Final IPD Manual for PSTs General Aug-02-2024.pdf

GOVERNMENT OF SINDH SCHOOL EDUCATION & LITERACY DEPARTMENT Initial Professional Development (Induction Training) Manual for Primary School Teachers (PSTs) Developed by Provincial Institute o...

GOVERNMENT OF SINDH SCHOOL EDUCATION & LITERACY DEPARTMENT Initial Professional Development (Induction Training) Manual for Primary School Teachers (PSTs) Developed by Provincial Institute of Teacher Education (PITE) Sindh, Nawabshah Reviewed & Certified by Sindh Teacher Education Development Authority (STEDA) “The Quality of any Education System Can’t Exceed the Quality of its Teachers”. 1  SINDH TEACHERS EDUCATION DEVELOPMENT AUTHORITY SCHOOL EDUCATION & LITERACY DEPARTMENT GOVERNMENT OF SINDH CERTIFICATE This is to certify that the Initial Professional Development (Induction Training) Manual for Primary School Teachers (PSTs) in Sindh has met the minimum standards of Quality Assurance, as assessed by the expert team of the Sindh Teacher Education Development Authority (STEDA). Consequently, a No Objection Certificate (NOC) has been issued for the use of the manual in the aforementioned program. SAYED RASOOL BUX SHAH EXECUTIVE DIRECTOR 2  Declaration The Initial Professional Development (Induction Training) Manual for Primary School Teachers (PSTs) developed by the following professionals under the supervision of Ms. Nusrat Fatima Kalhoro, Director General, Provincial Institute of Teacher Education (PITE) Sindh, Nawabshah: Zaheer Abbas Chang Director, PITE Dr. Mir Hassan Dahri Director, PITE Mr. Ihsan Ali Laghari Senior Instructor, PITE Mr. Allah Nawaz Aamir Channa Senior Instructor, PITE 3  Declaration The Initial Professional Development (Induction Training) Manual for the Primary School Teachers (PSTs) reviewed by the following experts under the supervision of Sayed Rasool Bux Shah, Executive Director, Sindh Teacher Education Development Authority (STEDA): Sayed Rasool Bux Shah Executive Director STEDA Dr. Muhammad Memon Education Consultant STEDA Dr. Kiran Hashmi Assistant Professor IOBM Mr. Zain- ul -Abidin Director STEDA Mr. Zaheer Abbas Chang Director PITE Mr. Rasheed Ahmed Channa Director STEDA Dr. Shila Devi Deputy Director STEDA Ms. Rehana Parveen Meerani Deputy Director STEDA Mr. Raheel Manzoor Soomro Assistant Director STEDA Ms. Aneela Katbar Assistant Director STEDA Mr. Muhammad Azeem Khoso Assistant Director STEDA Mr. Sayed Mazhar Ali Shah Assistant Director STEDA Mr. Zulfiqar Khaskheli Assistant Director STEDA Mr. Shakeel Ahmed Khatri Assistant Director STEDA Mr. Adil Jarwar Assistant Director Formatted by Mr. Sarwaich Aziz Akhund Senior Data Processing Assistant STEDA 4  Table of Contents ABBREVIATIONS 6 Preface 7 Welcome to PSTs for their Initial Professional Development (Induction Training)! 8 DAY 01: Teachers’ Role as Facilitators 13 DAY 02: Reflective Practice and Teaching Portfolio 19 DAY 03: Students’ Role as Active Learners 24 DAY 04: The 21st Century Learning Framework and Skills 28 DAY 05: Role of School Education & Literacy Department and its Allied Institutions / Organizations and National Professional Standards for Teachers 30 DAY 06: Understand National Curriculum Framework, Curriculum, Scheme of Studies, and Syllabus 42 DAY 07: Alignment of Textbooks with Curriculum (English, Science and Mathematics) 46 DAY 08: Alignment of Textbooks with Curriculum (Urdu / Sindhi, Social Studies and Islamiat / Ethics) 48 DAY 9: Child Development 50 DAY 10: Student Learning Styles 54 DAY 11: Learning Domains – Bloom’s Taxonomy 61 DAY 12: Student-Centred Pedagogies 67 DAY 13: Assessments and its Types 73 DAY 14: Classroom Management 78 DAY 15: Lesson Planning 81 DAY 16: Integration of Technology to Teaching and Learning 83 DAY 17: Multigrade Teaching 87 DAY 18: Cross-Cutting/Emerging Themes 96 DAY 19: Co-Curricular Activities/Emerging Themes 101 DAY 20: Micro Teaching and Practicum 106 DAY 21: Micro Teaching and Practicum (Continued) 110 DAY 22: Micro Teaching and Practicum (Continued) 111 DAY 23: Topic: Micro Teaching and Practicum (Continued) 112 DAY 24: Presentation of Teaching Portfolios and Experiential Learning 113 Food for Thought 114 5  ABBREVIATIONS CPD Continuous Professional Development CPs Course Participants CRQs Constructed Response Questions DSE Directorate of School Education DCAR Directorate of Curriculum, Assessment & Research ERQs Extended Response Questions ICT Information & Communication Technology IPD Initial Professional Development JDs Job Descriptions JESTs Junior Elementary School Teachers MTs Master Trainers PSTs Primary School Teachers NPSTP National Professional Standards for Teachers in Pakistan PITE Provincial Institute of Teacher Education SESLOAF Sindh Education Student Learning Outcomes Assessment Framework STEDA Sindh Teacher Education Development Authority SLOs Student Learning Outcomes SMART Specific, Achievable, Measurable, Realistic, Time-bound MCQs Multiple-Choice Questions RSU Reforms Support Unit STBB Sindh Textbook Board SDGs Sustainable Development Goals 2030 SE&LD School Education & Literacy Department, Sindh TEIs Teacher Education Institutions TTIs Teacher Training Institutions 6  Preface For the last several years, the focus of School Education & Literacy Department (SE&LD), Government of Sindh has been to enhance the achievement level of students at all levels. This requires continuous professional capacity building of teachers. In order to facilitate smooth entry of the newly recruited teachers to teaching profession, getting them familiarized with the professional ethics, national professional standards for teachers, rapidly changing landscape of education, and acquiring professional knowledge, skills and attitude to become effective teachers, a four-week induction training of the newly recruited Primary School Teachers (PSTs) was organized from July 17, 2022 to August 18, 2022 which went quite well. Since the newly recruited PSTs and JESTs have already joined their schools on August 1, 2022, the ‘induction training’ has been renamed as an ‘initial professional development’ (IPD) for the newly recruited PSTs/JESTs in Sindh. The Sindh Teacher Education Development Authority (STEDA) provided guidelines to develop the initial professional development (induction training) manual. The STEDA experts reviewed the manual. The manual was finalized based on the comments of the experts. The initial professional development (induction training) manual will help PSTs to enhance understanding of their role as effective teachers to improve student learning outcomes in the primary schools. The initial professional development (induction training) manual contains objectives, themes, strategies, and activities for four (04) weeks (working 24 days). Out of 24 days, 19 days are allocated to face-to-face sessions, 04 days to teaching practicum in the schools, and 01 day for presentation of the participants’ portfolios and experiential learning. The initial professional development (induction training) manual is a result of series of deliberations with the stakeholders to make the material, resources, and training strategies contextually relevant for the targeted audience. The team’s efforts for developing the initial professional development manual are highly acknowledged and appreciated. Note: This initial professional development (induction training) manual is the intellectual property of the School Education & Literacy Department (SE&LD), and Provincial Institute of Teacher Education (PITE), Government of Sindh which should not be used/quoted without any prior permission. 7 Welcome to PSTs for their Initial Professional Development (Induction Training)! Background The School Education & Literacy Department (SE&LD), Government of Sindh initiated recruitment of Primary School Teachers (PSTs) and Junior Elementary School Teachers (JESTs) in Sindh as per the Government of Sindh’s amended Recruitment Policy 2022.The Sukkur Institute of Business Administration (SIBA) conducted test of PST and JEST candidates. The Government of Sindh appointed successful candidates as Primary School Teachers (PSTs) and Junior Elementary School Teachers (JESTs) in the province. As per directive of the Honourable Minister for Education and worthy Secretary, SE&LD, the induction training programme was designed to equip the newly recruited PSTs and JESTs with the required professional knowledge, skills and attitudes in order to perform their duties effectively. Rationale The SE&LD, Government of Sindh has been emphasizing quality of education at all levels. It is a fact that the enhancement of student learning outcomes highly depends on the quality of teachers. However, the quality of teaching and learning requires professional capacity building of teachers. The need for professional capacity building of teachers has been recognized at the policy level. The Goal 3: Programme 4 of the Sindh Education Sector Plan & Roadmap (SESPR) 2019-24 has also emphasized the need for both the induction training/initial professional development and continuous professional development of teachers to improve quality of education in the province. Accordingly, the induction training of the newly recruited PSTs and JESTs in 29 districts of Sindh was designed in three (03) phases (phase one for the inexperienced teachers, phase two for the experienced teachers, and phase three for professionally qualified teachers). The Provincial Institute of Teacher Education (PITE), Nawabshah has taken a lead role in the development and conduct of the induction training programme for teachers in collaboration with TEIs in the province. The Sindh Teacher Education Development Authority (STEDA) has assured the quality of the induction programmes and training manuals/material. Description of Initial Professional Development (Induction Training) The induction training programme was designed for four (04) weeks (24 working days) which contained 19 days for face-to-face interaction, 04 days for practicum/microteaching, and 01 day for sharing and presenting learning experiences/teaching portfolios. The newly recruited PSTs and JESTs will be trained in various phases through ‘cascade’ training approach. The PITE developed training manual for PSTs. The STEDA reviewed the induction training programme/manual for the newly recruited PSTs and JESTs