras
Hindu University, Varanasi (UP)
Madhuri Borekar, Chhattisgarh ERC, Raipur (Chhattisgarh)
Mae Chu Chang, World Bank
Manish Sharma, Student, Vidya Bhawan G.S. Teachers
College, Udaipur
Marco Snoek, Hoge School Amsterdam, Netherlands
Meenakshi Mehra, Research Officer, SIERT, Udaipur
Meera Walia, Director, SCERT, Himachal Pradesh
Michael Schratz, Dean, University of Innsbruck, Faculty of
Education, Australia
Michael Ward, Senior Education Adviser, DFID, Delhi
Mihaylo Milovanovitch, Policy Analyst, Directorate of
Education OECD, Paris
Mohd. Akhtar Siddiqui, Chairperson, NCTE, New Delhi
Mohd. Hanish, IAS, Director, SCERT, Poojapura, Trivandrum,
Kerala
Mohd. Iftikhar Hussain, Teacher, Jamia Nagar, New Delhi
Mohd. Iqubal Sheikh, Head Master, Govt. Secondary School,
Karakala (Salumber)
Mohit Chakraborti, Formal Prof. of Education, Visva Bharti
University, West Bangal
Monica Gomes, Institute of Education Development, BRAC
University, Dhaka
N. Swarnalekha Nagarajan, Teacher, RIE, Bhubaneswar
N. Upender Reddy, State Pedagogy Coordinator, RVM SSA,
Hyderabad-1, A.P.
Nagraj Ganpati, Director, SCERT, Alto-Porvorim, Goa
Namrita Batra, Vidya Bhawan Education Resource Centre,
Udaipur
Nazir Ahmed Wani, SIE, Srinagar, Kashmir, J&K
Neha Lal, Ajim Premji Foundation, Bangalore
Appendix A - Participants 33
Neha Patri, Consultant, ICICI, ICEE, Pune, Maharashtra
Nijamussahar Khan, PGT, Economics, KVS, JNU, NMR, New
Delhi
Om Babu Vyas, Principal, Govt. Sr. Sec. School, Rishabhdev,
Kherwara
P.P. Sherly, SSA- Thiruvallua, Tamilnadu
Padma Sarangpani, Tata Institute of Social Sciences,
Mumbai
Pankaj Kumar Pareek, Principal, Aishwarya Teachers
Training College, Udaipur
Pannalal, Vidya Bhawan Education Resource Centre,
Udaipur
Peter Lind, Director, Teacher’s Council Ministry of Education,
New Zealand
Phal Chandra, RIE, Mysore
Piyush Pandya, Sr. Teacher, Secondary School, Biloda,
Banswara
Pranati Panda, NUEPA, New Delhi
Prasoon Kumar, Vidya Bhawan Education Resource Centre,
Udaipur
Pratibha Chaudhary, Student, Vidya Bhawan G.S. Teachers
College, Udaipur
Pratibha Sharma, Joint Director, SCERT, New Delhi
Purnima Chauhan, Vidya Bhawan Education Resource
Centre, Udaipur
Purnima Mewara, Student, Vidya Bhawan GS Teacher
College, Udaipur
R. Jesupadam, SCERT, Andhra Pradesh, Hyderabad
R. Venkat Reddy, National Convenor, M.V. Foundation
Hyderabad
R.B. Yadav, Addl Director SIE, Chandigarh
Rachel, Consultant, ICICI ICEE, Pune, Maharashtra
Rajesh Bhushan, State Project Director, Bihar Education
Project, Patna
Rajesh K. Mantri, Maharani Girls B.Ed. College, Udaipur
Rajesh Sen, Vidya Bhawan Education Resource Centre,
Udaipur
Rajguru Ashok, Joint Director, MSCERT, Maharashtra
Rajni Dwivedi, Vidya Bhawan Education Resource Centre,
Udaipur
Rajni Surana, Aishwarya TT College, Udaipur
34 Report of the Conference on Teacher Development and Management
Ramesh Babu Burra, Reader in Education, RIE, Bhopal
Ramesh Shrimali, Principal, Senior Secondary School
Ramniwas Hudda, Nimbark Shikshak Mahavidyalaya,
Udaipur
Rampal Singh, President, AIPTF, New Delhi
