Directorate of Staff Development

Transforming into a
Center of Excellence
- Academy for Education
Development
April 22, 2017
• Chief Minister desired for an effective strategy and
implementation plan to improve teacher training to ensure
better teaching quality and student learning
• DSD is seen as a key enabler to produce world class
professional teachers to ensure quality education
 Contents

1. Current situation of teacher training

2. Transformation plan to provide greater
support to teachers in 52,000 schools
3. Measureable achievements by Dec 2017
 Current Functions

1. In-service Teacher Trainings on Induction, Promotion, new

Initiatives and Inclusive Education
2. Continuous Professional Development Programme for
Primary School Teachers
3. Training of ECE Heads Teachers, Teachers, School Councils and
Caregivers and Establishment of ECE Classrooms
 Current Training Network

1 Provincial Level – Main Campus of DSD

2 Divisional Level – Regional Programme Managers – 9

District Level – District Training & 22 out of 14 High

3
Support Centers (36) – 140 TEs 29 GCETs Schools

Cluster Level – Cluster Training & Support Centers

4
(1988) – 3118 DTEs - 26 Schools in each Center
 Professional Development - Gaps
• Weak Human Resource
• GCETs operating at sub-optimal level
• Working of District Teacher Educators – DTE and Teacher Educators
– TE is unsatisfactory
• DTE / TE habitual litigants against School Education Department
• No mechanism of M & E to measure and verify teacher education
• Teacher Education Management Information System – TEMIS,
missing link
 Professional Development - Gaps
• Cluster Training of generic nature and weakest link
• Monthly student assessment unnecessary and resulting in
inappropriate practices
• No incentives for teacher training staff
• No clearly defined SOPs and JDs
• Faulty system of reporting and recording
 Professional Development - Gaps
Education Induction Continuous Prof. Promotion
Personnel Training Development Linked Training

Primary Teachers

DTEs & TEs

Elementary Teachers

Secondary Teachers

Higher Secondary Teachers

Education Leaders / Head Teachers Just started

CEOs, DEOs, DDEOs, AEOs

Clerical / Support Staff

 Contents

1. Current situation of teacher training

2. Transformation plan to provide greater
support to teachers in 52,000 schools
3. Measureable achievements by Dec 2017
 Proposed Restructuring

Vision
Establish a well recognized and dynamic organization to produce
world class teachers, trainers, managers and leaders
Mission
Develop a corps of motivated, knowledgeable, competent,
committed and ethically sound teachers, trainers, managers and
leaders to deliver quality education on international professional
standards Cont.
 Proposed Restructuring

Objectives
• School-based, teacher-focused, student-centered and need-based training at
provincial, district, tehsil and cluster level
• Continuous Professional Development to produce world class teachers,
managers and school leaders
• Improved teaching-learning environment - ASK - Attitude, Skills, Knowledge
through Academic Development Units - ADU
• Career progression linked with professional development, evaluation and
licensing
• Integration of technology in training and teaching
• Key enablers - developing capacity of communities, school councils, parent-
teacher associations, caregivers etc.
 How to transform?

Current Practice Future Strategy

• Generic in nature - focused on
Pedagogy
• Mentor with specialization in a
subject is unable to supervise 8
subjects
• Training programmes not need-based, • Real time needs of teachers determined
contextualized and learner-centered
• School based subject focused on the
basis of Training Needs Assessment
• Subject specialists / experts in Academic
Development Unit concentrating on
deficient areas in each subject
through;
1. Continuous mentoring data of ADU
2. Classroom observation data of AEOs
3. Students performance data of PEC,
BISE and NEAS
 How to transform?
Current Practice
• Centralized trainings
• Fragmented technical assistance
• No Quality Assurance of Training
design, Trainers and Delivery
Future Strategy
• Decentralized training at Districts, Tehsils
and School-based Clusters
• Hiring Technical Advisors to support
research, material development, training
delivery and quality assurance
• Strengthened QA wing – to develop
SOPs, Quality Indicators and Monitoring
checklists for every facet of training
• All SOPs will be ISO certified
• Third Party Validation of yearly
performance
 How to transform?
Quality Assurance of Trainings
1. Development of Standards for Training – in collaboration with PESDA
2. Development of Quality Policy (Quality Indicators ) by AED for;
• Determination of training needs
• Planning of training
• Training material / curriculum
• Delivery of training
• Effectiveness of trainers
• Trainees performance
3. Post-training analysis of Quality Indicators data
4. Identification of gaps and improvement in future trainings
 Form for Training Evaluation by Trainee
Training Title: _______________________________________________________________
Duration: From ________________________________ to __________________________