for quality assurance purpose. The induction training was conducted in all districts in collaboration with TEIs and Directorate of School Education (DSE). The PITE trained the Master Trainers (MTs) who conducted induction training of the newly recruited PSTs in all districts. The PITE also conducted pre and post-test of the course participants (CPs) to determine effectiveness of the induction training programme. A summary of the programmatic activities is given below: 8  Sr. No Activity Strategy Duration Time 01 Classroom interaction Activity-based face-to-face and preparation of 19 days 09:00 am to 02:00 pm training at each centre teaching portfolios 02 Practicum / micro Lesson plan delivery in the teaching and classroom actual classroom support by MTs and Four lesson plans by each maintaining teaching participant (Science, 09:00 am to 02:00 pm 04 days portfolios Mathematics, Social (School-based Tasks) Studies, Islamiat/Ethics, Languages: English, Sindhi/Urdu) 03 Sharing professional Presentation on teaching 01 day 09:00 am to 02:00 pm learning experiences portfolios and discussion Total 24 Days Initial Professional Development (Induction Training) Objectives The newly recruited PSTs as course participants (CPs) are expected to achieve the following objectives (learning outcomes) at the end of the initial professional development programme: i) To orient them about the role expectations and job description of teachers as facilitators and reflective practitioners focusing on achieving student learning outcomes. ii) To orient them about national curriculum framework and differentiate among curriculum, scheme of studies, syllabus, and textbooks for developing their better understanding for achieving student learning outcomes. iii) To develop their professional knowledge, skills and dispositions for enhancing their professional capacity through hands-on- activities to teach students effectively. iv) To familiarize them with the functions of School Education & Literacy Department and its allied education institutions, professional ethics and national professional standards for teachers in Pakistan-2009 in order to become effective teachers focusing on achieving student learning outcomes. v) To develop their understanding of 21st century learning framework and skills. vi) To orient them about student-centred pedagogies and learning styles, multi-grade teaching etc. vii) To develop their ICT skills and integration with teaching and learning process. viii) To develop their understanding about formative and summative assessment / tests. ix) To develop their awareness of cross-cutting themes such as; WASH, life skills-based education, inclusive education, national accountability, school management committee (SMC), community mobilization, corporal punishment etc., including emerging themes such as; sustainable development goals 2030, especially goal 4 on quality education, and education in emergencies in pandemic, disaster risk reduction, earthquake, flood situation etc. Themes of Initial Professional Development (Induction Training) The following themes will be covered during the initial professional development (induction training): 9 Theme 1: Understand Teachers and Students’ Roles in Changing Times 1.1 Teachers’ role as facilitators 1.2 Reflective practice and teaching portfolio 1.3 Teachers’ personal philosophy of teaching and job descriptions of primary school teachers (PSTs) 1.4 Students’ role as active learners 1.5 The 21st century learning framework and skills 1.6 Role of School Education & Literacy Department and its allied education institutions and national professional standards for teachers in Pakistan-2009 Theme 2: Understand National Curriculum Framework 2.1 Understand national curriculum framework, notion of curriculum, scheme of studies, syllabus, and textbooks 2.2 Alignment of textbooks with curriculum (English, Science and Mathematics) 2.3 Alignment of textbooks with curriculum (Urdu/Sindhi, Social Studies, Islamiat / Ethics) 2.4 Child development 2.5 Learning domains and assessment 2.6 Test development Theme 3: Innovative Pedagogies and Professional Practices 3.1 Student-centred pedagogies including active learning 3.2 Student learning styles 3.3 Classroom management 3.4 Lesson planning 3.5 Integration of technology to teaching learning 3.6 Multi-grade teaching Theme 4: Integration of Cross-Cutting / Emerging Themes to Teaching and Learning 4.1 Cross-cutting themes: WASH, life skills-based education, inclusive education, national accountability, school management committee (SMC), community mobilization, corporal punishment etc. 4.2 Emerging themes: Sustainable Development Goals 2030, especially, goal 4 on quality education etc. including education in emergencies: pandemic, disaster risk reduction, earthquake, flood situations etc. 4.3 Micro teaching / teaching practicum 4.4 Share experiential learning and display of teaching portfolios Initial Professional Development (Induction Training) Strategies The entire training content and activities are developed and will be taught through participatory approaches. The participants are expected to critically reflect on their teaching practices for bringing about improvement in student learning outcomes. The training approaches include, brainstorming, presentation, lecture, active learning, discussion, collaborative / cooperative learning, jigsaw, group work, role play, reflections etc. will be used during the programme. Initial Professional Development (Induction Training) Rules All CPs are expected to strictly observe the following rules during their initial professional development (induction training): 10  Be regular and punctual. No bullying during sessions. Usage of Mobile phones is not allowed during the training sessions. Gutka, paan and smoking are not allowed. Adherence to the professional code of conduct. Cleanliness must be maintained throughout the sessions. No leave is allowed except any emergency. In this case, only 02 days leave will be granted by the respective in-charge training centre. Anyone who avails leave more than 02 days, he / she will be dropped from the programme. During the programme, the outsiders and guests are not allowed. Strictly comply with the Government of Sindh’s SOPs regarding pandemic etc. Dress Code All CPs are expected to observe the following dress code during the programme: A plain pant shirt with tie or plain Shalwar Kameez with waist coat for male. Only shoes are allowed (sandals, chapels and joggers are not allowed). Any formal dress for female, High heels and joggers are not allowed. Jeans and T-shirts are not allowed for both male and female. Quality Assurance of Initial Professional Development (Induction Training) The STEDA will monitor the quality of training through visits by various quality assurance teams. The in- charge training centres and MTs will share progress of the training on weekly basis. The STEDA has developed a tool for observations of the training programme which will be shared with the officers concerned to use it during their visits and share with the STEDA for preparing reports. Pre & Post-Test The pre and post-test will be administered in order to assess CPs’ learning before and after the programme. Performance Test The Directorate of Curriculum, Assessment & Research (DCAR) will develop performance test which will be reviewed by STEDA for ensuring its reliability and validity. The performance test will be administered on the last day of the training by the respective in-charge of training centres. The purpose of administering test is to find out whether CPs requires any further professional support on-the-job. Assessment of Course Participants (CPs) MTs will use the following assessment tasks to assess CPs’ performance: Sr. No Tasks Max. Marks 1. Teaching portfolios with reflections 10 2. Classroom participation including attendance and assignments 10 3. Performance test 30 Total Marks 50 Note: At the end of day session, MTs will give a day-topic related home assignments to CPs for integrating their learning and make it part of teaching portfolios for sharing with their respective MTs. Award of Certificates On completion of the induction training, CPs will be awarded Certificates. 11 Evaluation of Initial Professional Development (Induction Training) The STEDA has developed a tool for evaluation of training programme by the course participants. The respective in-charge training centres are expected to share with the STEDA the completed evaluation proformas for preparing a report. Review of Initial Professional Development (Induction Training) A review meeting of initial professional development (induction training) will be arranged with the in-charge training centres and MTs to discuss the successes, challenges and recommendations for further improving the initial professional development of PSTs. Structure and Content of Initial Professional Development (Induction Training) The initial professional development (induction training) comprises 24 days (19 days for face-to-face interactive sessions, 04 days for micro teaching/teaching practicum, and 01 day for presentation of experiential learning/teaching portfolios). The details of day-wise plans are given below (see overleaf): 12  DAY 01: Teachers’ Role as Facilitators Objectives CPs will be able to: Get familiarized with the initial professional development objectives, themes etc. Discuss importance of teaching profession and their personal views. Understand teachers’ role as facilitators. Activities Duration Registration Recitation of Holy Quran Conduct Pre-Test Introduction of MTs and CPs Discuss the initial professional development programme, objectives, themes, 09:00 am to 11:00 am instructional strategies, assessment practices etc. Discuss CPs’ expectations Brainstorm on importance of teaching profession and CPs’ views about teaching profession Discuss teachers’ role as facilitators Tea Break 11:00 am to 11:30 am Brainstorm on job description of PSTs Discuss job description of PSTs 11:30 am to 11:30 pm Code of conduct for teachers Recap of the Day 01:30 pm to 02:00 pm Activity 1.1 Teaching as Profession MTs will form pairs of CPs for sharing their two (02) key strengths and weaknesses for discussion in a large group followed by MTs’ input. All CPs will discuss Handout 1.1 and