Ranjana Khatri, Sr. Lecturer, SIERT, Udaipur
Rashmi Sinha, State Programme Director, Mahila Samakhya,
Lucknow
Ratna Mathur, Regional Coordinator, Sir Dorabji Tata Trust,
New Delhi
Rekha Bora, Basic Education Department, Uttrakhand
Rohit Dhankar, Director, Digantar Jaipur
Ruchi Rawat, Vidya Bhawan G.S.Teacher College, Udaipur
Rupen Chande, Aga Khan Foundation, Paris
S. Chitra, Teacher, Education Department, Astinapuram,
Tamil Nadu
S. Kumar, M.S. University of Baroda, Ahemdabad
S. Suderuadivelu, Director, Directorate of School Education,
Annanagar, Puducherry
S. Vinayak, Academic Monitoring Officer, SCERT, Hyderabad
S.N. Kharinta, Vidya Bhawan G.S. Teachers College
Sabina B Barnes, DFID, New Delhi-6
Sailor Pratima B., Vidya Bhawan Education Resource
Centre, Hazira
Sam Carlson, World Bank, Delhi
Sandeep Tanwar, Student, Vidya Bhawan Gandhian Institute
of Educational Studies, Udaipur
Sangeeta Mehta, Deputy Programme Manager, DFID, Delhi
Sangthanmawv Hauhnar, SCERT, Chaltlang, Aizawl, Mizoram
Sanjay Kumar Tiwari, CERC, Raipur, Chhattisgarh
Santosh Sharma, Director, SIERT, Udaipur
Santosh Sharma, Head, Curriculum Group, NCERT, New Delhi
Satish Sharma, Vidya Bhawan Education Resource Centre,
Udaipur
Satyendra Singh, Student, Vidya Bhawan GS Teachers
College, Udaipur
Sebak Tripathy, Director, Directorate of Teacher Education,
SCERT, ORISSA
Shanti Jagannathan, European Commission, Delhi
Sharad Sinha, Reader In Education, RIE, Ajmer
Sheldon Shaeffer, ex-UNESCO, Bangkok, Thailand
Shilpa Bhatnagar, Maharaja College of Arts & Education,
Udaipur
Shima Sarupria, Lecturer, Vidya Bhawan G.S. Teachers
College, Udaipur
Shubhangi Sharma,UNESCO, Delhi
Snehbala Joshi, Vidya Bhawan Education Resource Centre,
Udaipur
Snorre Westgard, Chief Executive Officer, Humana People
to people India, New Delhi
Sohanvir S. Chaudhury, Vice Chancellor, NCTE, New Delhi
Subhash Chandra Panda, Prof.&Head Deptt. of Education,
RIE, Bhubaneswar
Subir Shukla, IGNUS – ERG, Noida, Delhi
Sushma Talesara, Vidya Bhawan G.S.Teachers College,
Udaipur
Suyesh Chaturvedi, Lecturer, Department of Teacher
Education, SIERT, Udaipur
T.S.Joshi, DIET, GCERT, Gandhinagar, Gujarat
Thakur Dass Sharma, S.I.E., Jammu & Kashmir
Usakanta Nanda, Principal, RIE, Bhubaneswar
V.V. Singh, Vidya Bhawan Society, Udaipur
Veena Kumari, Teacher Educator, DIET, Dharamashala
Venkatesh Sundaraman, Education Specialist, World Bank,
Washington
Vibha Joshi, Professor Education, Indira Gandhi National
Open University, India
Vidhya Muthuram, Consultant, ICICI, Mumbai
Vikram Sahay, Director, MHRD, New Delhi
Yagvendra Singh Parihar, Student, Vidya Bhawan Gandhian
Institute of Educational Studies, Udaipur
Yashpal Singh, Vidya Bhawan Education Resource Centre,
Udaipur
Zafar Iqbal, Teacher, Vinobapuri, Lajpat Nagar, New Delhi
Zochhuani Hauhnar, Sr. Lecturer, DIET, Aizawl, Chaltlang
Appendix A - Participants 35
36
Appendix B - Programme
International Conference on Teacher Development and Management
Vidya Bhawan Society, Udaipur: 23 to 25 February 2009

