Published by - KPESEkpese.gov.pk/Downloads/KPESPS-Papers/KP Standards for TEs 050618_Final.pdf · the KP-ESPSP programme which focused on the findings of two needs assessment studies

Published by Khyber Pakhtunkhwa - Education Sector Plan Support Programme (KP-ESPSP) House # 26 CA-1, Circular Road, University Town Peshawar, Pakistan T: +92 91 – 584 3293-4 (Ext 32) F: +92 91 – 584 3296

Report Author: Nighat Lone - Education Consultant

Contributing Editor: Dr. Philip Powell-Davies – Senior Strategy Advisor, KP-ESPSP

Design: Amjad Hussain Alvi – Technical Advisor, KP-ESPSP

May 2018

Khyber Pakhtunkhwa Education Sector Plan Support Programme (KP-ESPSP)

Technical Cooperation Services

This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of the KP-ESPSP Programme and can in no way be taken to reflect the views of the European Union.

i

Contents

Acronyms .................................................................................................................................... ii

Executive Summary ...................................................................................................................... 1 Context: .............................................................................................................................................. 1 Methodology: ..................................................................................................................................... 2 Standards for Teacher Educators: ...................................................................................................... 3 Implementing the Standards: ............................................................................................................. 4 Action Plan for Implementation of Standards: ................................................................................... 4 Making the System more Effective - In-Service Training: .................................................................. 5

Chapter 01: Introduction .............................................................................................................. 6 1.1 Background and context ............................................................................................................ 6 1.2 Background to the standards for teacher educators ................................................................. 6 1.3 Standards in education in Khyber Pakhtunkhwa ....................................................................... 8

Chapter 02: Development of the Teacher Educator Standards ..................................................... 10

Chapter 03: Teacher Educators ................................................................................................... 11 3.1 Who are the teacher educators in Khyber Pakhtunkhwa? ...................................................... 11 3.2 Key responsibilities of teacher educators at all levels ............................................................. 13

Chapter 04: Teacher Educator Standards for Khyber Pakhtunkhwa .............................................. 14 4.1 Organisation of the standards ................................................................................................. 15 4.2 Themes and standards ............................................................................................................. 17

Theme 1: Knowledge of content and methodologies ............................................................ 17 Theme 2: Demonstrating knowledge and skills through practice ......................................... 20 Theme 3: Planning, delivery and monitoring ......................................................................... 22 Theme 4: Communication and facilitation ............................................................................. 24 Theme 5: Professional development for teacher educators ................................................. 27

Chapter 05: Implementing the Standards .................................................................................... 30 5.1 Who will use the standards? .................................................................................................... 30 5.2 Tools for measuring the indicators .......................................................................................... 32

Pre-induction tools ................................................................................................................. 32 Post-induction tools ............................................................................................................... 34

5.3 Action plan for implementation of standards ......................................................................... 34

Chapter 06: Making the System more Effective: Focus on In-Service Training ............................... 37 6.1 Strengths of both systems ....................................................................................................... 38 6.2 Challenges of both systems ..................................................................................................... 39 6.3 Strengthening the pool of trainers: recommendations ........................................................... 39

Chapter 07: Conclusion .............................................................................................................. 41

Annex I: Methodology ................................................................................................................ 42

Annex II: Standards and Skills for Learners .................................................................................. 46

Annex III: Standards for Teachers ............................................................................................... 48

Annex IV: TORs for DCTE ............................................................................................................ 58

Annex V: TORs for PITE ............................................................................................................... 61

ii

Acronyms

ADEO Additional District Education Officer

ASDEO Assistant Sub-Divisional Education Officer

CPD Continuous Professional Development

DCTE Directorate of Curriculum & Teacher Education

DEO District Education Officer

DE&SE Directorate of Elementary & Secondary Education

E&SED Elementary & Secondary Education Department

ECCE Early Childhood Care Education

ECD Early Childhood Development

EMIS Education Management Information System

ESL/EFL English as Second/Foreign Language

ESRU Education Sector Reform Unit

ICT Information and Communication Technologies

IPTWGs Inter-Provincial Technical Working Groups

IPEMC Inter-Provincial Education Ministers’ Conference

KP Khyber Pakhtunkhwa

KP-ESPSP Khyber Pakhtunkhwa Education Sector Plan Support Programme

LMT Lead Master Trainer

M&E Monitoring & Evaluation

MNSQE Minimum Standards for Quality Education

MT Master Trainer

NACTE National Accreditation Council on Teacher Education

NCC National Curriculum Council

NEP National Education Policy

PITE Provincial Institute for Teacher Education

RITEs Regional Institutes for Teacher Education

SDEO Sub Divisional Education Officer

SLO Student Learning Outcome

SOPs Standard Operating Procedures

SQMI School Quality Management Initiative

TMIS Teacher Management Information System

TNA Teachers Needs Assessment

ToT Training of Trainers

TPD Teachers Professional Development

The Development of Quality Standards for Teacher Educators in KP

1

The Development of Quality Standards

for Teacher Educators in Khyber Pakhtunkhwa

Executive Summary

This report describes work carried out in KP over a four-month period to develop quality

standards for teacher educators in conjunction with the E&SED. The work was commissioned

by the EU-funded KP-ESPSP programme and formed one part of their capacity development

initiative with PITE and DCTE.

Context:

The Sustainable Development Goals (2015) as a whole, and SDG 4 in particular, have

highlighted the central role of quality education as the over-arching focus of policies and

sector plans. Quality is increasingly being seen as the key factor for ensuring positive

education outcomes. Quality education empowers students to develop their full potential by

acquiring knowledge, skills and attitudes that enable them to become economically, socially

and personally active citizens and lifelong learners.

Pakistan, like other developing countries, has been grappling with issues of access, enrolment

and governance for the past several decades but recent efforts indicate a more focused

treatment of issues relating to education quality. In February 2016, the Inter-Provincial

Education Ministers’ Conference (IPEMC) unanimously approved the Minimum National

Standards for Quality Education (MNSQE) for all provinces and areas. The MNSQE document

elaborates standards for all core elements of quality including standards for Learners,

Curriculum, Teachers, Textbooks, Assessment and Learning Environment. All standards in the

MNSQE are interconnected and provide the space for building upon and developing

additional standards for complementing the already existing ones.

Khyber Pakhtunkhwa emerged as the first province to initiate implementation of these

standards through various reform efforts including quality improvement of textbooks,

examination reform and development of teachers’ competencies based on the teachers’

standards. All these efforts are designed to enhance the quality of education delivery under

a standards-based approach. This approach enables the elaboration of indicators that make

tracking progress on the different elements of quality tangible. However, teacher educator

standards were not included in the MNSQE’.


2

A Needs Assessment Study of PITE (carried out in 2017 by the Khyber Pakhtunkhwa Education

Sector Plan Support Programme [KP-ESPS]) highlighted the need to develop standards for

teacher educators1. This was further reinforced during a workshop for E&SED carried out by

the KP-ESPSP programme which focused on the findings of two needs assessment studies for

PITE and EMIS on July 29 – 30, 2017, where a strong recommendation for the TE standards

emerged.

In Khyber Pakhtunkhwa the core organisations responsible for teacher education are the

Directorate of Curriculum and Teacher Education (DCTE) and the Provincial Institute for

Teacher Education (PITE). DCTE is an authority for curriculum development, approval of

textbooks and other instructional materials as per Khyber Pakhtunkhwa Supervision of

Curricula, Textbooks, and Maintenance of Standards of Education Act, 2011. DCTE is also

responsible for pre-service training through the Regional Institutes of Teacher Education

(RITES) and for the planning, budgeting and monitoring of all in-service training programmes.

PITE on the other hand is tasked with delivering all in-service training in the province.

Methodology:

The aim of this assignment was to help PITE and DCTE develop standards for their teacher

educators, professionalise their way of working and contribute to the delivery of teaching and

learning across KP.

A core committee was notified by the E&SED to serve as the central body for the purpose of

setting standards. The committee was set as a result of a strong recommendation for

developing teacher educator standards voiced by the E&SED at the workshop to discuss the

findings of the needs assessment studies of PITE and EMIS on July 29 – 30 2017 in Bhurban.

The process of standards development was highly participatory and consultative involving

active representation of Elementary and Secondary Education Department (E&SED),

Directorate of Elementary and Secondary Education (DE&SE), PITE, DCTE, DEOs and RITEs.

The approach focused on detailed discussions to bring out the views and ideas of the key

stakeholders responsible for developing, maintaining and implementing these standards,

combined with facilitation, guidance and technical assistance from the KP-ESPSP, in particular

from Dr Philip Powell-Davies, Senior Strategy Advisor to the programme.

The core committee members agreed to organise four workshops for the elaboration of the

teacher educator standards. The committee also nominated co-opted members to ensure

1 Needs Assessment Study, Provincial Institute for Teacher Education (PITE),carried out by the KP ESPSP for Elementary & Secondary Education (E&SED) Khyber Pakhtunkhwa (KP)


3

representation of all arms of the Department alongside the core committee members to

ensure that the process of developing the standards remains well informed.

Standards for Teacher Educators:

The Standards for teacher educators supplement the already existing standards for learners

and teachers outlined in the MNSQE. They define the minimum level of practice expected of

teacher educators and set a clear reference point against which to measure their

performance, knowledge and behaviour. The standards will

support PITE & DCTE to design training to enable of all tiers of teacher educators to

hone their skills

bring teacher educators together as a standardised groups of professional with skills

and knowledge in line with the requirements of the minimum standards, and

assess the extent to which the pool of educators demonstrates positive competence

in order to deliver good quality teacher training and other professional development

activities.

The standards are organised around five core themes. Each theme is further elaborated

through a statement of the standard outlining the key knowledge and competencies required

of a teacher educator. This statement is further broken down into sub-themes with indicators.

The sub-themes are further elaborated with indicators that are clear, observable and

measurable statements that describe the aspects of effectiveness.

The teacher educator standards for each main theme are as follows:

Theme 1: Knowledge of Content and Methodologies

Standard 1: Teacher educators know and understand the relevant academic and professional content, concepts and methodologies including the requirements of the curriculum and its application along with ICT skills.

Theme 2: Demonstrating Knowledge and Skills through Practice

Standard 2: A teacher educator is able to employ and adapt best practices in teacher education aligned within his/her contextual realities, resources available (human, physical, time), cultural values and curriculum requirements and impart relevant concepts and pedagogy to facilitate trainees to teach effectively and efficiently in their classrooms.

Theme 3: Planning, Delivery and Monitoring

Standard 3: Teacher educator is able to understand collaborative planning and monitoring and is able to design capacity building programmes as a facilitator/ manager, evaluator and reporter for future interventions.


4

Theme 4: Communication and Facilitation

Standard 4: Teacher educator is able to demonstrate in-depth knowledge of verbal, non-verbal and written communication and use a variety of communication and presentation techniques as per the trainees’ content level, needs and environment.

Theme 5: Professional Development for Teacher Educators

Standard 5: Teacher educators avail opportunities that are available and in their personal capacity improve their knowledge and skills as a part of their commitment to life-long professional development.

Implementing the Standards:

Implementing the standards for teacher educators would require smooth and efficient

coordination and collaboration between the E&SED, DE&SE, DCTE and PITE. All policy

decisions as well as the oversight of implementation of the standards would be the

responsibility of the E&SED. The placement committee nominated by the Department will

ensure the selection of teacher educators in line with the standards. The Directorate of E&SE

provides the human resource that forms the teacher educators’ pool to carry out all the

training. The Department is required to ensure candidates who match the minimum

requirements of the standards.

DCTE will be responsible for monitoring implementation of the standards. Additionally, DCTE

would rationalise the RITEs in the light of the standards in coordination with the E&SED and

DE&SE. PITE would be required to align its screening and selection process for all teacher

educators and gradually build up their skills over time and arrange capacity development

measures in line with the standards to upgrade the skills of prospective teacher educators.

Implementation of the standards will enable the E&SED, DCTE and PITE to certify that the

selected candidates for carrying out the teacher training function have the required

knowledge, skills, competencies and behaviours required for training the teachers.