respond to the questions below in their respective groups and further share their responses with a large group followed by MTs’ input. i) Why should teaching be considered as profession? ii) Why have you joined teaching profession? iii) What are key challenges of teaching profession in the country? iv) How should teaching profession overcome these challenges? v) Being a novice teacher, how will you contribute towards enhancing status of teaching profession? Handout 1.1 Teaching as Profession The UNESCO announced a theme: ‘The transformation of education begins with teachers’ for celebration of the World Teachers Day in October 2022 in the globe which shows importance of teaching profession and its contribution to the transformation of education. The Director General, ILO, UNESCO and others gave their joint message on this day which was as follows: ‘Bring qualified, supported and inspirational teachers into classroom for improving learning and wellbeing of students…We celebrate role of teachers in transforming learners’ potential by 13 ensuring they have the tools, they need to take responsibility for themselves … We call on countries to ensure that teachers are trusted and recognized as knowledge producers, reflective practitioners and policy partners’ Teaching is considered as a noble profession which prepares students for their future life. Teachers do not only impart knowledge and prepare students for annual examination but inspire, educate, and prepare them for their practical life. There are many teachers with passion who have dedicated their life to prepare their students and make them successful human beings in their practical life. These teachers are the role models for their fellow teachers. Teaching profession demands teachers to continue acquiring the desired professional knowledge, skills, and attitude to teach students effectively. The following seven (07) criteria are used for teaching as a profession: 1. Organized body of professional knowledge: Teaching is an organized body of professional knowledge that separates teachers from others. Teachers are equipped with a body of knowledge and a set of pedagogies to teach students effectively. 2. Social and moral purpose of teaching: It serves the social purpose of life and teachers’ role is to help students to attain the social and moral purpose of education. 3. High professional status: Teaching profession has secured its well-deserved position in the society since ages. However, all teachers are required to complete their professional qualification, enter the profession, and continue learning through CPD in order to progress in their career. 4. Acquired professional qualification: Teachers are required to acquire professional qualification/certification followed by induction or internship. Teachers are required to participate in their continuous professional development programmes for enhancing their professional competence in order to educate students effectively. 5. Capacity to make professional decisions: Teachers normally make a number of decisions about teaching and learning process. Teachers make professional decisions to diagnose students’ needs, implement instructional plans, and evaluate progress of the students. 6. Contribute to society: Teachers provide personal and caring service to the students by diagnosing their learning needs and use the relevant pedagogies to improve their learning. Teachers’ pedagogies aim to contribute to the holistic development of students through active engagement and critical inquiry enabling them to become responsible citizens for contributing towards the society. 7. Members of professional associations: Like other professions, teachers are the members of various professional associations for their further professional development, networking and professional certification. Transformation of Teaching Profession There is a general held opinion among the majority of teachers and others that teaching profession still doesn’t enjoy high status in the society like medical doctors, engineers and others. The following measures are required to enhance the status of teaching profession: i) Civil society needs to value teaching profession. ii) Revisit national professional standards for teachers. 14  iii) Attract the brightest graduates to teaching profession with passion for learning and excellence along with their professional certification. iv) Transform teacher education including practicum/clinical component. v) Create opportunities for internship in education institutions like other professions. vi) Assure quality of teacher education programmes through accreditation from the National Accreditation Council for Teacher Education (NACTE) established by the Higher Education Commission, Islamabad. vii) Offer CPD qualification framework enabling teachers to ‘learn to teach’. viii) Remodel pedagogies to respond to emergencies, uncertainties and digital turn. (Memon, M. 2022) Activity 1.2 Understand Teachers’ Role as Facilitators All CPs will discuss Handout 1.2 the following questions in their respective groups and share their understanding with a large group followed by MTs’ input. i) How do you see your role as a teacher? ii) How should teachers become facilitators? iii) What makes teachers to become facilitators? iv) What are the essential qualities of 21st century teachers? v) How should teachers become pedagogical leaders? Handout 1.2 Teachers’ Role as Facilitators ‘You can’t teach today the same way you did yesterday to prepare students for tomorrow’ (John Dewey) The education system of the 21st century has substantially changed across the globe due to knowledge and technological advancements. The 21st century emphasizes the development of students’ thinking skills, interpersonal skills, information media, technological skills, life, and career skills which should be integral part of teaching and learning process. The students’ interest and needs have also changed which also demand change in teachers’ role from ‘sage on the stage’ to ‘guide on the side’. The role of teachers as ‘guide on the side’ or ‘facilitator’ is essential to improve sustainable quality education and integrate technology with teaching learning. A teacher of the 21st century performs several roles as facilitator, knowledge transformer, digital teacher etc. Teachers’ role is not to only facilitate students’ learning but to prepare them for their future life by acquiring critical thinking skills, and creativity. Since teachers’ role has enormously changed, they need to acquire relevant professional knowledge, skills and dispositions to educate their students. Hence, it is a responsibility of teachers to prepare themselves to teach their students meaningfully. Teachers have to continue enhancing their technological skills to educate their students more effectively. It is the responsibility of teachers to improve students’ knowledge with conceptual development, application and analytical skills required for their practical life. Teachers should also use various pedagogies to develop positive thinking among the students. 15 It is also the duty of teachers to use multidisciplinary approach to teaching and learning in order to develop students holistically which requires sophisticated skills. The 21st century demands teachers to be proficient in digital literacy and students as all-rounders. Effective teachers are the builders of nation and lifelong learners; therefore, they should keep updating knowledge of their subjects. Effective teachers should also develop learning material and use it in a practical way so that the students are able to improve their learning. Teachers also require creating an enabling environment for the students to learn collaboratively. Today, teachers’ great challenge is how to improve their digital literacy and make students as digital literate. In recent times, teachers’ role has emerged as ‘teacher as leaders’ which is not a position. Teacher leadership motivates and supports meaningful for sustained educational change across the education system. Research indicates that teachers perform a wide range of roles to improve students’ performance. These roles include; explorers, resource providers, pedagogical leaders, transformational/inspirational leaders, curriculum developers, learning facilitators, mentors, change agents etc. Teachers as leaders are the professionals who lead the change in their schools for the benefit of their students. Teachers’ role as leaders is not only limited to classroom teaching and learning but they accept challenges to improve their practice through working with fellow teachers, school administration, parents and students. Teachers’ role as pedagogical leaders also seems to be important since it deals with the effective implementation of curriculum and pedagogies which has impact on teaching and learning for quality education. The pedagogical leaders influence students’ learning through their active engagement to meet the standards by optimizing learning resources. Teachers are required to follow the guidelines and prepare themselves for effective role: Teachers’ role has changed from ‘sage at the stage’ to ‘guide on the side’. Teaching has become quite complex and demanding. Social change and advancement in technology and knowledge. Multidisciplinary / interdisciplinary approach to education. Students’ learning needs and intertest have changed. Holistic development of students. Employers’ needs have changed. Integration of technology to teaching and learning. Achieve sustainable development goals, especially goal 4 on quality of education. The 21st century learning framework requires teachers’ transformation to use contextually responsive pedagogies including digital pedagogies to prepare students for future (Memon, M.2022) Ref: Memon, M. (2022). A keynote speech on transformation of teachers for raising status of teaching profession delivered at SZABIST, Karachi to celebrate world teachers’ day on Oct 12, 2022. Activity 1.3 Job Description of Primary School Teachers (PSTs) All CPs will review and discuss Handout 1.3 in their respective groups in light of the following questions and share their understanding with a large group followed by MTs’ input: 16  i) How do you view your role as a primary school teacher? ii) What functions of your role do