Documente Academic
Documente Profesional
Documente Cultură
6.1 Introduction
During the XI Five Year Plan secondary education has been accorded relatively
high priority in the development agenda of the country keeping in view the
demographic profile and the need of a knowledge society and economy. In order
to give concrete goal-oriented shape to the efforts, Government of India launched
a comprehensive centrally sponsored scheme called ‘Rashtriya Madhyamik
Shiksha Abhiyan (RMSA)’, in March 2009 with the objective to make good
quality secondary education available, accessible and affordable to all young
persons, irrespective of gender, socioeconomic condition, disability, geographical
and other barriers. The present aim is to have a secondary school of acceptable
norms and standards within 5 km of every habitation in the country, and similarly
to have a higher secondary school within 8 km.
58
6.1.1 Professional Development
6.2 Concerns
The main concerns that need to be looked into in the secondary education sector
include:
59
2. Evolving a mechanism/strategy by which effective programmes of
continuous teacher professional development can be initiated for large
number of teachers spread over a variety of areas and dealing with very
different situations. Because each major centrally sponsored scheme
namely SOPT, PMOST, DPEP and SSA used a different strategy for
teacher training. The strategies remained traditional and they are ‘one-
time affair’.
8. Identifying and evolving the possibility of the extent to use ICT in the
trainings through cascade and other models.
6.2.1 Aims
60
but are engaged with the task to develop their own and the group’s
knowledge.
4. Research and reflect on the gaps in students’ learning and their progress
The following strategies may be taken up for achieving the above aims:
6.3 Design
Professional development can succeed only in settings, or contexts, that support it.
Probably the most critical part of that support must come from administrators.
The outcome of every professional development initiative will depend ultimately
on whether its administrators consider it important.
63
The process of professional development should also be based on sound
educational practice such as contextual teaching. Contextual teaching presents
information in familiar contexts and in contexts in which the information is
useful. It is effective because it takes advantage of the fact that learning occurs
best when learners process new information or knowledge in such a way that it
makes sense to them in their own frames of reference.
Split Model: This is similar to reflective teaching model. It consists of 6-8 day
training at district/block level, then practicing the inputs received in the
professional development programme two or three months in actual classroom
situation, and a short follow-up training of two to three days at district/block level
wherein the teachers share their experiences through reflective and open
discussions. Reflective discussions include integration of theory and practice,
integration of context and pedagogy etc.
65
6.3.4.2 Site-based teacher professional development
Open Lessons: In this model, teachers develop lessons and invite colleagues to
observe the lesson and provide feedback in a post-observation session. The focus
of this model is on ‘teacher behavior’.
Study Groups: Within ‘Study Groups’ teachers collaborate as a single large group
or in smaller teams, to solve a common problem or create and implement a plan to
attain a common goal. During the collaboration process they may use print-based
resources, classroom materials and their experiences, as part of their approach to
the problem. Variations of the Study Group approach occur in TDP workshops, in
which teachers must plan an activity to take back to their school or create an
action plan to address a particular school-based problem.
Mentoring: In this model, older or more experienced teachers guide and assist
younger or novice teachers in all areas of teaching.
66
development and would share materials and ideas as well as discuss challenges
and solutions.
67
4. Monitoring and SCERTs/ States to formulate
Feedback SIEs/
CTEs/IASEs
/ University
Education
Departments
SRG
DRG
5. Induction Training State to States to work out modalities as per
for newly recruited decide the need.
teachers duration
68
8. Impact studies Involving Will be seen as an ongoing and
National/Sta continuous process as a part of
te level managing quality interventions in
institutions respective states/UTs.
(State Level)
Resource persons (RPs) at national level will be oriented on the content and the
national, social and systemic concerns by the experts identified for this purpose.
RPs of national will train Master trainers at regional level in the five regions.
Master trainers will be drawn from SCERTs/SIEs, IASEs, CTEs, other reputed
teacher training institutions and University departments. Master trainers will train
the secondary school teachers at district level. The master trainers will also act as
mentors through out to provide continuous professional support to the teachers at
district level. The ITPD programmes will be monitored continuously and
feedback will be obtained from teachers for further improvement.
69
6.4.2 Induction Programmes for the newly recruited teachers
Some States/UTs have absorbed untrained teachers into the system. Such
states/UT have to take steps to depute the untrained teachers who are made
permanent in the system to acquire professional degree in teaching within a time
frame of two years. States/UTs should strictly follow NCTE norms for recruiting
teachers at secondary level and there should not be any untrained teacher for
teaching secondary level students from the academic year 2011-12.
States and Union Territories can take up impact studies for assessing the In-
service Teacher Professional Development (ITPD) programmes in the classrooms
and on the learning achievement of children of classes IX and X.
70