Express your opinion by allocating appropriate / suitable grade Grading Remarks (if Any)
ACADEMIC
Training Material/ Course outline provided for this training Yes No

Handouts / Lecture material was provided by Resource Persons

CLASSROOMS
Cleanliness / Atmosphere
Lighting / Sound System/ Multimedia
SCIENCE LAB
Equipments availability
Lab standard plus quality of practical work
Guidance during practical from the trainer
COMPUTER LAB
Well equipped
Lab timings/Cooperation of Staff
LIBRARY
Availability of relevant Books
Any guidance provided about working and usage of digital Library
Cont.
 Form for Training Evaluation by Trainee
SYNDICATE WORK
Topic allocated to you were relevant / beneficial

Express your opinion by allocating appropriate / suitable grade Grading Remarks (if Any)
Availability of relevant reading material
Guidance by the syndicate in charge?
CAFETARIA
Display of menu
Food quality and quantity
Tea arrangement
HOSTEL
Cleanliness at hostel rooms
Cooperation of duty staff
STUDY TOUR
Study tour conducted (Tick the relevant) YES NO
Was it beneficial?

SUGGESTIONS / REMARKS (please use back side of this form if required):

 Form for Trainer Evaluation by Trainee
Training Title: _______________________________________________________________
Duration: From ________________________________ to __________________________

Please write down the names of Resource

Sr.# Attributes Persons

1 Personality
i) Dressing
i) Accent
i) Articulation
i) Body Language
i) Confidence
2 Content
i) Well-versed with the subject
i) Delivery has relevance to the topic
i) Sequence in delivery
3 Methodology
i) Brain-storming activity
i) Identification & focus on all segments of audience
i) Encouraged participants to raise questions
i) Increased motivation level of participants
i) Activity-based teaching
Cont.
 Form for Trainer Evaluation by Trainee
Training Title: _______________________________________________________________
Duration: From ________________________________ to __________________________

Please write down the names of Resource

Sr.# Attributes Persons

3 i) Management of time
i) Simulation
i) Derives conclusions & gives recommendations
i) Home assignments given
4 Computer Application
i) Knowledge of computer
i) Power Point used
5 Support material/photocopies distributed among participants
Total marks achieved (out of max. marks 80)
(please write the relevant grade in the box as per marks achieved above according to the
grading given below)
Recommendations for next Training Yes / No
 Form for Training Monitoring by Observer
Training Title: _______________________________________________________________
Duration: From ________________________________ to __________________________
Grading
Poor Un-satisfactory Average Satisfactory Good
1 2 3 4 5
Sr. # ATTRIBUTES Yes No
1. Training material provided
2. Pre / Post test was done
Grading
3. Participants were actively taking part in the activities
4. Individual presentations of the participants were done.
5. Day to day training schedule prepared and displayed
6. Training sessions conducted as per daily schedule
7. Classrooms were clean and tidy
8. Food quality and quantity
9. Cleanliness at hostel rooms
10. Cooling/heating was proper
11. Computer lab was well equipped
12. Enough books were available in library on the relevant topics
General remarks __________________________________________________Date: ________
Name, CNIC Number, designation & Organization of observer: _______________________
 How to transform?

Current Practice Future Strategy

• Professional Development of Primary • 39 Days / year Continuous Professional
Teachers only for one day after every Development of Primary, Elementary,
90 days Secondary & Higher Secondary
Teachers –
 09 PD days (01 day / month) -
weekends
 30 days PD during summer vacations
• 39 Days CPD certified – AKU – IED
 How to transform?
Current Practice
• No incentive for mentors and
learners
• No coherent Performance
Management of Teachers
Future Strategy
• One Basic Salary as additional allowance
• Rs. 20,000 / month honorarium to Heads of
Tehsil and Cluster Academies
• Mentors and Trainees incentivized
 Rs. 1500/ training day to ADU trainers at
Clusters
 Rs. 300/day transportation charges to
Trainees
• School Heads and AEOs responsible for
disseminating performance data to Cluster
Academies
• Cluster ADUs - Continuous PD on basis of data
 How to transform?
Current Practice
• Training of AEOs on administrative
matters only
• Teacher trained but no licensing
system
• 4 week induction program
Future Strategy
• Training of AEOs on classroom
observations, assessment, mentoring
and instructional leadership
• PESDA law will ensure teachers’ training
performance linked with licensing and
promotion
• Strengthened 9 week induction
program including 1 week school
attachment and 6 months mentoring in
classroom under supervision
 How to transform?