you like the most and why? iii) What functions of your role you don’t like and why? iv) What could be possible challenges of your role? v) How would you meet the challenges of your role? vi) To what extent the PST job descriptions have provided you adequate information to understand your role as PST? Handout 1.3 Job Description of Primary School Teachers (PSTs) Job Duty Performance Evaluation Indicators Sources/Means of Verification Professional Regularity & punctuality Muster Roll Bindings Mandatory participation in professional development programmes/activities Abide by rules & regulations Avail leaves with prior permission Service Book Admissible leave Short leave to be recorded in the Movement Register with prior permission Movement Register Follow dress code Show positive behaviour to students Cooperate with fellow teachers and others Reports of officers Teaching of Cover all curriculum areas and align Timetable and Teacher Diary Allocated with textbooks Self-monitoring based on given Subjects Monitor progress of students in the indicators followed by Head classroom Teacher and Taluka Education Officer Development of Subject and / or class plans covering Yearly Planner Teaching Plan whole academic year activities by dividing them into daily, weekly and monthly activities for example, Scheme of Studies Topics to be covered with their timeline, timetable Activities/events/celebrations to be undertaken Timetable Mode of practical work, field visits, tasks, assignments Types and frequency of assessment to Assessment Calendar / Planner be used 17  Development of Lesson plan is aligned with student Teacher Daily Diary Lesson Plan learning outcomes (SLOs) of curriculum Techniques/ tools for learning process Resources to be developed/used Activities to be performed Delivery of Actual teaching learning process Lesson plan Lesson Plans Demonstration in classrooms Assessment of SLOs Notebooks of Students Make and mark assignments/tests etc. Provide feedback to students for improving of their learning Maintenance of Students’ attendance Students Attendance Register Records Students’ progress (cognitive, social, Students’ Progress Record health and other issues and solutions Students Evaluation Reports Reports to the parents, students and Reports on students’ officers absenteeism Assistance in Daily records Reports of events, meetings and School Affairs Supports in admission process co-curricular activities Conduct meetings, exhibitions, debates, speeches, et Conduct co-curricular activities Liaison with Meetings / coordination with parents for Minutes of meetings Colleagues, progress and attendance of the students Parents and Meetings with colleagues Letter/ reports about attendance/ Other Awareness campaign about school’s progress of the students stakeholders initiatives and its record Note: All CPs must reflect on their professional learning for sharing with a large group next day. 18  DAY 02: Reflective Practice and Teaching Portfolio Objectives CPs will be able to: Understand the notion of reflective practice. Ways to reflect on teaching and learning process. Use reflective practice as a tool for self- improvement. Develop teaching portfolio. Activities Duration Recitation of Holy Quran Reflections on the previous day’s professional learning Share objectives of the day with CPs 09:00 am to 11:00 am Brainstorm on teachers’ personal philosophy of teaching Examine three case studies on teachers’ personal philosophy of teaching Tea Break 11:00 am to 11:30 am Brainstorm on the notion of reflective practice and its importance Use reflective practice as a tool for self-improvement 11:00 am to 01:30 pm Discuss the notion and purpose of the teaching portfolio Develop teaching portfolio Recap of the Day 01:30 pm to 02:00 pm Activity23.1 Teachers’ Personal Teaching Philosophy MTs will divide CPs in groups and allocate the following cases of teachers’ personal teaching philosophies to them for discussion in light of the education philosophies mentioned in Handout 2.1 and share their views with a large group followed by MTs’ input. 1. Ms Asma’s teaching philosophy is to be practical and inculcate moral and ethical values among the students. She believes that all children are unique and must have a stimulating learning environment where they can grow physically, mentally, emotionally, and socially. It is her wish to create an enabling environment where students can realize their full potentials. 2. Mr. Qasim’s teaching philosophy is that every classroom has its own unique characteristics. His role is to assist each child in developing his/her own potential as per learning style. He normally presents curriculum to accommodate different learning styles and interests for enabling students to take interest and make content relevant to the students’ experiences. He also uses hands-on activities to activate students learning. 3. Ms. Kulsoom’s teaching philosophy is that she is morally and professionally bound to enter the classroom with high expectations for all students and enable them to take interest in her teaching. Her approach is to teach prescribed content and complete syllabus. However, she creates learner-centred environment in the class enabling students to maximize the benefits of her teaching. 19  Handout 2.1 Philosophies of Education and Teachers Philosophy and Teachers Philosophy has a great influence on teachers both in terms of their thinking and behaviour. Teachers have also their own philosophy of teaching which is highly influenced by their thinking and behaviour, however, all teachers aim to identify potentials of children and educate them accordingly. Teachers’ personal philosophies of teaching are also influenced by the prevailing philosophies of education which are given below: Ref: https://www.google.com.pk/search?q=philosophies+of+education&sxsrf=ALiCzsYMIidTieiQk Activity 2.2 Notion of Reflective Practice All CPs will take a few minutes to think and share their own definition of reflective practice with each other and discuss a shared definition with a large group for discussion followed by MTs’ input. All CPs will discuss Handout 2.1 within the group and share with each other their shared understanding of reflection and its process followed by MTs’ input. Handout 2.2 Reflective Practice What is Reflective Practice? Reflective practice is a personal matter which varies from person to person. However, there is no single way of defining reflective practice for personal and professional development. It is a process that helps teachers to reflect on their experiences for further improvement. It enables teachers to recognize their successes, gaps, and challenges. It is also a personal inquiry which nurtures greater self-awareness, imagination and creativity in teachers which are qualities of effective teachers. How to reflect? There are various ways to reflect on one’s own actions. Gibbs Model below helps professionals to reflect by using a cyclic process of reflection: 20 Ref: Gibbs' Reflective Cycle | The University of Edinburgh Why to Reflect? Reflective practice has many personal and professional benefits which are as follows: Get involved for achieving academic success. Allows looking at the broader picture. Examine own academic and professional progress. Develop future plans. Help reflect on the assignments or coursework. Make work more creative. It helps raise questions about his/her teaching practice. It can spark new ideas and ways of thinking. How to Use Reflective Practice? There is no single way to follow any particular notion of reflective practice. Teachers need to be well-organized for writing their reflections on daily basis to make it as part of their professional practice. Teachers normally take time to reflect before their lesson plans during the lesson plans and after the lesson plans which helps them to further improve their lesson plans and teaching and learning process. Reflective Journals as Tool for Reflective Practice The teachers use reflective journals and diaries to reflect on their personal and professional experiences for enhancing their personal and professional capacity. Reflective practice can become a powerful tool for self-learning. Reflective journal is also called a ‘learning journal’. Reflective journal can help teachers in the following ways: Focus on thoughts and develop ideas. Raise voice and gain confidence. Experiment with new ideas and ask questions. Explore issues by asking questions. Develop conceptual and analytical skills. Reflect upon and make sense of experiences. Respond to feelings and emotions. Become aware of actions and strategies. Develop writing style and skills. Develop a conversation with self and others. 21 Guidelines for Maintaining Reflective Journal Write for yourself and write every day. Be informal. Write in one’s own language. Be relaxed and comfortable. Use different places for writing reflections. Use reflection as a process rather than event. Ask questions and challenge one’s own assumptions. Be self-critical while writing reflections. Activity 2.2 How to Reflect on Teaching and Learning Process All CPs will reflect on cases below of teaching learning process and share their reflections with each other for discussion with MTs. Case # 1: Ms. Samina plans her lesson carefully based on the principles of lesson planning and uses low-cost and no-cost material in her teaching, but she hardly allows students to ask her questions. She teaches textbooks and hardly refers to curriculum. She seems to have a mastery over her subject, but her pedagogy seems to be traditional and teacher-centred. She considers it her best teaching practice. Examine the above case and share your reflections with the fellow CPs and MTs. Case # 2: Mr. Ahmed is a professionally trained teacher and creates enabling environment in the classroom. He engages students in their learning and asks questions to ensure that the students have learned properly but the majority of the students remain quiet in the classroom which was his major worry. He put his all efforts to encourage students to respond to his questions but there was no significant improvement due to his authoritarian style. Examine the above case and share your reflections with the fellow CPs and MTs. Case # 3: Ms. Sakina is a recent graduate of teacher education programme and aspires for joining teaching profession formally. In the meantime, she has joined a privately managed school and teaches there. According to her, she never conducts classes without planning and making sure that the students have learned properly. She believes that the reflective practice has made her life-long learner but at the same time she complains that it was a cumbersome procedure in the beginning but now it has become part of her professional practice. Examine the above case and share your reflections with the fellow CPs and MTs. Activity 2.3 Teaching Portfolio MTs will start with ice-Tea Breaking activity about teaching portfolio by asking the following questions: i. What is teaching portfolio? ii. What is the importance of portfolio for a teacher? MTs will write down the responses of CPs on the White Board. On the basis of these responses, MTs will briefly introduce teaching portfolio. 