The presentation by SHADMA PARVEEN at EDU-CARNIVAL 2014 - the 6th International conference for school leaders, IIT DELHI.

1. Ms Shadma Parveen
Associate Professor, Department of Management Studies)
Al-Falah Univesity, Dhauj Faridabad (Haryana) India
E-mail: shadmaparveen79@gmail.com
Dr Daleep Paremoo
Associate Professor, Department of Business Studies,
Sharda University, Gr. Noida (U.P.) India

2. TITLE OF PAPERTITLE OF PAPER
““Competency Specific Short Term Trainings to SustainCompetency Specific Short Term Trainings to Sustain
the Quality of Higher Secondary School Educatorsthe Quality of Higher Secondary School Educators ””
International Conference at IIT DelhiInternational Conference at IIT Delhi

3. INTRODUCTIONINTRODUCTION
 Competency-based education and training has been avoided.Competency-based education and training has been avoided.
 Staff Development recognized as an essential part to support toStaff Development recognized as an essential part to support to
new approaches of teaching and learningnew approaches of teaching and learning
 50-60% students go for professional courses50-60% students go for professional courses
 The world’s best schools are relentless in replenishing topThe world’s best schools are relentless in replenishing top
intellectual capitalintellectual capital
 NCERT gives constant reminders.NCERT gives constant reminders.
 Become a great challenge after CGPABecome a great challenge after CGPA
 NAAC has voiced,”NAAC has voiced,” If we are to benefit from the hugeIf we are to benefit from the huge
investment ……..of students for efficiency and effectiveness ininvestment ……..of students for efficiency and effectiveness in
providing quality education”providing quality education”

4. INTRODUCTIOINTRODUCTIO
NN
 Destiny of a nation is determined in the classroom.Destiny of a nation is determined in the classroom.
 A closer relationship between the “World of Skilled work” and the “world ofA closer relationship between the “World of Skilled work” and the “world of
competent-learning”competent-learning”
 Stoll and Fink claims,Stoll and Fink claims,
 ““A high quality and well motivated teaching staff and a supportive professional cultureA high quality and well motivated teaching staff and a supportive professional culture
are essential in building excellence” (World Bank, 1994).are essential in building excellence” (World Bank, 1994).

5. Meaning of CompetencyMeaning of Competency
 Geraldo & Acuńa (2005), the word “Competence” drives fromGeraldo & Acuńa (2005), the word “Competence” drives from
Latin word “competere”.Latin word “competere”.
 McClelland (2006) was the first who proposed the idea ofMcClelland (2006) was the first who proposed the idea of
competencycompetency
 Competence represents “what people can do.Competence represents “what people can do.
 Competency is “how they do it”.Competency is “how they do it”.
 PedagogyPedagogy
 The operational definition of competencyThe operational definition of competency
 Teachers’ Professional developmentTeachers’ Professional development

6. RelationshipRelationship

7. Need of DevelopingNeed of Developing
CompetencyCompetency
Mitrani (1992) identified five characteristics of competency.Mitrani (1992) identified five characteristics of competency.
 MotivesMotives
 TraitsTraits
 Self-ConceptSelf-Concept
 Content knowledgeContent knowledge
 Cognitive and Behavioral skillsCognitive and Behavioral skills
““Competency which refers to specific capabilitiesCompetency which refers to specific capabilities .”.”
Interviews conducted by Hoe Born in 2005, 2006 and 2007Interviews conducted by Hoe Born in 2005, 2006 and 2007
Competency specific pedagogy training can be the best way to develop a teacherCompetency specific pedagogy training can be the best way to develop a teacher

8. Ways of Identifying the CompetencyWays of Identifying the Competency
A common way at least in Germany-A common way at least in Germany-
 Ability to explain difficult problemsAbility to explain difficult problems
 Relation between content of lecture and tasks inRelation between content of lecture and tasks in
professional sphereprofessional sphere
 Ability of answering students’ questionsAbility of answering students’ questions
 Preparation of students for examsPreparation of students for exams

