Implementation Matrix Effective Teacher

Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood

Effective Teacher

Program 2 – Effective Teacher
Overall Goal 2. To ensure the provision of required number of teachers having knowledge, skills and dispositions for implementation of student centered teaching and learning.

Learning

Goal of Learning : Learners are proficient in reading and numeracy, develop analytical skills and are prepared for life and livelihood

Program 2 – Effective Teacher

Overall Goal 2. To ensure the provision of required number of teachers having knowledge, skills and dispositions for implementation of student centered teaching and learning.

Target

Strategies

Activities

Timelines

Cost Million in PKR.

Responsibility

Assumptions

Sub Program 2.1 Motivation of Teachers

Sub-Goal 2.1. Motivate teachers to work as per professional requirements

Head teachers

and other

supervisors trained on

mentoring and support functions

2.1.1 Train head teachers and

supervisors in

mentoring and support functions.

I. Prepare a plan for training of head teachers and other supervisors on

mentoring and support through PITE

R.C

PITE

Trainings needs assessment is undertaken jointly by DOE(S) and PITE

II. Implement the Plan phase wise

R.C

Revised career and promotion structures

2.1.2 Review career structures and promotion aspects of

teachers to enhance options of career

progression.

I. Review the career and promotion structures of

teachers to encourage professionalism

0.28

DOE(S)/PPIU

Revision of pay scales of primary teachers for attraction of better quality teacher is part of overall recruitment plan

II. Revise the career and promotion structures in consultation with teachers

III. Notify the new career and promotion structures

R.C

Better quality primary teachers recruited

2.1.3 Upgrade the pay scales requirements for primary teachers

I. Review the pay scales of primary teachers to attract better quality human resource

0.44

DOE(S)/ PPIU

II. Develop a long term plan to recruit more qualified teachers for primary

R.C

III. Implement the plan phase wise

R.C

Teachers’ feedback in policy changes ensured

2.1.4 Ensure teachers’ feedback in policy decisions on career structures, transfers and postings etc.

I. Develop

mechanisms for

feedback from

teachers on policies related to them.

0.17

DOE(S)

II. Identify

representative set of teachers for feedback (through surveys or FGDs).

R.C

III. Revise existing rules to make this feedback mandatory

0.22

Teachers’ work conditions improved

2.1.5 Assess work condition of schools for issues relevant to teachers including

I. Assess work condition of schools for issues relevant to teachers including

R.C

DOE(S)/PPIU

Assessment of work conditions and plan prioritise specialised needs

provision of basic facilities and

prepare and implement a remedial plan

provision of basic facilities

of female teachers

II. Prepare a remedial plan

R.C

III. Implement the plan

Scale Factor

Facilities of day care centre set up in secondary and higher secondary schools

2.1.6 Set up facilities of day care centres for female teachers

I. Identify needs and feasibility of establishing day care centres in Schools

DOE/DEOs

II.Prepare plans for establishment of day care centres in Secondary and Higher Secondary schools

TBD

III.Implement the plan in a phased manner

Single Teacher primary schools reduced

2.1.7 Prioritise reduction of Single Teacher primary schools

I. Prepare a plan to reduce single teacher schools at primary level

Scale Factor

DOE(S)

II. Collate the local plans and prepare provincial plan

R.C

III. Implement the plan phase wise

R.C

Teacher feedback incorporated in review of learning inputs and policies of student welfare

2.1.8 Involve teachers and head teachers in regular feedback on textbooks, curriculum, assessments,

I. Develop

mechanisms for

feedback from

teachers on textbooks, curriculum, assessments,

0.33

DOE(S)/ PPIU

school conditions and student needs and utilise the feedback on system improvement.

school conditions and student needs.

II. Revise existing rules to make this feedback mandatory

III. Document the feedback and use in systemic improvements in learning inputs and students

R.C

Sub Program 2.2 Pre-Service Teacher Education

Sub -Goal 2.2. An academically sound pre-service teacher education system that produces quality graduates

Institutionalised feedback to pre- service teacher education institutions

2.2.1 Institute a coordination and feedback mechanism between the

DOE(S) and providers of pre service teachers education to identify needs:

I. Engage with pre- service teacher education institutions, including, elementary colleges and

universities to

agree on a feedback mechanism

R.C

DOE(S)

II. Based on the agreement notify the feedback mechanism that

includes inputs from teachers

R.C

III. Provide annual feedback through

R.C

the institutionalised mechanism

Regular feedback to, and

engagement with HEC, on pre- service teacher education

2.2.2 Develop formal feedback mechanism for HEC on issues of Pre service Teacher Education with the help of the universities and colleges offering education degrees

I. Engage with Higher Education Commission to

agree on a feedback and engagement process on pre- service teacher education between SED, universities in Balochistan and HEC.

R.C

DOE(S)

II. Develop and sign an agreement accordingly

R.C

III. Undertake regular feedback and engagement with HEC

0.33

Operational standards to ensure implementation of those set by NACTE

developed

2.2.3 Develop operational standards (input, processes) in coordination with universities and colleges offering education degrees to ensure implementation of overall standards set by NACTE

I. Document gaps in the current standards regime in view of NACTE needs

3.01

BOC&EC/PITE

II. Develop inputs and process standards for teacher pre-service teacher education institutions at input and process level

III. Implement the standards

R.C

ICT based education included in the pre service teacher training

2.2.4 Review pre- service teacher training approaches to ensure continuity in the pandemic through ICT

approaches in coordination with the universities

and colleges offering education degrees

I. Include ICT based education approaches in coordination with the universities and colleges offering education degrees in the pre service teacher training