Action Plan for Implementation of Standards:

The action plan for implementation of standards outlines the main steps that are imperative

for implementing the standards along with responsibilities and tentative timelines. The

principal actions and activities that need to be addressed for the implementation of the

standards include:

Dissemination of the standards to all stakeholders through distribution of the

document, seminars, workshops and training


5

Capacity Development of Teacher Education Institutes (TEIs) in the light of standards

(DCTE, PITE, DEOs, RITEs)

Revamping of TEIs including rationalisation of the posts at RITEs and filling vacant

spots at DCTE and PITE in line with the standards

Improving the selection and capacity building process of teacher trainers and material

Developers for in-service training (Pool of trainers)

Improving coordination among various institutions through setting a coordination

committee and developing SOPs for ongoing coordination amongst all relevant

stakeholders, and

Designing a monitoring mechanism for follow up and reporting and resolution of

issues.

Making the System more Effective - In-Service Training:

In-service teacher education relies largely on a pool of trainers that are drawn from the field.

These trainers are mostly teachers who are selected on the basis of the needs identified by

PITE. The trainers are pulled out of their regular duties for the duration of training. The

trainers within this pool may vary from time to time according to needs and availability.

A longer-term option could be to look into the much-debated teacher educator cadre, which

implies placement of permanent teacher educators at the provincial and district levels whose

sole responsibility is to carry out the functions of planning, delivering and monitoring the

professional development of teachers throughout the province.

Both systems have their strengths and weaknesses. These need to be thoroughly examined

in order to chart the way forward for professionalizing the teacher education function in

E&SED.


6

Chapter 01: Introduction

1.1 Background and context

The E&SED has been endeavouring to improve the quality of education in the province over

the recent years. A prominent step forward in this regard is the adoption of the minimum

standards for quality education (MNSQE) in Pakistan, approved by the IPEMC in January 2016.

Additional steps towards improvement of quality education include: increased budget for

education; improvement of textbooks (grade 1-10 Science, Mathematics, General Knowledge

and English) in the light of textbooks standards; merit based and school- specific recruitment

of teachers; needs-based and demand driven continuous professional development of

teachers; reform and restructuring of DCTE, PITE and examinations boards with a view to their

functions for overall efficiency; and the introduction of assessment of grade 5 students.

From a systemic efficiency point of view, these reform efforts especially the introduction of

standards for quality education present a great step forward. The standards present a unique

opportunity to align all quality indicators towards a singular objective that is to improve the

learning outcomes of students.

1.2 Background to the standards for teacher educators

It is important to contextualise these efforts towards a standards-based education system

and the corresponding steps taken in the light of the contemporary history of education

sector development in Pakistan and in Khyber Pakhtunkhwa province in the recent years.

The Government of Pakistan’s ‘Federal Supervision of Curricula and Maintenance of

Education Standards’ Act 1976 marks recognition of the need for standards in the education

sector. This Act authorised the Ministry of Education with the mandate and responsibility of

development of a national curriculum. However, no headway was achieved in developing and

implementing a system for developing and operationalising standards in education. Likewise,

at the provincial level there were no serious attempts at the development and

implementation of quality standards.

The major impetus behind the current drive for standards-based education was seen in the

National Education Policy (NEP) 2009 developed under a consultative approach, with the

engagement of all provinces and areas. The NEP 2009, for the first time clearly articulated the

need for standards-based education and recommended that, “the quality of education

provided in government-owned institutions must be raised through setting standards for

educational inputs, processes and outputs and institutionalising the process of monitoring


7

and evaluation from the lowest to the highest levels”2. At the same time, it also recommended

the establishment of a National Authority for standards in Education, which would determine

national standards for educational inputs, processes and outputs. The NEP 2009 foresaw

many positive outcomes of the adoption of standards-based education, including: improved

performance of the education sector; intra- and inter- provincial compatibility and harmony

in education; and the reduction in divergent educational outcomes of the private and public

sectors. While the policy presented a solid case for a system of standards-based education,

the vision was never translated into reality.

The need for minimum education quality standards became particularly evident with the

promulgation of the 18th Amendment to the Constitution 2010, which created a void for

action in areas such as the development of a uniform national curriculum framework, quality

related standards and interprovincial coordination in the education sector of the country. It

was increasingly felt that common standards could mitigate the challenges presented by

provincial control (and variance) over areas of education provision, helping to ensure

equivalence in inter-provincial migration of students, examinations and assessments,

certification. The Federal Ministry of Education dissolved by the same stroke of devolution

had left a vacuum in the education sector.

In the absence of formal means of coordination, the provincial/area education secretaries

and key officials started convening inter-provincial coordination meetings in 2011 after the

devolution of key education functions including Policy and Curriculum, per the 18th

Amendment. As a part of this process inter-provincial technical working groups (IP TWGs)

were established and started convening meetings on a regular basis to discuss issues of

mutual interest. Over several meetings these IP TWGs agreed upon minimum standards for

ensuring quality education in the country encompassing the elements that the learner directly

interfaces with during her/his school education experience. Therefore, the ambit of quality

standards development was limited to encompass standards for: 1) learners; 2) curriculum;

3) textbooks; 4) teachers; 5) assessment, and; 6) school environment. It was agreed that the

current task would be limited to these elements and that the scope of the standards would

be enlarged to include the development of standards pertaining to other elements in the

future by the provinces in accordance with their priorities.

The draft document on minimum standards for quality education developed was then shared

at the IPEMC meeting held on January 30, 2015. The forum referred the draft document to

the National Curriculum Council (NCC) comprising of members from each province and area.

2National Education Policy (NEP) 2009


8

After thorough deliberations spanning several meetings the NCC finalised the Standards

document in November 2015. The document was then presented to the IPEMC meeting held

in Islamabad in February 2016, where it was approved, and the provinces and areas were

directed to begin implementation of the standards in their respective contexts.

1.3 Standards in education in Khyber Pakhtunkhwa

As noted above, Khyber Pakhtunkhwa is the first province that undertook implementation of

the quality standards relating to textbooks, teachers and assessment. According to the

Supervision of Curricula and Standards Act 2011 the Directorate of Curriculum & Teacher

Education (DCTE) was assigned the role to serve as the curriculum and standards

development and oversight authority. Under the act the responsibility of curriculum

development, policymaking, research and analysis, review and approval of textbooks,

oversight of teaching and assessment, all were assigned to the DCTE. These functions were

foreseen to be carried out by the DCTE through coordination with all relevant stakeholders

to ensure an effective implementation of the curriculum.

In line with the findings of a rapid capacity gaps assessment (2016) that highlighted structural,

human and financial capacity gaps, the DCTE was restructured in June 2016. The restructuring

entailed rationalisation of the DCTE organogram with an eye to its newly acquired

responsibilities through more efficient use of its existing resources and the development of

job descriptions and qualification criteria. In essence, the process embedded standards

relating to the staff of DCTE based on its function as the curriculum development and

implementation oversight body.

In KP, the Provincial Institute for Teacher Education (PITE) is tasked with the responsibility to

implement professional development programmes for teachers, principals, teacher

educators and education managers either independently or with the technical and financial

assistance of the development partners, under the general oversight of DCTE. In order to

enhance its institutional capacity as the implementer of teacher education in the province,

the government of KP restructured PITE in 2016. The aim was to better equip PITE for its role

of teacher education and to address confusions on perceived overlaps and confusions with

the DCTE.

A recent study (2017) on the Needs Assessment of PITE, along with highlighting capacity

deficits (including human), reported a need for the development and implementation of


9

standards for teacher educators3. This was deemed critical to PITE for its functions of

Continuous Professional Development (CPD) of teachers to ensure that the teacher educators

are properly equipped to perform their function of teachers’ development. These standards

are also foreseen to become a part of the qualifications profile and job descriptions for

teacher educators in PITE.

In view of this, the standards for teacher educators will be based on the standards for teachers

and will define the minimum standards for teacher educators. These will encompass

qualification requirements and professional competences. In this sense, the development of

standards for teacher educators is an extension of the scope of the MNSQE and fills an

important gap as teacher educators play a key role in the achievement of many of the other

standards, especially those of teachers.

3Needs Assessment Study, Provincial Institute for Teacher Education (PITE), commissioned by KP ESPSP Elementary &

Secondary Education Department (E&SED) Khyber Pakhtunkhwa (KP)


10

Chapter 02: Development of the Teacher Educator Standards

The standards for teacher educators have been developed through a highly participatory and

consultative process involving active representation of Elementary and Secondary Education

Department (E&SED), Directorate of Elementary and Secondary Education (DE&SE), Provincial

Institute for Teacher Education (PITE), and Directorate of Curriculum and Teacher Education

(DCTE). The assignment was commissioned by the Khyber Pakhtunkhwa Education Sector

Plan Support Programme (KP-ESPSP) as part of their Capacity Development Strategy and aims

to help PITE and DCTE develop the skills and standards of its teacher educators,

professionalise their way of working and contribute to the delivery of teaching and learning

across KP.

The process was designed to support the stakeholders to analyse the key functions of teacher

educators and facilitate thinking about the most appropriate set of standards and indicators

that define these functions and use this output to manage the teacher educators more

effectively and sustainably.

The outcome of this process has resulted in a set of standards that will support the future

engagement, management and monitoring of teacher educators. Because of this intervention

a set of draft standards as well as indicators for each have been developed. These standards

will serve as a core document for designing a strategic framework for implementing,

functionalising and monitoring the standards with clearly defined roles and responsibilities

and SOPs across E&SED, PITE and DCTE.

A core committee was notified by the E&SED to serve as the central body for setting

standards. The committee was set up as an outcome of the strong recommendation for

developing teacher educator standards emanating from the workshop on the needs

assessment studies of PITE and EMIS held on July 29 – 30 2017 in Bhurban.

The proposed methodology was based on a participatory and consultative approach, which

implies a strong involvement of the E&SED, DE&SE, DCTE and PITE. The approach focused on

a mix of technical assistance and facilitation through drawing upon the collective wisdom of

the key organisations responsible for the development, maintenance and implementation of

these standards. The approach and methodology were designed to primarily create strong

ownership within the education stakeholders through their rigorous involvement in the

process. Details of the methodology are contained in Annex I.


11

Chapter 03: Teacher Educators

The term teacher educator is used in a broader context to refer to anyone associated with

the education of a teacher. Teacher educators have the central responsibility of supporting

pre-service and in-service teachers in helping them understand the key concepts and

techniques related to teaching and learning process. They also model best and proper

teaching approaches to motivate teachers to apply these skills effectively in their classrooms.

The role of teachers is vital in achieving quality education through improved students’

learning outcomes. This includes ensuring quality lesson delivery skills and effective

classroom practices. Feedback, after observing a teacher deliver lessons, is hence an

important part of teacher education. Teacher educators ensure that teachers not only

understand the key theoretical basis for teaching and learning but also aptly apply them

effectively in their classroom practices. Teachers, therefore, learn best through opportunities

to observe professionals in lesson planning, preparation and delivery. A teacher educator

must be able to demonstrate the desired methodology in a way that sets the example for

teachers to follow.

3.1 Who are the teacher educators in Khyber Pakhtunkhwa?

All faculty members at DCTE, PITE, LMTs, MTs and RITEs are teacher educators. DCTE conducts

pre-service teacher training through (RITEs). PITE is charged with in-service teacher training

as well as school and district level training of education managers. For this purpose, PITE

relies on a pool of trainers from within the education system. These trainers are drawn from

the population of teachers, head teachers, and RITE instructors with a preference towards

those who have already conducted training in the past.

Consequent to restructuring, DCTE has been given the responsibility of identifying training

based on assessment results, planning and preparing a training calendar for PITE as well as

monitoring the training activities carried out by PITE. This division of responsibilities between

PITE and DCTE were deemed necessary for the smooth execution of in-service teacher

professional development activities. The new responsibilities necessitate stronger

coordination linkages between these institutions to create more opportunities for

collaboration and joint efforts especially for planning and designing training programmes.

Faculty members in all these institutes recruited through a system of transfer from within the

system (internal placement). This process has been highly streamlined after the restructuring

exercise in 2016 whereby a screening and selection mechanism was introduced to get the

best-qualified people transferred to PITE and DCTE. In case of RITEs however, instructors are


12

appointed on a transfer basis only with no prequalification or experience required in teacher

education.

PITE in turn has developed certain qualification criteria for short-listing the candidates

nominated as LMTs or MTs by the districts’ management but that doesn’t always prove

optimal, as the requisite skill set for training teachers does not necessarily correlate with

qualifications. To compensate for this, the educators are firstly trained on the requisite

training content by the PITE instructors and later observed during training sessions. This

provides an opportunity for them to receive live feedback on their performance. In the worst

case, given suboptimal performance on the part of the teacher educator candidate, s/he is

limited from imparting further training. PITE encourages the engagement of previously

experienced and trained master trainers like those who were involved with the CIDA training

or the GIZ programmes. However, in the absence of clearly laid out standards it becomes

difficult to determine the quality of performance of a teacher educator.

