The document outlines a teacher education plan for principals' ICT capacity building. It discusses the background and objectives of revising the teacher education scheme to integrate pre-service and in-service training. The planning approach involves a bottom-up methodology that integrates plans from DIETs, CTEs, IASEs, SCERT, SSA and RMSA. The vision includes addressing teacher capacity, monitoring post-training implementation, and knowledge creation through research. Roles of CTEs include conducting training programs and impact studies, while roles of DIETs include serving as an education resource centre and managing quality in schools. Funds are allocated for programs and activities at CTEs and DIETs, which include

1. Teacher Education Plan
Preparation and Implementation
DIET Principals' ICT capacity
building workshop, RIE, Mysuru
5th May, 2016

2. GENESIS AND BACKGROUND OF REVISED
TEACHER EDUCATION SCHEME
• The National Policy on Education (NPE) 1986/92
recognized that “…teachers should have the freedom to
innovate, to devise appropriate methods of
communication and activities relevant to the needs of
and capabilities of and the concerns of the community.”
The policy further states that “…teacher education is a
continuous process, and its pre‐service and in‐service
components are inseparable.”
• Recent developments like RTE, 2009, NCFTE, 2009 and
other contemporaneous developments in the field of
Teacher Education have renewed the vigour and resolved
to rejuvenate teacher education in the country.

3. Objectives
Quality teacher education, both pre‐service and
in‐service, is a national priority. In order to
achieve this, plan should be able to present –
• Integration of teacher education with the
overall education in the state by collation of
information and data.
• Methodology to expand the in‐service training
capacity both in SSA and RMSA by building
synergies amongst DIETs, CTE, IASEs and SCERT
and also developing innovative mechanisms
using technology in teacher education.

4. Planning Approach & Methodology
• A bottom‐up plan is more realistic than a
stand‐alone institutional plan.
• SCERT planning cannot be done in isolation;
the plan has to be well integrated with the
plans of the DIETs, CTEs, IASEs and also with
the training plans of SSA and RMSA.
• Every component or activity in the plan should
be measurable.
• Apart from the Government network, the role
of non‐profit private institutions also needs to
be harnessed.

5. Vision should include
• Addressing the capacity development of in-
service teachers to handle complex school
learning situations and reality based difficulties
in transacting school curriculum.
• Monitoring the post-training implementation and
creating a loop to feed it back into future training
programs.
• Knowledge creation through research/action
research, curriculum revision based on field
realities and changing global scenario, updating
training content with teacher need analysis, etc.
• Attention to professional development of teacher

6. Role of CTEs
• To conduct pre-service and in-service training
programs for secondary school teachers.
• To conduct training need analysis and
baseline surveys for organizing training
programs including preparation of teacher
handbooks and training modules.
• To conduct impact studies to study effect of
training in classroom processes and learning
outcomes. This should be done through
substantial school visits and classroom
observations.

7. Role of DIETs
• DIETs are nodal institutions for improving the
quality of elementary education in the district. They
are mandated to transact pre-service and in-service
training programs for elementary school teachers.
• DIET should serve as an Education Resource Centre
for the district in conjunction with BRCs and CRCs.
• Especially in the context of RTE Act, RMSA and NCF,
responsibility of DIET is not limited to teacher
training but as an institution should manage quality
aspects in schools, professional development of
teachers, intra-district academic coordination,
academic assessment, monitoring, research and
action research, ICT interventions, innovative

8. Funds allocated in Lakhs
Sl No Component CTE DIET
1 Programs and Activities 25.00 30.00
2 Contingency 15.00 15.00
3 Salary As per
workin
g
teachin
g staff

9. Programs and Activities
• RESEARCH AND ACTION RESEARCH
• RESOURCE CENTRE AND DOCUMENTATION
• TRAINING POGRAMMES FOR TEACHERS, BRC
and CRC COORDINATORS, VEC, SDMC
MEMBERS, etc.
• PROGRAMMES CONDUCTED FOR FACULTY
• TECHNOLOGY IN TEACHER EDUCATION
• INNOVATIONS
• CONTENT & MATERIAL DEVELOPMENT
• ON-SITE SUPPORT TO TEACHERS

10. Implementation strategy
• Designate a nodal officer.
• Prepare an action plan with well defined
objectives, timeline, methodology, funds
needed etc.
• Carefully read the documents related to
Teacher Education.
• Visit www.teindia.nic.in

11. Implementation strategy
•Undertake content analysis of existing
school curricula.
•Develop simple conceptual materials for
teacher-trainees and teachers.
•Undertake research on the construction
and transmission of knowledge
•Develop appropriate assessment models
and methodologies towards achieving
quality improvement.
•Focused programmes of professional

12. Implementation strategy
• Reorganization of DIET Structure
• Leadership and management capacity building
• Academic enrichment
• e-Learning platforms
• University linkages for professional
development
• IT for management

13. Thank you