1. D El Ed Implementation at DIET Jorhat – An Evolving Innovation

2. Background
Like all DIETs in Assam, DIET Titabor, Jorhat started conducting D El Ed based on revised curriculum in 2012, after a gap of 10 years
In order to conduct the D El Ed based on the spirit of NCF, NCFTE and RtE, DIET Jorhat has attempted certain processes and practices

3. Key Idea Change in approach to teacher development
from ‘what a teacher should know’
to ‘what a teacher should be able to do’
by adopting
Teacher Abilities Framework

4. What is a teacher abilities framework?
Comprises of a list of functions that any teacher must be able to do
It is the presence of these abilities which set a teacher apart from a non-teacher

5. How will a Teacher Abilities Framework strengthen PSTE?
Sharpen the specific objectives of PSTE
Determine the sequence of sub-units within a semester
Determine the scope of each sub-unit
Identify appropriate pedagogical strategies
Evolve assessment processes

6. What has DIET Jorhat done to adopt Teacher Abilities Framework?
Enhanced engagement with schools
Organise course content
Identification of teacher abilities
Evolve a rubric of teacher abilities
Analyse curriculum
Formative assessment
Change in classroom process
Mentorship

7. Enhanced Engagement with Schools
Student teachers
Teacher educators

8. Organise Course Content
Which sub-units strengthen which teacher abilities?
Map sub-units with teacher abilities

9. Course Notes Sub unit course outline based on identified abilities
Developed jointly by group of faculty for a given paper

10. Classroom Process
Diverse pedagogical strategies, identified as per need
Change in duration of period

11. Formative Assessment
Integrate Formative Assessment with Summative Assessment – Action Research
Assessment of Teacher Abilities at the time of entry
Induction Fortnight

12. Mentorship Group of 7-8 students allotted to each faculty member
Mentoring interactions being organized at regular frequency

13. Changes Observed Thus Far
Student Teachers
Awareness of teacher abilities is giving them direction
Demanding better facilitation
Demanding appropriate assessment system
Developing own material for facilitation
Teacher Educators
Greater engagement with student teachers
Intensity of preparation has increased
Diverse pedagogy is being used

14. Thank You

15. A Conceptual Framework of Teacher Abilities
Visualisation of a Learning Process for Each Child
Facilitation of Learning of Each Child
Identify the learning abilities of each child
Understand and analyse the curriculum for each level and subject
Relate the learning ability of each child with curriculum
Identify/conceptualise learning experiences
Research – observe, document, articulate, integrate
Self analysis and assessment
Create a meaningful learning environment
Identify, use and innovate pedagogical tools
Manage different school environments
Observe, document and provide feedback to learners
Work in a school system
Forging partnership with parents and other stakeholders

16. Progression of Abilities
Teacher Ability
Progression of Abilities
Evolving
Involved
Self Directed
To comprehend and articulate written and verbal material
Can read and understand newspaper and magazine articles in first language
Can read and understand elementary school textbooks in English
Can understand simple verbal instructions/questions in English
Can read and understand reading material for teacher education course in first language
Can read and understand newspaper and magazine articles in English
Can
Can read and understand literary works, policy documents in first language
Can read and understand reading material for teacher education course in English
Can understand a detailed and complex exposition – lecture or speech – in English

17. Identified Teacher Abilities at DIET Jorhat
Primary Teachers
Teacher Ability
Description of Ability
Progression of Abilities
Evolving
Involved
Self Directed
To comprehend and articulate written and verbal material
To engage with each child
To use contents for building competencies
To facilitate the learning of children through children’s own experiences
To use feedback to further learning
To engage parents in learning of children
To work in and as team
To Research and reflect