Date Time Conference Programme

rd
23 February 9.44 hrs Conference Inauguration
2009 9.45 hrs National Anthem
9.46-9.47 hrs Welcome Speech by the President, Vidya Bhawan Society
9.48 – 10.00 hrs Inaugural Address by the Honourable Governor of Rajasthan
10.02 – 10.05 hrs Gratitude to the Honourable Governor of Rajasthan by Mr. Vikram Sahay, Director, School Education and Literacy, MHRD
National Anthem
Departure of the Honourable Governor of Rajasthan.
10.15-11.30 hrs Opening Plenary Session
1. Teacher Education Concerns and Challenges: Global Perspectives – Professor Krishna Kumar, Director, NCERT
2. Thoughts on Teacher Development and Management – Suggestions for Doing it Better: Dr. Sheldon Shaeffer, outgoing director of
the UNESCO Regional office in Bangkok

Report of the Conference on Teacher Development and Management

11.15-11.30 hrs Tea
11..30-1.00 hrs Plenary Session (Continued)
3. Developing Teachers’ Knowledge and Skills: Professor Anne Sliwka, Professor of Education, University of Trier, Germany
4. Teacher Management for Educational Reforms and New Learning: Professor Cheng Yin Cheong, Chair Professor of Leadership and
Change, Hong Kong Institute of Education, Hong Kong.
5. Role of Regulatory bodies for ensuring quality teacher education - Reflection on NCTE, Professor Akhtar Siddiqui, Chairman,
NCTE
At the end of the session Mr. Vikram Sahay and the five keynote speakers will each identify two or three questions that they would like the
Conference to discuss and, if possible, resolve. These questions will be written up and displayed throughout the proceedings.
1300 – 1400 hrs Lunch
Parallel sessions
The Conference will divide into three self-selecting parallel sessions after lunch.
Pre-service Teacher Education  Recruitment and Management of Teachers   In service teacher education and
training (INSET)
 Date Time Conference Programme
23 February 1400 - 1530 hrs The Prevailing Pattern The attraction, preparation and development Policy and practices of in-service
2009 Session chaired by Professor Phal Chandra, of teachers education and training of teachers
NCERT Session chaired by Professor Ahrar Husain, Session chaired by Professor M A
1. Macro Scenario and Institutional Jamia Milia Islamia, New Delhi Khader, NCERT
Framework for Providing Quality Teacher 1. Attracting, Developing and Retaining 1. Policy Development in Teacher
Education in India Effective Teachers in OECD Countries Education Through Peer
Mr. Vikram Sahay, Director Teacher Education, Dr. Mihaylo Milovanovitch, Policy Analyst, Learning of Policy Makers
MHRD Directorate of Education, OECD, Paris Marco Snoek, Hogeschool
2. Emerging concerns and issues in Teacher 2. The attraction, preparation and Amsterdam, the Netherlands
Education, the Korean experience development of teachers in India 2. International Good Practices in
Professor (Ms) Ee-gyeong Kim, Korean Ms Shanti Jagannathan, European training of primary and upper
Educational Development Institute Commission, Delhi. primary teachers: multi-grade
teaching
Discussion Discussion
Professor Angela Little, Institute of
Education, University of London
Discussion
1530-1545 hrs. Tea
1545 -1730 hrs. The Prevailing Pattern(Continued) The attraction, preparation and development Policy and practices of in-service
3. Policy Perspectives on Teacher Education of teachers (Continued) education and training of teachers
in South Africa 3. Teacher Management Issues in India- (Continued)

Dr. Diane C. Parker, Chief Director, Teacher
Education Department of Education, Pretoria,
South Africa
4 Role of DIETs in Quality improvement
in Teacher Education – recent evidence
from India
Professor Pranati Panda ,NUEPA
4. Teacher management Issues –Reaching
the un-reached – BRAC Experiences
Dr. Monica Gomes, BRAC University, Dhaka
Discussion
3. International Best Practice in
Training Primary and Upper
Primary School Teachers
Dr. David Smawfield, Senior
International Consultant, Cambridge
Education Consultants, UK