Current Practice Future Strategy

• No leadership / head teachers
training
• Leadership Training for effective
supervision of teaching, administration
and instructional leadership
• School Leadership Development
Programme certified - Aga Khan
University
School Leadership Development Program
(in collaboration with British Council)
Program Duration
Basic
2017 Leadership 8 days (weekends) + 20 days
Certificate

Intermediate
2018 Leadership 8 days (weekends) + 20 days
Certificate

Advanced
2019 Leadership 8 days (weekends) + 20 days
Certificate
 Proposed Professional Development Network
Level Network Major Functions Status
Punjab • Academy main • Policy Planning, Research, Quality • DSD restructured as an Academy
campus with an Assurance, Formative M & E • Subject Experts Clubs linked
ADU • Coordination with donors through Technology i.e.
• Material Development WhatsApp, Facebook, Twitter,
• Mentoring and training ADUs Google+, Linkedin

District • 36 Academies at • Training Needs Assessments • GCET will be re-structured as

districts with • Supervision of ADUs at Tehsil and Academy in each district
ADUs Cluster level
• M & E by RPM, CEO, DEO, DDEO, AEO
Tehsil • 143 Academies at • Training at Tehsil Level • CTSC at Tehsil HQ will be renamed
Tehsils with ADUs • Supervision of ADUs at Clusters as Academy of that Tehsil

Cluster • 2000 Academies • School-Based Training in all subjects • Each CTSC will be restructured
at Clusters with • Mentoring of all teachers in cluster • ADU will consist of Subject
ADUs • Peer Learning Specialist / Experts
Mentoring and Feedback Matrix
 Collaboration for Quality Education

TEACHERS
Improved teaching-
learning

Integration of
technology in
PESDA World class teachers,
AED training and
teaching
managers and
Evaluation and education leaders School-based
Licensing Training for
Quality Learning
 Board of Governors
1- Chief Minister Chairman
2- Minister for School Education Department Sr. Vice Chairman
3- Chief Secretary, Punjab Vice Chairman
4- Secretary; School Education Department, Punjab Member
5- Secretary; Higher Education Department, Punjab Member
6- Secretary; Department of Finance, Punjab Member
7- Secretary; Planning & Development, Punjab Member
8- Four (4) eminent academics and management specialists from Private Members
Sector
9- Executive Director; Academy for Education Development Member /
Secretary
 Proposed Organogram of AED

Board of Governors

Executive Director

Director Dir. Quality Director

Academics Assurance Operations

Dy. Directors Dy. Directors

Regional Deputy Dy. Dir. Dy. Dir. Dy. Dir. Dy. Dir.
Mat. Dvp., Management
Programme Directors Finance IT ADU HRM
Training & (P & A)
Dir. (Field & HQ)
Research

Research Coordinators, 3- 1- 2-
Material Developers & Principals of Monitoring 2- 3-
Assist. Assist Assist.
Training Coordinator 36 GCETs Officers Assist. Dir. Assist. Dir.
SSS, SS Dir. Dir. Dir.
 Contents

1. Current situation of teacher training

2. Transformation plan to provide greater

support to teachers in 52,000 schools
3. Measureable achievements by Dec 2017
and beyond
 By end of 2017, AED will achieve:
Required Inputs Intended Outcomes
1 Re-structured DSD – an autonomous Improved Quality of Education by
Academy for Education Development with School-based Training of all teachers
a new organogram in all subjects in Cluster Academies
2 Approval for awarding incentives by ADUs
3 Recruitment of 80,000 new teachers Strengthened induction training of
80,000 new teachers – extended
from 4 weeks to 9 weeks (with 06
months mentoring)
4 Recruitment of 3,500 new AEOs Rigorous 8-week AEO induction
program based upon their new roles
5 Identification of best existing Subject Development of ADU (a pool of
experts to become part of a new Academic experts of all subjects) at each
Development Units at cluster level Cluster Academy Cont.
 By end of 2017, AED will achieve:
Required Inputs
6 Collaboration with British Council
7 Collaboration of School Education
Department
8 Enactment of PESDA and its linkage with
Academy for Education Development
9 Involvement of District Education
Management and Head Teachers
Intended Outcomes
Implementation of a new Head
Teacher leadership program for 5,000
Head Teachers
PEELI and Connecting Classrooms
Promotion linked training for all
categories of teachers
Teacher promotion will be subject to
Training performance, Attitude &
behaviour, Students’ Results, and
Validation of teachers license
Rigorous systems to measure impact
of training
Cont.
 By end of 2017, AED will achieve:

Required Inputs Intended Outcomes

10 Development of Teacher Education Real time needs of each and every
Management Information System - TEMIS school
11 With DFID support, TAMO will recruit high Improved research and analysis,
quality international and local consultants material development, training
delivery and quality assurance
12 Provision of tablets and Interactive Boards Integrating technology in training,
in Cluster centers mentoring and feedback
Mobile applications will be by ADU
and teachers for continuous
mentoring of teachers
13 Continuous technical consultation for Training Material meets international
material development standards
 Changes as a result of new Vision
Short Term Changes Long Term Changes
 Leadership Training for effective supervision  CPD of heads through Leadership
of teaching, administration and instructional programmes
leadership
 Strengthened Induction programme of  Generation and analysis of teacher
educators performance data
 School based subject focused trainings  Technical consultation on material
development, research, training delivery and
quality assurance
 Academic Development Unit in each cluster  Standards of training – through PESDA

 Decentralized trainings  Quality policy with workable indicators on all
facets
 Strengthened QA wing – to develop SOPs,  At clusters - 3o days summer vacation PD of
Quality Indicators and Monitoring checklists all teachers with daily transportation charges
 Changes as a result of new Vision
Short Term Changes Long Term Changes
 Strengthened Induction programme of  Generation and analysis of teacher
educators performance data
 School based subject focused trainings  Technical consultation on material
development, research, training delivery and
quality assurance
 Academic Development Unit in each cluster  Standards of training – through PESDA
 Strengthened QA wing – to develop SOPs,  Quality policy with workable indicators on all
Quality Indicators and Monitoring checklists facets

 At clusters - One day monthly PD of all  At clusters - 3o days summer vacation PD of

teachers with daily transportation charges all teachers with daily transportation charges
 PD courses certified by AGU-IED
 Changes as a result of new Vision
Short Term Changes Long Term Changes
 Additional allowances to academy and heads  Involvement of AEOs in CPD of teachers
of tehsils and clusters
 Training of AEOs on classroom observations,  Teacher performance linked with CPD and
assessment, mentoring and instructional licensing
leadership
 All PSTs Training on PEELI
 Promotion linked training of all teachers
 Development of systems to measure impact
of training
 Improved research and analysis, material
development, training delivery and quality
assurance
 Integrating technology in training, mentoring
and feedback
 Yearly Training Budget
Trainings Budget / Year
1- 02-Days Orientation of 16,000 ADU Trainers 28.57 million
2- 39-Days Cluster-based Trainings of 336,621 teachers

• 09-Days (01 day/month) trainings at weekends 1.64 billion

• 30-Days training during summer vacations 5.77 billion

Total cost on 39 Days Cluster- 7.44 billion

based trainings of all teachers (22,000/ teacher )
Backups
ORGANIZATIONAL STRUCTURE OF DSD
DSD support to Provinces / Organization
(Training & Training Material)
Provinces / Areas Other Organizations
• Baluchistan • PEF
• Sindh • NCHD
• KPK • Special Education
• GB • Literacy & Non Formal Education
• AJK • DPS
• AEPAM
• Daanish School Authority
• Punjab Bait ul Maal
• Punjab Workers Welfare Board
• Private Sector
Collaborating Partners
National International
o Aga Khan University – IED o DFID
o IER- University of the Punjab o British Council
o Ali Institute of Education o World Bank
o Punjab Curriculum and Textbook Board o UNICEF
o The City School o CIDA
o Beacon-house School System o Sight Savors
o The Lahore Grammar School o Plan International
o Idara Taleem-o- Agahi
o SAHE
o Tele-Taleem
 Teachers’ Leaves & Training Execution
Before Implementation After Implementation
• Summer Vacations =68 • Summer Vacations=40
• Winter Vacations = 5 • Winter Vacations =5
• Earned leaves =12 • Earned Leaves =12
• PD Days on Weekends = 0 • Total leaves = 57 (48+9)
• Summer Training = 6 days for PSTs only • Non-vacational staff leaves = 48
• Total Leaves = 85 • Leaves included due to use of Gazetted Holidays = 9
• PD Days on Weekends=9
• Summer Training =30 days
 Districts with Districts with DTSCs
DTSCs in GCETs in High Schools
1. Bahawalnagar 12.Mianwali 1. Attock 12.Pakpattan
2. Bahawalpur (2) 13.Multan (3) 2. Bhakkhar 13.Rajanpur
3. Chakwal 14.Muzaffargarh (2) 3. Hafizabad 14.Vehari
4. Chiniot 15.Narowal 4. Jhang
5. D.G. Khan (2) 16.Rahim Yar Khan 5. Khanewal
6. Faisalabad 17.RWP/ Islamabad 6. Khushab
7. Gujranwala 18.Sahiwal 7. Layyah
8. Gujrat (2) 19.Sargodha (2) 8. Lodhran
9. Jhelum 20.Sheikhupura 9. Mandi Baha-u-Din
10.Kasur 21.Sialkot 10.Nankana Sahib
11.Lahore 22.Toba Tek Singh 11.Okara