All in-service training is carried out in cascades consisting of the following tiers:

Structure of In-Service Training conducted by PITE

DCTE:TNA

Planning andoversight of training

PITE : TNA Design, materials development & execution of

training

Lead Master Trainers:trained by PITE

Master Trainers: trained by lead trainers

Teachers: Trained by master trainers


13

3.2 Key responsibilities of teacher educators at all levels

Level Description

DCTE DCTE is responsible for pre-service training through the Regional institutes of

Teacher Education (RITEs). For in service Teacher Professional Development

the key responsibilities of DCTE include identification of training needs, planning

and budgeting for the training, Review of training Materials developed by PITE

and monitoring of training.

PITE PITE is responsible for delivery of in-service training in the province including CPD

based on the needs identified by the DCTE. All materials development (including

manuals and modules) is also the responsibility of PITE. Orientation of Lead

Master Trainers (LMTs) and all other arrangements regarding training

implementation including evaluation of trainers’ performance is also undertaken

by PITE.

Lead Master

Trainers

The main role of LMTs is to conduct ToTs for the Master Trainers (MTs) being

nominated by the district management based on the requirement of PITE for

each and every training activity separately.

LMTs are mostly from RITEs/DCTE and schools or Ex-PITE/RITE/DCTE Faculty

members. They are selected on a needs base through certain selection criteria

designed by PITE and on the basis of their previous experience. Upon selection,

they are trained by the PITE instructors. In some cases, the PITE team also acts

as LMTs.

Master Trainers Their role is to train target participants (teachers). They are nominated by the

districts against set criteria shared by PITE.

They are trained by LMTs and then conduct training across the district at various

training venues. Due to a large number of MTs required throughout the year,

quality assurance becomes challenging.


14

Chapter 04: Teacher Educator Standards for Khyber Pakhtunkhwa

Standards are usually defined as a set of characteristics that describe the qualities of a

product, process, service or performance. The standards for teacher educators will:

Include set criteria against which the selection and performance of teacher educators

would be measured

define the minimum level of practice expected of teacher educators

set a clear reference point against which to measure their practice, knowledge and

behaviour

embody the agreed criteria about the professional performance, and

can be used by the teacher educators themselves to evaluate their own practice and

as a tool for further professional development.

All standards in education are connected and linked. The teacher educator standards are

derived from and are an extension of the Minimum National Standards for Quality Education

(MNSQE), which were unanimously approved by all provinces and areas at the Inter-provincial

Education Ministers’ Conference in February 2016. The MNSQE outlines standards for

Learners, Curriculum, Textbooks, Teachers, Assessment and Learning Environment.

The standards for learners (Annex II) in the MNSQE express what all pupils should know and

be able to do. Learners’ standards set the bar for all subsequent standards. Hence, learners’

standards help to define what type of curriculum, textbooks, teachers and assessment is

required to ensure quality education.

The learners’ standards in the MNSQE aim for students to be creative, constructive,

communicative and reflective individuals who inquire, think critically, and make informed

decisions. The objective is for learners to be able to apply knowledge to new situations, create

new knowledge and pursue personal growth. These standards cover all aspects of holistic

development of learners by focusing on their ethical and moral values so that they can lead a

productive life as members of a democratic society.

Teachers affect every aspect of their students’ lives and are the key resource to achieving the

standards. They have a tremendous impact on what students learn and what values and

attitudes they acquire. Teachers are role models for students and play a vital role for students’

academic well as personality development. Therefore, in order to deliver quality instruction,

teachers need to know and understand the teaching techniques and methodologies that help

learners to develop the knowledge and skills underlined in the standards.

The teachers’ standards (Annex III) in the MNSQE document highlight exactly this aspect of

teacher development. The ten standards designed for effective teachers cover aspects from


15

a teacher’s subject matter knowledge to understanding and application of instructional

planning and strategies. Teacher standards highlight qualities like creating an encouraging

and safe classroom learning environment, effective communication skills and continuous

professional development.

Standard 1: Subject Matter Knowledge

Standard 2: Human Growth and Development

Standard 3: Knowledge of Islamic Ethical Values and Life Skills

Standard 4: Instructional Planning and Strategies

Standard 5: Assessment

Standard 6: Learning Environment

Standard 7: Effective Communication and Proficient Use of Information and Communication Technologies (ICT) for Teaching and Learning Process

Standard-8: Collaboration and Partnerships

Standard-9: Continuous Professional Development and Code of Conduct

Standard-10: Teaching of English as Second/Foreign Language (ESL/EFL)

Within this perspective the role of teacher educators is of vital importance and the next in

the ladder of standards. Teacher educators prepare the teachers to effectively and efficiently

teach students using child-centred approaches and active learning methodologies. The

standards therefore will set the bar for high quality training delivery by the teacher educators

and will help the E&SED, DCTE, RITEs and PITE in assessing which candidates should be

recommended as potential trainers. Subsequently, training and capacity development

programmes for prospective teacher educators including DCTE, RITEs and PITE academic staff

can be more effectively designed in line with standards in order to further enhance their skills

and bring them up to the required benchmarks.

4.1 Organisation of the standards

The standards for teacher educators are organised around five core themes:


16

The standards document has been designed to present the agreed upon categories and areas

for which standards for teacher educators are required. Each category is elaborated through

a statement of the standard outlining the key knowledge and competencies required of a

teacher educator under the said category. This statement is further broken down into sub-

themes pertaining to knowledge skills or disposition. The sub-themes are then further

elaborated through indicators that are clear, observable and measurable statements that

describe the aspects of effectiveness.

Quality Standards

for Teacher Educators

Knowledge of content and

methodologies

Demonstrating knowledge and skills through

practice

Planning, delivery and monitoring

Communication & facilitation

Professional development

for teacher educators


17

4.2 Themes and standards

Theme 1: Knowledge of content and methodologies

Description and Rationale:

Teacher educators are the mentors, guides and facilitators for teachers during the training

sessions, hence their knowledge and competence are by default considered authentic, valid,

credible and reliable. Generally, trainee-teachers accept and respect the professionals

responsible for their training in the field of education for bridging the gap and emulate their

teaching to improve their own skills in the classroom. Hence, in the context of standards,

knowledge would refer to academic and professional excellence coupled with scientific and

modern approaches, skills and attitude towards teaching, learning and training processes.

As a role model, a teacher educator is expected to have a thorough understanding of the key

concepts related to teaching and learning process. They are also expected to appropriately

employ these through successful practice. Consequently, it becomes imperative for teacher

educators to gain theoretical insights of the required content and methodologies as well as

the philosophical underpinnings of how students and adults learn. This is particularly

Standard Overarching goals and themes

that provide a framework

Description and RationaleStatements that describe key

understanding, assumptions andrationale related to the standard

Sub-Themes The different elements

which comprisethe standards

IndicatorsObservable and measureable

statements that provide evidence of effectiveness

in practice

Sub-ThemesThe different elements

which comprisethe standards

IndicatorsObservable and measureable

statements that provide evidence of effectiveness

in practice


18

important in KP where there is no specific training institution that prepares people to become

teacher educators.

Teacher educators are responsible for the Continuing Professional Development (CPD) of

teachers. Their own knowledge, skills, attitude, values or dispositions should be converged

towards CPD. It should be reflected in their own self-regulated and self-directed approaches

to update and innovate their own training competence.

The training competence is used by the teacher educators to model learning experiences that

are aligned with students’ age, abilities and learning styles in order to equip teachers with the

requisite skills. Effective teacher educators also know and demonstrate the flexibility for

adapting their training styles to meet the needs of diverse group of learners. Hence, it is

expected that teacher educators have the requisite knowledge and understanding of all

dimensions of quality education including curriculum, teaching, training strategies,

assessment, learning environment and learner engagement in developing prospective

teacher education.

Ideally teacher educators need to be life-long, continuous and self-regulated learners and

continue to build upon their knowledge, skills and attitude according to the requirements of

time and the changing context.

In the domain of ‘Knowledge of content and methodologies’ the following standard and sub-

themes are elaborated.

Standard 1

Teacher educators know and understand the relevant academic and professional content,

concepts and methodologies including the requirements of the curriculum and its application

along with ICT skills

1.1: Content Knowledge

Teacher educators know and understand the content area for which they have instructional

responsibility

1.2: Professional knowledge

Teacher Educators are able to demonstrate an understanding of pedagogy, andragogy,

curriculum (SLOs & Benchmarks etc) and the needs of teachers and students in order to

deliver relevant learning experiences

1.3: Information and Communication Technology

Teacher Educators are able to use the tools of information technology for instructions and

improvement of content and pedagogical/ andragogical knowledge and skills


19

Indicator Matrix Standard 1

Standard 1:

Teacher educators know and understand the relevant academic and professional content, concepts and methodologies including the requirements of the curriculum and its application along with ICT skills.

Sub-themes Indicators

1.1: Content Knowledge Teacher educators know and understand the content area for which they have instructional responsibility

Understand the link between curriculum and instruction

Understand ethical / social values and code of conducts for training.

Possess relevant language proficiency (based on language of instruction and language proficiency of the trainees

For subject based training: o Possess requisite academic qualification (as per

job description) o Demonstrate conceptual clarity of contents and

theories o Have at least 5 years of classroom teaching

experience

For general training e.g. (Dyslexia, ECCE, Assessment, CPD, Induction, Head teachers training, management, SQMI etc.)

o Have relevant professional qualification and/or experience

1.2: Professional knowledge Teacher Educators are able to demonstrate an understanding of pedagogy, andragogy, curriculum (SLOs & Benchmarks etc) and the needs of teachers and students in order to deliver relevant learning experiences

Know different theories of learning and development and their applications (pedagogy and andragogy)

Understand the content-specific instructional strategies to effectively teach the concepts and skills of a particular subject

Know and understand the needs of all students including how students learn and the developmental characteristics of age groups based on learning styles, abilities and individual differences

Understand different strategies of instruction and assessment

Be familiar with the prevailing KP curriculum requirements

Know the importance and application of AV Aids

Develop, use and display low and no cost instructional materials

Understand the National professional standards for teachers, learners, text books, curricula, assessment, Early Childhood Development (ECD) and school learning environment in Pakistan.

1.3: Information and Communication Technology

Demonstrate knowledge proficiency in the following basic


20

Teacher Educators are able to use the tools of information technology for instructions and improvement of content and pedagogical/ andragogical knowledge and skills

computer skills: o Word o Excel o Power point o Use of Internet

Use relevant IT tools in instructional and assessment purposes

Theme 2: Demonstrating knowledge and skills through practice


Teacher educators are the ideal vehicles for realisation of the high-quality teaching vision in

KP. This should ultimately contribute to improvements in student achievement. Though

teacher educators’ academic and professional knowledge is important, training of teachers

require the skills of selecting, adapting, adjusting and applying appropriate content and

teaching strategies to ignite the flame of continuous development in participants. Hence,

teacher educators must be able to apply their content and pedagogical knowledge efficiently

and effectively in making their training successful. They need to demonstrate appropriate

behaviour and examples for teachers to observe so that they can apply their learning within

the context of actual classrooms. Observation and emulation of appropriately designed

model lessons is hence an integral part of the teacher training process. Teacher educators are

certainly powerful role models for teachers.

Currently, the mechanism for preparing trainers for andragogy in our teacher education

institutions is not optimal. Most of the teacher educators hail from the existing teaching

cadre. These teachers have been trained in pedagogy, which is designed for teaching at the

school level but not for training adults. Efforts for improving the quality of teacher education

call for preparing trainers who know and can effectively integrate knowledge of both

andragogy and pedagogy during their training sessions.

Additionally, teacher educators need to motivate, coach, assess and give constructive

feedback to the trainees as needed and demonstrate rigor and excitement to keep the energy

in the training room high. Teacher educators have to ensure that the training content is

aligned with the requirements of the latest/enacted curriculum and the educational priorities

of the district, province and state. Teacher educators should exhibit the skills of effective use

of audio visual aids either by developing them or by utilising IT based resources for active and

meaningful learning in training.