22  All CPs will discuss Handout 2.3 and prepare a format of teaching portfolio in their respective groups and present their understanding of portfolio with a large group followed by MTs’ input. Handout 2.3 Developing Teaching Portfolio The picture above is of teaching portfolio which is a systematic collection of artifacts or documents that will change over time as you extend your practice, evaluate your teaching, reflect, and act on the results of evaluations, and design different and more effective approaches to your teaching. The selection of artifacts is included in the teaching portfolio which is driven by the specific criteria against which the portfolio is assessed. Definition of Teaching Portfolio A teaching portfolio is a record of the teachers’ professional development. It illustrates teachers’ philosophy of teaching and the overall approach to teaching and professional development. It is a collection of materials that documents teaching performance. Format of Teaching Portfolio It is useful to develop portfolio containing lesson plans, delivery of lesson plans, reflections on teaching learning activities, assessment, and feedback to students. The teaching portfolio includes the following: Title page and table of contents. Teaching and assessment activities. Reflections on teaching and learning. Review of reading/reference material. References, wherever is appropriate. Attach appendices, wherever is appropriate. Provide evidence to support every statement on your approach to teaching learning process. Ref: https://cdn.csu.edu.au/__data/assets/pdf_file/0009/2969865/What-is-a-teaching-portfolio.pdf Note: All CPs must reflect on their professional learning for sharing with a large group next day. 23  DAY 03: Students’ Role as Active Learners Objectives CPs will be able to: Critically analyze their views about learners’ roles. Understand students’ role as active learners. Understand how to develop students as critical thinkers, problem solvers etc. Orient 21st century learning framework Activities Duration Recitation of Holy Quran Reflections on the previous day’s professional learning 09:00 am to 11:00 am Share objectives of the day with CPs Role play on students as passive learners vs active learners Tea Break 11:00 am to 11:30 am Examine students’ various roles such as active learners, critical 11:00 am to 12:30 pm thinkers, and problem solvers etc. Brainstorm on the 21st century learning framework 12:30 am to 01:30 pm Recap of the Day 01:30 pm to 02:00 pm Activity 3.1 Students’ Role as Active Learners All CPs will perform role play on students as passive vs active learners for discussing advantages and disadvantages followed by MTs’ input. Activity 3.2 Students’ Role as Active Learners MTs will ask CPs to sit in a circle (Round Robin) and read Handout 4.2 and discuss it in their respective groups and share their understanding with a large group followed by MTs’ input. Note: MTs and CPs may add more points other than the handout. Handout 3.2 Students’ Role as Active Learners, Critical Thinkers and Problem-Solvers Over a period of time, students’ role has changed from passive learners to active learners etc. In the changing times, students’ role has drastically changed as active learners, critical thinkers, problem- solvers, self-directed learners etc. Students are required to master content while producing, synthesizing, and evaluating information from the subjects. They have to learn essential skills such as learning skills, literacy skills, and life skills required for their daily life and job market. The students are expected to learn in schools and become successful learners in their practical life. While developing academic skill sets, students need to develop critical thinking and problem- solving skills in order to become a well-rounded, and socialized human being who will ultimately contribute to the society. 24 Today, students are expected to acquire creativity and innovation are critical skills. Creative skills and innovation are highly desired. The students need to think creatively and use innovation in their everyday lives. This means that students need to be capable of developing creative solutions to many problems. In a constantly changing world, students need to think critically and solve their problems which may occur in their lives. Students also need to adapt any change required for their education and future employment. To adapt change effectively, students need to have the ability to gather information and process it for drawing conclusions. The 21st century is constantly evolving, as a result students need to have ability to become lifelong learners and active leaners in order to be partners with teachers in their teaching and learning process. Activity 3.3 The 21st Century Learning Framework All CPs will read Handout 5.1 in small groups and discuss the following questions and present their shared understanding to the whole group: i) What are key components of 21st learning framework? ii) What are key themes to be integrated to core subjects and why? iii) What are learning and innovation skills to be developed among students and why? iv) What are information, media and technology skills to be developed among students and why? v) What are life and career skills to be developed among students and why? Handout 3.3 The 21st Century Learning Framework The framework for 21st century learning is a unified vision for learning to ensure students’ success. The following Learning Framework for the 21st Century has been developed with input from educators, education experts, and business leaders to define and illustrate the skills, knowledge, expertise, and support systems that students need to succeed. All elements of the Learning Framework are critical for every student. The education institutions are expected to build on this foundation, combining knowledge and skills with the necessary support systems of standards, assessments, curriculum and instruction, professional development, and learning environments, students are more engaged in the learning process and graduates are better prepared to thrive in today’s digitally and globally interconnected world which is a key challenge of teachers (Ref: © 2019, Battelle for Kids). 25 Key Subjects & the 21st Century Themes Mastery of key subjects and the 21st century themes are essential to students’ success. Key subjects include; English, reading, or language arts, world languages; arts; mathematics, economics; science; geography; history; government; and civics. In addition, schools must promote understanding of the academic content at much higher levels by weaving the following 21st century interdisciplinary themes into key subjects which require teachers’ full preparation, passion and high level of motivation: Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy Learning & Innovation Skills Learning and innovation skills are required to prepared students for increasingly complex life and work environments in today’s world. These skills include: Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration Information, Media & Technology Skills Today, we are living in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools, and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills such as: 1) Information Literacy 2) Media Literacy 3) ICT (Information, Communications, and Technology) 4) Literacy Life & Career Skills Today’s students need to develop thinking skills, content knowledge, and social and emotional competencies to navigate complex life and work environments. The essential Life and Career Skills include: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility The 21st century learning requires an innovative support system to engage learners through applicable skills and knowledge, appropriate technologies, and real-world connections to make learning relevant, personalized, and engaging. The framework has identified five critical support systems to ensure all students receive similar learning experiences that can build the 21st century competency: 26  The 21st Century Standards The 21st Century Assessments Skills The 21st Century Curriculum and Instruction The 21st Century Professional Development The 21st Century Learning Environments The learning framework recognizes that all learners need educational experiences in their schools and beyond, build knowledge and skills for success in a globally and digitally interconnected world. Teachers are required to provide tools and resources that help facilitate and drive this necessary change (Ref: © 2019, Battelle for Kids). Ref: P21 Frameworks & Resources | Battelle for Kids Note: All CPs must reflect on their professional learning for sharing with a large group next day. 27  DAY 04: The 21st Century Learning Framework and Skills Objectives CPs will be able to: Discuss the importance of the 21st-century learning framework. Teachers’ role in developing the 21st century skills of students. Apply 21st-century skills in the classroom Activities Duration Recitation of Holy Quran Share reflections on professional learning of the previous day Share day objectives 09:00 am to 11:00 am Discuss importance of the 21st century skills Teachers’ role in developing the 21st-century skills of students Tea Break 11:00 am to 11:30 am 5) Implementing 21st-century skills in the classroom 11:30 am to 01:30 pm Recap of the Day 01:30 pm to 02.00 pm Activity 4.1 The 21st Century Skills All CPs will be divided into four small groups to read the Handout 4.2 and discuss the 21st century skills. All CPs will work in groups and respond to the following questions and prepare a poster for presentation. i) How to teach 21st century skills? ii) How to assess 21st century skills? iii) How to build capacity of teachers to teach 21st century skills? iv) How to transform 21st century school system? All CPs will have a poster presentation and discussion followed by MTs’ input. Handout 4.1 The 21st Century Skills Today’s students need a new set of skills to prepare them to be successful member of the society. The concept of 21st century skills is not a new that have been taught in classrooms for decades. The 21st Century Skills Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven, 1996). It is thinking that assesses itself. It is the ability to think about one's thinking in such a way to recognize its strengths and weaknesses and recast thinking in improved form (Centre for Critical Thinking, 1996). Communication Skills Communication requires effective listening and ability to communicate in different ways (oral, written, on- verbal) for a variety of purposes, working confidently in diverse environments including multilingual contexts and using technologies effectively. 