Professor Caroline Dyer, University of Leeds, 4. In-service Teacher Training in

United Kingdom Andhra Pradesh

5. Curricular Concerns in Teacher Education Mr. Upendra Reddy and Mr. Vinayak
in India Suvarna

Rohit Dhankar,Diganter 5. Collaboration with Government

on Functioning and
Discussion Management of Primary Teacher
Training Institutions in India
Mr. Snorre Westgard, Humana
People to People, India
Discussion

Appendix B - Programme
2nd Day On arrival at the venue participants will receive a newsletter from the Conference organisers highlighting the main learning points arising
from the first day’s proceedings.

37
 Date Time Conference Programme

38
24th 9.30-11.15 hrs Curriculum and practices Recruitment, deployment policy and career Leadership, autonomy, self regulated
February Session chaired by Dr. Pratibha Sharma, Joint mobility school programmes and professional
2009 Director, SCERT, New Delhi Session chaired by Professor Padma development
1. Teacher Education in the 21st Century, Sarangpani, Tata Institute of Social Sciences, Session chaired by Professor Santosh
a Global and Indian Overview from Mumbai Sharma, Head Curriculum Group,
UNESCO 1. Policies for workforce reform and teacher NCERT

Dr. Shubhangi Sharma, UN Solution Exchange, quality 1. Supporting teachers at work

UNESCO, New Delhi Dr. Dahle Suggett, Deputy Secretary, – international perspectives

2. Curriculum Development and Processes in Victoria Department of Education and Child Jonathon Marsh and Rupen Chande,
India Development, Australia Aga Khan Foundation, Paris

Professor M.A.Khader,
Curriculum Group, NCERT
3. Curriculum and practices in teacher
education: Mapping Contours of Teacher
Education Content and Policies -
international experience
4. Dr. Jacqueline Nunn, Director of Initial
Teacher Training Development at the
Training and Development Agency for
Schools. London
2. Teacher Incentives for Improved Learning
Outcomes – Evidence from Andhra
Pradesh.
Dr. Venkatesh Sundaraman, Education
Specialist, World Bank, Washington
3. Context of schooling and working
conditions of teachers in India
Professor AB Phatak, Vidya Bhawan Society
2. In-Service Teacher Professional
Development – Making an
Impact
Dr. Helen Craig, Senior Education
Specialist, World Bank, Washington
3. Interactive in-service Teacher
Training through distance mode.
Professor Phal Chandra, NCERT (RIE,
Mysore)

Report of the Conference on Teacher Development and Management

11.15-11.30 hrs Tea
11.30-1300 hrs Curriculum and practices (Continued)
4. Bridging the gap in content and
pedagogy - Reflection on field based
experiences in India
Professor Dorasami, DTEE, NCERT
5. Assessment of teacher pre-service
education at the secondary level in India
Dr. Sam Carlson, World Bank, Delhi
6. Teacher Education and Teacher Educators
in India
Professor Padma Sarangpani, Tata Institute of
Social Sciences, Mumbai
Discussion
1300 – 1400 hrs Lunch
Recruitment, deployment policy and career
mobility (Continued)
Session chaired by Rohit Dhankar, Digantar
4. Teacher Performance Standards in India
- ADEPTS
Subir Shukla, Chetna Kohli, UNICEF and Binay
Pattanayak, Ed.Cil, New Delhi,
5. Community Management of Teachers in
Nepal
Mr. Chitra Devkota, Director, Department of
Education, Government of Nepal,
6. The Recruitment of Teachers under SSA:
Experiences from Bihar
Mr. Rajesh Bhushan, SSA State Project
Director, Bihar
Discussion
Leadership, autonomy, self regulated
school programmes and professional
development (Continued)
4. School Leadership Development
Initiatives in the European
Union
Dr. Michael Schratz, Professor
of Education at the Department
of Teacher Education and School
Research, University of Innsbruck,
Austria, and is presently Dean of the
Faculty of Education.
5. Models and modules in in-
service education and training
of teachers in India
Dr. Hriday Kant Dewan,
Vidya Bhawan Society
Discussion
 Date Time Conference Programme
1400 - 1600 hrs Building professionalism in teacher Teacher Appraisal, for Raising Teacher Continuous Teacher Professional
preparation/ quality in teacher education Standards at Induction, Teacher Recruitment Development, Performance
Session chaired by Professor Dorasami, NCERT   Policy Assessment and Teacher
1. Assessment: A pivotal tool in the Session chaired by Professor Pranati Panda, Accountability
continuous development of teacher NUEPA Session chaired by Dr. Hriday Kant
quality 1. Teacher appraisal and accountability, Dewan, Vidya Bhawan Society