Skilled teacher educators help trainee teachers to develop their professional competence

through becoming reflective practitioners. For that teacher educators must demonstrate


21

reflective practices during training sessions by proactively sharing their own deliberations

with the teachers and inviting their comments especially at the end of a training day. Teacher

educators should use the trainees’ reflections as the basis any future actions, modifications

or improvements in session plans. They should be open to self and peer assessment and invite

and use constructive feedback for developing themselves professionally

Creating physically and emotionally safe environment is an integral part of the delivery of

training. Good teacher educators create learning environments, which cater to a variety of

teaching styles and allows participants to experience a well-designed mix of learning practices

including independent and collaborative learning.

In the domain of ‘Demonstrating Knowledge and Skills through Practice’ the following

Standard and sub-themes are elaborated.

Standard 2

A teacher educator is able to employ and adapt best practices in teacher education aligned

within contextual realities, resources available (human, physical, time), cultural values and

curriculum requirements and impart relevant concepts and pedagogy to facilitate trainees to

teach effectively and efficiently in their actual classrooms

2.1: Demonstration of Training/Teaching Methods

A teacher educator is able to demonstrate teaching methods to help target groups in ways to

facilitate holistic development of learners

2.2: Supporting learning environment

Teacher educators ensure a responsive, positive and open learning environment where the

trainees feel comfortable, safe and valued

Indicator Matrix Standards 2

Standard 2:

A teacher educator is able to employ and adapt best practices in teacher education aligned within contextual realities, resources available (human, physical, time), cultural values and curriculum requirements and impart relevant concepts and pedagogy to facilitate trainees to teach effectively and efficiently in their actual classrooms


2.1: Demonstration of Training/Teaching Methods A teacher educator is able to demonstrate teaching methods to help target groups in ways to facilitate holistic development of learners

Model teaching strategies effectively to help trainee teachers to nurture the physical, social, emotional and mental development of the learners at classroom level

Use a variety of instructional techniques to address the needs of diverse group of learners

Demonstrate and inculcate critical thinking and problem-solving skills among trainees

Suggest improvement/revision of courses on the basis of research and or international best practices


22

Use reflective practices to strengthen instructional skills

Demonstrate appropriate coaching techniques for adult learners

Use different assessment methods to gauge learning

Employ facilitation strategies that promote action research in teacher education

Use ICT to make instruction more effective

2.2: Supporting learning environment Teacher educators ensure a responsive, positive and open learning environment where the trainees feel comfortable, safe and valued.

Create learning environments that promote high levels of learning and achievement for trainees

Motivate participants to work productively and assume responsibility for their own learning

Treat all students fairly and establish an environment that is respectful, supportive and caring

Inspire and motivate learners through encouragement praise and command over subject matter. Ensure participation through discussions and employ intellectually challenging learning activities

Remains focused, organised, prepared, and synchronised with activities in the classroom

Theme 3: Planning, delivery and monitoring


Planning for quality training programmes that are designed to enhance teacher capabilities is

one of the core functions of a teacher educator. A well planned and delivered training

programme results in improved practice and motivation of teachers. Planning, facilitating,

and monitoring of training sessions therefore form an integral part of the core responsibilities

of teacher educators. All of these domains are determining aspects of the success or failure

of any training.

Planning is the key component that encompasses all processes i.e. from defining goals to

strategies to achieving targets. In the context of training, planning is important in all phases

of training including training design, venue setting, optimum utilisation of the available

resources, and monitoring of training.

In the context of Pakistan, the basic criterion for becoming a teacher educator is teaching

experience in a relevant teaching position, which may guarantee academic and professional

qualification but may not necessarily account for advanced skills like planning or monitoring

the sessions. Any effective training rests on proper planning and its delivery. The role of

capable and effective teacher educators has consistently been reflected in developing,

designing, delivering, monitoring and adapting the training activities for optimal impact.

Monitoring, assessment and evaluation of training supports timely interventions to align the


23

activities with the intended outcomes of the training and to improve teaching and learning

process.

Teacher educators hence must have the requisite knowledge and skills for planning,

executing, monitoring and reporting all training programmes for which they are responsible.

All tiers of trainers ultimately share this responsibility, so it becomes a team effort. Hence

team management and leadership abilities play an integral role in ensuring a smooth running

of the training.

In a nutshell, a teacher educator’s job includes all training essential activities such as

conducting Teachers’ Need Assessment (TNA), Training of Trainers (TOT), Training and

Assessment of teachers and students, to mention a few. For effective and efficient

performance teachers’ educators should have strong understanding of planning, facilitating,

and monitoring.

In the domain of ‘Planning, Delivery and Monitoring’ the following standard and sub-themes

are elaborated.

Standard 3

Teacher educator is able to understand collaborative planning, design capacity building

programmes as facilitator/ manager, monitor, evaluator and reporter for future interventions

3.1: Designing & Development

The TE will be able to Design, develop & modify the capacity building programmes for

Teachers & Teachers training

3.2: Facilitation / management

The TE will be able to facilitate/ manage capacity building programmes to achieve the desired

targets

3.3: Monitoring & evaluation

The TE will be able to monitor, evaluate & provide feedback for improvement


Standard 3:

Teacher educator is able to understand collaborative planning, design capacity building programmes as facilitator/ manager, monitor, evaluator and reporter for future interventions


3.1: Designing & Development The Teacher Educator (TE) will be able to design, develop & modify

Plan and deliver effective training that advances the learning of each individual trainee.

Develop, execute and analyse need assessments through TNAs

Align their instructional goals and activities with the needs


24

the capacity building programmes for Teachers & Teachers training

and aspirations of the trainees as well as the goals of the programme.

Communicate clear learning goals and explicitly link learning activities to those defined goals.

Develop training Manuals/Modules

Recommending implementation strategy like Cascade model of training, CPD, Direct training etc

3.2: Facilitation / management The TE will be able to facilitate/ manage capacity building programmes to achieve the desired targets

Create and select activities to help learners’ understanding

Use resources effectively, including technology, to enhance trainees’ learning.

Ensure the arrangement of accessible & conducive training venue with reference to space, light, drinking water, lavatory, sound system, ICT equipment, refreshment point & ventilation etc.

Make sure the availability and use of writing boards, manuals/ modules, handouts, flash cards, markers, charts & necessary forms, trainer& co-trainer attendance etc.

Observe & ensure time management with reference to starting, ending session timings

Ensure conducive-learning environment through participation, encouragement, recognition, harmony, teamwork and feedback.

Facilitate appropriate use of ICT by proper placing & working of ICT gadgets and ensuring backup support

3.3: Monitoring & evaluation The TE will be able to monitor, evaluate & provide feedback for improvement

Develop Pre- & Post-tests, Monitoring proformas & observation check lists

Use the developed tools for assessment of training

Analyse the information and report accordingly

Recommend changes in line with experience and feedback

Reflect on own performance and observers’ and be open to participants feedback for self-improvement and further professional development

Theme 4: Communication and facilitation

Description and Rationale

Teacher educators should be aware of the importance of communication skills for training. A

trainer needs to hold the audience captive, engaged and motivated throughout the sessions.

Communication relies on the effective use of verbal skills including volume tone and rhythm

of the voice, suitable gestures, interactive techniques coupled with appropriate body

language. These are the most powerful tools good communication relies on. Effective use of

these skills can create a lasting impression and impact learning by making it interesting and

captivating.


25

Technical Skills are an important part of good communication. These include knowledge and

expert use of computer skills and appropriate use of the Internet and teaching aids in order

to make communication effective and more engaging.

Listening is an integral part of good communication. Listening helps in better understanding

of the trainees needs and any issues relating to the understanding of concepts or organisation

of training they may be having. Teacher educators should encourage trainees to give their

views, opinions and feedback during the sessions. The training should not be one sided but

rather allow interactivity and open dialogue.

Communication also includes setting of clear targets and goals that are to be achieved so that

all expectations are clear and aligned. Trainers need to be easily accessible for problem

solving or other issues of understanding. For problems relating to conflicts or other sensitive

matters the trainers should be willing to give their full attention whether during the training

or on the side depending upon the nature of the problem.

Creating teams and groups and effective management of these groups to ensure participation

is another strong pillar of communication. Grouping and encouragement of cooperative

learning creates a friendly environment that is conducive to learning and makes

communication easier.

Communication requires flexibility to adapt the content, style and activities to suit the

trainees’ needs and pace. It also requires the use of a variety of training techniques in order

to reduce boredom and monotony. Good and appropriate use of humor from time to time

also puts the participants at ease and lightens up the mood. Similarly praise and

encouragement is also a great motivator and should be used often for reassurance and

inspiration.

Teacher educators must also understand that all training content that they deliver should be

set within the cultural, economic and social context of the trainees. This highlights the need

to keep it within the realities of the audience rather than the ideals that may not be relevant

or applicable.

In the domain of ‘Communication, Facilitation & Delivery’ the following standard and sub-

themes are elaborated.

Standard 4:

Teacher educator is able to demonstrate in-depth knowledge of verbal, non-verbal and

written communication and use a variety of communication and presentation techniques as

per the trainees’ content level, needs and environment


26

4.1: Facilitation and Delivery

Teacher educators apply effective delivery mechanisms and also use a variety of training

methods, strategies and techniques

4.2: Cultural and social competence

Teacher educators apply sound knowledge of cultural diversity and conflict management skills

and communicate within the boundaries set by the prevailing social and cultural sensitivities

4.3: Collaboration

Teacher educators collaborate effectively with all relevant stakeholders to promote optimal

training delivery


Standard 4:

Teacher educator is able to demonstrate in-depth knowledge of verbal, non-verbal and written communication and use a variety of communication and presentation ways and techniques as per the trainees’ content level, needs and environment.


4.1: Facilitation and Delivery Teacher educators apply effective delivery mechanisms and also use a variety of training methods, strategies and techniques

Communicate clearly according to the competence level of trainees

Communicate their message effectively

Listens attentively and responds appropriately to queries arising during training

Uses appropriate questioning techniques to engage all participants

Considers Pitch, Volume, Emphasis, Enthusiasm with expressions and eye contact

Recap the responses and concludes the session effectively

4.2: Cultural and social competence Teacher educators apply sound knowledge of cultural diversity and conflict management skills and communicate within the boundaries set by the prevailing social and cultural sensitivities

Communicate ethically and without conveying any bias through verbal, non-verbal cues

Communicates in a variety of ways that demonstrates a sensitivity to cultural diversity

Respects the views of the trainees

Demonstrate their knowledge of Emotional Intelligence to deal with difficult behaviours, situations and individual differences

Manage conflict effectively through discussion and mediation

4.3: Collaboration Teacher educators collaborate effectively with all relevant stakeholders to promote optimal training delivery

Collaborate effectively with the relevant stakeholders to make the training a success

Facilitate effective group interactions

Build positive and collaborative relationship among the trainees


27

Theme 5: Professional development for teacher educators

Description and Rationale

The job of a teacher educator is distinctly technical and requires a high degree of professional

competence and acumen to make it successful. Teacher educators are expected to model

instruction and demonstrate critical thinking and problem solving to teachers. They need to

regularly plan, deliver monitor and update courses taught to incorporate recent

developments in content and methodology including technology. They must possess strong

leadership and team building skills to manage, encourage, coach and challenge trainees

towards effective learning. They consistently use a variety of innovative instructional

methods and teaching strategies. In short, they are considered as experts in subject matter,

instruction, planning, monitoring and communication.

Professional Development therefore, is a process that is imperative and lasts throughout a

teacher educator’s tenure. It involves continuous self-reflection and self-evaluation; staying

abreast with emerging trends in teacher education; regularly updating their knowledge of

teaching, learning and content; and preparedness for meeting new challenges. Teacher

educators must continuously take up the responsibility and make the required efforts to keep

themselves professionally relevant. They should remain committed to sustaining and evolving

their proficiency in all aspects to guarantee the best outcomes for their trainees.

Professional development includes engaging in on-going relevant research as part of

evidence-based practice, plus self-study on latest trends coupled with participating in

capacity development activities organised by the Department or other entities. Self-

motivated teacher educators are professionals who recognise that they carry an exceptional

responsibility and influence on the delivery of quality education. Hence, it is imperative that

they maintain high standards of professional knowledge and competence.

In the domain of ‘Professional Development for Teacher Educators’ the following standard

and sub-themes are elaborated.