28 Collaboration Skills Collaborating with others involves the ability to work responsibly and willingly in diverse teams to achieve common goals, demonstrating respect for the contributions of each group member, as well as the ability to be flexible and make compromises when necessary. Communication and collaboration are at the heart of education with other core skills. Creativity and Imagination Skills Creativity and imagination are essential human capacities. They enable students to express thoughts, feelings, and aspirations, and help them to fashion our ever-changing culture. Creativity and imagination enable students to lead fulfilled and satisfying lives. Nurturing the creativity and imagination of future generations is not a choice, but it is a necessity. The term creativity is often strongly associated with the arts, and creative capacities are often nurtured through arts learning. Mastery in the arts can free students to explore and experiment. In a context where there are no right or wrong answers, imagination and experimentation are encouraged. The arts support students’ ability to introspect and find personal meaning. When students are being creative, they are inquisitive; they wonder and question, explore and investigate; they challenge assumptions; they are persistent, sticking with difficulty, daring to be different and tolerating uncertainty. Students ought to be imaginative, collaborative, and disciplined, and work through challenges to create outcomes. It is hard to imagine any aspect of life where we do not draw on this repertoire of capacities or habits. Therefore, it is imperative to nurture creativity in the students. Ref: https://www.google.com.pk/search?q=21st+century+learning+skills+&sxsrf=ALiCzsYMIidTieiQksxll38vIvh8tCRS Handout 4.2 Activity (Please tick the appropriate box) Critical Statement Communication Collaboration Creativity thinking Students worked in groups to explore ideas Students expressed their ideas in their groups Students displayed their project work/portfolio in their classroom Teacher encouraged the students to come up with alternate plans for picnic Students played games in teams under guided rules Activity 4.3 Activity: Implementing 21st Century Skills in the Classroom Divide CPS participants into small groups of 4-5 members. Each group will design a classroom activity that incorporates all four 21st-century skills. The activity should be age-appropriate and relevant to the subject they teach. Provide chart paper and markers for groups to outline their activity. Groups prepare a brief presentation (5 minutes) to share their designed activity with the larger group. Each group presents their activity, explaining how it incorporates the 4Cs. Other participants can ask questions and provide feedback. Facilitate a discussion on the effectiveness of the activities. Reflect on the challenges and successes encountered during the design process. Discuss how these activities can be implemented in real classrooms and adapted to different subjects. 29  DAY 05: Role of School Education & Literacy Department and its Allied Institutions / Organizations and National Professional Standards for Teachers Objectives CPs will be able to: Understand the role of School Education & Literacy Department and its allied institutions. Apply national professional standards for teachers in Pakistan. Discuss the importance of the attendance register, General register and service book, and leave rules Activities Duration Recitation of Holy Quran Share day objectives Share reflections on professional learning of the previous day Discuss the role of School Education & Literacy Department and allied 09:00 am to 11:00 am institutions Discuss national professional standards for teachers in Pakistan and application Tea Break 11:00 am to 11:30 am Introduction to School Policies (leave rules, attendance register, 11:30 pm to 1:30 pm General Register, Service book) Recap of the Day 01:30 pm to 02.00 pm Activity 5.1 Role of School Education & Literacy Department and its Allied Institutions MTs will form various groups of CPs to read Handout 6.1 and discuss the role of School Education & Literacy Department and its allied institutions in light of the following questions and make presentation to the whole group for discussion followed by MTs’ input: i) What do you understand about the role of School Education & Literacy Department, Government of Sindh and its allied education institutions/organizations? ii) Which institutions can help you in enhancing your professional knowledge, skills and attitude for effective teaching and learning in schools? Handout 5.1 Functions of School Education & Literacy Department and Allied Institutions School Education & Literacy Department (Directorate of School Education, Directorate of Non-Formal Education & Literacy, Director General, Inspection & Regulations of Private Education Sindh) Provincial Curriculum Wing and Sindh Curriculum Council Reform Support Unit (RSU) Sindh Teacher Education Development Authority (STEDA) Provincial Institute of Teacher Education (PITE) Directorate of Teacher Training Institutions (TTIs) Directorate of Curriculum, Assessment & Research (DCAR) Sindh Textbook Board (STBB) Sindh Education Foundation (SEF) 30 School Education & Literacy Department With an expansion in the education sector, the Education Department was split into three (03) Departments- School Education & Literacy Department, College Education Department, and Universities & Boards Department for effective functioning and making outcomes-oriented institutions. The Government of Sindh has also developed Sindh Higher Education Commission. Each Department is headed by the Secretary, whereas the Sindh Higher Education Commission is headed by the Chairman. However, School Education & Literacy Department deals with K-12 formal education and is relatively a larger Department than the others. School Education is devolved to divisional, district, town and union council level. At the divisional level, there are Directors, Primary and Elementary Education and Secondary and Higher Secondary Education in the province. At the district level, there are District Education Officers, Primary and Elementary Education and Secondary and Higher Secondary Education in the province. At the taluka level, there are Town Officers in the province. At the provincial level, there is a Director, Non-Formal Education & Literacy which deals with the policies and programmes related to non-formal education and literacy. At the provincial level, there is the Director General, Inspection & Regulations of Private Education Sindh whereas at the Divisional level, and there is a Director, Inspection & Regulations of Private Education at the provincial level. Vision Providing equal opportunity of quality education to all children and the youth of Sindh to realize their full potentials and contribute to the development of society and economy creating a sense of nationhood and inculcating values of tolerance, social justice and democracy. In order to achieve the above vision, the School Education & Literacy Department, Government of Sindh implemented Right to Free and Compulsory Education Act 2013 in Sindh. Functions The School Education & Literacy Department performs the following major functions: Arrange and manage school education and non-formal education. Primary Education. Secondary and Higher Secondary Education. Grant scholarships. Execute different projects/schemes with donor coordination. Manage human resources of the Department through DG HR. Undertake capacity building of teachers and others. Create demand for education and promote research through DG PDR. Maintain supply and demand side interventions. Monitor and evaluate the school education performance through DG M&E. Targets Provide free and compulsory primary education. Increase primary net enrolment rates. Provide buildings to all shelter-less schools. Provide missing facilities to all schools. 