Quality in Teacher Education National Workshop on Quality in Teacher Education Organized by the MHRD, Govt. of India at New Delhi on 10 Feb 2016 **************************** Representatives from Odisha Dr. D. Sarangi, Reader in Education, Nalini Devi Women’s CTE, Bhubaneswar, Odisha Dr. U. P. Khadanga, Reader in Education, Govt. CTE, Balangir, Odisha Dr. (Mrs) Snigdha Mishra, Dy Director, DTE & SCERT

Teacher Education in Odisha: An Overview Unique Position of Teacher Education no private bodies offering teacher education curses in the state a fully organized system with a dedicated directorate with all TEIs under its administrative fold Separate TEIs for language minorities and ST&ST community TE Institutions in Odisha 10 CTEs, 2 IASEs & 30 DIETS, 4 BIETs under CSSTE 4 sec. TEIs including 1 for SC & STs, 33 Elem. TEIs including 2 for Tribal Language & Telugu under state management Opening of B.Ed. in 16 Autonomous Colleges , 7 Univ. & 8 DIETs as composite Institution under NCTE process

State Initiatives for Teacher Education Collaboration with AZIM Premji Foundation for R & D State initiated establishing a Teacher Education University Content Analysis of School Textbooks to make these Child friendly State Fund Provisioned to match central grants 2016-19 Fling up Posts in CTEs, IASEs & SCERT under Process Restructuring of SCERT as per MHRD stipulation completed Cadre rule for teacher educators notified 2yr Curriculum for BEd, M Ed as normed by NCTE, 2014 implemented DIETS upgrade to offer B.Ed. Courses State Policy on Teacher Capacity Building formulated Unified training Calendar jointly with SSA & RMSA prepared

Convergence with SCERT & other TEIs All TEIs organically linked to Directorate of TE & SCERT, administrative body Convergence is mediated by DTE & SCERT Admission, Curriculum, programme Planning & Implementation is centrally coordinated & monitored Convergence mainly in areas like Material Development, Research, Training & Capacity building Director Secondary Secretary, School & Mass Edn TE & SCERT CTEs Secondary Schools IASEs DIETs Elementary Schools Director Elementary

Institutional Infrastructure & Resources Critical Issues: Constrained CTE activities due to Limited Infrastructure Outdated Library mismatch incompatible with NCTE curriculum Scanty ICT Infrastructure & Connectivity Traditional MIS difficult to maintain, update, follow up of trainees and manpower training planning Mismatched Staffing norms of NCTE & MHRD Central Support Requirements: No GOI funds for Civil Works during 12th Plan received Immediate need of Additional Infrastructure for 2 Yr. Courses Computer Lab to raise ICT skill of preservice & Inservice teachers Connectivity to provide access to internet resources Digital Library & Resource center Support building DMIS is as top priority for CTEs

Linkages & Collaboration with TEIs & Univ. Issues Professional Development of CTE/IASEs Faculty needs technical experts from Higher Edn. institutions & Other Sectors Feeble linkage with school administrative agencies like DEOs, Directorates, SSAs & RMSA impedes school level intervention, reforms innovations Autonomy to work in partnership with other agencies Suggested Policy Changes Financial Norms be at par with that of Higher Edn. RIE & UGC to get the expert services from Univ., Research Institutes etc. Policy reforms seeking linkage with CTEs , SSA, RMSA and School Directorates to facilitate school reform Planning, quality intervention and innovations

Policy Issues in In-service Teacher Development Bottlenecks Career Advancement based on seniority rather than Job Competency & performance Participation of teachers in INSET is due to more administrative force than intrinsic motivation for professional growth & improved practices Meager provision for follow of INSET activities makes PD an expenditure driven model than development supportive Delayed release of GOI funds constraints running annual work plans in time Suggested Options Participation in PD Programmes need to be linked to career advancement of teachers Policy & Guidelines for short term INSET need to have inbuilt provisions for follow up & field support Building PLCs around Teams of Subject Experts for continual school support after inservice trainings Mid-Career Competency Assessment & Certification of Teachers required to break monotony Skill oriented Certified professional Development Programmes through summer/online Head wise sanction of Funds rather than lump sum to minimize audit issues

Changing Contexts & Emerging Prospective Vision for Realization Autonomous Status to CTEs/IASEs for collaboration, Innovation & Excellence NACC Accreditations & ISO 9001 Certification of CTEs & IASEs for credential Quality Benchmark to meet domestics and international needs University of Teacher Education to ease curriculum & examination reforms, Certified PDs courses [Licentiate Exams, Mid- Career Competency Assessment, Bench Marking & Certification, School management Leadership, Communication courses and other Professional Skills Development Programmes, Subject Specialization Courses Scenario for Techer Edn. 21st Century sees upsurge in corporatization of School Education offering competitive quality and emerging demands abroad for quality teachers This opens up expanded opportunity of employment avenues for Indian youth within and outside the country So our CTEs & IASEs required to improve teacher preparation and development programmes

THANK YOU ALL Representatives from Odisha