Standards 5:

Teacher educators avail opportunities that are available at organisational level and personal

capacity to improve their knowledge and skills to develop their own capacity through

commitment to life-long professional development

5.1: Professional knowledge and skills

Teacher educators take responsibility for and pursue opportunities for engaging in

continuous, purposeful professional development to enhance their knowledge and skills


28

5.2: Planning and research

Teacher educators engage in on-going relevant research as part of evidence-based practice to

positively impact teaching quality and student achievement


Standards 5:

Teacher Educators take responsibility for and avail opportunities that are available at organisational level and personal capacity to improve their knowledge and skills for performing the assigned roles effectively


5.1: Professional knowledge and skills Teacher educators take responsibility for and pursue opportunities for engaging in continuous, purposeful professional development to enhance their knowledge and skills.

Understand the requirements of their professional responsibilities

Analyse their content knowledge and instructional strengths and weaknesses and plan and implement targeted ideas for professional growth

Participate in and successfully complete the induction training

Associate with different professional units organisations for professional development

Enhance their capacity through needs-based training in, for example: o Emerging teaching learning techniques o New strategies and interventions

(technological development) o Language courses

Become a member of national/ international professional associations in the relevant field

Participate in relevant professional development activities and incorporate what they learn into their instruction.

Know, understand and apply the Standards

Work collaboratively to determine and design appropriate professional development opportunities for themselves

5.2: Research and Reflection Teacher educators engage in on-going relevant research as part of evidence-based practice to positively impact teaching quality and student achievement.

Maintain and update their knowledge of educational research to develop evidence-based practice

Self-assess and evaluate the available data to determine the needs of their trainees

Analyse relevant data to identify specific goals for professional learning

Evaluate the effectiveness of their professional development efforts

Apply theoretical understanding of effective practice in teaching, learning and assessment


29

drawing on research and other evidence

Contribute by providing research-based papers, magazines & journals continuously

Use the lessons learned through research and evaluation of the ongoing activities in prospective training activities


30

Chapter 05: Implementing the Standards

The standards for teacher educators have been developed for all teacher educators in the

province including those responsible for pre and in-service professional development experts.

The standards also apply to the candidates selected for the pool of trainers engaged by PITE

for different training throughout the year. The development of teacher educator standards

forms the first step in the process of their implementation. A more detailed implementation

framework along with action plans and monitoring scheme needs to be developed in order

to operationalise the standards and ensure their implementation. This will help all

stakeholders in clearly understanding their respective roles and in creating the requisite

systems, criteria, tools and professional development opportunities and programmes that

reflect the standards.

5.1 Who will use the standards?

5.1.1 Elementary & Secondary Education Department (E&SED)

The E&ESD is responsible for formulation of policies, strategies and regulations for Schools

Education & Literacy. E&SED is also responsible for the preparation of the Annual

Developmental Programme (ADP) as well as monitoring and review of developmental

Projects and schemes in coordination with concerned Directorates. With reference to the

standards for teacher educators the Department is responsible for all policy decisions and

implications that may arise during the course of their implementation. The E&SED will provide

an oversight to the implementation of standards through periodic follow up of progress. The

placement committee nominated by the Department will ensure the selection of teacher

educators in line with the standards.

5.1.2 Directorate of Elementary and Secondary Education

The DE&SE is responsible for staff recruitment, posting, transfer, promotion and the

maintenance of the personnel database, as per E&SED policy guidelines. With regard to the

standards the Directorate provides the human resource that forms the teacher educators’

pool to carry out all the training carried out by DCTE/PITE. This includes postings and transfers

of the regular staff at DCTE, PITE and RITEs. The Directorate is therefore responsible for

provision and short-listing of Human Resource at all levels in line with the standards. In order

to ensure the implementation of the standards in their true spirit the Directorate is required

to carry out this task in the light of the needs identified by DCTE and PITE through the

placement committee set up and notified by the Department.


31

5.1.3 Directorate of Curriculum & Teacher Education (DCTE)

The DCTE is the designated authority for curriculum development, approving textbooks and

other instructional materials as per Khyber Pakhtunkhwa Supervision of Curricula, Textbooks,

and Maintenance of Standards of Education Act, 2011. DCTE is also responsible for planning,

managing and monitoring education-related professional development programmes and

management of pre-service teacher education through the Regional Institutes for Teacher

Education (RITEs) in the Province. The Assessment & Evaluation section of DCTE is a focal

point for all activities relating to the assessment of teaching and learning.

With reference to the implementation of the standards the DCTE would be responsible for

enabling a capacity gap assessment of all existing personnel in the TPD wing as well as in the

RITEs and ensure rationalisation of existing positions and hiring against vacant posts in the

light of the standards. DCTE will convey the needs and criteria for the requisite positions to

E&SED, which in turn will ensure adherence to standards through involving the placement

committee for the posting. Additionally, the DCTE will be responsible for the monitoring of

the implementation of the standards by designing a monitoring mechanism with the requisite

tools and a periodic reporting system. This way all issues arising during the implementation

will be highlighted and resolved through timely action. The TORs for DCTE are contained in

Annex IV.

5.1.4 Provincial Institute for Teacher Education (PITE)

PITE is responsible for all in-service training in the province and hence tasked with capacity

building of all teacher educators in line with the standards. PITE is responsible for the design

and implementation of professional development programmes (for teachers, head teachers,

principals, teacher educators and education managers) in coordination with DCTE and serves

as a provincial resource centre for professional development. PITE also maintain the records

of TPD in a TMIS and implement teacher assessment and performance evaluation as

requested by DCTE.

The standards are envisioned to serve as the basis for DCTE/PITE to design capacity building

programmes for their own experts as well as for the design of capacity building of all tiers of

teacher educators to polish their skills and bring them at par with the requirement of the

minimum standards. They will also be used by PITE to assess the extent to which the pool of

educators demonstrates positive competence during the training sessions.

The presence of standards will allow the E&SED, DCTE and PITE to certify that the selected

candidates for carrying out the teacher training function have the required knowledge, skills

and dispositions required for training the teachers. After initial screening and selection PITE

can gradually build up their skills over time and arrange capacity development measures in


32

line with the standards to upgrade the training skills of the prospective teacher educators to

improve their training and delivery skills to meet the requirements of the standards. This will

require the capacity building of all relevant officials of PITE and DCTE in order to be able to

carry out the function of selecting, training as well as observing the trainers. The TORs for

PITE are contained in Annex V.

5.2 Tools for measuring the indicators

Once the standards are functional they will require several tools to measure the relevant

competencies of the teacher educators through the relevant indicators. A wide range of

assessment tools can be applied throughout the tenure of the teacher educators to determine

their proficiency at induction and post induction level. These tools range from standardised

tests and interviews to observation and monitoring of training.

Some recommended tools are listed below which can serve as a first step towards measuring

the standards and can be added to as needs develop over the course of implementation.

Pre-induction tools

Tool Description When will it be

used? How will it be used?

CV / professional credentials

An outline of relevant academic and professional experiences

When shortlisting for selection of teacher educators

Analysis by the placement committee

Tests (Written/ICT)

A tool for assessing professional and academic knowledge and basic computer literacy skills a. Written test will contain

questions on

Education Polices

Education system of Pakistan

Trends in teacher education

Desired characteristics of a teacher educator

Concept of pedagogy and andragogy

Preparation of a training observation checklist

Preparation of a training unit

Learning styles

Facilitation techniques

b. ICT test will contain questions on

Writing a brief training report in MS word

At the time of screening

Through paper pencil test/ ICT based test by the nominated technical group


33

Preparation of a training budget in MS Excel

Preparation of power point presentation on training objectives

Observational checklist

A tool for assessing demonstration/micro-teaching The checklist will contain indicators on

Planning skills regarding resources and activities

Communication skills both verbal and non-verbal

Presentation skills

Participation skills

Time management skills

Personality

At the time of demonstration/ micro-teaching.

Through observation of micro-teaching by a nominated technical group member(s)

Interview A tool for assessing professional knowledge and skills by the nominated Technical group. Interview will be based on assessing TE’s

Knowledge and experience specific to Job description of TE

Clear vision / well defined concepts about teacher education and its problems, trends, education policies, reforms, desired characteristics of TE, adult learning concepts /techniques and learning styles, human psychology, management and planning elements

Logic and flow of ideas

English language skills (Speaking and listening)

Level of confidence

Personality

After screening Structured interview by a panel of experts (using scoring sheet scale 1 - 10)


34

Post-induction tools

Tool Description When will it be

used? How will it be

used?

Evaluation form

A tool used to evaluate the training through participants The evaluation form will contain

Use of training methodologies

Knowledge about the contents

Command over language

Attitude towards trainees

Ability to communicate

Time management

Use of training aids

Attaining the training objectives

At the end of training

Through using evaluation form Scale 1-5: Excellent Good Average Poor Not at all

Observation tool

It will be used to evaluate the training through observation by the monitoring team in the light of TE standards (Indicators will be based on 04 TE standards except CPD)

During the training

Through observation by PITE/DCTE /RITE/E&SE

Appraisal checklist

A set of pre-defined indicators, based checklist for assessing performance and areas for further improvement. (Indicators will be based on all 05 TE standards)

During and at the end of specified course of assigned tasks

Through structured checklist by Director DCTE/PITE or through his nominated person/s

5.3 Action plan for implementation of standards

The plan for implementation of standards highlights the core steps that are deemed

imperative for the standards to be implemented in true spirit. It is designed keeping in view

the processes, action steps and responsibilities of different stakeholders responsible for

implementation. However, it is likely that during the actual implementation process the work

plan is further refined and adapted to the emerging policies, requirements and provincial

priorities.

Keeping in view the high importance of the teacher educator standards the action plan

presents the core activities plus responsibilities and timelines for the immediate

commencement of the implementation of the standards. One of the most pressing gaps in

implementation of education reform programmes is the lack of coordination between various

implementing partners and allied institutions of the Education Department. This can be

attributed to the traditional silos approach to work adopted by most institutions whereby

emphasis on communication and coordination is not driven as a priority. It is important

therefore to design the action plan with clearly delineated responsibilities necessitating

communication and coordination, which would lead to smooth and effective delivery of

teachers’ professional development in the province.


35

Action Plan

Activities Steps Responsibility Timeline

Dissemination

Printing of the document DCTE & Development partners

By the end of May, 2018

Development of material for dissemination e.g. posters, brochure, abridged form of standards etc.

DCTE & Development partners

By the end of May, 2018

Uploading the standards document on the website of E&SED

EMIS of E&SED By the end of May, 2018

Incorporation of standards in all training materials developed by DCTE & PITE

DCTE & PITE July 2018, onward

Demand of Budget allocation for dissemination of standards through seminars, workshops and training sessions

DCTE/PITE or development partners

July 2018 onward

Orientation of stake-holders through seminars, workshops and training sessions

DCTE & PITE with support of development partners

July2018, onward

Capacity Development of TEIs

Gap analysis against the standards of the staff: DCTE, PITE and RITEs

Design capacity building materials based on identified gaps

Capacity building of existing human resource based on identified gaps

DCTE with support of development partners

October, 2018 onward

Revamping of TEIs

Subject wise internal rationalisation of RITEs

Development of minimum criteria by Placement committee based on TEs Standards

Advertisement of posts

Process of posting and transferring according to minimum criteria

E&SED/Directorate of E&SE subject to the recommendations of placement committee

2019 onward

Selection and capacity building of teacher trainers & material developers for in-service training

Formulation of minimum selection criteria by DCTE and PITE for ongoing training activities in line with TEs Standards

Selection of teacher trainers as per criteria

Training of selected teacher trainers in the relevant field/subject including relevant aspects of the TEs standards

Directorate of E&SE /DCTE & PITE

2018-19, onward

Coordination

Formation of a coordination committee representing all stakeholders of TPD

Directorate of E&SE & E&SED/DCTE

2018-19, onward


36

among various institutions

The committee will be responsible to develop: - A mechanism for coordination

between all stakeholders for the smooth functioning of TPD activities

- SoPs for coordination between various stakeholders to make ongoing training more responsive to the standards

Provide oversight and follow up of the coordination mechanism

Propose remedial actions for removal of discrepancies

Monitoring Formation of Monitoring and Evaluation Plan(M&E)

Follow up of the ongoing activities by M& E Units

Submission of quarterly reports

Decisions on the basis of monitoring reports for improvement and transparent implementation of standards

The reports to be used for research purposes by DCTE &PITE

Annual consolidated report to be submitted to E&SED

Directorate of E&SE /DCTE & PITE

2019 onward


37

Chapter 06: Making the System more Effective: Focus on In-Service Training

There are around 150,000 teachers working in the public sector. A very large number of

trainers are required to ensure that these teachers are provided regular and high-quality

training. The existing teacher training institutes (DCTE, RITEs and PITE) have a limited

faculty/pool of TEs to meet the training needs which means there is a huge gap in supply and

demand.