31  Functionalize closed schools. Reduce gender gap. Reduce rural and urban gap. Upgrade primary schools to elementary schools. Provide I.T Labs to secondary and higher secondary schools. Enhance quality through improved learning outcomes. Ref: http://www.sindheducation.gov.pk/ Provincial Curriculum Wing After the 18th constitutional amendment, the Government of Sindh introduced the Sindh School Education Standards and Curriculum Act No. IX 2015 under which the ‘Provincial Curriculum Wing’ was established. It shall be responsible for policy matters relating to curriculum, textbooks, learning materials and assessment. The Provincial Curriculum Wing shall be headed by an officer designated by Government who shall be of proven academic and professional ability and with significant contribution to policy, research, curriculum, assessment and education as a whole. The Provincial Curriculum Wing shall report to the School Education & Literacy Department and shall work closely with agencies dealing with the curriculum, textbooks, learning materials and assessment. It shall: Provide guidelines for developing education standards. Frame policy on curriculum, assessment, textbooks and learning materials. Ensure alignment between education standards, curriculum, assessment, textbooks, and learning material. Provide guidelines for periodical review evaluation and revision of curriculum and instructional material. Certify curriculum, textbook and learning material submitted by relevant educational institutions. Establish an effective coordination mechanism to promote formal link between institutions for sharing expertise, experience and relevant resource for improving quality of education. Design capacity building strategies to strengthen the agencies or institutions under the administrative control of School Education & Literacy Department. Provide guidelines for research on curriculum, assessment and related elements of quality of education. Advise on the facilities, equipment and instructional materials to support the curriculum. The Government shall establish a Council to be called the Sindh Curriculum Council for the effective implementation of the above Act. Provincial Curriculum Council As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Curriculum Council was established which shall have the following tasks: Advice in framing school education standards and developing strategies. Advice on introducing research-based curriculum which is relevant to local, national, and regional needs. 32  Formulate guiding principles policies and priorities for development implementation and evaluation of curriculum including textbooks and assessment within provincial, national and global perspectives. Ensure the maintenance of school education standards and supervision of curriculum according to the defined principals and policies. Review performance reports and future plans by relevant education agencies and provide constructive feedback. Reform Support Unit (RSU) Reform Support Unit is a key wing of the School Education & Literacy Department deals with the Sindh Education Sector Plan and other education development activities. Vision Reinforce the national and integrative character of education. Improve quality and standards of school education and literacy towards building a society committed to Constitutional values. Provide free and compulsory quality education to all children at elementary level as envisaged under the Sindh Right of Children to Free and Compulsory Education Act, 2013 (Sindh Act No. XIV of 2013). Universalize opportunities for quality secondary education. Establish a fully literate society. Objectives Create capacity that will strengthen the Education Department’s ability to adopt and implement the education policy and strategy. Install a well-integrated and functional monitory system through and institutional Tracking System for tracking the outreach of incentives. The Unit’s areas of expertise would include data collection, data analysis, and its institutionalized impact on policy and strategy. Coordination of policy & its implementation. The Reform Support Unit (RSU) - Sindh was conceptualized as a means to build the institutional capability of the School Education & Literacy Department. The very rationale of this programme is to streamline the existing edifice of education delivery and provide policy inputs for advancement of education growth in terms of governance, access and quality education. Ref: https://rsu-sindh.gov.pk/ Sindh Teacher Education Development Authority (STEDA) The Sindh Teacher Education Development Authority (STEDA) was established under STEDA Act 2012 to oversee and regulate the teacher Education Programmes. The STEDA has the following main functions: Take steps for ensuring planned and coordinated development of teacher education and for the determination and maintenance of standards for teacher education. Undertake surveys and studies relating to various aspects of teacher education and publish the result thereof. 33  Make recommendations to the Government, universities and accredited institutions for the preparation of suitable plans and programmes in the field of teacher education. Lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher in schools or in accredited institutions. Lay down guidelines for minimum criteria for promotions and career path of the teachers in schools. Lay down norms of specified category of courses or training in teachers education including minimum eligibility criteria for admission thereof and the method of selection of candidates, duration of the course and mode of curriculum. Lay down guidelines for compliance by accredited institutions for starting new courses, programmes or training and for providing physical and instructional facilities, staffing pattern and staff qualifications. Lay down and monitor standards of examinations leading to teacher education criteria for admission to such examinations and schemes of courses or training. Ref: https://steda.gos.pk/ As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Sindh Teacher Education Development Authority (STEDA) shall continue certifying and accrediting teacher education programmes and ensuring the quality of both pre- and in-service teacher education programmes to prepare professionally competent teachers to teach curriculum effectively. It shall also be responsible for teacher licensing for promoting culture of professionalism among teachers. Provincial Institute of Teacher Education (PITE) Vision Teacher education and development based on innovative and research-based models creating active learning environment in the classroom supported by strong educational leadership with profound commitment for change. Functions Assist the School Education & Literacy Department in the formulation of policy in teacher education. Undertake a qualitative and quantitative research in teacher education. Design and experiment research based innovative approaches and programmes in teacher education. Develop leadership qualities in management through professional development courses. Develop strong coordination and linkage with the partners at district provincial national and international level for the development of the teacher education. Develop training material and orient teacher education in the province. Enhance quality of teachers through improved learning outcomes. Ref: https://pitesindh.edu.pk/ As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Provincial Institute of Teacher Education (PITE) shall be responsible for implementing pre-service teacher education and continuous professional development programmes based on the school education 34  standards and curriculum for developing professionally competent teachers, teacher educators, and head teachers. The PITE shall be responsible for academic supervision of teacher education programmes, whereas all constituent teacher education institutes as well as PITE shall work under the administrative control of School Education & Literacy Department. Directorate of Teacher Training Institutions (TTIs) Teacher Training Institutions were managed by the then Extension Wing of Bureau of Curriculum Jamshoro, Government of Sindh. In light of the Government of Sindh decision, the Bureau of Curriculum role was separated from teacher education which resulted into formation of the Directorate of Teacher Training Institutions headed by the Additional Director. Under this Directorate, pre-service and in-service teacher education institutions have been working. There are 31 Government Elementary Colleges of Education responsible for offering Associate Degree in Education (ADE) and Bachelor of Education (B.Ed) programmes. There are also 12 in-service teacher education institutions offering CPD courses for teachers and other professionals. Currently, all pre and in-service teacher education institutions are being used as training centres for initial professional development (induction training) which have significantly contributed to enhance the quality of training. The faculty of these institutions have also been supporting to DCAR in the development of curriculum, instructional material and assessment which has been highly appreciated. Directorate of Curriculum, Assessment & Research Sindh (DCAR) Under the Education Policy 1970, the Directorate of Education Extension and Specialized Services (In-Service Teachers Training and Education of Special Children) came into existence. In 1972, the nomenclature was changed to Bureau of Curriculum & Extension Wing. The Bureau of Curriculum and Extension Wing (BCEW) Sindh, Jamshoro was headed by Director. Its major sections headed by Additional Directors. Its functions were: Curriculum development /review of all subjects for classes I to XII. Conduct pre-service and in-service training up to elementary level. Conduct research studies regarding proposals for the betterment of schooling teachers and relevant fields. Conduct assessment of achievement of students. Ref: http://dcar.gos.pk/ As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the existing Bureau of Curriculum and Extension Wing was restructured as Directorate of Curriculum, Assessment & Research (DCAR) with its enhanced institutional capacity. Its functions are: a) Advise school education standards in line with guidelines provided by Curriculum Policy Wing of the School Education & Literacy Department. b) Commission evidenced-based research to inform policy, curriculum design, development and review, textbook and learning material development, and assessment of or for learning. c) Develop, implement and evaluate curriculum by working closely with the Sindh Textbook Board, Directorates of School Education & Literacy Department and other related departments. 