Cost covered above

BOC&EC

Courses on

education in

pandemics like

COVID 19

introduced in the pre service teacher education

2.2.5 Review syllabi of pre- service teacher education in consultation with Higher Education Commission and the universities

and colleges offering education degrees to introduce courses on education in pandemics like COVID 19

I. Initiate

consultation with HEC. universities and colleges offering education degrees and development partners to include courses on

education in

pandemics like COVID

BOC&EC

II. Prepare specialised course material on

education in pandemics

20.5

Sub Program 2.3 Continuous Professional Development

Sub Goal 2.3. A well-established continuous professional development process for teachers performing effectively

Formal role of DOE(S) in

teacher professional development introduced

2.3.1 Introduce a formal role of DOE(S) in teacher professional development

I. Develop a formal coordination mechanism between PITE and DOE(S) that

identifies their respective roles in teacher professional development

7.77

DOE(S)

The role will eventually be taken over by the specialised human resource management unit proposed under ‘Governance and Management

II. Identify

additional professional development responsibilities of DOE(S) beyond teacher training

III. Notify the changes in official rules.

R.C

Revamped CPD implemented

2.3.2 Review and expand the current professional development program for teachers

I. Review the current CPD for improvements through consultations between DOE(S) and PITE

1.79

DOE(S)

II. Prepare a revised plan jointly signed off by DOE(S) and PITE

III. Implement the plan phase wise

R.C

Teachers are

trained on child/learner

2.3.3 Prioritise training of

teachers on

I. Prepare training material on child/learner

1.23

PITE

friendly approaches

child/learner friendly approaches in the CPD Plan

friendly approaches

II. Integrate aspects of

child/learner friendly approaches into teachers regular training under CPD model

Coasted under material development and CPD

III. Training of all teachers on child/learner friendly approaches

Regular and

organised peer learning sessions in schools and at cluster levels

2.3.4 Encourage and Institutionalise peer learning processes

I. Develop

guidelines for head teachers and other supervisors to organise peer learning sessions based on local needs

0.37

DOE(S)

II. Review the guidelines in consultation with teachers

IV. Notify,

implement and monitor guidelines for peer learning sessions

R.C

Head teachers trained in teacher evaluations

2.3.5 Train head teachers in

I. Undertake training needs assessments

3.84

DOE(S)/DEO

teacher evaluations

II. Develop a training plan

III. Implement the plan phase wise

R.C

Capacity of PITE enhanced

2.3.6 Develop Capacity of Provincial Institute of Teacher Education

I. Review the existing capacity development plan for PITE

3.54

PITE

II. Prepare a revised plan

III. Implement the capacity development plan

Regular Cost

CPD linked to promotion

2.3.7 Link CPD with teachers’ promotion

I. Develop rules for linking CPD to promotions

DOE(S)

II. Approve Rules

Teachers informed on COVID 19 and necessary response to it

2.3.8 Conduct emergency Teacher awareness and training on COVID

19 through ICT and other means

I Prepare

awareness session and training program on COVID 19 though ICT and other medium

5.90

PITE, DOE(S)

II. Conduct awareness sessions and trainings on COVID 19

TBD

Sub Program 2.4 Teacher Availability

Sub-Goal 2.4. Ensure availability of quality teachers for all institutions

Long term teacher recruitment plan prepared and operationalised

2.4.1 Prepare a long term teacher recruitment plan

I. Assess and identify; teacher needs for the next

20 years, supply side constraints

0.39

DOE(S)

Plan includes demand and supply side issues and solutions

based on current and future needs.

and include expansion of supply of quality teachers over time, and limitations of recruitment of quality teachers at the local level

II. Develop a long term plan for teacher recruitment

III. Ensure timely implementation of recruitment in a phased mannered

Number of female teachers of science, mathematics and languages enhanced

2.4.2 Prioritise development and recruitment of science, mathematics and language teachers, especially, for females for post primary classes

I. Identify minimum needs for science, mathematics and language teachers for rural female schools

0.28

DOE(S)

The challenge for female schools may need to be met with more innovative and flexible options including short term contracts and age relaxation for recruitment of teachers in the local area.

II. Negotiate with Pre-service teacher education institutions to expand specialised programs for science, mathematics and languages

R.C

III. Provide scholarships to females from rural areas to participate in these programs

0.17

Details to be worked out

Alternative options to use of teachers on additional duties identified

2.4.3 Engage with the government in identifying alternative options to use of teachers on additional duties

I. Set up a committee with S&GAD to review the impact of additional duties on teacher effectiveness and prepare alternative plans

Costed above

DOE(S)

These plans can include organisation of activities in summer and winter vacations. Alternatively, where this cannot be possible other options of HR should be explored and utilised. Another option to explore is compensatory classes for children

II. Prepare a plan for additional duties to ensure children do not suffer in term of teaching time

III. Implement the plan

R.C

Recruitment testing process improved

2.4.4 Review the recruitment testing process for improvements

I. Review the current testing processes and

tools in

consultation with the testing body

R.C

SED

II. Propose changes

III. Implement the changes in the tools and

processes

Recruitment rules revised to

encourage better qualified personnel

2.4.5 Review the recruitment rules to encourage better qualifications

I. Form a

committee to review recruitment rules to include advantages for better qualified personnel

R.C

SED

II. Revise

recruitment rules

III. Notify revised rules

Induction trainings introduced for new recruits

2.4.6 Introduce Induction training for all new recruits

I. Prepare rules for induction trainings

PITE, DOE(S)

II. Develop induction trainings

III. Implement the trainings

TBD

Balochistan Education Sector Plan 2020 - 25

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