However, there are several highly competent teachers available within the education system

whose capacity can easily be built as teacher educators. The way the system currently works

this is the only source for meeting the high demand for teacher educators; which is to select

working teachers from the public-sector schools to act as trainers for the required number of

days. The pool of teacher educators is thus available to undertake the responsibly of in-

service training.

Currently, PITE draws upon this pool of trainers from the field on a needs basis to meet its

training needs. These trainers who are working teachers or school heads are drawn out of

their regular responsibilities for the duration of the training, deliver the required training and

return to their duties. The trainers within this pool vary from time to time according to needs

and availability.

This system seems to work well as it caters to a very large demand for trainers in an ongoing

and efficient manner. These trainers are engaged for a limited number of working days per

year and return to their regular duties after completion of the task without wielding any long-

term obligations on PITE.

However, in order to achieve high quality outcomes of training, this system needs to be

further strengthened. PITE has developed minimum criteria for screening and selection of the

trainers but in the absence of clearly laid out standards the quality assurance of teacher

educators in the pool is not optimally guaranteed. Standards for teacher educators lay the

foundation for strengthening and capacity building of this existing system and will serve as

the benchmark for all future inductions.

A second but more longer-term option could be to investigate the much-debated teacher

educator cadre which implies placement of permanent teacher educators at the provincial

and district levels whose sole responsibility is to carry out the functions of planning, delivering

and monitoring training of teachers throughout the province.

The teacher educators’ cadre is recommended as a full time separate unit within the

Department with specific objectives of proposing, planning, designing, implementing,

facilitating, monitoring, evaluating, reporting and researching training activities in line with


38

globally accepted best practices. The cadre would be responsible to ensure the improvement

in the competence of teachers on an ongoing basis for the enhancement of quality education

of children. It would have a designated chain of command with specific job descriptions, clear

structure for a career ladder and separate budgetary allocations to ensure the delivery of long

term teacher education plans and strategies.

Both systems have their strong and weak elements, which need to be thoroughly

contemplated before a clear way forward emerges.

6.1 Strengths of both systems

Teacher Educators’ Pool Teacher Educators’ Cadre

Is in sync with the existing policy.

Cost effective because these are regular teachers working in the system and draw their salaries from schools.

Once teachers are selected as trainers it is a one-time investment to train and prepare them as trainers.

Based on the large number of teachers available it becomes possible to select and reject on basis of quality.

Skill enhancement for teaching thus directly benefitting the students.

Being selected as a TE enhances the motivation and sense of accomplishment of the teachers and leads an increased sense of responsibility, ownership and commitment.

Can benefit their colleagues by sharing newly learned skills.

The additional skill of training delivery will help them in their career path.

Professional TEs can sometimes contribute to development projects.

Their services can be utilised without affecting their routine job during summer/winter vacations.

Can help in identification of teacher training needs, as they are well conversant with the teachers, students and their needs.

The National Education Policy 2009 recommends setting up a TE cadre in chapter 6, point 4 stating:

“A separate cadre of specialised teacher trainers shall be developed.”

It is a more sustainable long-term option for enhancing the quality of continuous teacher professional development as the cadre would be in a better position to carry out frequent professional development of teachers

A full-time cadre would minimise the brain-drain and loss of quality experts through retention of relevant personnel within the required system.

The TE standards would ensure a merit-based induction of experts for positions within the cadre and ensure ownership and accountability.

Would minimise the interruptions of academic activities in schools for both teachers and students.


39

6.2 Challenges of both systems

Teacher Educators’ Pool Teacher Educators’ Cadre

Long and complicated process crossing various channels for getting the required new teacher educators relieved from their work place.

The quality of teacher educator nominees may not match the requirements of the training

There is already a shortage of teachers and several vacant teachers’ posts.

Teachers have to be temporarily removed from their schools at the cost of students’ learning time.

Their absence(s) may also negatively impact their performance as a teacher.

Teachers are involved in several non-curricular activities besides teacher training for example polio campaigns, election duties, exam invigilation, census and emergency services.

There may be cultural and social taboos in some areas for female teachers to travel away from their designated workplace and become part of a training programme.

Female teachers in some cases may have personal and domestic problems like maternity, nursing, and logistics/transportation especially for non-local female TEs.

Transfers, promotions, retirement and deputation of teachers also affect their retention as TEs.

The core challenge revolves around the complexity and cost of setting up a teacher educators’ cadre as the numbers of TEs required make it a cost heavy exercise

There is a lack of human resource within the system to divert towards the full-time cadre at the present time

The Department has debated this issue and no policy decision has so far been brought forward

The roles and distribution of responsibilities amongst stakeholders is not yet clear.

6.3 Strengthening the pool of trainers: recommendations

Despite the issues highlighted above for the option of having a pool of trainers there are many

solid and strong points in favour of retaining this system. Currently it is the prevailing practice

and has been the fundamental arrangement for training of teachers for a long time. The need

is to further strengthen this approach in the light of the newly designed standards for teacher

educators, minimise the issues and guarantee the involvement and engagement of quality

teacher educators in the pool that PITE draws upon. It requires certain procedural tweaks to

elevate the way the process currently works.


40

Some recommendations for the system to function more effectively are given below.

However, a more in-depth discussion may be required to come up with a more exhaustive

strategy and action plan.

Recommendations Responsibility

1. There should be minimum criteria for the selection of TEs based on the standards to ensure that quality teacher educators are engaged.

DCTE/PITE

2. Design a coordination mechanism among stakeholders in order to ensure alignment between demand and supply of TEs.

Directorate of ESE, DCTE, PITE

3. Agree upon and notify a minimum & maximum tenure/period of retention of TEs (2-3 years) in order to maximise impact of training.

E&SED, DCTE

4. Based on the agreed tenure, carry out capacity building of the selected teachers in the pool on the standards for teacher educators.

DCTE, PITE

5. Evolve a system for certification, appreciation and/or cash awards to acknowledge the services of TEs for enhanced motivation.

DCTE, PITE

6. Trained teachers from the pool may be given preference in succession at the Teacher Training Institutes as and when required.

E&SED, DE&SE, DCTE, PITE

7. Training should be held during vacations to avoid the negative impact on students’ learning due to teachers’ absence.

PITE

8. PITE to maintain a database of all teacher educators including the number of training courses imparted by them and training evaluations.

PITE


41

Chapter 07: Conclusion

Standards for teacher educators pave the way for quality improvement across all tiers of

teachers’ professional development. The quality of teacher educators directly impacts

teacher’s performance and, in turn, students’ learning. The system already provides

opportunities for teachers’ professional development through the in-service and pre-service

arrangement managed by DCTE, PITE and RITEs. The standards are designed to strengthen

the quality assurance mechanisms within the organisations and revamp the existing practices.

As such they strengthen the accountability of teacher education institutions in delivering their

services. The standards also open up the discussion on systemic and procedural upgrades

required to functionalise their implementation. This includes strengthening the existing

practices as well as looking at long-term sustainable solutions.

Setting up a permanent cadre for teacher educators within the system with a clear chain of

command and career ladder is a longer-term solution to streamlining the teacher professional

development landscape in the province. However, in order to come up with a solid

recommendation on how it could work, a detailed analysis is required resulting in a clear way

forward with policy, procedural and cost implications and a phased action plan that could be

taken forward. It is therefore recommended that the Department sets up a core committee

with the specific function to discuss and debate the strengths, opportunities and challenges

for both options for teacher educators (pool and cadre) and make clear recommendations on

how the system would be optimised to meet the standards.


42

Annex I: Methodology

The following steps were taken to develop the standards for teacher educators

Step 1: Meeting with the members of the core committee

Purpose:

To provide orientation on the assignment and discuss the way forward

A meeting with the core committee was organised on December 12, 2017. Reference was

made to the decision taken during the workshop held in Bhurban, July 29 – 30, 2017, which

was to develop standards for teacher educators to support and supplement the already

existing standards for teachers. The committee agreed to set up a working committee of

experts to work on the standards and participate in the workshops. They proposed that

instead of creating an additional working committee the membership of the core committee

be expanded to co-opt experts to participate in the joint workshops. The core committee

members would therefore participate in all workshops along with the co-opted members.

Step 2&3: Separate meetings with PITE and DCTE officials

Purpose:

Develop understanding of the current teacher education system at PITE and DCTE analysing

its characteristics and features as the basis for designing and facilitating the consultative

workshops

Understand the process and issues pertaining to engaging Trainers for training teachers

Respective roles of PITE and DCTE vis a vis in service training of teachers

Understanding PITE and DCTE’s revised mandate with regard to in-service training

Understanding the process and issues pertaining to engaging trainers for training teachers

Current coordination mechanism between DCTE and PITE to ensure sharing of assessment

results and design of needs-based training for all teachers

Highlights

DCTE through the supervision of curricula and standards Act of 2011 is now the competent

authority to design and develop and monitor the curriculum as well as standards

After the recent restructuring of both PITE and DCTE and with the amended mandates DCTE

and PITE are required to engage and coordinate for the purpose of teacher in-service training

with DCTE in the lead role of planning and monitoring of training and PITE as the implementer

PITE is responsible for all in service teacher training including, the CPD

PITE is responsible for selecting teacher educators for all in service training they carry out

PITE’s academic staff is involved not only in planning of training but also in development of

training modules and training of lead master trainers


43

In some cases the PITE academic staff itself act in the capacity of lead trainers and train the

master trainers who in turn train the teachers in accordance with the training schedule

developed at PITE

PITE officials monitor and observe training at all levels and provide feedback for

improvements

The Directorate through nominations by districts nominates all experts involved in training

teachers

PITE has developed basic criteria for further short-listing the nominated experts that includes

qualification and some experience-based indicators

Despite the criteria the selected candidates may not demonstrate the requisite skills expected

of a trainer. This becomes evident during the actual training sessions, which are observed by

the PITE officials

Not enough time is allocated to generic skills development like communications skills and

body language during the preparatory training

This is exacerbated by the fact that most of the PITE officials are themselves not subjected to

targeted capacity building and even though they have been recruited on merit basis (through

filters designed during the restructuring) they feel the need for rigorous training in all aspects

of professional development including module development and modern training techniques

Both DCTE and PITE experts feel that the standards for teacher educators would immensely

help in addressing most of these issues that they identified with regard to developing a pool

of teacher educators

However, they also feel that the coordination mechanism between PITE and DCTE needs to

be further streamlined and strengthened to enable fulfillment of their mandates and TORs

Step 4: 2nd meeting with Core Committee: January 11, 2017

Purpose

To share basic information on standards-based approach in education and agree upon the

work plan and timelines for the workshops

This meeting was kept at the request of the core committee for discussing both the

technicalities of the standards as well as the next steps/methodology for developing them.

The committee was informed that three to four workshops would be held from January to

March 2018 with participants representing the E&SED, DE&SE, DCTE and PITE. The workshops

will focus on the technical aspects of the standard setting process and then move on to

developing the standards for teacher educators of KP under the supervision and guidance of

the consultant and project team.

The committee was requested to nominate relevant experts as co-opted members for the

workshop and ensure their participation. These participants would work alongside the core


44

committee members to elaborate the standards. All participants agreed to the work plan and

the proposed composition of the committee.

Step 5: Consultative Workshops

Keeping in view the participatory and inclusive approach a total of four joint workshops were

planned for developing the standards for teacher educators of KP. Participants represented

all major stakeholders in order to make the standards are more realistic and relevant. The

workshop techniques were designed to take the participants through technical details of

standards to guiding them in developing the standards themselves. The workshops were

planned to move incrementally through the following steps in order to complete the

assignment.

Understanding what standards in education are and how different standards are interlinked

Familiarisation with the Minimum National Standards for Quality Education 2016

Agree upon areas and broad categories for standards for teacher educators

Develop standards for teacher educators

Develop a set of indicators for each standard

Recommend measures on how these standards will be used

Identify the roles and responsibilities of each organisation in implementing the standards

Design an outline of an action plan with responsibilities of E&SED, DE&SE, PITE and DCTE for

the smooth implementation of the standards

The final document will serve as a guide and framework for understanding, using and

implementing the standards and will serve as a guide to design a mechanism for smooth

communication and coordination between PITE and DCTE including SOPs.

