1. 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
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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

2. 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

3. 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
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, implemented
DIETS upgrade to offer B.Ed. Courses
State Policy on Teacher Capacity Building formulated
Unified training Calendar jointly with SSA & RMSA prepared

4. 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

5. 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Outdated Library mismatch incompatible with NCTE curriculum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

6. 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

7. 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

8. Changing Contexts & Emerging Prospective
Vision for Realization
Autonomous Status to CTEs/IASEs for collaboration, Innovation & Excellence
NACC Accreditations & ISO 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

9. THANK YOU ALL Representatives from Odisha