1. Teacher Development Framework in Nepal (2072 BS) Tulashi Prasad Thapaliya Nagarkot 07/04/2016

2. Objectives of the TPD Framework Improving teacher competence and motivation through the provision of need based and result oriented teacher development programs. Encouraging self-initiative for improving teacher competence so as to bring visible changes in the teacher behavior. Supporting for improving the instructional processes and contributing to enhancing student learning. Student learning Teacher Behavior Teacher Competence

3. Development Process of the TPD Framework Study and Reviews Research on effectiveness of the existing TPD program Review of successful teacher development programs Rounds of Consultations First round consultations Draft Consultations on the draft Approval through CEHRD 2072 /12/03 (March 16, 2016) Stakeholders in the process University (FOE/ SOE) Teacher Professional bodies / CNT MOE senior management Education Training Centres / DEOs Development Partners ; I/NGOs

4. Features of the TPD Framework Central /local coordination Centre: Course development /approval Involvement of the ETCs in the Training materials development Creating central pool of materials Flexibility and Responsiveness Opportunity to select from among the pool of courses (by ETCs) Flexibility through modular courses Opportunity for self-learning (online) Improved relevance Subject specific training School based learning and opportunity for reflect upon Focus on use of ICT

5. Framework for Teacher Professional Devt: Teacher Competency Framework Certification Training (1 month) Self- initiated Learning School based Teacher Network Modular Courses

6. Different Programs 1. Training Programs 1-month certification training Refresher training Need based modular courses 2. Self-initiated learning Continuous learning through distance modalities (online ) Could be linked with assessment and certification process 3. Sharing and Teacher Network School workshops Action Research; Mentoring Experiential learning Teacher Networks (intra or inter schools or subject teacher forums)

7. Certification Training: Basic Assumptions Linked to career growth Standardization of training courses and materials; use of competent trainers. Opportunity to select from among subject specific and generic professional development courses Delivered through the Education Training Centres and Lead- Resource Centres

8. Certification Training - Design 10 days 5 days (eq) Institution based School based 10 days 5 days (eq) Institution based School based Phase 1Phase 2 Option: Modular courses Improving flexibility in the training delivery Ensuring minimum competences

9. Curriculum and Training Materials NCED: Training design; curriculum and course development ETCs: Trainers Guides and Training materials development NCED: Materials review and approval; putting the materials on roster- available to all ETCs; Local needs gets reflected; new materials added up on the roster every year

10. Assessment during Training 10 days 5 days- (eq) 10 days 5 days- (eq) Phase 1: 50 pointsPhase 2: 50 points 40 points 10 points Attendance3 Compliance2 Participation/ contribution10 Learning assessmemt25 Required to score min 50% in each of the phases and parts

11. Planning for School based experience Opportunity for practice; trainees plan for practice during the first month after the training. Individual trainee taking the responsibility; share the learning with the HT and collaborate in practice phase. HT to verify the completion of assignments. Trainees report back with appropriate evidences (report, photo or video; portfolio etc.)