Workshop 1 (Jan 26 – 27, 2018):

The first workshop focused on developing an understanding about standards-based

approaches to education. The purpose was to move from theory to practice through the

introduction of the Minimum National Standards 2016 as the first attempt by Pakistan to

introduce the standards in education. The MNS will also serve as a basic frame for developing

additional standards to supplement the already existing ones. To understand the context

better participants were guided to develop linkages between the standards already

developed and the proposed teacher educator standards. After the orientation the

participants agreed upon broad categories under which standards for teacher educators are

to be designed. Once these categories were identified the participants made the first attempt

to develop standards for each category. They also provided the rationale and justification for

each category and the standard they proposed.


45

Workshop 2 (Feb 10 – 11, 2018):

In the second workshop participants reviewed the standards developed during the first

workshop for further refinement. Participants started designing indicators for each sub theme

under the standard and looked at the implications for each standard in terms of actions

required for ensuring their implementation. Simultaneously the first outline for the various

tools, which will later serve to measure the indicators were recommended and discussed.

Workshop 3(Mar 10 – 11, 2018):

The third workshop was designed to review the standards and indicators developed during

workshop 2 and continue to further elaborate on the roles and responsibilities of all

stakeholders along with debating the pros and cons of having a fixed teacher educators’ cadre

vs. the current pool of trainers approach.

Workshop 4 (April 14 – 15, 2018):

The fourth and last workshop was designed to review the draft document thoroughly and

elaborate an action plan for the implementation of the standards. The debate on teacher

educator cadre vs. the pool of trainers’ approach continued and some recommendations

discussed and shared. The participants expressed their satisfaction with the progress and the

documentation.


46

Annex II: Standards and Skills for Learners

Proposed Standards and Skills for Learners

Standard Skills / benchmarks

The aim of quality education is to prepare students to:

1. Be creative, constructive, communicative and reflective individuals

• Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connections for using this process in everyday life.

2. Inquire, think critically, and gain knowledge

• Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

• Develop and refine a range of questions to frame the search for new understanding.

3. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

• Use prior and background knowledge as context for new learning. • Maintain a critical stance by questioning the validity and accuracy of all information. • Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis,

evaluation, organisation) to information and knowledge in order to construct new understandings, to draw conclusions, and to create new knowledge.

• Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change and seeking information about new ideas encountered through academic or personal experiences.

4. Be capable of effectively participating in the highly competitive global knowledge-based economy

• Read, view, and listen to information presented in any format (e.g. textual, visual, media, digital) in order to make well-supported inferences and to create meaning.

• Demonstrate mastery of information technology tools for accessing information and to pursue self-directed inquiry.

• Display emotional resilience in information and knowledge acquisition despite challenges. • Use the writing process, media and visual literacy, and information technology skills to create products that clearly and succinctly

express new understandings.

5. Pursue personal growth • Seek information for personal learning in a variety of formats and genres. • Demonstrate confidence and self-direction by making independent choices in the selection of learning resources and

information. • Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.


47

6. Share knowledge and participate ethically and productively as members of a democratic society

• Openly collaborate with others to broaden and deepen understanding. • Contribute to the exchange of ideas within a learning community. • Use information and knowledge effectively in the service of democratic values. • Use valid information and reasoned conclusions to make ethical decisions.

7. Practice healthy living • Adopt clean hygiene habits. • Participate in sports and physical activities.


48

Annex III: Standards for Teachers

Proposed Standards for Teachers

Measuring teacher quality is a difficult task because a teacher requires a wide range of

competencies, attitudes and skills, not all of which can be tangibly observed. The following

section lists the national professional standards for teachers.

Standard 1: Subject Matter Knowledge

Teachers understand the central concepts, tools of inquiry, structures of the discipline,

especially as they relate to the National Curriculum. The teacher can design and implement

appropriate lesson plans to create learning experiences making the subject matter accessible

and meaningful to all students according to various development stages.

Knowledge and Understanding

Teachers know and understand: The national curriculum framework In-depth knowledge of the domain, basic concepts, theories,

history, structure and process of acquiring knowledge of the subject they are going to teach

The need to keep abreast of new ideas, new emerging concepts, theories, results of research and latest trends at national and international levels

The relationship of the subject to other disciplines and its usability in practical life

Dispositions Teachers value and are committed to: Applying multiple ways to impart knowledge to learners Making knowledge applicable to real world situations Developing the diverse talents of all students and helping them

develop self-confidence and subject matter competence Encouraging students to develop a positive attitude towards, and

an interest in, the subject area The belief that all students can learn and achieve success

Performance and Skills Teachers demonstrate their knowledge and understanding through: Effectively explaining the content in multiple perspectives and

relating all required structural components of the discipline Use of appropriate tools of inquiry according to the nature of the

subject and content, considering students’ prior knowledge and learning preferences

Giving examples of application of the content from practical life

Standard 2: Human Growth and Development

Teachers understand how students (both children and adults) develop and learn in a variety

of school, family and community contexts and provide opportunities that support their

intellectual, social, emotional and physical development.


49


Teachers know and understand: How students construct knowledge, acquire skills and develop

habits of mind as mediated by their developmental stage How student learning is influenced by individual experiences,

talent and prior learning, as well as language, culture, family, community, and national values

The needs of all students based on their learning styles, disabilities and special needs, cultural and socio-emotional differences, special medical, physical or emotional challenges, and are able to use distinctive teaching approaches to engage and support them.

The nature and significance of emotional intelligence for making students productive individuals

Individual differences among students Motivational strategies to support students achieve and excel The processes and skills that help students to develop knowledge,

skills and dispositions of reflective thinking and enable students to solve problems in and out of the classroom

Dispositions Teachers value and are committed to: The belief that all students (both children and adolescents) bring

talents and strengths to learning Appreciating the diverse talents/ multiple learning styles of all

students and helping them to develop self-confidence and subject matter learning

Treating all students equitably The belief that all children and adolescents can learn and achieve

success

Performance and Skills

Teachers engage in activities to: Promote critical thinking, problem-solving and decision-making

skills by engaging students in formulating and testing hypotheses according to the methods of inquiry and standards of evidence within the discipline

Apply learning theories to accommodate differences in student intelligence, perception, learning styles and achievement levels

Foster cooperation and collaboration for collective problem solving

Foster emotional intelligence skills among students including self-efficacy, empathy, cooperation, resilience, self-awareness

Standard 3: Knowledge of Islamic Ethical Values and Life Skills

Teachers understand the Islamic ethical values and practices in the light of Quran and Sunnah

and other religious contexts, and the implications of these values for bringing national and

global peace, unity and social adjustment.

Knowledge and

Understanding

Teachers know and understand: The Islamic code of conduct (beliefs, prayers and ethics) in light of

Quran and Sunnah (i.e. Maaroof- Good and Munkir- Evil,


50

equality, justice, brotherhood, balance, tolerance and peace) The universal ethical values that are globally accepted and are

consistent with the Islamic code of conduct The present need of national/ global peace, and the factors

affecting peace and resulting in decline of the values and ethics The negative effect of prejudice and discrimination on the basis of

social class, gender, race and language on the moral development of students and society

How Islamic and universal ethical values are incorporated in learners’ beliefs and practices to bring peace

Essential principles of Islamic values in the textbooks

Dispositions Teachers value and are committed to: Bringing awareness among learners that the Quran and Sunnah

are the core sources for knowledge about Islamic values Inculcating respect and appreciation for individual and

cultural/religious/personal differences amongst learners Encourage tolerance and celebration of diversity amongst

students Emphasise dialogue as a primary means to conflict resolution

Performance and

Skills

Teachers engage in activities to: Create a vibrant learning community in which individuals and their

opinions are respected Practice Islamic code of conduct through their own behaviours

and guiding learners to value and practice the ethical values Provide guidelines about ethical values to clarify their use in

internal and external discourses Practice Islamic teachings in schools to prevent

misunderstandings that can lead to inaccurate characterisation of Islam and other faiths

Facilitate a better understanding of issues regarding human rights, social class, gender, race, ethnicity, language, age and special needs using the knowledge of Islam

Create a safe and secure learning environment promoting free inquiry.

Standard 4: Instructional Planning and Strategies

Teachers understand instructional planning, design and implement well-structured long-term

and short-term plans based upon knowledge of subject matter, students, community,

curriculum goals, and employ a variety of developmentally appropriate strategies in order to

promote critical thinking, problem solving and performance skills of all learners.


Teachers know and understand: The aims, goals and objectives of education as well as of curriculum

for specific subject and their importance in instructional planning Principles of acquisition of relevant subject knowledge and skills at

different stages of development. Availability of appropriate resources and materials for instructional

planning including the use of indigenous, low-cost learning


51

material and instructional technology to promote students’ attention and thinking

Techniques to plan, develop, implement and modify instructional strategies based on students’ individual needs, development progress, learning styles, social contexts, and prior knowledge to help all students learn

A variety of instructional approaches and the use of various technologies, to promote thinking and understanding

The effect of out of school activities including homework and involvement of parents

General methods of teaching and classroom management Special methods of teaching different disciplines

Dispositions Teachers value and are committed to: Attaining goals, objectives/student learning outcomes of the

curriculum The development of students’ critical thinking, independent

problem-solving and performance capabilities Practising pedagogy which encourages collaboration, team work

and cooperation Promoting a love of learning and students’ intellectual curiosity

Performance and Skills Teachers engage in activities to: Plan, design and implement instruction appropriate to students’

stage of development, variety of learning styles, strengths/needs and the school and community culture

Plan and assign homework and out of the class activities to extend and consolidate students learning

Plan, design and implement strategies to create learning experiences that make subject matter meaningful for students, encourage students to pursue their interests and inquiries

Plan and develop well-structured effective lessons by organising instructional activities and materials, incorporating a wide range of community and technology resources, to promote achievement of lesson objectives

Use formal and informal methods of assessment, information about students, pedagogical knowledge and research as sources for active reflection, evaluation and review of practices.

Create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from across several subject areas

Reflect systematically on the effectiveness of lessons and approaches to teaching

Standard 5: Assessment

Teachers have knowledge, understanding, and skills to assess students learning using multiple

assessment strategies and interpret results to promote and foster the continuous progress of

students (diagnostic and formative) and to evaluate students achievement (summative).


52


Teachers know and understand: Different types of assessment strategies for formative and

summative assessment (for example, traditional standardised and performance-based tests, observation systems and assessment of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development

The use of assessment results to evaluate and improve teaching and learning

Assessment-related issues, such as validity, reliability, bias and scoring concerns

Dispositions Teachers value and are committed to: The belief that students learning outcomes are the basis for

growth and the deficiencies are opportunities for learning Fair and objective assessment and reporting to students and

families Facilitating to ensure that students see assessment as a challenge

and not as a frightening experience

Performance and Skills Teachers engage in activities to: Develop and use teacher made tests for continuous internal

evaluation of student performance and skills at different stages of the academic programme

Analyse student performance using multiple sources of data, and to modify future plans and instructional techniques that promote desired student learning outcomes

Provide students constructive feedback on their learning and encourage them to respond to the feedback, use data and self-assessment strategies to monitor their progress towards achieving personal goals

Accurately document and report assessment data and on-going student achievement to parents and professional staff

Enhance their knowledge of learners and evaluate students’ progress using a variety of formal and informal assessment techniques to modify teaching and learning strategies

Develop and use objective assessment tools to measure student progress

Promote opportunities for students to engage in self-assessment activities

Standard 6: Learning Environment

Teachers create a supportive, safe and respectful learning environment that encourages

positive social interaction, active engagement in learning and self-motivation in learners.


Teachers know and understand: How learning takes place in classrooms The principles and strategies of effective classroom management

that promote positive relationships, cooperation and purposeful


53

learning activities in the classroom How the classroom environment influences learning and

promotes positive behaviour for all students How participation supports student commitment to learning That corporal punishment is detrimental to the development of

a child and that it is a crime

Dispositions Teachers value and are committed to: The role of students in promoting each other’s learning (peer

learning) and recognising the importance of peer relationships Taking responsibility for establishing a positive and engaging

environment in the classroom and in the school Use democratic values in the classroom such as allowing students

to express different opinions and raise questions, providing equal opportunity for participation to all students

Implementing discipline strategies that do not negatively affect the personality of the students

Performance and Skills Teachers engage in activities to: Develop and share classroom discipline plan/norms with the

students Maintain a learning community in which students assume

responsibility for themselves and each other, participate in decision-making and work both collaboratively and independently

Create a cooperative classroom environment for all students, by practising effective listening and group facilitation skills

Create a positive classroom culture which is socially, emotionally and physically safe

Establish and maintain appropriate standards of competitive behaviour to create a supportive environment for students at different levels of learning

Use instructional time effectively Facilitate and monitor independent and group work that allows

for full and varied participation of all individual students. Implementing discipline strategies that do not negatively affect

the personality of the students

Standard 7: Effective Communication and Proficient Use of Information and Communication Technologies (ICT) for Teaching and Learning Process

Teachers use knowledge of effective verbal, nonverbal and written communication

techniques and tools of information processing to foster the use of inquiry, collaboration and

supportive interactions with students and parents. Teachers are able to use instructional and

information and communication technologies for curriculum enrichment, instruction,

assessment and evaluation of learning outcomes.