35  d) Review textbooks and learning material for alignment with the school education standards and curriculum goals. e) Conduct student achievement tests at grade 3, 5 and 8. f) Promote continuous assessment of students learning across all school levels. Sindh Textbook Board (STBB) The Sindh Textbook Board came into being in January 1971 through an Ordinance 1970 as an autonomous body being run through its Board of Governors. (B0G). Its activities include; development of textbooks, printing and publications of textbooks from class I to XII in all three languages (Urdu, Sindhi and English), marketing and monitoring. Functions As a result of 18th constitutional amendment, the development of textbooks became the provincial subject. The textbook development process includes; prepare textbooks based on curriculum, notify scheme of studies from class I to XII, seek approval and NOC of the newly developed text books, constitute review committees, and quality assurance committees. The Sindh Textbook Board has the mandate to develop textbooks from class I to XII in all subjects of science and humanities in line with the curriculum. In accordance with the revised curriculum, STTB has developed the following textbooks: In first phase, class I to V 59 titles were developed In 2nd phase, VI to VII 42 titles were developed In 3rd phase, Social Studies and Science of class VII and class IX X are in process. Expression of interest have been called for IX X Ref: http://stbb.edu.pk/ As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Sindh Textbook Board shall further be strengthened as an effective regulating and monitoring authority to improve efficiency in managing authorship, production, copyrights, printing, and distribution of textbooks and learning materials in a timely manner by: a) Ensuring performance and service standards at every stage of textbooks and learning material supply chain processes. b) Outsourcing textbooks and learning material development and production as packages in a transparent and competitive manner. c) Using education management information systems supported technological innovations in the timely delivery and tracking of textbooks and learning materials down to the classroom level. d) The Directorates of School Education & Literacy Department through their District Education Officers shall monitor the implementation of curriculum and gather relevant information on the attainment of school education standards and report to the education and literacy department promptly. The Sindh Education Foundation The Sindh Education Foundation (SEF) was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization with a mandate to support education in the province through multifarious interventions. The Act provides a wide range of powers to the Foundation to 36 support the education sector through a large number of instruments and support activities. Since its establishment in 1992, the Foundation has made serious efforts to increase access to quality education for students across Sindh, especially those in the remote and underdeveloped regions of the province. Initially, SEF’s modus operandi focused on providing grants and loans to educational institutes and organizations. Today, the Foundation provides the communities with access to quality education in partnership with individuals and/or organizations. The Foundation ensures provision of equitable quality education across its education-related portfolio by way of extending professional development and capacity-building services for the school partners and the teachers on a regular basis as a major input for enhancing the students’ overall development capacities. The Foundation has institutionalized a student assessment system for monitoring student achievements other than a school monitoring system which is in the process of being modernized further. The Foundation’s overall portfolio has expanded with a reach out to over 491,555 beneficiaries through a network of 2,100 schools across Sindh making it one of the largest education Foundations in Pakistan with multipronged developmental interventions in the areas of primary, post-primary, higher secondary, and non-formal education. The number of schools; teachers and the learners have increased manifold in the last few years reflect the level of commitment the Foundation shares. Ref: https://www.sef.org.pk Activity 5.2 Professional Ethics and National Professional Standards for Teachers All CPs will read Handout 6.2 and discuss professional standards and share with a group for further discussion followed by MTs’ input. Handout 5.2 Professional Ethics and National Professional Standards for Teachers Professional ethics are principles that govern the behaviour of professionals. The professional ethics are often codified as a set of rules to follow. Ethical principles underpin all professional codes of conduct. Ethical principles may differ depending on the profession. However, there are some universal ethical principles that apply across all professions. These include honesty, trustworthiness, loyalty, respect for others, adherence to the law, doing good, avoiding harm to others, accountability. The above professional ethics are equally applicable to teaching profession which have to be acquired during the professional practice. Teachers have to be role model for their students and others. Hence, teachers can’t compromise on their integrity, dutiful, professional competence etc. The then Policy and Planning Wing, Ministry of Education, Government of Pakistan introduced the National Standards including knowledge, skills and dispositions for teachers in February 2009. All teachers must meet the national standards of teachers which are as follows: Standard 1: Subject Matter Knowledge: Teachers understand the central concepts, tool of inquiry, structures of the discipline, especially as they relate to curriculum, content standards, and design developmentally appropriate learning experience making the subject matter accessible and meaningful to all students. 37 Standard 2: Human Growth and Development: Teachers understand how children and adolescents develop and learn in a variety of school. Finally, provide opportunities that support students’ intellectual, social, emotional and physical development. Standard 3: Knowledge of Islamic Ethical Values/Social Life Skills: Teachers understand the Islamic ethical values and practices in the light of Quran/ Sunna and other religious contexts, and the implications of these values for bringing national and global peace, unity and social adjustment. Standard 4: Instructional Planning and Strategies: Teachers understand instructional planning, 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. Standard 5: Assessment: Teachers assess students’ learning using multiple assessment strategies and interpret results to evaluate and promote students. Achievement and modify instructions in order to foster the continuous developments of students. 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. Standard 7: Effective Communication and Proficient Use of Information Communication Technologies: Teachers are able to develop students’ communications skills by using technology in teaching and learning process. Standard 8: Collaboration and Partnership: Teachers build relationship with parents, guardians, families and professional organizations in the community to support student learning. 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 relationships to enhance the teaching and learning process. They subscribe to a professional code of conduct. Standard 10: Teaching of English as Second/Foreign Language (ESL/EFL): Teachers understand pedagogy of English as a second/foreign language and effectively communicate in English language. Reference: https://www.nacte.org.pk/assets/download/NationalProfessionalStandardsforTeachersinPakistan.pdf Activity 5.3 School Policies (Leave Rules, Attendance Register, General Register) o MT will discuss the importance of school policies in creating a structured and safe learning environment. o MT will divide the participants into 04 groups. o Each group will be assigned different tasks such as maintenance of the Classroom attendance register, maintenance of admission and withdrawal General register, Leave Rules for Government employees and maintenance of service book) o Participants will be asked to discuss the given task in their respective group with the given Handout and filled and unfilled form). o Each group will be asked to share their learning in the class. o MT will conclude the activity with his/her input 38 Handout 5.3 (A) General Register 39 Handout 5.3 (A-2) General Register 40  Handout 5.3 (B) Classroom Attendance Register Handout 5.3 (C) Leave Rules https://sindhhighcourt.gov.pk/laws/CIVIL%20SERVANTS%20LEAVE%20RULES,%201986.pdf 41  DAY 06: Understand National Curriculum Framework, Curriculum, Scheme of Studies, and Syllabus Objectives CPs will be able to: Differentiate among curriculum, scheme of studies and syllabus. Discuss curriculum development and implementation process. Activities Duration Recitation of Holy Quran Share day objectives 09:00 am to 01:00 am Share reflections on professional learning from the previous day Differentiate among curriculum, syllabus, and scheme of studies Tea Break 11:00 am to 11:30 am National curriculum framework 11:30 am to 01:30 pm Recap of the Day 01:30 pm to 02.00 pm Activity 6.1 Difference among Curriculum, Syllabus and Scheme of Studies All CPs will read Handout 7.1 and discuss differentiation between curriculum, syllabus, and scheme of studies in the groups and share views in a large group followed by MTs’ input. Handout 6.1 Differentiate among Curriculum, Syllabus and Scheme of Studies What is Curriculum? What is Syllabus? What is Scheme of Studies? Curriculum refers to what The syllabus consists of Scheme of Studies/Work refers to the is offered to students in topics covered in a structure and content of an academic education institutions. subject. It is determined course. A Scheme of Work/Studies is However, it has a wider by the Examination based on curriculum, and it focuses on scope which covers Boards. A syllabus is a how the curriculum will be converted knowledge, attitude, guide to teachers and into learning activities. The Scheme of behaviour, manners, students which helps the work/studies includes sequencing of performance, and skills students to know about content, amount of time spent in each that are imparted to the subject in detail and topic and lesson, and how the specific students. It contains what are the expectations learning objectives are achieved. It learning objectives, from students. also helps teachers to plan out their content, teaching methods, work and to schedule the learning and assessment/evaluation. activities for the students. 42  Difference between Curriculum and Syllabus Basis for