Hans Cohen de Lara, Senior International teacher performance assessment in New 1. Teacher training in Activity
Consultant, Cohen de Lara Advies & Begeleiding Zealand. Based Learning in Tamil Nadu
VoF, Netherlands Peter Lind, Director, Teachers’ Council, Ministry Mr. Vijayakumar, Education
2. Role of Regulatory bodies for ensuring of Education, New Zealand. Department, Tamil Nadu, Dr. Michael
quality teacher education – an 2. Teacher competency assessment in Ward, Senior Education Adviser, DFID
international perspective Indonesia India and representatives of Rishi
Valley
Dr. David Royle, Senior Education Consultant, Dr. Mae Chu Chang, World Bank
Cambridge Education Consultants, UK 2. Raising the professional ethos
3. Teacher knowledge assessment for design and standards of teaching:
of teacher recruitment policy the experience of the All India
Professor Geeta Kingdon, Institute of Teachers’ Forum for Child
Education/London, UK: Implications of recent Rights.
teacher knowledge assessment in Bihar for Mr. R Venkat Reddy, National
design of teacher recruitment programmes Convenor, MV Foundation
1600-1615 hrs. Tea
1615 -1730 hrs. In the three thematic groups the chairs of the previous session will facilitate an open house discussion with particular reference to the
questions posed by the keynote speakers on the first day of the Conference.
3rd Day On arrival at the venue participants will receive a newsletter from the Conference organisers highlighting the main learning points arising
from the second day’s proceedings.
25th February 09.30 -11.00 hrs Session to be chaired by Mr. Vikram Sahay, MHRD.
2009 What have we learned in the parallel sessions on
1. Pre-service
2. Teacher management
3. In-service
Presentations on the main proceedings from each of the thematic sessions by the chairs of the various sessions
The four key note speakers will then reflect on the questions they posed at the beginning of the Conference and discuss the extent to which
these have been answered by the proceedings.
11.00-11.15 hrs Tea

Appendix B - Programme
39
 Date Time Conference Programme

40
11.15 -1300 hrs Session to be chaired by Professor S Chaudhury, Vice Chairman, NCTE
Open house discussion of the main proceedings of the three thematic sessions with responses to these from NCERT (pre-service and in-
service) and NUEPA (teacher management)
1. Pre-service
2. In-service
3. Teacher Management
1300 – 1400 hrs Lunch
1400 - 1530 hrs Session to be chaired by Mr. Vijayakumar, former SSA SPD Tamil Nadu
How will we take Teacher Development and Management forward in India?
A panel comprising Mr. Vikram Sahay, MHRD, Dr. Sudervadivelu, Director of School Education, Puducherry, Professor S Chaudhury, Vice
Chairman, NCTE, Professor Phal Chandra, NCERT, Professor Anu Poonia, ML Sukhadia University and Mr. Inder Shekhar Mishra, Teacher
Union Representative will lead a discussion of how Teacher Development and Management should be taken forward: a Conference Action
Plan may be a result.
1530-1545 hrs. Vote of Thanks and Farewell by Dr. Hriday Kant Dewan, VBS
1545-1630 hrs Tea
Departure

Report of the Conference on Teacher Development and Management

 Government of India
Ministry of Human Resource Development
Department of School Education & Literacy
124 'C' Wing, Shastri Bhavan, New Delhi - 110 115
Tel. : 23382587, 23381104 Fax: 23387859
E-mail : secy.sel@nic.in