54


Teachers know and understand:

The importance of verbal, nonverbal and written communication in the teaching and learning process

Functional English related to their subject content

Operating and integrating technologies in classroom and laboratory activities

Use of suitable software for word processing, filing, research, data storage and presentation of information

Use of computers and mobile devices as instructional, research, planning and evaluation tools

How to use available diverse technical tools (art work, videos, cameras, phones, computers, etc.) in their classrooms

Dispositions Teachers value and are committed to:

Appreciating the cultural dimension of communication, responding appropriately and seeking to foster culturally sensitive communication by and among all students in the class

Being an active and responsive listener

Fostering diversity of opinions among students and celebrating it in the classroom

Using all educational and informational technologies to enhance different aspect of teaching and learning

Performance and Skills Teachers engage in activities to:

Communicate clearly in the local language/ Urdu/English using appropriate oral and written expressions

Develop reflective reading skills of learners in the local language/ Urdu/ English

Model effective communication strategies and questioning techniques in conveying ideas and stimulating critical thinking

Communicate in a variety of ways that demonstrate a sensitivity to cultural, linguistic, gender and social differences

Foster accurate reporting and sharing of facts, opinions and beliefs

Incorporate up-to-date information from diverse sources (print and electronic media) in lesson plans to supplement textbooks

Use ICT including computers and mobile devices where available for planning, instruction, and assessment practices

Develop students’ portfolios, test items, assignments and assessment through computers


55

Standard-8: Collaboration and Partnerships

Teachers build relationships with parents, guardians, families and professional organisations

in the community to support student learning.



The importance of effective school-home relations that contribute to high-quality teaching and learning

The role of the school within the community and importance of community partnerships for student learning and development

Different approaches to collaborate effectively with parents, professionals and community


Recognising the role of parents, guardians and other family members, notables and elders of the community as ‘teachers’

Being concerned about all aspects of the student’s well-being and working with parents/ families to provide opportunities for students’ success

Being willing to work with parents/ families and other professionals to improve the overall learning environment for students

Facilitating the intellectual, physical and moral/social development of students through cooperative learning and interaction with community institutions


Identify and utilise family and community resources to foster student learning and provide opportunities for parents to share skills and talents that enrich learning experiences

Establish respectful and productive relationships and develop cooperative partnerships with diverse families, educators and others in the community in support of student learning and well-being

Institutionalise parent/ family involvement practices through Parent Teacher Councils, School Management Committees, School Councils, Parent Teacher School Management Committees that support meaningful communication to strengthen the teaching and learning environment of the school

Cultivate knowledge of the surrounding community to enrich lessons and projects of study

Link schools with business, industry and community agencies and civil society representatives working in areas of health, environment, education etc.

Standard-9: Continuous Professional Development and Code of Conduct

Teachers participate as active, responsible members of the professional community, engage

in reflective practices, pursuing opportunities to grow professionally and establish collegial


56

relationships to enhance the teaching and learning process. Teachers subscribe to a

professional code of conduct.



The demands of a professional code of conduct

How educational research and other methods of inquiry can be used as a means for continuous learning, self-assessment and development

How to be inventive and innovative about teaching practice

How to develop and maintain their own professional portfolio


Improving their subject content knowledge and pedagogical skills through continuous professional development

Refining practices that address the needs of all students and the school/ community

Professional reflection, assessment and learning as an on-going process

Collaborating with colleagues on professional aspects

Sharing successful professional experiences with colleagues

Demonstrating professional ethics


Use reflective practice and professional development standards to set goals for their professional development plans

Apply learning from Continuous Professional Development activities to improve their teaching practice

Learn through professional education organisations and through print and electronic media

Make the entire school a productive learning climate through participation in collegial activities

Seek advice of others and draw on action research to improve teaching practice

Uphold ethical behaviours in teaching, learning and assessment.

Standard-10: Teaching of English as Second/Foreign Language (ESL/EFL)

Teachers understand the pedagogy of English as Second/Foreign language and effectively

communicate in English.

Knowledge & Understanding Teachers know and understand:

Status of English Language as a medium of instruction in Pakistan

Aims of teaching English as a subject at the national level

Aims and methods of using English as medium of instruction in Pakistan


57

Strategies to enhance “learning in English,” and “ learning of English as a language”

Apply appropriate learning theories, pedagogy and teaching methods to facilitate the learning and use of English

Specific difficulties in teaching and learning English in the Pakistani context


Lessening biases and anxiety in students for learning in English

Addressing students’ specific needs related to ESL/EFL


Use of comprehensible English language along with supportive use of Urdu (national language) and local languages for effective teaching and learning purposes

Identify, analyse and address learning difficulties in English language

Gradually enable students to communicate in English utilising all four skills: speaking, listening, reading and writing

Provide classroom opportunities for choral and individual reading,

descriptive and discursive writing and spoken English


58

Annex IV: TORs for DCTE

Areas of responsibility

Pre-service teacher education in RITEs

Planning and managing teacher professional development

Curriculum

Textbooks

Assessing teaching and learning

Responsibilities in each area

1. Pre-service teacher education

1.1. Coordinate with the National Accreditation Council on Teacher Education (NACTE) to seek

accreditation status for programmes offered by the 20 Regional Institutes for Teacher Education

(RITEs) in the province.

1.2. Facilitate the process of affiliating RITEs with universities in the province and work with RITEs to

meet the requirements for affiliation.

1.3. Make recommendations to universities on the design and updates to teacher education curricula

and course content.

1.4. Participate in activities with universities to design and update teacher education curricula and

course content for degree programmes.

1.5. Prepare examinations and curricula for certificate courses (Drawing Master and Junior Diploma in

Physical Education)

1.6. Provide regular academic support and supervision to the RITEs and monitor the quality of pre-

service teacher education offered.

1.7. Take action to improve the quality of pre-service education based on information collected during

monitoring visits.

1.8. Maintain record of monitoring reports.

1.9. Provide financial and administrative oversight of the 20 RITEs (and the Physical Education College)

including advice to the ESED on placement of staff.

1.10. Maintain up to date information on enrolment, programmes, staffing, resources and facilities at

each of the RITEs (and the Physical Education College) in the province.

1.11. Provide advice and input to design and develop policies as they relate to teacher recruitment,

teacher management, teacher performance and professional development.


59

2. Planning and managing Teacher Professional Development (TPD)4

2.1. Determine annual priorities for TPD based on student assessment and teacher performance

assessment data, studies on teaching and learning and policies introduced by the Government of

Khyber Pakhtunkhwa.

2.2. Prepare an annual plan and budget for delivering government funded TPD priorities and determine

the appropriate mode of implementation.5

2.3. Instruct the PITE to design and implement TPD based on annual priorities.

2.4. Closely monitor spending against the annual al budget for TPD.

2.5. Act as the focal point for all non-government and/or donor supported TPD activities approved for

implementation by the Elementary and Secondary Education Department (E&SED) and direct and

coordinate their efforts.

2.6. Prepare and maintain a calendar showing plans for all TPD (government led and non-government

led) in each district and across the province.

2.7. Identify additional support required to implement government priorities for TPD and select

organisations to provide such support using appropriate Government of Khyber Pakhtunkhwa rules

and procedures.

2.8. Review unsolicited proposals for TPD in the province from non-government organisations and as

appropriate, direct them to the ESED for approval.

2.9. Ensure that a monitoring and evaluation plan is in place for all government funded TPD in the

province, collect data as per the plan and prepare reports based on data collected.

2.10. Conduct or commission studies by a third party to research teacher education and to evaluate the

outcomes of TPD on teaching and learning.

3. Curriculum (pre-primary to Grade 12)

3.1. Prepare, or cause to be prepared, schemes of study, standards, curricula, and approve their use in

schools in the province.

3.2. Prepare plans, policies, schedules and strategies for the introduction of new or revised curricula to

schools in the province.

3.3. Identify education and subject experts to be called upon to revise or design curricula.

4Teachers include principals and head teachers. The DCTE is also responsible for planning, managing and monitoring education-related professional development for District Education Office staff.

5Mode of implementation could be TPD designed and delivered solely by government institutions and personnel; designed and delivered in a partnership with another organisation, or designed and delivered entirely by the private sector.


60

4. Textbooks and supplementary materials

4.1. Using established criteria and processes organise and conduct the review of textbooks and

textbook manuscripts submitted by the Textbook Board and provide feedback on content.

4.2. Issue No Objection Certificates/approvals for textbooks to be used in the province.

4.3. Maintain an update to list of education and subject experts to be called upon to conduct the

review of textbooks/textbook manuscripts.

5. Assessing teaching and learning

The Assessment & Evaluation wing of DCTE will:

5.1. Serve as the focal point for all activities relating to the assessment of and research into teaching

and learning in the province including any national level assessment activities or programmes.

5.2. Conduct annual, sample based assessments of student learning at the end of grade 2, grade 5 and

grade 8 (or as directed by the E&SED) and disseminate findings from the assessments to a wide

audience, including the E&SED, schools and teachers.

5.3. Conduct regular surveys of teaching in the province and agreed with the E&SED and disseminate

findings from the survey to a wide audience including the E&SED, schools and teachers.

Additional responsibilities

Any other task assigned by the Department.


61

Annex V: TORs for PITE

Areas of responsibility

Either independently or with external agencies, design and implement professional

development programmes (for teachers, head teachers, principals, teacher educators and

education managers) as requested by the DCTE.

Serve as a Provincial Resource Centre for professional development.

Maintain records of TPD in a Teacher Management Information System (TMIS).

Responsibilities in each area

1. Designing and delivering teacher professional development6

Based on priorities, plans and targets for teacher provincial development prepared by the DCTE and

approved by the ESED, the PITE will:

1.1. Design and develop the content for high quality teacher professional development programmes (and

professional development programmes for other educators/education officials as directed by the

DCTE).

1.2. Select, design and develop a range of materials and resources for teacher professional

development.

1.3. Host the team leading school based continuing professional development.

1.4. Coordinate with District Education Officers (DEOs) to prepare plans for implementing a variety of

TPD programmes.

1.5. Identify district based Master Trainers, Lead Trainers, Mentors or similar as required by a

programme and prepare them to deliver teacher professional development.

1.6. Monitor the quality of professional development provided, including the performance of trainers,

and use the data collected to improve the efficiency and delivery of teacher professional

development.

1.7. Prepare quarterly and programme specific reports on teacher professional development activities

led by the PITE.

1.8. Work in partnership with other organisations as directed by the DCTE to design and implement

teacher professional development in the province.

6Teachers include head teachers and principals. The PITE may also be directed by the DCTE or the ESED to provide education related professional development for DEO officials, for example Assistant Sub-divisional Education Officers.


62

2. Maintain records of Teacher Professional Development

2.1. Host an online TMIS.

2.2. Design systems for collecting data from teachers taking part in teacher professional development.

2.3. Collect data about teachers taking part in professional development and their performance.

2.4. Enter data collected about teacher professional development into a TMIS.

2.5. Produce regular reports and analysis of data in the TMIS about teacher professional development

activities and the teachers taking part and respond to queries from DEOs, the E&SED and other

stakeholders.

3. Provincial Resource Centre for professional development

3.1. Maintain a comprehensive collection of resources for teacher professional development, including

well organised archives of materials and other artefacts from programmes developed and

implemented in the province.

3.2. Host provincial level teacher professional development programmes, including programmes to build

capacity of trainers, mentors, master trainers and other personnel involved in implementing teacher

professional development.

Additional responsibilities

Any other task assigned by the Department.

Documents

Published by - KPESEkpese.gov.pk/Downloads/KPESPS-Papers/KP Standards for TEs 050618_Final.pdf · the KP-ESPSP programme which focused on the findings of two needs assessment studies