9. Ways of Measuring theWays of Measuring the
CompetenciesCompetencies
Another way to measure competences of faculty has been described byAnother way to measure competences of faculty has been described by
HanaPačaiová(2008).HanaPačaiová(2008).
 Number of research papers publishedNumber of research papers published
 Number of research papers presentedNumber of research papers presented
 Number of conferences organized and coordinatedNumber of conferences organized and coordinated
 Number, kind and size of research projectsNumber, kind and size of research projects
 Number of students supervisedNumber of students supervised
 Number of international quotations in reviewed papersNumber of international quotations in reviewed papers
 Number of patentsNumber of patents
 Number of time highly rankedNumber of time highly ranked
 Number of time highly ranked by the institutionNumber of time highly ranked by the institution

10. Roles of a TeacherRoles of a Teacher

11. Techniques of staff developmentTechniques of staff development
 Pedagogy and Andragogy TrainingPedagogy and Andragogy Training
 ITC education and TrainingITC education and Training
 Staff Education and TrainingStaff Education and Training
 QC Training (QCT)QC Training (QCT)
 Job Satisfaction and EmpowermentJob Satisfaction and Empowerment
 Systematic continuous educationSystematic continuous education
 Development of new projectsDevelopment of new projects
 Teaching courses content in institutionTeaching courses content in institution
 Online trainingOnline training
 Job RotationJob Rotation

12. Methodology:Methodology:
 Identification and validation of academic competencies.Identification and validation of academic competencies.
 Getting deeper understanding about the participants.Getting deeper understanding about the participants.
 A qualitative approach is designedA qualitative approach is designed
 A well structure questionnaire is designed (EFQM)A well structure questionnaire is designed (EFQM)
 The related authentic documents were also used.The related authentic documents were also used.
 Some schools’ leaders interviewedSome schools’ leaders interviewed
 The primary data is derived from an unstructured open-endedThe primary data is derived from an unstructured open-ended
questionnairequestionnaire
 The interview schedule is targeted at those holding key positions inThe interview schedule is targeted at those holding key positions in
the schoolsthe schools
 The analysis of data is based on the responsesThe analysis of data is based on the responses

13. RESULTS AND DATA ANALYSISRESULTS AND DATA ANALYSIS
 For attaining this goal, the following questions wereFor attaining this goal, the following questions were
posed to the leaders’ of the schools of Delhi NCR: “Howposed to the leaders’ of the schools of Delhi NCR: “How
the professional competencies of teaching staff in higherthe professional competencies of teaching staff in higher
secondary schools would be developed in order to bringsecondary schools would be developed in order to bring
about excellence in their teaching?”about excellence in their teaching?”
 The responses of training and development mention thatThe responses of training and development mention that
there are certain number of variables that dominate inthere are certain number of variables that dominate in
the responses of the leaders.the responses of the leaders.

14. Number of Responses(N=10)Number of Responses(N=10)
 Teachers Trained in Pedagogical Skills (10)Teachers Trained in Pedagogical Skills (10)
 Teachers’ Participation in the QCT (8)Teachers’ Participation in the QCT (8)
 Teachers’ Empowerment And Job Satisfaction (8)Teachers’ Empowerment And Job Satisfaction (8)
 Systematic Continuous Education Advancement (8)Systematic Continuous Education Advancement (8)
Staff development is immensely supported by a study by Kautto-Koivula (1997) at Nokia concerning with everStaff development is immensely supported by a study by Kautto-Koivula (1997) at Nokia concerning with ever
increasing Global Technology Education and Training Programmes (GTETP).increasing Global Technology Education and Training Programmes (GTETP).
 Development of new Projects (5)Development of new Projects (5)
 Teaching Course Content (4)Teaching Course Content (4)
 On Job Training (1)On Job Training (1)
 Job Rotation (1)Job Rotation (1)
 Electronic Recording and Book-keeping (1)Electronic Recording and Book-keeping (1)

15. DISCUSSION &DISCUSSION & CONCLUSIONCONCLUSION
 Develop teachers as academic leadersDevelop teachers as academic leaders
 job enrichmentjob enrichment
 Pedagogical and ITCPedagogical and ITC
 Quality ConsciousnessQuality Consciousness
 Staff EmpowermentStaff Empowerment
 Job SatisfactionJob Satisfaction
 Strategic Planning and DevelopmentStrategic Planning and Development
 Update Skills and KnowledgeUpdate Skills and Knowledge
 Satisfies Individual Learning NeedsSatisfies Individual Learning Needs
 Career AdvancementCareer Advancement
 Support Organizational ImprovementSupport Organizational Improvement

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21. THANKSTHANKS