1. CTE's and the Experience The CTE is a college of Tecaher Education Between three districts there has been atleast one CTE set up The support is under a the central scheme The support includes for some support over the staff already appointed Also includes support for some infrastructure

2. Functions Of the CTE Pre-Service teacher preparation as a TTI. The training is for the secondary teachers In-service secondary teacher preparation Research activities Support to the DIET's

3. Pre-Service Education The CTE is a part of the university program and hence there are no new ideas that can be included in it The admissions and assesment calendar and manner is all Governed by the university University councils and academic bodies have a large number of persons without a coherent perspective and purpose No CTE can involve students in any alternate activities or plan for its own capacity building

4. In-Service training The program of the CTE orientations are not formulated by itself based on its ideas and strengths. It is decided at the State the CTE has to follow the program The SCERT, the SSA/RMSA, the Directorate lack co-ordination and hence programs have to be organised in a hurry The faculty does not recognise the need for and does not have the time to work as a team and link modules or share them

5. In-Service training -2 The programs are planned without any comprehensive plan of capacity building of individual teachers The Faculty does not have structures to review and reflect on their modules or their delivery The numbers even in the secondary schools are too many for the institution to handle The faculty needs to have a regular experience of interacting with schools and teachers in their settings as observers and learners

6. Research The research is not open and has very little quality check The faculty does not opportunity to interact with seminars and have courses on research methodology and re-vitallise their knowledge and curiosity of their experience There is no consolidation of the research undertaken even at the level of a university

7. Co-Ordination The CTE relats to the Directorate, the SCERT and the university, with no Co-ordination among them The nodal office that is supposed to Co-ordinate among the CTE's and the IASE's does not have a academic nature but is largely administrative The teachers to be invited for the orientation have to come from schools and therefore released and deputed by the DEO/DDO. That requires a lot of effort and pursuance to meet the targets

8. Capacity- building of CTE Of Nodal officers and Principals Of Faculty On vision, research activities, purpose On disciplines, research methods On planning and work organisations Who will do it? Where will it be done?

9. More Possible Work Capacity building of new training college teachers Set-up of network of teachers colleges Elementary teacher preparation Preparing reading materials for the teachers

10. Key Issues Need to have a new cadre Need a structure for their visioning, review, institutional capacity building and planning Need a Co-ordinating and organising structure Need to have autonomy for their work They need to have scaffolding to build their plan and implement it